secaucus s e c au c u s m i d d l e s c h ool b u s i n e ... · 3. instructional materials and...

Secaucus Board of Education

Secaucus Middle School Business Curriculum

Course Code: Integrated through Social Studies and Mathematics Classes

Social Studies and Mathematics Departments

Born on August 2019, Updated October 2019 Aligned to the New Jersey Student Learning Standards for English/Language Arts (2016), Mathematics (2016), Social

Studies (2014), Technology (2014), and 21st Century Life and Careers (2014) Adopted by the Secaucus Board of Education on November 21, 2019

Middle School Personal Financial Literacy Curriculum 2019

District Equity Statement

The Board of Education directs that all students enrolled in the schools of this district shall be afforded equal educational opportunities in strict

accordance with the law. No students shall be denied access to or benefit from any educational program or activity or from a co-curricular or

athletic activity on the basis of the student’s race, color, creed, religion, national origin, ancestry, age, marital status, affectional or sexual

orientation, gender, gender identity or expression, socioeconomic status, or disability….The Board directs the Superintendent to allocate faculty,

administrators, support staff members, curriculum materials, and instructional equipment supplies among and between the schools and classes of

this district in a manner that ensures equivalency of educational opportunity throughout this district. The school district’s curricula in the

following areas will eliminate discrimination, promote mutual acceptance and respect among students, and enable students to interact effectively

with others, regardless of race, color, creed, religion, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, gender

identity or expression, socioeconomic status, or disability:

1. School climate/learning environment

2. Courses of study, including Physical Education

3. Instructional materials and strategies

4. Library materials

5. Software and audio-visual materials

6. Guidance and counseling

7. Extra-curricular programs and activities

8. Testing and other assessments.

Excerpt from Secaucus Board of Education, Policy 5750, Edited September 2016

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Course Description

Financial literacy and competency are essential life skills every student needs in order to properly manage their money and make

financially responsible decisions. Through integrated lesson plans in Math and Social Studies, students will explore basic aspects of

money and personal finance. Topics include career exploration, money management, credit and debt management, savings and

investing, interest, taxes, personal income, expenses, earning potential, entrepreneurial ventures, and payroll. Student understanding

of these topics is imperative to their personal success in order for them to be effective participants in the global economic

community.

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Interdisciplinary Connections

NJSLS - Mathematics:

● 6.NS.1, 6.NS.2, 6.NS.3, 6.NS.5, 6.NS.6, 6.NS.8,, 6.EE.9, 6.RP.1, 6.RP.2, 6.RP.3, 6.RP.3a, 6.RP.3b, 6.RP.3c, 6.SP.1, 6.SP.3,

6.SP.5, 6.SP.5b-d

● 7.NS.1, 7.NS.2, 7.NS.3, 7.RP.1, 7.RP.2, 7.RP.2a, 7.RP.2b, 7.RP.2c, 7.RP.2d, 7.RP.3, 7.EE.2. 7.EE.3, 7.G.2

● 8.EE.4, 8.EE.5, 8.EE.7a, 8.EE.8a, 8.EE.8c, 8.F.4, 8.F.5, 8.G.1,8.G.3, 8.SP.1, 8.SP.2, 8.SP.3

NJSLS - Social Studies:

● 6.1.8.C.1.b, 6.1.8.D.1.c, 6.1.8.A.2.c, 6.1.8.A.3.b, 6.1.8.A.3.g, 6.1.8.C.3.a, 6.1.8.C.3.b, 6.1.8.C.4.a, 6.1.8.C.4.c, 6.1.12.C.1.b

NJSLS - ELA:

Key Ideas and Details

● NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

● NJSLSA.R2. Determine the central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

● NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

● NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning or tone.

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● NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a

section, chapter, scene, or stanza) relate to each other and the whole. ● NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

● NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

● NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

● NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

● NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Key Ideas and Details ● RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. ● RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source

distinct from prior knowledge or opinions. ● RH.6-8.3. Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how

interest rates are raised or lowered).

Craft and Structure ● RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related

to history/social studies. ● RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

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● RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance

of particular facts).

Integration of Knowledge and Ideas

● RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

● RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. ● RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

● RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band

independently and proficiently.

NJSLS - 9.2 Career Awareness, Exploration, and Preparation:

Throughout the school year, all of the following Career Awareness, Exploration, and Preparation standards will be integrated into the

Introduction to Algebra course:

● 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.

● 9.1.8.A.5 Relate how the demand for certain skills determines an individual’s earning power.

● 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and

extracurricular activities for use in a career.

21st Century Career Ready Practices:

Throughout the school year, all of the following Career Ready Practices will be integrated into this course:

● CRP1. Act as a responsible and contributing citizen and employee.

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● CRP2. Apply appropriate academic and technical skills.

● CRP3. Attend to personal health and financial well-being.

● CRP4. Communicate clearly and effectively and with reason.

● CRP5. Consider the environmental, social and economic impacts of decisions.

● CRP6. Demonstrate creativity and innovation.

● CRP7. Employ valid and reliable research strategies.

● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

● CRP9. Model integrity, ethical leadership and effective management.

● CRP10. Plan education and career paths aligned to personal goals.

● CRP11. Use technology to enhance productivity.

● CRP12. Work productively in teams while using cultural global competence.

Course Modifications (E.L.L.s, Special Education, Gifted and Talented)

The teacher will determine, with the assistance of guidance counselors, teacher assistants/aides, educational specialists, and/or special education

teachers, what modifications will be made for his/her students. Such examples of modifications can include, but not be limited to:

● Extended time as needed

● Modification of tests and quizzes

● Preferential seating

● Alternative/Formative assessment (projects)

● Effective teacher questioning (ranging from simple recall to higher order critical thinking questions)

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● Supplemental materials

● Cooperative learning

● Teacher tutoring

● Peer tutoring

● Differentiated Instruction

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Unit: 1. Income and Career Exploration

Standards:

New Jersey Core Curriculum Content Standards 21st Century Life and Careers 9.1 Business: 9.1.8.A.1, 9.1.8.A.2, 9.1.8.A.3, 9.1.8.A.4, 9.1.8.A.5, 9.1.8.A.6, 9.1.8.A.7

Technology: 8.1.8.A.2, 8.1.8.B.1, 8.1.8.D.1, 8.1.8.D.2, 8.1.8.D.3, 8.1.8.D.4, 8.1.8.D.5, 8.1.8.E.1,

Career Ready Practices: CRP1, CRP2, CRP3, CRP4, CRP5, CRP6, CRP7, CRP8, CRP9, CRP10, CRP11, CRP12

Essential Questions: Objectives: Integrated topics into current lessons:

● What is the purpose of taxation and how/why are we taxed?

● How will career choices affect earning

potential?

● What are the various skills and knowledge needed to obtain a job/career or start a business?

● How does culture have an impact on

the financial decisions that are made?

● What is scarcity and how does it affect spending/buying power in relation to

SWBAT:

● Understand the meaning and purpose of taxes and tax deductions.

● Explain the payroll and payroll

deduction process, and why certain benefits are taken out of pay.

● Identify and explore various

educational and career choices, life skills and knowledge, and entrepreneurship opportunities and how they will affect earning potential.

Grade 6 Social Studies - Ancient World History

● The Beginnings of Human Society ○ Examine how the agricultural

revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies.

○ Students will begin to explore the idea of careers or jobs.

Grade 7 Social Studies - US I

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earnings?

● Understand the cultural impact on

financial opportunities.

● Explore the concept of supply and demand in the job/career market and the required skills needed to increase marketability and earning potential.

● Understand the idea of scarcity and

opportunity cost and how your income will affect spending decisions.

● Forming a New Nation: How the American Colonists Broke Away from Britain and Created a Republican Form of Government (1745-1790)

○ Students will discuss why colonists rejected taxes. This discussions will explore the purpose of taxes and necessity of those taxes in regards to the British Government.

○ Students will explore how early American political leaders struggled with the idea of taxes, and how they reconciled the need for taxes to support the new government.

Grade 8 Social Studies - US II

● Moving Toward the Future- The Civil Rights Era, The Vietnam Era, New Directions for a Nation, Challenges for a New Century

○ Students will explore the development of new industries and technologies today.

○ Students will discuss possible areas for growth/investment in the world today and in the near future.

○ Students will research the

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emergence of new ideas and philosophies and how that might affect their own futures.


● An Age of Industry-The West Transformed, Industry and Urban Growth, and Political Reform and the Progressive Era

○ Students can explore the idea of safe practices through the hardships faced by migrating Americans looking for new opportunities.

Grade 6 Math - Principles of Pre-Algebra

● Compute with Multi-Digit Numbers, Decimals and Fractions

○ Add and Subtract Decimals. ○ Multiple and Divide Decimals

by Decimals. ○ Multiply and Divide Decimals

by Whole Numbers. Grade 7 Math - Pre-Algebra

● Ratios and Proportional Reasoning ○ Calculate Rates and Unit Rates

regarding real world problems.

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● Percents ○ Relating fractions, decimals,

and percents to each other. ○ Calculate percent

increase/decrease when solving problems.

○ Calculate percent of a number ○ Use percents to solve problems

involving tax. ● Rational Numbers

○ Transform rational numbers into decimals

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Unit: 2. Money Management

Standards:

New Jersey Core Curriculum Content Standards 21st Century Life and Careers 9.1 Business: 9.1.8.B.1, 9.1.8.B.2, 9.1.8.B.3, 9.1.8.B.4, 9.1.8.B.5, 9.1.8.B.6, 9.1.8.B.7, 9.1.8.B.8, 9.1.8.B.9, 9.1.8.B.10, 9.1.8.B.11




● How do we accumulate wealth?

● How much wealth is important to have?

● How do people spend their wealth?

● How can we protect our wealth and ensure a successful future?

SWBAT:

● Distinguish among various forms of payment and correct use.

● Creation and implementation of

spending plans, including retirement accounts.

● Understand the concept of “pay

yourself first” and how to successfully implement it as a savings strategy.

Grade 6 Social Studies - Ancient World History

● The Beginnings of Human Society ○ Students will begin to explore

the idea of wealth accumulation and distribution of resources.

○ Students will look at various forms of exchanging resources, including barter, trade, and fiat systems.

○ Students will be able to

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● Trends of the economy due to social, political, and environmental forces.

● Cultural impact on financial practices.

● Creating a system for keeping and

using financial records (e.g., Online account management vs. Google Spreadsheets/Microsoft Excel)

● Understanding appropriate safe

practices when managing money and interactions with financial institutions responsible.

connect the idea of “pay yourself first” through the research and discussion of early agricultural civilizations and the later development of trade and resource distribution.


● The New Republic in American (1789-1840)

○ The Monroe Doctrine simulation attempts to replay—in simplified form—the complex series of events that lead to the Monroe doctrine. Through the Monroe Doctrine students can explore various topics including trends in economic growth, national investments, and cultural impacts on investment growth.


● An Age of Industry-The West Transformed, Industry and Urban Growth, and Political Reform and the Progressive Era

○ Students explore various forms of wealth. Including land, gold,

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silver, and fiat currency. Students will relate this to modern currency and the idea that there are various forms of wealth today.

○ Students will research how differing environmental and cultural traits in the U.S. lead to investments out west and reforms within the cities.



○ Students will explore new forms of currency in the world and the idea of globalism.

○ Students will understand the idea behind Bitcoin and will attempt to make a determination on its usefulness in the future.

Grade 8 Math - Introduction to Algebra

● Functions ○ Compare properties of

functions including initial

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value and rate of change. ● Scatter Plots and Data Analysis

○ Graph scatter plots and interpret and examine data to form a conclusion.

○ Use frequency to solve real life problems and make predictions for the future.

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Unit: 3. Credit and Debt Management

Standards:

New Jersey Core Curriculum Content Standards 21st Century Life and Careers 9.1 Business: 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.C.4, 9.1.8.C.5, 9.1.8.C.6, 9.1.8.C.7, 9.1.8.C.8, 9.1.8.C.9, 9.1.8.C.10




● What is credit?

● What is the difference between credit and debt?

● How do we avoid bad credit/debt?

● What are tools to deal with bad

credit/debt?

SWBAT:

● Research, compare/contrast, and apply for a credit card.

● Understand the terminology used

when discussing various types of credit/debt.

● Distinguish debt v. credit and explain

the role of each in someone’s life, including credit reports.


● Depression and War- The Great Depression and the New Deal, The World War II Era, and The United States and the Cold War

○ Students will study how interest rates, loans, and bad stocks meant bankruptcy/unemployment for American citizens during the Great Depression.

○ Students will explore the

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● Explore the risks with obtaining loans and lines of credit and the consequences of “easy access” credit

● Identify/understand negative

circumstances when debt management, including bankruptcy, is appropriate.

● Calculate the costs involved in

credit/debt including interest rates and percentages.

difference of credit/debts and why during the Great Depression, banks called in those debts.



○ Students will explore the national debt today and understand key terminology.

○ Students will examine the country’s budget and attempt to reconcile portions of the national debt.




by Decimals.

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○ Multiply and Divide Decimals by Whole Numbers.

Grade 7 Math - Pre-Algebra

● Percents ○ Solve percent equations

involving interest on credit and loans.

○ Students will learn how to calculate simple interest over a period of time.

○ Relating fractions, decimals, and percents to each other.

○ Calculate percent increase/decrease when solving problems.

○ Calculate percent of a number using proportions and equations.

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Unit: 4. Planning, Saving, and Investing

Standards:

New Jersey Core Curriculum Content Standards 21st Century Life and Careers 9.1 Business: 9.1.8.D.1, 9.1.8.D.2, 9.1.8.D.3, 9.1.8.D.4, 9.1.8.D.5




● What is personal savings? How do we determine financial wealth?

● How can we protect our financial

wealth?

● How do we identify good investment opportunities?

● What is the difference between

investment and income?

SWBAT:

● Identify both short term and long term saving strategies.

● Explain the terminology used when

discussing financial well-being.

● Diversify/safeguard personal wealth through the use of banks, stocks, and investment opportunities.

● Identify potential investment

opportunities, such as stocks, and



○ Students explore how financial institutions are created and maintained within the economy.

○ Students explore how stock prices affect banks, loans, and farms

○ Students learn about the Stock

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explain the factors that contribute to healthy investments.

Market and how various economic/social conditions affect the stock value.

○ Students will explore WWII bonds and connect those investment opportunities to similar investments today.



○ Students will examine current political and economic trends and identify safer investment opportunities.


● Percents ○ Students will learn how to

calculate simple interest over a period of time with regard to investment (stocks, savings accounts, bonds, etc.)

○ Discussion will be centered on how time and rate play a significant role in building wealth and the investment

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vehicle. ● Rational Numbers

○ Students will identify a “loss vs. gain” in investing and how it relates to integers, and positive/negative numbers.

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Unit: 5. Becoming a Critical Consumer

Standards:

New Jersey Core Curriculum Content Standards 21st Century Life and Careers 9.1 Business: 9.1.8.E.1, 9.1.8.E.2, 9.1.8.E.3, 9.1.8.E.4, 9.1.8.E.5, 9.1.8.E.6, 9.1.8.E.7, 9.1.8.E.8, 9.1.8.E.9, 9.1.8.E.10, 9.1.8.E.11




● What does it mean to be a responsible consumer?

● What are the potential consequences when personal information is disclosed to the public?

● What are the techniques and effects of

deceptive advertising?

● How do we prioritize spending with regard to needs and wants?

SWBAT:

● Identify and discuss the factors to consider when making consumer decisions and what it means to be a responsible consumer.

● Discuss the importance of

confidentiality with regard to personal information and the potential consequences if information is divulged.


● The Nation Expands and Changes (1800-1860)

○ Students will explore the divergent paths taken by the North and South prior to the Civil War. Students will explore the factors leading to these divergent paths.

○ Students will examine the lure of the gold rush and determine the financial and social impacts

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● What are the steps needed in

becoming an educated consumer and how does it affect spending?

● Understand and identify deceptive/false advertising and explore various advertising claims versus actual facts.

● Identify the differences between

personal wants and needs and how to prioritize the difference in regard to a personal spending plan.

● Compare, contrast and analyze interest

rates and fees associated with financial services, credit cards, debit cards, and gift cards.

● Becoming an educated consumer and

compare prices of goods and services before making a purchasing decision.

● Explore the various fraudulent

activities and how they impact the consumer and consumer protection laws.

this migration of labor had on the American people.



○ Students learn of government programs setup to help alleviate economic troubles




by Decimals. ○ Multiply and Divide Decimals

by Whole Numbers. Grade 7 Math - Pre-Algebra

● Ratios and Proportional Reasoning ○ Students will calculate the

“better buy” when purchasing large and small ticket items utilizing unit rates and ratios.

● Percents

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○ Students will learn how to calculate and analyze interest rates and fees associated with various loans and cards.

Grade 8 Math - Introduction to Algebra

● Equations in Two Variables ○ Students will solve systems of

linear equations using graphing and substitution to determine better price (time/cost).

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Unit: 6. Civic Financial Responsibility

Standards:

New Jersey Core Curriculum Content Standards 21st Century Life and Careers 9.1 Business: 9.1.8.F.1, 9.1.8.F.2, 9.1.8.F.3




● How do civics affect economics?

● Does society have a responsibility to ensure the success of all its participants?

● How should ethics be involved in economic decisions?

● At what levels of government is fiscal responsibility important?

● How can economics be used to counter societal challenges?

SWBAT:

● Identify how economics plays a role in creating/solving societal challenges.

● Determine the use of ethics in

deciding personal, local, state, and federal spending.

● Explain how laws affect spending in

private and government sectors and the implications of breaking laws.


● The New Republic in American (1789-1840)

○ Students will compare and contrast various ideas in regards to economic planning. These plans proposed by Alexander Hamilton and Thomas Jefferson help explain current institutions being used still today.


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● The Nation Expands and Changes

(1800-1860) ○ Students will explore various

econimic institutions such as slavery and the morality of those institutions and the citizens who took part.



○ Students explore economic impacts on minority groups.

○ Students explore government intervention to alleviate pressure on citizens during the economic recession.


● Statistical Displays ○ Students explore and

understand ways to display data.


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● Statistics ○ Students will compare data

among two populations and identify and solve real world application problems.

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Unit: 7. Insuring and Protecting

Standards:

New Jersey Core Curriculum Content Standards 21st Century Life and Careers 9.1 Business: 9.1.8.G.1, 9.1.8.G.2, 9.1.8.G.3, 9.1.8.G.4




● Why is insurance necessary?

● How is insurance an effective safeguard against the loss of wealth?

● What are the difference between

insurance plans?

● How are insurance rates determined?

● What is the difference between insurance and extended warranties?

SWBAT:

● Identify possible circumstances that could lead to loss of wealth.

● Identify the role of insurance/warranties

in the protection of wealth.

● Determine the type of insurance needed in various circumstances.

● Understand the role of deductibles and use

of insurance when needed.

● Determine the best insurance policy for various scenarios provided.



○ Students will explore the factors that led that led to loss of wealth and discuss ways today we mitigate those risks.


● Moving Toward the Future- The Civil Rights Era, The Vietnam Era,

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New Directions for a Nation, Challenges for a New Century

○ Students will examine circumstances today that will determine economic stability and growth potential.


● Ratios and Proportional Reasoning ○ Students will compare pricing

utilizing unit rates and ratios and how insurance can play a factor when making an important purchase (either good or service, i.e., car insurance, health insurance).

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