GRADE 12 LITERACY IN SOCIAL STUDIES: THE GAME OF LIFE UNIT OVERVIEW TASK DETAILS

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1 GRADE 12 LITERACY IN SOCIAL STUDIES: UNIT OVERVIEW THE GAME OF LIFE This packet contains a curriculum- embedded Common Core aligned task and instructional supports. The task is embedded in a 3-5 week unit on Economics. TASK DETAILS Task Name: The Game of Life Grade: 12 Subject: Literacy in Social Studies Depth of Knowledge: 4 Task Description: This task asks students to write an informative/explanatory guidebook, demonstrating knowledge they have gained about personal finance. Students create a financial guidebook for young adults ages Students will use resources to gather information on various topics that have already been discussed in class. This information will be explained in an informative text, in a tone that is appropriate and engaging for young adults. Standards Assessed: RH : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. WHST : Write informative/explanatory texts, including the narration of historical events, scientific procedures, or technical processes. a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that wich precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b) Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples approprate to the audience s knowledge of the topic. c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d) Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 1

2 COMMON CORE-ALIGNED TASK WITH INSTRUCTIONAL SUPPORTS e) Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). WHST : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Materials Needed: PBS publication Young Money, life- your- money/pdf/ym_fall09issue.pdf The Wall Street Journal: complete Personal Finance Guidebook by Jeff D. Opdyke The Everything Personal Finance in your 20s & 30s Book, 2 nd Edition, by Debby Fowles The New York Times online, money guides The Seven Habits of Highly Effective Teens, by Sean Covey (as an example of tone for a young audience) Articles on personal finance (links provided in instructional supports) 2

3 TABLE OF CONTENTS The task and instructional supports in the following pages are designed to help educators understand and implement Common Core aligned tasks that are embedded in a unit of instruction. We have learned through our pilot work that focusing instruction on units anchored in rigorous Common Core aligned assessments drives significant shifts in curriculum and pedagogy. Callout boxes and Universal Design for Learning (UDL) support are included to provide multiple entry points for diverse learners. PERFORMANCE TASK: THE GAME OF LIFE...4 RUBRIC..6 INSTRUCTIONAL SUPPORTS 8 UNIT OUTLINE..9 Acknowledgements: This unit was developed by Melody Lanzaro (CFN 303) with input from the Curriculum Designers Alignment Review Team. 3

4 GRADE 12 LITERACY IN SOCIAL STUDIES: THE GAME OF LIFE PERFORMANCE TASK 4

5 HOW TO PLAY THE GAME OF LIFE: A FINANCIAL GUIDE EXPLANATION OF PROJECT: For this task, you will write, revise, and publish a financial guidebook for young adults (age 18-25) to prepare them for the game of life. Your guidebook must include the following: A neat, eye-catching, colorful, well-designed cover with artwork or graphics A fun, easy to access tone, written for a young-adult audience Informative, explanatory writing that demonstrates comprehension of various texts. Students will summarize texts as they read, differentiate what is most important for teens to know, and then write advice about one of the following topics: 1. BUDGETING tips on how to save money and make money when possible discuss things teenagers purchase most often and any ideas on how to save. 2. BANKING what a teenager would need to know when opening a checking and savings account. Explain the benefits of both. 3. HOW TO FINANCIALLY NAVIGATE THE COLLEGE PROCESS loans, financial aid, work study, how to cut corners and tips to make/save money in college, how to live with student loans. 4. CREDIT CARDS how they work, how to use them wisely, how to get yourself out of debt if you get into it. 5. BUYING A CAR what are the best options when looking to buy a car? 6. FINDING A PLACE TO RENT the benefits of renting versus owning and what you need to know when finding your first apartment/home to rent. 7. BUYING A HOME What is a mortgage? Why do people buy homes? What are the advantages and costs that come with buying a home? An introduction and conclusion for each topic listed. Your conclusion may include a box of key takeaways for the reader summative facts readers should understand after reading your section. A table of contents. The inclusion of any charts, graphics, pictures, or artwork to help illustrate your points. If you take artwork from somewhere else, it must be cited. An MLA citation page that includes the reference information for all the texts used. 5

6 GRADE 12 LITERACY IN SOCIAL STUDIES: THE GAME OF LIFE RUBRIC This task was scored using a task- specific rubric that assesses the target Common Core standards. 6

7 FINANCIAL GUIDEBOOK RUBRIC CATEGORY OUTSTANDING ACCOMPLISHED LEARNING BEGINNING INCOMPLETE DETAILS AND EXPLANATION Topic is thoroughly developed through the use of well- selected, relevant facts, details, and quotations, and examples appropriate to the audience s knowledge. Topic is adequately developed through the use of mostly relevant facts, details, and quotations. Some examples appropriate to the audience s knowledge are provided. Topic is developed through the use of some relevant facts, details, and quotations. Few appropriate examples are provided. Topic is developed through the use of occasional relevant facts, details, or quotations. No audience appropriate examples are provided. Topic is underdeveloped. Few relevant facts, details, or quotations are provided. Sections of the guidebook may be incomplete. USE OF ART AND GRAPHICS, INCLUDING COVER ART Artwork, tables, graphs, and cartoons are cleverly and effectively included in an enticing way that enhances the style, presentation, and topic information. Artwork, tables, graphs, and cartoons are included logically in the section and enhance the reading experience. Some artwork is included in the section but it could be better chosen or done in a more effective way. Limited amount of artwork is included. Graphs, tables, cartoons, and charts are missing, and art does not add to the overall importance of the section. Artwork is missing or minimally included in an ineffective way. SOURCE INTEGRATION Gathers relevant information from at least THREE research sources; integrates and evaluates it selectively, eloquently and expertly; explains the importance of topic, maintains the flow of ideas and demonstrates thorough understanding of the topic. Avoids plagiarism and uses MLA citation. Gathers relevant information from THREE research sources; integrates and evaluates it selectively, maintains the flow of ideas, and demonstrates understanding of the topic under investigation. Avoids plagiarism and uses MLA citation. Gathers relevant information from THREE research sources, though sometimes this is done without integration or evaluation, non- selectively, or with a confused understanding of the topic under investigation. Avoids plagiarism and uses MLA citation. Attempts to synthesize TWO to THREE research sources, though there is confusion, non- selectively of information, or a misunderstanding of topic under investigation. Avoids plagiarism. Citation may be attempted. Does not have TWO research sources in paper, and there is no demonstration of understanding of topic at hand or plagiarism is apparent. WRITING STYLE Original, captivating, and thoroughly appropriate for the audience. Varied and complex sentence structures along with sophisticated vocabulary are used. Interesting, informative, and appropriate for the audience. Some complex sentence structures and vocabulary words are used correctly. Informative and appropriate for the audience, but some words are used incorrectly. Uses complete but simple sentences. Not appropriate for the audience. Many parts of the writing are difficult to understand. Not enough of the paper is written to establish any type of writing style. ORGANIZATION o Introduces topic o clearly, organizes complex ideas with headings, uses varied transitions, and ends with a strong conclusion. Introduces topic, organizes complex ideas with headings, transitions to link the major sections of the text, and ends with a strong conclusion. Topic is introduced, but focus wanders at times. Some transition words used. Topic is introduced but focus is unclear. Headings and transitions are not used. Little to no organization is present, making for a confused understanding by the reader. 7

8 GRADE 12 LITERACY IN SOCIAL STUDIES: THE GAME OF LIFE INSTRUCTIONAL SUPPORTS The instructional supports on the following pages include a unit outline with formative assessments and suggested learning activities. Teachers may use this unit outline as it is described, integrate parts of it into a currently existing curriculum unit, or use it as a model or checklist for a currently existing unit on a different topic. 8

9 Unit Outline INTRODUCTION: This unit outline provides an example of how to integrate performance tasks into a unit. Teachers may (a) use this unit outline as it is described below; (b) integrate parts of it into a currently existing curriculum unit; or (c) use it as a model or checklist for a currently existing unit on a different topic. The length of the unit includes suggested time spent on the classroom instruction of lessons and administration of assessments. Please note that this framework does not include individual lessons. Grade 12 Literacy in Social Studies: The Game of Life UNIT TOPIC AND LENGTH: Ø 3-5 week unit on personal finance and economics, covering topics such as credit cards and debt, home and car ownership, and college financing. The unit ends in a task that asks students to write an informative/explanatory guidebook for young adults ages 18-25, demonstrating knowledge they have gained about personal finance. COMMON CORE LEARNING STANDARDS: Ø RHST : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. Ø WHST : Write informative/explanatory texts, including the narration of historical events, scientific procedures, or technical processes. o Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. o Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. o Use precise language, domain- specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. o Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Ø WHST : Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. 9

10 BIG IDEAS/ENDURING UNDERSTANDINGS: Ø The process of creating an effective budget Ø The importance of saving money and spending money wisely Ø The benefits and consequences of credit card usage Ø The difference between checking and saving accounts Ø The difference between debit cards and credit cards Ø Navigating the finances of applying for college Ø The process of purchasing a vehicle Ø The process of purchasing or renting a home ESSENTIAL QUESTIONS: Ø What information is essential for a young adult to know about personal finance? Ø How do I spend and save my money wisely? Ø What do you need to know when opening a checking or savings account? Ø What is the process for purchasing a car or home? Ø How do I financially navigate the college process? Ø How do I make credit cards work for me? Ø How do I avoid accruing debt? CONTENT: Ø Students will read texts around the topics of: o Personal finance o Budgeting o Purchasing a vehicle o Buying or renting a home o Credit card usage o Financing college SKILLS: Ø Evaluating sources Ø Summarizing a text Ø Identifying and writing for an audience Ø Writing an informative text o Introducing a topic o Using relevant evidence to develop the topic o Using transitions to link sections of a text o Formatting your writing o Maintaining a tone appropriate for the audience o Writing a conclusion that supports information provided in the essay Ø Citing evidence from a source VOCABULARY/KEY TERMS Ø Tier 3: consume/consumer, produce/producer, earner, borrower, capital, good(s), service(s), budget/budgeting, risk, debt, credit, interest, loan, bank account (checkings and savings), rent, purchase, lease 10

11 ASSESSMENT EVIDENCE AND ACTIVITIES: INITIAL ASSESSMENT : Pre- project budgeting assignment in which students track and explain their personal earnings and expenditures. This assesses students current understanding of personal finance. FINAL PERFORMANCE TASK: Students to write an informative/explanatory guidebook, demonstrating knowledge they have gained about personal finance. Students create a financial guidebook for young adults aged Students will use resources to gather information on various topics that have already been discussed in class. This information will be explained in an informative text, in a tone that is appropriate and engaging for young adults. LEARNING PLAN & ACTIVITIES: The following represents the scope and sequence of topics covered throughout the unit, in addition to guiding questions detailing the ways in which topics are addressed. 1. BUDGETING tips on how to save money and make money when possible discuss things teenagers purchase most often and any ideas you might have on how to save. What is a budget? What are some of the biggest problems young people encounter when spending and saving money? What are mistakes people make that cost them extra money in day- to- day life? Provide at least 7-10 financial budgeting tips that young people can use when trying to budget (this could be done in a chart). How can they trick themselves into spending money? A budget skeleton that a teen could use to budget (Visual). How can people budget for emergencies? 2. BANKING what you need to know when opening a checking and savings account. Explain the benefits of both. What are the different kinds of banking accounts that one could open? What are the benefits of opening a checking account? What are the benefits of a savings account? Explain ATM card and the benefits of it. How do you write a check? What do you need to open a savings account? A checking account? What is a CD? What are the perks of a CD? What are perks that are offered by various banks if you open an account? Like student incentives? How do you close a bank account? 11

12 3. HOW TO FINANCIALLY NAVIGATE THE COLLEGE PROCESS loans, financial aid, work study, how to cut corners and tips to make/save money in college, how to live with student loans. Explain all the costs that come with just applying to college: visiting colleges, college application fees, SAT test fees, etc. Is there any way that you can reduce them? Explain the college debt crisis. What percentage of Americans are living in debt, and why is this a problem? What are the different types of loans: Explain Federal versus private. What are the costs and benefits of each? (Comparison T chart) How long are people usually paying back loans? (You could include an amortization chart) Can you defer loans? How does that process work? How can loans get forgiven? What does it mean to consolidate loans? What are the benefits of doing so? How can you prepare to save money for your children s college fund? (visual) 4. CREDIT CARDS how they work, how to use them smartly, how to get yourself out of debt if you get into it. Explain the crisis of Americans living in debt and using credit too often. What are the dangers of opening a credit card when you are not prepared? (Explain a little bit about debt) What are the things you should look for when picking the right card? (APR, annual fees, incentives, minimum payments) What are some of the major types of cards available? (Go to comparecards.com) (You could include a comparison chart) What is a credit score? What do you need it for? How do you hurt your credit score? How can you improve it? How do you dig yourself out of debt? (Provide a map to freeing yourself from debt or another visual) 5. BUYING A CAR what are the best options when looking to buy a car? What is the process of taking out a car loan? What kind of loan should you find? What are some tips to navigate the process: carbuyingtips.com What is the best time to buy a car? What are the advantages of buying a used versus a new car? What are some common car dealer scams? How can you effectively negotiate with a car dealership? What is an extended warranty? 12

13 How do you check the vehicle history on a used car? What about car insurance? For whom does it cost more or less? Is there any way to get a deal on your insurance? 6. RENTING A HOME the benefits of renting versus owning and what you need to know about a mortgage. When looking to rent an apartment, should you use a real estate agent? If you don t use a real estate agent, what are your other options (craiglist.com)? Do you have any tips for New Yorkers looking to rent an apartment? What are some cheap options? When signing a lease, what questions should you ask? What are other charges that come with renting an apartment (deposit, security fee)? How can living with a roommate save you money? Roommates: How do you negotiate fees equally? What are the advantages of renting over buying? Costs associated with moving Costs associated with purchasing home goods, furniture, etc. How can you lower this cost? 7. BUYING A HOME What are the advantages of buying over renting? What is a mortgage? How do you get pre- approved for a mortgage? What are the different types of mortgages? What percentage of your income should go toward a mortgage payment each month? How does your debt affect what you can pay in a mortgage payment? What s the difference between principal and interest? How can you save for a down payment? What are the other fees associated with buying a home? How does buying a home help you save money? (Tax break) EMERGENCY: Explain that a home owner must be prepared for emergencies. RESOURCES: Ø The Wall Street Journal: complete Personal Finance Guidebook by Jeff D. Opdyke (This text is most complex for students on a 12 th grade level). Ø The Everything Personal Finance in your 20s & 30s Book, 2 nd Edition, by Debby 13

14 Fowles Ø The Seven Habits of Highly Effective Teens, by Sean Covey. Ø Capitalism a film by Michael Moore Ø Young Money PBS ( Ø The American Dream an animated video that explains the American banking system: ( Using some of the following short articles from online publications may be more easily accessible for students who need additional scaffolding with less complex texts: Budgeting: &ref=planning ouseholdbudgeting Banking: bank- fees- are- a- good- sign.html?ref=brokerageandbankaccounts College: ans tudentloans gwh=fa9f10713f3c475fe8f6a04a1d5586bd Credit Cards: money/credit- and- debit- cards/primercards.html?ref=creditanddebitcards&gwh=245ba47368cdc4a E3F692F9D52 cards&gwh= ab6181b16b3c9f19d3f0 14

15 reditscores&gwh=6b509f0b6f3566ff1c36fcaf7da5e4b3 Buying a Car: ef=autoloans Renting versus/and Buying a House: