Yudu - Connect Volume25 Issue3 January-February2012DRM

such as Financial Institutions; ATM, Debit and Credit Cards; Taxes People Pay; and Budgeting. During these weeks, students use computers, periodicals, online financial websites, and a per- sonal workbook to apply and practice the concepts they have learned. Many students have not been exposed to several aspects of the

curriculum. Many students who excel at math have no idea of how to apply these skills to real-life financial dilemmas. Never- theless, all of the students enjoy talking about money. The students enjoy the process because the material is appli-

Students often become more aware of their spending and have a deeper appreciation for the support they receive from their parents after visiting Finance Park.

cable to everyday life. They begin to pose hypothetical situations. This enjoyment does not dissipate relative to their shrinking bal- ance in the Finance Park experience. They enthusiastically accept this personal challenge. Afterwards, they express how valuable the hands-on experience was. Some express their relief that they have a few more years to learn how to address these adult situa- tions. All are excited about the tools they have been provided to

make the decisions. They view the strategies as a way to “make money” or to keep hard- earned money in their hands. Another valuable result of the program is the number of students who have gone home

and shared financial strategies and resources with their parents. With this newly acquired knowledge, our enlightened students have demonstrated considerable compassion for the difficulties their parents and family members are experiencing during these troubling eco- nomic times. The practical knowledge gained from this experience also transcends into other areas

The practical knowledge gained

from this experience also transcends into other areas of our students’ lives.

of our students’ lives. They begin paying closer attention to the news. What are differ- ent politicians saying about the economy? Social Security? taxes? They reevaluate their decisions and choices about higher education. What are in-state options for education? for training in a particular area? What is the future growth potential in the occupation I am currently interested in? What other occupations might I be interested in that would pro- vide an income to reach my life goals? What are my life goals? short-term? long-term? On the bus ride home, a mother who had volunteered approached us with a big smile.

She stated that her son said that he now understood the sacrifices she was making to pur- chase the name brand athletic shoes he wanted. He told her he would now like to shop with her to make more economical choices in his clothing and footwear. Mission accom- plished! !

Jeannine Cotner is a Social Studies Educator for Fairfax County Public Schools. She has taught on the middle and high school level for several years. In addition, she has written educational articles for several publications including The Washington Post and curriculum.

Resources

There is a plethora of financial education resources and opportunities for educators and students. The links listed below are only a sampling. Many of them will lead you to other invaluable websites, programs and activities. MyMoney.gov: Important information from twenty federal agencies Virtual Economics: The resource that every middle/high school Economics/Personal Finance teacher should have. Contains over 1,400 activity-based lessons from more than 75 publications, 51 key economic concepts, and a glossary of over 500 terms.

Federal Reserve Resources: One stop website for curriculum, games, multimedia resources The Mint: Packed with activities, games, challenges, quizzes and tests for kids and teens, teachers and stu- dents.

Foundation for Teaching Economics Design Your Own Bill Consumer Jungle: Financial Resource for teens to share consumer experiences with peers.

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