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DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS
DRAFT
UNIT TOPIC: Making Money: Planning For A Successful Financial Life CONCEPTUAL LENS: Risk and Responsibility
Sometimes long-term goals can serve the dual purpose of helping people and making money. Beginning the journey of
UNIT
making money is a process of establishing financial goals, a budget, and a means of saving. These steps help people prepare
OVERVIEW:
for the important step of investing money to help reach those long-term goals. Investing money is saving money in a way
that earns money. Its purpose is to earn a financial return. Financial planning means being aware of how much money is
coming in and how to use it. In this unit we will see how both individuals and the U.S. government make money; how the
government tries to ensure that people are protected from abuses; and why financial planning should not only focus on
spending and saving, but also on how to help others.
SCOS
CE.C&G.2.6, CE.C&G.2.7, CE.C&G.3.1, CE.C&G.3.4, CE.C&G.3.6
OBJECTIVES
CE.PFL.1.1, CE.PFL.1.2, CE.PFL.1.3, CE.PFL.1.5, CE.PFL.1.6, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3
ADDRESSED
CE.E.1.2, CE.E.3.1
UNIT WEBBING
HIST
CIVICS &
GOVERNMENT
CE.C&G.2.6, CE.C&G.2.7,
CE.C&G.3.1, CE.C&G.3.4,
Concepts:
Authority, government,
individual rights, privilege,
rights, rule of law, law,
protection, compromise,
cooperation, response,
consumers
Content:
 Types of laws
government can
exercise over people,
 Equal justice under the
law,
ECONOMICS
CE.E.1.2, CE.E.3.1
Concepts:
Consumer, producer, investing,
market, strategy, wealth,
policy, scarcity, resource,
economy, growth, money,
supply and demand, taxation
Content:
 How government has a role
in preserving competition,
enforcing contracts, and
protecting consumers and
producers.
 How the U.S. government
PERSONAL FINANCIAL
LITERACY
CE.PFL.1.1, CE.PFL.1.2,
CE.PFL.1.3, CE.PFL.1.5,
CE.PFL.1.6, CE.PFL.2.1,
CE.PFL.2.2, CE.PFL.2.3
Concepts:
Education, income, career,
choice, costs, benefits,
finance, responsibility,
individuals, budget, taxation,
saving, debt, debt
management, expense, giving,
sharing, planning, money,
risk, consumer, producer,
investing, government,
individual rights, response
GE
O
CUL
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS







GENERALIZATI
ONS AND
GUIDING
QUESTIONS
Individual rights,
Individual responsibility
The rights and
privileges of citizens
Contemporary issues
affecting the united
states and how
government and
Citizens respond
Government regulation
Government protection
Freedoms of individuals
1. Governments balance
preserving the rights of
individuals with
protecting the common
good.
 What are the three
roles that you will
probably play at one
time or another in
the economic
system? (F)
makes money.
The role of competition in
the market
The role of prices as
coordinators of a market
economy.
GDP
Laissez-faire
Circular flow
Collecting Taxes
Rule of 72
DRAFT
Content:

 Trade-offs
 “disposable income” and

“discretionary income”
 The responsibility of state
and federal governments

to enforce laws to protect

consumers and producers

 The influence of

government on financial

planning
 Where to find information
on various investments.
 Stocks, bonds and mutual
funds
 Types of investments
 Rule of 72
 Ponzi schemes
 Examples of basic
consumer protections
offered to them by state
and federal government
1. Informed investors use
1. Financial planning takes
research information to
time and effort.
help make investment
 What does it mean to
decisions.
participate in financial
planning? (F)
 What are at least three
specific sources you can
 What are the steps to
seek for financial
setting up a financial
information? (F)
plan? (F)
 What political and
 Why is it important to
economic factors affect
think about sharing
your personal budget
your resources with a
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS

DRAFT
and investment
cause(s) you believe
How do government
decisions? (C)
in? (C)
decisions affect the
products and
 How can a PIRG
 What is the advantage
services available to
(Public Interest
of linking financial
consumers? (C)
Research Group) assist
goals to values? (C)
individuals in making
2. Saving and investing are
 How do things such
investment decisions?
strategies that help
as the Manguson(F)
individuals plan and
Moss Warranty Act
prepare for future
of 1975, the Energy
 What leading indicators
financial goals and
Star program and
help investors predict
financial security.
Seals of Approval
and react to the
protect individual
direction the market is
 What is the rate of
rights and the
headed? (C)
relationship between
common good? (F)
rate of return and risk?
 What is the advantage
(C)
 Why do government
of you investing in
decisions need
bonds over stocks? (F)
 Why is it important to
consumer input? (C)
allot some money
 Why are individual
from each paycheck or
values and goals
 How does
allowance payment to
government
important to keep in
savings? (C)
restriction of
mind when making
competition by
investments that move
 Why is investing in a
allowing
individual closer to
mutual fund usually
monopolies in
long-term goals? (C)
safer than investing all
certain industries
2. Government has limited but
your money in the
protect the common
important functions in a
stock of a single
good? (C)
market economy.
company? (F)
2. Citizens look to the law
 What Is the Role of
 Why do you need to
for protection of
Government in the
budget sharing and
individual rights.
Economy? (C)
saving before
spending? (F)
 Other than the
 How did the national
covered in the
government play a key
 Using the Rule of 72,
Consumer’s Bill of
role in the economic
what is the rate of
Rights what
crisis of 2009? (F)
interest that you need
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS




responsibilities do
consumers have in
our free enterprise
system? (F)
How do government
policies help protect
employment and
save jobs? (C)
What is the role of
the Consumer
Product Safety
Commission? (F)
What is the
difference between
small-claims suits
and class-action
suits? (F)
Do regulated
monopolies provide
better service at a
fairer price than
possible
competitors? (P)

DRAFT
to earn in order to
How did the U.S.
double your money in
economy influence
10 years? (F)
outcomes in the
elections of 1932, 1980, 3. Laws may be enforced by
different agencies in order
and 2008? (F)
to ensure the protection of
 Why do some
the rights of individuals.
individuals believe
 What are some
deregulation encourages
national organizations
more competition,
that represent
higher productivity and
consumers? (C)
lower prices for
consumers? (C)
 Why are standards
that specify the
 How are import quotas
requirements for a
and tariffs important to
particular type of
U.S. products and
product, such as
competition? (F)
lightbulbs or tires, an
3. Governments need money
important form of
in order to pay for the
government
services they provide.
regulation? (F)
 What are some services
 What are three Acts
that local governments
(laws) that help
provide? (C)
protect consumers
 What are some services
when they fill out or
that the U.S.
enter into a credit
government provides to
contract? (F)
individuals and
 Why is government
citizens? (F)
regulation
 How does the U.S.
controversial? (C)
government pay for
4.
Laws
and regulations
some of the services
exist for the protection of
that it provides to
the rights of consumers.
people living in the
 How can you protect
U.S.? (F)
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS



How is a “Fair" Tax
System structured? (C)
What role does the U.S.
government play in
making money from
consumer investing? (F)
Why is consumer
investment in bonds,
currency, etc. beneficial
for both government
and individuals? (C)
DRAFT


yourself from
consumer fraud? (F)
What are the four
basic rights covered in
the first Consumer’s
Bill of Rights first
signed by President
John F. Kennedy in
1962? (F)
What are the steps that
you can take if you are
not satisfied with a
company’s response
to your complaint? (F)
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS
DRAFT
UNIT TOPIC: Making Money: Planning For A Successful Financial Life
CONCEPTUAL LENS: Risk and Responsibility
CIVICS & GOVERNMENT
ECONOMICS
CE.C&G.2.6, CE.C&G.2.7,
CE.C&G.3.1, CE.C&G.3.4
Concepts:
Authority, government, individual
rights, privilege, rights, rule of law,
law, protection, compromise,
cooperation, response,
Content:
 Types of laws government can
exercise over people,
 Equal justice under the law,
 Individual rights,
 Individual responsibility
 The rights and privileges of
citizens
 Contemporary issues affecting
the united states and how
government and
Citizens respond
 Government regulation
 Government protection
 Freedoms of individuals
MAKING MONEY: PLANNING FOR A
SUCCESSFUL FINANCIAL LIFE
PERSONAL FINANCIAL LITERACY
CE.PFL.1.1, CE.PFL.1.2, CE.PFL.1.3, CE.PFL.1.5,
CE.PFL.1.6, CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3
Concepts:
Education, income, career, choice, costs,
benefits, finance, responsibility, individuals,
budget, taxation, saving, debt, debt
management, expense, giving, sharing, planning,
money, risk, consumer, producer, investing,
government, individual rights, response
Content:




HISTORY





Trade-offs
“disposable income” and “discretionary
income”
The responsibility of state and federal
governments to enforce laws to protect
consumers and producers
The influence of government on financial
planning
Where to find information on various
investments.
Stocks, bonds and mutual funds
Types of investments
Ponzi schemes
Examples of basic consumer protections
offered to them by state and federal
government
CE.E.1.2, CE.E.3.1
Concepts:
Consumer, producer, investing,
market, strategy, wealth, policy,
scarcity, resource, economy,
growth, money, supply and
demand, taxation
Content:

How government has a role
in preserving competition,
enforcing contracts, and
protecting consumers and
producers.

How the U.S. government
makes money.

The role of competition in
the market

The role of prices as
coordinators of a market
economy.

GDP

Laissez-faire

Circular flow

Collecting Taxes

Rule of 72
CULTURE
UNIT OVERVIEW
Sometimes long-term goals can serve
the dual purpose of helping people
and making money. Beginning the
journey of making money is a process
of establishing financial goals, a
budget, and a means of saving. These
steps help people prepare for the
important step of investing money to
help reach those long-term goals.
Investing money is saving money in a
way that earns money. Its purpose is
to earn a financial return. Financial
planning means being aware of how
much money is coming in and how to
use it. In this unit we will see how
both individuals and the U.S.
government make money; how the
government tries to ensure that
people are protected from abuses;
and why financial planning should not
only focus on spending and saving,
but also on how to help others.
DRAFT
CRITICAL
CONTENT
SAMPLE UNIT FOR CIVIC & ECONOMICS
DRAFT
Students should know:
1. Various choices and decisions about education after high school impact life plans and financial goals.
2. The two things that an individual needs to consider when planning for a goal that has a specific amount.
3. The six steps for setting up a financial plan.
4. Ways in which individuals demonstrate responsibility for financial well-being over a lifetime.
5. Ways to be a financially responsible young adult.
6. Examples of the benefits of financial responsibility and the costs of financial irresponsibility.
7. Ways both people and governments make money.
8. Current types of consumer fraud, including online scams.
9. Examples of unfair or deceptive business practices that consumer protection laws forbid.
10. Actions an individual can take to protect personal identity.
11. Ways that thieves can fraudulently obtain personal information.
12. Actions a victim of identity theft should take to restore personal security.
13. The components of a personal budget, including income, planned saving, taxes, and fixed and variable expenses.
14. The difference between assets and liabilities.
15. The factors that affect net worth.
16. The difference between cash inflows (including income) and cash outflows (including expense).
17. That saving is a prerequisite to investing.
18. Compare strategies for investing, including participating in a company retirement plan.
19. The appropriate types of investments to achieve the objectives of liquidity, income, and growth.
20. How economic and business factors affect the market value of a stock.
21. Leading indicators in the U.S. that help investors predict and react to the direction the market is headed.
22. Ways in which federal and state regulators protect investors.
23. Investments differ in their potential rate of return, liquidity, and level of risk.
24. That some government intervention is appropriate in a market economy.
25. That the choices that people make have benefits, costs, and future consequences.
26. A budget identifies expected income and expenses, including saving, and serves as a guide to help people live within
their income.
27. Laws and regulations offer specific protections for borrowers.
28. Government agencies, such as the U.S. Securities and Exchange Commission, Federal Deposit Insurance
Corporation, and state regulators, oversee the securities and banking industries and combat fraud.
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS
DRAFT
29. Why philanthropy is important and beneficial to the giver as well as the receiver.
KEY SKILLS
Students should be able to do:
1. Use charts and graphing data to draw conclusions about costs and benefits of investing.
2. Develop graphic data to analyze and draw conclusions about the causes and effects of building financial wealth.
3. Use various types of technology to research and present information on financial planning, investing, government
regulation and consumer protection; orally, virtually and on paper.
4. Formulate financial and economic questions by deconstructing a variety of sources, such as personal financial
decision making scenarios and financial reports, economic forecasts, letters, legal documents and court decisions, etc.
5. Construct reasoned arguments and draw conclusions using consumer protection laws matched to descriptions of the
issues that they address and the safeguards that they provide.
6. Research online and printed sources of up-to-date information about consumer rights.
7. Use online graphic organizers to organize and present information on how government agencies, such as the U.S.
Securities and Exchange Commission, Federal Deposit Insurance Corporation, and state regulators oversee the
securities and banking industries and combat fraud.
8. Write formal letters of complaint that state economic, regulatory, or financial problems, ask for specific action and
include copies of supporting documents.
9. Research online and printed sources of up-to-date information about consumer rights.
10. Use financial or online calculators to determine the cost of achieving a long-term goal.
PERFORMANCE WHAT?: Investigate why making money involves good planning as well as various means to ensure protection from
financial abuse.
TASK (S)
governments
need money in
order to pay for
the services they
provide: education,
fire
protection, national
defense, and so on.
Governments
obtain money by
taxation—
by imposing
WHY?:
In order to understand that financial planning takes time and effort.
HOW?: You are a member of a design team responsible for creating a game to teach middle and high school students
about
the importance of good financial planning in managing money in order to have successful finances.
Identify the purpose of the game.
 Develop a set of at least 30 “Financial Planning and Money Making Questions” with answers on a flip side of
wherever you have your questions.
 Design the game so that players mover along a path from Start to Finish b correctly answering the questions
that you have written for the game.
 Place six “Penalty” and six “Bonus” points along the game path, and develop six “Penalty” and six “Bonus”
cards also.
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS


various taxes on
individuals
and corporations.


DRAFT
Design six “Penalty” and six “Bonus” spots along various places on the game path.
Decide how the players will move through the game for each correct answer (dice, spinner, or based on the
number of moves that may be written on one of the game cards).
If your game is designed as a physical gameboard decide find or make chips and/or tokens to use as game
pieces. If your game is designed to be played on the computer then decide on the images that will be used to
represent chips and/or tokens.
Make sure to play the game and test it out with your team members.
Performance Task Criteria
Content: The written questions as well as the verbal or typed (if played on the computer) responses to the
questions reflect
thorough and accurate research on specific case studies or situational events, perspectives and interpretation
of financial planning
actions by individuals and the U.S. government.

The concept of risk comes out as an important consideration for a person participating in investing money.

The concept of responsibility comes out as an important factor in financial success.

Essential vocabulary terms related to financial planning are present throughout the entire game in both the
“game’s path” as well
as the “game’s Penalty and Bonus cards”.

Process
 All questions are logical and are phrased with the intent of generating information based on good financial
planning on the part of an individual or a government.
Note: You may use a rubric to evaluate the requirements in developing and producing the game. Use Rubistar or
other rubric to evaluate
the game and its develop process.
Possible Points or %
(Final Numbers = 100)
Content Elements for Performance
Self-‐Assessment
(Final
Numbers =
100)
Teacher
Assessment
(Final
Numbers =
100)
DRAFT
SCORING
GUIDE
A=93-100,
B=92-85,
C=84-77,
D=76-70,
F=69 & below
SAMPLE UNIT FOR CIVIC & ECONOMICS

Content: The written questions as well as the verbal or
typed (if played on the computer) responses to the
questions reflect thorough and accurate research on
specific case studies or situational events, perspectives
and interpretation of financial planning actions by
individuals and the U.S. government.

The concept of risk comes out as an important
consideration for a person participating in investing
money.
DRAFT
30
10
10

The concept of responsibility comes out as an important
factor in financial success.

Essential vocabulary terms related to financial planning
are present throughout the entire game in both the
“game’s path” as well as the “game’s Penalty and Bonus
cards”.
20
All questions are logical and are phrased with the intent
of generating information based on good financial
planning on the part of an individual or a government.
20
10


LEARNING
EXPERIENCES
The responses of the players were accurate and showed
the depth of knowledge that each person had about the
concepts, understandings, facts and topics involved in
good financial planning.
Suggested Learning Experiences
Generalizations
Know
(The numbers
Refer back to
the Critical
Key Skills
(The
numbers
Refer back
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS
DRAFT
Content section
of unit.)
Use real-world documents (the types of documents that
financially responsible individual, individuals in financial fields
or government agencies use) found through teacher-provided
Web sites to help you determine income and expenses in two
hypothetical situations:
 An individual planning for his/her future
 A U.S. government agency planning for its upcoming
fiscal year
Summarize your predictions or plans using the data found in a
well-constructed paragraph.
Choose a company or government agency and research that
agency’s prospectus that provides information about its
objectives, investment strategies, risks, past performances, fees
and expenses, management, and distribution policy (how to fund
its investors).
Use one of the lenses to reflect on financial planning of a
fictious person or an actual institution/agency. You can reflect
in one of the following ways:
Visual display on poster or computer
Story (written or oral)
to The Key
Skills
Section of
this unit.)
3,6
-Financial planning takes
time and effort.
-Saving and investing are
strategies that help
government and
individuals plan and
prepare for future
financial goals and
financial security.
1,2,3,4,5,6,7,
13,14,1516,17,
18,19,26
-Informed investors use
research information to
help make investment
decisions.
Financial planning takes
time and effort.
7,14,15,16,18, 3,4,6
19,20,21,22,23,
24
-Saving and investing are
strategies that help
government and
individuals plan and
prepare for future
financial goals and
financial security.
1,2,3,4,5,
6,13, 25,26
3,9
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS
DRAFT
Work with a classmate to create an imaginary portfolio of
stocks. Select companies that you think could provide a good
return and invest an imaginary $50, 000. (Track your portfolio
for the remainder of the course.)
-Informed investors use
research information to
help make investment
decisions
17,18,19,20,
21,23
1,2,3,9
Visit the SallieMae Web site and find out about Stafford loans.
What are the qualifications for student loans? How much money
can be borrowed? How much interest is charge? What are the
repayment terms?
-Saving and investing are
strategies that help
government and
individuals plan and
prepare for future
financial goals and
financial security.
1, 5, 23, 25
3,9
Make a chart of organizations in your community and on a
federal level that provide help with consumer problems.
Describe the kind of help offered.
Find some you know or research to find a story online of
someone who has been a victim of fraud. Write a report about
what happened.
-Governments balance
preserving the rights of
individuals with
protecting the common
good.
10,22, 27,28
3,5
Check news sources for information about consumer fraud, such
as online or telephone scams. Prepare a fact sheet to alert
people to these scams and help them avoid being conned.
-Citizens look to the law
for protection of
individual rights.
10,22, 27,28
3,6
DRAFT
SAMPLE UNIT FOR CIVIC & ECONOMICS
DRAFT
Financial planning takes
time and effort.
TEACHER
RESOURCES
AND
NOTES
Talk to a parent or willing adult about a recent big-ticket
purchase they made. Ask questions about how they planned,
budgeted, and determined what to buy. Ask the person to reflect
on the purchase. Would the person make the same purchase
again? Why or why not? You may do the same interview with
your subject being the owner of a small business that is
successful.
-Saving and investing are
strategies that help
government and
individuals plan and
prepare for future
financial goals and
financial security.
Select one of the choices below and create a graphic organizer
comparing ways that each makes money.
 Federal government compared with a Fortune 500
company
 State government compared with an individual
 Local government compared with a small business
-Government has limited 1,2,3,4,5,6,7,
but important functions
13,14,1516,17,
in a market economy.
18,19,26
-Governments need
money in order to pay for
the services they provide.
Resources:
 Approved print or web-based resources for the course
 Supplemental textbooks and resource materials
 Internet
 Magazines and other periodicals
 Teacher Designed or approved Webquest
1,2,3,4,5,6,7,
13,14,1516,17,
18,19,26
5,6
1,2,3,7