JA ECONOMICS FOR SUCCESS (2012 Version)

Transcription

1 JA ECONOMICS FOR SUCCESS (2012 Version) Important Notes: Reference Working with Students page before teaching. Session 1 When giving directions to students, please provide oral and written explanation when possible to support all student learning styles The JA website offers videos and other resources made possible by a MetLife Foundation Grant. Please visit for additional resources. In order to assist volunteers and educators in keeping JA programs relevant to students, we have included a Make It Relevant Connection box in the program teaching tips below. The purpose of the Make It Relevant Connections is to encourage volunteers to share their experiences throughout the program and was inspired by a grant from the MetLife Foundation and feedback from area educators sharing personal experiences enhance the relevancy for students. For all activities - ask students if they know the meaning of each vocabulary word before giving them the definition, allowing you to observe their knowledge. For example: Can anyone tell me what a skill is? JA In A Day Delivery must complete at least 5 Sessions if time does not permit for the 6 sessions required for Traditional Delivery. World of Work: Explain that it is important to find the right fit for work tasks in a job. Extended Learning Opportunity #3: If time allows, complete activity as written OR choose 5/6 jobs (categories) and assign to group. Have groups decide if they want to trade or keep the job they picked. Session 2 What are your skills and interests? Are you utilizing your skills and interests in your current job? How did you choose your job/career? Have you changed your career? What did you want to be growing up? Is that your current job? Did you change your mind/goals as your skills, interests and values changed? Be sensitive to the fact that not all students will attend college. Discuss types of post-secondary education (apprenticeships, special certifications, associate s degrees, bachelor s degrees, master s degrees, PhD s.) Emphasize that, in general, more education equals more opportunity and options. While it s true that some incredibly successful people did NOT go to college (i.e.: Bill Gates), these people became successful through time, hard work, determination, and self-education. Activity: Play the board game at home BEFORE using it in your JA classroom. What is your education level? What was the driving factor(s) for that level of education? Would you further your education in the future? Why? 2012 Unemployment Rate by Education Level from IPFW University Community Research Institute: 18% High School Drop Out 10% High School Diploma 9% Some College Experience 2% College Degree

2 Session 3 Distribute Professional Cards first, and then explain the lesson so the students have a visual for what you are explaining to them. Supplemental Materials: Activity 3 Enhancement instructions are available at Click on JA Volunteer Resources, select JA Economics for Success on the right side of the screen, and view the Enhancements Category. We encourage you to use these in place of the student workbook budget. Session 4 Do you have a personal or household budget? Share examples of reasons to have extra money in your budget for accidents and unexpected events (i.e.: slipped on ice and broke wrist, lost your cell phone without the replacement plan, computer virus, etc.) Adults and students do not always budget their money. They may end up owing more to the financial institution for withdraws with insufficient funds if they do not keep a registry and track their spending. Challenge the students to track their spending over the next week. Before starting this session, please discuss with the students different shopping habits that they might have or people that they know (mom, dad, brother, sister, other family). Ask a student to serve as a banker / salesperson. Encourage students to create team names. Make a grid on the board to track items purchased by each team. You may ask a student to help record the information. During the summary and review, share how much it would cost to buy all items with cash vs. all items with credit. Cash Total: $320; Credit Total: $444. Session 5 What are your spending habits with cash verse credit? Is there a difference? Example: some people may only use cash for consumable items (i.e.: gas, food, soft drinks). People see Credit Cards as extra income, not as borrowing money. Remind the students they will pay more if they do not pay it off in full when due. Show an example of this. On the board, show how interest builds when a purchase is made with a credit card, but not paid off on time. Ask them what 9% - 23% (select a %) of $200 is. Process the calculation on the board so the students see the impact. Introduction: Give some examples of credit score. Do you have personal experiences? Media examples? Helpful Links: Activity: Play game at home BEFORE your visit. To simplify, remove any or all of the option cards. Supplemental Materials, Activity 5 Enhancement Instructions are available in the Enhancement Category at A low Credit Score can stop you from buying a house or renting an apartment. A high Credit Score can allow you a lower loan rate (%). What positively impacts Credit Score: Pay bills/loan payment on time, have a long credit card history, have various types of credit (auto/mortgage loans). What negatively impacts a Credit Score: Borrow money that you are unable to pay (auto loans or mortgage loans), pay bills/loan payment (credit card included) late, changing credit cards often a long history is best, too many credit cards (this can be related to shoppers signing up to save an extra % on purchase), even not paying your library late charges. How has your Credit Score impacted you?

3 Session 6 Activity Enhancements: Insurance and Bingo Review Game found below is encouraged. Overview In this two-part activity, students first learn about insurance and how it protects people from unnecessary financial risk, then play a Bingo game that reviews terms / concepts covered throughout their JA program. Materials (Insurance Game) Colored chips (from Session Two s Choose Your Success game) Copies of the Auto Insurance activity for each student Materials (Bingo Game) Bingo Cards (Not in kit located at under Enhancements) Bingo Call List (in supplemental materials) Chips to cover Bingo spaces - pennies, poker chips, paper squares, etc. (NOT IN KIT) Prizes for game winners (optional; pop and candy bars are popular items) Introduction Discuss the concept of risk with the students. Ask them to define the term risk (the chance of losing, failing, or getting hurt) and to identify some jobs or activities that might be considered risky (working as a police officer, racecar driver, or construction worker; participating in skydiving, sports, or skiing). Ask them how they might reduce risks associated with the jobs / activities discussed (officer wears a bulletproof vest; construction worker wears safety gear; skydivers are trained and have backup parachutes). Mention that everything in life involves some kind of risk, and that people try to reduce this risk whenever possible. Explain that one thing people want to avoid is financial risk - the possibility of losing money or things we buy with our money. They do this by buying insurance. Explain to the students how insurance works, giving specific examples to help them understand the concept (medical insurance helps pay if you break your arm, homeowners insurance helps pay if your house is damaged by a fire; see page 19 in the Student Workbook for additional examples). Introduce the terms below to the students (the last two terms are specific to auto insurance). Insurance Premium: Regular payment to insurance company, paid monthly (for a small fee) or semi-annually Insurance Deductible: The amount an individual must pay for each incident before the insurance company will pay Liability Only Policy: Auto insurance that only pays for damages to the car / individual you hit in an accident Fall Coverage Policy: Auto insurance that pays for damages to all cars / individuals involved in an accident (also called a collision policy) Once you have discussed insurance in general, complete the Insurance Activity and the Bingo Review Game that follow. Please note that the insurance activity is specific to auto insurance. Activity 1: Auto Insurance Hand out one colored chip to each student and introduce the following scenario: You just got your first job, applied for a bank loan, and bought a used vehicle for $8,000. Shortly after buying your car, you drove over a patch of ice and slammed into the vehicle in front of you. You are responsible for the damage to your car and the car you hit, plus any bodily injuries caused to the family in the car. The family of 4 did have some hospital bills and injuries including broken bones, whiplash, and lacerations. The total cost of this accident (health care and collision costs) is approximately $55,000.

4 Ask students to form groups based on their chip colors, as described below (red and yellow chips in one group, blue and green chips in a second group, and black and white chips in a third group). Next give students a copy of the bottom half of this worksheet and ask them to read the information that corresponds with their chip colors, below. Instruct the students to answer the Discussion Questions at the end within their individual groups. Chip Color Type of Plan Explanation of Coverage Consequences Red and Yellow Blue and Green Black and White No Auto Insurance Plan Full Coverage Auto Insurance Plan, but it is the basic insurance required by the state of Indiana Full Coverage Auto Insurance Plan N/A Your insurance will pay up to $50,000 toward the accident (includes both medical bills and damage to both cars.) The total cost of the accident was $55,000. You have been paying $125 per month in premiums and owe $500 to the insurance agency for the deductible. Do you have an extra $5,000 laying around to pay to the family? Your plan will cover up to $300,000 for the accident (this includes the cost to repair both cars and the cost of medical care.) You have been paying $130 per month in insurance premiums and owe $500 to the insurance agency for the deductible. Because the total cost of the accident equals $55,000, the deductible is all you pay. The other driver sues you for damages. You pay court costs plus the amount owed to the other driver. You lose your license for up to 1 year for not having auto insurance as required by Indiana law. You assume all repair costs for your own vehicle. Because you did not have insurance, your monthly insurance premium will go up significantly. You risk being sued by the family for the additional $5,000 that your insurance company will not pay. N/A Auto Insurance Discussion Questions: What are the costs involved in this accident? Could you afford to pay for the cost of the damages? In this scenario, was it beneficial to have auto insurance? (Black and White Chips) Was it worth it to pay the $5 extra each month in order to have a better insurance policy? If you did not have auto insurance, how did this accident affect you? Indiana Laws on Automobile Insurance (as of 2009) (Information found on You must have insurance to register your car and receive a license plate You must have your insurance card with you at the time of an accident Minimum Insurance Coverage Requirements in Indiana are: $25,000 per injured person up to $50,000 per accident and $10,000 for property damage Penalty for not having insurance: up to 1 year license suspension (no driving!)

5 Activity 2: Bingo Review Game Pass out the Bingo Cards and chips. Read a DEFINITION at random from the table on the next page. Ask students to mark the answer on their Bingo Cards. You can use one of the CALL columns on the table to track the questions you ask (three columns are provided, in case you play more than one game.) The first student whose answers complete a straight line across, down, or diagonally shouts Bingo and reads his/her responses to you. If the responses are correct, the student wins. If not, game play continues. PLEASE NOTE: All responses appear on all Bingo cards (in varying arrangements), so you may have multiple winners at one time. Remind students NOT to clear their game cards until you confirm that the winning student s answers are correct. How has insurance benefitted you? Example 1: Student is talking on a cell phone while walking outside. The cell phone drops into a puddle of water and will no longer make calls - Without cell phone insurance the students would have to purchase a new phone $50-$300 without a discount (carriers vary); With cell phone insurance the student would receive a new phone in exchange for the damaged phone with minimal to no charge. Example 2: House burns down - Without homeowners insurance you would have to pay to rebuild and replace damaged items by using your own money; With homeowners insurance the insurance company would provide you money to be used toward rebuilding and replacing your lost/damaged items. Thank you for the time you have set aside to inspire today s youth! You will receive a local evaluation at the conclusion of the program. We will be in contact with you throughout the program to ensure your success. If you have any questions or concerns, please call Junior Achievement at

6 Bingo Call Sheet JA Economics for Success - Session 6: Activity 2 Words Definitions Call 1 Call 2 Call 3 Self-Knowledge Skills Interests Values Data Jobs Things Jobs People Jobs Ideas Jobs Decision-Making Consequence Associate s Degree Bachelor s Degree Budget Gross Income Net Income Rent Utilities Debit Card Credit Card Interest Risk Insurance Premium Deductible Collision Understanding the special qualities a person has, including skills, interests, and values Something you re good at Something you like to do Something that s important to you If you like math, you might like this kind of job If you like to do things with your hands, like construction work, this is the kind of job for you If you have good interpersonal skills, you might like this kind of job If you like to figure things out, you ll like this type of job The act of making up one s mind The result of a decision; a logical conclusion The certification you get when you graduate from a 2-year college The certification you get when you graduate from a 4-year college A plan for spending your money The total amount of money you earn for the work you do The amount of money you actually receive in your paycheck for the work you do Name of the payment for the apartment you live in Includes your phone, your electricity, your water, your sewage When you use this method of payment, money is taken out of YOUR checking account When you use this method of payment at the store, you are actually BORROWING money The extra money you pay when you buy something with a bank loan or a credit card The chance of losing, failing, or getting hurt Something people buy to protect themselves from risk, especially financial risk Money you pay to your insurance company every month, just to have the insurance Money you have to pay at the beginning of each year before your insurance company pays If you are in a car accident, this type of auto insurance covers damages to BOTH cars