Financing the Future

High School, Interdisciplinary

7E Model

Print Task

Description of Unit

In this task, students will track their income and spending and prepare financial documents including tax and interest calculations. They will research long-term income projections associated with education levels and career fields and develop college saving and financing plans based on an assessment of their college and career interests. Student learning culminates in the development of a college funding portfolio and action plan.

This guide links the Financing the Future unit to the Texas Essential Knowledge and Skills (TEKS) for high school students. Financing the Future is an interdisciplinary unit that allows students to explore personal finance and financial literacy associated with their college-going goals. Financing the Future has connections to the social studies, mathematics, and career and technical education disciplines. For example, students will develop and implement a plan for collecting and analyzing data (qualitative and quantitative) in order to make decisions as outlined in the Mathematical Models and Applications TEKS. The following document includes the applicable TEKS and the details of the Financing the Future unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

Develop a monthly budget spreadsheet that includes income from allowances and jobs, savings, and costs and expenditures.
Read about personal money management using a resource such as "Start Smart: Money Management for Teens," a special edition of FDIC Consumer News
Develop a personal savings goal and plan.
Complete activities in personal finance and money management, including credit-card math and calculating income tax, FICA, social security, and Medicare obligations from available financial literacy curricula.
Conduct research and comparative analysis on banking options. For example, compare processes such as starting an account at various institutions. What steps must a consumer take to open an account and what are the minimum deposits as well as personal information that must be collected? What are the schedules for statements, how are deposits and withdrawals made, and what types of online or mobile banking programs exist?
Compare different types of savings plans including standard savings plans, money market accounts, and long-term savings plans such as CDs. What fees exist and how is interest accrued? What is the interest rate and how does it change with market conditions? For how long must money be held within the account before it can be withdrawn? What is the difference between a bank and a credit union? What are some of the advantages and disadvantages of using each type of institution?
Research and prepare a costs-of-college plan that identifies specific costs associated with a range of postsecondary options (see resources from Going to College lesson plan). The plan should consider different types of loans for education.
Take a field trip to the financial aid office of a local college or listen to a presentation from a college financial aid officer. In what ways does a student qualify for financial aid? What are the steps in starting the process? What types of loans are available, what are the repayment plans, interest rates, and terms of each type of loan? Who are the lenders? What college expenses may be paid using aid money?
Research and prepare a presentation on the long-term benefits of going to college including a cost-benefit analysis associated with specific career fields.

Phase II. Independent Research

Research process

Selecting a topic. Students identify both near-term and long-term personal goals. In what ways will the student’s personal financial decisions aid or hinder him/her in reaching those goals? Students will complete career interest and college preference inventories to identify educational plans. Students will create a target list of 5 or more college programs aligned with their postsecondary goals.
Asking guiding questions. Students will develop a plan for reaching their postsecondary goals. Students begin by tracking personal financial data and examining current financial resources. Guiding questions might include:
- How have the student’s income and expenditures changed over time?
- How might the student collect data, track trends, and prepare an analysis of his/her spending habits?
- What habits might need to change in order to reach postsecondary educational goals?
- What are the costs associated with the targeted college programs?
- What other costs—such as living expenses, food, health insurance, and transportation—must be accounted for in the student’s plan?
- What might be some of the student’s options for earning and saving income as well as reducing expenses?
- What sources of aid such as loans, grants, and scholarships should the student consider? What are the application deadlines and requirements?
Creating a research proposal. Students will identify their college funding needs and develop a research plan for finding funding, including loans, scholarships, and savings and work plans. Students should identify both primary and secondary sources for information concerning funding for their particular areas of study. For example, students may wish to interview professors or college financial aid officers directly for information on scholarships or competitions.
Conducting the research. Students will collaborate with their guidance counselors to review college funding options and plans. Students may need to examine their plans from several different perspectives. Dialogue should be encouraged between students and counselors, teachers, college representatives, professionals in the student’s selected field of study, professors, parents and guardians, community members and businesspeople, and/or trusted peers. Student research culminates in a college funding portfolio that includes:
- a completed Free Application for Federal Student Aid (FAFSA),
- identification of 10-20 scholarships for which the student is eligible at the targeted colleges,
- sample completed scholarship applications and essays, and
- a budget breakdown for financing college, including tuition, food and housing, textbooks, and other costs associated with college.
Finally, students will create an action plan detailing the steps they will need to take to realize their college funding goals.
Sharing findings. Students present their portfolios and action plans to a panel of adults that may include teachers, guidance counselors, professional mentors, and/or members of the community. Student portfolios should be communicated through concise multimedia presentations—as if the student was pitching the idea of his/her plans to investors. Presentations should identify information uncovered through research and convey which opportunities the student will pursue and how the student plans to meet deadlines and deliver high-quality application materials to various funding sources.

B. The product

Students will develop a college funding portfolio and action plan. The portfolio will include the inventory of identified college programs based on the student’s self-assessment of career interests and future goals. Additionally, the portfolio contains a completed FAFSA application, 10-20 college scholarship leads, sample applications and essays, and an itemized budget for college and living expenses. The final component of the student’s product is an action plan that outlines the steps the student will take to pursue the leads generated through the portfolio research as well as address any personal financial habits that might need modification in order to help the student realize his/her goals.

C. Communication

Each student presents the college funding portfolio and action plan to a panel of adults. The panel might include teachers, guidance counselors, mentors or professionals in the student’s chosen field of study, parents/ guardians, community members, and/or business people. After the presentation, the panel members engage the student in a brief, informal Q&A session. The purpose of the Q&A session should be to provide further direction for college funding research and formative feedback to help the student hone their college and scholarship application materials.

D. A completed project consists of:

Inventory results identifying career goals and target colleges
Analysis of personal spending habits and current financial resources
College cost analysis
College funding portfolio
Action plan
Video recording of the student’s portfolio presentation and Q&A session

Elicit

College is often talked about as a form of investment. Although there are upfront costs involved in going to college, people generally agree that in the long run, having a degree outweighs these costs. What are your opinions on the value of a college education to your financial future? Who have you known who has gone to college? What might be some options available to you to help with the costs?

Engage

How much money might you need to earn and save in order to be able to attend college? How much are you earning and saving now? How do you track your expenses?

Develop a monthly budget spreadsheet that includes income from allowances and jobs, savings, and costs and expenditures.

Read about personal money management using a resource such as "Start Smart: Money Management for Teens," a special edition of FDIC Consumer News.

Develop a personal savings goal and plan. See Personal Finance Game at http://www.themint.org/teens/the-save-spend-plan.html.

Explain

Break students into small groups to discuss their learning. Guiding questions might include the following:

By what means can you maximize your savings?
What are some of the advantages of saving your money by using a bank account or credit union?
What is the “miracle of compounding”?
How do interest rates apply to various types of bank accounts?
What other strategies might help your money grow?
How will you keep your expenditures in check?
How can you track your progress?

Explore

Once the small groups have had an opportunity to discuss the basics of savings accounts and the compounding of interest, ask each student to work individually to explore money management in more depth.

Complete activities in personal finance and money management, including credit-card math and calculating income tax, FICA, social security, and Medicare obligations from available financial literacy curricula.

Conduct research and comparative analysis on banking options. For example, compare processes such as starting an account at various institutions. What steps must a consumer take to open an account and what are the minimum deposits as well as personal information that must be collected? What are the schedules for statements, how are deposits and withdrawals made, and what types of online or mobile banking programs exist?

Compare different types of savings plans including standard savings plans, money market accounts, and long-term savings plans such as CDs. What fees exist and how is interest accrued? What is the interest rate and how does it change with market conditions? For how long must money be held within the account before it can be withdrawn? What is the difference between a bank and a credit union? What are some of the advantages and disadvantages of using each type of institution?

Research and prepare a costs-of-college plan that identifies specific costs associated with a range of postsecondary options (see resources from Going to College lesson plan). The plan should consider different types of loans for education.

Explain

Take a field trip to the financial aid office of a local college or listen to a presentation from a college financial aid officer. In what ways does a student qualify for financial aid? What are the steps in starting the process? What types of loans are available, what are the repayment plans, interest rates, and terms of each type of loan? Who are the lenders? What college expenses may be paid using aid money?

Explore

Research and prepare a presentation on the long-term benefits of going to college including a cost-benefit analysis associated with specific career fields.

Elaborate (Phase II)

Research process

Selecting a topic. Students identify both near-term and long-term personal goals. In what ways will the student’s personal financial decisions aid or hinder him/her in reaching those goals? Students will complete career interest and college preference inventories to identify educational plans. Students will create a target list of 5 or more college programs aligned with their postsecondary goals.
Asking guiding questions. Students will develop a plan for reaching their postsecondary goals. Students begin by tracking personal financial data and examining current financial resources. Guiding questions might include:
- How have the student’s income and expenditures changed over time?
- How might the student collect data, track trends, and prepare an analysis of his/her spending habits?
- What habits might need to change in order to reach postsecondary educational goals?
- What are the costs associated with the targeted college programs?
- What other costs—such as living expenses, food, health insurance, and transportation—must be accounted for in the student’s plan?
- What might be some of the student’s options for earning and saving income as well as reducing expenses?
- What sources of aid such as loans, grants, and scholarships should the student consider? What are the application deadlines and requirements?
Creating a research proposal. Students will identify their college funding needs and develop a research plan for finding funding, including loans, scholarships, and savings and work plans. Students should identify both primary and secondary sources for information concerning funding for their particular areas of study. For example, students may wish to interview professors or college financial aid officers directly for information on scholarships or competitions.
Conducting the research. Students will collaborate with their guidance counselors to review college funding options and plans. Students may need to examine their plans from several different perspectives. Dialogue should be encouraged between students and counselors, teachers, college representatives, professionals in the student’s selected field of study, professors, parents and guardians, community members and businesspeople, and/or trusted peers. Student research culminates in a college funding portfolio that includes
- a completed Free Application for Federal Student Aid (FAFSA),
- identification of 10-20 scholarships for which the student is eligible at the targeted colleges,
- sample completed scholarship applications and essays, and
- a budget breakdown for financing college, including tuition, food and housing, textbooks, and other costs associated with college.
Finally, students will create an action plan detailing the steps they will need to take to realize their college funding goals.

Explain

Students present their portfolios and action plans to a panel of adults that may include teachers, guidance counselors, professional mentors, and/or members of the community. Student portfolios should be communicated through concise multimedia presentations—as if the student was pitching the idea of his/her plans to investors. Presentations should identify information uncovered through research and convey which opportunities the student will pursue and how the student plans to meet deadlines and deliver high-quality application materials to various funding sources.

The product

Communication

Evaluate

Use the TPSP High School/Exit Level Rubric to assess each student’s learning. Additionally, you may wish to develop self- or peer-assessments based on the rubric that students could use to evaluate their products.

A completed project consists of:

Inventory results identifying career goals and target colleges
Analysis of personal spending habits and current financial resources
College cost analysis
College funding portfolio
Action plan
Video recording of the student’s portfolio presentation and Q&A session

In what ways did the student:

Develop sophisticated, open-ended questions about the self-selected topic;
Use a variety of sources that access advanced content and include multiple perspectives;
Collect data using the tools of the discipline;
Analyze and interpret the data;
Capture and apply their analysis through an original product; and
Communicate his/her research findings, learning, and ideas to an audience using the language of the discipline.

Extend

As a financial literacy task, Financing the Future, provides opportunities to hone skills in mathematics and English language arts. Further extensions include the following activities.

Social Studies
One important aspect of college and career planning is to find the right fit for your personality type and interests. Spend some time analyzing your skills, interests, and talents. One website that might help you narrow down your career options based on your interests is at https://www.usa.gov/jobs-careers. Pay attention to your weaknesses and dislikes too. You may wish to keep a log or journal in order to tease out your preferences.

English language arts
Examine some sample college entrance essays. What are some of the characteristics common to successful essays? If you were evaluating each essay, what might be the criteria you would use to assign a score? Oftentimes successful essays give the reader a sense of connection to who the student is or wishes to be on a very personal level. Begin a journal that captures your passions. What do you care about most in the world? What experiences have had the most impact on who you are and who you hope to become in the future?

Science
In the 7 Habits of Highly Effective People, Stephen Covey describes the 7th habit, Sharpen the Saw, as a practice of creating balance and space for renewal in your life. Sharpen the Saw relates directly to wellness in a variety of forms—physical, mental, emotional, and spiritual. Preparing for, and attending, college can create imbalances in many areas of life (e.g., sleep, nutrition, social interaction). Research the scientific literature on the effects of nutrition, sleep, and exercise on the brain. How can you optimize your brain to function most effectively by addressing these variables? How can socializing help and/or hinder your studies? What are the benefits of achieving emotional balance and what are some strategies you might use to keep your stress levels down and your emotions even. What areas such as moods, emotions, social behavior, physical fitness, and/or dietary preferences, might you target for changes as you prepare yourself for your future? Incorporate your findings in to your action plan.

Additional Resources

Students are encouraged to work with their teachers and parents/guardians to conduct the research necessary to support and enhance each task, following local district guidelines. Online resources like The Smithsonian Museum, The Library of Congress, The Texas State Archives, Texas State Historical Association, and National Geographic’s Kids offer information on a variety of topics and could serve as a good starting place.

This unit may address the following TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(11): Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.31(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.31(b)(15): Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.31(b)(17): Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.31(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.31(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.31(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.31(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.31(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.31(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

110.32, English Language Arts and Reading, English II

110.32(b)(11): Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.32(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(15): Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.32(b)(17): Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.32(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(22): Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.32(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.32(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

111.43, Mathematical Models with Applications

111.43(c)(1): Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.43(c)(2): Mathematical modeling in personal finance. The student uses mathematical processes with graphical and numerical techniques to study patterns and analyze data related to personal finance.
111.43(c)(3): Mathematical modeling in personal finance. The student uses mathematical processes with algebraic formulas, graphs, and amortization modeling to solve problems involving credit.
111.43(c)(4): Mathematical modeling in personal finance. The student uses mathematical processes with algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning.
111.43(c)(10): Mathematical modeling in social sciences. The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results of the study.

113.46, Sociology

113.46(c)(7): Individual and society. The student understands the concept of adolescence and its characteristics.
113.46(c)(8): Individual and society. The student understands the life stage of adulthood and its characteristics.
113.46(c)(10): Social inequality. The student understands the nature of social stratification in society.
113.46(c)(12): Social inequality. The student understands changing societal views on gender, age, and health.
113.46(c)(14): Social institutions. The student identifies the basic social institutions of economics and politics and explains their influence on society.
113.46(c)(15): Social institutions. The student identifies the basic social institutions of education and religion and explains their influence on society.
113.46(c)(16): Social institutions. The student understands the basic social institutions of science and the mass media and their influence on society.
113.46(c)(17): Changing world. The student understands how population and urbanization contribute to a changing social world.
113.46(c)(18): Changing world. The student understands how collective behavior, social movements, and modernization contribute to a changing social world.
113.46(c)(19): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.46(c)(20): Social studies skills. The student communicates in written, oral, and visual forms.
113.46(c)(21): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.47, Special Topics in Social Studies

113.47(c)(1): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.47(c)(2): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.47(c)(3): Social studies skills. The student creates written, oral, and visual presentations of social studies information.

113.48, Social Studies Research Methods

113.48(c)(1): Social studies skills. The student understands the need for an organizing framework to identify an area of interest and collect information.
113.48(c)(2): Social studies skills. The student applies a process approach to a research topic, applying the ideas, theories, and modes of inquiry drawn from the social sciences in the examination of persistent issues and social questions.
113.48(c)(3): Social studies skills. If doing qualitative research, the student employs the processes of critical social science inquiry to understand an issue, topic, or area of interest using a variety of sources, checking their credibility, validating and weighing evidence for claims, and searching for causality.
113.48(c)(5): Social studies skills. The student creates a written and oral presentation of research and conclusions.

118.4, Economics with Emphasis on the Free Enterprise System and Its Benefits

118.4(c)(12): Economics. The student understands the role of money in an economy.
118.4(c)(17): Personal financial literacy. The student understands the role of financial markets/institutions in saving, borrowing, and capital formation.
118.4(c)(18): Personal financial literacy. The student understands the role of individuals in financial markets.
118.4(c)(19): Personal financial literacy. The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions.
118.4(c)(20): Personal financial literacy. The student understands how to provide for basic needs while living within a budget.
118.4(c)(21): Personal financial literacy. The student understands the various methods available to pay for college and other postsecondary education and training.
118.4(c)(22): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
118.4(c)(23): Social studies skills. The student communicates in written, oral, and visual forms.
118.4(c)(24): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

130.182, Money Matters

130.182(c)(1): The student demonstrates professional standards/employability skills as required by business and industry.
130.182(c)(2): The student uses career planning concepts, tools, and strategies to explore, obtain, and develop a financial plan.
130.182(c)(4): The student demonstrates an understanding of the fundamental principles of money.
130.182(c)(5): The student examines economic systems.
130.182(c)(6): The student examines personal financial activities and the role of government.
130.182(c)(8): The student analyzes the impact of international activities on personal financial decision making.
130.182(c)(9): The student examines how personal financial decisions are used to achieve financial goals.
130.182(c)(10): The student understands the purposes of financial service providers.
130.182(c)(11): The student identifies various investment strategies.

Esta unidad puede abordar los siguientes TEKS.

110.31, English Language Arts and Reading, English I

110.31(b)(11): Lectura/comprensión de textos informativos/textos de instrucción. Comprende cómo recabar y usar información en textos de instrucción y en documentos.
110.31(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.31(b)(15): Escritura/Textos expositivos y de instrucción. Escribe textos expositivos y de instrucción, o textos relacionados con empleos para comunicar propósitos específicos, así como ideas e información a públicos específicos.
110.31(b)(17): Convenciones orales y escritas/Convenciones. Comprende la función y el uso de las convenciones del lenguaje académico al hablar y al escribir. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.31(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.31(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.31(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.31(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.31(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continuarán aplicando estándares previos con mayor complejidad.
110.31(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes den presentaciones usando lenguaje informal, formal y técnico de manera efectiva para atender las necesidades de audiencia, propósito y ocasión, empleando contacto visual, velocidad al hablar (p. ej., pausas para efectos específicos), volumen, enunciación, gesticulaciones intencionadas y convenciones del lenguaje para comunicar ideas de manera eficaz.

110.32, English Language Arts and Reading, English II

110.32(b)(11): Lectura/comprensión de textos informativos/textos de instrucción. Comprende cómo recabar y usar información en textos de instrucción y en documentos.
110.32(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.32(b)(15): Escritura/Textos expositivos y de instrucción. Escribe textos expositivos y de instrucción, o textos relacionados con empleos para comunicar propósitos específicos, así como ideas e información a públicos específicos.
110.32(b)(17): Convenciones orales y escritas/Convenciones. Comprende la función y el uso de las convenciones del lenguaje académico al hablar y al escribir. Los estudiantes continuarán aplicando estándares anteriores en textos de complejidad cada vez mayor.
110.32(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.32(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.32(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.32(b)(22): Investigación/síntesis de información. Clarifica preguntas de investigación y evalúan y sintetizan la información recopilada.
110.32(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.32(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.32(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continuarán aplicando estándares anteriores en textos de complejidad cada vez mayor. Se espera que los estudiantes presenten primero un argumento coherente que incorpore una tesis clara y una progresión lógica de evidencias válidas de fuentes confiables y que empleen contacto visual, velocidad al hablar (p. ej., pausas para dar efecto deseado), volumen, pronunciación, gesticulaciones intencionadas y reglas del lenguaje para comunicar ideas de manera efectiva.

111.43, Mathematical Models with Applications

111.43(c)(1): Estándares de procesos matemáticos. El estudiante utiliza procesos matemáticos para adquirir y demostrar comprensión matemática.
111.43(c)(2): Mathematical modeling in personal finance. The student uses mathematical processes with graphical and numerical techniques to study patterns and analyze data related to personal finance.
111.43(c)(3): Mathematical modeling in personal finance. The student uses mathematical processes with algebraic formulas, graphs, and amortization modeling to solve problems involving credit.
111.43(c)(4): Mathematical modeling in personal finance. The student uses mathematical processes with algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning.
111.43(c)(10): Modelos matemáticos en estudios sociales. El estudiante aplica procesos matemáticos para diseñar un estudio y usar técnicas gráficas, numéricas y analíticas para comunicar los resultados del estudio.

113.46, Sociology

113.46(c)(7): Individual and society. The student understands the concept of adolescence and its characteristics.
113.46(c)(8): Individual and society. The student understands the life stage of adulthood and its characteristics.
113.46(c)(10): Desigualdad social. El estudiante comprende la naturaleza de la estratificación social en la sociedad.
113.46(c)(12): Social inequality. The student understands changing societal views on gender, age, and health.
113.46(c)(14): Social institutions. The student identifies the basic social institutions of economics and politics and explains their influence on society.
113.46(c)(15): Social institutions. The student identifies the basic social institutions of education and religion and explains their influence on society.
113.46(c)(16): Social institutions. The student understands the basic social institutions of science and the mass media and their influence on society.
113.46(c)(17): Changing world. The student understands how population and urbanization contribute to a changing social world.
113.46(c)(18): Mundo cambiante. El estudiante comprende cómo el comportamiento colectivo, los movimientos sociales y la modernización contribuyen a un mundo social cambiante.
113.46(c)(19): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.46(c)(20): Social studies skills. The student communicates in written, oral, and visual forms.
113.46(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

113.47, Special Topics in Social Studies

113.47(c)(1): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.47(c)(2): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.47(c)(3): Social studies skills. The student creates written, oral, and visual presentations of social studies information.

113.48, Social Studies Research Methods

113.48(c)(1): Destrezas de Estudios Sociales. El estudiante comprende la necesidad de organizar el contexto para identificar un área de interés y reunir información.
113.48(c)(2): Destrezas de Estudios Sociales. Aplica un enfoque por procesos para un tema de investigación, aplicando las ideas, teorías y modos de búsqueda sacados de los estudios sociales en la examinación de problemas persistentes y preguntas sociales.
113.48(c)(3): Destrezas de Estudios Sociales. Al realizar una investigación cualitativa, el estudiante emplea los procesos de búsqueda crítica de estudios sociales para comprender un problema, tema o área de interés usando una variedad de fuentes, revisando su credibilidad, validando y ponderando la evidencia de las afirmaciones y buscando la causalidad.
113.48(c)(5): Destrezas de Estudios Sociales. Hará una presentación escrita y oral de la investigación y las conclusiones.

118.4, Economics with Emphasis on the Free Enterprise System and Its Benefits

118.4(c)(12): Economics. The student understands the role of money in an economy.
118.4(c)(17): Personal financial literacy. The student understands the role of financial markets/institutions in saving, borrowing, and capital formation.
118.4(c)(18): Personal financial literacy. The student understands the role of individuals in financial markets.
118.4(c)(19): Personal financial literacy. The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions.
118.4(c)(20): Personal financial literacy. The student understands how to provide for basic needs while living within a budget.
118.4(c)(21): Personal financial literacy. The student understands the various methods available to pay for college and other postsecondary education and training.
118.4(c)(22): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
118.4(c)(23): Destrezas de Estudios Sociales. Se comunica en forma oral, visual y escrita.
118.4(c)(24): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades para resolver problemas y tomar decisiones en forma independiente y con otros en diferentes ambientes.

130.182, Money Matters

130.182(c)(1): The student demonstrates professional standards/employability skills as required by business and industry.
130.182(c)(2): The student uses career planning concepts, tools, and strategies to explore, obtain, and develop a financial plan.
130.182(c)(4): The student demonstrates an understanding of the fundamental principles of money.
130.182(c)(5): The student examines economic systems.
130.182(c)(6): The student examines personal financial activities and the role of government.
130.182(c)(8): The student analyzes the impact of international activities on personal financial decision making.
130.182(c)(9): The student examines how personal financial decisions are used to achieve financial goals.
130.182(c)(10): The student understands the purposes of financial service providers.
130.182(c)(11): The student identifies various investment strategies.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.II.A.6: Estimate results to evaluate whether a calculated result is reasonable.
S.II.A.7: Use calculators, spreadsheets, computers, etc., in data analysis.
S.II.B.1: Carry out formal operations using standard algebraic symbols and formulae.
S.II.B.2: Represent natural events, processes, and relationships with algebraic expressions and algorithms.
S.III.D.1: Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2: Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.

Social Studies:

SS.I.A.2: Analyze the interaction between human communities and the environment.
SS.I.A.3: Analyze how physical and cultural processes have shaped human communities over time.
SS.I.E.2: Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3: Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4: Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.C.1: Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1: Construct a thesis that is supported by evidence.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.

Cross-Disciplinary Standards:

CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.C.1: Analyze a situation to identify a problem to be solved.
CDS.I.C.2: Develop and apply multiple strategies to solve a problem.
CDS.I.C.3: Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.II.A.2: Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

English Language Arts:

ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Mathematics:

M.VII.C.2: Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1: Analyze given information.
M.VII.A.2: Formulate a plan or strategy.
M.VIII.C.2: ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3: Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1: Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.A.1: Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2: Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3: Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2: Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3: Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2: Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1: Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2: Connect mathematics to the study of other disciplines.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.

Science:

S.II.A.6: Estima resultados para evaluar si un resultado calculado es razonable.
S.II.A.7: Usa calculadoras, hojas de cálculo, computadoras, etc., para analizar datos.
S.II.B.1: Carry out formal operations using standard algebraic symbols and formulae.
S.II.B.2: Represent natural events, processes, and relationships with algebraic expressions and algorithms.
S.III.D.1: Usa de manera efectiva motores de búsqueda, bases de datos y otras herramientas digitales para localizar información.
S.III.D.2: Evalúa la calidad, exactitud, integridad, confiabilidad y actualidad de la información de cualquier fuente.

Social Studies:

SS.I.A.2: Analiza la interacción entre las comunidades humanas y el medio ambiente.
SS.I.A.3: Analiza cómo los procesos físicos y culturales han configurado las comunidades humanas a través del tiempo.
SS.I.E.2: Define el concepto de socialización y analiza el papel que juega la socialización en el desarrollo y la conducta humana.
SS.I.E.3: Analiza cómo las instituciones sociales (p. ej., matrimonio, familia, iglesia, escuela) funcionan y satisfacen las necesidades de la sociedad.
SS.I.E.4: Identifica y evalúa los orígenes y consecuencias del conflicto social.
SS.I.F.1: Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
SS.I.F.2: Analiza temas éticos en contextos históricos, culturales y sociales.
SS.IV.A.2: Ubica una fuente informativa en su contexto apropiado.
SS.IV.A.3: Evalúa fuentes desde múltiples perspectivas.
SS.IV.A.4: Entiende las diferencias entre una fuente primaria y una secundaria y usa cada una de manera apropiada para conducir una investigación y para elaborar argumentos.
SS.IV.A.5: Lee críticamente textos narrativos.
SS.IV.A.6: Lee críticamente datos de investigación.
SS.IV.B.1: Usa metodologías de investigación establecidas.
SS.IV.B.3: Reúne, organiza y muestra los resultados de los datos y la investigación.
SS.IV.B.4: Identifica y reúne fuentes.
SS.IV.C.1: Comprende e interpreta críticamente presentaciones.
SS.IV.D.1: Elabora una tesis apoyada en evidencias.
SS.V.A.1: Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
SS.V.A.2: Usa las reglas convencionales de la lengua inglesa escrita.

Cross-Disciplinary Standards:

CDS.I.B.3: Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
CDS.I.B.4: Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
CDS.I.C.1: Analiza una situación para identificar un problema a resolver.
CDS.I.C.2: Desarrolla y aplica múltiples estrategias para resolver un problema.
CDS.I.C.3: Reúne sistemáticamente evidencias y datos y los relaciona directamente para resolver un problema.
CDS.I.D.1: Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
CDS.I.D.2: Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
CDS.I.D.3: Se esfuerza por ser exacto y preciso.
CDS.I.D.4: Persevera hasta completar y dominar las tareas.
CDS.I.E.1: Trabaja de forma independiente.
CDS.I.F.1: Acredita ideas e información a las fuentes de referencia y a las personas.
CDS.II.A.2: Usa una variedad de estrategias para comprender el significado de palabras nuevas.
CDS.II.A.3: Identifica el propósito del texto y el público al que se dirige.
CDS.II.A.4: Identifica la información principal y los detalles de apoyo.
CDS.II.A.5: Analiza críticamente la información textual.
CDS.II.A.7: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.A.8: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.B.1: Escribe clara y coherentemente usando las reglas convencionales de la escritura.
CDS.II.B.2: Escribe en una variedad de formas para varios públicos y propósitos.
CDS.II.C.5: Sintetiza y organiza la información de manera efectiva.
CDS.II.C.7: Integra las referencias.
CDS.II.C.8: Presenta un producto final.
CDS.II.D.3: Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
CDS.II.E.1: Usa tecnología para reunir información.
CDS.II.E.2: Usa tecnología para organizar, manejar y analizar información.
CDS.II.E.3: Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
CDS.II.E.4: Usa la tecnología apropiadamente.

English Language Arts:

ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Mathematics:

M.VII.C.2: Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1: Analyze given information.
M.VII.A.2: Formulate a plan or strategy.
M.VIII.C.2: ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3: Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1: Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.A.1: Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2: Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3: Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2: Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3: Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2: Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1: Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2: Connect mathematics to the study of other disciplines.