Academy of Finance I – Applied Finance Unit
HCPSS Curriculum Framework
(using essential components identified by DOI and MSDE structure)
Total hours for this course – 37.1
Total class periods for this course – 40.5
Total number of units – 6
Total number of lessons – 18
Overview
Applied Finance delves into the financial concepts introduced to students in the Principles of
Finance course. Students begin the course with a review of such key topics as cash flow, the
business life cycle, and capital.
In Applied Finance, students learn about the legal forms of business organization and grasp the
pros and cons of business ownership forms. Students continue to develop an understanding of
profit and distinguish this measure of business success from cost and revenue. Students learn
about various financial analysis strategies while they evaluate financial documents. They learn
the three most common methods by which businesses raise capital: stocks, bonds, and short-term
financing.
Students also have the chance to explore in depth topics of high interest in the field of finance,
including globalization, employees, and taxes.
Students apply what they have learned over the course to the culminating project. Working in
groups of four or five, students role-play company representatives (investor relations officers)
making a pitch to a group of investors about the financial benefits of investing in their chosen
company. The goal is to encourage the audience to invest in their company based on the
overview that they present. The driving question for the project is, “How can we, as company
representatives, best encourage investors to invest in our company?” At the end of the course, the
group delivers a presentation to an invited audience.
Finally, students get a chance to discover the types of careers that exist in finance today.
Enduring Understandings (These go beyond discrete facts or skills to focus on larger concepts, principles, or
processes. They are transferable–applicable to new situations within or beyond the subject.)
Students are able to transfer skills, principles, and processes to make sound financial investment
decisions in the future in terms of how they relate to business financing and strategic planning.
Larger concepts and principles that student will understand are:
 Profit is king for organizations.
 An entrepreneurial spirit is necessary for businesses to grow.
 Business ethics and community involvement are important for the stability of the
organization.
Essential Questions (What is the walk away knowledge and understanding for students?)
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Linked to Central Topics
 Why is financing necessary to start a business?
 How do you identify the risks, returns, and other characteristics of
entrepreneurship that affect its attractiveness as a career?
 How do different forms of business ownership, government regulations,
and business ethics affect entrepreneurial ventures?
 How will you use basic mathematical operations to solve business
problems?
 How will you maintain, monitor, control, and plan the use of financial
resources to ensure business stability?
 How will you gain financial competencies needed by an entrepreneur?
 How will you identify what people gain and what they give up when they
make choices?
 What are assets, liabilities, and owner’s equity?
 What are the various organizational structures and the advantages and
disadvantages of each structure?
 How do you analyze choices available to consumers for protection against
risk and financial loss?
 How do you use the selling process and forecasting principles and
methods to determine sales potential for specific products?
 What are the characteristics and features of viable business opportunities?
 How will you manage personnel to maximize operations?
 What are the characteristics of insurance risk?
 How do entrepreneurs establish, maintain, and analyze appropriate records
to make business decisions?
 How will you analyze and interpret data using common statistical
procedures, charts, and graphs?
 How do you use appropriate procedures and development tools to analyze
and design information systems?
 How do you analyze and interpret financial data to produce accurate
reports?
 How do you analyze accounting systems’ contributions to the fiscal
stability of a business?
 How will you develop and evaluate a spending/savings plan?
 What are the financial competencies needed by an entrepreneur?
 Why is effective decision-making important to consumers, producers,
savers, investors, and citizens?
 How do you interpret financial data to develop short- and long-term
budgetary plans?
 How do you develop a financial plan to address client needs?
 Why do you need to maintain, monitor, control, and plan the use of
financial resources to ensure business stability?
 What are the characteristics that distinguish secured credit from unsecured
credit?
 Why is it necessary to predict the consequences of investment decisions
made by individuals, businesses, and governments?
 What is the role of markets and prices in the U.S. economy?
 What are the characteristics that distinguish stocks, bonds, and
commodities?
 Why is it important to apply economic concepts when making decisions
for an entrepreneurial venture?
 Why is it important to follow the appropriate steps to develop an
investment plan?
 Why is it important to evaluate the services provided by financial deposit
institutions to transfer funds?
 Why is it important to analyze the role of core economic institutions and
incentives in the U.S. economy?
 What are the roles of various economic institutions?
 What are the procedures necessary to execute financial transactions?
 How are technical and people skills used to perform lending functions?
 Why is it important to understand that cultural differences, export/import
opportunities, and current trends in a global marketplace affect an
entrepreneurial venture?
 What are the social, cultural, political, legal, and economic factors and
issues that shape and affect the international business environment?
 What are the significant aspects of international business and trade and the
opportunities they create at the local, state, national, and international
levels?
 Why is it necessary to examine the role of trade, protectionism, and
monetary markets in the global economy?
 What is the interrelatedness of the social, cultural, political, legal, and
economic factors that shape and affect the international business
environment?
 Why is it important to compare the benefits and costs of policies that alter
trade barriers between nations, such as tariffs and quotas?
 Why is it important to understand human resource management issues and
how they affect the success of the organization?
 Why do we need to explain the importance of productivity and analyze
how specialization, division of labor, investment in physical and human
capital, and technological change affect productivity?
 Why is it important to identify incentives that affect people’s behavior?
 How do incentives affect your behavior?
 What are the obligations of businesses to the government and the
community?
 Why is it important to identify and evaluate the benefits and costs of
alternative public policies, as well as assess who enjoys the benefits and
who bears the costs?
 Why is it important to analyze the role of government in economic
systems, especially the role of government in the U.S. economy?
 Why is it important to analyze tax structures and consequences to assist in
business decision-making?
 Why is it important to establish a tax plan to incorporate the impact of tax
consequences on business decisions?
 How do you use tax preparation procedures to determine tax liability?
 How will you identify and demonstrate positive work behaviors and
personal qualities needed to be employable?
 How will you apply skills related to seeking and applying for employment
to find and obtain a desired job?
 How do you predict future earnings based on current plans for education,
training, and career options?
○
Worth Exploring (universality, relevance)
 How will you use and adjust your spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes?
 How will you operate presentation applications to prepare presentations?
 How will you identify and demonstrate the positive work behaviors and
personal qualities needed to be employable?
 What are the characteristics of the major types of business organizations?
 How will you demonstrate respect for and understanding of diversity in
language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles?
 How will you apply strategies to comprehend, interpret, evaluate, and
appreciate texts?
 How will you draw on your prior experience, your interactions with other
readers and writers, your knowledge of word meaning and of other texts,
your word identification strategies, and your understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context,
graphics)?
 How will you use and adjust your spoken, written, and visual language to
accomplish a purpose (e.g., for learning, enjoyment, persuasion, and the
exchange of information)?
 How will you examine current events to determine their impact on the
financial industry?
 How will you explain the nature of agency law and employment law?
 How will you review the most current state and federal regulations and
apply the tax code professionally?
 How will you use reading strategies to learn meaning, technical concepts,
and vocabulary and to follow directions?
 How will you use a variety of technological and information resources
(e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge?
 How will you ensure that you use correct grammar, punctuation, and
terminology to write and edit documents?
 How will you solve mathematical problems to obtain information for
decision-making in finance?
 How will you employ critical thinking skills independently and in teams to
solve problems and make decisions (e.g., analyze, synthesize and
evaluate)?
 How will you access, process, maintain, evaluate and disseminate
information to assist in making decisions common to the insurance
industry?
 How will you identify and use the financial competencies needed by an
entrepreneur?
 How will you apply active listening skills to obtain and clarify
information?
 How will you develop and deliver formal and informal presentations using
appropriate media to engage and inform audiences?
Skills/Engagement (How will you teach it and how will you engage students?)
○
Open-ended Response Formats (These options provide a wide variety of ways to
answer/respond.)
 Presentation style format
 Argumentative, informative, and comparison writing formats
 Graph, model, create and construct diagrams and models exhibiting
information
 Distinguish and compare data for selection
 Research, investigate, and solve for problems and issues
 Evaluate and formulate solutions and monitor outcomes
 Work in leadership and team roles to reach project goals
 Tests and quizzes
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Kid-friendly, Age-appropriate Strategies to Prompt Intellectual Exploration
 Participate in stock market games
 Activity - Think, Pair, Share
 Reading
 Activity - List, Group, Label
 Organizing and Writing
 Peer Review
 Revision
 Reflection
 Sticky Note Comments
 Culminating Project Work
 Notebook Reflection
 Reading and Concept Identification
 Group Research
 Group Activities
 Gallery Walk
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Activity - SQ3R Reading
Resource sheets
Writing Assignment
Class Discussion
Research and Poster Activities
Activity - K-W-L: Stocks
Taxonomy
Presentation and Note-Taking
True or False game
Student Research and Note-Taking
Assignments
Peer Review
Simulations
Pre-reading Prediction
Graffiti Brainstorm
Anticipation Guides
Class Discussion
Pre-Reading Resource sheets
Jigsaw Activity
Reviews
Individual Writing
Review and Reflection
Activity - Thumbs Up or Thumbs Down
Lecture and Diagramming
Writing Summaries
Peer Reflection
Simulation
Quiz
Activity -Give One, Get One
Games
Flash cards
Note book keeping
Activity - List, Group, Label
Defining Format
Interdisciplinary Connections to the Common Core Requirements
The tables below list the lessons that meet the Common Core State Standards for ELA and Math.
As with any set of standards, some are open to interpretation. A standard applies when the
curriculum offers the opportunity for you to assess the student’s ability to meet it. Each standard
that is completely met by a lesson is indicated with a √.
In some cases, a standard is comprised of a main statement and subordinate parts (designated by
sections “a,” “b,” “c,” etc.). A lesson that meets the main statement and most of the parts of this
standard is indicated by a √. A lesson that meets the main statement and does meet up to half of
the parts of this standard indicated by a P (for partial).
ELA Common Core State Standards
Standard# Standard
Reading Standards for Informational Text
Grade 11- Cite strong and thorough textual evidence to
support analysis of what the text says
12
Standard 1 explicitly as well as inferences drawn from
the text, including determining where the text
leaves matters uncertain.
Grade 11- Determine two or more themes or central
ideas of a text and analyze their development
12
Standard 2 over the course of the text, including how
they interact and build on one another to
produce a complex analysis; provide an
objective summary of the text.
Grade 11- Analyze a complex set of ideas or sequence
of events and explain how specific
12
Standard 3 individuals, ideas, or events interact and
develop over the course of the text.
Grade 11- Determine the meaning of words and phrases
as they are used in a text, including
12
Standard 4 figurative, connotative, and technical
meanings; analyze how an author uses and
refines the meaning of a key term or terms
over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
Grade 11- Analyze and evaluate the effectiveness of the
structure an author uses in his or her
12
Standard 5 exposition or argument, including whether
the structure makes points clear, convincing,
and engaging.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
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Standard#
Grade 1112
Standard 6
Standard
Determine an author’s point of view or
purpose in a text in which the rhetoric is
particularly effective, analyzing how style
and content contribute to the power,
persuasiveness, or beauty of the text.
Grade 11- Integrate and evaluate multiple sources of
information presented in different media or
12
Standard 7 formats (e.g., visually, quantitatively) as well
as in words in order to address a question or
solve a problem.
Grade 11- Delineate and evaluate the reasoning in
seminal U.S. texts, including the application
12
Standard 8 of constitutional principles and use of legal
reasoning (e.g., in U.S. Supreme Court
majority opinions and dissents) and the
premises, purposes, and arguments in works
of public advocacy (e.g., The Federalist,
presidential addresses).
Writing Standards
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
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√
√
Standard#
Grades 1112
Standard 1
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Write arguments to support claims in an
P
P √
√
P
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
a. Introduce precise, knowledgeable
claim(s), establish the significance of the
claim(s), distinguish the claim(s) from
alternate or opposing claims, and create
an organization that logically sequences
claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly
and thoroughly, supplying the most
relevant evidence for each while pointing
out the strengths and limitations of both
in a manner that anticipates the
audience’s knowledge level, concerns,
values, and possible biases.
c. Use words, phrases, and clauses as well
as varied syntax to link the major sections
of the text, create cohesion, and clarify
the relationships between claim(s) and
reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
e. Provide a concluding statement or section
that follows from and supports the
argument presented.
Standard#
Grades 1112
Standard 2
Standard
Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
a. Introduce a topic; 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.
b. 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.
c. Use appropriate and varied transitions
and syntax 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.
e. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
f. Provide a concluding statement or section
that follows form and supports the
information or explanation presented
(e.g., articulating implications or the
significance of the topic).
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
P √
√ √ √ √ √ P √ P √ √
√ √
Standard#
Grades 1112
Standard 3
Standard
Write narratives to develop real or imagined
experiences or events using effective
technique, well-chosen details, and wellstructured event sequences.
a. Engage and orient the reader by setting
out a problem, situation, or observation
and its significance, establishing one or
multiple point(s) of view, and introducing
a narrator and/or characters; create a
smooth progression of experiences or
events.
b. Use narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to sequence
events so that they build on one another
to create a coherent whole and build
toward a particular tone and outcome
(e.g., a sense of mystery, suspense,
growth, or resolution).
d. Use precise words and phrases, telling
details, and sensory language to convey a
vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from
and reflects on what is experienced,
observed, or resolved over the course of
the narrative.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
√
Standard#
Grades 1112
Standard 4
Grades 1112
Standard 5
Grades 1112
Standard 6
Grades 1112
Standard 7
Grades 1112
Standard 8
Standard
Produce a clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or
trying a new approach, focusing on
addressing what is most significant for a
specific purpose and audience.
Use technology, including the Internet, to
produce, publish, and update individual or
shared writing products in response to
ongoing feedback, including new arguments
or information.
Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or solve
a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
usefulness of each source in answering the
research question; integrate information into
the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a
standard format for citation.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
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Standard#
Grades 1112
Standard 9
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Draw evidence from literary or informational
√
√
texts to support analysis, reflection, and
research.
a. Apply grades 11-12 Reading standards to
literature (e.g., “Demonstrate knowledge
of eighteenth-, nineteenth, and early
twentieth-century foundational works of
American literature, including how two or
more texts from the same time period
treat similar themes or topics”).
b. Apply grades 11-12 Reading standards to
literary nonfiction (e.g., “Delineate and
evaluate the reasoning in seminal U.S.
texts, including the application of
constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents] and
the premises, purposes, and arguments in
works of public advocacy [e.g., The
Federalist, presidential addresses]”).
Grades 11- Write routinely over extended time frames
√
√
(time
for
research,
reflection,
and
revision)
12
and shorter time frames (a single sitting or a
Standard
day or two) for a range of tasks, purposes,
10
and audiences.
Speaking and Listening Standards
Standard#
Grades 910
Standard 1
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Initiate and participate effectively in a range
√
P
P
P √
of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners
on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their
own clearly and persuasively.
a. Come to discussions prepared, having read
and researched material under study;
explicitly draw on that preparation by
referring to evidence from texts and other
research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to set rules for collegial
discussions and decision-making (e.g.,
informal consensus, taking votes on key
issues, presentation of alternate views),
clear goals and deadlines, and individual
roles as needed.
c. Propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate others
into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and, when
warranted, qualify or justify their own
views and understanding and make new
connections in light of the evidence and
reasoning presented.
Standard#
Grades 1112
Standard 1
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Initiate and participate effectively in a range
√
P
P
P √
of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners
on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their
own clearly and persuasively.
a. Come to discussions prepared, having
read and researched material under study;
explicitly draw on that preparation by
referring to evidence from texts and other
research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of
ideas.
b. Work with peers to promote civil,
democratic discussions and decisionmaking, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and
responding to questions that probe
reasoning and evidence; ensure a hearing
for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent
and creative perspectives.
d. Respond thoughtfully to diverse
perspectives; synthesize comments,
claims, and evidence made on all sides of
an issue; resolve contradictions when
possible; and determine what additional
information or research is required to
deepen the investigation or complete the
task.
Standard#
Grades 1112
Standard 2
Grades 1112
Standard 3
Grades 1112
Standard 4
Grades 1112
Standard 5
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Integrate multiple sources of information
presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to
make informed decisions and solve problems,
evaluating the credibility and accuracy of
each source and noting any discrepancies
among the data.
Evaluate a speaker’s point of view,
√
reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among
ideas, word choice, points of emphasis, and
tone used.
Present information, findings, and supporting
√
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√ √
√ √
√
evidence, conveying a clear and distinct
perspective, such that listeners can follow the
line of reasoning, alternative or opposing
perspectives are addressed, and the
organization, development, substance, and
style are appropriate to purpose, audience,
and a range of formal and informal tasks.
Make strategic use of digital media (e.g.,
textual, graphical, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and
tasks, demonstrating a command of formal
English when indicated or appropriate.
Grades 1112
Standard 6
Language Standards
15 16 17 18
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Standard#
Grades 1112
Standard 1
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Demonstrate command of the conventions of
√
√
√
√
standard English grammar and usage when
writing or speaking.
a. Apply the understanding that usage is a
matter of convention, can change over
time, and is sometimes contested.
b. Resolve issues of complex or contested
usage, consulting reference (e.g.,
Merriam-Webster’s Dictionary of English
Usage, Garner’s Modern American
Usage) as needed.
Grades 11- Demonstrate command of the conventions of
P P
P P P P
P P √ P P
standard
English
capitalization,
punctuation,
12
Standard 2 and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Grades 11- Apply knowledge of language to understand
√
how
language
functions
in
different
contexts,
12
Standard 3 to make effective choices for meaning or
style, and to comprehend more fully when
reading or listening.
a. Vary syntax for effect, consulting
references (e.g., Tufet’s Artful Sentences)
for guidance as needed; apply an
understanding of syntax to the study of
complex tasks when reading.
Standard#
Grades 1112
Standard 4
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Determine or clarify the meaning of unknown
P P P
√ P
and multiple-meaning words and phrases
based on grades 11-12 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of
a sentence, paragraph, or text; a word’s
position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of
word changes that indicate different
meanings or parts of speech (e.g.,
conceive, conception, conceivable).
c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to
find the pronunciation of a word or
determine or clarify its precise meaning,
its part of speech, its etymology, or its
standard usage.
d. Verify the preliminary determination of
the meaning of a word or phrase (e.g., by
checking the inferred meaning in context
or in a dictionary).
Grades 11- Demonstrate understanding of figurative
P
language,
word
relationships,
and
nuances
in
12
Standard 5 word meanings.
a. Interpret figures of speech (e.g.,
hyperbole, paradox) in context and
analyze their role in the text.
b. Analyze nuances in the meaning of words
with similar denotations.
Standard#
Grades 1112
Standard 6
Standard
1 2 3 4 5 6 7 8 9 10 11
Acquire and use accurately general academic √ √ √ √
√ √ √ √ √ √
and domain-specific words and phrases,
sufficient for reading, writing, speaking, and
listening at the college and career readiness
level; demonstrate independence in gathering
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
Reading Standards for Literacy in History/Social
Studies
Grades 11- Cite specific textual evidence to support
analysis of primary and secondary sources,
12
Standard 1 connecting insights gained from specific
details to an understanding of the text as a
whole.
Grades 11- Determine the central ideas or information of
a primary or secondary source; provide an
12
Standard 2 accurate summary that makes clear the
relationships among the key details and ideas.
Grades 11- Evaluate various explanations for actions or
√
events
and
determine
which
explanation
best
12
Standard 3 accords with textual evidence,
acknowledging where the text leaves matters
uncertain.
Grades 11- Determine the meaning of words and phrases
√
as
they
are
used
in
a
text,
including
analyzing
12
Standard 4 how an author uses and refines the meaning
of a key term over the course of a text (e.g.,
how Madison defines faction in Federalist
No. 10).
12 13 14 15 16 17 18
√ √ √
√
√
√
√
√
√
Standard#
Grades 1112
Standard 7
Standard
Integrate and evaluate multiple sources of
information presented in diverse formats and
media (e.g., visually, quantitatively, as well
as in words) in order to address a question or
solve a problem.
Reading Standards for Literacy in Science and
Technical Subjects
Grades 11- Cite specific textual evidence to support
analysis of science and technical text,
12
Standard 1 attending to important distinctions the author
makes and to any gaps or inconsistencies in
the account.
Grades 11- Determine the central ideas or conclusions of
a text; summarize complex concepts,
12
Standard 2 processes, or information represented in a
text by paraphrasing them in simpler but still
accurate terms.
Grades 11- Follow precisely a complex multistep
procedure when carrying out experiments,
12
Standard 3 taking measurements, or performing
technical tasks; analyze the specific results
based on explanations in the text.
Grades 11- Integrate and evaluate multiple sources of
information presented in diverse formats and
12
Standard 7 media (e.g., quantitative data, video,
multimedia) in order to address a question or
solve a problem.
Writing Standards for Literacy in History/Social
Studies, Science and Technical Subjects
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
√
√
√
√
√
√
Standard#
Grades 1112
Standard 1
Standard
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Write arguments focused on discipline√
specific content.
a. Introduce precise, knowledgeable
claim(s), establish the significance of the
claim(s), distinguish the claim(s) from
alternate or opposing claims, and create
an organization that logically sequences
the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly
and thoroughly, supplying the most
relevant data and evidence for each while
pointing out the strengths and limitations
of both claim(s) and counterclaims in a
discipline-appropriate form that
anticipates the audience’s knowledge
level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses as well
as varied syntax to link the major sections
of the text, create cohesion, and clarify
the relationships between claim(s) and
reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and
objective tone while attending to the
norms and conventions of the discipline
in which they are writing.
e. Provide a concluding statement or section
that follows from or supports the
argument presented.
Standard# Standard
Grades 11- Write informative/explanatory texts,
including the narration of historical events,
12 2
scientific procedures/experiments, or
technical processes.
a. 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.
b. 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.
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.
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).
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
√
√
Standard#
Grades 1112
Standard 4
Grades 1112
Standard 5
Standard
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or
trying a new approach, focusing on
addressing what is most significant for a
specific purpose and audience.
Grades 11- Use technology, including the Internet, to
produce, publish, and update individual or
12
Standard 6 shared writing products in response to
ongoing feedback, including new arguments
or information.
Grades 11- Conduct short as well as more sustained
research projects to answer a question
12
Standard 7 (including a self-generated question) or solve
a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
Gather relevant information from multiple
Grades
authoritative print and digital sources, using
11-12
advanced searches effectively; assess the
Standard
strengths and limitations of each source in
8
terms of the specific task, purpose, and
audience; integrate information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any
one source and following a standard format
for citation.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
√
√
√
√
√
√
√
√
√
Standard#
Grades 1112
Standard 9
Grades 1112
Standard
10
Standard
Draw evidence from informational texts to
support analysis, reflection, and research.
Write routinely over extended time frames
(time for reflection and revision) and shorter
time frames (a single sitting or a day or two)
for a range of discipline-specific tasks,
purposes, and audiences.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
√
√
Math Common Core State Standards
Standard Standard
Code
Number and Quantity
N-Q
Quantities
 Reason quantitatively and use units to
solve problems
Algebra
A-SSE
Seeing Structure in Expressions
 Interpret the structure of expressions
 Write expressions in equivalent forms to
solve problems
A-CED
Creating Equations
 Create equations that describe numbers or
relationships
A-REI
Reasoning with Equations and Inequalities
 Understand solving equations as a process
of reasoning and explain the reasoning
 Solve equations and inequalities in one
variable
 Solve systems of equations
 Represent and solve equations and
inequalities graphically
Statistics and Probability
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
√ √
√
√ √
√
P
P
Standard Standard
Code
S-IC
Making Inferences and Justifying Conclusions
 Understand and evaluate random processes
underlying statistical experiments
 Make inferences and justify conclusions
from sample surveys, experiments, and
observational studies
S-MD
Using Probability to Make Decisions
 Calculate expected values and use them to
solve problems
 Use probability to evaluate outcomes of
decisions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
√
√ P
√
√
MSDE -STEM Standards of Practice
Yes
1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content
STEM proficient students will learn and apply rigorous content within science, technology,
engineering, and mathematics disciplines to answer complex questions, to investigate global
issues, and to develop solutions for challenges and real world problems.
A. Demonstrate an understanding of science, technology, engineering, and mathematics content.
B. Apply science, technology, engineering, or mathematics content to answer complex questions,
to investigate global issues, and to develop solutions for challenges and real world problems.
2. Integrate Science, Technology, Engineering, and Mathematics Content
STEM proficient students will integrate content from science, technology, engineering, and
mathematics disciplines as appropriate to answer complex questions, to investigate global
issues, and to develop solutions for challenges and real world problems.
A. Analyze interdisciplinary connections that exist within science, technology, engineering, and
mathematics disciplines and other disciplines.
B. Apply integrated science, technology, engineering, mathematics content, and other content as
appropriate to answer complex questions, to investigate global issues, and to develop solutions
for challenges and real world problems.
3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics
STEM proficient students will interpret and communicate information from science, technology, engineering,
and mathematics to answer complex questions, to investigate global issues, and to develop solutions for
challenges and real world problems.
A. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics
information (text, visual, audio, etc.).
B. Apply appropriate domain-specific vocabulary when communicating science, technology, engineering,
and mathematics content.
C. Engage in critical reading and writing of technical information.
D. Evaluate and integrate multiple sources of information (e.g., quantitative data, video and multimedia)
presented in diverse formats.
E. Develop an evidence-based opinion or argument.
Y
Y
Y
Y
Y
Y
Y
Y
Y
F. Communicate effectively and precisely with others.
4. Engage in Inquiry
STEM proficient students will engage in inquiry to investigate global issues, challenges, and real world problems.
A. Ask questions to identify and define global issues, challenges, and real world problems.
B. Conduct research to refine questions and develop new questions.
5. Engage in Logical Reasoning
STEM proficient students will engage in logical reasoning to answer complex questions, to investigate global issues,
and to develop solutions for challenges and real world problems.
A. Engage in critical thinking.
B. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering practices,
engineering design process, and/or mathematical practices).
C. Apply science, technology, engineering, and mathematics content to construct creative and innovative
ideas.
D. Analyze the impact of global issues and real world problems at the local, state, national, and international levels.
6. Collaborate as a STEM Team
STEM proficient students will collaborate as a STEM team to answer complex questions, to investigate global issues,
and to develop solutions for challenges and real world problems.
A. Identify, analyze, and perform a STEM specific subject matter expert (SME) role.
B. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a common goal.
C. Listen and be receptive to ideas of others.
D. Analyze career opportunities that exist in a variety of STEM fields relevant to the STEM focused
multidisciplinary team’s goal.
7. Apply Technology Strategically
STEM proficient students will apply technology appropriately to answer complex questions, to investigate global
issues, and to develop solutions for challenges and real world problems.
A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex
questions.
B. Analyze the limits, risks, and impacts of technology.
C. Engage in responsible/ethical use of technology.
D. Improve or create new technologies that extend human capability.
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Curriculum Standards* (MSDE requirements)
When students complete this course they will be able to:















Describe and place in context the financial services industry and its importance to business;
Explain the origins of money and banking, including the early history of banking in the U.S.;
Describe the services offered by various types of financial services;
Compare and contrast the functions and purposes of alternative types of financial services companies;
Explain different types of insurance and summarize their purpose;
Explain how the financial services industry has been regulated in the twentieth century;
Evaluate contemporary issues in the financial services industry, including the level of personal savings, the effect of the financial
service s industry on communities and families, and ethics in the financial services industry;
Define finance and discuss its importance in business;
Identify and describe all parts of the business life cycle;
Distinguish between profit, revenue, and costs;
Compare and contrast different forms of business ownership;
Analyze the importance of cash flow within a business;
Describe typical risks businesses face and evaluate risk mitigation techniques;
Explain the concepts of financial analysis, financial analysis tools, and the relationships among financial measurements; and
Define capital and describe the various means by which companies raise capital, including stocks, bonds, and short-term funding.
Concepts/Topics/Vocabulary (What will you teach?)
These are concepts and terms that will be encountered over the course of the unit, for the first time for many students. The list is not
comprehensive; it is meant to highlight terms that either are particular to the unit, are introduced there, or that play a large role in the
work or content of the unit. These terms and concepts are usually implied by the standards, but not always made explicit in them.
10K- 10-Q and 13D reports
12b-1 fee
401K plan
8-K reports
Account executive
Accounting
Accounting cycle
Accounts
Accounts payable
Accounts receivable
Accounts Receivable
Actual cash value
Adjustable rate mortgage
(ARM)
Adjusted gross income
(AGI)
Agency power
Allowance
Amortization
Annual percentage rate
(APR)
Annual percentage yield
(APY)
Annual report
Annuity
Appraisal
Arbitration
Area method
Assets
Assets
Assigned risk pool
Assisted-living facility
(ALF)
Back end loads
Balance Sheet
Balance sheet
Balanced stock and bond
mutual funds
Bank reconciliation
Bankruptcy
Bear market
Bearer bond
Beneficiary
Bid price
Blue-chip stock
Board of directors
Bodily injury liability
Bond indenture
Bonds
Book value
Break-even point
Broker
Budget
Budget variance
Bull market
Bull market
Business
Business plan
Buy price zone
Buying intelligently
Cafeteria-style employee
benefits
Call feature
Capital
Capital
Capital gains
Capital gains
Capital gains distribution
Capital loss
Capital markets
Capitalization
Cash flow
Cash inflow
Cash outflow
Cash value
Certificate of Deposit
Claim
Class-action suit
Closed end fund
Closed-end credit
Closing
Closing costs
Codicil
Coinsurance
Collateral
Collectibles
Collision
Commercial bank
Commercial finance
company
Commercial loan
Commercial property
Commission
Commission
Common stock
Compounding
Compounding interest
Consumer credit
Consumer price index
(CPI)
Contribution margin
Corporate bond mutual
fund
Corporate profile
Corporate quarterly reports
Credit
Credit rating
Credit union
Creditor
Current assets
Current liabilities
Current yield
Cyclical stock
Day order
Debenture
Debit
Debt collector
Debt deferred load
Deductible
Deductions
Deed
Default
Defensive stock
Deficit
Defined-benefit plan
Defined-contribution
Dilution
Direct deposit
Direct investment
Direct labor
Direct materials
Direct purchase plans
Disability income insurance
Discretionary income
Diversification
Diversification
Dividend income
Dividend reinvestment
plans
Dividends
Dollar cost averaging
Double indemnity
Down payment
Downside risk
Earned income
Earnest money
Earnings per share
Earnings per share
EE bonds
Electronic data gather and
retrieval
Emergency fund
Employer identification
number (EIN)
Endorsement
Endowment
Entrepreneur
Equity
Equity capital
Escrow account
Estate
Estate planning
Estate tax
Excise tax
Exclusion
Executor
exemption
Expense ratio
Expenses
Face value
Family of funds
Federal agency securities
Federal Insurance
Contributions Act
(FICA)
Federal Reserve System
Fees
Finance charge
Financial advisor
Financial analysis
Financial data summary
Financial forecasting
Financial highlights
Financial leverage
Financial plan
Financial planner
Financial report
Financial responsibility law
Financial statements
Financial statements
First-in, first-out method
(FIFO)
Five year potential
Five-year dollar projections
Five-year historical data
summary
Fixed assets
Fixed costs
Fixed expenses
Franchise
Fraud
Free enterprise system
Front-end load
Full-year dividend
Fundamental analysis
Future earnings per share
Future sales growth
Future value
Futures
Gift tax
Goal setting
Goal setting
Goals
Going public
Good
Government bond
Grace period
Gross earnings
Growth
Growth stock
Guardian
Handyman’s special
Hazard
Health insurance
Health maintenance
Heirs
High quality stocks and
bonds
High yield
Historical EPS growth
Historical growth rates
Hold price zone
Home equity loan
Homeowners insurance
Hourly wage
Household inventory
Impulse buying
Income
Income dividends
Income statements
Income statements
Income stock
Income tax return
Indebtedness
Independent auditors
Index funds
Indirect investment
Individual retirement
account (IRA)
Industry
Industry indicators
Inflation
Inflation
Information interview
Inheritance tax
Initial public offering
Inside information
Insolvency
Inspection or best judgment
method
Institutional investors
Insurance
Insurance company
Insured
Insurer
Interest
Interest
Interest income
Interest inventories
Internet
Internship
Intestate
Inventories
Inventory
Inventory turnover
Investing
Investment banker
Investment criteria
Investment liquidity
Investment supermarket
Investor profiles
IPO
Itemized deduction
Job
Journal
Journalizing
Keogh Plan
Keogh Plan
Knowledge
Labor
Landlord
Large cap stock
Large capitalization stocks
Last-in, first-out method
Lawsuits
Lease
Legal aid society
Lenders
Letter to shareholders
Liabilities
Liability
lifestyle
Limit order
Limit order
limited life
limited partner
Line of credit
Liquid assets
Liquidity
Living will
Load funds
Load funds
Loans
Low quality bonds
Low quality stocks
LowDoc program
Managed care
Management
Management fee
Management’s discussion
and analysis
Manufacturing business
Margin
Margin of safety
Market
Market capitalization
Market order
Market order
Market value
Market value
Marketable securities
Marketing plan
Marketplace
Markup
Maturity date
Mediation Medicaid
Medical payments coverage
Medicare
Medicare tax
Medium capitalization
stocks
Mentor
Merchandise
Midpoint method
Minimum monthly payment
Mobility
Money management
Money managing
Money market accounts
Money market accounts
Money market mutual
funds
Moody’s
Morningstar mutual funds
Mortgage
Municipal bond mutual
funds
Mutual fund
Mutual fund checklist
Mutual funds
NASDAQ
Negative cash flow
Negligence
Net asset value (NAV)
Net asset value (NAV)
Net income
Net income
Net sales
Net worth
Net worth
Networking
No-fault system
No-load fund
No-load funds
Nominal total returns
Notes payable
NYSE – New York Stock
Exchange
Odd lot
Odd lot ordering
Open-end credit
Open-end fund
Operating capital
Operating costs
Operating income
Opportunity cost
Options
Order
organization (HMO
Outliers
Overdraft protection
Over-the-counter market
(OTC)
Over-the-counter market
(OTC)
Overtime rate
Owner’s equity
P/E – Price to earnings ratio
Par value
Participation certificate
Partnership
Pay period
Payout
Payroll
Payroll register
Peak period method
Peer group average expense
ratio
Penny stocks
Penny stocks
Pension plan
Percent earned on equity
Percent insiders
Percent institution
Percentage growth lines
Peril
Personal financial planning
Plan
Point-of-sale transactions
Point-of-service plan (POS)
Policy
Policy holder
Portfolio
Portfolio
Posting
Potential dilution
Potential earning power
Potential five-year
appreciation
Potential return
Power of attorney
Precious gems
Precious metals
Preemptive right
Preferred provider
organization (PPO)
Preferred stock
Preliminary prospectus
Premium
Premiums
Premiums
Present value
Pre-tax margin trend
Pre-tax profit
Price
Price earnings history
Price to earnings ratio
Price-earnings (PE)
Pricing
Primary capital market
Primary market Principal
Private corporation
Private corporation
Private financing
Private investor
Private mortgage insurance
(PMI)
Probate
Product costing
Product cost-plus pricing
Professional fund
management
Profit
Profit
Projected financial
statements
Projection
Property damage liability
Prospectus
Prospectus
Prospectus objective
Proxy
Public corporation
Public corporation
Quality growth stock
Quarterly reports
Rate of return
Ratio
Ratio of pre-tax profit to
sales
Real estate
Real total returns
Rebate
Recessionary period
Red herring prospectus
Redemption fee
Refinance
Reinvesting
Relationship
Relative risk pyramid
Relevant data
Renters insurance
Replacement value
Reserve capital
Reserve fund
Resume
Retained earnings
Return
Revenue bond
Revenues
Rider
Risk
Round lot ordering
Round lots
Rule of five
Rule of seventy-two
Safe-deposit box
Salary
Sales
SEC – Securities and
Exchange Commission
Secondary capital markets
Secondary markets
Secured loan
Securities
Securities exchange
Security deposit
Sell price zone
Selling short
Serial bonds
Series EE bonds
Series HH bonds
Service
Service contract
Service fee
Service industry
Seventy two (rule of)
Shareholders
Simple interest
Sinking fund
Small cap stocks
Small capitalization stocks
Small claims court
Social security tax
Specific identification
method
Speculative investment
Standard deduction
Standard of living
Standard’s and Poor’s
Start-up costs
Statement of cash flow
State-up capital
Stock
Stock brokers
Stock Exchange
Stock holders
Stock holders equity
Stock Selection Guide
Stock split
Stop order
Stop order
Stop-loss
Stop-payment order
Strategic plan Sublet
Strategy
Subordinated debenture
Supply
Surplus
Syndicate
Take home pay
Target profit
Target sales
Tax audit
Tax credit
Tax deduction
Tax deferred income
Tax liability
Taxable income
Tax-adjusted return
Tax-exempt income
T-bills
Technical analysis
Tenant
Term insurance
Time value of money
Title insurance
Top line
Top 10 company holdings
Total assets
Total gross earnings
Total liabilities
Total return
Total return
Transaction
Transaction costs
Transaction documents
Treasury bills
Treasury bonds
Treasury notes
Trend
Trends
Trial balance
Trust
Turnover rates
Umbrella policy
Uninsured motorists
protection
Unit pricing
Unlimited liability
Unsecured loan
Up and down
Upside/downside ratio
Value line investment
survey
Values
Variable costs
Variable expenses
Venture capital firm
Vesting
Volatility
Waived fee
Wall street journal
Warranty
Whole life insurance
Will
Withhold
Yield
Yield
Zero coupon bond
Zero transaction costs
Zoning
Zoning laws
APPLIED FINANCE
UNIT 1: GETTING STARTED
Periods – 6
Hours – 5.5
Lessons – 3
Essential Questions (What is the walk away knowledge and understanding for students?)
○
Linked to Central Topics
 Why is financing necessary to start a business?
 How do you identify the risks, returns, and other characteristics of entrepreneurship that affect its attractiveness
as a career?
 How do different forms of business ownership, government regulations, and business ethics affect
entrepreneurial ventures?
 How do you use basic mathematical operations to solve business problems?
 How do you maintain, monitor, control, and plan the use of financial resources to ensure business stability?
 How will you use the financial competencies needed by an entrepreneur?
 How will you identify what you gain and what you give up when you make choices?
○
Worth Exploring (universality, relevance)
 How will you apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts?
 How will you draw on your prior experience, your interactions with other readers and writers, your knowledge
of word meaning and of other texts, your word identification strategies, and your understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics)?
 How will you use and adjust your spoken, written, and visual language to accomplish a purpose (e.g., for
learning, enjoyment, persuasion, and the exchange of information)?
 How will you apply active listening skills to obtain and clarify information?
 How will you develop and deliver formal and informal presentations using appropriate media to engage and
inform audiences?
Skills/Engagement (How will you teach it and how will you engage students?)
○ Open-ended Response Formats (These options provide a wide variety of ways to answer/respond.)
 Presentation style format
 Work in leadership and team roles to reach project goals
○
Kid-friendly, Age-appropriate Strategies to Prompt Intellectual Exploration
 Participate in stock market game
 Games
 Flash cards
 Note book keeping
 Creating anticipation guides
 Activity - Think, Pair, Share
 Activity - List, Group, Label
 Reading
 Group Activity
 Written Reflection
 Defining Format
Lesson 1: Course Introduction
Estimated Number of Class Periods: 1
Learning Objectives:
 Deduce the finance skills and knowledge needed to be successful in an authentic project.
 Identify general finance terms with which to build a taxonomy.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
• Presentation: Example of the Applied Finance Culminating Project
• Game of Jeopardy for key terms
• Text book information
Engage students through:
•
•



Building background knowledge of financial planning through pre-reading and summarizing general financial planning
articles.
Creating flash cards of key terms that will be used consistently throughout the course
Anticipation Guide
Course Notebook
Taxonomy: General Course Terms
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.
•
•
Flash cards on key term [individual work]
Notebook [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 1, Lesson 1.
Lesson 2: Financial Concepts
Estimated Number of Class Periods: 3
Learning Objectives:
 Identify and describe all parts of the business life cycle.
 Describe the concept of capital and discuss how businesses raise capital and why they need it.
 Compare and contrast different forms of business ownership.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
• Presentation: Forms of Business Ownership
• Facilitate Group Discussion: Business Ownership
Engage students through:
• Activity - Think, Pair, Share: Introduction to ECPak
• Activity - List, Group, Label: Business Life Cycle
• Reading: Business Life Cycle
• Group Activity: Business Life Cycle of ECPak
• Written Reflection: Business Life Cycle
• Anticipation Guide: An Introduction to Capital
• Reading: An Introduction to Capital
• Defining Format: Forms of Business Ownership
• Written Reflection: Business Ownership
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.
•
Business ownership written summary [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 1, Lesson 2.
Lesson 3: The Financial Environment
Estimated Number of Class Periods: 2
Learning Objectives:
 Describe how finance influences business organizations.
 Summarize the importance of cash flow within a business.
 Evaluate ways to improve cash flow within a business.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
•
•
Facilitate List, Group, Label
Demonstrate Memo Writing
Engage students through:
• Activity - Think, Pair, Share: Unique Financial Needs
• Defining Format: Finance
• Reading: What Makes a Business’s Financial Needs Unique?
• Activity - List, Group, Label: ECPak
• Research: Cash Flow Challenge
• Group Share: Cash Flow Challenge
• Memo Writing: Cash Flow
• Reflection: Business’s Unique Financial Needs
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.
•
Memo describing the cash flow cycle [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 1, Lesson 3.
APPLIED FINANCE
UNIT 2: PROFIT AND RISK
Periods – 4
Hours – 3.7
Lessons – 2
Essential Questions (What is the walk away knowledge and understanding for students?)
○
Linked to Central Topics
 What are assets, liabilities, and owner’s equity?
 Why is financing necessary to start a business?
 What are the various organizational structures and the advantages and disadvantages of each?
 How do you analyze choices available to consumers for protection against risk and financial loss?
 How will you use basic mathematical operations to solve business problems?
 How will you use the selling process and forecasting principles and methods to determine sales potential for
specific products?
 How will you identify the risks, returns, and other characteristics of entrepreneurship that affect its
attractiveness as a career?
 What are the characteristics and features of viable business opportunities?
 How will you manage personnel to maximize operations?
 What are the characteristics of insurance risk?
○
Worth Exploring (universality, relevance)
 How will you apply economic concepts to decision-making for an entrepreneurial venture?
 How will you interpret financial data to develop short- and long-term budgetary plans?
 How will you maintain, monitor, control, and plan the use of financial resources to ensure business stability?
 How will you employ critical thinking skills independently and in teams to solve problems and make decisions
(e.g., analyze, synthesize and evaluate)?
 How will you identify and use the financial competencies needed by an entrepreneur?
 How will you apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts?

How will you draw on your prior experience, your interactions with other readers and writers, your knowledge
of word meaning and of other texts, your word identification strategies, and your understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics)?
Skills/Engagement (How will you teach it and how will you engage students?)
○
Open-ended Response Formats (These options provide a wide variety of ways to answer/respond.)
 Presentation style format
 Informative and comparison writing formats
 Research, investigate, and solve for problems and issues
 Evaluate and formulate solutions
 Work in leadership and team roles to reach project goals
○
Kid-friendly, Age-appropriate Strategies to Prompt Intellectual Exploration
 Participate in stock market games
 Resource sheets
 Activity - K-W-L
 Assignment
 Pre-Reading Activity
 Reading
 Activity - Think, Pair, Share
 Student Reading
 Simulation
 Quiz
 Activity - Give One, Get One
Lesson 4: Profit
Estimated Number of Class Periods: 2
Learning Objectives:
 Distinguish between costs, revenue, and profit.
 Explain how profits keep a business viable.

Explain why it is necessary and desirable for some businesses to be not-for-profit.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Demonstrating the use of accounting to businesses
 Class discussion: Cost, Revenue, and Profit
 Presentation on non-profits
Engage students through:
 Activity - Take a Stand: Cost, Revenue, and Profit
 Class Discussion: Cost, Revenue, and Profit
 Resource sheet: Profits
 Activity - K-W-L Chart and Reading: Profit
 Assignment: Planning a Fundraiser
 Pre-Reading Activity: Not-for-Profit
 Reading: Not-for-Profit
 Activity - Think, Pair, Share: Closure
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.
•
Completed fundraiser planning sheet [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans developed by NAF for Academy of Finance – Applied Finance course, Unit 2, Lesson 4.
Lesson 5: Risk and Risk Management
Estimated Number of Class Periods: 2
Learning Objectives:
 Identify and describe typical risks businesses face.
 Evaluate approaches to risk management and mitigation.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Class Discussion: “What is Risk?”
 Facilitate - Simulation: Mitigating Risky Business, Part 1
 Facilitate - Simulation: Risky Business, Part 2
Engage students through:
 Activity - Think, Pair, Share: What’s the Risk?
 Student Reading: Understanding “Risky Business”
 Simulation: Mitigating Risky Business, Part 1
 Simulation: Risky Business, Part 2
 Quiz: Risk Mitigation
 Activity -Give One, Get One: Lesson Closure
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Quiz: Risk and Risk Management [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 2, Lesson 5.
APPLIED FINANCE
UNIT 3: FINANCIAL ANALYSIS STRATEGIES
Periods – 5
Hours – 4.6
Lessons – 2
Essential Questions (What is the walk away knowledge and understanding for students?)
○
Linked to Central Topics
 How do entrepreneurs establish, maintain, and analyze appropriate records to make business decisions?
 How do you analyze and interpret data using common statistical procedures, charts, and graphs?
 How do you use appropriate procedures and development tools to analyze and design information systems?
 How do you analyze and interpret financial data to produce accurate reports?
 How do you analyze accounting systems’ contributions to the fiscal stability of a business?
 How will you develop and evaluate a spending/savings plan?
 What are the characteristics and features of viable business opportunities?
 What are the financial competencies needed by an entrepreneur?
 Why must entrepreneurs establish, maintain, and analyze appropriate records to make business decisions?
 Why is making effective decisions important to consumers, producers, savers, investors, and citizens?
 How do you interpret financial data to develop short- and long-term budgetary plans?
 How do you develop a financial plan to address client needs?
Why do you need to maintain, monitor, control, and plan the use of financial resources to ensure business
stability?
○
Worth Exploring (universality, relevance)
 How will you ensure that you use correct grammar, punctuation, and terminology to write and edit documents?
 How will you employ critical thinking skills independently and in teams to solve problems and make decisions
(e.g., analyze, synthesize and evaluate)?
 How will you apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts?
 What writing process strategies and elements will you employ to communicate appropriately with different
audiences for a variety of purposes?
 How will you apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts?
 How will you draw on your prior experience, your interactions with other readers and writers, your knowledge
of word meaning and of other texts, your word identification strategies, and your understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics)? Use correct grammar,
punctuation, and terminology to write and edit documents
Skills/Engagement (How will you teach it and how will you engage students?)
○
○
Open-ended Response Formats (These options provide a wide variety of ways to answer/respond.)
 Informative and comparison writing formats
 Graph, model, create and construct diagrams and models exhibiting information
 Distinguish and compare data for selection
 Research, investigate, and solve for problems and issues
 Evaluate and formulate solutions
 Work in leadership and team roles to reach project goals
Kid-friendly, Age-appropriate Strategies to Prompt Intellectual Exploration
 Participate in stock market games
 Class Discussion:
 Pre-Reading Resource sheet
 Jigsaw Activity
 Reviews
 Individual Writing
 Review and Reflect
 Activity - Think, Pair, Share
 Activity - Thumbs Up or Thumbs Down
 Reading
 Lecture and Diagramming
 Writing Summaries
 Peer Reflection
 Reflections
Lesson 6: Financial Record-Keeping and Analysis
Estimated Number of Class Periods: 2
Learning Objectives:
 Describe ways that businesses keep track of their financial results.
 Distinguish among a profit and loss statement, a balance sheet, and a cash flow statement.
 Explain the concepts of financial analysis, the various financial analysis tools, and the relationships among financial
measurements.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Class Discussion: Using Financial Systems and Financial Record-Keeping Tools
 Demonstration - Introduction to Assignment: Business Letter Preparation
Engage students through:
 Pre-Reading Resource sheet: Introducing Business Record-Keeping and Financial Analysis
 Jigsaw Activity—Part 1: Learning About Financial Tools in Expert Groups
 Jigsaw Activity—Part 2: Sharing Financial Tools Knowledge in Mixed Groups
 Review: Business Record-Keeping and Financial Analysis
 Individual Writing: Business Letter
 Review and Reflect: Sharing Letters
 Think, Pair, Share: Financial Record-Keeping
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Letter to ECPak management [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 3, Lesson 6.
Lesson 7: Financial Strategies
Estimated Number of Class Periods: 3
Learning Objectives:
 Explain the importance of a personal budget.
 Describe how budgeting helps businesses manage their finances.
 Display understanding of how forecasting helps businesses manage their finances.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Activity – Thumbs Up or Thumbs Down: Budgeting
 Introduction to Assignment: Forecasting Overview
 Lecture and Diagram: What Is Forecasting?
Engage students through:
 Activity - Think, Pair, Share: Budgeting
 Reading: Budgeting Basics
 Activity - Think, Pair, Share: Forecasting
 Written Summary: Using Data to Make Forecasts
 Peer Reflection: Group Forecasts
 Reflection: Measuring and Managing Finances
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Business growth summary [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 3, Lesson 7.
APPLIED FINANCE
UNIT 4: CAPITAL and FINANCIAL MARKETS
Periods – 7.5
Hours – 7
Lessons – 4
Essential Questions (What is the walk away knowledge and understanding for students?)
○
Linked to Central Topics
 Why is financing necessary to start a business?
 What are the characteristics that distinguish secured credit from unsecured credit?
 Why is it necessary to interpret financial data to develop short- and long-term budgetary plans?
 What are the types of financial competencies needed by an entrepreneur?
 Why is it necessary to predict the consequences of investment decisions made by individuals, businesses, and
governments?
 Why is it important to understand the concepts of assets, liabilities, and owner’s equity?
 What is the role of markets and prices in the U.S. economy?
 What are the characteristics that distinguish stocks, bonds, and commodities?
 Why is it important to understand the concepts of assets, liabilities, and owner’s equity?
 Why is financing necessary to start a business?
 Why is it important to evaluate savings and investment options to meet short- and long-term goals?
 Why is it important to apply economic concepts when making decisions for an entrepreneurial venture?
 Why is it important to follow the appropriate steps to develop an investment plan?
 Why is it important to evaluate services provided by financial deposit institutions to transfer funds?
 Why is it important to analyze the role of core economic institutions and incentives in the U.S. economy?
 What are the roles of various economic institutions?
 What are the procedures necessary to execute financial transactions?
 How are technical and people skills used to perform lending functions?
○
Worth Exploring (universality, relevance)
 How will you identify and demonstrate the positive work behaviors and personal qualities needed to be
employable?
 How will you ensure that you use correct grammar, punctuation, and terminology to write and edit documents?
 How will you apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts?
 How will you draw on your prior experience, your interactions with other readers and writers, your knowledge
of word meaning and of other texts, your word identification strategies, and your understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics)?
 How will you apply economic concepts when making decisions for an entrepreneurial venture?
 How will you solve mathematical problems to obtain information for decision-making in finance?
 How do you employ critical thinking skills independently and in teams to solve problems and make decisions
(e.g., analyze, synthesize and evaluate)?
 How do you adjust your use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes?
 How will you use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge?
 How will you access, process, maintain, evaluate, and disseminate information to assist in making decisions
common to the insurance industry?
Skills/Engagement (How will you teach it and how will you engage students?)
○
Open-ended Response Formats (These options provide a wide variety of ways to answer/respond.)
 Presentation style format
 Argumentative, informative, and comparison writing formats
 Graph, model, create and construct diagrams and models exhibiting information
 Distinguish and compare data for selection
 Research, investigate, and solve for problems and issues
 Evaluate and formulate solutions and monitor outcomes
 Work in leadership and team roles to reach project goals
○
Kid-friendly, Age-appropriate Strategies to Prompt Intellectual Exploration
 Participate in stock market games
 Class Discussion
 Research and Poster Activities



















Group Activities
Gallery Walk
Reflections
Activity - K-W-L: Stocks
Reading
Taxonomy
Presentation and Note-Taking
True or False game
Reading
Student Research and Note-Taking
Assignments
Peer Review
Simulations
Activity - Think, Pair, Share
Group Research
Writing Activities
Pre-reading Prediction
Graffiti Brainstorm
Anticipation Guides
Lesson 8: Business Financing Options
Estimated Number of Class Periods: 3
Learning Objectives:
 Describe why businesses might need to raise capital.
 Compare and contrast funding options available to businesses.
 Explain short-term and long-term funding.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Class Discussion: Understanding Sources of Business Capital
Engage students through:
 Research and Poster Activity: Exploring Business Financing Options
 Group Activity: Completion of Poster
 Gallery Walk: Sharing Business Financing Options
 Group Activity: Financing Time Frames
 Reflection: Group Work
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.


Business financing options poster [group work]
Unit test [individual work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 4, Lesson 8.
Lesson 9: Stocks
Estimated Number of Class Periods: 1
Learning Objectives:
 Describe corporate stock and what it represents.
 Explain the advantages and disadvantages of taking a company public.
 Display understanding of the factors that can affect stock prices.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Class Discussion: Activating Interest in Stocks
 Introduction to the Assignment: Sharing the Pros and Cons of Going Public
Engage students through:
 K-W-L: Stocks
 Reading: Terms for Talking About Stocks
 Taxonomy: Stocks
 Note-Taking: Introduction to the Stock Market
 True or False: Going Public
 Reading: Why Companies Go Public
 Student Research and Note-Taking: Researching the Pros and Cons of Going Public
 Peer Review: Going Public
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Summary explaining the pros and/or cons of going public
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 4, Lesson 9.
Lesson 10: Bonds
Estimated Number of Class Periods: 2
Learning Objectives:
 Explain why a company might issue bonds instead of stock.
 Describe corporate bonds and what they represent.
 Identify the principal ways to issue bonds.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Presentations - Introduction to Assignment: Giving Advice on Stocks and Bonds
Engage students through:
 Activity - Think, Pair, Share: Introducing Bonds as Securities
 Reading and Note-Taking: Building Background Knowledge About Bonds
 Group Research: Investigating Bonds
 Writing Activity: Reflection
 Pre-reading Prediction: Price of a Bond
 Reading: Setting Bond Prices
 Reading: Comparing Stocks and Bonds
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Recommendations on stocks and bonds [group work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 4, Lesson 10.
Lesson 11: Financial Institutions
Estimated Number of Class Periods: 1.5
Learning Objectives:
 List various services offered by financial institutions.
 Describe how financial institutions are important to the business world and the economy.
 Explain how businesses rely on banks and other financial institutions for specific services and products.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Anticipation Guide: Financial Institutions
 Introduction to Writing Activity: Acrostic Poem
Engage students through:
 Graffiti Brainstorm: Financial Institutions
 Reading: Financial Institutions
 Writing Activity: Acrostic Poem
 Group Activity: Sharing
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Acrostic poem based on a type of financial institution
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 4, Lesson 11.
APPLIED FINANCE
UNIT 5: CONTEMPORARY ISSUES IN FINANCE
Periods – 11
Hours – 10.1
Lessons – 4
Essential Questions (What is the walk away knowledge and understanding for students?)
○
Linked to Central Topics
 Why is it important to understand that cultural differences, export/import opportunities, and current trends in a
global marketplace affect an entrepreneurial venture?
 What are the social, cultural, political, legal, and economic factors and issues that shape and affect the
international business environment?
 What are the significant aspects of international business and trade and the opportunities they create at the local,
state, national, and international levels?
 Why is it necessary to examine the role of trade, protectionism, and monetary markets in the global economy?
 What is the nature of the interrelatedness of the social, cultural, political, legal, and economic factors that shape
and affect the international business environment?
 Why is it important to compare the benefits and costs of policies that alter trade barriers between nations, such
as tariffs and quotas?
 Why is it important to understand human resource management issues and how they affect the success of the
organization?
 Why is it important to identify various forms of income and analyze factors that affect income as a part of the
career decision-making process?
 Why is it important to explain the importance of productivity and analyze how specialization, division of labor,
investment in physical and human capital, and technological change affect productivity?
 Why is it important to identify incentives that affect people’s behavior?
 How do incentives affect your behavior?
 What are the obligations of businesses to the government and the community?
 Why is it important to identify and evaluate the benefits and costs of alternative public policies and assess who
enjoys the benefits and who bears the costs?
 Why is it important to analyze the role of government in economic systems, especially the role of government
in the U.S. economy?
 Why is it important to analyze tax structures and consequences to assist in business decision-making?
 Why is it important to establish a tax plan to incorporate the impact of tax consequences on business decisions?
 How do you use tax preparation procedures to determine tax liability?
 How would you explain the importance of productivity and analyze how specialization, division of labor,
investment in physical and human capital, and technological change affect productivity?
○
Worth Exploring (universality, relevance)
 How will you demonstrate an understanding of and respect for diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and social roles?
 How will you apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts?
 How will you draw on your prior experience, your interactions with other readers and writers, your knowledge
of word meaning and of other texts, your word identification strategies, and your understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics)?
 How will you use and adjust your spoken, written, and visual language to accomplish a purpose (e.g., for
learning, enjoyment, persuasion, and the exchange of information)?
 How will you examine current events to determine their impact on the financial industry?
 How will you identify and demonstrate the positive work behaviors and personal qualities needed to be
employable?
 How will you demonstrate skills related to seeking and applying for employment to find and obtain a desired
job?
 How will you manage personnel to maximize operations?
 How will you describe the nature of agency law and employment law?
 How will you review the most current state and federal regulations to apply the tax code professionally?
 How will you employ reading strategies to learn meaning, technical concepts, and vocabulary and to follow
directions?
 How will you use and adjust your spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes?
 How will you use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge?
 How will you ensure that you use correct grammar, punctuation, and terminology to write and edit documents?
 How do you operate presentation applications to prepare presentations?
Skills/Engagement (How will you teach it and how will you engage students?)
○
Open-ended Response Formats (These options provide a wide variety of ways to answer/respond.)
 Presentation style format
 Argumentative, informative, and comparison writing formats
 Graph, model, create and construct diagrams and models exhibiting information
 Distinguish and compare data for selection
 Research, investigate, and solve for problems and issues
 Evaluate and formulate solutions and monitor outcomes
 Work in leadership and team roles to reach project goals
○
Kid-friendly, Age-appropriate Strategies to Prompt Intellectual Exploration
 Reading and Concept Identification
 Group Research
 Group Activities
 Gallery Walk
 Reflections
 Activity - Think, Pair, Share
 Activity - SQ3R Reading
 Activity - Think, Pair, Share
 Resource sheets
 Writing Assignment
 Reading
 Culminating Project Work
Lesson 12: The Globalization of Business
Estimated Number of Class Periods: 2
Learning Objectives:
 Define globalization.
 Explain the effects of globalization on businesses.
 Describe different globalization issues and examine their positive and negative characteristics.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Defining Format: Globalization
 Assignment Introduction: Globalization Poster
Engage students through:
 Reading and Concept Identification: Globalization of Business
 Group Research: Globalization of Business
 Group Activity: Globalization Poster
 Gallery Walk: Globalization of Business
 Class Closure: Reflection
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Group poster on how globalization affects business [group work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 5, Lesson 12.
Lesson 13: Employees
Estimated Number of Class Periods: 2
Learning Objectives:
 Describe the effect of employee benefits on labor costs.
 List and describe employee benefits commonly provided by employers.
 Identify the personal importance of employee benefits upon entering the labor market.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Presentation: Introduction to Assignment: Exploring Employee Benefits
 Class Discussion: Considering Employee Pay Levels
Engage students through:
 Activity - Think, Pair, Share: Employee Benefits
 Group Research: Labor Statistics
 Activity - SQ3R Reading: Employee Benefits
 Activity - Think, Pair, Share: Considering Employers’ Motivations
 Resource sheet: Employee Benefits Grid
 Homework: Surveying Personal Contacts
 Homework Review: Surveying Personal Contacts
 Writing Assignment: What’s Important to Me?
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Written summary of workplace choice
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans developed by NAF for Academy of Finance – Applied Finance course, Unit 5, Lesson 13.
Lesson 14: Taxes
Estimated Number of Class Periods: 2
Learning Objectives:
 Explain ways in which businesses contribute to our tax system.
 Interpret how businesses take taxes into account when making decisions.

Create recommendations for smart tax management techniques.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Discussion: How Do Taxes Affect You?
 Review: Business Taxes Grid
Engage students through:
 Reading: Types of Business Taxes
 Resource sheet: Analyzing ECPak’s Business Taxes
 Group Work: Business Tax Planning
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Written recommendations about tax management strategies [group work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 5, Lesson 14.
Lesson 15: The Culminating Project
Estimated Number of Class Periods: 5
Learning Objectives:
 Research and describe relevant information, including company performance, financial soundness, and projected growth, for a
specific company.
 Analyze and summarize the benefits of investing in a specific company.
 Explain why a specific company is a good investment choice to an audience of potential investors.


Demonstrate the ability to work cooperatively with culminating project groups.
Demonstrate the ability to plan and create an effective PowerPoint presentation.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Presentation: Creating an Effective PowerPoint Presentation
 Class Discussion: Reviewing the Example
Engage students through:
 Culminating Project Work: Introduction to the Culminating Project
 Activity - Think, Pair, Share: Project Work Flow
 Culminating Project Work: Choosing a Company
 Culminating Project Work: Investor Relations Groups
 Culminating Project Work: Company Fast Facts
 Culminating Project Work: Dividing Research Tasks
 Culminating Project Work: Company Research
 Activity - Think, Pair, Share: Effective PowerPoint Presentations
 Culminating Project Work: Preparing for the PowerPoint Presentation
 Culminating Project Work: Creating Presentations
 Class Closure: Reflection
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Draft of written report and PowerPoint presentation highlighting a specific company [group work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 5, Lesson 15.
APPLIED FINANCE
UNIT 6: CAREERS IN FINANCE
Periods – 7
Hours – 6.4
Lessons – 3
Essential Questions (What is the walk away knowledge and understanding for students?)
○
Linked to Central Topics
 How do you identify the various forms of income and analyze factors that affect income as a part of the career
decision-making process?
 How do you identify and demonstrate the positive work behaviors and personal qualities needed to be
employable?
 How will you apply skills related to seeking and applying for employment to find and obtain a desired job?
 How will you predict future earnings based on their current plans for education, training, and career options?
○
Worth Exploring (universality, relevance)
 How will you adjust your use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes?
 How do you operate presentation applications to prepare presentations?
 What are the characteristics of the major types of business organizations?
Skills/Engagement (How will you teach it and how will you engage students?)
○
Open-ended Response Formats (These options provide a wide variety of ways to answer/respond.)
 Presentation style format
 Argumentative, informative, and comparison writing formats
 Graph, model, create and construct diagrams and models exhibiting information
 Distinguish and compare data for selection
 Research, investigate, and solve for problems and issues
 Evaluate and formulate solutions and monitor outcomes
 Work in leadership and team roles to reach project goals
○
Kid-friendly, Age-appropriate Strategies to Prompt Intellectual Exploration
 Activity - Think, Pair, Share
 Reading
 Activity - List, Group, Label
 Pre-Writing demonstration
 Organizing and Writing
 Peer Review
 Revision
 Reflection
 Sticky Note Comments
 Culminating Project Work
 Notebook Reflection
Lesson 16: Working in the Industry
Estimated Number of Class Periods: 1
Learning Objectives:
 List the types of jobs that are available in the industry.
 Describe entry-level jobs in the industry and their corresponding qualifications.
 Evaluate which jobs are most suitable based on personal interests and skills.
 Develop effective responses to common job interview questions.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Discussion on the finance industry
Engage students through:
 Activity - Think, Pair, Share: Considering Professional Roles
 Reading: Finance Industry Employment Overview
 Activity - List, Group, Label: Job Qualifications
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Written responses to three practice job interview questions
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 6, Lesson 16.
Lesson 17: Learning From Industry Experts
Estimated Number of Class Periods: 2
Learning Objectives:
 Evaluate personal experience and qualifications for potential employment opportunities.
 Display understanding of potential employment opportunities.
 Develop a cover letter.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Group Discussion: Preparing to Meet an Industry Expert
 Group Discussion: Asking an Expert
Engage students through:
 Think, List, Group: What Makes a Good Resume?
 Notebook Reflection: Reviewing the Industry Expert(s) Interview
 Pre-Writing: Reviewing the Cover Letter Exemplar
 Organize and Write: Cover Letter
 Peer Review: Cover Letter
 Revision: Cover Letter

Class Closure: Reflection
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Cover letter
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 6, Lesson 17.
Lesson 18: Project Presentation and Course Closure
Estimated Number of Class Periods: 4
Learning Objectives:
 Demonstrate the ability to give a professional presentation.
 Evaluate personal experience and performance in the course.
 Monitor personal success in learning about finance.
 Summarize key learning across the whole subject of finance.
Skills/Engagement (How will you teach it and how will you engage students?)
Teach students through:
 Demonstration of similar project presentation
Engage students through:
 Activity - Sticky Note Comments: What We Learned
 Culminating Project Work: Preparing for Final Presentations
 Culminating Project Work: Practice
 Culminating Project Work: Peer Feedback on Presentations
 Culminating Project Work: Final Presentations


Culminating Project Work: Reviewing Peer Feedback
Notebook Reflection: At the End of the Course
Assessment (How will students show you what they know?) These are formative (pre and on-going) and summative (graded post/unit assignments)
assessments.

Presentation of culminating project [group work]
Lesson Plans/Seeds (The lesson seeds are ideas that can be used to build a lesson. They are designed to generate evidence of student understanding and
give teachers ideas for developing their own activities. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.)
Please see lesson plans for Academy of Finance – Applied Finance course, Unit 6, Lesson 18.
Resources: Substantial lists of suggested literary and/or informational texts and other supporting resources.
Suggested Texts (Literary and/or informational)
Better Investing, (2007). Investing in your future (2 Ed.), Ohio: South-Western/Thomson
Learning.
Brigham, E., Daves, P. (2010). Intermediate financial management (11th Ed.). SouthWestern Cengage Learning, Mason, OH.
Burrow, J., Kleindl, B. (2008). Business management (13th Ed.).South-Western Cengage
Learning, Mason, OH.
Suggested Media to support
this unit
Technology
resources
Internet
Computer
Microsoft office