diff --git a/README.md b/README.md index 1072fa8..b06895f 100644 --- a/README.md +++ b/README.md @@ -1,2 +1,2 @@ -CEE_USB -=============== +CEE_USB +=============== diff --git a/USB/data/3-5.htm b/USB/data/3-5.htm index ce31707..3fa17f2 100644 --- a/USB/data/3-5.htm +++ b/USB/data/3-5.htm @@ -1,243 +1,243 @@ - - - - - - Home - - - - - -
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GRADES 3-5

-

The Financial Fitness for Life® grades 3-5 Teacher Guide and Student Storybook each contain 15 lessons. Lessons for elementary schools students emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades 3-5 are a variety of activities, including a guessing game using clues to identify various occupations; the story Urban Mouse and Rural Mouse which teaches students about entrepreneurs and opportunity recognition; and a role-playing activity in which students learn which method of payment is appropriate in a variety of situations.

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-
- - -
-

Front Material

-

This document contains the table of contents, introduction and other related material.

-
- - -
- -
-
-

Theme 1: Lesson 1

-

Earning Income

-

The students play a guessing game, using clues to identify various occupations. They consider the education, skills, and talent required for those occupations, and, in doing so, analyze the connection between human capital and wages. They learn that income is payment people receive for selling or renting their productive resources -- their labor, for example, or their special knowledge.

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- - - -
- -
-
-

Theme 1: Lesson 2

-

Urban Mouse and Rural Mouse

-

The students use an index of businesses for a fictional community to learn why people create businesses to provide goods and services in their communities. They read an adaptation of the fable 'City Mouse, Country Mouse,' here titled 'Urban Mouse and Rural Mouse.' They use the story to learn about entrepreneurs, opportunity recognition, income, costs of production, and profit.

-
- - - -
- -
-
-

Theme 1: Lesson 3

-

People Pay Taxes

-

The students participate in an activity designed to help them understand when and why people pay taxes. They learn about income and the differences between gross and net income. They learn that we pay taxes on income and that governments use tax revenue to provide goods and services. Many goods and services provided by government are particularly important because they are not likely to be provided by businesses.

-
- - - -
- -
-
-

Theme 2: Lesson 4

-

The Grasshopper and the Ant

-

In reading and discussing an adaptation of Aesop's fable 'The Grasshopper and the Ant,' the students learn about the trade-off between satisfying wants today and planning for the future. They use the fable to examine their own behavior and decisions about saving. They learn that interest payments provide an incentive to save. They compose fables of their own, expressing their ideas about the importance of decisions about consuming and saving.

-
- - - -
- -
-
-

Theme 2: Lesson 5

-

Saving Starts with Wanting More

-

This lesson provides activities designed to help students think clearly about decisions related to saving money. The students set a goal, determine a strategy for saving, and decide how they will save to achieve their goals. They also learn the basics of using savings accounts.

-
- - - -
- -
-
-

Theme 3: Lesson 6

-

Consumers Want More Goods and Services

-

This lesson focuses on spending decisions, particularly the decisions that students make as consumers. The activities establish a rationale for the study of financial decision making. The lesson is introduced on one day and completed after the students have collected information over a week-long period.

-
- - - -
- -
-
-

Theme 3: Lesson 7

-

To Choose Is to Refuse

-

By participating in a readers' theater activity, the students learn about opportunity cost as a key factor in decision making. They use the concept of opportunity cost in a related simulation activity, deciding which wants to satisfy with limited income.

-
- - - -
- -
-
-

Theme 3: Lesson 8

-

How Would You Like to Pay?

-

The students are introduced to various methods of payment, such as cash, check, debit and credit cards, and electronic or online payments. They learn about the advantages and disadvantages of each method of payment. They also practice writing a check and recording information on a check register.

-
- - - -
- -
-
-

Theme 3: Lesson 9

-

More About Methods of Payment

-

This lesson, which builds on Lesson 8, may be especially appropriate for older or advanced students. It engages students in a role-playing activity designed to develop their understanding of various methods of payment. It also calls on students to decide when each method could or should be used to make payments.

-
- - - -
- -
-
-

Theme 3: Lesson 10

-

Why Do I Want All This Stuff?

-

The students learn about types of advertising appeals, such as bandwagon, celebrity endorsement, and authority endorsement. They analyze ads to identify target audiences, the types of appeal used, and the facts and opinions included in the ads. They create a display to illustrate types of ads.

-
- - - -
- -
-
-

Theme 3: Lesson 11

-

This One or That One?

-

The students learn about comparison shopping, considering prices and other factors that shoppers might use in making comparisons.

-
- - - -
- -
-
-

Theme 4: Lesson 12

-

Credit Is Based on Trust

-

The students solve a puzzle to learn about trustworthiness. They participate in a readers' theater activity and analyze the connection between trust and creditworthiness.

-
- - - -
- -
-
-

Theme 4: Lesson 13

-

Buddy, Can You Spare a Dime?

-

The students decide how they would respond to various lending situations. In assessing these situations, they learn about what to consider in decisions about lending and borrowing. They analyze, from a lender's point of view, what qualities or capacity a borrower must present to qualify for receiving a loan. These are qualities they may wish to develop in their own lives to improve their qualifications to borrow in the future.

-
- - - -
- -
-
-

Theme 4: Lesson 14

-

Managing Money

-

The students examine cases in which income is limited and people must therefore make choices about how to manage their money.

-
- - - -
- -
-
-

Theme 4: Lesson 15

-

It's a Balancing Act

-

The students use manipulatives to learn about income, expenses (fixed and variable), and budgeting.

-
- - - -
- -
-
-

Glossary

-

This is the glossary for this publication.

-
- -
- -
- - - - -
-
- - + + + + + + Home + + + + + +
+
+
+ + +
+ + + +
+

GRADES 3-5

+

The Financial Fitness for Life® grades 3-5 Teacher Guide and Student Storybook each contain 15 lessons. Lessons for elementary schools students emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades 3-5 are a variety of activities, including a guessing game using clues to identify various occupations; the story Urban Mouse and Rural Mouse which teaches students about entrepreneurs and opportunity recognition; and a role-playing activity in which students learn which method of payment is appropriate in a variety of situations.

+
+
+ + +
+

Front Material

+

This document contains the table of contents, introduction and other related material.

+
+ + +
+ +
+
+

Theme 1: Lesson 1

+

Earning Income

+

The students play a guessing game, using clues to identify various occupations. They consider the education, skills, and talent required for those occupations, and, in doing so, analyze the connection between human capital and wages. They learn that income is payment people receive for selling or renting their productive resources -- their labor, for example, or their special knowledge.

+
+ + + +
+ +
+
+

Theme 1: Lesson 2

+

Urban Mouse and Rural Mouse

+

The students use an index of businesses for a fictional community to learn why people create businesses to provide goods and services in their communities. They read an adaptation of the fable 'City Mouse, Country Mouse,' here titled 'Urban Mouse and Rural Mouse.' They use the story to learn about entrepreneurs, opportunity recognition, income, costs of production, and profit.

+
+ + + +
+ +
+
+

Theme 1: Lesson 3

+

People Pay Taxes

+

The students participate in an activity designed to help them understand when and why people pay taxes. They learn about income and the differences between gross and net income. They learn that we pay taxes on income and that governments use tax revenue to provide goods and services. Many goods and services provided by government are particularly important because they are not likely to be provided by businesses.

+
+ + + +
+ +
+
+

Theme 2: Lesson 4

+

The Grasshopper and the Ant

+

In reading and discussing an adaptation of Aesop's fable 'The Grasshopper and the Ant,' the students learn about the trade-off between satisfying wants today and planning for the future. They use the fable to examine their own behavior and decisions about saving. They learn that interest payments provide an incentive to save. They compose fables of their own, expressing their ideas about the importance of decisions about consuming and saving.

+
+ + + +
+ +
+
+

Theme 2: Lesson 5

+

Saving Starts with Wanting More

+

This lesson provides activities designed to help students think clearly about decisions related to saving money. The students set a goal, determine a strategy for saving, and decide how they will save to achieve their goals. They also learn the basics of using savings accounts.

+
+ + + +
+ +
+
+

Theme 3: Lesson 6

+

Consumers Want More Goods and Services

+

This lesson focuses on spending decisions, particularly the decisions that students make as consumers. The activities establish a rationale for the study of financial decision making. The lesson is introduced on one day and completed after the students have collected information over a week-long period.

+
+ + + +
+ +
+
+

Theme 3: Lesson 7

+

To Choose Is to Refuse

+

By participating in a readers' theater activity, the students learn about opportunity cost as a key factor in decision making. They use the concept of opportunity cost in a related simulation activity, deciding which wants to satisfy with limited income.

+
+ + + +
+ +
+
+

Theme 3: Lesson 8

+

How Would You Like to Pay?

+

The students are introduced to various methods of payment, such as cash, check, debit and credit cards, and electronic or online payments. They learn about the advantages and disadvantages of each method of payment. They also practice writing a check and recording information on a check register.

+
+ + + +
+ +
+
+

Theme 3: Lesson 9

+

More About Methods of Payment

+

This lesson, which builds on Lesson 8, may be especially appropriate for older or advanced students. It engages students in a role-playing activity designed to develop their understanding of various methods of payment. It also calls on students to decide when each method could or should be used to make payments.

+
+ + + +
+ +
+
+

Theme 3: Lesson 10

+

Why Do I Want All This Stuff?

+

The students learn about types of advertising appeals, such as bandwagon, celebrity endorsement, and authority endorsement. They analyze ads to identify target audiences, the types of appeal used, and the facts and opinions included in the ads. They create a display to illustrate types of ads.

+
+ + + +
+ +
+
+

Theme 3: Lesson 11

+

This One or That One?

+

The students learn about comparison shopping, considering prices and other factors that shoppers might use in making comparisons.

+
+ + + +
+ +
+
+

Theme 4: Lesson 12

+

Credit Is Based on Trust

+

The students solve a puzzle to learn about trustworthiness. They participate in a readers' theater activity and analyze the connection between trust and creditworthiness.

+
+ + + +
+ +
+
+

Theme 4: Lesson 13

+

Buddy, Can You Spare a Dime?

+

The students decide how they would respond to various lending situations. In assessing these situations, they learn about what to consider in decisions about lending and borrowing. They analyze, from a lender's point of view, what qualities or capacity a borrower must present to qualify for receiving a loan. These are qualities they may wish to develop in their own lives to improve their qualifications to borrow in the future.

+
+ + + +
+ +
+
+

Theme 4: Lesson 14

+

Managing Money

+

The students examine cases in which income is limited and people must therefore make choices about how to manage their money.

+
+ + + +
+ +
+
+

Theme 4: Lesson 15

+

It's a Balancing Act

+

The students use manipulatives to learn about income, expenses (fixed and variable), and budgeting.

+
+ + + +
+ +
+
+

Glossary

+

This is the glossary for this publication.

+
+ +
+ +
+ + + + +
+
+ + diff --git a/USB/data/6-8.htm b/USB/data/6-8.htm index ba2a25b..4e32a0d 100644 --- a/USB/data/6-8.htm +++ b/USB/data/6-8.htm @@ -1,254 +1,254 @@ - - - - - - Home - - - - - -
-
-
- - -
- - - -
-

GRADES 6-8

-

The Financial Fitness for Life® grades 6-8 Teacher Guide and Student Workbook each contain 17 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 6-8 are a variety of activities, including developing criteria that students think would make a good graham cracker and taste-testing to determine which graham cracker meets their needs; deciding which activities are better suited to careers or hobbies; and learning how important planning is to the success of any goal or event.

-
-
- -
-

Front Material

-

This document contains the table of contents, introduction and other related material.

-
- - -
- -
-
-

Theme 1: Lesson 1

-

Resources Are Scarce

-

The students examine hypothetical companies that produce various goods made from wood. They discover that some companies do better than others at producing goods that people want to buy. The companies that produce goods that people want to buy at prices high enough for the producer to be profitable will be successful.

-
- - - -
- -
-
-

Theme 1: Lesson 2

-

Making Decisions

-

This lesson builds on Lesson 1, introducing students to points 3 and 4 of The Economic Way of Thinking: People must make choices, and Every choice involves a cost. In activities related to these points, the students practice using the PACED decision-making process.

-
- - - -
- -
-
-

Theme 1: Lesson 3

-

The Economic Way of Thinking

-

The students are introduced to the final two principles of the economic way of thinking: People's choices have consequences, and People respond to incentives.

-
- - - -
- -
-
-

Theme 2: Lesson 4

-

Why Stay in School?

-

Against a background of information about the relationship between educational attainment, employment, and income levels, the students weigh decisions about education in light of costs and benefits.

-
- - - -
- -
-
-

Theme 2: Lesson 5

-

Choosing a Career

-

The lesson focuses on a deliberate approach to making career choices. The students examine statistics projecting future demand for workers in various occupations. They complete a self-assessment to identify career pathways that match their interests and abilities. After examining a number of job descriptions, they compare each job's requirements to the skills recommended by SCANS (Secretary's Commission on Achieving Necessary Skills). Finally, they consider entrepreneurship as a career option.

-
- - - -
- -
-
-

Theme 2: Lesson 6

-

Productivity

-

The students examine ways to develop their human capital. They discover that they make themselves more productive by developing their human capital and by using capital resources, the tools of their trade. As they become more productive, they become more valuable to employers. As they become more valuable to employers, they gain earning power, thus improving their standard of living.

-
- - - -
- -
-
-

Theme 3: Lesson 7

-

Managing Cash

-

Although most middle school and junior high students do not hold full-time jobs, many of them have money to spend, often from an allowance or a part-time job. As a group, they have discretionary income that totals, by some estimates, billions of dollars a year. Yet, while teens tend to be prolific consumers, most do not have a plan, or budget, for sensible spending and saving. This lesson challenges students to create a reasonable spending plan based on an appropriate allocation of income in a number of categories, such as clothing, entertainment, and food.

-
- - - -
- -
-
-

Theme 3: Lesson 8

-

Choosing and Using a Checking Account

-

The students learn the fundamentals of maintaining a checking account. They examine electronic banking methods, the writing of checks, and using a check register. They examine the features and costs of checking accounts, in preparation for the time when they acquire checking accounts of their own.

-
- - - -
- -
-
-

Theme 3: Lesson 9

-

What Taxes Affect You?

-

This lesson focuses on taxes and the uses governments make of tax revenue. Tax revenue pays for public goods and services: roads, schools, court houses, police and fire protection, parks, national defense, and so on. Taxes are also used to fund transfer payments to people who receive Social Security, Medicare, disability, food stamp, and other benefits.

-
- - - -
- -
-
-

Theme 4: Lesson 10

-

Why Save?

-

The students learn about saving and investing, and they consider the importance of setting short-term, medium-term, and long-term savings goals. They use math skills to solve problems and they play a game designed to emphasize the importance of setting goals and working toward a goal. Finally, they engage in a family activity that focuses on the opportunity cost of saving.

-
- - - -
- -
-
-

Theme 4: Lesson 11

-

Let Lenders and Borrowers Be

-

The students learn how financial intermediaries foster exchanges between savers and borrowers. They learn how savers and borrowers benefit from these exchanges; they also learn about the opportunity costs of saving and borrowing.

-
- - - -
- -
-
-

Theme 4: Lesson 12

-

Types of Savings Plans and Investments

-

The students learn about various types of government-insured savings instruments, noting the advantages and disadvantages of each. They learn that savings and investment instruments carry various types of risk, including inflation risk, interest rate risk, and financial risk. They also learn that risk must be measured against reward.

-
- - - -
- -
-
-

Theme 4: Lesson 13

-

Who Pays and Who Receives?

-

The students discover that three factors affect how money grows in savings accounts: the amount deposited, the interest rate, and the length of time the money is held on deposit. Students calculate interest and formulate a generalization about the difference between simple and compound interest.

-
- - - -
- -
-
-

Theme 4: Lesson 14

-

Stocks and Mutual Funds

-

The students learn about stocks: how stocks are issued, different levels of risk, and differences in possible returns. In studying risk, the students also learn about mutual funds and diversification.

-
- - - -
- -
-
-

Theme 5: Lesson 15

-

Cash or Credit?

-

Most students are aware of the variety of payment options available to consumers. Cash, checks, debit cards, and credit cards are often used by their parents; however, the students probably do not understand the implications of each. This lesson examines the advantages and disadvantages of various payment methods and focuses especially on using credit. The students are challenged to calculate the cost of credit, compare credit card agreements, and analyze case studies

-
- - - -
- -
-
-

Theme 5: Lesson 16

-

Establishing Credit

-

Lenders are in business to grant loans to individuals and businesses. However, the applicant's ability to repay a loan can mean the difference between profit and loss for the lender. To reduce risk, the lender assesses the applicant's creditworthiness by reviewing his or her character, capacity for repayment and collateral. They also pay particular interest to the applicant's credit score. In this lesson, the students work through exercises to assess the three "Cs" of several loan applications. They discover how they can establish a credit record and they learn about the rights and responsibilities they have as borrowers.

-
- - - -
- -
-
-

Theme 5: Lesson 17

-

Comparison Shopping

-

The students identify costs and benefits of comparison shopping. They learn about a seven step approach that can help consumers make well-informed choices, and they practice using it. They also learn to avoid certain mistakes that consumers often make.

-
- - - -
- -
- -
-
- + + + + + + Home + + + + + +
+
+
+ + +
+ + + +
+

GRADES 6-8

+

The Financial Fitness for Life® grades 6-8 Teacher Guide and Student Workbook each contain 17 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 6-8 are a variety of activities, including developing criteria that students think would make a good graham cracker and taste-testing to determine which graham cracker meets their needs; deciding which activities are better suited to careers or hobbies; and learning how important planning is to the success of any goal or event.

+
+
+ +
+

Front Material

+

This document contains the table of contents, introduction and other related material.

+
+ + +
+ +
+
+

Theme 1: Lesson 1

+

Resources Are Scarce

+

The students examine hypothetical companies that produce various goods made from wood. They discover that some companies do better than others at producing goods that people want to buy. The companies that produce goods that people want to buy at prices high enough for the producer to be profitable will be successful.

+
+ + + +
+ +
+
+

Theme 1: Lesson 2

+

Making Decisions

+

This lesson builds on Lesson 1, introducing students to points 3 and 4 of The Economic Way of Thinking: People must make choices, and Every choice involves a cost. In activities related to these points, the students practice using the PACED decision-making process.

+
+ + + +
+ +
+
+

Theme 1: Lesson 3

+

The Economic Way of Thinking

+

The students are introduced to the final two principles of the economic way of thinking: People's choices have consequences, and People respond to incentives.

+
+ + + +
+ +
+
+

Theme 2: Lesson 4

+

Why Stay in School?

+

Against a background of information about the relationship between educational attainment, employment, and income levels, the students weigh decisions about education in light of costs and benefits.

+
+ + + +
+ +
+
+

Theme 2: Lesson 5

+

Choosing a Career

+

The lesson focuses on a deliberate approach to making career choices. The students examine statistics projecting future demand for workers in various occupations. They complete a self-assessment to identify career pathways that match their interests and abilities. After examining a number of job descriptions, they compare each job's requirements to the skills recommended by SCANS (Secretary's Commission on Achieving Necessary Skills). Finally, they consider entrepreneurship as a career option.

+
+ + + +
+ +
+
+

Theme 2: Lesson 6

+

Productivity

+

The students examine ways to develop their human capital. They discover that they make themselves more productive by developing their human capital and by using capital resources, the tools of their trade. As they become more productive, they become more valuable to employers. As they become more valuable to employers, they gain earning power, thus improving their standard of living.

+
+ + + +
+ +
+
+

Theme 3: Lesson 7

+

Managing Cash

+

Although most middle school and junior high students do not hold full-time jobs, many of them have money to spend, often from an allowance or a part-time job. As a group, they have discretionary income that totals, by some estimates, billions of dollars a year. Yet, while teens tend to be prolific consumers, most do not have a plan, or budget, for sensible spending and saving. This lesson challenges students to create a reasonable spending plan based on an appropriate allocation of income in a number of categories, such as clothing, entertainment, and food.

+
+ + + +
+ +
+
+

Theme 3: Lesson 8

+

Choosing and Using a Checking Account

+

The students learn the fundamentals of maintaining a checking account. They examine electronic banking methods, the writing of checks, and using a check register. They examine the features and costs of checking accounts, in preparation for the time when they acquire checking accounts of their own.

+
+ + + +
+ +
+
+

Theme 3: Lesson 9

+

What Taxes Affect You?

+

This lesson focuses on taxes and the uses governments make of tax revenue. Tax revenue pays for public goods and services: roads, schools, court houses, police and fire protection, parks, national defense, and so on. Taxes are also used to fund transfer payments to people who receive Social Security, Medicare, disability, food stamp, and other benefits.

+
+ + + +
+ +
+
+

Theme 4: Lesson 10

+

Why Save?

+

The students learn about saving and investing, and they consider the importance of setting short-term, medium-term, and long-term savings goals. They use math skills to solve problems and they play a game designed to emphasize the importance of setting goals and working toward a goal. Finally, they engage in a family activity that focuses on the opportunity cost of saving.

+
+ + + +
+ +
+
+

Theme 4: Lesson 11

+

Let Lenders and Borrowers Be

+

The students learn how financial intermediaries foster exchanges between savers and borrowers. They learn how savers and borrowers benefit from these exchanges; they also learn about the opportunity costs of saving and borrowing.

+
+ + + +
+ +
+
+

Theme 4: Lesson 12

+

Types of Savings Plans and Investments

+

The students learn about various types of government-insured savings instruments, noting the advantages and disadvantages of each. They learn that savings and investment instruments carry various types of risk, including inflation risk, interest rate risk, and financial risk. They also learn that risk must be measured against reward.

+
+ + + +
+ +
+
+

Theme 4: Lesson 13

+

Who Pays and Who Receives?

+

The students discover that three factors affect how money grows in savings accounts: the amount deposited, the interest rate, and the length of time the money is held on deposit. Students calculate interest and formulate a generalization about the difference between simple and compound interest.

+
+ + + +
+ +
+
+

Theme 4: Lesson 14

+

Stocks and Mutual Funds

+

The students learn about stocks: how stocks are issued, different levels of risk, and differences in possible returns. In studying risk, the students also learn about mutual funds and diversification.

+
+ + + +
+ +
+
+

Theme 5: Lesson 15

+

Cash or Credit?

+

Most students are aware of the variety of payment options available to consumers. Cash, checks, debit cards, and credit cards are often used by their parents; however, the students probably do not understand the implications of each. This lesson examines the advantages and disadvantages of various payment methods and focuses especially on using credit. The students are challenged to calculate the cost of credit, compare credit card agreements, and analyze case studies

+
+ + + +
+ +
+
+

Theme 5: Lesson 16

+

Establishing Credit

+

Lenders are in business to grant loans to individuals and businesses. However, the applicant's ability to repay a loan can mean the difference between profit and loss for the lender. To reduce risk, the lender assesses the applicant's creditworthiness by reviewing his or her character, capacity for repayment and collateral. They also pay particular interest to the applicant's credit score. In this lesson, the students work through exercises to assess the three "Cs" of several loan applications. They discover how they can establish a credit record and they learn about the rights and responsibilities they have as borrowers.

+
+ + + +
+ +
+
+

Theme 5: Lesson 17

+

Comparison Shopping

+

The students identify costs and benefits of comparison shopping. They learn about a seven step approach that can help consumers make well-informed choices, and they practice using it. They also learn to avoid certain mistakes that consumers often make.

+
+ + + +
+ +
+ +
+
+ \ No newline at end of file diff --git a/USB/data/9-12.htm b/USB/data/9-12.htm index 0e92011..7352aca 100644 --- a/USB/data/9-12.htm +++ b/USB/data/9-12.htm @@ -1,315 +1,315 @@ - - - - - - Home - - - - - -
-
-
- - -
- - - -
-

GRADES 9-12

-

The Financial Fitness for Life® grades 9-12 Teacher Guide and Student Workbook contain 22 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 9-12 are a variety of activities, including The Millionaire Game, which teaches students about the importance of savings; and a chapter on finding the best deal on an auto loan.

-
-
- -
-

Front Material

-

This document contains the table of contents, introduction and other related material.

-
- - -
- -
-
-

Theme 1: Lesson 1

-

How to Really Be a Millionaire

-

This lesson is designed to get students interested in economics and personal finance. While financial planning may seem to be dull and time-consuming, finding out how to become a millionaire is a topic likely to stir up considerable interest. Of course the lesson does not pretend to offer a fail-safe procedure for achieving wealth. It emphasizes, instead, self-discipline, planning, and making sound choices—about getting a good education, spending wisely, saving early and often, and taking prudent risks. Nor does the lesson imply that the main goal in life is to become wealthy. Wealth, in itself, is no guarantee of happiness. But wealth can expand the range of choices available to people as they establish and pursue their life goals.

-
- - - -
- -
-
-

Theme 1: Lesson 2

-

The Economic Way of Thinking

-

This lesson introduces a process of reasoning that is often referred to as the economic way of thinking. The process is summarized in The Handy Dandy Guide, a six-point primer on economic reasoning. Using the Handy Dandy Guide, the students analyze two situations.

-
- - - -
- -
-
-

Theme 1: Lesson 3

-

Decision Making

-

The students learn to use a particular model for making decisions. They apply the model in exercises that call for choosing a college and buying a personal computer. The model focuses on explicit identification of problems, alternative possibilities for solving problems, criteria for evaluating those possibilities, and the opportunity cost of the decisions arising from the process. The need to make decisions is shown to be based in the condition of scarcity.

-
- - - -
- -
-
-

Theme 2: Lesson 4

-

Looking for a Job

-

Getting a job is fundamental to achieving economic success. Most people begin their work lives working for others. While obtaining a job can be a challenge, there are widely accepted practices in business and government that make the process less difficult. This lesson provides an overview of steps for finding job openings, writing a letter of application, preparing a resume, completing an application, and participating in an interview.

-
- - - -
- -
-
-

Theme 2: Lesson 5

-

Making Your Own Job

-

Not everyone works for someone else. Some people make jobs for themselves. They are called entrepreneurs. This lesson focuses on entrepreneurs. It identifies characteristics of entrepreneurs, compares advantages and disadvantages of becoming an entrepreneur, and examines potential areas for success through entrepreneurship.

-
- - - -
- -
-
-

Theme 2: Lesson 6

-

Why Some Jobs Pay More than Others

-

Why do some people earn more income than others? This lesson explores that question. It begins by clarifying what income is. Then it focuses on the relationship between human capital and income. It culminates with an activity linking levels of education to the fastest-growing occupations.

-
- - - -
- -
-
-

Theme 2: Lesson 7

-

Uncle Sam Takes a Bite

-

Young people are sometimes surprised to learn that the pay they earn is not the same as the pay they take home. This lesson introduces students to the concepts of gross pay, net pay, marginal tax rate, income taxation, tax planning using pretax dollars for retirement savings and insurance, and the completion of Form 1040EZ. It teaches them how to compute tax savings from using pre-tax dollars for insurance and retirement plans. It asks the question, “Is it better to get a tax refund or to withhold lower tax payments throughout the year?” The students use paycheck stubs, W-2 forms, and tax tables to calculate taxable income, marginal tax rates, and taxes owed. They also complete a 1040EZ form.

-
- - - -
- -
-
-

Theme 3: Lesson 8

-

Managing Your Money

-

This lesson introduces some basics of money management. By means of a radio call-in show script, students learn about setting up a family budget and distinguishing between income and net worth. To practice making budgeting decisions, the students make budgeting recommendations for a young family.

-
- - - -
- -
-
-

Theme 3: Lesson 9

-

Banking Basics

-

This lesson provides an overview of four types of financial institutions. It invites the students to investigate services available from financial institutions in their own community. As an example of a common financial service, the lesson stresses checking accounts—their main features and the mechanics of using them.

-
- - - -
- -
-
-

Theme 3: Lesson 10

-

Managing Risk

-

As people begin to earn an income and acquire assets, they begin to think about how to protect what they have against the risk of financial loss. Toward this end, many people buy insurance. This lesson explains how insurance works and provides an overview of different types of insurance. The students participate in a simulation activity that allows them to use their understanding of the costs and benefits in decisions about purchasing insurance.

-
- - - -
- -
-
-

Theme 4: Lesson 11

-

What Is Credit?

-

Decisions about credit loom large in the lives of adults as they consider buying big-ticket items— a home or a new car, for example. Young people often use credit, too—using credit cards to buy goods and services, for example, or taking out loans to pay for college expenses—and the decisions they make in these cases can have important consequences. This lesson introduces the concept of credit, with special attention paid to the advantages and disadvantages of using credit. It also describes particular types of loans including home mortgage loans, car loans, college loans, personal loans, and credit card loans.

-
- - - -
- -
-
-

Theme 4: Lesson 12

-

Making Credit Choices

-

In deciding whether to use credit, individuals must consider many factors. The considerations are often situation-specific and they are often subject to different interpretations by different prospective borrowers. The underlying question in each case is whether the advantages of using credit would outweigh the disadvantages. In this lesson, the students address that question in an examination of four hypothetical cases, acting as financial advisors to clients considering the use of credit.

-
- - - -
- -
-
-

Theme 4: Lesson 13

-

Applying for Credit

-

This lesson explains what a credit report is and how to read one. To learn about credit reports, the students play the role of loan officers, reviewing excerpts from the credit reports and credit scores of loan applicants. They evaluate each applicant's credit history and use the information to determine whether to grant the loan requested.

-
- - - -
- -
-
-

Theme 4: Lesson 14

-

All About Interest

-

To compare the cost of different loans, students must understand finance charges and interest rates. In this lesson, the students learn how to compute finance charges, how to differentiate between add-on and annual percentage rates, and how the annual percentage rate and loan repayment period affect the cost of a loan.

-
- - - -
- -
-
-

Theme 4: Lesson 15

-

Shopping for a Credit Card

-

In 2007, nearly three-fourths of all U.S. families had at least one credit card. According to the Federal Reserve, 46 percent of families carried a balance on their cards. The median balance carried was $3,000. Americans are obviously in love with their credit cards, but they are not always well informed about them. They may not know that all credit cards are not created equal. The first part of this lesson emphasizes that credit cards differ from one another in terms of annual fees, annual percentage rates, grace periods, and credit limits. The second part shows students how to read a credit card statement so that they can see the real cost of charging goods and services.

-
- - - -
- -
-
-

Theme 4: Lesson 16

-

Shopping for a Mortgage

-

In this lesson, the students use a computer loan calculator to determine the monthly payment on different mortgage loans. Understanding how to use computer loan calculators is very important for mortgage calculations. There are many loan calculators on the Internet; many software packages, such as Quicken, also provide loan calculators.

-
- - - -
- -
-
-

Theme 4: Lesson 17

-

Shopping for an Auto Loan

-

Wise consumers shop for credit just as they might shop for a car or a computer. In this lesson, to begin learning the skills needed in shopping for credit, the students fill out a credit-comparison chart for a hypothetical auto loan. Then, using the same techniques, they shop online for a loan. Finally, they compare the cost of the same loan at various local lending institutions. In the course of these inquiries, they also take account of costs of automobile ownership over and above the purchase price and credit cost.

-
- - - -
- -
-
-

Theme 4: Lesson 18

-

Consumer Credit Protection

-

This lesson provides an overview of legal protection for those who use consumer credit. It stresses federal laws designed to protect consumers in the case of certain problems arising from credit transactions. The applicable laws include the Truth in Lending Act, the Fair Credit Reporting Act, the Equal Credit Opportunity Act, the Fair Credit Billing Act, the Fair Debt Collection Practices Act, the Electronic Funds Transfer Act, and the Fair and Accurate Credit Transactions Act.

-
- - - -
- -
-
-

Theme 4: Lesson 19

-

Scams and Schemes

-

While most credit transactions are completely legal, there are some that are not. This lesson introduces scams and schemes, including identify theft, loan scams, and credit-repair loans. The lesson also identifies legal but high-cost credit practices, such as payday loans and rent-to-own plans.

-
- - - -
- -
-
-

Theme 5: Lesson 20

-

What's the Cost of Spending and Saving?

-

This lesson examines the benefits and opportunity cost of spending and saving. The students learn how compound interest makes savings grow. Compounding provides an incentive to save and invest early. The benefits of saving and investing when you are young can increase substantially over time when funds are allowed to compound.

-
- - - -
- -
-
-

Theme 5: Lesson 21

-

There Is No Free Lunch in Investing

-

Risk is inherent in all investments. Some risks are ones investors cannot control. Other risks can be managed. The key is to develop a risk-reward ratio with which you are comfortable. The greater the risk, the higher the potential reward. Given that relationship, there is no free lunch in investing. Investors who choose low risk may earn meager returns. Investors who seek higher returns through high-risk investments may suffer big losses. In this lesson, the students learn about five types of risk, and they compare the risks and rewards associated with several frequently-used investment vehicles. The lesson provides an overview of the modern investment world.

-
- - - -
- -
-
-

Theme 5: Lesson 22

-

Internet Tools and Investing

-

This lesson provides an overview of basic investment options; it also introduces certain investment strategies. The lesson culminates with an activity that can be used to learn or review key economic and financial terms.

-
- - - -
- -
- -
-
- + + + + + + Home + + + + + +
+
+
+ + +
+ + + +
+

GRADES 9-12

+

The Financial Fitness for Life® grades 9-12 Teacher Guide and Student Workbook contain 22 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 9-12 are a variety of activities, including The Millionaire Game, which teaches students about the importance of savings; and a chapter on finding the best deal on an auto loan.

+
+
+ +
+

Front Material

+

This document contains the table of contents, introduction and other related material.

+
+ + +
+ +
+
+

Theme 1: Lesson 1

+

How to Really Be a Millionaire

+

This lesson is designed to get students interested in economics and personal finance. While financial planning may seem to be dull and time-consuming, finding out how to become a millionaire is a topic likely to stir up considerable interest. Of course the lesson does not pretend to offer a fail-safe procedure for achieving wealth. It emphasizes, instead, self-discipline, planning, and making sound choices—about getting a good education, spending wisely, saving early and often, and taking prudent risks. Nor does the lesson imply that the main goal in life is to become wealthy. Wealth, in itself, is no guarantee of happiness. But wealth can expand the range of choices available to people as they establish and pursue their life goals.

+
+ + + +
+ +
+
+

Theme 1: Lesson 2

+

The Economic Way of Thinking

+

This lesson introduces a process of reasoning that is often referred to as the economic way of thinking. The process is summarized in The Handy Dandy Guide, a six-point primer on economic reasoning. Using the Handy Dandy Guide, the students analyze two situations.

+
+ + + +
+ +
+
+

Theme 1: Lesson 3

+

Decision Making

+

The students learn to use a particular model for making decisions. They apply the model in exercises that call for choosing a college and buying a personal computer. The model focuses on explicit identification of problems, alternative possibilities for solving problems, criteria for evaluating those possibilities, and the opportunity cost of the decisions arising from the process. The need to make decisions is shown to be based in the condition of scarcity.

+
+ + + +
+ +
+
+

Theme 2: Lesson 4

+

Looking for a Job

+

Getting a job is fundamental to achieving economic success. Most people begin their work lives working for others. While obtaining a job can be a challenge, there are widely accepted practices in business and government that make the process less difficult. This lesson provides an overview of steps for finding job openings, writing a letter of application, preparing a resume, completing an application, and participating in an interview.

+
+ + + +
+ +
+
+

Theme 2: Lesson 5

+

Making Your Own Job

+

Not everyone works for someone else. Some people make jobs for themselves. They are called entrepreneurs. This lesson focuses on entrepreneurs. It identifies characteristics of entrepreneurs, compares advantages and disadvantages of becoming an entrepreneur, and examines potential areas for success through entrepreneurship.

+
+ + + +
+ +
+
+

Theme 2: Lesson 6

+

Why Some Jobs Pay More than Others

+

Why do some people earn more income than others? This lesson explores that question. It begins by clarifying what income is. Then it focuses on the relationship between human capital and income. It culminates with an activity linking levels of education to the fastest-growing occupations.

+
+ + + +
+ +
+
+

Theme 2: Lesson 7

+

Uncle Sam Takes a Bite

+

Young people are sometimes surprised to learn that the pay they earn is not the same as the pay they take home. This lesson introduces students to the concepts of gross pay, net pay, marginal tax rate, income taxation, tax planning using pretax dollars for retirement savings and insurance, and the completion of Form 1040EZ. It teaches them how to compute tax savings from using pre-tax dollars for insurance and retirement plans. It asks the question, “Is it better to get a tax refund or to withhold lower tax payments throughout the year?” The students use paycheck stubs, W-2 forms, and tax tables to calculate taxable income, marginal tax rates, and taxes owed. They also complete a 1040EZ form.

+
+ + + +
+ +
+
+

Theme 3: Lesson 8

+

Managing Your Money

+

This lesson introduces some basics of money management. By means of a radio call-in show script, students learn about setting up a family budget and distinguishing between income and net worth. To practice making budgeting decisions, the students make budgeting recommendations for a young family.

+
+ + + +
+ +
+
+

Theme 3: Lesson 9

+

Banking Basics

+

This lesson provides an overview of four types of financial institutions. It invites the students to investigate services available from financial institutions in their own community. As an example of a common financial service, the lesson stresses checking accounts—their main features and the mechanics of using them.

+
+ + + +
+ +
+
+

Theme 3: Lesson 10

+

Managing Risk

+

As people begin to earn an income and acquire assets, they begin to think about how to protect what they have against the risk of financial loss. Toward this end, many people buy insurance. This lesson explains how insurance works and provides an overview of different types of insurance. The students participate in a simulation activity that allows them to use their understanding of the costs and benefits in decisions about purchasing insurance.

+
+ + + +
+ +
+
+

Theme 4: Lesson 11

+

What Is Credit?

+

Decisions about credit loom large in the lives of adults as they consider buying big-ticket items— a home or a new car, for example. Young people often use credit, too—using credit cards to buy goods and services, for example, or taking out loans to pay for college expenses—and the decisions they make in these cases can have important consequences. This lesson introduces the concept of credit, with special attention paid to the advantages and disadvantages of using credit. It also describes particular types of loans including home mortgage loans, car loans, college loans, personal loans, and credit card loans.

+
+ + + +
+ +
+
+

Theme 4: Lesson 12

+

Making Credit Choices

+

In deciding whether to use credit, individuals must consider many factors. The considerations are often situation-specific and they are often subject to different interpretations by different prospective borrowers. The underlying question in each case is whether the advantages of using credit would outweigh the disadvantages. In this lesson, the students address that question in an examination of four hypothetical cases, acting as financial advisors to clients considering the use of credit.

+
+ + + +
+ +
+
+

Theme 4: Lesson 13

+

Applying for Credit

+

This lesson explains what a credit report is and how to read one. To learn about credit reports, the students play the role of loan officers, reviewing excerpts from the credit reports and credit scores of loan applicants. They evaluate each applicant's credit history and use the information to determine whether to grant the loan requested.

+
+ + + +
+ +
+
+

Theme 4: Lesson 14

+

All About Interest

+

To compare the cost of different loans, students must understand finance charges and interest rates. In this lesson, the students learn how to compute finance charges, how to differentiate between add-on and annual percentage rates, and how the annual percentage rate and loan repayment period affect the cost of a loan.

+
+ + + +
+ +
+
+

Theme 4: Lesson 15

+

Shopping for a Credit Card

+

In 2007, nearly three-fourths of all U.S. families had at least one credit card. According to the Federal Reserve, 46 percent of families carried a balance on their cards. The median balance carried was $3,000. Americans are obviously in love with their credit cards, but they are not always well informed about them. They may not know that all credit cards are not created equal. The first part of this lesson emphasizes that credit cards differ from one another in terms of annual fees, annual percentage rates, grace periods, and credit limits. The second part shows students how to read a credit card statement so that they can see the real cost of charging goods and services.

+
+ + + +
+ +
+
+

Theme 4: Lesson 16

+

Shopping for a Mortgage

+

In this lesson, the students use a computer loan calculator to determine the monthly payment on different mortgage loans. Understanding how to use computer loan calculators is very important for mortgage calculations. There are many loan calculators on the Internet; many software packages, such as Quicken, also provide loan calculators.

+
+ + + +
+ +
+
+

Theme 4: Lesson 17

+

Shopping for an Auto Loan

+

Wise consumers shop for credit just as they might shop for a car or a computer. In this lesson, to begin learning the skills needed in shopping for credit, the students fill out a credit-comparison chart for a hypothetical auto loan. Then, using the same techniques, they shop online for a loan. Finally, they compare the cost of the same loan at various local lending institutions. In the course of these inquiries, they also take account of costs of automobile ownership over and above the purchase price and credit cost.

+
+ + + +
+ +
+
+

Theme 4: Lesson 18

+

Consumer Credit Protection

+

This lesson provides an overview of legal protection for those who use consumer credit. It stresses federal laws designed to protect consumers in the case of certain problems arising from credit transactions. The applicable laws include the Truth in Lending Act, the Fair Credit Reporting Act, the Equal Credit Opportunity Act, the Fair Credit Billing Act, the Fair Debt Collection Practices Act, the Electronic Funds Transfer Act, and the Fair and Accurate Credit Transactions Act.

+
+ + + +
+ +
+
+

Theme 4: Lesson 19

+

Scams and Schemes

+

While most credit transactions are completely legal, there are some that are not. This lesson introduces scams and schemes, including identify theft, loan scams, and credit-repair loans. The lesson also identifies legal but high-cost credit practices, such as payday loans and rent-to-own plans.

+
+ + + +
+ +
+
+

Theme 5: Lesson 20

+

What's the Cost of Spending and Saving?

+

This lesson examines the benefits and opportunity cost of spending and saving. The students learn how compound interest makes savings grow. Compounding provides an incentive to save and invest early. The benefits of saving and investing when you are young can increase substantially over time when funds are allowed to compound.

+
+ + + +
+ +
+
+

Theme 5: Lesson 21

+

There Is No Free Lunch in Investing

+

Risk is inherent in all investments. Some risks are ones investors cannot control. Other risks can be managed. The key is to develop a risk-reward ratio with which you are comfortable. The greater the risk, the higher the potential reward. Given that relationship, there is no free lunch in investing. Investors who choose low risk may earn meager returns. Investors who seek higher returns through high-risk investments may suffer big losses. In this lesson, the students learn about five types of risk, and they compare the risks and rewards associated with several frequently-used investment vehicles. The lesson provides an overview of the modern investment world.

+
+ + + +
+ +
+
+

Theme 5: Lesson 22

+

Internet Tools and Investing

+

This lesson provides an overview of basic investment options; it also introduces certain investment strategies. The lesson culminates with an activity that can be used to learn or review key economic and financial terms.

+
+ + + +
+ +
+ +
+
+ \ No newline at end of file diff --git a/USB/data/about.htm b/USB/data/about.htm index 22d64c8..cdc1663 100644 --- a/USB/data/about.htm +++ b/USB/data/about.htm @@ -1,38 +1,38 @@ - - - - -Home - - - - -
-
-
-

ABOUT THIS SERIES

- -

Financial Fitness for Life® (FFFL) provides high-quality instructional materials for use with students from kindergarten to grade 12. These materials are presented in separate publications for four grade levels (K-2, 3-5, 6-8, 9-12); within the grade levels, lessons are clustered in themes. The overarching goal of the materials is to help students make thoughtful, well-informed decisions about important aspects of personal finance, including earning income, spending, saving, borrowing, investing, and managing money.

-

The teacher and student guides are intended to work in tandem; the teacher guides contain the pedagogy and lesson descriptions while the student guides contain the corresponding exercises to be used in and out of the classroom.

-

All lessons are based on real-world concepts, and are presented in a manner that reinforces learning through practice. Features common to all grade levels include the following:

- -
-
- - - + + + + +Home + + + + +
+
+
+

ABOUT THIS SERIES

+ +

Financial Fitness for Life® (FFFL) provides high-quality instructional materials for use with students from kindergarten to grade 12. These materials are presented in separate publications for four grade levels (K-2, 3-5, 6-8, 9-12); within the grade levels, lessons are clustered in themes. The overarching goal of the materials is to help students make thoughtful, well-informed decisions about important aspects of personal finance, including earning income, spending, saving, borrowing, investing, and managing money.

+

The teacher and student guides are intended to work in tandem; the teacher guides contain the pedagogy and lesson descriptions while the student guides contain the corresponding exercises to be used in and out of the classroom.

+

All lessons are based on real-world concepts, and are presented in a manner that reinforces learning through practice. Features common to all grade levels include the following:

+ +
+
+ + + diff --git a/USB/data/grades.htm b/USB/data/grades.htm index 305a5c3..23fa105 100644 --- a/USB/data/grades.htm +++ b/USB/data/grades.htm @@ -1,79 +1,79 @@ - - - - - - Home - - - - - -
-
- - -
- - - -

Financial Fitness for Life® (FFFL) provides high-quality instructional materials for use with students from kindergarten to grade 12. These materials are presented in separate publications for four grade levels (K-2, 3-5, 6-8, 9-12); within the grade levels, lessons are clustered in themes. The overarching goal of the materials is to help students make thoughtful, well-informed decisions about important aspects of personal finance, including earning income, spending, saving, borrowing, investing, and managing money.

- -
-
-Resources by Lesson -
-
-

Grades K-2

Contained in both the Teacher Guide and Student Storybook are 16 lessons. Lessons for younger students frequently emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades K-2 are a variety of activities, including making coins out of salt dough or cookie dough; a song that teaches students about opportunity cost and decisions; and a game in which students learn the importance of savings.

- -
-
-
-Resources by Lesson -
-
-

Grades 3-5

The Teacher Guide and Student Storybook for grades 3-5 contain 15 lessons. Lessons for elementary school students emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades 3-5 are a variety of activities, including a guessing game using clues to identify various occupations; the story Urban Mouse and Rural Mouse which teaches students about entrepreneurs and opportunity recognition; and a role-playing activity in which students learn which method of payment is appropriate in a variety of situations.

-
-
-
-Resources by Lesson -
-
-

Grades 6-8

In the grades 6-8 Teacher Guide and Student Workbook there are 17 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 6-8 are a variety of activities, including developing criteria that students think would make a good graham cracker and taste-testing to determine which graham cracker meets their needs; deciding which activities are better suited to careers or hobbies; and learning how important planning is to the success of any goal or event.

- -
-
-
-Resources by Lesson -
-
-

Grades 9-12

The grades 9-12 Teacher Guide and Student Workbook contain 22 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 9-12 are a variety of activities, including The Millionaire Game, which teaches students about the characteristics of millionaires; a budgeting exercise that shows students the importance of savings; and a chapter on finding the best deal on an auto loan.

-
-
-
-Resources by Lesson -
-
-

Parent Guides

Research shows that students learn a considerable amount of their economic decision making outside of the classroom. Therefore, a key ingredient for any child's successful learning is the involvement of caring adults in their education. This Parent Guide contains fun activities that parents and children can do together to enhance learning personal financial principles and skills. The Parent Guide links to the content contained in the FFFL Teacher Guide and Student Workbook at the same grade level, and is a valuable out-of-classroom enhancement to the lessons students are learning during the school day.

- - -
- - -
-
- - + + + + + + Home + + + + + +
+
+ + +
+ + + +

Financial Fitness for Life® (FFFL) provides high-quality instructional materials for use with students from kindergarten to grade 12. These materials are presented in separate publications for four grade levels (K-2, 3-5, 6-8, 9-12); within the grade levels, lessons are clustered in themes. The overarching goal of the materials is to help students make thoughtful, well-informed decisions about important aspects of personal finance, including earning income, spending, saving, borrowing, investing, and managing money.

+ +
+
+Resources by Lesson +
+
+

Grades K-2

Contained in both the Teacher Guide and Student Storybook are 16 lessons. Lessons for younger students frequently emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades K-2 are a variety of activities, including making coins out of salt dough or cookie dough; a song that teaches students about opportunity cost and decisions; and a game in which students learn the importance of savings.

+ +
+
+
+Resources by Lesson +
+
+

Grades 3-5

The Teacher Guide and Student Storybook for grades 3-5 contain 15 lessons. Lessons for elementary school students emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades 3-5 are a variety of activities, including a guessing game using clues to identify various occupations; the story Urban Mouse and Rural Mouse which teaches students about entrepreneurs and opportunity recognition; and a role-playing activity in which students learn which method of payment is appropriate in a variety of situations.

+
+
+
+Resources by Lesson +
+
+

Grades 6-8

In the grades 6-8 Teacher Guide and Student Workbook there are 17 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 6-8 are a variety of activities, including developing criteria that students think would make a good graham cracker and taste-testing to determine which graham cracker meets their needs; deciding which activities are better suited to careers or hobbies; and learning how important planning is to the success of any goal or event.

+ +
+
+
+Resources by Lesson +
+
+

Grades 9-12

The grades 9-12 Teacher Guide and Student Workbook contain 22 lessons. Lessons for older students illustrate certain uses of more abstract representations. Specific to grades 9-12 are a variety of activities, including The Millionaire Game, which teaches students about the characteristics of millionaires; a budgeting exercise that shows students the importance of savings; and a chapter on finding the best deal on an auto loan.

+
+
+
+Resources by Lesson +
+
+

Parent Guides

Research shows that students learn a considerable amount of their economic decision making outside of the classroom. Therefore, a key ingredient for any child's successful learning is the involvement of caring adults in their education. This Parent Guide contains fun activities that parents and children can do together to enhance learning personal financial principles and skills. The Parent Guide links to the content contained in the FFFL Teacher Guide and Student Workbook at the same grade level, and is a valuable out-of-classroom enhancement to the lessons students are learning during the school day.

+ + +
+ + +
+
+ + diff --git a/USB/data/html/copyright.htm b/USB/data/html/copyright.htm index 99cec33..6083cdc 100644 --- a/USB/data/html/copyright.htm +++ b/USB/data/html/copyright.htm @@ -1,39 +1,39 @@ - - - - - Copyright and Disclaimer - - - - - - -
- -

Copyright and Disclaimer

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-This product was produced for the CustomerName by Omnipress. -

- -

-Duplication of this product and its content in print or digital form for the purpose of sharing with others is prohibited without permission from the CustomerName. -

- -

-In no event will Omnipress or its suppliers be liable for any consequential or incidental damages to your hardware or other software resulting from the installation and/or use of this product. -

- -

-No part of the product navigation and "Help" files may be reproduced or used without written permission from Omnipress.
©2010 Omnipress - All rights reserved. -

- - -
- - + + + + + Copyright and Disclaimer + + + + + + +
+ +

Copyright and Disclaimer

+ +

+This product was produced for the CustomerName by Omnipress. +

+ +

+Duplication of this product and its content in print or digital form for the purpose of sharing with others is prohibited without permission from the CustomerName. +

+ +

+In no event will Omnipress or its suppliers be liable for any consequential or incidental damages to your hardware or other software resulting from the installation and/or use of this product. +

+ +

+No part of the product navigation and "Help" files may be reproduced or used without written permission from Omnipress.
©2010 Omnipress - All rights reserved. +

+ + +
+ + diff --git a/USB/data/html/head.htm b/USB/data/html/head.htm index 4f5ee57..7c41118 100644 --- a/USB/data/html/head.htm +++ b/USB/data/html/head.htm @@ -1,21 +1,21 @@ - - - - - -Header - - - - -
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- - + + + + + +Header + + + + +
+ +
+ + diff --git a/USB/data/html/main.js b/USB/data/html/main.js index 5f21923..02fcf1a 100644 --- a/USB/data/html/main.js +++ b/USB/data/html/main.js @@ -1,74 +1,74 @@ - - + + diff --git a/USB/data/index/search.css b/USB/data/index/search.css index 3b3f815..ef100d2 100644 --- a/USB/data/index/search.css +++ b/USB/data/index/search.css @@ -1,189 +1,189 @@ -/*************************************************************************** */ -/* SEARCH RESULTS - formatting of results displayed - 2.0 */ -/*************************************************************************** */ - -/* Definition List for each result (old 1.0 code) */ -DL { } -DT { } -DD { margin-left: 20px; } - -/* -------------- Search Results appearances 2.0 -------------- */ - -/* the entire area with all results, below the search box */ -div.results_area { - margin-top: 6pt; - font-family: Verdana, Helvetica, Arial, sans-serif; -} - -div.results_area a { text-decoration: none; } - -/* the top navigation bar */ -div.results_navTop { - margin-bottom: 6pt; - border-bottom: 1px solid #CCC; -} - -/* the bottom navigation bar */ -div.results_navBottom -{ - border-top: 1px solid #CCC; -} - -/* the range of results displayed (i.e. 1-10) */ -span.results_range { } - -/* the hyperlinks to previous/next page of results */ -span.results_navigation { } - -/* container for each single entry */ -div.result_entry -{ - margin-bottom: 12pt; - width: 95%; -} - -/* container for title but not sample text */ -div.result_entry_title { clear: both; } - -/* number of result */ -div.result_number { float: left; } - -/* title and hyperlink */ -div.result_info { margin-left: 36pt; } - -/* all details that follow title */ -span.result_details -{ - font-size: smaller; -} - -div.result_authors { margin-left: 36pt; display:none; } - -/* sample text with keywords highlighted using 'b' span */ -div.result_content -{ - font-size: smaller; - margin-left: 36pt; -} - -/* ------ Highlighted keyword in search results ('b' is the class) ------ */ -SPAN.b { background-color: #FFFF99; text-decoration: underline; } - - -/*************************************************************************** */ -/* SEARCH BOX - appearance of search box and form elements - 2.0 */ -/*************************************************************************** */ -DIV.srchMain { - width: 98%; -} - -FORM { margin:0; } - -TABLE#srchBox { - width: 100%; - border: 1px solid black; - background-color: #EEE; - font-family: Verdana, Helvetica, Arial, sans-serif; - font-size: 8pt; - margin: 0 0 12pt 0; -} -TABLE#srchBox TD { - text-align: center; - vertical-align: middle; - padding: 4px 2px 4px 2px; - margin: 0; -} -TD#srchTitle -{ - width: 15em; - font-weight: bold; -} -TD#srchQuery -{ - font-weight: bold; -} -INPUT#queryBox { width: 70%; } -INPUT#srchButton { width: 20%; } - -/* ------ Search Options ------ */ -TD#srchOptions -{ - text-align: center; - padding: 6px 2px 4px 2px; - margin: 0 4px 4px 4px; - border-top: 1px solid black; - background-color: #DDD; -} - - - - -/*************************************************************************** */ -/* SEARCH WAIT - Box displayed while search is running - 2.0 */ -/*************************************************************************** */ -DIV#searchWaitBox -{ - width: 60%; - margin-left: auto; - margin-right: auto; -} -TABLE#searchWait -{ - text-align: center; - border: 2px solid #999; - background-color: #EEE; - margin-top: 24pt; -} -TABLE#searchWait TD { padding: 0; } -TABLE#searchWait TD#searchWaitText -{ - padding: 0 20pt 0 20pt; - border-right: 1px solid #999; - font-weight: bold; - font-size: larger; -} - - - - -/*************************************************************************** */ -/* SEARCH ERRORS - error messages if requirements not met - 2.0 */ -/*************************************************************************** */ -DIV#detectMain -{ - border: 2px solid #999; - padding: 4pt; - background-color: #EEE; - font-size: 10pt; - margin-top: 12pt; -} -DIV#detectCode { display: none; } -P.alert, P.passed -{ - margin: 0 0 6pt 0; - padding: 8pt 40px 8pt 8pt; -} -P.passed -{ - border: 1px solid #CCC; - background: url(../images/check_yes.gif) no-repeat scroll right top; -} -P.alert -{ - border: 1px solid #900; - background: #FFF url(../images/check_no.gif) no-repeat scroll right top; -} -P.alert SPAN -{ - color: #900; -} -CODE { color: #060; font-weight: bold; } - -p.detectTitle -{ - margin: 0 0 6pt 0; - padding: 6pt; - font-weight: bold; - color: #FFF; - background-color: #666; -} +/*************************************************************************** */ +/* SEARCH RESULTS - formatting of results displayed - 2.0 */ +/*************************************************************************** */ + +/* Definition List for each result (old 1.0 code) */ +DL { } +DT { } +DD { margin-left: 20px; } + +/* -------------- Search Results appearances 2.0 -------------- */ + +/* the entire area with all results, below the search box */ +div.results_area { + margin-top: 6pt; + font-family: Verdana, Helvetica, Arial, sans-serif; +} + +div.results_area a { text-decoration: none; } + +/* the top navigation bar */ +div.results_navTop { + margin-bottom: 6pt; + border-bottom: 1px solid #CCC; +} + +/* the bottom navigation bar */ +div.results_navBottom +{ + border-top: 1px solid #CCC; +} + +/* the range of results displayed (i.e. 1-10) */ +span.results_range { } + +/* the hyperlinks to previous/next page of results */ +span.results_navigation { } + +/* container for each single entry */ +div.result_entry +{ + margin-bottom: 12pt; + width: 95%; +} + +/* container for title but not sample text */ +div.result_entry_title { clear: both; } + +/* number of result */ +div.result_number { float: left; } + +/* title and hyperlink */ +div.result_info { margin-left: 36pt; } + +/* all details that follow title */ +span.result_details +{ + font-size: smaller; +} + +div.result_authors { margin-left: 36pt; display:none; } + +/* sample text with keywords highlighted using 'b' span */ +div.result_content +{ + font-size: smaller; + margin-left: 36pt; +} + +/* ------ Highlighted keyword in search results ('b' is the class) ------ */ +SPAN.b { background-color: #FFFF99; text-decoration: underline; } + + +/*************************************************************************** */ +/* SEARCH BOX - appearance of search box and form elements - 2.0 */ +/*************************************************************************** */ +DIV.srchMain { + width: 98%; +} + +FORM { margin:0; } + +TABLE#srchBox { + width: 100%; + border: 1px solid black; + background-color: #EEE; + font-family: Verdana, Helvetica, Arial, sans-serif; + font-size: 8pt; + margin: 0 0 12pt 0; +} +TABLE#srchBox TD { + text-align: center; + vertical-align: middle; + padding: 4px 2px 4px 2px; + margin: 0; +} +TD#srchTitle +{ + width: 15em; + font-weight: bold; +} +TD#srchQuery +{ + font-weight: bold; +} +INPUT#queryBox { width: 70%; } +INPUT#srchButton { width: 20%; } + +/* ------ Search Options ------ */ +TD#srchOptions +{ + text-align: center; + padding: 6px 2px 4px 2px; + margin: 0 4px 4px 4px; + border-top: 1px solid black; + background-color: #DDD; +} + + + + +/*************************************************************************** */ +/* SEARCH WAIT - Box displayed while search is running - 2.0 */ +/*************************************************************************** */ +DIV#searchWaitBox +{ + width: 60%; + margin-left: auto; + margin-right: auto; +} +TABLE#searchWait +{ + text-align: center; + border: 2px solid #999; + background-color: #EEE; + margin-top: 24pt; +} +TABLE#searchWait TD { padding: 0; } +TABLE#searchWait TD#searchWaitText +{ + padding: 0 20pt 0 20pt; + border-right: 1px solid #999; + font-weight: bold; + font-size: larger; +} + + + + +/*************************************************************************** */ +/* SEARCH ERRORS - error messages if requirements not met - 2.0 */ +/*************************************************************************** */ +DIV#detectMain +{ + border: 2px solid #999; + padding: 4pt; + background-color: #EEE; + font-size: 10pt; + margin-top: 12pt; +} +DIV#detectCode { display: none; } +P.alert, P.passed +{ + margin: 0 0 6pt 0; + padding: 8pt 40px 8pt 8pt; +} +P.passed +{ + border: 1px solid #CCC; + background: url(../images/check_yes.gif) no-repeat scroll right top; +} +P.alert +{ + border: 1px solid #900; + background: #FFF url(../images/check_no.gif) no-repeat scroll right top; +} +P.alert SPAN +{ + color: #900; +} +CODE { color: #060; font-weight: bold; } + +p.detectTitle +{ + margin: 0 0 6pt 0; + padding: 6pt; + font-weight: bold; + color: #FFF; + background-color: #666; +} diff --git a/USB/data/index/search.htm b/USB/data/index/search.htm index 6a8b19d..89fdcdf 100644 --- a/USB/data/index/search.htm +++ b/USB/data/index/search.htm @@ -1,25 +1,25 @@ - - - - - - Search - - - - - - -
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+ + diff --git a/USB/data/k-2.htm b/USB/data/k-2.htm index c064a35..64b4dbf 100644 --- a/USB/data/k-2.htm +++ b/USB/data/k-2.htm @@ -1,252 +1,252 @@ - - - - - - Home - - - - - -
-
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GRADES K-2

-

The Financial Fitness for Life® grades K-2 Teacher Guide and Student Storybook each contain 16 lessons. Lessons for younger students frequently emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades K-2 are a variety of activities, including making coins out of salt dough or cookie dough; a song that teaches students about opportunity cost and decisions; and a game which students learn the importance of savings.

-
-
- -
-

Front Material

-

This document contains the table of contents, introduction and other related material.

-
- - -
- -
-
-

Theme 1: Lesson 1

-

A Good Day for Money

-

The students listen to a short story introducing them to Penny and Nicholas, the Money Kids. They discuss ways in which people receive money - through earning income or receiving gifts. They are introduced to the concept of human capital (work skills) and the relationship between people's ability to earn income and the education and training they have. The students also produce a paper chain representing ways in which they have received money.

-
- - - -
- -
-
-

Theme 1: Lesson 2

-

Working for Income

-

The students discuss goods and services that satisfy people's wants, and they construct a spyglass to help them identify goods and services at school. They also construct Busy Town, a model business community. Using a puzzle, they are introduced to the concept of entrepreneurship and its relationship to the resources used to produce goods and services.

-
- - - -
- -
-
-

Theme 1: Lesson 3

-

What Is Money?

-

This lesson focuses on two types of money: paper money and coins. The students identify money and its value (its buying power) while participating in a money-matching activity. They estimate the number of coins in a can; then they determine the exact number of coins and their value in terms of dollars and cents.

-
- - - -
- -
-
-

Theme 2: Lesson 4

-

Money Lets Us Choose

-

The students listen to a short story that introduces difficulties involved in making choices. Using a grid, the students discuss costs and benefits as they make choices. (The class uses an apron as a prop in making decisions, here and in future lessons.) The lesson introduces the concept of opportunity cost, defined as the best alternative given up when a choice is made.

-
- - - -
- -
-
-

Theme 2: Lesson 5

-

Why We Save

-

The students create a banner depicting choices they make and the opportunity costs they incur. They learn about saving money in order to satisfy a want. They make and decorate a special vest. The vest serves as a prop which they use in considering choices and opportunity costs.

-
- - - -
- -
-
-

Theme 2: Lesson 6

-

How We Save

-

The class hears a story about Nicholas's family as it copes with an unexpected expense. In an activity designed to simulate an experience of scarcity, the students try to fit themselves into a space that is too small to accommodate them. They learn about depositing and withdrawing money as they participate in a savings game. They learn that good savers often have a plan for how and when to save.

-
- - - -
- -
-
-

Theme 2: Lesson 7

-

Saving Makes Us Wait

-

In a simulation activity, the students set a goal and save money to achieve that goal. They discuss the costs and benefits of saving by completing a decision grid. Using a magic mirror, they gaze into the future and imagine things they will want to have when they are adults. They learn that people must plan for future wants.

-
- - - -
- -
-
-

Theme 3: Lesson 8

-

We Are Consumers

-

The students discover that they are consumers. As they fill their pockets with pictures of things they want, they learn that consumers want both goods and services. As they try to help Nicholas choose a pet, and reflect on his decision, they also learn that making decisions about spending is not easy.

-
- - - -
- -
-
-

Theme 3: Lesson 9

-

We Decide to Spend

-

The students create want webs (configurations of illustrations and notations) for a hamster and then for themselves. They simulate the experience of spending money in exchange for goods and services when they use dimes to become consumers at a school carnival.

-
- - - -
- -
-
-

Theme 3: Lesson 10

-

We Plan for Spending

-

The students explore planned and unplanned spending. They construct traffic lights and use them as props in describing consumers' spending decisions as planned or unplanned. They discuss the costs and benefits of spending decisions.

-
- - - -
- -
-
-

Theme 3: Lesson 11

-

Ads Make Us Spend

-

The students explore the role of advertising in the marketplace. They examine various forms of advertising and discover why companies advertise their products. They watch television commercials in order to answer questions about products advertised and consumer wants. They create their own commercials and present them to the class.

-
- - - -
- -
-
-

Theme 4: Lesson 12

-

We Are Borrowers

-

The students examine opportunities and responsibilities associated with borrowing. They experience an opportunity to borrow time for an extended activity and repay the borrowed time the next day. They analyze the borrowing decisions of Penny, Nicholas, and their classmates, determining who is a responsible borrower and who is not.

-
- - - -
- -
-
-

Theme 4: Lesson 13

-

We Are Lenders

-

This lesson focuses on the relationship between borrowers and lenders, from the perspective of the lender. Using the Pocket Decision Apron as a prop, the students explore the costs and benefits of decisions about lending. In a simulated lending activity, they evaluate borrowers' credit history and discover the importance of trust between borrowers and lenders.

-
- - - -
- -
-
-

Theme 4: Lesson 14

-

We Owe Money

-

The students explore uses of credit. They assume the role of the Wild Wanter and determine the amount of credit needed to satisfy their wants when income is limited. They construct a Pay Cube to show some of the ways consumers pay for goods and services.

-
- - - -
- -
-
-

Theme 5: Lesson 15

-

We Make a Budget

-

The lesson introduces budgets and budgeting. The students participate in an activity in which they balance a budget by manipulating income and expense cards.

-
- - - -
- -
-
-

Theme 5: Lesson 16

-

We Manage Our Money

-

Participating in a game, the students demonstrate their knowledge of basic money management concepts, including income, spending, saving, and credit. They review these concepts and write about what they have learned, using a graphic organizer.

-
- - - -
- -
-
-

Glossary

-

This is the glossary for this publication.

-
- -
- -
- - -
-
- + + + + + + Home + + + + + +
+
+
+ + +
+ + + +
+

GRADES K-2

+

The Financial Fitness for Life® grades K-2 Teacher Guide and Student Storybook each contain 16 lessons. Lessons for younger students frequently emphasize narrative drama, and physical representations of economics and personal finance concepts. Specific to grades K-2 are a variety of activities, including making coins out of salt dough or cookie dough; a song that teaches students about opportunity cost and decisions; and a game which students learn the importance of savings.

+
+
+ +
+

Front Material

+

This document contains the table of contents, introduction and other related material.

+
+ + +
+ +
+
+

Theme 1: Lesson 1

+

A Good Day for Money

+

The students listen to a short story introducing them to Penny and Nicholas, the Money Kids. They discuss ways in which people receive money - through earning income or receiving gifts. They are introduced to the concept of human capital (work skills) and the relationship between people's ability to earn income and the education and training they have. The students also produce a paper chain representing ways in which they have received money.

+
+ + + +
+ +
+
+

Theme 1: Lesson 2

+

Working for Income

+

The students discuss goods and services that satisfy people's wants, and they construct a spyglass to help them identify goods and services at school. They also construct Busy Town, a model business community. Using a puzzle, they are introduced to the concept of entrepreneurship and its relationship to the resources used to produce goods and services.

+
+ + + +
+ +
+
+

Theme 1: Lesson 3

+

What Is Money?

+

This lesson focuses on two types of money: paper money and coins. The students identify money and its value (its buying power) while participating in a money-matching activity. They estimate the number of coins in a can; then they determine the exact number of coins and their value in terms of dollars and cents.

+
+ + + +
+ +
+
+

Theme 2: Lesson 4

+

Money Lets Us Choose

+

The students listen to a short story that introduces difficulties involved in making choices. Using a grid, the students discuss costs and benefits as they make choices. (The class uses an apron as a prop in making decisions, here and in future lessons.) The lesson introduces the concept of opportunity cost, defined as the best alternative given up when a choice is made.

+
+ + + +
+ +
+
+

Theme 2: Lesson 5

+

Why We Save

+

The students create a banner depicting choices they make and the opportunity costs they incur. They learn about saving money in order to satisfy a want. They make and decorate a special vest. The vest serves as a prop which they use in considering choices and opportunity costs.

+
+ + + +
+ +
+
+

Theme 2: Lesson 6

+

How We Save

+

The class hears a story about Nicholas's family as it copes with an unexpected expense. In an activity designed to simulate an experience of scarcity, the students try to fit themselves into a space that is too small to accommodate them. They learn about depositing and withdrawing money as they participate in a savings game. They learn that good savers often have a plan for how and when to save.

+
+ + + +
+ +
+
+

Theme 2: Lesson 7

+

Saving Makes Us Wait

+

In a simulation activity, the students set a goal and save money to achieve that goal. They discuss the costs and benefits of saving by completing a decision grid. Using a magic mirror, they gaze into the future and imagine things they will want to have when they are adults. They learn that people must plan for future wants.

+
+ + + +
+ +
+
+

Theme 3: Lesson 8

+

We Are Consumers

+

The students discover that they are consumers. As they fill their pockets with pictures of things they want, they learn that consumers want both goods and services. As they try to help Nicholas choose a pet, and reflect on his decision, they also learn that making decisions about spending is not easy.

+
+ + + +
+ +
+
+

Theme 3: Lesson 9

+

We Decide to Spend

+

The students create want webs (configurations of illustrations and notations) for a hamster and then for themselves. They simulate the experience of spending money in exchange for goods and services when they use dimes to become consumers at a school carnival.

+
+ + + +
+ +
+
+

Theme 3: Lesson 10

+

We Plan for Spending

+

The students explore planned and unplanned spending. They construct traffic lights and use them as props in describing consumers' spending decisions as planned or unplanned. They discuss the costs and benefits of spending decisions.

+
+ + + +
+ +
+
+

Theme 3: Lesson 11

+

Ads Make Us Spend

+

The students explore the role of advertising in the marketplace. They examine various forms of advertising and discover why companies advertise their products. They watch television commercials in order to answer questions about products advertised and consumer wants. They create their own commercials and present them to the class.

+
+ + + +
+ +
+
+

Theme 4: Lesson 12

+

We Are Borrowers

+

The students examine opportunities and responsibilities associated with borrowing. They experience an opportunity to borrow time for an extended activity and repay the borrowed time the next day. They analyze the borrowing decisions of Penny, Nicholas, and their classmates, determining who is a responsible borrower and who is not.

+
+ + + +
+ +
+
+

Theme 4: Lesson 13

+

We Are Lenders

+

This lesson focuses on the relationship between borrowers and lenders, from the perspective of the lender. Using the Pocket Decision Apron as a prop, the students explore the costs and benefits of decisions about lending. In a simulated lending activity, they evaluate borrowers' credit history and discover the importance of trust between borrowers and lenders.

+
+ + + +
+ +
+
+

Theme 4: Lesson 14

+

We Owe Money

+

The students explore uses of credit. They assume the role of the Wild Wanter and determine the amount of credit needed to satisfy their wants when income is limited. They construct a Pay Cube to show some of the ways consumers pay for goods and services.

+
+ + + +
+ +
+
+

Theme 5: Lesson 15

+

We Make a Budget

+

The lesson introduces budgets and budgeting. The students participate in an activity in which they balance a budget by manipulating income and expense cards.

+
+ + + +
+ +
+
+

Theme 5: Lesson 16

+

We Manage Our Money

+

Participating in a game, the students demonstrate their knowledge of basic money management concepts, including income, spending, saving, and credit. They review these concepts and write about what they have learned, using a graphic organizer.

+
+ + + +
+ +
+
+

Glossary

+

This is the glossary for this publication.

+
+ +
+ +
+ + +
+
+ \ No newline at end of file diff --git a/USB/data/media/DOMDocument.xml b/USB/data/media/DOMDocument.xml index f163d8c..82975cc 100644 --- a/USB/data/media/DOMDocument.xml +++ b/USB/data/media/DOMDocument.xml @@ -1,200 +1,200 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - SPONSORED BY: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + SPONSORED BY: + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 1.xml b/USB/data/media/LIBRARY/Symbol 1.xml index 8761f9f..9f64f6e 100644 --- a/USB/data/media/LIBRARY/Symbol 1.xml +++ b/USB/data/media/LIBRARY/Symbol 1.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 10.xml b/USB/data/media/LIBRARY/Symbol 10.xml index 4531292..e386168 100644 --- a/USB/data/media/LIBRARY/Symbol 10.xml +++ b/USB/data/media/LIBRARY/Symbol 10.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 11.xml b/USB/data/media/LIBRARY/Symbol 11.xml index 6a34072..f40f448 100644 --- a/USB/data/media/LIBRARY/Symbol 11.xml +++ b/USB/data/media/LIBRARY/Symbol 11.xml @@ -1,27 +1,27 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 12.xml b/USB/data/media/LIBRARY/Symbol 12.xml index dfc2f8a..ef77095 100644 --- a/USB/data/media/LIBRARY/Symbol 12.xml +++ b/USB/data/media/LIBRARY/Symbol 12.xml @@ -1,376 +1,376 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Specific to grades K-2 are a variety - - - - - - of activities, including making coins - - - - - - out of salt dough or cookie dough; a - - - - - - song that teaches students about - - - - - - opportunity cost and decisions; and - - - - - - a game in which students learn the - - - - - - importance of savings. - - - - - - - - - - - - - - - - - - Specific to grades K-2 are a variety - - - - - - of activities, including making coins - - - - - - out of salt dough or cookie dough; a - - - - - - song that teaches students about - - - - - - opportunity cost and decisions; and - - - - - - a game in which students learn the - - - - - - importance of savings. - - - - - - - - - - - - - - - - - - - - - - - - - GRADES - - - - - - K-2 - - - - - - - - - - - - - - - - - - GRADES - - - - - - K-2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Specific to grades K-2 are a variety + + + + + + of activities, including making coins + + + + + + out of salt dough or cookie dough; a + + + + + + song that teaches students about + + + + + + opportunity cost and decisions; and + + + + + + a game in which students learn the + + + + + + importance of savings. + + + + + + + + + + + + + + + + + + Specific to grades K-2 are a variety + + + + + + of activities, including making coins + + + + + + out of salt dough or cookie dough; a + + + + + + song that teaches students about + + + + + + opportunity cost and decisions; and + + + + + + a game in which students learn the + + + + + + importance of savings. + + + + + + + + + + + + + + + + + + + + + + + + + GRADES + + + + + + K-2 + + + + + + + + + + + + + + + + + + GRADES + + + + + + K-2 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 14.xml b/USB/data/media/LIBRARY/Symbol 14.xml index 0095539..2ecafbc 100644 --- a/USB/data/media/LIBRARY/Symbol 14.xml +++ b/USB/data/media/LIBRARY/Symbol 14.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 18.xml b/USB/data/media/LIBRARY/Symbol 18.xml index 10dac78..51327bd 100644 --- a/USB/data/media/LIBRARY/Symbol 18.xml +++ b/USB/data/media/LIBRARY/Symbol 18.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 19.xml b/USB/data/media/LIBRARY/Symbol 19.xml index 4972d34..21d4a6b 100644 --- a/USB/data/media/LIBRARY/Symbol 19.xml +++ b/USB/data/media/LIBRARY/Symbol 19.xml @@ -1,388 +1,388 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Grades 3-5 include a guessing game - - - - - - using clues to identify various - - - - - - occupations; a story that teaches - - - - - - students about entrepreneurs and - - - - - - opportunity recognition; and a role- - - - - - - playing activity in which students - - - - - - learn which method of payment is - - - - - - appropriate in a variety of situations. - - - - - - - - - - - - - - - - - - Grades 3-5 include a guessing game - - - - - - using clues to identify various - - - - - - occupations; a story that teaches - - - - - - students about entrepreneurs and - - - - - - opportunity recognition; and a role- - - - - - - playing activity in which students - - - - - - learn which method of payment is - - - - - - appropriate in a variety of situations. - - - - - - - - - - - - - - - - - - - - - - - - - GRADES - - - - - - 3-5 - - - - - - - - - - - - - - - - - - GRADES - - - - - - 3-5 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Grades 3-5 include a guessing game + + + + + + using clues to identify various + + + + + + occupations; a story that teaches + + + + + + students about entrepreneurs and + + + + + + opportunity recognition; and a role- + + + + + + playing activity in which students + + + + + + learn which method of payment is + + + + + + appropriate in a variety of situations. + + + + + + + + + + + + + + + + + + Grades 3-5 include a guessing game + + + + + + using clues to identify various + + + + + + occupations; a story that teaches + + + + + + students about entrepreneurs and + + + + + + opportunity recognition; and a role- + + + + + + playing activity in which students + + + + + + learn which method of payment is + + + + + + appropriate in a variety of situations. + + + + + + + + + + + + + + + + + + + + + + + + + GRADES + + + + + + 3-5 + + + + + + + + + + + + + + + + + + GRADES + + + + + + 3-5 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 21.xml b/USB/data/media/LIBRARY/Symbol 21.xml index b9ab836..c87ec4f 100644 --- a/USB/data/media/LIBRARY/Symbol 21.xml +++ b/USB/data/media/LIBRARY/Symbol 21.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 25.xml b/USB/data/media/LIBRARY/Symbol 25.xml index 9cc34c1..7a8ff19 100644 --- a/USB/data/media/LIBRARY/Symbol 25.xml +++ b/USB/data/media/LIBRARY/Symbol 25.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 26.xml b/USB/data/media/LIBRARY/Symbol 26.xml index 3666b17..1c0488b 100644 --- a/USB/data/media/LIBRARY/Symbol 26.xml +++ b/USB/data/media/LIBRARY/Symbol 26.xml @@ -1,388 +1,388 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Grades 6-8 include developing - - - - - - criteria for a good graham cracker - - - - - - and taste-testing to determine which - - - - - - graham cracker meets their needs; - - - - - - deciding which activities are better - - - - - - suited to careers or hobbies; and - - - - - - learning how important planning is to - - - - - - the success of any goal or event. - - - - - - - - - - - - - - - - - - Grades 6-8 include developing - - - - - - criteria for a good graham cracker - - - - - - and taste-testing to determine which - - - - - - graham cracker meets their needs; - - - - - - deciding which activities are better - - - - - - suited to careers or hobbies; and - - - - - - learning how important planning is to - - - - - - the success of any goal or event. - - - - - - - - - - - - - - - - - - - - - - - - - GRADES - - - - - - 6-8 - - - - - - - - - - - - - - - - - - GRADES - - - - - - 6-8 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Grades 6-8 include developing + + + + + + criteria for a good graham cracker + + + + + + and taste-testing to determine which + + + + + + graham cracker meets their needs; + + + + + + deciding which activities are better + + + + + + suited to careers or hobbies; and + + + + + + learning how important planning is to + + + + + + the success of any goal or event. + + + + + + + + + + + + + + + + + + Grades 6-8 include developing + + + + + + criteria for a good graham cracker + + + + + + and taste-testing to determine which + + + + + + graham cracker meets their needs; + + + + + + deciding which activities are better + + + + + + suited to careers or hobbies; and + + + + + + learning how important planning is to + + + + + + the success of any goal or event. + + + + + + + + + + + + + + + + + + + + + + + + + GRADES + + + + + + 6-8 + + + + + + + + + + + + + + + + + + GRADES + + + + + + 6-8 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 28.xml b/USB/data/media/LIBRARY/Symbol 28.xml index c754aca..ec29968 100644 --- a/USB/data/media/LIBRARY/Symbol 28.xml +++ b/USB/data/media/LIBRARY/Symbol 28.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 3.xml b/USB/data/media/LIBRARY/Symbol 3.xml index c097d43..1938812 100644 --- a/USB/data/media/LIBRARY/Symbol 3.xml +++ b/USB/data/media/LIBRARY/Symbol 3.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 32.xml b/USB/data/media/LIBRARY/Symbol 32.xml index be2467c..62a6f99 100644 --- a/USB/data/media/LIBRARY/Symbol 32.xml +++ b/USB/data/media/LIBRARY/Symbol 32.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 33.xml b/USB/data/media/LIBRARY/Symbol 33.xml index 60a22ae..ebae429 100644 --- a/USB/data/media/LIBRARY/Symbol 33.xml +++ b/USB/data/media/LIBRARY/Symbol 33.xml @@ -1,388 +1,388 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Specific to grades 9-12 are a variety - - - - - - of activities, including The Millionaire - - - - - - Game, which teaches students - - - - - - about the characteristics of - - - - - - millionaires; a budgeting exercise - - - - - - that shows students the importance - - - - - - of savings; and a chapter on finding - - - - - - the best deal on an auto loan. - - - - - - - - - - - - - - - - - - Specific to grades 9-12 are a variety - - - - - - of activities, including The Millionaire - - - - - - Game, which teaches students - - - - - - about the characteristics of - - - - - - millionaires; a budgeting exercise - - - - - - that shows students the importance - - - - - - of savings; and a chapter on finding - - - - - - the best deal on an auto loan. - - - - - - - - - - - - - - - - - - - - - - - - - GRADES - - - - - - 9-12 - - - - - - - - - - - - - - - - - - GRADES - - - - - - 9-12 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Specific to grades 9-12 are a variety + + + + + + of activities, including The Millionaire + + + + + + Game, which teaches students + + + + + + about the characteristics of + + + + + + millionaires; a budgeting exercise + + + + + + that shows students the importance + + + + + + of savings; and a chapter on finding + + + + + + the best deal on an auto loan. + + + + + + + + + + + + + + + + + + Specific to grades 9-12 are a variety + + + + + + of activities, including The Millionaire + + + + + + Game, which teaches students + + + + + + about the characteristics of + + + + + + millionaires; a budgeting exercise + + + + + + that shows students the importance + + + + + + of savings; and a chapter on finding + + + + + + the best deal on an auto loan. + + + + + + + + + + + + + + + + + + + + + + + + + GRADES + + + + + + 9-12 + + + + + + + + + + + + + + + + + + GRADES + + + + + + 9-12 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 36.xml b/USB/data/media/LIBRARY/Symbol 36.xml index 2dee087..741c0c0 100644 --- a/USB/data/media/LIBRARY/Symbol 36.xml +++ b/USB/data/media/LIBRARY/Symbol 36.xml @@ -1,61 +1,61 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 38.xml b/USB/data/media/LIBRARY/Symbol 38.xml index d0b0335..9aab47c 100644 --- a/USB/data/media/LIBRARY/Symbol 38.xml +++ b/USB/data/media/LIBRARY/Symbol 38.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 4.xml b/USB/data/media/LIBRARY/Symbol 4.xml index 6cbbe82..9be4ed9 100644 --- a/USB/data/media/LIBRARY/Symbol 4.xml +++ b/USB/data/media/LIBRARY/Symbol 4.xml @@ -1,27 +1,27 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 41.xml b/USB/data/media/LIBRARY/Symbol 41.xml index 384c4ff..edaa5fd 100644 --- a/USB/data/media/LIBRARY/Symbol 41.xml +++ b/USB/data/media/LIBRARY/Symbol 41.xml @@ -1,388 +1,388 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - In vitae tortor mi. Curabitur sit amet - - - - - - ante enim, id malesuada justo. Proin - - - - - - faucibus leo nibh, a accumsan nulla. - - - - - - Maecenas tincidunt velit vitae libero - - - - - - congue porta. Quisque pellentesque - - - - - - egestas augue, eu fringilla nunc - - - - - - rhoncus vitae. Cras et lorem nec erat - - - - - - aliquam tempor ut eu velit. - - - - - - - - - - - - - - - - - - In vitae tortor mi. Curabitur sit amet - - - - - - ante enim, id malesuada justo. Proin - - - - - - faucibus leo nibh, a accumsan nulla. - - - - - - Maecenas tincidunt velit vitae libero - - - - - - congue porta. Quisque pellentesque - - - - - - egestas augue, eu fringilla nunc - - - - - - rhoncus vitae. Cras et lorem nec erat - - - - - - aliquam tempor ut eu velit. - - - - - - - - - - - - - - - - - - - - - - - - - GRADES - - - - - - 6-12 - - - - - - - - - - - - - - - - - - GRADES - - - - - - 6-12 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + In vitae tortor mi. Curabitur sit amet + + + + + + ante enim, id malesuada justo. Proin + + + + + + faucibus leo nibh, a accumsan nulla. + + + + + + Maecenas tincidunt velit vitae libero + + + + + + congue porta. Quisque pellentesque + + + + + + egestas augue, eu fringilla nunc + + + + + + rhoncus vitae. Cras et lorem nec erat + + + + + + aliquam tempor ut eu velit. + + + + + + + + + + + + + + + + + + In vitae tortor mi. Curabitur sit amet + + + + + + ante enim, id malesuada justo. Proin + + + + + + faucibus leo nibh, a accumsan nulla. + + + + + + Maecenas tincidunt velit vitae libero + + + + + + congue porta. Quisque pellentesque + + + + + + egestas augue, eu fringilla nunc + + + + + + rhoncus vitae. Cras et lorem nec erat + + + + + + aliquam tempor ut eu velit. + + + + + + + + + + + + + + + + + + + + + + + + + GRADES + + + + + + 6-12 + + + + + + + + + + + + + + + + + + GRADES + + + + + + 6-12 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 43.xml b/USB/data/media/LIBRARY/Symbol 43.xml index 2e3ce1d..2e3fe31 100644 --- a/USB/data/media/LIBRARY/Symbol 43.xml +++ b/USB/data/media/LIBRARY/Symbol 43.xml @@ -1,34 +1,34 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 44.xml b/USB/data/media/LIBRARY/Symbol 44.xml index e95ca22..3d07a32 100644 --- a/USB/data/media/LIBRARY/Symbol 44.xml +++ b/USB/data/media/LIBRARY/Symbol 44.xml @@ -1,388 +1,388 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - In vitae tortor mi. Curabitur sit amet - - - - - - ante enim, id malesuada justo. Proin - - - - - - faucibus leo nibh, a accumsan nulla. - - - - - - Maecenas tincidunt velit vitae libero - - - - - - congue porta. Quisque pellentesque - - - - - - egestas augue, eu fringilla nunc - - - - - - rhoncus vitae. Cras et lorem nec erat - - - - - - aliquam tempor ut eu velit. - - - - - - - - - - - - - - - - - - In vitae tortor mi. Curabitur sit amet - - - - - - ante enim, id malesuada justo. Proin - - - - - - faucibus leo nibh, a accumsan nulla. - - - - - - Maecenas tincidunt velit vitae libero - - - - - - congue porta. Quisque pellentesque - - - - - - egestas augue, eu fringilla nunc - - - - - - rhoncus vitae. Cras et lorem nec erat - - - - - - aliquam tempor ut eu velit. - - - - - - - - - - - - - - - - - - - - - - - - - GRADES - - - - - - 6-12 - - - - - - - - - - - - - - - - - - GRADES - - - - - - 6-12 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + In vitae tortor mi. Curabitur sit amet + + + + + + ante enim, id malesuada justo. Proin + + + + + + faucibus leo nibh, a accumsan nulla. + + + + + + Maecenas tincidunt velit vitae libero + + + + + + congue porta. Quisque pellentesque + + + + + + egestas augue, eu fringilla nunc + + + + + + rhoncus vitae. Cras et lorem nec erat + + + + + + aliquam tempor ut eu velit. + + + + + + + + + + + + + + + + + + In vitae tortor mi. Curabitur sit amet + + + + + + ante enim, id malesuada justo. Proin + + + + + + faucibus leo nibh, a accumsan nulla. + + + + + + Maecenas tincidunt velit vitae libero + + + + + + congue porta. Quisque pellentesque + + + + + + egestas augue, eu fringilla nunc + + + + + + rhoncus vitae. Cras et lorem nec erat + + + + + + aliquam tempor ut eu velit. + + + + + + + + + + + + + + + + + + + + + + + + + GRADES + + + + + + 6-12 + + + + + + + + + + + + + + + + + + GRADES + + + + + + 6-12 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 46.xml b/USB/data/media/LIBRARY/Symbol 46.xml index 2e3f145..8b476c6 100644 --- a/USB/data/media/LIBRARY/Symbol 46.xml +++ b/USB/data/media/LIBRARY/Symbol 46.xml @@ -1,262 +1,262 @@ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/LIBRARY/Symbol 49.xml b/USB/data/media/LIBRARY/Symbol 49.xml index 79d6f98..60bdda1 100644 --- a/USB/data/media/LIBRARY/Symbol 49.xml +++ b/USB/data/media/LIBRARY/Symbol 49.xml @@ -1,99 +1,99 @@ - - - - - - - - - - - - - - - HELP - - - - - - This CD-ROM/USB Flash Drive contains electronic versions of all of - - - - - - the materials found in the Financial Fitness for Life® series. - - - - - - To access the materials, click on the book you're interested in. The - - - - - - information for each book is organized by lesson. For each lesson, - - - - - - you'll find a description, the lesson for the teacher, corresponding - - - - - - activities for the student, and a link to access additional online - - - - - - resources. - - - - - - If you experience technical problems or have questions, please visit: - - - - - - http://fffl.councilforeconed.org - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + + + + + HELP + + + + + + This CD-ROM/USB Flash Drive contains electronic versions of all of + + + + + + the materials found in the Financial Fitness for Life® series. + + + + + + To access the materials, click on the book you're interested in. The + + + + + + information for each book is organized by lesson. For each lesson, + + + + + + you'll find a description, the lesson for the teacher, corresponding + + + + + + activities for the student, and a link to access additional online + + + + + + resources. + + + + + + If you experience technical problems or have questions, please visit: + + + + + + http://fffl.councilforeconed.org + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/USB/data/media/home.html b/USB/data/media/home.html index c7ece15..8e3e64d 100644 --- a/USB/data/media/home.html +++ b/USB/data/media/home.html @@ -1,64 +1,64 @@ - - - - - - Home - - - - - - -
-
- - -
- - - - - - - - - - - -
- -
-
- - + + + + + + Home + + + + + + +
+
+ + +
+ + + + + + + + + + + +
+ +
+
+ + diff --git a/USB/data/parent.htm b/USB/data/parent.htm index 54107de..4fe22e8 100644 --- a/USB/data/parent.htm +++ b/USB/data/parent.htm @@ -1,49 +1,49 @@ - - - - - - Home - - - - - -
-
-
- - -
- - - -
-

PARENT GUIDES K-5 AND 6-12

-

Research shows that students learn a considerable amount of their economic decision making outside of the classroom. Therefore, a key ingredient for any child's successful learning is the involvement of caring adults in their education. These Parent Guides contain fun activities that parents and children can do together to enhance learning personal financial principles and skills. The Parent Guides link to the content contained in the FFFL Teacher Guide and Student Workbook at the same grade level, and are a valuable out-of-classroom enhancement to the lessons students are learning during the school day.

-
-
- -
-
- - -
-
- - - -
-
- + + + + + + Home + + + + + +
+
+
+ + +
+ + + +
+

PARENT GUIDES K-5 AND 6-12

+

Research shows that students learn a considerable amount of their economic decision making outside of the classroom. Therefore, a key ingredient for any child's successful learning is the involvement of caring adults in their education. These Parent Guides contain fun activities that parents and children can do together to enhance learning personal financial principles and skills. The Parent Guides link to the content contained in the FFFL Teacher Guide and Student Workbook at the same grade level, and are a valuable out-of-classroom enhancement to the lessons students are learning during the school day.

+
+
+ +
+
+ + +
+
+ + + +
+
+ \ No newline at end of file diff --git a/USB/readme.htm b/USB/readme.htm index 90b9275..dc43c29 100644 --- a/USB/readme.htm +++ b/USB/readme.htm @@ -1,164 +1,164 @@ - - - - - Read Me - - - - -

Read Me

-

Release Notes · HTML-Search 2.1 · October 15, 2008

- -
If you can read this text, your browser is not set up to use Cascading Style Sheets (CSS). This product depends heavily on CSS for formatting and navigation. Please upgrade your browser to a version that supports CSS.
- -

This and more information is also available under the "Help" from within the product.

- -

Jump to:

- - -

System Requirements

- -
-

Windows

- -

Macintosh

- -

UNIX/Linux

- -

ALL Systems

- -
- - -

Running or Installing the Product

- -
-

Running from Media

-

This product was designed to run directly from the media (CD-ROM, DVD-ROM, etc.) from within a web browser.

- - -

Installing to Hard Disk or Network

-
    -
  1. Create a folder on your hard drive or network where you will put the files.
    2. -
  2. Open the media (CD-ROM, DVD-ROM, etc.) for this product in your file browser.
    3. -
  3. There are two items you need to copy from this product into the folder you just created. They are:
    • The main HTML file
      this is usually named "Start.htm" or "Begin.htm"
    • The "data" folder
      which contains all the support files for this product
    You do not need to copy over any other files.
    4. -
  4. Once the files are finished copying, you may want to create a shortcut on your desktop. Click once on the main HTML file on your hard drive or network to select it, then:
    -
      -
    • Windows: Right-click the main HTML file and select Create Shortcut.
      • -
    • Mac: Select File > Make Alias.
      • -
    - You can copy this shortcut to anywhere on your computer (including your desktop). -
    5. -
  5. You can remove the product media from your computer and launch (or double-click) the main HTML file from your hard drive or network.
    6. -
-

This product is not supported when run from a web server.

- -

Removing this product from your computer or network

-

This is as simple as deleting the folder containing the main HTML file and "data" folder. If you created shortcuts to the product, you will want to delete those as well.

-
- - -

Viewing Documents

- -
-

While PDF is most often used for documents, this product may also contain other types of files. The software needed for each kind is listed below:

- - -
- -

Contacting Technical Support

- -
-

Support is available Monday - Friday, 8:00 a.m. to 4:30 p.m. CST, excluding major US holidays.

- -

Online Technical Support Form

-

If you have an Internet connection, this form will send a support request to Technical Support. You will get a response within 24 hours during normal working days (requests sent after 4pm Fridays and during weekends will be handled the following Monday morning).

- - -

Support by Phone

-

1 608 246 2600

-

Please ask for Product Support. Have the following information available before calling:

- -

Adobe Acrobat support, service, and troubleshooting resources can be found at Adobe's support web page.

-

Omnipress can only provide limited support for UNIX and Linux-based systems.

-
- - - - - - + + + + + Read Me + + + + +

Read Me

+

Release Notes · HTML-Search 2.1 · October 15, 2008

+ +
If you can read this text, your browser is not set up to use Cascading Style Sheets (CSS). This product depends heavily on CSS for formatting and navigation. Please upgrade your browser to a version that supports CSS.
+ +

This and more information is also available under the "Help" from within the product.

+ +

Jump to:

+ + +

System Requirements

+ +
+

Windows

+ +

Macintosh

+ +

UNIX/Linux

+ +

ALL Systems

+ +
+ + +

Running or Installing the Product

+ +
+

Running from Media

+

This product was designed to run directly from the media (CD-ROM, DVD-ROM, etc.) from within a web browser.

+ + +

Installing to Hard Disk or Network

+
    +
  1. Create a folder on your hard drive or network where you will put the files.
    2. +
  2. Open the media (CD-ROM, DVD-ROM, etc.) for this product in your file browser.
    3. +
  3. There are two items you need to copy from this product into the folder you just created. They are:
    • The main HTML file
      this is usually named "Start.htm" or "Begin.htm"
    • The "data" folder
      which contains all the support files for this product
    You do not need to copy over any other files.
    4. +
  4. Once the files are finished copying, you may want to create a shortcut on your desktop. Click once on the main HTML file on your hard drive or network to select it, then:
    +
      +
    • Windows: Right-click the main HTML file and select Create Shortcut.
      • +
    • Mac: Select File > Make Alias.
      • +
    + You can copy this shortcut to anywhere on your computer (including your desktop). +
    5. +
  5. You can remove the product media from your computer and launch (or double-click) the main HTML file from your hard drive or network.
    6. +
+

This product is not supported when run from a web server.

+ +

Removing this product from your computer or network

+

This is as simple as deleting the folder containing the main HTML file and "data" folder. If you created shortcuts to the product, you will want to delete those as well.

+
+ + +

Viewing Documents

+ +
+

While PDF is most often used for documents, this product may also contain other types of files. The software needed for each kind is listed below:

+ + +
+ +

Contacting Technical Support

+ +
+

Support is available Monday - Friday, 8:00 a.m. to 4:30 p.m. CST, excluding major US holidays.

+ +

Online Technical Support Form

+

If you have an Internet connection, this form will send a support request to Technical Support. You will get a response within 24 hours during normal working days (requests sent after 4pm Fridays and during weekends will be handled the following Monday morning).

+ + +

Support by Phone

+

1 608 246 2600

+

Please ask for Product Support. Have the following information available before calling:

+ +

Adobe Acrobat support, service, and troubleshooting resources can be found at Adobe's support web page.

+

Omnipress can only provide limited support for UNIX and Linux-based systems.

+
+ + + + + + diff --git a/USB/start.htm b/USB/start.htm index cd5ba73..cf561d1 100644 --- a/USB/start.htm +++ b/USB/start.htm @@ -1,15 +1,15 @@ - - - -Financial Fitness for Life - - - - - - - Your browser does not support the use of frames. This site makes use of frames for navigation. Please update your browser to a version that supports this feature. - - - - + + + +Financial Fitness for Life + + + + + + + Your browser does not support the use of frames. This site makes use of frames for navigation. Please update your browser to a version that supports this feature. + + + +