Personal Financial Literacy: An Introduction to Financial Planning

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1 Persnal Financial Literacy: An Intrductin t Financial Planning Overview In this intrductry lessn n persnal financial literacy, students will discuss the imprtance f financial planning and the varius steps in the prcess. Thrugh a variety f activities, they will differentiate between wants and needs and explre the decisin making prcess and assciated pprtunity csts. Students will als develp, implement, and mnitr a simple plan fr reaching persnal financial gals, Fr additinal lessns n Persnal Financial Literacy, see Saving & Investing, Using Credit Wisely, and Checking, available in the Cnsrtium s Database f Civic Resurces. This lessn was adapted by the Cnsrtium frm the Natinal Endwment fr Financial Educatin High Schl Financial Planning Prgram. Grade 10 NC Essential Standards fr Civics & Ecnmics (t be implemented in the schl year) CE.PFL.1.2- Explain hw fiscally respnsible individuals create and manage a persnal budget that is inclusive f incme, taxes, grss and net pay, giving, fixed and variable expenses and retirement CE.PFL.1.5- Analyze hw fiscally respnsible individuals save and invest t meet financial gals Essential Questins What is a financial plan? Why is it imprtant t have a financial plan? Hw d yu earn/receive mney? Hw d yu spend it? Hw can yu benefit frm a financial plan? Hw can yur mdify yur plan? What is the imprtance f saving? Key Terms Financial planning Wants/Needs Instant gratificatin/delayed gratificatin Persnal spending recrd Cash flw Opprtunity cst Materials True/False Cards, attached Steps t Financial Planning flwchart, attached Needs/Wants signs, attached My Financial Gals chart, attached Persnal Spending Recrd, attached Stages f Decisin-Making, attached Family scenari index cards, attached NC Civic Educatin Cnsrtium 1

2 Duratin 1-2 class perids 2 weeks f hmewrk if Persnal Spending Lg activity is assigned Prcedure 1. Arrange students in pairs and distribute the True/False Cards. Explain that yu will make a statement, and each pair will have 30 secnds t discuss whether r nt they think the statement was true r false. After 30 secnds, each pair must cme t a cnsensus and hld up the card that crrespnds with their answer. (If disagreement arises in the pairs, tell students t hld up bth cards.) As yu g thrugh the questins, tally the number f True and False answers t discuss after yu have given students an pprtunity t think abut all the statements. The statements/answers are as fllws: Statements: a. Teens get mst f their mney frm part-time jbs b. Mst teens wh are 18 r 19 years ld have a checking accunt c. Ninety percent f high schl students rely n their parents fr infrmatin abut mney d. On average, American teens spend mre than $10 billin a year. Answers: a. False. 55% f teens reprt getting mney frm parents/guardians; 43% frm gifts; 28% frm dd jbs; 25% frm part-time jbs; 21% frm allwance; 6% frm a full-time jb; 2% frm their wn business. (Teen Research, Inc.) b. True. 64% f teens years f age have a checking accunt. (Teen Research, Inc.) c. True. (Natinal Retail Federatin) d. False. A recent survey shwed that American teen spending exceeded $169 billin in ne year. (Teen Research, Inc.) Discuss the range f answers. Ask students what they fund mst interesting r surprising abut the statements. 2. Have students return t their seats. Give them 8 minutes t answer the fllwing questins: a. What is an item that yu wuld like t have, but cannt currently affrd? b. Assuming yu are starting with n mney and yu cannt cunt n anyne else t simply give it t yu, hw will yu g abut saving enugh fr the item? c. Hw lng d yu think it will it take yu t save enugh mney t buy the item? d. What are sme ther expenses yu need t cnsider while saving up? Will yu make any sacrifices? Spend a few minutes discussing students answers. Explain that they have just cme up with a simple financial plan t meet a specified gal. 3. Define financial planning as a prcess f setting gals, develping a plan t achieve them and putting the plan int actin. Present students with the Steps t Financial Planning flwchart and tell students yu will be discussing each f the steps in detail. NC Civic Educatin Cnsrtium 2

3 Step 1: Set Gals Facilitate a discussin abut the imprtance f gal-setting. T prmpt discussin, yu may want t share with students the fllwing qute, If ne des nt knw t which prt ne is sailing, n wind is favrable (Seneca). Explain t students that gal-setting with regard t financial planning invlves thinking abut what things ne needs and wants in the shrt-, intermediate-, and lng-term. Stress that setting financial gals is imprtant. It is easier t find the mney fr a new pair f shes yu knw yu ll need in June if yu make a plan in April and save a little each week, instead f scrunging up the mney at the last minute. Next, ask students t distinguish needs frm wants. Needs are the very basic things we must have t survive. Wants are the things that make life mre interesting and fun, but yu culd live withut them if yu had t. Fr example, yu need t eat, but yu want t g ut and eat pizza with friends. Yu need a place t live, but yu want a TV in each rm. Yu need t wear clthes, but yu want designer jeans. When making a financial plan, needs shuld cme first. Optinal activity: Have students mve t the center f the rm, and hang signs that say Needs and Wants at ppsite ends f the rm. Tell students that yu will name an item, and each persn must decide whether they think the item named is a need r a want. Explain that perceptins may vary, and that s kay. After each item, ask students n either side f the rm why they thught the item named was a need r a want. Sme ideas fr items include: autmbile, cell phne, newspaper, athletic shes, business suit, bttled water, etc. Yu may want t let a few students name items as well.) Ask students t distinguish between shrt-term gals (less than 3 mnths t reach), intermediate gals (between 3 mnths and a year), and lng-term gals. Yu may want t use the fllwing examples: Birthday present fr a friend whse birthday is next mnth Next week s date Trip after yu graduate New pair f shes Vide game Yearbk at the end f the schl year First semester f cllege Dwn payment n a huse Wedding Explain that with lng-term gals, yu ften have t be willing t give up smething yu want nw t get smething even better in the future. This is called delayed gratificatin. Many Americans are in deep credit card debt because they pt fr instant gratificatin buying smething they want as sn as they see it. When credit cards are used t buy smething immediately, the user must pay interest n the mney they brrwed frm the credit card cmpany. This means that they are really paying mre fr the item (price +interest) than if they saved mney and paid with cash. NC Civic Educatin Cnsrtium 3

4 Have students think f sme shrt-, intermediate-, and lngterm gals they might have. Using the My Financial Gals chart prvided, ask students t think abut hw they plan t meet each gal. Allw them 20 minutes t fill ut the chart. When they finish, discuss sme f their gals and hw they plan t reach them. Step 2: Analyze Infrmatin Explain that the secnd step in the financial planning prcess is t find ut where yur finances currently stand, s yu can see hw much mney yu are receiving, spending, and saving. Give students 20 secnds t think abut hw much mney they think they spend in 4 weeks. Tell them it is kay at this pint t have a ballpark figure. Have them write the number dwn n a sheet f ntebk paper. Nw give students 8-10 minutes t think abut their actual spending in the last 4 weeks. (Tell the class if they did nt persnally spend any mney t try t think abut hw much mney their parents r guardians might have spent n their behalf n grceries, schl supplies, etc.). Have students make a list f what they purchased and hw much each item cst. Next, ask students t list where they received the mney fr each item they purchased (teachers may want t let students knw this infrmatin will be kept private). Tell them that, in effect, they are measuring what is called a persnal cash flw. Next, distribute the Persnal Spending Lg. Ask students t keep a recrd f any incme they receive r expenditures they incur fr the next 2 weeks. They may include mney spent by parents f guardians if they d nt receive r spend any mney themselves. Tell students t d their best t include at least 2 surces f incme and 5 expenditures ver 2 week perid. After the 2 week perid, ask students t discuss their incme and expenditures. See if any unplanned expenses came int play, and if s, hw students dealt with them. Did students have t brrw mney frm anyne? If s, did they pay them back r d they still we? Did students save any f their incme? What were the varius surces students received mney frm? Step 3: Make Decisins Explain t students that financial planning requires making many decisins, and making decisins abut mney can be particularly challenging because s many things cme int play. One must cnsider their persnal spending recrd, as well as the many ther things that can affect decisins yur md, values, culture, habits, and pinins f yur friends and relatives. S hw d yu decide? Present students with the Stages f Decisin Making handut/verhead. Briefly discuss each f the steps. In rder t demnstrate hw peple g thrugh the stages when making a decisin, ask students t pretend they are ging t see a mvie with friends, but when they get there it is sld ut. What will they d? Tgether, g thrugh the fllwing example steps t a simple decisin (actual respnses may vary): 1) Identify yur gal: Yu want t see a mvie with sme friends. NC Civic Educatin Cnsrtium 4

5 2) Establish yur criteria: Cnsider what type f mvie yu and yur friends want t see, when yu want t watch the mvie, and hw much mney yu are able t/want t spend. By identifying yur expectatins in advance, yu can eliminate chices that dn t meet yur wants and needs (as discussed in Step 1 f the financial planning prcess). 3) Examine yur ptins: After arriving, yu ve fund that the mvie was sld ut. What are yur ptins? Think abut whether yu want t buy tickets nw fr a later shwing, g t anther mvie that starts arund the same time, rent a mvie t watch at hme, etc. 4) Weigh the prs and cns: Cnsider hw yur ptins meet yur criteria. Yu may nt want t wait a few hurs until the next shwing, and there is anther mvie yu and yur friends want t see that is playing nw. 5) Make yur decisin: Decide which ptin best meets yur criteria. Yu decide t buy tickets fr a mvie that is playing nw. (Of curse, criteria can change quickly, especially in a simple example like this. Fr example, yu may nly want t see that particular mvie and it is sld ut fr the rest f the day. As such, yu may decide t skip the mvie altgether and g play miniature glf nearby.) 6) Evaluate results: After yu have acted n a decisin, discuss whether r nt yu made the right chice. Was the mvie wrth the mney? What might have been a better thing t spend the time and mney n? Explain that when we make decisin, we ften make a chice between 2 things. This invlves a trade-ff that ecnmists refer t as an pprtunity cst. In the abve example, if yu chse t see a mvie that is playing at the same time as the sld ut mvie, the pprtunity cst f the decisin is that yu did nt see the mvie that yu riginally intended t. Have students wrk in pairs t g thrugh the decisin making prcess f buying a car. Have them fill ut the Stages f Decisin Making sheet. (Yu may want t encurage pairs t identify their wn gals fr step 1.) Step 4: Create and Implement a Plan We discussed creating a financial plan in step 1. By nw, students shuld be actively thinking abut what their gals are and hw they can stay n track t meet thse gals. T spt check what students have learned t this pint, ask them t cmplete the fllwing writing assignment: Yu have been asked by a friend t prvide advice abut hw t meet an intermediateterm financial gal. Write a letter t yur friend in which yu give advice abut hw a financial plan will help the persn meet his r her financial gal. List specific steps they shuld take and things they need t cnsider when creating their plan. Be sure t mentin factrs that will affect the plan and strategies t help them stick t it. Step 5: Mnitr and Mdify the Plan Explain t students that nce they develp and implement a financial plan, they need t peridically check t make sure they are staying n track. The best way is t review plans NC Civic Educatin Cnsrtium 5

6 and prgress at regular intervals. Ding s will help them stay n curse. Stress t students that plans are nt necessarily set in stne. They will change with changes in pririties and criteria, and with unexpected events. When circumstances change, financial plans might as well. Arrange students int family grups f 1-4 students and distribute family scenari index cards (number f students in each grup will be based n cards received). Tell family grups t think abut what types f financial decisins they might need t make given the circumstances n their cards. Give grups 5 minutes t brainstrm and develp lists. After 5 minutes, ask grups t identify at least 2 ptential unexpected events that might impact financial planning. When grups are finished, ask ne persn in each grup t share their scenari and crrespnding financial decisin pssibilities. Nte similarities and differences amng the grups. Culminating Activity Have students set a realistic shrt term financial gal that they think they shuld be able t reach within 2-3 weeks (remain sensitive t differences in sciecnmic backgrunds). After a predetermined amunt f time passes, have students explain whether r nt they met their gal. If they did, ask them t explain hw they apprpriately planned t meet their target. If nt, ask them t explain what bstacles they faced in reaching their gal. Have students keep a Persnal Spending Recrd fr the remainder f the semester. At the end f the semester, have students write an explanatin f hw they received and spent mney as part f final exam r fr extra credit. NC Civic Educatin Cnsrtium 6

7 TRUE FALSE NC Civic Educatin Cnsrtium 7

8 Steps t Financial Planning Surce: Natinal Endwment fr Financial Educatin, High Schl Financial Planning Prgram S NC Civic Educatin Cnsrtium 8

9 My Financial Plan Shrt-Term Gals Estimated Cst Hw I Plan n Reaching Financial Gal/Timeline Intermediate Gals EXAMPLE: Pay fr trip t Charltte t visit friend this summer (4 mnths away) $35 gas $50 fd $100 entertainment (ticket t Bbcats game, Musical) Ttal: $185 -Save $40 frm birthday check frm Grandma -Save $5 a week frm allwance ($5 x 16 weeks until trip = $80 -$15 fr mwing Thmpsn s lawn x 2 = $30 -Miss ut n 1 mvie night a mnth until trip = $35 Lng-Term Gals NC Civic Educatin Cnsrtium 9

10 Persnal Spending Recrd Week 1 Incme Spending Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Week 2 Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 NC Civic Educatin Cnsrtium 10

11 Stages f Decisin Making: 1) Identify yur gal 2) Establish yur criteria 3) Examine yur ptins 4) Weigh the prs and cns 5) Make yur decisin 6) Evaluate results With a partner, g thrugh the stages f the decisin making prcess: 1) Identify yur gal 2) Establish yur criteria 3) Examine yur ptins 4) Weigh the prs and cns 5) Make yur decisin 6) Evaluate results NC Civic Educatin Cnsrtium 11

12 Family Scenaris Newly married cuple in 20s; rent hme; tw full time jbs; n car (live in city) Single parent w/ 2 children, ages 3 and 7; wn hme; full time jb; mnthly car payment Cuple in 60s; ne spuse self-emplyed, ne wrking part-time; wn hme Cuple in 40s w/ 2 teenagers, ne f which is ging t cllege next year; 2 mnthly car payments Single in 30s; rent apartment; anticipate layff Cuple, bth 18; just graduated; bth have part-time jbs at mall; rent apartment; ne car payment NC Civic Educatin Cnsrtium 12

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