North Paulding High School

Long-Term Project
For Financial Literacy
Overview
High school students graduate each year without the financial literacy skills required for the
real world. The State of Georgia legislature passed resolution HR1186 that recommends
all high school graduates take a financial literacy course as a graduation requirement;
however, it will take time before the high school curriculum includes this requirement.
Students in the financial literacy course are assigned the task of presenting a Financial
Literacy Boot Camp for current year graduates in the Spring.
In groups of at least 3 members, students will choose a main topic from the Financial Literacy
course on which to become experts and teach a workshop session on the chosen topic. High
school seniors will then rotate through the different workshops sessions.
Business professionals will be invited to guide the financial literacy course students as they
create their individual workshop sessions as well as be invited to conduct their own
workshop sessions. The business professionals will be selected through the advisory board
committee and the Acworth Business Association.

Georgia Performance Standards

Standards covered will depend on topic chosen by student group. All students will be
involved in standard 1 covering employability skills (teamwork, critical thinking,
planning/organizing, presentation skills, etc.)
FIN-FL-1

Demonstrate employability skills required by business and industry.

FIN-FL-2

Identify various forms of income and analyze and evaluate factors that affect income as
a part of the career decision-making process.

FIN-FL-3

Analyze taxes in the United States and evaluate the effect on personal income.

FIN-FL-4

Develop and evaluate a spending and savings plan while applying rational decision
making to personal spending and saving choices.

FIN-FL-5

Analyze checking accounts and other banking services and explain how financial
institutions channel funds from savers to investors.

FIN-FL-6

Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects
of using credit.

FIN-FL-7

Evaluate savings and investment options to meet short- and long-term goals.

FIN-FL-8

Analyze laws and options available to consumers for protection from deceptive or
unfair business practices

FIN-FL-9

Evaluate how to help, deter, and defend against identify theft.

FIN-FL-10

Evaluate various consumer loan options and analyze factors that affect lending
decisions.
Explain the principles of risk management and insurance as a strategy to protect
against financial loss.

FIN-FL-11
FIN-FL-12

Explore how related student organizations are integral parts of career and technology
education courses through leadership development, school and community service
projects, entrepreneurship development, and competitive events.

Common Core Georgia Performance Standards

Some of the following CCGPS will be touched upon in this project.
L11-12RST7: 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.
L9-10WHST7: Conduct short as well as more sustained research projects to answer a
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.
L11-12WHST8: Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the specific task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance of any
one source and following a standard format for citation.
MAMDMN1: Students will extend the understanding of proportional reasoning, ratios,
rates, and percents by applying them to various settings to include business, media, and
consumerism.
Scenario
You are a financial guru! Now other students are asking for your help when it comes to
financial situations. In a groups of 3-4 students, you are to select a topic on which to
create a mini boot camp for high school students based on information covered this
semester. Only one group may cover a topic; therefore, this is a first-come, first-served
basis.

Possible Topics
Where did all my money go? (How to read a paycheck stub)
My new ride (How to buy a car rules to follow, things to consider, loans, etc.)
A budget? Where do I start? (Explain the importance of budgeting and how to get
started focus on spending less than you make)
Eating on a budget (Couponing, buying store brand, etc.)
Beware of Credit (Explanation of credit. Is credit necessary? What is a credit score?
What is a credit report?)
I am healthy and safe, so why do I need insurance? (Discuss the purpose of insurance,
why it is important, terms to consider when comparing different plans)
Make your money make money (Investing! Rule of 72, different types of investments,
retirement account options)
Assignment Requirements (at a minimum):

15 25 minute time limit

Opener/Activator
Presentation of Material
Hands-on Activity for Audience
Closing/Summarizer
List of Resources (MLA format)

Timeline

February

Introduction of project to class

Pick group and boot camp topic

March

Meet with teacher to discuss main objectives of chosen topic.

Begin researching and brainstorming
Present idea for overall boot camp to teacher
Delegate responsibilities amongst the group
Continue developing rough draft of boot camp
Begin putting the pieces together
Refining presentation (Working on presentation skills)

April

Edit boot camp as necessary

Continue improving on presentation skills
Present boot camp to class Receive feedback

May

Boot Camp Time!

Rubric/Assessment (See next page)

Students grades will be given based on the following:

Group Member Evaluations (25%)

Presentation/Content/Time Management (75%)

The overall grade will count as 50% of the final exam grade for the course. The additional
50% will be determined by an objective assessment.

Distinguished (4-5)

Intermediate (2-3)

Novice (0-1)

Volume

Presenters are easy to

hear.

Audience is able to hear

as a whole, but there are
times when volume is not
quite adequate.

Presenters are difficult to

hear.

Rate

Rate of speech is
appropriate.

Speakers may at times

seem like they are rushing
or exaggerating pauses.

The rates of speaking are

too slow or too fast.

Speakers make eye

contact with audience and
has no nervous habits.
Excellent posture.

Eye contact may focus on

only one member of the
audience or a select few
members. Mildly
distracting nervous habits
are present but do not
override the content.

Very little eye contact is

made with the audience.
It may sound like the
speakers are reading the
presentation. Nervous
habits that distract the
audience are present.

Audience is involved but

inadequate processing or
response time is provided.

Speakers do not involve

the audience.

Speakers lose train of

thought, does not stay
with the proposed out
line, or connections are
attempted but not made
clear to the audience.

Presentation shows little

organization, unclear
purpose, and/or unclear
relationships or
transitions.

Activator did introduce

the topic, but did not gain
the audiences attention
or get them excited about
the topic.

Activator was not used or

not appropriate for
audience.

Mannerisms

Engagement

Organization

Content
Activator

Presentation involves
audience by allowing time
for audience to think and
respond.
Presentation is well
organized with a
beginning, middle and
end. There is a strong
organizing theme, with
clear main ideas and
transitions.
Activator captured the
audiences attention and
got them excited about
the topic.

Content
Information

Information is complete
and accurate. Clear
evidence of research.

Content
Summarizer

Summarizer was used to

help audience review the
material and show what
they have learned.

Research component is
less evident than in
Distinguished category

Summarizer was used to

help audience review the
material

Details and examples are

lacking or not well chosen
for the topic or audience.
Lacks evidence of
research.
Summarizer was not used
or presenters summarized
information instead of
allowing audience to
display gain knowledge.

Visual Aid

Activity

Visual aids are well done

and are used to make
presentation more
interesting and
meaningful.
Hands-on activity was
related to the topic, got
audience involved, and
was level appropriate for
the audience to help them
learn.

Visuals are adequate but

do not inspire
engagement with the
material.

Very little or poor use of

visual material. No
handouts provided.

Hands-on activity related

to the topic. Not as
effective in helping
students learn or practice
material.

Ineffective or no activity
used.

Length

Appropriate length. Clear

summary is provided.
Audience is involved in
synthesizing the
information.

Time is appropriately
used, but may run slightly
Presentation lacks
over or under allocated
conclusion and/or time is
time and/or information is
not appropriately used.
not tied together or
conclusion is inadequate.

Time
Management

Group used class time

effectively. Members
were delegated tasks but
pulled work together.
Project completed by the
due date.

Group used most of given

class time effectively.
Members were delegated
different tasks.

Total Points

______________________ / ____________ Points x 75% =

______________________

Group was unorganized.

Time was used
ineffectively in class. Not
completed by the due
date.

Group Member Evaluations

Group Member

Group
Evaluation Score

GES x 25%

Presentation Score
(75% overall)

Final Project
Grade

Updates
Update 10/24
Mentioned idea for project to our Work-Based Learning Coordinator who just finished up a
Senior Reality Fair. WBL Coordinator stated he had a few contacts that could help out. He
agreed this would be a good project.
Update 11/21
Working on securing outside help for the Financial Literacy Boot Camp. Advisory Board
member, Jennifer Walters, in charge of business development for Members First Credit
Union has agreed to help.
Update 2/28
Students have chosen groups and topics. Students are soon to be given in-class time to begin
working.