Teaching Money Matters

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Suggestions for Teachers and Youth Group Leaders

Money Management Manifesto

Suggestions for Teachers / Youth Group Leaders

1. Have your students look through the statements in the book "What Every Preteen, Teenager and Young Adult Needs Know to Avoid Credit Card Debt" by Deanna Schwartzman and Deanna Suckow.

 2. Have group discussions on the questions in the back of the book. 

     Open ended questions

      Fact questions

   ( Have as many group discussions as you think will work for your students.)

 3. Discuss topics such as budgeting, interest, compound interest, sales tax, checkbook balancing, peer pressure, receipts and statements, etc.

 4. Introduce and discuss the necessity of making financial literacy a part of their everyday lives.

 5. Introduce the "Money Management Manifesto" to your students.

 6. Teachers / Youth Group Leaders may hold group discussions, then provide time for their students to choose another 1 or 2 Agreements to work on. ( The students may choose the order they wish to work on their Agreements.) Teachers / Youth Group Leaders may use this workbook in any way that works for their students.

7. Here is a suggestion to do with your students:

      Collect a set of cards

      On each card write an imaginary amount of money and an imaginary % (percent) of interest

     ( ex. $5.00 - 10%  interest,$10.00 - 2% interest, $ 3.00 - 5% interest, etc.)

      Place the cards into a container.

      Each student will pick a card.

      The cards picked will tell the students how much imaginary money they will receive for completing their 1st Agreement and how much imaginary % (percent) of interest they will receive on that money each time they complete another Agreement. ( Agreements  do not have to be chosen in order.)  

       Students must keep written records of their earnings.

       A tally sheet is available as a free printout on our Web site: www.teachingmoneymatters.com or use your own written record.

        Discuss questions such as:

        Why did some students end up with more or less money than others?

         How do students think they can apply this information to their  own lives?