Instructor: Mr. Colby     

Prerequisite: None     

Length: 20 weeks     

High School Credits: 1/2 Credit
Grade Level: 10th 

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MODULE 1 | CAREER MANAGEMENT

 CM.1 CAREER DEVELOPMENT

This unit provides information about career planning. Students will gain knowledge to assess their skills, values,

needs, and lifestyles enabling them to discover paths they may take in the future. Problem-solving steps will be

introduced to aid the process.

ESSENTIAL QUESTION

What skills and information should be considered for viable career planning?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

 

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

7. Employ valid and reliable research strategies

10. Plan education and career paths aligned to personal goals

 

UNIT CONTENT

1. Self-Assessment

Students will:

a. Identify potential career pathways — 16 career clusters as outlined in the Common Career Technical Core

 (CCTC)

b. Assess individual skills, values, needs, personal attributes, and lifestyle choices

​

2. Labor Market Data

Students will:

a. Identify career areas of interest

b. Research national, state, and local labor market data

c. Analyze job market data for specific career areas

d. Analyze the role that networking plays in career research

e. Investigate opportunities to learn about specific careers through networking

​

 

3. Trends and Opportunities

Students will:

a. Identify resources to conduct career research

b. Explore the different career clusters and particular careers in each cluster

c. Brainstorm how part-time jobs and volunteerism impact future career choices

d. Explore Civil Service test opportunities

e. Analyze the role that networking plays in career research

4. Career Decision Making and Problem-Solving Steps

Students will:

a. Research problem-solving models available to assist with career decision-making; for example, the

 five-step problem solving model (define the problem, list potential solutions, examine the pros and cons

 of each potential solution, make a decision, and evaluate the decision)

b. Apply a problem-solving model to a career decision

c. Evaluate the effectiveness of problem-solving strategies in career decision making

​

5. Goal Setting and the Career Planning Process

Students will:

a. Create SMART goals (Specific, Measurable, Attainable, Realistic, Time Bound)

b. Create short, intermediate, and long-SMART goals for the career planning process

 

6. Networking

Students will:

a. Conduct networking activities including informational interviews, job shadowing opportunities, internships,

 and volunteer opportunities

b. Participate in community service organizations and activities

c. Find possible mentors

​

RELATED ACTIVITIES

• Have students create and journal entries reporting and reflecting on information and steps taken in

 researching careers.

• Have students take an online assessment of skills needed for future jobs and education.

• Have students plan networking activities.

• Have students explore positions and career paths related to self-assessment.

• Have students make journal entries on aspects of career planning, documenting where they have gone,

 what they have done, and what they have achieved.

• Have students summarize education and training requirements for various career pathways.

• Have students create a career plan with short, intermediate, and long-term career goals.

​

CM.2 OPTIONS BEYOND HIGH SCHOOL

This unit will explore options available to students after high school. Students will investigate and evaluate

possible paths as they transition from high school to postsecondary education and careers.

 

ESSENTIAL QUESTION

What options are available to accomplish students’ identified goals?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

 

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

3. Attend to personal health and financial well-being

4. Communicate clearly and effectively with reason

5. Consider the environmental, social, and economic impacts of decisions

7. Employ valid and reliable research strategies

8. Utilize critical thinking to make sense of problems and persevere in solving them

11. Use technology to enhance productivity

 

UNIT CONTENT

1. Options Beyond High School

Students will:

a. Research post-secondary educational options, including trade schools, certificate programs, two-year

 colleges, and four-year colleges

b. Explore employment opportunities including apprenticeships, labor unions, and full- and part-time

 employment

c. Explore government (competitive civil service) and military careers

2. Plans Beyond High School

Students will:

a. Match their career goals, needs, and wants to available career options

b. Apply decision-making skills to develop a plan that includes short- and long-term career goals

3. Cost of Education Beyond High School

Students will:

a. Investigate the cost of educational options

b. Explore and identify types of financial assistance: scholarships, loans, Free Application for Federal

 Student Aid (FAFSA)

c. Research scholarship and grant opportunities

​

RELATED ACTIVITIES

• Make arrangements for students to meet with labor union representatives and employers to discuss options

 and opportunities.

• Have students research scholarship and grant opportunities in the school counseling office and in the

 community.

• Have students calculate the cost of a two- or four-year degree at a postsecondary institution of interest

• Have students meet with military or government representatives to examine their options and viability to

 accomplish identified career goals.

​

 CM.3 THE JOB SEARCH PROCESS

This unit will outline the job seeking process. Students will gain an understanding of the sources of job opportunities, documents required to secure interviews, as well as developing the skills to interview for positions and

evaluating options after the interview.

 

ESSENTIAL QUESTION

How do you secure the position you want?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

 

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

3. Attend to personal health and financial well-being

4. Communicate clearly and effectively with reason

5. Consider the environmental, social, and economic impacts of decisions

7. Employ valid and reliable research strategies

8. Utilize critical thinking to make sense of problems and persevere in solving them

11. Use technology to enhance productivity

UNIT CONTENT

1. Sources of Job Opportunities

Students will:

a. Explain the various sources of job opportunities (job websites, networking, internships, help wanted

 signs, work-based learning opportunities, employment agencies, job fairs, and print media)

b. Describe the role that each of the above sources plays in the job search

c. Explain how work-based learning experiences in high school can spark career interest and foster

 professional networking

2. Job Applications

Students will:

a. Describe and compile the information required for job applications

b. Develop materials to respond to online job postings

3. Resumes and Cover Letters

Students will:

a. Distinguish between the content of resumes and cover letters

b. Differentiate personal qualities and skills that are included in resumes and cover letters

4. Interviewing

Students will:

a. Identify the skills to create a good first impression, either on the internet or face to face

b. Review telephone digital, and face-to-face interview strategies to best showcase qualifications

c. Describe what “dress for success” means for various types of positions

d. Discuss ways information gleaned during a job interview can influence the decision to accept a position

5. After the Interview

Students will:

a. Discuss reasons job seekers should engage in follow-up communication with interviewers

b. Identify points to include in a follow-up letter or phone call

c. Evaluate sample interview follow-up communications

6. Career Portfolios

Students will:

a. Define what a career portfolio is and what might be included in it

b. Investigate ways that components of portfolios vary across careers

c. Develop ways to edit portfolio contents to match requirements for advertised positions

7. Job Selection—Deciding on a Job

Students will:

a. Describe criteria for evaluating job offers

b. Identify factors that determine whether to accept or decline a job offer

c. Discuss effective strategies for handling rejection

RELATED ACTIVITIES

• Have students create a sample portfolio for a specific position.

• Have students write a resume and cover letter using the format and focus appropriate for a specific position.

• Have students compile a list of resources available to promote a personal job search.

• Have students develop a cover letter targeted to an actual job listing.

• Have students work in pairs to role play interviewing skills.

• Invite administrators and/or business partners to come into the classroom for mock interviews. After

reviewing students’ applications and cover letters, interviewers decide who will be interviewed. Interviewees

 will be provided feedback on their interview.

• Have students interview someone who was recently hired for a position. What did the employers look for?

What questions were asked?

• Have students complete job applications.

• Have students write interview follow-up communication.

​

 CM.4 WORKPLACE REGULATIONS

This unit will outline employment regulations and federal, state, and local laws that affect employees. Students

will gain an understanding of how workplace regulations assist and protect employees and employers.

 

ESSENTIAL QUESTION

How do employment, labor, and safety laws impact the workplace?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

3. Attend to personal health and financial well-being

5. Consider the environmental, social, and economic impacts of decisions

9. Model integrity, ethical leadership, and effective management

UNIT CONTENT

1. Labor Laws and Regulations

Students will:

a. Gain knowledge or documentation required for employment such as working papers

b. Differentiate working hours and wages based on age/industry

c. Identify prohibitive occupations for minors and special exemptions for students enrolled in CTE programs

d. Explain workplace terms such as working hours, overtime, minimum wage, prevailing wage, per diem,

 workers’ compensation insurance, unemployment insurance, Social Security, and disability insurance

2. Employee Rights

Students will:

a. Compare and contrast employer and worker rights and responsibilities

b. Identify laws and agencies that protect against discrimination and support equal opportunities (EEOC)

c. Examine the role of Social Security and unemployment insurance

3. Health and Safety

Students will:

a. Investigate workplace hazards, negative health effects, and methods for controlling them

b. Recognize the role of workers’ compensation insurance, disability insurance, and social security for

 on-the-job illness or injury

c. Explain what OSHA (Occupational Safety and Health Administration) and the CDC (Centers for Disease

 and Prevention) are and how they protect employees

4. Labor Unions

Students will:

a. Describe the history of unions and how they protect employees

b. Define the National Labor Relations Act of 1935, also known as the Wagner Act

c. Explain the process and result of union negotiations

5. Fair Labor Standards Act

Students will:

a. Determine how the Fair Labor Standards Act of 1938 affected wages and equal opportunities

b. Identify other laws that affect workplace hiring

6. Professional Organizations

Students will:

a. Describe what a professional organization is

b. Identify various professional organizations with career pathways

c. Explain the benefits of belonging to a professional organization

RELATED ACTIVITIES

• Have students analyze labor law case scenarios.

• Have students compare student organizations to professional organizations.

• Arrange for guest speakers from a union and/or government agency to discuss opportunities and

 responsibilities.

• Have students summarize the steps in making an OSHA, disability, workers’ compensation, or

 unemployment claim.

​

 CM.5 CAREER READINESS SKILLS (TRANSFERRABLE SKILLS)

This unit will introduce students to the importance of developing career readiness skills (transferrable skills)

and the role they play in an individual’s personal and professional success.

 

ESSENTIAL QUESTION

How can career readiness skills ensure success in employment and in life?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

3. Attend to personal health and financial well-being

4. Communicate clearly and effectively with reason

5. Consider the environmental, social, and economic impacts of decisions

9. Model integrity, ethical leadership, and effective management

UNIT CONTENT

1. Career Readiness Skills (Transferrable Skills)

Students will:

a. Identify career readiness skills (e.g., critical thinking, problem solving, decision making, communication)

b. Explain how career readiness skills contribute to success in a variety of career and life settings

c. Reflect on experiences that provide opportunities to gain and/or strengthen career readiness skills

d. Explain why career readiness skills are also referred to as transferrable skills

2. Self-Advocacy

Students will:

a. Define the term “self-advocacy” as it relates to success in a variety of career and life settings

b. Identify and discuss strategies to overcome obstacles and challenges to success in a variety of career

 and life settings

c. Explain how self-advocacy can assist in reaching short-, intermediate-, and long-term goals

 

RELATED ACTIVITIES

• Provide students with workplace and school scenarios. Have them demonstrate their understanding of

 career readiness skills by identifying which skills would be helpful in the scenarios.

• Have students research and complete a survey to evaluate their career readiness skills and then:

o Review their scores and identify strengths and weaknesses

o Identify obstacles and challenges that create barriers to their success.

o Create a plan to identify and strengthen career readiness skills that will assist in overcoming these

 challenges.

o Have students research self-advocacy resources and apply strategies to a career situation.

o Have students record journal entries that reflect on times when they advocated for themselves or others.

​

 CM.6 LIFELONG LEARNING

This unit will introduce students to sources of professional development opportunities. Students will develop

an appreciation for the value professional development has on an individual’s career growth, advancement,

and/or lifelong learning.

 

ESSENTIAL QUESTION

How can professional development benefit career growth, advancement, and/or lifelong learning?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

7. Employ valid and reliable research strategies

9. Model integrity, ethical leadership, and effective management

10. Plan education and career paths aligned to personal goals

11. Use technology to enhance productivity

12. Work productively in teams while using cultural/global competence

UNIT CONTENT

1. Continuing Education

Students will:

a. Explain how enrollment in skills development training, courses, degree programs, and/or workshops can

 enhance career growth, advancement, and/or lifelong learning

b. Investigate how to access and acquire various certificates, accreditations, and other career credentials

c. Understand the value that ongoing education has on career growth, achievement, and/or lifelong learning

d. Explore how tuition reimbursement options in many organizations encourage their employees to

 continue their education

2. Professional Organizations

Students will:

a. Identify and use career resources to obtain information about professional development opportunities

 sponsored by professional organizations

b. Explain how attending and/or presenting at local, regional, national, and international meetings,

 conferences, and workshops sponsored by professional organizations may lead to career growth,

 advancement, and/or lifelong learning

​

3. Technology

Students will:

a. Determine why keeping up with technology, systems, and processes is critical for career growth,

 advancement, and/or lifelong learning

b. Research, identify, and explain reasons why it is important for an individual to consistently possess

 current knowledge and skills

4. Professional Relationships

Students will:

a. Define role model and mentor as they relate to career growth, advancement, and/or lifelong learning

b. Compare the benefits of being a role model or mentor with having role model or mentor and how each

 can lead to career growth advancement, and/or lifelong learning

c. Explain the concept of networking and the role it plays in career growth, advancement, and/or lifelong

 learning

RELATED ACTIVITIES

• Have students research professional organizations connected to the fields and/or industries that represent

 them. Identify professional development opportunities sponsored by these organizations and how they

 relate to career growth and advancement.

• Have students read technical journals and local business journals to learn the professional development

 opportunities that are available.

• Have students research professional development opportunities available in the local community (e.g.,

 Chamber of Commerce) and attend an event, as appropriate.

• Invite a professional development specialist into the classroom or school to offer/simulate a professional

 growth seminar.

​

 CM.7 LEADERSHIP AND ETHICS

This unit introduces students to the concepts of leadership and ethics. Students will recognize the impact that

leadership and ethics have on career and life success.

 

ESSENTIAL QUESTION

What knowledge and skills are necessary to demonstrate an introductory understanding of the impact

leadership and ethics have in the workplace, community, and global marketplace?

​

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

4. Communicate clearly and effectively with reason

5. Consider the environmental, social, and economic impacts of decisions

7. Employ valid and reliable research strategies

8. Utilize critical thinking to make sense of problems and persevere in solving them

9. Model integrity, ethical leadership, and effective management

UNIT CONTENT

1. Leadership

Students will:

a. Define leadership as it applies to the broad topic of career management

b. Investigate, list, and describe characteristics of effective leaders

c. Assess the impact leaders can have in the workplace, community, and global marketplace

2. Leadership Organizations

Students will:

a. Describe the purpose of leadership organizations and how they promote ethics in leadership

b. Investigate leadership organizations in the school, workplace, and community which promote leadership

 skills

3. Parliamentary Procedure

Students will:

a. Explain and demonstrate understanding of parliamentary procedure as it applies to conducting meetings,

 clubs, organizations, etc.

b. Discuss how using parliamentary procedure can positively affect an organization

c. Discuss how using parliamentary procedure can negatively affect an organization

​

4. Ethics

Students will:

a. Define personal and professional ethics

b. Explain how personal and professional ethics can be demonstrated in life situations

c. Explain how personal and professional ethics can be demonstrated in employment situations

d. Analyze why it is important for leaders to act ethically

RELATED ACTIVITIES

• Obtain printed information pertaining to the code of ethics for specific companies/careers.

• Have students create a code of ethics for a specific career.

• Have students analyze the code of conduct from an organization or the school.

• Have students run a class meeting using Robert’s Rules of Order.

• Have students research leaders of successful organizations and summarize the leadership skills that

 contributed to the organization’s success.

​

 CM.8 BUSINESS COMMUNICATIONS AND TECHNOLOGICAL INNOVATIONS

The ability to communicate effectively is essential for success in all areas of life. This unit exposes students to

the skills and technology necessary to communicate effectively.

 

ESSENTIAL QUESTION

What digital communication knowledge and skills are necessary to achieve global competence?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

2. Apply appropriate academic and technical skills

4. Communicate clearly and effectively with reason

5. Consider the environmental, social, and economic impacts of decisions

6. Demonstrate creativity and innovation

7. Employ valid and reliable research strategies

8. Utilize critical thinking to make sense of problems and persevere in solving them

11. Use technology to enhance productivity

12. Work productively in teams while using global cultural competence

UNIT CONTENT

1. Types of Communication and the Impact of Technology on Society

Students will:

a. Define oral, written, and non-verbal communication

b. Assess the different uses of today’s communication technology

c. Identify ways to demonstrate respect for intellectual property, personal privacy, and information security

d. Develop skills to avoid identity theft and maintain identity security

e. Discuss the role social media plays in personal and business communication

2. Forms and Uses of Business Communications and Technology

Students will:

a. Demonstrate how to produce letters, memos, and emails correctly for the workplace

b. Explain how communications may differ based on different audiences

c. Develop the technical and interpersonal skills to access and assess technology effectively

​

3. Social Media

Students will:

a. Explain what email etiquette is

b. Explain how social networking can be helpful or harmful in the workplace

c. Describe how texting and instant messaging can be used effectively in the workplace

d. Describe blogs, tweets, wikis, podcasts, and discussion boards

4. Digital Footprint

Students will:

a. Explain the ethics of social media and communications and how they benefit business

b. Define digital footprint

c. Describe the difference between a professional and unprofessional digital footprint

d. Explain what their digital footprint says about them

e. Describe the importance of online privacy and professionalism

f. Explain why updating privacy settings is important

g. Describe what prospective employers are entitled to investigate

5. Technical Support and Training

Students will:

a. Develop the technical and interpersonal skills to use technology effectively

b. Explore technology uses specific to different career clusters

c. Explain how technology has changed in the workplace

RELATED ACTIVITIES

• Invite a person who works in human resources or IT to speak about how they assess employees.

• Have students create resumes and cover letters for a specific job or internship.

• Have students compare business letters, emails, wikis, blog posts, podcasts, and memos.

• Have students view videos pertaining to body language in the workplace, lunch or dinner etiquette, sexual

 harassment, and business introductions.

• Have students evaluate communication within the school, community, and/or workplace and create fliers to

 assist in promoting events.

• Have students prepare an agenda and write the minutes for a monthly/weekly meeting.

• Have students attend a professional organization or school board meeting.

• Have students create an “elevator pitch” for a specific purpose demonstrating concise and convincing

 language.

• Have students visit a financial institution to assess technology in the workplace.

• Invite former students who are in the field or pursuing a technology career to speak, highlighting how

 technology is used effectively and how it enhances productivity.

• Have students participate in various Technology Student Association programs and/or competitive events.

• Have students evaluate an activity within the school, community, and/or workplace and discuss how

 technology was effective or could have been more effective.

• Working in small groups, have students brainstorm a selected technological advancement (the plow, an

 irrigation system, printing press, steam engine, radar, computer, etc.) and research its influence on history.

 (Example: The invention of the printing press in the mid-fifteenth century made books more widely available

 and increased literacy rates.)

• Working in small groups, have students identify an emerging technology and report on its potential influence

 on society.

• Have students visit a museum in person or online and report on how the influence of technology on history

 is presented.

• In groups, have students find, read about, and reflect on cases involving intellectual property disputes.

• Have students find, read, and reflect on articles about how businesses deal with personal use of technology

 by employees during business hours.

​

MODULE 2 | FINANCIAL MANAGEMENT

 FM.1 BUDGETING

This unit introduces students to the process of budget development. Students will be able to develop a budget to help ensure goal attainment.

 

ESSENTIAL QUESTION

How can a budget be developed that aligns with future goals?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

3. Attend to personal health and well-being

8. Utilize critical thinking to make sense of problems and persevere in solving them

10. Plan education and career paths aligned to personal goals

11. Use technology to enhance productivity

UNIT CONTENT

1. Financial Goals

Students will:

a. Identify reasons to create financial goals

b. Identify characteristics that provide meaningful goal direction: SMART (Specific, Measurable, Attainable,

 Realistic, Timebound)

2. Purpose of a Budget

Students will:

a. Explain the value of having a spending plan/budget

b. Recognize the importance of regularly reviewing a budget

c. Determine how savings and charitable giving fit into a budget

3. Budget Factors

Students will:

a. Describe limited resources

b. Evaluate needs vs. wants

c. Distinguish between fixed and variable expenses

d. Examine various examples of opportunity costs and how they impact a budget

e. Examine liquidity of savings for emergencies

f. Review variables impacting a budget (e.g., inflation, unemployment, relationship changes (marriage/

 divorce), extreme weather)

​

4. Savings

Students will:

a. Explain the importance of developing an emergency fund before planning other monetary goals

b. Reflect on the importance of revising/updating emergency funds as life changes occur

c. Explain the importance of a “pay yourself first” policy

5. Balance a Budget

Students will:

a. Identify how small “want” purchases and buying on impulse can impact a budget

b. Identify the 3 R’s in purchase decision making: Reality, Responsibility, and Restraint

c. Explain options to balance your budget when/if there is a surplus or deficit

d. Identify outside influences that make sticking to a budget challenging (advertising, social status)

e. Identify software programs/apps and other tools to assist in budgeting

RELATED ACTIVITIES

• Have students identify short-, intermediate-, and long-term financial goals using the SMART process.

• Have students create a spreadsheet for a balanced budget.

• Have students develop a budget to achieve a specific goal (e.g., purchasing a car, renting an apartment,

 paying for college).

• Have students identify strategies to adjust the budget for unplanned events.

• Have students develop a one- to two-month history of tracking income and expenses prior to creating a

 budget.

• Have students create a spending plan with categories for income, fixed expenses, variable expenses,

 investments, and savings.

• In groups have students create a budget for a week’s vacation to a popular vacation destination. Each group

 should have a different family formation.

​

 FM.2 MONEY MANAGEMENT

This unit introduces students to a variety of strategies and tools for managing financial resources. Students will

recognize the importance of money management and the skills and knowledge needed to become a financially

responsible adult.

 

ESSENTIAL QUESTION

What are the skills, knowledge, and competencies that contribute to financial responsibility?

 

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

3. Attend to personal health and well-being

8. Utilize critical thinking to make sense of problems and persevere in solving them

11. Use technology to enhance productivity

UNIT CONTENT

1. History of Money

Students will:

a. Review different mediums of exchange and bartering

b. Explain the history of money

c. Define the U.S. Department of Treasury and the U.S. Mint

2. Financial Services Providers

Students will:

a. Describe the role of the Federal Reserve Bank

b. Identify various banking options such as commercial banking, credit unions, etc.

c. Explain how financial institutions make money from consumer lending

3. Checking Accounts

Students will:

a. Describe how to open and manage both manual and electronic checking and savings accounts

b. Explain the different types of check endorsements

c. Identify the proper use of debit and ATM cards

d. Identify the importance of maintaining good financial records (check register, electronic records, and

 reconciliation statements)

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4. Savings Accounts

Students will:

a. Explain the features of different savings plans

b. Describe overdraft protection

RELATED ACTIVITIES

• Have students investigate several banks’ offerings and open a savings account.

• Provide students with a list of income (checks, cash) and expenses for a month. Students will write checks,

 make deposits, and keep track of both of them in a checkbook register.

• Have students reconcile a bank statement with the corresponding check register balance.

• Have students compare and contrast banking options such as commercial banking, credit unions, etc.

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 FM.3 CREDIT AND LOANS

This unit explores issues related to establishing credit, obtaining loans, and taking steps to prevent identity

theft. Students will be aware of the positive and negative implications of borrowing money and will develop

the knowledge necessary to protect their financial identity.

ESSENTIAL QUESTION

How can students establish a credit history and protect themselves from identity theft?

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

3. Attend to personal health and well-being

8. Utilize critical thinking to make sense of problems and persevere in solving them

9. Model integrity, ethical leadership, and effective management

11. Use technology to enhance productivity

UNIT CONTENT

1. Sources of Credit

Students will:

a. Identify the businesses where credit is offered: banks, credit unions, investment firms, retailers, finance

 companies, tax preparers, pawn shops, government agencies, colleges, consumer finance companies,

 credit card companies, mortgage brokers, etc.

b. Describe the differences in the structure, options, and possible consequences of borrowing from various

 sources

2. Different Loan Types

Students will:

a. Identify and describe the various types of credit: credit card, student loan, car loan, personal loan,

 mortgages, business loan

b. Define secured loans (give forms and examples of collateral), unsecured loans, subsidized and

 unsubsidized loans, co-signed loans and joint credit vs. individual credit, balloon payments, and ARM

 (adjusted rate mortgage)

​

3. Getting Credit

Students will:

a. Review the types of loan applications and information required for approval: income; length at job;

 FICO (Fair Isaac Corp.) score; debt-to-loan ratio; collateral; down payment; co-signers or guarantors

b. Explain the five C’s of credit that determine credit worthiness of potential borrowers: character

 (integrity); capacity (sufficient money to pay for obligations); collateral (assets to secure the debt);

 capital (net worth); conditions (of the borrower and the overall economy)

c. Explore the FAFSA (Free Application for Federal Student Aid) process for borrowing money for post-

 secondary education

4. Risks Associated with Credit

Students will:

a. Define default/foreclosure/repossession, overspending, bankruptcy, and poor credit decisions

b. Discuss the pitfalls of failing to compare and evaluate interest rates, length of the loan, and total cost of

 the loan over the payment period

c. Identify instances when issuers can close accounts and slash credit limits without advance warning

5. Understanding Credit Cards

Students will:

a. Describe the difference between a debit card and a credit card

b. Explain the advantages vs. disadvantages of using a credit card

c. Explain how balance transfers affect credit

d. Discuss the true cost of purchases when making only the minimum payment on a credit card statement

6. Credit Card Options and Protections

Students will:

a. Identify various options associated with credit cards (prepaid cards, store credit cards, bank credit cards)

b. Define terms associated with credit cards (cash advances, credit limit, minimum amount due, grace

 period, late fee, finance charge)

c. Identify components associated with cash advances

d. Develop the ability to read, understand, and interpret credit card bills/statements

e. Recognize consumer protections provided by federal legislation:

• Issuers must give card account holders “a reasonable amount of time” to make payments on monthly

 bills

• Credit card bills must arrive at least 21 days before the end of the grace period

• Fees charged must be reasonable and proportional

• Over-limit fees must be addressed

• Interest rates on new transactions (not pre-existing balances) can increase only after the first year

• Significant changes require 45 days of advance notice

• Holders must be at least 21 years old unless they have an adult co-sign

• Credit card companies must stay at least 1,000 feet from college campuses if they are offering gifts to

entice students to apply

• Card issuers cannot raise the APR (annual percentage rate) automatically when the cardholder fails to

make a payment on another card

• Issuers need to clearly disclose all information and rates

7. Identity Theft and Security

Students will:

a. Develop skills necessary to avoid identity theft and maintain identity security

b. Identify and promote good practices for privacy, security, and online safety

c. Identify strategies to avoid identity theft

d. Identify different types of consumer fraud

e. Determine what steps to take if victimized by consumer fraud

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RELATED ACTIVITIES

• Have students compare and contrast types of loans based on types of purchases.

• Have students research the cost of a typical house in your community. What is the required down payment?

 What are mortgage rates and how much will the house cost if paid over 20 years? 30 years?

• Have students research how consumers are protected from identity theft and how they can protect

 themselves.

​

 FM.4 INTEREST

This unit examines factors related to interest, including rate calculation, cost of credit, and credit scores.

Students will learn how to determine the cost of credit.

ESSENTIAL QUESTION

How does interest affect the cost of borrowing money and what are the consequences of not meeting

responsibilities?

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

3. Attend to personal health and well-being

8. Utilize critical thinking to make sense of problems and persevere in solving them

11. Use technology to enhance productivity

UNIT CONTENT

1. Interest Rates

Students will:

a. Describe what Annual Percentage Rate (APR) is, how it is used, and its importance

b. Define terms and concepts associated with simple/compound interest, APR, late fees, initial fees,

 non-payment fees, and other information associated with the cost of credit

c. Identify various sources of credit and how large purchases (vehicles, homes, furniture) are usually financed

d. Describe how the Truth in Lending Act protects consumers

e. Define fixed vs. variable interest rates

f. Describe the Rule of 72

2. Factors Affecting the Cost of Money

Students will:

a. Review the Five C’s of credit that determine credit worthiness of potential borrowers: character

 (integrity); capacity (sufficient money to pay for obligations); collateral (assets to secure the debt);

 capital (net worth); conditions (of the borrower and the overall economy)

b. Explain strategies for earning interest and the benefits of doing so

c. Identify ways to reduce the cost of borrowing money

• Making a larger down payment

• Shopping for lower interest rates

• Borrowing for a shorter period of time

​

3. Credit Scores

Students will:

a. Explain FICO (Fair Isaac Corp.) which started the credit score system and why it is important

b. Identify the three credit reporting agencies (Equifax, TransUnion, and Experian) and their impact on your

 credit score

c. Describe the implications of a low vs. high credit score for securing a loan

d. Explain the steps to improve one’s credit score

e. Recognize the factors that have a negative impact on credit score

f. Explain the importance of tracking your credit score on a regular basis

g. Explain the consequences of paying only the minimum amount due on credit cards (Generally, the longer

 the period of time for repayment, the greater the total cost of the loan and therefore the real price of the

 product or service purchased on credit.)

RELATED ACTIVITIES

• Using examples of loans, have students calculate simple interest: I=PRT.

• Have students use the APR, initial fees, late fees, non-payment fees, and other relevant information to

 compare the cost of credit (money) from various sources for specific purposes.

• In small groups, have students examine three or four credit card offers and evaluate the differences.

• Have students compare and contrast how different compound rates are calculated (daily, weekly, monthly,

 or quarterly).

• Have students calculate various examples of the Rule of 72.

• Invite a banking professional to speak about the cost of money and the importance of building and

 maintaining a high credit score.

• Working in groups, have students investigate car options as well as purchasing options.

• Have students research the three credit reporting agencies: What do they do? How do they serve businesses?

How do they serve customers?

 FM.5 INVESTING

This unit will introduce students to investing as a vehicle to increase wealth and prepare for the future.

Students will gain an understanding of various investment options and their advantages and disadvantages.

ESSENTIAL QUESTION

How can investing help people achieve various financial goals?

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

2. Apply appropriate academic and technical skills

3. Attend to personal health and well-being

4. Communicate clearly and effectively with reason

5. Consider the environmental, social, and economic impacts of decisions

7. Employ valid and reliable research strategies

8. Utilize critical thinking to make sense of problems and persevere in solving them

11. Use technology to enhance productivity

UNIT CONTENT

1. Purpose of Investing

Students will:

a. Explain what motivates people to invest (increase assets, produce wealth, and prepare for retirement)

b. Explore different investment strategies for various investment needs

c. Distinguish between investing and savings and how each satisfies financial goals

d. Explain the long-term value of investing

2. Brokers vs. Online Investment Services

Students will:

a. Examine commission changes and their impact on the cost of buying and selling securities

b. Distinguish among a broker, financial planner, and online trading platform

3. Markets

Students will:

a. Compare the differences among stocks, bonds, and mutual funds

b. Recognize that different stocks are traded on specific stock exchanges (NYSE, Euronext, NASDAQ)

c. Analyze major indices that reflect aspects of the economic climate (S&P 500 and Dow Jones)

d. Define such terms as bear, bull, and volatile markets

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4. Stocks (equities, securities, common stock)

Students will:

a. Explain why and how a company goes public (selling shares to the public)

b. Explain stockholders’ rights

c. Describe why stocks have highest growth and risk potential

d. Analyze risk and return potential

e. Demonstrate ability to read stock market tables: stock symbol, high, low, opening and closing price,

 net change, volume, and P/E (price-to-earnings) ration

f. Determine capital gains/losses (selling price- purchase price) x shares of stock= capital gain or loss

g. Recognize the factors that influence stock prices (news, economy, new products, bankruptcy)

h. Explain what dividends are and examine options to reinvest them

5. Mutual Funds

Students will:

a. Recognize the value of diversification and moderate risk

b. Distinguish among different mutual fund packages (money market, equity and bond funds, family of

 funds)

6. Bonds

Students will:

a. Define the components of bonds, including principal, price, coupon/interest rates, payments to lender,

 face value, and maturity

b. Define the different types of bonds such as treasury bonds, municipal bonds, and corporate bonds

c. Recognize factors that influence bond prices: rates, inflation, economic conditions

7. Other Investment Products

Students will:

a. Recognize how real estate and collectibles (antiques, coins, sports cards, comic books) are investment

 opportunities

b. Define the various long-term savings plans available for consumers (529, 403b, 401k, Gerber Plan,

 employment match fund, pension, tax-deferred annuity, and Roth IRA)

8. Regulatory Agencies

Students will:

a. Distinguish among the Securities Exchange Commission (SEC), the Federal Trade Commission (FTC), and

 a Federal Reserve Bank (the Fed)

b. Describe how each agency protects investors by enforcing the laws concerning the buying and selling of

 stocks

RELATED ACTIVITIES

• Stock Market Activity: Have students, either individually or in small groups, decide on investments, “invest

 money”, and track progress over a specific time span. Many local banks or financial organizations have

 competitive programs.

• Bring in a guest speaker (local banker or financial advisor) to discuss investment options.

• Provide small groups with profiles of potential investors. Have students recommend investment options to

meet the needs of profiled investors.

FM.6 CONSUMER OPTIONS AND PROTECTIONS

This unit will cover the responsibilities that come with being a consumer and the concept of consumer

protection. Students will gain insight into laws governing consumers rights and areas for which they must

assume responsibility.

ESSENTIAL QUESTION

How are consumers protected against unfair consumer practices?

STANDARDS ADDRESSED

NEW YORK STATE (COMMENCEMENT LEVEL) CDOS STANDARDS

Standard 1: Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills,

aptitudes, and abilities to future career decisions.

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Standard 3a: Universal Foundation Skills

Students will demonstrate mastery of the foundation skills and competencies essential for success in the

workplace.

COMMON CAREER TECHNICAL CORE STANDARDS: CAREER READY PRACTICES

1. Act as a responsible and contributing citizen and employee

3. Attend to personal health and well-being

4. Communicate clearly and effectively with reason

5. Consider the environmental, social, and economic impacts of decisions

7. Employ valid and reliable research strategies

8. Utilize critical thinking to make sense of problems and persevere in solving them

11. Use technology to enhance productivity

​