Honors Courses in North Carolina: Career-Technical Education
North Carolina Career-Technical Education
Teaching Preparation Portfolio
This form should be completed and additional requested material attached. The form should be
submitted to appropriate administrators for approval as required by the LEA.
General Course
Information
State course code:
State course title:
Recommended maximum
enrollment:
Recommended hours of
instruction:
7086
Personal Finance Honors - FACS,
MKT, BFIT
26
135-180
Course Description
Personal Finance prepares students to understand economic
activities and challenges of individuals and families, the role of
lifestyle goals in education and career choices, procedures in a
successful job search, financial forms used in independent living,
and shopping options and practices for meeting consumer
needs. The course also prepares students to understand
consumer rights, responsibilities and information, how to protect
personal and family resources, and how to apply procedures for
managing personal finances. Appropriate work-based learning
strategies include career shadowing and service learning.
Related activities in DECA, FBLA, and FCCLA provide the
opportunity for students to apply personal financial planning
skills in authentic settings.
Course Goals and
Objectives
See appendix A – Enhanced RBT course blueprint
Concepts
See appendix B – Enhanced RBT course outline
Generalizations
Describe how generalizations will be used in the course.

These generalizations are core concepts that are essential to students learning how to be
financially independent and successful workers and citizens, and graduating from high
school with an understanding that as individuals they play an important role in their
families and the global community.
Generalizations
The Personal Finance course will build a foundation for categorizing and
understanding students’ consumer behavior in terms of earning, spending, saving and
borrowing, and the factors that affect financial decisions for the individual, family
and global community. The Personal Finance course will teach students how to
discern and choose the best techniques for developing a personal financial plan to
reach personal, academic and financial goals. Students will understand options for
saving, investing and retirement planning. PF1.01, 1.02, 2.01, 8.01, 8.02
The Personal Finance course will teach students how to create a budget, identify and
differentiate between different financial institutions and services available, and
methods for managing personal savings, checking accounts, and credit cards. PF8.03,
4.02, 7.02
The Personal Finance course will help students develop personal strategies for
helping identify career interests and goals, entering a career field and securing
employment, and obtaining the skills necessary to successfully navigate the job
search process. Students will also understand compensation, taxes, job benefits and
insurance options. PF3.01, 3.02, 3.03
The Personal Finance course will differentiate different types of work compensation
and analyze types of forms used for work and income tax purposes. Students will
also differentiate between types of health and life insurance and the different features
of the types of coverage. PF4.01, 7.01
The Personal Finance course will expose students to the unlimited sources of threats
to personal financial security, their rights and responsibilities as consumers to protect
their finances, and the persuasive methods used in advertising that could lead to
irresponsible consumer behavior. PF2.02, 5.01, 7.03, 7.04
The Personal Finance course will help students identify the outlets available to
consumers seeking to buy goods and services, and how consumer choices impact
individuals, families and the global community. Students will identify criteria in order
to evaluate sources of consumer information, and help them make decisions when
they are preparing to buy, and evaluating the benefits and drawbacks of different
financing options available to consumers to help them acquire products. PF6.01,
6.02, 6.03, 5.02
Essential Questions
How will EQ’s be used in this course? The Essential Questions for the Personal
Finance Honors course will be used as a catalyst for deeper personal understanding
and application of key concepts and strategies for making good consumer choices that
lead to greater personal financial security, thereby avoiding common pitfalls that have
lifelong financial and relational consequences.
1.01 EQ
How do your spending habits reflect your personal priorities? Reflect
on your habits, identify your priorities and justify your personal
spending habits.
1.02 EQ
What kind of lifestyle will be chosen after high school and how does
this affect consumers’ economic activities? Construct a plan for
achieving a personal financial goal. Implement and monitor progress
towards that goal, while experimenting with different methods for
achievement. Critique the effectiveness of the methods.
2.01 EQ
What are the similarities and differences between the lifestyle conditions and
standards of living for people in 3rd world countries versus the United States? Take
into account the developing country’s values and culture. Evaluate and critique the
effectiveness of non-governmental organization or charitable/mission programs that
are in place in that developing country.
2.02 EQ
How can a consumer communicate caution and report incidents of fraud? Design and
produce a form of promotion that will educate other consumers about a financial
threat.
3.01 EQ
What strategies can be used to make personal, educational, and job/career choices
that lead to achievement of lifestyle goals? Implement the strategies used for making
educational, personal, or career choices that will lead to achievement of lifestyle
goals by evaluating, comparing and contrasting the educational choices and the costs,
risks, benefits, and threats to long-term financial security associated with each.
4.01 EQ
How do different companies and organizations structure their 401(k) retirement
plans? Compare and contrast two different plans and evaluate the benefits and
drawbacks for the employer and employee.
4.02 EQ
What forms of payment may be used for purchases? Create a consumer evaluation
tool for the financial services provided by various types of financial institutions.
6.03 EQ
What are the advantages/disadvantages of renting and things to look for before
signing a lease? Generate a checklist for consumers that lists important features and
amenities that renters should look for when searching for a rental property.
7.01 EQ
What factors will you consider when critiquing and summarizing the different types
of health, auto, and life insurance, and the features of each? Support your answer with
specific evidence.
7.02 EQ
What are strategies for implementing ways to protect personal credit?
7.03 EQ
What are strategies for implementing ways to avoid identity theft?
7.04 EQ
How can you analyze the persuasive methods used in advertising and sales and the
influence they have on your purchasing decisions?
8.03 EQ
What are the steps in the spending plan process, and how is each used? Following the
steps in the spending plan process, generate a personal budget.
Issues Particular to the
Course
Expectations of
Performance
Honors students in Personal Finance need to have either high motivation and/or a
high level of personal interest in the content. Students need to be resourceful, have
access to a phone, and have access to a computer with internet.


Personal Finance Honors students need to have a high level of maturity.
They need to be able to take the initiative and have the ability to work
outside the classroom individually and as a group to create meaningful
projects and presentations. They need to be willing to go above and beyond
general education requirements both in their time and effort that is dedicated
to the class.
Personal Finance Honors students will complete a separate “Giving Project”
(see Appendix – Giving Project)
Assignments






Journal Entry, could be used with Obj. 3.01 to prompt students
to think about what they would like to be when they grow up
Create a Rubric, could be used with Obj. 2.02 to grade the
promotions the students create to educate consumers about
financial threats
Create a Budget, use with Obj. 8.03
Giving Project, students complete the project in addition to all
other course requirements to show the importance of giving in
an individual’s financial life
Literacy strategies, OPTIC strategy could be used with Obj.
7.04 to teach students how to critically analyze advertising
messages
Thinking Maps, use double bubble map with Obj.’s 2.01 and
4.01 comparing/contrasting activities
Timetables and
Deadlines
Per the teacher’s pacing guide and discretion
Pacing Guide
See Course Blueprint for recommended days per objective (attached Pacing Guide is
just a sample for how one veteran teacher chose to arrange the course)
Assessments





Elements testing
Pre-assessments, ex. KWL, Before/After Surveys, journal entry
Formative assessments, ex. Class work, Ticket Out the Door,
Class Polls, visual class charts/bulletin boards charting learning
progress over time, quizzes, student-created games
Post assessments, ex. Quizzes, tests, exams, projects,
Before/After Surveys, writing assignment
“Giving Project” Rubric
System for Grading
(Percentages per the teacher)
 Classwork/Quizzes
 Participation
 Tests
 Projects
Instructional
Materials, Equipment,
& Technologies
Curriculum guide
Printer
Document camera
Digital projector
Screen
Calculator
Computers
Internet access
White boards
Art supplies
Poster board
Variety of paper and sizes
Submitted _____________________________________________________________
Teacher Signature
Date
Approved _____________________________________________________________
Administrator Signature
Date
Approved _____________________________________________________________
Administrator Signature
Date
Approved _____________________________________________________________
Administrator Signature
Date