21st Century Instructional Guide for Career Technical Education
Banking and Finance
Business and Marketing Cluster
Title:
Banking & Finance (WVEIS 1405)
Standard
Number:
BE.S.BKFN.1
Essential
Question:
Objective:
BE.O.BKFN.1.1
Careers in Banking and Finance
Students will identify traits in banking and finance careers.
BE.O.BKFN.1.2
maintain ethical character traits such as:
honesty, integrity, compassion, respect,
responsibility, citizenship and justice.
BE.O.BKFN.1.3
BE.O.BKFN.1.4
Why have a career in banking and finance?
Students will
use appropriate terminology
recognize careers in banking and finance
develop job search strategies such as:
internet use, resumes, application/follow-up
letters, completing job applications, and
interviewing skills.
Learning Plan & Notes to Instructor:
The teacher will create a list of vocabulary words
using interactive media. The students will use
responders to select the correct definition.
The students will research ethical traits on-line and
prepare media presentations to present to the class.
In groups of two the students will role-play the ethical
character traits they consider to be the most
important.
Invite guest speakers from banks and financial
institutions in the community to speak to the class.
The students will do on-line research on careers and
will also interview people in the community who are
employed in the banking and financial industry. The
students will prepare a media presentation to present
to the class or can blog their responses.
Students will create an e-portfolio and e-mail the
information to the instructor.
The instructor using interactive media will
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demonstrate the correct format for a cover letter.
The instructor will prepare examples of a correct
cover letter and an incorrect one. The students will
make the needed corrections on the incorrect one
and blog the information using a blog created by the
instructor.
Invite personnel managers from local industry to
speak to the students on interviewing techniques.
Students will participate in mock interviews.
Standard
Number:
BE.S.BKFN.2
Essential
Question:
Objective:
BE.O.BKFN.2.1
BE.O.BKFN.2.2
BE.O.BKFN.2.3
BE.O.BKFN.2.4
BE.O.BKFN.2.5
BE.O.BKFN.2.6
BE.O.BKFN.2.7
Saving and Investing
Students will differentiate between saving and investing.
What is saving? What is investing?
Students will
describe differences between saving and
investing
discuss the need for and risks of investing
describe wise investment strategies for the
present and the future
identify options and criteria for choosing
investments
explain uses of technology in the investment
industry
identify various types of stock
identify various types of mutual funds
Learning Plan & Notes to Instructor:
In groups of two, students will create a pamphlet
representing different ways to save and invest.
Students can use word or publisher to create the
pamphlet.
The students will use interactive media to present
the pamphlets to the class for critiquing.
Invite a financial advisor and someone from the
banking industry to speak to the class. Using a
spreadsheet, the students will list the pros and cons
of saving and investing and will decide which method
they consider to be the safest.
The students will use the internet to research .an
investor blueprint and a stock selection guide and
report. Students will then create an investor
blueprint and stock selection guide.
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Students can participate in the online Stock Market
Game.
In groups of two, the students will complete an
Internet search on the various types of stocks and
mutual funds and present their findings to the class
using multimedia.
.
Standard
Number:
BE.S.BKFN.3.
Essential
Question:
Objective:
BE.O.BKFN.3.1
BE.O.BKFN.3.2
BE.O.BKFN.3.3.
BANKING
Students will explain the functions of banks and their role in the economy.
Why use a bank?
Students will
explain the main functions of banks
identify types of banks (traditional and nontraditional) and their services
explain how banks acquire their money to do
business
Learning Plan & Notes to Instructor:
The students can create a bulletin board illustrating
the functions of banks.
Students will explore the FDIC and Federal Reserve
websites to learn about the banking industry.
Students will create a brochure describing the
various banking services. Students will visit banking
institutions in the community to obtain the
information for the brochure.
Research the Internet to investigate local banks and
credit unions for the services provided. Compile the
information and share it in a class blog.
The teacher will lead a class discussion on how
banks can earn revenue other than loans. The
students will create a list and will blog the information
to the teacher.
The teacher will divide students into teams of three
or four; each student has $1,000 to invest and use
for a student loan program for students who are
temporarily cash poor; team members must decide
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how much of their cash they are willing to loan and at
what interest rate. Using word processing software
each group will create a loan application.
BE.O.BKFN.3.4.
identify government regulations of the
banking industry
Students will research the regulations on the Internet
and compile a list using a spreadsheet to indicate the
types of government regulation.
Students will explore the FDIC and Federal Reserve
websites to learn about banking regulations.
BE.O.BKFN.3.5
compute simple and compound interest
BE.O.BKFN.3.6
appraise banks’ innovative use of technology
involving day-to-day transactions and
security issues such as magnetic ink
character recognition
write checks, maintain a checkbook balance,
and compute a bank reconciliation statement
BE.O.BKFN.3.7.
Contact the West Virginia Banking Association to
request a speaker.
The instructor using interactive media will
demonstrate how to compute simple and compound
interest. Students will use a calculator to compute
interest.
Students will take a field trip to a bank in the
community and write a brief summary of their
findings to present to the class.
Students will complete a banking simulation.
Banking simulations can be obtained through the
State Treasurer’s Office.
Teacher will prepare a list of bank deposit slips, bank
reconciliation and check registers to demonstrate to
students using interactive media.
Teacher will prepare a bank statement for students
to reconcile. Teacher will prepare a bank statement
that has been reconciled, with errors, and have the
students to review and correct the statement
Standard
Number:
BE.S.BKFN.4
Federal Reserve System
Students will analyze the Federal Reserve System and monetary policy.
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Essential
Question:
Objective:
BE.O.BKFN.4.1
What is the role of the Federal Reserve Bank?
Students will
identify the organization of the Federal
Reserve System
BE.O.BKFN.4.2
recognize the functions of the Federal
Reserve System
BE.O.BKFN.4.3
assess the role of the Federal Reserve
System’s monetary policy and it’s influence
on the banking system
Learning Plan & Notes to Instructor:
The teacher and the students will utilize the Federal
Reserve website.
Students will create a pyramid showing the four
levels using appropriate software. Students can use
media software to create the pyramid.
The instructor will divide the class into teams and
assign a level to each team. Each team will conduct
an Internet research and discuss the functions of
their level and present it to the class in the form of
charts and graphs using multimedia presentation
software.
Students will research this topic on the Internet and
create a one-three page report.
Invite a local banker to discuss the Federal Reserve
System.
The teacher will lead a class discussion and create a
list of factors using interactive media. Using
responders the students will rank the factors in order
of importance.
BE.O.BKFN.4.4
recognize factors that influence the economy
Standard
Number:
BE.S.BMH.5
Essential
Question:
Objectives:
BE.O.BMH.5.1
Participating in the Organization
Students will participate in a student organization.
What are the benefits of a career, technical student organization?
Students will
identify the purposes and goals of the
student/professional organization.
Learning Plan & Notes to Instructor:
Invite students to participate in an FBLA chapter
event. Invite State FBLA Officer to present at a
chapter meeting or to a class on the activities,
purpose and benefits of membership. Show the
FBLA promotional video located on www.FBLAPBL.org web site. Have students to locate and
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BE.O.BMH.5.2
explain the benefits and responsibilities of
participation in student/professional/civic
organization as an adult
BE.O.BMH.5.3
demonstrate leadership skills through
participation in student/professional/civic
organization activities such as meetings,
programs, and projects.
21st Century
Skills
Information and
Communication
Skills:
discuss the FBLA-PBL goals, mission statement, and
pledge.
Invite FBLA-PBL alumni members to be guest
speakers in the classroom and during chapter
events. Coordinate a chapter event with another
service organization in the community (such as
Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).
Have the local FBLA officer team to develop a
program of work for the school year and form various
committees to complete the task using chapter
members. Encourage students to actively participate
in State, regional, and national conferences and vie
for leadership positions.
Learning Skills & Technology Tools
21C.O.912.1.LS1.
Student recognizes information
needed for problem solving,
can efficiently browse, search
and navigate online to access
relevant information, evaluates
information based on credibility,
social, economic, political
and/or ethical issues, and
presents findings clearly and
persuasively using a range of
technology tools and media.
Teaching Strategies
Evidence of
Culminating Activity
Success
Research the regulations
Rubric
on the Internet. Format
and type a 1-3 page report
discussing your findings
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21C.O.912.1.LS3.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety of
oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Complete an Internet
search and summarize
information in a media
presentation.
Rubric
21C.O.912.1.TT2
21C.0.912.1.TT5.
Student routinely applies
keyboarding skills, keyboard
shortcut techniques, and
mouse skills with facility, speed
and accuracy.
Student uses advanced
features of word processing
software e.g., outline, table of
contents, index feature draw
tool, headers and footers, track
changes, macros, hyperlinks to
other file formats, etc.).
Students will search this
topic on the Internet and
create a one-three page
report.
Rubric
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Thinking and
Reasoning Skills:
21C.O.912.2.LS1
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
21C.0.912.2.LS2
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
21C.0.912.2.TT2
Student collaborates with
peers, experts and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Create a small venture:
divide students into teams
of three or four; each
student has $1,000 to
invest and use for a
student loan program for
students who are
temporarily cash poor;
team members must
decide how much of their
cash they are willing to
loan and at what interest
rate; create loan
application.
Create an investor
blueprint
Checklist
Rubric
Divide the class into
teams and assign a level
to each team. Each team
will conduct an Internet
research and discuss the
functions of their level and
present it to the class in
the form of posters,
charts, and graphs.
Presentation
Checklist
Checklist
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Personal, and
Workplace,
Skills:
21C.0.912.2.TT4
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
21C.O.912.3.LS4
Student demonstrates ethical
Create posters, role-play
behavior and works responsibly the ethical character traits
and collaboratively with others
in the context of the school and
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public discourse
and participation in service
learning.
Checklist
Observation
21C.O.912.3.LS6
Student maintains a strong
Students will complete a
focus on the larger project goal banking simulation.
and frames appropriate
questions and planning
processes around goal. Prior to
beginning work, student reflects
upon possible courses of action
and their likely consequences;
sets objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on the
project, student adjusts time
and resources to allow for
completion of a quality product.
Completion of
Package
Quiz for accuracy
Participate in The Stock
Market Game online
Track student
progress weekly.
Completion of game
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21C,O.912.3.TT2
Student works collaboratively to
acquire information from
electronic resources, conducts
online research, and evaluates
information as to validity,
appropriateness, usefulness,
comprehensiveness and bias.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
Culminating
Assessment:
Complete an Internet
search and summarize
information in a media
presentation.
Presentation
Rubric
Teaching Strategies
Evidence of
Culminating Activity
Success
A.07
Generate venture ideas
Create a small venture:
Student will display
divide students into teams appropriate
A.10
Explain tools used by
of three or four; each
leadership,
entrepreneurs for venture
student has $1,000 to
communication, and
planning
invest and use for a
interpersonal
A.17
Distinguish between debit and
student loan program for
traits/behaviors in
equity financing for venture
students who are
personal
creation
temporarily
cash
poor;
applications and
A.19
Select sources to finance
team members must
collaboration with
venture creation/start-up
decide how much of their
others.
cash they are willing to
Student will use
A.26
Evaluate risk-taking
loan
and
at
what
interest
basic computer skill
opportunities
rate; create loan
to complete tasks.
application.
Culminating Assessment:
Students will learn the responsibility of maintaining their own personal checking account through a
banking simulation packet. Simulations can be obtained free through the State Treasurer’s Office,
National Endowment for Financial Education (Nefe), Federal Reserve System Educator’s resources,
or purchased through a textbook vendor. Students will gain a better understanding of the important
aspects of maintaining a checking account. This practice set provides students practical experience
in writing checks, keeping checkbook records and reconciling monthly statements.
Students will be graded on monthly transactions recorded in the check register as well as reconciling
monthly bank statements.
FBLA Competitive Events
Links and Other Resources
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Related Websites:
Links and Other
Resources
www.finlitproject.com
http://www.burbank.com/math/checking.shtml
The Stock Market Game
http://www.stockmarketgame.org
Virtual Stock Market Game
http://www.howthemarketworks.com
Game Market Stock Student
http://the-stock-site.net/s/game_market_stock_student
Money Instructor
http://www.moneyinstructor.com/investing.asp
The Federal Reserve System
http://www.federalreserve.gov/pubs/frseries/frseri.htm
Federal Reserve Education
http://www.federalreserveeducation.org
IRS
www.irs.gov
FDIC (Federal Deposit Insurance Corporation)
www.fdic.gov
Contacts:
Contacts:
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Business Coordinator: Abby Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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