Financial Literacy in CWS and SSH:
An OHASSTA-OHHSSCA
Collaborative Project
Ontario History and Social Sciences Teachers' Association
Funding from the Ontario Ministry of Education
2011
Financial Literacy Lesson Plan CHC2D
Financial Literacy Lesson Plan 2011
Financial Literacy Lesson Plan CHC2D
Connections to Financial Literacy
Describe the financial literacy knowledge and skills which will be addressed and assessed in this lesson. Financial literacy
knowledge and skills could include, but are not limited to:



personal financial planning such as budgeting, saving and investing;
understanding the economy;
planning for the future.
The Roaring 20s and Dirty 30s: The 1929 Stock Market
Crash
[3 × 75-minute periods = 225 minutes]
Grade 10 Academic History/CHC2D
Curriculum Expectations
Learning Goals
Social, Economic, and Political Structures
 analyse how changing economic and social conditions have
affected Canadians since 1914
 compare economic conditions of the 1920s and 1930s, and
describe the impact of those conditions on Canadians,
individually and collectively
At the end of this lesson, students will know,
understand and/or be able to…
Methods of Historical Inquiry and Communication
 draw conclusions and make reasoned generalizations or
appropriate predictions on the basis of relevant and sufficient
supporting evidence
 express ideas, arguments, and conclusions, as appropriate for
the audience and purpose, using a variety of styles and forms
(e.g., reports, essays, debates, role playing, group
presentations)
1.
stock market terms;
2.
the basics of how a stock market works;
3.
that stock prices can experience large
fluctuations;
4.
the 1929 stock market crash;
5.
that confidence plays a key role in
financial and economic systems;
6.
strategies for avoiding personal debt
problems; and
7.
improve their critical and creative thinking
skills, and their communication skills.
Instructional Components and Context
Readiness
Materials
Students should know that the Canadian
economy was in recovery in the 1920s
after tough economic times that
immediately followed World War I.
However, this is reviewed at the
beginning of the lesson.
calculators for students
prizes for simulation winners (optional)
bell (can do without)
suggested Black Line Masters (BLM) #1-14
overhead projector and transparencies, or LCD projector
Bristol board (for students who choose the poster option)
Terminology
economic boom
economic recovery
stock
investor
stock market, stock exchange
capital gain
buying on margin
Black Tuesday
buying on credit
buying on margin
buying on credit
As written, class will need access to a computer lab for the third of three
class periods.
Financial Literacy Lesson Plan 2011
Minds On
Connections
 Establishing a positive learning environment
 Connecting to prior learning and/or experiences
 Setting the context for learning
Explicitly label:
Assessment for learning
Assessment as learning
Assessment of learning
Explicitly identify planned
differentiation of content, process, or
product based on readiness, interest, or
learning
Whole Class – Review and Stock Market Terms
Review Canada’s economic recovery in the 1920s by reading over with the class
an overhead transparency copy of Black Line Master (BLM) #1. Then introduce
stock market terms by having students fill in the blanks on BLM #2 with an
overhead transparency made of BLM #3.
Assessment for learning:
Review of Canada’s economic
prosperity following WW1 allows the
teacher to determine student readiness to
learn new information. Some of this new
information is immediately introduced in
the form on a straightforward fill-in-the
blank note.
Action!
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
Whole Class – Stock Market Simulation Introduction
With enthusiasm, rhetorically ask students, “Who wants to get rich?!” Tell them
that the class will be doing a stock market simulation where they will be able to
buy and sell stocks, and maybe even get rich. Remind students [as was
indicated in BLM #1] that the 1920s were a time when ‘playing’ the stock market
became more popular. Explain that they will each start with the same amount of
money and will be competing to see who has the most money at the end of the
simulation. Tell them that they can participate individually, but that they are
encouraged to have a partner as the simulation is usually more fun that way.
Insist that at least one person in every pairing must have a calculator, and that
means they must have their own calculator if they’re going to participate on their
own. Allow them time to find partners and to move so that partners are sitting
together.
Individually or in Partners – Stock Market Simulation
Hand out to every team a copy of the Stock Market Simulation sheet. (Note that
each team must have six copies of BLM #4 to participate in the simulation, each
copy corresponding to a round of stock price changes in the simulation. An 11”
× 17” sheet can be used for this purpose, with three copies of BLM #4 on the
front and three on the back.) Tell them to write their names where indicated on
the top right hand corner of the sheet, and to write in “#1” for the first round just
below that. They should also go ahead and number the rest of the rounds from
#2 to #6. Inform students that every team will start with $1,000 and that the
winner of the simulation will be the team that ends with the most amount of
money.
Put up an overhead transparency of BLM #5, “Fake Companies in Which You
Can Buy Stock” and read through it with the class. Instruct students that they
can buy stock in whichever of the five companies they wish, but it is suggested
they only buy shares in 2 to 3 companies in the first couple of rounds until they’re
comfortable in understanding how the simulation works and how to make their
calculations. Tell them to now write down the names of the companies in which
they wish to buy stock in Column [1] on the simulation sheet for round #1, and
give them time to do so.
Financial Literacy Lesson Plan 2011
Assessment for learning:
Movement by the teacher throughout
the room during the simulation allows for
guidance and feedback. Students may
need help in calculating share prices or
net worth. The teacher can monitor
pairings for indications of positive
teamwork. The flexibility of running
between three and six rounds of stock
trades allows for the teacher to tailor the
length of each round to the specific
abilities of their students, without losing
the overall purpose of the simulation.
Next, inform them that they can buy as many shares in each company they have
listed up to the total amount of money they can lay their hands on. Students will
think in the first round that this is the $1,000 net worth each team starts with.
This is the time to remind them that borrowing money became much more
widespread in the 1920s, including borrowing money to buy stock, also called
buying on margin. The rule for the simulation is that at least 10% of the money
investors use to buy stock must be their own money, which means they can
borrow the remaining 90%. This means that they can actually invest ten times
the amount of their net worth, which at the start means they can invest ten times
$1,000, or $10,000. Of course, of that ten thousand dollars, $1,000 would be
their own money, and $9,000 would be borrowed and they would have to pay it
back. Recommend to them that they don’t borrow to invest at least in the first
round because doing so makes the math a little more complicated.
Differentiated instruction:
The stock market simulation offers
benefits to several learning types:
Kinesthetic learners will appreciate the
ability to move around the room;
logical/mathematical learning style
students will like the use of simple
mathematical calculations implemented
throughout the simulation; visual learners
will benefit from the overhead
transparencies tracking the changes in
stock prices; students with strong
interpersonal skills will be motivated by
working with a partner and conferring on
stock choices.
Put up an overhead transparency of BLM #6, covering up the bottom half so as
to reveal only the “Starting Prices.” Students should copy from the transparency
the share prices of the stocks they are buying into column [2]. They next need to
decide how many shares of each company they are buying and write the
numbers in column [3]. They should then fill in column [4] by doing as the
simulation sheet indicates, being sure they calculate a total for column [4]. If
they are not investing more than their net worth — which again is $1,000 for all
of them at the start of the simulation — they do not need to fill in columns [5] or
[6] and will need to wait for the teacher for the next step. If they are investing
more than their net worth, they are buying on margin and so must fill in totals for
columns [5] and [6], following the directions on the sheet. After doing so, they
too will be ready for the teacher for the next step. The teacher should circulate
through the class with a calculator in hand to help students fill in their sheets
correctly.
Once all teams are ready, the teacher should ring a bell or make a loud clanging
noise to signal that trading (teams buying stocks) is now done. The teacher
should then reveal the bottom half of BLM #6, and have teams copy from the
transparency the new stock prices into column [7]. Teams should then calculate
the numbers for column [8] following the directions on the sheet. Once this has
been completed, they should fill in the bottom table on the sheet, “Calculating
Personal Net Worth at End of Round.” When they have completed doing so,
they are ready to make their stock purchases for the next round. This same
process is repeated for all rounds using the appropriate halves of overhead
transparencies made from BLMs #6 to #9. The prices of stocks to start the
second round are the prices where the stocks finished at the end of the first
round. The prices to start the third round are the prices where the stocks
finished at the end of the second round, and so on.
(It should be pointed out that the simulation sheet is set up to assume that teams
sell off their stock at the end of every round. While this assumption does simplify
running the simulation by making the procedure of buying stocks the same in
every round, it unfortunately does not reflect what investors actually do in
investing in a real stock market. Of course, should students wish to “hold on” to
the stocks they owned in the previous round, they can simply “buy them back” by
listing them on their sheet for the current round.)
Note that the number of rounds that are run in the simulation can be reduced if
class time is running short. To do so, simply skip rounds up to the last round.
Be sure to run round #6, “Final Round – The Crash,” as the last round in order to
simulate the 1929 Stock Market Crash. It is recommended that at a minimum of
three rounds be run in total.
When the final round has been completed, ask teams to share with the rest of
the class what their net worth ended up being and how they found the
Financial Literacy Lesson Plan 2011
Assessment for learning:
As the rounds progress, the teacher is
advised to note how student behaviour
may change. At the outset of the activity,
students may be cautious in their stock
buying, but as prices make impressive
gains in the first three rounds, and
students’ confidence in their ability to pick
“winners” increases, teams may become
more willing to take more risks with their
choices and buy on margin. Additionally,
students may be motivated by competition
with other pairings to improve their overall
net worth. The teacher’s observations
about student behaviours during the
simulation may be shared after the
activity, and a discussion may take place
about the pitfalls of giving into a “herd
mentality.”
simulation. Prizes can be awarded to the teams that finished with the highest
net worth. Inform students that just as the market crashed in this simulation, so
too did stock markets around the world on Black Tuesday — October 29, 1929.
Show and discuss with the class the front page of the New York Times the next
day by making an overhead transparency of BLM #10. A more readable version
of the beginning of the stock market crash article is provided with BLM #11.
Assessment for learning:
A brief class discussion at the end of
the simulation allows for students to
consolidate knowledge gained through the
activity.
Consolidation
 Providing opportunities for consolidation and reflection
 Helping students demonstrate what they have learned
Individually – 1929 Stock Market Crash Reading and Worksheet
Distribute copies of BLM #12 to students and ask them to do it. A visual check
may be made of its completion. The sheet should be discussed upon its
completion; this may be done with a Think/Pair/Share (TPS) first, followed up
with a whole class discussion.
Individually – Avoiding a Personal Credit Crisis Assignment (It is
suggested that this class take place in a computer lab.)
Distribute and explain this assignment using BLM #13 and the peer- and selfassessment checklists that are on BLM #14. Allow students time to work on the
assignment, as well as time for peer- and self-assessment. It is recommended
that students have the checklists while working on the assignment, and that the
peer assessment checklist is filled in before the self-assessment to help students
more objectively assess the work.
Assessment for learning:
This concluding discussion allows the
teacher to provide specific feedback about
the key understandings of the 1929 stock
market crash. This will ensure that
students have a solid grasp on this event,
and will prepare them for subsequent
lessons on the causes of the Great
Depression.
Differentiated assessment:
This assignment provides students with
three choices for their final product: a
written response, a poster with paragraph
explanation, and a comic strip. Students
will be able to highlight their individual
strengths through their chosen means of
communication.
Assessment as learning:
Using a checklist, students will have
their work peer assessed, and then they
will self-assess it. This gives students the
opportunity to more objectively consider
their work, reflect on their learning, and
make improvements. By reviewing the
work of their peers, students not only help
to guide the learning of others, but also
gain insight into their own work.
Assessment of learning:
This assessment allows the teacher to
gauge the quality of individual student
learning based on specific criteria. Having
students explore strategies for avoiding
debt allows the teacher to understand how
successful each student has been in
achieving expectations.
Financial Literacy Lesson Plan 2011
BLM #1
The 1920s Economic Boom
Recall that following the tough times immediately after WW1,
Canada’s economy picked up in the 1920s.
 Wheat prices were high, helping farmers in the prairies.
 Pulp and paper became Canada’s 2nd largest industry after
agriculture.
 Hydroelectric power production soared in Ontario and
Quebec, making Canada the 2nd largest producer in the
world. By the end of the decade, 7 out of every 10 homes in
Canada had electricity.
 In 1924, oil was discovered in Alberta, creating a boom for
the province’s economy.
 Canada became the second largest producer of
automobiles in the world, which also gave rise to spin-off
industries such as rubber, glass, and asphalt and
encouraged tourism.
 The 1920s were also a time when ‘playing’ the stock market
became more popular. Many people were able to get rich
almost overnight, and could afford to buy the new modern
conveniences like a radio, washing machine, record player, or
even a car.
 Even if you could not afford these things, you still might be able
to attain them by buying on credit, which became much more
common in the 1920s.
BLM #2
STOCK MARKET GLOSSARY
stock — a s
in the o
.
of a business
 for example, if you bought 100 shares in a business
and the business had 1,000 shares in total,
you would own
% of the business
investor — a person who puts m
into a business in the hope of
making money, for example, someone who buys s
in a business
stock market (or stock exchange) — a marketplace where stocks are b
and s
.
.
capital gain — the profit a shareholder would make by selling stocks for a higher
p
than she paid for them
Buying on margin is borrowing money to buy stocks. For example, if you were
buying $1,000 worth of stocks, you could pay with $100 of your own money and
borrow $
to pay for the rest. (Of course, you’d have to pay the $900 back
later.)
 If your stocks increased in value, you might well be able to sell them, pay
back the money you borrowed, and make (or realize) a big, fat p
!
(The more you borrowed, the more stocks you could buy, the greater your
p
could be!)
 But, if your stocks decreased in value and you ended up selling them at a lower
price than you paid for them, you would have lost some of your own m
— and you would still have to p
b
the money you borrowed.
 As long as the stock market was doing well, you could make a f
buying on margin
.
.
BLM #3
STOCK MARKET GLOSSARY
stock — a share in the ownership
of a business
 for example, if you bought 100 shares in a business
and the business had 1,000 shares in total,
you would own 10 % of the business
investor — a person who puts money into a business in the hope of
making money, for example, someone who buys stock in a business
stock market (or stock exchange) — a marketplace where stocks are bought
and sold
capital gain — the profit a shareholder would make by selling stocks for a higher
price than she paid for them
Buying on margin is borrowing money to buy stocks. For example, if you were
buying $1,000 worth of stocks, you could pay with $100 of your own money and
borrow $
to pay for the rest. (Of course, you’d have to pay the $900 back
later.)
 If your stocks increased in value, you might well be able to sell them, pay
back the money you borrowed, and make (or realize) a big, fat profit !
(The more you borrowed, the more stocks you could buy, the greater your
profits could be!)
 But, if your stocks decreased in value and you ended up selling them at a lower
price than you paid for them, you would have lost some of your own money
— and you would still have to pay back the money you borrowed.
 As long as the stock market was doing well, you could make a fortune
buying on margin.
BLM #4
SIMULATION
Name(s): ________________________________________________________________
Round Number: _______
[1]
Company Name
[2]
Share Price at
Start of Round
[3]
Number of
Shares Buying
[4]
Total Cost (Share
Price x Number of
Shares)
[5]
Cash Used if
Buying on Margin
with 10% down
(Total Cost x 0.10)
[2] x [3]
[4] x 0.10
[6]
Money Borrowed if
Buying on Margin
(Total Cost x 0.90)
[7]
Share Price at
End of Round
[4] x 0.90
If buying on
margin, just
work out your
Total Cash
Used by
multiplying
your Total Cost
by 0.10
If buying on
margin, just
work out your
Total Money
Borrowed by
multiplying
your Total Cost
by 0.90
Totals:
Calculating Personal Net Worth at End of Round:
Cash Leftover After Stock Purchases*
Add
Total Value of Stocks at End of
Round
Subtract Money Borrowed
Net Worth:
* Equals Net Worth at Start of Round subtract Cash Invested
(If you did not buy on the margin, Cash Invested = Total Cost [4];
if you did buy on the margin, Cash Invested = Cash Used [5].)
[8]
Value of Stocks at
End of Round
[3] x [7]
BLM #5
Radio Company of Canada (RCC)
Stock analysts are saying the future is bright for this company.
As radio’s popularity continues to grow — radio programming
now going as late as midnight in the big cities — so should the
fortunes of this company and its stockholders.
Real McCoy Automobiles
Stock analysts have been excited by the company’s spiffy new
model, but hope it will be better named than the company’s
previous flop, the Windbreaker. The new model’s designers
are bragging about the smoothness of its manual crank starter,
which the marketing department is saying will make the cars
great struggle buggies!
Papier Pulp and Paper
A darling of Bay Street, investors have been keen to buy stock
in this company as newspaper circulation continues to
increase. People can’t seem to get over the convenience of
getting their news daily, especially during hockey season since
American teams have joined the NHL.
Ritzy Glitzy Movie Theatres
Stock analysts are predicting that film fans will appreciate the
swanky lobbies and plush seating of this expanding cinema
chain. With the company’s promise to provide top rate musical
accompaniment for Hollywood’s latest releases, investors have
been swooning for this stock almost as much as moviegoers
have been for Canada’s own Mary Pickford.
Albertan Oil and Gas Drilling Co.
Sure the supply of oil is plentiful, but the demand for it keeps
on growing. More and more people are buying cars — they’re
not just play things for the rich anymore! And now oil and gas
is being used for heating and cooking too. This company’s
share price is sure to go sky high with the next gusher they hit.
BLM #6
Starting Prices
COMPANY
RCC
Real McCoy
Papier
Ritzy Glitzy
Albertan Oil & Gas
LAST ROUND
SHARE PRICE
CURRENT
PRICE
------------------------------------
$70
$14
$11
$21
$27
Round 1
COMPANY
RCC
Real McCoy
Papier
Ritzy Glitzy
Albertan Oil & Gas
LAST ROUND
SHARE PRICE
CURRENT
PRICE
$70
$14
$11
$21
$27
$95
$26
$20
$30
$45
BLM #7
Round 2
COMPANY
RCC
Real McCoy
Papier
Ritzy Glitzy
Albertan Oil & Gas
LAST ROUND
SHARE PRICE
CURRENT
PRICE
$95
$26
$20
$30
$45
$155
$39
$30
$49
$57
Round 3
COMPANY
RCC
Real McCoy
Papier
Ritzy Glitzy
Albertan Oil & Gas
LAST ROUND
SHARE PRICE
CURRENT
PRICE
$155
$39
$30
$49
$57
$280
$51
$52
$82
$116
BLM #8
Round 4
COMPANY
RCC
Real McCoy
Papier
Ritzy Glitzy
Albertan Oil & Gas
LAST ROUND
SHARE PRICE
CURRENT
PRICE
$280
$51
$52
$82
$116
$250
$41
$35
$72
$77
Round 5
COMPANY
RCC
Real McCoy
Papier
Ritzy Glitzy
Albertan Oil & Gas
LAST ROUND
SHARE PRICE
CURRENT
PRICE
$250
$41
$35
$72
$77
$265
$47
$41
$78
$82
BLM #9
Final Round — The Crash
COMPANY
RCC
Real McCoy
Papier
Ritzy Glitzy
Albertan Oil & Gas
LAST ROUND
SHARE PRICE
CURRENT
PRICE
$265
$47
$41
$78
$82
$27
$4
$2
$9
$8
BLM #10
source: “October 29.” On This Day. New York Times. 30 Oct. 1929. Web. 1 Aug. 2011.
BLM #11
Stocks Collapse In 16,410,030-share Day, But Rally At Close
Cheers Brokers; Bankers Optimistic, To Continue Aid
CLOSING RALLY VIGOROUS
Leading Issues Regain From 4 to 14 Points in 15 Minutes
INVESTMENT TRUSTS BUY
Large Blocks Thrown on Market at Opening Start Third Break of Week.
BIG TRADERS HARDEST HIT
Bankers Believe Liquidation Now Has Run Its Course and Advise Purchases
Stock prices virtually collapsed yesterday, swept downward with gigantic losses in the
most disastrous trading day in the stock market's history. Billions of dollars in open
market values were wiped out as prices crumbled under the pressure of liquidation of
securities which had to be sold at any price.
There was an impressive rally just at the close, which brought many leading stocks back
from 4 to 14 points from their lowest points of the day.
From every point of view, in the extent of losses sustained, in total turnover, in the
number of speculators wiped out, the day was the most disastrous in Wall Street's history.
Hysteria swept the country and stocks went overboard for just what they would bring at
forced sale.
Efforts to estimate yesterday's market losses in dollars are futile because of the vast
number of securities quoted over the counter and on out-of-town exchanges on which no
calculations are possible. However, it was estimated that 880 issues, on the New York
Stock Exchange, lost between $8,000,000,000 and $9,000,000,000 yesterday. Added to
that loss is to be reckoned the depreciation on issues on the Curb Market, in the over the
counter market and on other exchanges…
source: “October 29.” On This Day. New York Times. 30 Oct. 1929. Web. 1 Aug. 2011.
BLM #12
Read the article below and fill in the What Report template that follows.
Black Tuesday — The Stock
Market Crash of 1929
In the late 1920s, Canada’s economy and stock exchanges were
booming. From 1921 to the autumn of 1929, the level of stock prices
increased more than three times. But these heady days came to a
swift end with the stock market crash on Black Tuesday, October 29,
1929, in New York, Toronto, Montreal and other financial centres in the world.
Shareholders panicked and sold their stock for whatever they could get.
Overnight, individuals and companies were ruined. It was estimated that Canadian stocks lost a total
value of $5 billion on paper in 1929. By mid-1930, the value of stocks for the 50 leading Canadian
companies had fallen by over 50% from their peaks in 1929.
The stock market collapse affected all investors—individuals who had been persuaded to buy shares
as well as speculators looking to make a fast dollar…
Although the crash was sudden and deep, there were signs that it was coming. Earlier in 1929, stock
prices had been volatile. Economic slowdowns in May and June hinted that the booming economy was
heading for a recession. Export earnings were declining and the price of wheat plummeted.
Economists and historians are still debating what caused the crash... Banks gave out easy and
cheap credit, and let people buy stocks on margin: buyers paid only a fraction of the share price and
borrowed the rest. Speculation was rampant: bidding drove up the value of stocks as much as 40 times
the companies’ annual earnings. Investors seemed to pay less attention to corporate earnings than to
how much their shares would appreciate in value.
The economy could not sustain its rapid growth and the bubble burst. Investors lost confidence in
the market…
It is widely felt that the stock market collapse started a chain of events that plunged Canada and the
Western world into the decade-long Great Depression…
source: “1929 – Stock Market Crash.” Key Economic Events. Government of Canada, 1 May 2002. Web. 21 Jan. 2004.
What? (Give the article’s key points of information.)
So What? (Identify how the article’s information might be important.)
What lessons are to be learned? Are the historical
Now What? (events
studied similar to more recent events? Explain.)
BLM #13
Name: _________________________
Avoiding a
Personal Credit Crisis
Not only did investors get into debt troubles in the 1920s, so
too did many consumers. Borrowing money to pay for goods
became much more widespread in the decade, especially with new
consumer goods becoming available and their prices becoming more affordable. Radios,
washing machines, record players, and even cars could be bought on credit. As the economy
seemed to just be getting better and better, many gave little thought to the debt troubles they
could get into with such borrowing — troubles that could have serious consequences for both
individuals and society as a whole if there was any kind of hiccup in economic growth.
This task asks you to think about the risks and dangers of debt. Nine strategies for avoiding
a personal credit crisis are provided below. You are to choose ONE of them you believe to be
effective, and present this strategy in a present day setting using your critical and creative
thinking skills in ONE of the following formats:
1) a newspaper advice column,
OR 2) a poster with paragraph explanation,
OR 3) a comic strip.
Nine Strategies For Avoiding a Personal Credit Crisis
1. Have a budget, and stick to it.
2. Borrow only what you can afford to pay back.
3. Always pay with cash or a debit card — not a credit card.
4. Avoid impulse purchases.
5. Remember that “Don’t Pay a Cent” promotions mean that you’ll have to pay later.
6. Pay yourself first — save a designated amount every paycheque.
7. Have one credit card and pay it monthly.
8. Avoid borrowing from family or friends with no fixed due date.
9. a strategy of your own choosing, with teacher approval
Criteria
Thinking
Critical and
Creative
Thinking
Communication
Clarity and
persuasiveness of
expression,
including proper
use of language
conventions and
clear message
Level R
(<50%)
Level 1
(50-59%)
Level 2
(60-69%)
Thinking
My assignment My assignment My assignment
demonstrates
demonstrates
demonstrates
insufficient
limited
some
effectiveness in effectiveness in effectiveness in
using critical
using critical
using critical
and creative
and creative
and creative
thinking in
thinking in
thinking in
presenting a
presenting a
presenting a
strategy for
strategy for
strategy for
personal
personal
personal
financial
financial
financial
management.
management.
management.
Communication
I communicated I communicated I communicated
my ideas with
my ideas with
my ideas with
insufficient
limited clarity
some clarity and
clarity and
and
persuasiveness
persuasiveness. persuasiveness about the
about the
dangers of debt.
dangers of debt.
Level 3
(70-79%)
Level 4
(80-100%)
My assignment
demonstrates
considerable
effectiveness in
using critical
and creative
thinking in
presenting a
strategy for
personal
financial
management.
My assignment
demonstrates
insightful
effectiveness in
using critical
and creative
thinking in
presenting a
strategy for
personal
financial
management.
I communicated
my ideas with
considerable
clarity and
persuasiveness
about the
dangers of debt.
I communicated
my ideas with a
high degree of
clarity and
persuasiveness
about the
dangers of debt.
BLM #14
Peer Assessment Checklist
Peer Reviewer: __________________________
YES
NO
1. The strategy presented is one from the assignment list.
2. The strategy is presented in the setting of the world today.
3. The assignment format is one of the three provided on the assignment sheet.
4. The assignment makes a clear link been between the strategy and avoiding a personal
credit crisis.
5. The strategy is presented in a way that makes sense to me.
6. I have found none/few/some/many spelling and grammar errors, and those I have found I
have circled for correction.
7. How well does the assignment explain the strategy? Is any example given to help with the explanation?
8. Identify one way the strategy has been presented creatively (e.g., use of colour, humour, drawing, phrasing).
9. Are there any other suggestions you can make to improve the final product?
Self-Assessment Checklist
Name: __________________________
YES
NO
1. The strategy presented is one from the assignment list.
2. The strategy is presented in the setting of the world today.
3. The assignment format is one of the three provided on the assignment sheet.
4. The assignment makes a clear link been between the strategy and avoiding a personal
credit crisis.
5. The strategy is presented in a way that makes sense to me.
6. I have found none/few/some/many spelling and grammar errors, and those I have found I
have circled for correction.
7. How well does the assignment explain the strategy? Is any example given to help with the explanation?
8. Identify one way the strategy has been presented creatively (e.g., use of colour, humour, drawing, phrasing).
9. Are there any other suggestions you can make to improve the final product?