Teacher’s guide

Financial foundations Stewardship curriculum for high school students

Raise up young people who understand and practice faith-based stewardship principles. Financial life skills can be built through solid instruction, thoughtful dialogue and disciplined practice.

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Course Outline Introduction Session 1: Money, Money, Money .................................................................................. Session 2: Playing Life .................................................................................................... Session 3: More Money ................................................................................................. Session 4: Historical Perspective...................................................................................... Session 5: Assessment 1 ................................................................................................ Biblical Perspectives Session 6: It All Belongs to God....................................................................................... Session 7: Being a Good Steward . ................................................................................. Session 8: Following Our Hearts...................................................................................... Session 9: A Symbol of Stewardship . ............................................................................. Session 10: Assessment 2................................................................................................ Cultural Ideas Session 11: The Predominate Message*.......................................................................... Session 12: The “American Dream”................................................................................ Session 13: My Stuff....................................................................................................... Session 14: Distribution of Wealth.................................................................................. Session 15: From Little On Up*....................................................................................... Session 16: Assessment 3................................................................................................ Earning Session 17: Working Hard for the Money........................................................................ Session 18: Get Rich Slowly............................................................................................. Session 19: Financial Careers+........................................................................................ Session 20: Assessment 4 .............................................................................................. Spending Session 21: Budgeting..................................................................................................... Session 22: Needs vs. Wants........................................................................................... Session 23: More Spending............................................................................................. Session 24: Debt............................................................................................................. Session 25: Assessment 5 .............................................................................................. Saving Session 26: Planning for the Future................................................................................. Session 27: Investing....................................................................................................... Session 28: Money Mentors............................................................................................ Session 29: Assessment 6................................................................................................ Giving Session 30: The Standard of Giving................................................................................. Session 31: The Biblical Message..................................................................................... Session 32: Generous Giving*+....................................................................................... Session 33: And the Greatest of these is Love................................................................. Session 34: Assessment 7 .............................................................................................. Wrap Up and Review Session 35: Enough is Enough......................................................................................... Session 36: Final Review.................................................................................................. Session 37: Final Questions+ .......................................................................................... Session 38: Sharing the News ........................................................................................ Session 39: Assessment 8................................................................................................ Session 40: Financial Covenant....................................................................................... Student Pages

5 7 8 10 11 13 15 16 18 19 20 21 23 25 26 27 28 30 31 32 33 37 39 40 42 43 45 46 47 48 50 51 53 54 55 57 58 59 60 62

*Sessions taking more than one class time are indicated with an asterisk. +Sessions requiring preparatory work (inviting guests or reserving a computer lab) are marked with a plus sign

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Introduction

Dear Mennonite school administrators and teachers: We are delighted you are interested in Financial Foundations: Stewardship Curriculum for High School Students, which has been developed as a collaborative effort between the Mennonite Schools Council and Everence. We have appreciated the opportunity to partner with you as MSC member schools. We share your vision for helping raise up young people who will understand and practice faithbased stewardship principles beginning in their teen years and continuing throughout their life journey. Financial life skills are not natural to most of us, but must be learned and practiced in a disciplined manner. Together as agencies of the church, we can partner with parents and pastors in providing opportunities and curriculum to begin this conversation and instill an integrated understanding of finances and faith. We welcome your feedback as you begin using portions of this material or the entire course of study. Your partners in ministry,

Beryl M. Jantzi Everence Stewardship Education Director

Bronwyn L. Histand MSC Curriculum Coordinator

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February 2010 About MSC Mennonite Schools Council advances Christ-centered, Anabaptist/Mennonite education by networking and equipping PreK-12 schools. MSC schools offer a distinctive, nurturing education that features academic excellence and faith-infused opportunities that emphasize a caring community, peace, and service. About Everence Everence helps people and groups integrate their finances with faith values through its insurance and financial services. Rooted in the Anabaptist faith tradition, Everence also offers practical stewardship education and tools to individuals, congregations, organizations, and businesses. Learn more at Everence.com or call (800) 348-7468. About the writer Sherah-Leigh Gerber, a freelance writer/editor, graduated from Eastern Mennonite University (B.A.) and Eastern Mennonite Seminary (M. Div.), where she studied congregational and youth ministry, with an emphasis in worship. Gerber has worked in both congregational and conference settings. She lives in Apple Creek, Ohio, with her husband, and they attend Kidron Mennonite Church. Getting Started This curriculum has been designed around a nine week quarter; however, teachers may choose to use certain lessons and/or activities to supplement another course with stewardship education. Based on a 45-minute class period, each session begins with an introductory activity and a spiritual connection activity. Key teaching points are listed with suggested activities. Each topic features assessment activities. Please be sure to preview all suggested online content to ensure the appropriateness for the setting. The sessions have been written with a significant amount of structure to be helpful to the teacher. Educators should feel free to adapt and open up the assignments as appropriate for their context. For this course, each student should have a notebook that can be used as a student journal. This may be a file folder with loose leaf paper or a traditional notebook with a pocket for storing handouts and activity pages. These can then be collected periodically for assessment. Materials teachers may find helpful to read as background are listed under Resources. Everence also provides a variety of resources (listed below and from which this curriculum is drawn) that teachers may use to prepare or to direct students to for additional research. Tools for classroom activities and student projects are also recommended in the Resource section below. Additional materials for lessons on financial education concepts such as banking, credit, and investments can be found in most personal finance textbooks. As with any textbook, help your students read and think analytically. Regardless of the resource, have students ask these four questions: • Who wrote it? • How current is the information? • How accurate is it? • Is there an opinion being presented?

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Resources • Background reading available through Everence: – The Treasure Principle by Randy Alcorn – Prodigal Sons and Material Girls: How Not To Be Your Child’s ATM by Nathan Dungan – The Power of Enough by Lynn Miller – Firstfruits Living by Lynn Miller – Money Mania: Mastering the Allure of Excess by Mark Vincent • Three Simple Rules by Theo Boers and accompanying Web resource. A four week curriculum featuring in-depth Bible studies around work, giving, spending, and debt is also available. Copies of the book are available through the Everence bookstore at Everence. com. Look under “Advice & education.” • Financial Sanity: A study resource provided by Everence, this workbook and DVD has four 50-minute sessions. While some of the concepts presented are incorporated into this curriculum, the DVD could be used with or without the student workbooks. Purchase a copy through Everence or check with the local Everence church relations representative to borrow a copy. Church relations representatives may also be available to present the information as a guest lecturer. • Overwhelming Debt brochures available through Mennonite Publishing Network. • Lee Lefever clips, available at www.youtube.com, illustrate basic financial principles “ in plain English.” These evaluation copies may be something to incorporate into appropriate sessions. Session 18 Investing Money in Plain English Session 24 Borrowing Money in Plain English Session 26 Saving Money in Plain English • Mini-lessons are provided to accompany the 12 Principles developed by the Jump Start Coalition. Free download at www.jumpstartcoalition.org. Search under “News & publications” and “Other publications.” • Spending statistics and trends: www.generousgiving.org/stats • Additional activities and lesson ideas: www.federalreserveeducation.org/FRED/?CFID=3347485&CFTOKEN=79420659 • For articles and information related to finance: www.choosetosave.org • Sources for finding rates for mortgages or investment funds: www.bankrate.com • Credit card debt calculator: www.lssmn.org/debt/budget_tools.htm • Data charts and statistics: www.bls.gov/ • The National Endowment for Financial Education has a free high school curriculum which you can order as an additional supplement to the Everence curriculum: www.nefe.org • The Federal Reserve System also has an excellent collection of resources at www.federalreserve.gov/consumerinfo/default.htm

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Session 1: Money, Money, Money Objectives 1. Introduce the course 2. Define what money is (and is not) Supplies • Copies of the Student Activity page • Student journals • Projection with Internet access Introduction • Distribute copies of Session 1: Student Activity page. Have students divide into small groups (2-4 people) and complete the money terms (matching) and money phrases (fill in the blanks). As a class, review the answers together and discuss what this activity reveals about money. (Demonstrates how integrated money and finances are into our worldview.) • Introduce the topic of stewardship to students, giving an overview of the topics that will be covered in the quarter. Spiritual Connection • Invite students to consider the following questions: – Why do people want a lot of money? (purchasing power, respect, security, power, status, comfort) – What will people do to have a lot of money? (work (a lot), change jobs, move, invest (risk), lie, steal, hoard) Record student responses in two columns on the board. Highlight that often there are four primary money motivations (Freed Up Financially, page 13). Give their meanings and have the class generate positive and negative examples. – Freedom (money means having the freedom to do what you want, to make choices) (+) being able to buy what you desire. (-) investing time and money in guarding and maintaining those possessions. – Security (money means stability and protection) (+) have a savings account to cover emergency expenses (-) trusting in money for provision instead of God – Power (money means personal success and control) (+) meeting needs – like starting a homeless shelter (-) leveraging a committee decision by threatening to withhold a donation – Love (money is an expression of love and builds relationships) (+) provide for your family’s basic needs (-) giving gifts instead of investing time Ultimately, when one depends on money to meet the need for freedom, power, security, or love, money becomes more important than everything else. Not only does this trust in money take the place of God, but it also encourages people to over work in the pursuit of money. • Invite students to reflect on their own money motivation and record their own responses in a few short paragraphs in their student journals.

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Key Teaching Points • Ask students to define “money.” (a tool used to facilitate trading of goods and services) • Ask students to define “what money is not.” (measure of one’s worth, indicator of success, evidence of God’s blessings) Activities • Historical Perspective – Choose one or more of these activities that acquaint students with the history of currency and exchange. – Development of money. Project the tour of the history of money provided by the Federal Bank of Atlanta. Use the “next section” tabs in the upper left to navigate through the presentation. Using lots of images, this visual tour takes students through the development of financial transactions. http://www.frbatlanta.org/atlantafed/visitors_center/tour/section01.cfm – Currency. Project this site, which provides pictures of US currency and coins as well as description and explanation of the development. www.frbatlanta.org/pubs/dollarscents/ – Explore. In pairs or small groups, have students explore the history of US currency at: www.clevelandfed.org/learning_center/online_activities/discover_historic_currency/index. cfm?DCS.nav=Local • Homework – Have students interview an adult about money. Encourage students to ask the questions to a parent or grandparent. – How do you define money? – What does money mean to you? – What valuable money lesson have you learned? Have students type their response or be prepared to give a short summary of their interview for the assessment session.

Student Activity Answer Key Money Terms 1. cheap skate 2. cool million 3. fast buck 4. gold digger 5. good as gold 6. dirt cheap 7. filthy rich 8. money talks 9. time is money

Money Phrases 1. A fool and his money are soon parted. 2. A penny for your thoughts. 3. A penny saved is a penny earned. 4. A run for your money. 5. Another day, another dollar. 6. Bet your bottom dollar. 7. Cost a pretty penny. 8. Cost an arm and a leg. 9. Love of money is the root of all evil. 10. Money doesn’t grow on trees. 11. Money makes the world go round. 12. Put your money where your mouth is. 13. Show me the money. 14. More money more problems. 15. Money can’t buy happiness. 16. The buck stops here.

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Session 2: Playing Life Objectives 1. Recognize the interplay between earning and spending 2. Differentiate between cultural teachings and reality Supplies • Money board games • Copies of the Game Guide Introduction • Ask students how they simulate life. Have students list some ways that culture has them act like adults or form ideas about how to be ‘grown-up.’ (video games, board games, movies, dating relationships, Internet, teen magazines) Activities • Have students split into small groups and spend 20 minutes playing money board games such as Monopoly, Pay Day, Acquire, The Farming Game, Easy Money, Life, or Stock Ticker. Using copies of the Game Guide, have students respond to playing the game.

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Session 3: More Money… Objectives 1. Provide background for the biblical and cultural teachings about money 2. Reflect on assumptions about money Supplies • Bibles • Student journals • Copies of Fun Facts Sheet • Small pieces of paper • Bowl or basket Introduction • Write or project this quote from William C. Durant: “Money is only loaned to a man. He comes into the world with nothing and leaves with nothing.” Ask students for their reactions to this observation. Do they agree or disagree? Do they like it? Do people act/live as if this is true? How might keeping this quote in front of us impact our financial choices? Spiritual Connection • Invite a student to read Ecclesiastes 5:8-15 for the class. Ask students to compare what they’ve heard. How does this relate to the Durant quote? What is the message for Christians in this passage? Activities • Money Autobiography. Present the following questions to students. Choose a few of the questions to respond to yourself and share your answers with the class as an example. Then, have students record their own responses in their student journals. – What are some of your earliest memories related to money? – How do you earn money now? How do you spend it? – How would you describe your family’s economic situation? – Who manages money in your family? Is it discussed? – What financial goals or hopes do you have? • Fun Facts. Distribute copies of the Fun Facts Sheet. Have students work in pairs to make their best guesses at the answers based on the historical surveys of the last session. Take a few minutes to review the correct responses as a class. • Three Chances. Pass out two small pieces of paper to each student. Have students write a financial word or money term on each paper. Collect the papers. Divide the class into two teams. Toss the papers in a hat or bowl. Each team will send one person forward to draw a slip and then use words to describe the term for their team to guess (like the game Catch Phrase). The chosen person goes through as many papers as they can in a minute. Then the other team gets a turn for one minute. This continues until all the slips are guessed. Teams should send up a different person for each round.

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Record the score (one point per correct guess). Return the papers to the bowl. Using the same format, teams will now guess silent clues (like the game charades). Again, continue until all the slips have been guessed. Record the score (one point per correct guess). Return the papers to the bowl. Using the same format, teams will now guess the terms with the selected person only giving one word clue for each slip. Again, continue until all the slips have been guessed.

Fun Facts Answer Key Bureau of Engraving and Printing (www.moneyfactory.gov) 1. During the 2009 fiscal year, the Bureau of Engraving and Printing produced 26 million notes a day with a face value of $907 million. 2. 95 percent of the notes printed each year are used to replace notes already in circulation. 3. The first paper currency issued by the U.S. Department of the Treasury was in 1861. 4. Currency paper is composed of 25 percent linen and 75 percent cotton. 5. The $100 bill has been the largest denomination of currency in circulation since 1969. 6. “In God We Trust” became part of the design of U.S. currency in 1957 and has appeared on all currency since 1963. 7. On the back of a $10 note an automobile is pictured. 8. The hands of the clock on the back of the $100 bill are set at 4:10. 9. Martha Washington is the only woman whose portrait has appeared on a U.S. currency note. The average life span of a Federal Reserve Note by denomination: Denomination

Life Span (in months)

$1 $5 $10 $20 $50 $100

21 16 18 24 55 89

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Session 4: Historical Perspective Objectives 1. Understand how context impacts the value of money 2. Learn from generational perspectives Supplies • Student journals • Projection with Internet access OR print and copy resource • Copies of What’s a Dollar Worth activity Introduction • Write or project this quote for students: “Your money or your life? We know what to do when a burglar makes this demand of us, but not when God does.” – Mignon McLaughlin In their student journals have students jot down a few sentences in response to this quote. Give students the opportunity to share their responses aloud. Spiritual Connection • Invite students to compose a prayer. Ask them to consider what a “financial” prayer would look like. What kind of direction would they like from God in regards to stewardship and finance? Have students record these in their student journals. Activities • Survey. Review the historical development on money with a brief overview. Project this series of highlights or print and copy as a handout for students. www.moneyfactory.gov/newmoney/main.cfm/currency/history • Figure it Out. Pass out copies of What’s a Dollar Worth? worksheet to each student. Have students work in pairs to solve the math problems. • Perspective. Invite students to share one significant observation or learning from their interview with an adult about money. Record any key lessons mentioned on a piece of poster board that can be displayed in the room for the remainder of the quarter.

What’s A Dollar Worth? Answer Key 1. $17, 942.57 2. $3,091.40 3. $0.86 4. $7.60 5. $2.28 6. $1.61 7. $0.18 8. $1.60 9. $284.61 10. $174.48

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Session 5: Assessment 1 Objectives 1. Review introductory material 2. Promote personal reflection around upcoming themes Supplies • Copies of Assessment 1 • Copies of Word Search • Projection with Internet access Activities • Distribute copies of Assessment 1. • Show A Brief History of the American Dollar (Part 1) found at www.youtube. com. Have students answer Part 1 of the assessment as they watch. • Give students time to work individually on Part 2 of the assessment. • Distribute copies of the Word Search when students have completed the assessment.

Assessment 1 Answer Key Part 1 Watch A Brief History of the American Dollar Part 1 and respond to the following questions. 1. The origins of the American Dollar come from article 1 of the Constitution. 2. Congress has the power to coin money. 3. The Coinage Act was passed in 1792. 4. The Act calls for the coins (dollar, half, quarter, dime) to be made of silver. 5. An Eagle is worth $10 and is made of silver. 6. The coinage system is based on gold and silver coins managed by Congress. 7. Wealth was distributed among the people, not centralized. 8. President Andrew Jackson appears on the $20 bill. 9. Lincoln produced paper money to finance the Civil War. 10. The U.S. Treasury is located in Washington, D.C. 11. In the 1880s, certificates were issued by the Treasury. 12. The wording on paper money is very important. 13. The four types of money in the U.S. were: a. Coins b. Certificates c. U.S. Notes d. Bank Notes

14. In 1914, Federal Reserve Notes were printed. 15. Federal Reserve Notes are redeemable for gold. 16. The Kennedy half dollar was the last silver money America produced.

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Part 2 • There are four primary “money motivations.” List two of the four: Power, Freedom, Security, Love • In 1950, a movie cost $0.25. What is that in today’s dollars? The CPI for 1950 = 24.1 The CPI for 2009 = 213.2 2009 Price = 1950 Price x (2009 CPI / 1950 CPI) $2.21 = $0.25 x (213.2/24.1)

• In 1915, a gallon of milk cost $.36. Convert the price into 1950 dollars. The CPI for 1950 = 24.1 The CPI for 1915 = 10.1 $0.86 = $0.36 x (24.1/10.1)

Word Search solution: God owns everything and we are trustees.

L G O P D M O N E Y T E G D U B O L E I

W E Y A N O W E S L

O A N I

T

M T N C R E W V N E B E A R N A

B I

I

N N K N A B R Y U T H D F

L D D Y E

S A M H C A R D I

N L

X G

E O E A R A A N A D C E N T E A T K L

R P R V W S E A R O E T P T I

C L

C R U E H G N I

I

L

A U S C D E B T G I

N R E E S I

L

I

H S I

T

V E N T O H

N V E S T M E N T N E

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Session 6: It All Belongs to God Objectives 1. Recognize that God owns everything 2. Understand the Christian role of trustee Supplies • Copies of Biblical Principles activity • Projection with Internet access and sound OR hymnals and copies of “Excuses and Barriers” • Bibles • Student journals Introduction • Have students work in small groups to complete the survey of biblical understandings of stewardship, Biblical Principles (drawn from Three Simple Rules). Review the correct responses as a class. Spiritual Connection • Play a music video (through www.youtube.com) or a song that honors God for God’s creative acts such as God of Wonders by Chris Tomlin. If the class is musically gifted, sing together a creation hymn such as I Sing the Mighty Power of God (Hymnal: A Worship Book, page 46). Key Teaching Points • Read Genesis 1:26-30 and Genesis 2:4-15. Ask students to list, as a class, what this passage says about God. What does this passage say about humanity’s relationship to creation? To God? (God created everything. God made humans in God’s image. God calls humans to rule over creation. God blessed humans. God calls humans to be fruitful, to fill the earth and subdue it. God gives humans food. It is God who created and who owns everything. God is a generous provider.) • Write the following words on the board: create, bless, give, work, care, rule, subdue. Invite students to define these words. Record their key descriptors with each word. Then invite a student to read the dictionary definitions for each word. How does that definition compare with student responses? Have students record the words and a correlating definition for each word in their student journals. Session 6: It All Belongs to God (Genesis 1:26-30) Create – to bring into existence Bless – to invoke divine care Give – to put in possession of another Work – control or guide the operation Care – painstaking or watchful maintenance Rule – the exercise of authority or control Subdue – to bring under cultivation

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• Explain to students that one way of understanding the relationship between humans and creation is to see ourselves as God’s trustees. A trustee is a name for someone who is given responsibility over someone else’s possessions. You can see the connection between the Genesis passage words give, rule, and subdue and the role of a trustee. A trustee is expected to keep the owner’s best interest in mind. They have responsibility over what is not theirs. Ask students to consider (either as a class discussion or in written reflection in their student journals): – What would God have you do with what God has put you in charge of? – What would God want me to do with God’s money? (as opposed to what should I do with my money) • Use the Excuses and Barriers exercise (www.generousgiving.org/excuses-barriers) to talk about why the conversation of stewardship matters for Christians. If possible, project this site and have students guess at the possible responses to the Christian excuses listed.

Worksheet Answer Key 1. C 2. G 3. B 4. H 5. E 6. F 7. D 8. A

Work hard (Colossians 3:23-24) Be honest (Psalm 15:1-2) Give back (1 Timothy 6:18-19) Save (Proverbs 21:20) Be content (Hebrews 13:5) Pay your taxes (Luke 20:25) Understand debt (Proverbs 22:7) Simplify (Luke 12:15)

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Session 7: Being a Good Steward Objectives 1. Recognize that money is powerful and how it is used reflects one’s faith 2. Reflect on biblical teachings about stewardship Supplies • Student journals • Bibles Introduction • Write or project this quote for students. “They who are of the opinion that money will do everything may very well be suspected to do everything for money.” -- George Savile In their student journals, have students respond to this quote. What do they think money does for them? What can’t money do that they need or want in their life? What motivates them in school? In relationships? Spiritual Connection • Have students read aloud these passages: – Psalm 24:1-4 – Psalm 50:7-12 What do these passages highlight? How do they connect to what has been discussed in the previous sessions? (God owns everything and entrusts humans as caretakers. Humanity is to rely on God.) Activity • Divide the class into three groups. Give each group a parable and an encounter with Jesus from the list. Instruct students to come up with a dramatization of each passage. Students may choose to have a narrator and act out the passage, to translate it to a modern setting, or to develop a pantomime of the story. Parables

– Luke 19:11-26 (parable of the talents) – Luke 12:16-21 (parable of the rich fool) – Luke 16:1-13 (parable of the shrewd manager) Encounters with Jesus

– Luke 19: 1-10 (Zaccheaus) – Mark 10:17-25 (Rich Young Ruler) – Mark 12:41-44 (Widow) Once the groups have had time to develop their stories, have the parables presented to the whole class. Invite the class to reflect together about the messages of these parables. What is the common thread? What is the key lesson from each? What was Jesus trying to communicate to his followers? Now have the encounters with Jesus enacted for the whole class. Again, discuss the commonalities. What does Jesus expect of Christians?

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Session 8: Following Our Hearts Objectives 1. Understand one cannot love God and money 2. Recognize that accumulation of wealth is a fleeting goal Supplies • Student journals • Bibles • Index cards • Masking tape • Markers • Copies of Biblical Exploration activity Introduction • Have students reflect on what makes them happy. Encourage them to record a short list of responses in their student journals. After a few minutes, ask students to make a second list, on the same page, reflecting on what makes God happy. Solicit responses from students to be shared with the whole class. What are the similarities between the lists? Are there significant differences? Spiritual Connection • Invite one student to read Matthew 6:19-21 aloud. Pass out two index cards to each student. Have students depict an “earthly treasure” on one card and a “heavenly treasure” on the other. As students work on this, find wall space to post two signs with the respective labels. When students have completed their drawings, have them tape their cards under the appropriate sign to create two collages. Key Teaching Point • Invite students to think about power. – Who are people they perceive as powerful? Make a list of their responses on the board. Then ask students to define power. (President of the United States, principal of the school, parents, teacher, cultural icons, etc.) – What does it mean to have power? (The ability to act or produce an effect; possession of control or influence.) – What gives one power? Record these responses as well. Are there commonalties among the people named by the class? If so, note those. (Role/position, experience, education, resources/money, etc.) Highlight for students that culturally, money is powerful, and the Bible also recognizes that money/wealth provides a certain power and a draw. It is easy for money (or the power money brings) to become more important than other things. Have a student read from Matthew again. This time, have Matthew 6:19-24 read aloud. Invite students to reflect on how this passage relates to the lists that you have made together. (Money can become more important than God. Money should be a tool that Christians use, and one should not be controlled by money. The love of money is in direct conflict with loving God and others.)

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Activities • Distribute copies of the Biblical Exploration: Wealth is Fleeting handout (adapted from www.generousgiving.org). Invite students to use their Bibles to complete the exercise. This may be done individually, in small groups, or as a homework assignment. • As a class, list a few actions that demonstrate that a person loves God. Then, list a few actions that demonstrate a love for money. Have students draw a heart on red paper and some symbol of money on green paper (currency, dollar sign, etc). Invite students to cut out their symbols and paste them on a page in their student journals. Give students a few minutes to list items or actions that demonstrate the love of God (written on the heart) or the love of money (written on the money symbol).

Activity Answer Key (adapted from www.generousgiving.org) Scripture Reference

Biblical Text

Meaning/Implication

The lover of money will not be satisfied with money; nor the lover of wealth, with gain. This also is vanity. When goods increase, those who eat them increase; and what gain has their owner but to see them with his eyes? Sweet is the sleep of laborers, whether they eat little or much; but the surfeit of the rich will not let them sleep. There is a grievous ill that I have seen under the sun: riches were kept by their owners to their hurt, and those riches were lost in a bad venture; though they are parents of children, they have nothing in their hands. As they came from their mother’s womb, so they shall go again, naked as they came; they shall take nothing for their toil, which they may carry away with their hands.

Wealth will not leave one satisfied.

Proverbs 23:4-5

Do not wear yourself out to get rich; be wise enough to desist When your eyes light upon it, it is gone; for suddenly it takes wings to itself, flying like an eagle toward heaven.

The pursuit of wealth can take much of one’s time and energy.

Proverbs 30:8-9

Remove far from me falsehood and lying; give me neither poverty nor riches; feed me with the food that I need, or I shall be full, and deny you, and say, “Who is the Lord?” or I shall be poor, and steal, and profane the name of my God.

Too much money can be as spiritually detrimental as being poor.

Mark 10:25

It is easier for a camel to go through the eye of a needle than for someone who is rich to enter the kingdom of God.

Having wealth makes it difficult to follow God.

Luke 6:24

But woe to you who are rich, for you have received your consolation.

Wealth is its own reward.

Luke 16:25

But Abraham said, “Child, remember that during your lifetime you received your good things, and Lazarus in like manner evil things; but now he is comforted here, and you are in agony.

Wealth is its own reward.

But those who want to be rich fall into temptation and are trapped by many senseless and harmful desires that plunge people into ruin and destruction. For the love of money is a root of all kinds of evil, and in their eagerness to be rich some have wandered away from the faith and pierced themselves with many pains.

Wealth can cause us to desire worldly things.

Ecclesiastes 5:10-15

1 Timothy 6:9-10

Money does not have value beyond this life.

We cannot take wealth with us when we die

Loving money is the cause of all kinds of evil.

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Session 9: Symbol of Stewardship Objectives 1. Integrate biblical stewardship principles with cultural marketing ideas 2. Express learnings through artistic expression Supplies • Blank paper • Markers • Sample corporate logos Introduction • Ask students to explain what a symbol is. Name some common symbols. (something that stands for or suggests something else by reason of relationship, association, convention, or accidental resemblance; a visible sign of something invisible) Activity • Show the class some corporate logos. These can be collected from advertisements, products, or by doing an Internet search and projecting or printing out the responses. Ask students to describe what these various logos communicate by the colors and images they use. Divide students into small groups. Invite students to create a logo for God’s stewardship. What would symbolize the Christian call to stewardship and fiscal responsibility? Ask each group to identify a value they want to symbolize. Have students find a Scripture that accompanies this value. Have students design and draw a sample. This could be a t-shirt design that students actually produce or just an idea that is presented on paper or projected.

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Session 10: Assessment 2 Objective 1. Review the biblical materials around financial stewardship Supplies • Copies of Assessment 2 • Butcher paper • Masking tape • Markers Activities • Distribute copies of Session 10: Assessment 2. Give students opportunity to respond to the questions individually. This assessment should be completed within 20 minutes. • One of the key biblical ideas is that how we manage/use money speaks loudly about our faith. To emphasize this point, divide the class into five groups. Assign each group one of the phrases below (drawn from Freed Up Financially). Using butcher paper taped along a wall, invite each group to create a visual representation of their “command.” Have each group include their phrase in their picture. Then, post all five pictures together to create a class mural. – Diligent earner – Generous giver – Wise saver – Cautious debtor – Prudent spender

Assessment 2 Answer Key 1. What does Genesis teach us about human relationship to creation? God gave humans dominion over creation – the task to care for and maintain. Humans were made in the image of God.

2. Define “trustee.” Care for with the owner’s best interest in mind.

3. List four excuses Christians use to avoid giving or tithing. In the column to the left, list a Christian response to the excuse or barrier. (see Session notes)

4. In one session, we discussed three parables and three encounters with Jesus. List one of those and write a sentence about its significance. (see Session notes)

5. Give a brief accounting of the biblical perspective of the relationship between “heart” and “treasure.” Where your treasure is there your heart will be also.

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Session 11: The Predominate Message This lesson may take multiple class sessions

Objectives 1. Recognize the spending messages in contemporary media 2. Acknowledge the conflicting messages within media Supplies • Projection and Internet access • Student journals Introduction • In their student journals have students write the last three movies they’ve seen. Then have students write the key message from the movie next to the title. Activity • Using www.wingclips.com show movie trailers of relevant “money movies.” After each clip, invite students to discuss what the money message of the movie seems to be. Ask how this stands in contrast to or supports the money messages they hear at home and at church. Suggested clips: – Confessions of a Shopaholic – Diary of a Mad Black Woman – Perfect Day – WALL-E Showing a whole movie is another way to apply this idea. Be sure to preview this material to assess the appropriateness for the context. Forbes.com “money movies” suggests (www.forbes.com): – Wall Street – Ruthless stockbroker takes an ambitious man under his wing. – Trading Places – Ultra-rich commodity brokers bet they can turn a blue blood to crime and turn a street hustler into a successful businessman. – The Sting – Two men try to pull a big scam on a mob boss. – Boiler Room – College dropout gets involved with a seedy brokerage house. – Ocean’s Eleven – Scheme to rob a casino (1963, also a contemporary version) – It’s a Mad Mad Mad Mad World – a group of motorists race to find a fortune in cash (contemporary adaptation, Rat Race) – It’s A Wonderful Life Students may also watch a money movie and write their impressions and connections for homework or extra credit.

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Session 12: The “American Dream” Objectives 1. Understand how culture influences views on money 2. Recognize happiness is not measured by wealth or possessions Supplies • Student journals • Student computer access OR projection with Internet • Copies of TV Commercial handout • Copies of Propaganda Technique handout Introduction • Share the following quote with students. Have students copy the quote into their student journals. Invite students to take a few minutes to reflect on how they assess worth. Have them list a few of their qualities that give them worth. “The real measure of your wealth is how much you’d be worth if you lost all your money.” Spiritual Connection • Remind students that often our religious views stand in contrast with cultural priorities. On the board list spend, give, save. Ask students to number these terms in order (one being greatest priority) of God’s priorities (1. Give 2. Save 3. Spend). Then, ask students to number those priorities based on cultural messages (1. Spend (lifestyle) 2. Save 3. Give). Key Teaching Points Check with English and/or Social Studies teachers to learn how this subject is taught to students in their other courses. Use those ideas as the basis for this discussion. • One framework for understanding culture is to consider the “American Dream.” Ask students to define this term. Explain to students that a large part of the “American Dream” is private ownership. The values and ideas of the “American Dream” are deeply ingrained and have significant influence. For example, Christians often say, “We know money can’t buy happiness.” Yet, their actions (the priority given to earning and how money is spent) sends a different message. • Culturally, money promises a lot of things. Invite students to name some of those promises. Many of these ideas are connected, returning to the idea of personal happiness. – Happiness – If I have lots of money, I can afford anything my heart desires. If I have anything my heart desires, then it only stands to reason that I will be happy. – Influence/Power – If I have lots of money, then people will listen to me. I will have lots of power and influence. Things will go my way. If things go my way, then it only stands to reason that I will be happy. – Respect – If I have lots of money, people will think highly of me. I will feel very important. I will be successful. It only stands to reason that if I feel important and am successful, then I will be happy. – Security – If I have lots of money, then I can be ready for any crisis or emergency that arises. Crises lead to unhappiness. If I am able to handle any crisis financially, then it only stands to reason that I will be crisis-free and happy.

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Remind students that having money promises far more than it can deliver. The lure of these promises are powerful – how else can we explain the outrageous behavior of many to become rich? It has been said that if you want to know what is really important to someone you just need to look at two things: their daily planner and their checkbook. Activities • Have students test their brand knowledge. If computers are available, search online for slogan quizzes and have students work in pairs to complete them. An alternate option is to project them and work as a class or to designate responders for individual questions. • Distribute copies of the Propaganda Techniques handout. Review these concepts as a class. Ask students to share any examples that come to mind as the class discusses the various techniques. • Commercials use a variety of techniques to appeal. Distribute copies of the Examining TV Commercials handout (drawn from Dungan, page 218). Review the techniques used by marketing firms. – Cool factor – Bandwagon – Celebrity testimonial – Emotion – Expert testimonial – Repetition – Slogan Have students complete the assignment for homework.

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Session 13: My Stuff Objective 1. Understand the cultural influences youth face Supplies • Projection with Internet and sound • Bibles • Copies of My Stuff activity • Optional: Everence Financial Sanity DVD Introduction • Show the video clip Consumerism! The Musical (5:02) from www.youtube.com. After watching it, ask students to share their thoughts. In the song, one of key phrases is, “It’s a wonderful life.” What does the singer mean by that? How does the meaning change if the line is sung, “It’s a wonderful lie?” Spiritual Connection • Show a video clip of Teenage Affluenza available in a variety of versions on www.youtube.com. Key Teaching Points • Remind students that through advertising culture says, “possessions define who I am. The more we have the more we should spend.” This stands in contrast to the biblical message about wealth and the use of resources. Scripture warns against greed, envy, and making wealth an idol. Divide students into seven groups. Assign each group one of the passages below. Ask students to read through the passage as a group and to write a few key words from their passage on the board. Then have each group read their text for the class and explain why they chose the key words they did. – Deuteronomy 5:21 – Proverbs 11:24-26 – Proverbs 11:28 – Matthew 6:19-21 – Matthew 6:24-34 – Luke 12:15-21 – 1 Timothy 6:17-19 • Explain to students that the biggest spending times in the U.S. are at Christmas and back to school (Financial Sanity). Ask students what this reveals about culture. If the Financial Sanity materials from Everence are available, illustrate this point by showing these video clips. – Financial Sanity clips: 1c, 4c (disposable income) – Financial Sanity clips: 1d, 2a and 2b (cultural/generational view) Activities • Review the responses to the Examining TV Commercials homework assignment. • Distribute copies of the My Stuff handout. Give students time to go through the questions individually. Students may complete the inventory for homework.

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Read the following excerpt from George Carlin’s comedy routine about stuff. That’s all you need in life, a little place for your stuff. That’s all your house is: A place to keep your stuff. If you didn’t have so much stuff, you wouldn’t need a house. You could just walk around all the time. A house is just a pile of stuff with a cover on it. You can see that when you’re taking off in an airplane. You look down, you see everybody’s got a little pile of stuff. All the little piles of stuff. And when you leave your house, you gotta lock it up. Wouldn’t want somebody to come by and take some of your stuff. They always take the good stuff. They never bother with that crap you’re saving. All they want is the shiny stuff. That’s what your house is, a place to keep your stuff while you go out and get...more stuff! Sometimes you gotta move, gotta get a bigger house. Why? No room for your stuff anymore. Did you ever notice when you go to somebody else’s house, you never quite feel a hundred percent at home? You know why? No room for your stuff. Somebody else’s stuff is all over the place! Sometimes you leave your house to go on vacation. And you gotta take some of your stuff with you. Gotta take about two big suitcases full of stuff, when you go on vacation. You gotta take a smaller version of your house. It’s the second version of your stuff. And you’re gonna fly all the way to Honolulu. Gonna go across the continent, across half an ocean to Honolulu. You get down to the hotel room in Honolulu and you open up your suitcase and you put away all your stuff. “Here’s a place here, put a little bit of stuff there, put some stuff here, put some stuff – you put your stuff there, I’ll put some stuff--here’s another place for stuff, look at this, I’ll put some stuff here...” And even though you’re far away from home, you start to get used to it, you start to feel okay, because after all, you do have some of your stuff with you.

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Session 14: Distribution of Wealth Objectives 1. Learn about the global economic situation 2. Recognize “wealth” is a relative term Supplies • Copies of M&M Simulation • M&M candies • Pennies Activity • Have students role play in the M&M simulation that helps North American youth understand the disparity of income and wealth around the world. It particularly relates to hunger, but will offer a great faith connection to the financial reflections. Instructions and handouts are available for download at: www.peace.mennolink.org/cgi-bin/m.pl?a=405 If the Financial Sanity materials are available to you, introduce this activity with the DVD clip 3a.

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Session 15: From Little On Up This session can take multiple class sessions.

Objectives 1. Identify money messages taught to children 2. Compare and contrast the biblical stewardship message with the cultural message Supplies • Children’s books such as: – The Giving Tree by Shel Silverstein – Pigs will be Pigs by Amy Axelrod & Sharon McGinley-Nally – The Musical Palm Tree by Robert E. Barry – Getting’ Through Thursday by Melrose Cooper & Nneka Bennett – Reuben and the Quilt by Merle Good & P. Buckley Moss – Fox and Heggie by Sandra E. Guzzo & Kathy Parkinson – Erandi’s Braids by Antonio Hernandez Madrigal & Tomie De Paola – Uncle Jed’s Barbershop by Margaree Mitchell & James Ransome – If You Made a Million by David M. Schwartz & Steven Kellogg – Alexander, Who Used to be Rich Last Sunday by Judith Viorst & Ray Cruz – A Chair for my Mother by Vera B. Williams – Corduroy by Don Freeman – The Lorax by Dr. Seuss – The Rope by Joe Kulka – Lawn Boy by Gary Paulson Introduction • Read the fable below to the class. In a field one summer’s day, a Grasshopper was hopping about, chirping and singing to its heart’s content. An Ant passed by, bearing along with great toil, an ear of corn he was taking to the nest. “Why not come and chat with me,” said the Grasshopper, “instead of toiling and moiling in that way?” “I am helping to lay up food for the winter,” said the Ant, “and recommend you to do the same.” “Why bother about winter?” said the Grasshopper; “we have got plenty of food at present.” But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing corn and grain from the stores they had collected in the summer. Ask students to identify the stewardship message. (It is best to prepare for the days of necessity.) Activity • Have students read different children’s stories to discover what is taught to young children about money. Provide books for students or give them time in the library. An alternative, is to use fables available at www.aesopfables.com. Students may work individually and provide a written report or students may work in pairs and provide a verbal presentation for the class. If using the fables, have students provide an illustration to accompany their presentation.

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Session 16: Assessment 3 Objective 1. Review cultural stewardship ideas Supplies • Newspapers and magazines • Scissors • Glue • Poster board • Index cards/sticky notes • Markers • Blank paper Activities • Divide the class into small groups. Give each group a variety of newspapers and magazines as well as multiple sheets of poster board. Have each group cut out a selection of advertisements and paste them onto the poster board. Then, each group should add an index card or sticky note to each ad with a list of the advertising techniques (listed below) that the ad illustrates. Students should find at least one example of each advertising strategy. – Cool factor – Bandwagon – Celebrity testimonial – Emotion – Expert testimonial – Repetition – Slogan • Some cars display bumper stickers the promote wealth and consumerism: – My other car is a boat – He who dies with the most toys wins – Professional shopper – Money Talks: Mine always says goodbye – I’d be more fun if I had more money – My kids think I’m an ATM – When the going gets tough, the tough go shopping Invite students to design a bumper sticker that emphasizes a biblical aspect of stewardship. Students may choose to incorporate part of a Bible verse or to create a slogan. Art work and design are also part of the assignment.

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Session 17: Working Hard for the Money Objectives 1. Reflect on earning and how that power is used 2. Recognize the myriad of household expenses Supplies • Bibles • Student journals • Copies of Understanding Expenses Introduction • Ask students to share aloud what they think of when they hear the word “work.” Do they have positive or negative associations? How is “work” related to money? To careers? What impacts a choice about what type of work to do? Spiritual Connection • Read Deuteronomy 8:17-20 aloud. What does this passage say about God? About humanity? About work? (God grants us the ability to work. God should always be honored and remembered. We are tempted to worship wealth instead of God. We are to obey God above all else.) Next read Deuteronomy 8:10-16 aloud. What does this add to your understanding? (This was spoken after the Exodus experience where God freed God’s people from slavery and provided for their needs in the desert. It was not of their own labor, but by God’s provision, that they survived. It is easy to become prideful. It is easy to forget that it is God who provides for us.) In their student journals, have students write two ways that they can honor God’s provision in their lives. (Demonstrate gratitude daily; Share resources with others; Confess pride; Focus on God, not earthly pleasures) Key Teaching Points • Explain to students that culture and Scripture emphasize work as the primary means of earning money. Scripture teaches that honesty must characterize the Christian’s acquisition of money. Have students read the following Scriptures aloud to illustrate this point. – Deuteronomy 5:12-14 – Colossians 3:23 • A significant motivator for working is to receive a paycheck. There are certain elements about a paycheck that students need to understand. Use the information from pages 8-10. Be sure to cover “unspendable pay” broken into taxes, giving, saving, expenses. • Read Matthew 17:24-27 and Matthew 22:17-21. What does this teach about paying taxes? • Copy the chart from page 10 onto the board for students. Have them copy this into their student journal. In a column to the left, have students replace credit card, car and the mortgage line items with their own expenses. Have students spend some time reflecting on “unspendable” and “spendable” pay. The question posed by Boers is, “is it really worth it.” Have students record their questions and concerns about money in their journal.

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Activity • Distribute the session worksheet Understanding Expenses. Have students work in pairs or small groups to complete the estimation section and the calculations. The actual expenses should be filled in by having a conversation with an adult, which can be completed as homework.

Paying the Bills Answer Key (adapted from www.teachervision.fen.com)

kWh

Summer June-Sept.

Winter Oct.-April

First 650kWh

$0.04782

$0.04782

Next 350 kWh

$0.07948

$0.04104

Over 1000 kWh

$0.08184

$0.04040

Georgia Power sends a monthly bill to its customers based on their power usage. In addition, the base rate for customers is $7.50 whether or not any electricity is used. There is also a 5 percent sales tax and a fuel recovery cost of $0.015 per kilowatt-hour. 1. For the month of December, with the holiday festivities and extra guests, the Miller family used 3,233kWh of electricity. What is the family’s power bill amount? First 650 kWh @ $0.04782

$31.08

Next 350 kWh @$0.04104

$14.36

Over 1000 kWh @$0.04040

$90.21

Base charge

$7.50

Fuel recovery cost ($0.015 per kWh)

$48.50

Total charges

$191.65

Tax (5 percent)

$9.56

Total bill

$201.23

2. In April, the Millers went on vacation for two weeks, so their usage was only 630 kWh What is the family’s April power bill amount? First 650 kWh @ $0.04782

$30.13

Base charge

$7.50

Fuel recovery cost ($0.015 per kWh)

$9.45

Total charges

$47.08

Tax (5 percent)

$2.35

Total bill

$49.43

3. There was a major heat wave in July and the Miller family cranked up the AC. They used 2,995 kWh of power that month. What is the Miller’s July power bill amount? First 650 kWh @ $0.04782

$31.08

Next 350 kWh @$0.07948

$27.82

Over 1000 kWh @$0.08184

$163.27

Base charge

$7.50

Fuel recovery cost ($0.015 per kWh)

$44.93

Total charges

$274.60

Tax (5 percent)

$13.73

Total bill

$288.33

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Session 18: Get Rich Slowly Objective 1. Reflect on the big picture of earning and spending Supplies • Student journals • Copies of Philosophy and Rules handout Introduction • Invite students to define wealth. How do people become wealthy? Ask students to give their definitions of investment. What do they know about investing? What have they picked up from television and their families? Spiritual Connection • In their student journals have students write a few paragraphs about what it means to invest in the kingdom of God. Key Teaching Points • Introduce the Get Rich Slowly Philosophy (www.getrichslowly.org/blog/about/). Distribute copies of the Philosophy handout to students. Check out J.D. Roth’s money blog (www. money.cnn.com) for explanation of the principles to share with students. After introducing these principles, ask students for feedback. Are these principles in line with what has been discussed thus far? (How) Do they reflect Christian stewardship values? • Distribute the 12 Principles (http://jumpstartcoalition.org) handout. Ask students to compare and contrast the 12 rules (also on the handout) with the philosophy. Are there any key differences? Activity • Invite students to reflect about which of all of these ideas seem doable or important. Have students record three to five key principles they will use to guide their financial decision making. Students should record these in their student journals.

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Session 19: Financial Careers Objective 1. Introduce a variety of careers connected to money Supplies • Guest speakers • Student journals Activities • Invite resource people from the community to come and talk with students. Invite three to five guests to come and share about their careers. Send the Guest List questions ahead of time to the panel participants. Divide students into small groups, and have each group meet for 10 minutes with one of the guests. Then rotate the groups to another guest. An alternative is to have each guest present to the whole class.

Suggested guests: – Representative from Everence – Accountant (CPA) – Tax specialist – Insurance representative – Credit Union personnel – Investments manager – Development worker – Controller

• Have students write a few paragraphs in their student journals about this experience. Is there a career that they are intrigued by? What questions remain for them? Did any of the conversations impact financial decisions or goals that they have? This may be completed as a homework assignment. Guest List As you prepare to speak to the class, here are a few questions to guide your reflections. 1. What do you do (specific tasks)? 2. What drew you to this job/career? 3. What kind of training/education do you have? 4. What do you love about your job? 5. What stewardship advice do you have for youth?

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Session 20: Assessment 4 Objective 1. Review and reinforce the earning principles Supplies • Bibles • Student journals • Copies of Assessment 4 Introduction • Have students brainstorm together ways that they can earn money. Students should list jobs currently available to them. If possible, note estimated amounts of earnings along with the idea on the board. Spiritual Connection • Invite students to read Proverbs 22. In their student journals have them note the verses that relate to managing money. Ask students to write a few sentences of response to these ideas. Activity • Distribute Assessment 4 to students. Give them time to complete the questions in class.

Assessment 4 Answer Key 1. In a few sentences, write something you’ve learned that the Bible talks about in regard to work. God grants us the ability to work. God should always be honored and remembered. We are tempted to worship wealth instead of God. We are to obey God above all else.

2. What is “unspendable pay?” Portion of paycheck that is not for disposable income; earmarked for taxes or fixed expenses.

3. What does the Bible say about taxes? Give to Caesar what is Caesar’s. Jesus paid taxes.

4. List three of the 12 Principles discussed. Write a short paragraph reflecting on something you learned through meeting with someone in a financial career.

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Session 21: Budgeting Objectives 1. Gain a basic understanding about how budgets work 2. Understand the purpose and value of budgets Supplies • Copies of Spending Scenarios • Student journals • Copies of Understanding Expenses • Index cards • Copies of the Household Budget handout • Copies of The Pyramid handout Introduction • Copy and cut apart the Spending Scenarios. Divide students into pairs and distribute at least one youth spending scenario and one adult spending scenario to each pair. Give students a few minutes to make their decisions; they must both agree to the solution. Ask students to reflect on the process. How was it to make choices like these? Was it easy to come to agreement? Why or why not? Did they think of additional solutions that were not given as options? Spiritual Connection • Remind students that every day people have to make tough choices based on differentiating needs and want. Everyone must work within the limits of what they earn and the amount of debt they are willing to live with. Have students write two tough money decisions they have made recently in their student journal. Then ask students to write a prayer to God, asking for wisdom in the many decisions they must make. Key Teaching Point • Write “budget” and “spending plan” on the board. Ask students to define these two words. Ask students if their families have budgets. Is this a familiar concept for them? Do they have negative or positive associations with “budgeting?” What are some benefits of using a budget? (Budget – tool that enables us to control our money; spending plan – way to reach financial goals. Budgets set clear limits, control spending and debt. Allow for giving and saving. Establish priorities and help you accomplish more with less.) • Remind students that budgets help one attain financial goals, but that doesn’t mean the result is guaranteed or immediate. Have students refer to their Session 17 Handout: Understanding Expenses and the Household Budget handout. How close were their estimates to the actual cost of running a household? What kind of income would they need to live at the level they have budgeted? On the back of the handout have students write a list of items they’d be willing to give up or areas in which they could save to manage their budget. Also have students rank the items on the expense list in order of priority for them. Where do they want to spend? Where will they cut back? • Use this session as a time to review banking basics such as the differences between a checking and savings account. Information about banking basics can be found in the supplemental materials referenced in the resources section.

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Activity • Pass out index cards to each student. Have students write a “Dear Abby” question related to finances. This could be a stewardship question, a spending scenario, or another money related concern. This may be a question or dilemma that currently exists for the student or a made up scenario. For sample “Dear Abby” letters and responses go to www.uexpress.com/dearabby/. Have everyone hand in their scenario. Then divide the class into groups of three to four students. Mix and distribute the questions, one per student. As a group, have students write responses to each of the queries. When the advice has been written, have the groups share their questions and suggested solutions. • Distribute copies of The Pyramid handout. In their student journals have students write a paragraph about how the pyramid reflects or conflicts with what they have been taught about finances. What is surprising about the pyramid? What makes sense?

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Youth Spending Scenarios

You want to replace your current iPod. You have $200 in savings. You choose to… – use all of your saved money – put it on your birthday wish list – bid on a used one on eBay – use some of your savings and borrow some money from your sister

You back into a pole in the school parking lot, putting a dent in your car. You choose to… – pretend it didn’t happen – report it to your insurance company – pay to have dent repaired out of your emergency savings – ask your parents to pay for the repair – charge the repair to your credit card

You want to play tennis with the team next year. You want to take lessons to prepare. You choose to… – ask your friend on the tennis team to practice with you a few times – take some extra babysitting jobs to pay for lessons – ask your parents to pay for your lessons

You want new jeans. The pair you like cost $90, and your parents gave you $50 for buying jeans. You choose to… – get less expensive jeans – wait for a big sale – pay the other portion out of your savings – beg your parents for more money

Your cell phone breaks. To replace it you choose… – the “free” replacement phone – ask your parents to pay for the new phone; petitioning that it’s a need. – choose the phone you’ve always wanted and pay for it out of your savings – choose an expensive phone and charge it

For your 16th birthday your parents offer $3,000 toward the purchase of a car for you. You choose… – a $3,000 car – a $2,500 car and use the extra cash for the title/license fees/gas – to add the $3,000 to your own savings and buy a nicer car – to beg for more money from your parents – to share the family cars for a while – to buy a $7,000 car, borrowing the additional amount from your grandparents

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Adult Spending Scenarios

You and your spouse both went to college. Now that you’re married, your loans are in repayment. You choose to… – use your savings to pay off the student loans in full – use your savings for a down payment on a house and make monthly student loan payments – take an extra job and make double payments until the loans are paid off – go to grad school so you can defer the loans – make the monthly payments and use your savings for a vacation

You and your spouse are expecting your first child. You choose to… – both continue working and use one income to cover the daycare expenses – live on one income and have one person be the primary care giver for the child – have one person work part-time while grandma babysits free – have one person work part-time swapping child care with another family in the same situation

Your friends are going on a cruise and have invited you and your spouse. You have $500 in savings, earmarked for emergencies. It cost $1,500 to go on the cruise. You choose to… – tell your friends “thanks, but we’ll go next time” – charge the whole amount on a credit card so you can both go – take a short-term loan out to pay for the trip. You’ll pay it back with your Christmas bonus – use your savings and charge the rest. – suggest that you and your friends go on a less expensive group trip

You have three children and are buying Christmas gifts. You have $300 to spend on all the children. Your oldest wants a videogame system. You choose to… – spend $100 per child, no game system this year – buy the game system and a small gift for each child – increase your gift budget – offer the game system as the gift buthave the child pay for part of it

You want to turn on the air conditioner in July, but it will raise your electric bill $100. With your careful budget, you know you don’t have that extra cash in July. You choose to… – go without AC – turn it on, that’s what credit cards are for – turn it on and use savings to pay the extra – turn it on, but not use any other electricity for the month

Your child wants to go on a mission trip with the youth group. It cost $500 and the only place you have that money is in your emergency savings account. You choose to… – take the money from savings, this is a good experience. – offer to pay half if your child comes up with the other half – borrow the money from your parents. – use your vacation money, no family trip this year.

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Session 22: Needs vs. Wants Objectives 1. Consider how one spends money 2. Evaluate spending priorities and choices Supplies • Projection with Internet access and sound • Student journals • Copies of The Prayer • Bibles • Copies of the Inventory handout • Copies of the Hobby Handout Introduction • Show Judith Levine – Not Buying It: My Year Without Shopping (4:07) available at www.youtube.com. After viewing, ask students for their response. Were there any surprises in her research? In their student journals have students write a few sentences about their definition of materialism. Invite students to list their “splurge” or brand items. Spiritual Connection • Distribute copies of The Prayer. Read the text, Matthew 6:24-34, aloud. Invite students to spend a few minutes composing a prayer about consumerism and worry using the Scripture as a guide. Key Teaching Points • Explain to students that one way to begin to understand and control spending is to distinguish between needs and wants. Our modern vernacular often allows these words to be interchangeable, yet most of us have our basic needs met, and the things we long for are wants, not needs. However, there is an element of discernment related to defining a need verses a want. To illustrate, designate one corner of the room “needs” and designate the opposite corner “wants.” Explain to students that this wall will be a continuum. Have students stand along the wall. As you read the various scenarios below, students should stand along the wall at the place that reflects their opinion about the necessity of the item. After students have placed themselves, invite a few responses about why a student placed herself where she did. Then move to the next item. Emphasize that there are no wrong responses and that this activity illustrates the “grayness” that can exist when discerning spending choices. A place to live A car A BMW Food to eat McDonald’s lunch Olive Garden dinner

Internet access concert tickets vacation cell phone iPod

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• Explain to students that because American culture is built on consumerism (this is not all bad), it becomes necessary to distinguish between provision and consumption (Money Mania). For example, people need clothing. Having clothes to wear is provision. However, no one “needs” 20 t-shirts. That moves into consumption. In student journals, have students list three examples of provision moving into consumption in their own lives. When students have had some time to write, present this quote: “We think we own our possessions, but too often they own us.” (Randy Alcorn) Have students write this at the top of their journal page for this session. Activities • Distribute copies of the Personal Inventory for students fill out. • Help students understand the actual cost for the activities they love. Use the Hobby Handout. As a class work through an example, soliciting ideas and estimates from the class. Then, have students fill out their handout using an example from their life. This may be completed for homework.

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Session 23: More Spending Objective 1. Reflect on good spending habits Supplies • Hobby Handout from homework • Bible • Copies of Spending Log • Copies of Spender Quiz • Student journals • Markers Introduction • On the board create two columns. Title one “hours” and the other “cost.” Have students write the results from their Hobby Handout in the appropriate columns. Spiritual Connection • Invite a student to read Matthew 6:19-21 aloud. Remind the class that this teaching of Jesus is foundational for considering financial stewardship. Our hearts go where our treasures are. We should be vigilant, guarding our hearts from the lures of the world. Key Teaching Points • Explain to students that a basic principle for financial stability is to “spend less than you make.” One of the cultural myths Christians must resist is that “you need everything you can afford.” To illustrate this point, have students fill out a copy of the Spending Log. Activities • Have students take the Spender Quiz. • Ask students how they would spend an extra $100 if it were given to them. In their student journals, have them draw a pie chart that divides up the money, labeling each slice with what they would spend it on. As time allows, compare and contrast the different responses. What influenced their choices?

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Session 24: Debt Objectives 1. Understand what debt is 2. Gain tools for making wise decisions in relation to debt Supplies • Bibles • Student journals Introduction • Write this quote on the board: “Financial problems are not a result of not making enough money; they are a result of spending too much money.” Ask students to respond to this quote. Do they agree or disagree? Does this seem like a cultural or biblical teaching? Spiritual Connection • Have students read the following passages aloud: – Psalm 37:21 – Proverbs 22:7 – Luke 12:15 • Invite students to record one of the verses in their student journals along with the quote from the introduction. Key Teaching Points • Ask students to list examples of debt. Record these responses on the board. Explain to students that there are a number of key debt categories: a. Consumer debt – often credit card purchases b. Student debt – loans for college or graduate education c. Mortgage debt – loan to purchase a house d. Business debt – loan to start or enhance a company In general, consumer debt is bad. People end up paying high interest rates which in turn means they are paying a lot more for the items they have purchased. Student debt is considered good debt in that it’s debt you take on to increase your earning potential. Student loans often have a low interest rate, so the amount of interest you pay is minimal. Mortgage debt can also be seen as good debt since your home typically appreciates in value. Any money invested in an item that appreciates (house) can be called “smart” debt. So, “smart” debt is debt on the money it takes to make money (school, business) or debt on something that appreciates (property). In this way, debt can be a tool that provides opportunity to grow an investment. However, the recession of 2009 was caused in large part by poor choices related to mortgage debt (people buying houses they could not afford based on an assumption of increasing income or an expectation of high home valueappreciation).

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Invite student response. Have they ever considered any kind of debt good? Bad? What are the effects of carrying debt long-term? Some of the consequences of debt are stress, less giving, increased work hours, lack of peace, poor credit rating, limited purchasing power. Use this as an opportunity to discuss the basics of credit, including credit ratings and the use of credit/debit cards. Information on these topics can be found in the supplemental materials referenced in the resource section. Activities • In their student journals have students divide a page into four boxes, labeling each box with a type of debt (consumer, student, mortgage, business). Have students list a specific example for each category (see example below). Then invite them to spend time listing the “pros” and “cons” of this type of debt in the respective box. At the bottom of each box, have students write a personal goal in relation to the type of debt. This could be an individual, small group, or all class exercise depending on student’s understanding and class time frame.

Consumer

Student

Paying for Christmas gifts with a credit card

Going to graduate school for an MBA

(+) having the items to give at Christmas (+) showing my love for my family and friends (+) joy of shopping (-) can overextend my budget (-) will cost me much more than the purchase price through the interest charges (-) limits my spending for other needs

(+) gaining new skills (+) having the education expected in my field (+) provides more opportunity for higher paying jobs. (-) takes time/pay from current job (-) no guarantee of a new job

**I would not buy Christmas gifts with a credit card. I would give alternate gifts that year.

**I would need to carefully consider the likelihood of advancement or new job opportunities before I’d invest a lot of time and money in additional training if I enjoyed my current work.

Mortgage

Business

Primary residence ownership

Starting a tea shop

(+) investing instead of throwing money into rent (+) investment should appreciate (+) meets a basic need (-) can overextend my budget (-) responsible for upkeep and repairs which can have significant costs (-) no guarantee of appreciation

(+) being my own boss (+) investment could appreciate (+) living out a dream (-) can overextend my budget (-) no guarantee of success **I would take a business loan with the appropriate support systems for success.

**I would take a mortgage with the goal of paying it off in less than 30 years.

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Session 25: Assessment 5 Objective 1. Review and reinforce key ideas about spending Supplies • Projection with internet access OR copies • Student journals • Copies of Assessment 5 • Copies of Global Concerns handout Introduction • Project or print profiles of young adults and their money choices from: www.channel4learning.com/support/programmenotes/micro/moneyandbusiness/live.html Invite students to evaluate these choices based on the material covered in this section. Are these young adults making good decisions? What cautions could they offer? What principles or tips are they illustrating? Spiritual Connection • Invite students to a time of prayer. This may be silent, led by the teacher, or a time to write a prayer in student journals. Activities • Distribute Assessment 5 and give the students time to respond to the questions. • Explain to students that all of the financial principles that are being discussed not only apply on an individual level, but also a global scale. Divide the class into small groups. Give each group a copy of the Global Concerns handout. Have students prioritize these ideas as a group. Compare responses as a class. What would these priorities mean for global relations?

Assessment 5 Answer Key Budget – tool that enables us to control our money Spending Plan – way to reach financial goals Smart Debt – debt on the money it takes to make money or debt on something that appreciates

Need – basic requirement for life Want – item desired to increase quality of life Provision – meeting basic needs Consumption – purchases beyond basic needs Types of debt – consumer, student, mortgage, business

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Session 26: Planning for the Future Objective 1. Developing an understanding of saving Supplies • Student journals • Bible Introduction • Invite students to create a page in their student journal to record things they are thankful for. On this “Thankfulness Journal Page” have students list five tangible items they are grateful for. Ask students to also list three intangible items they’re grateful for. Spiritual Connection • Invite each student to share one of the items they had listed in either category in their student journal. Offer a prayer of thanks to God for these blessings. Key Teaching Points • Solicit responses from students about why people “save” money. Make a list of these reasons on the board. What are some of the benefits of saving? Explain to students that in financial terms there are usually three categories of saving: emergency fund, short term/replacement savings, and long term/retirement savings. The easiest way to save money is to make it part of the financial routine. When budgeting and paying bills, automatically set aside the portion that is designated for savings. Having goals, both short- and long-term financial goals, also motivates saving. Ask students what kinds of financial goals they currently have. Invite them to record a short-term (iPod, new jeans) and a long-term (college, house down payment) in their student journal. • Ask students to define hoarding. Saving is wise planning for future expenses, both known and unknown. Hoarding is defined as secretly storing up or stockpiling. Have a student read Luke 12:15-21. Discuss how this passage relates to saving and hoarding. • Remind students that it is important to keep perspective when goal setting and saving. “Wealth will always be lost; either it leaves us while we live or we live it when we die.” (Matthew 6:19-21) Invite some students to read Psalm 49 aloud. Ask students to reflect on what this passage says about wealth and saving.

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Activities • Invite students to brainstorm ways to save. Divide the class into small groups. Give each group a topic (Housing, Transportation, Food, Clothing, Entertainment). Ask each group to brainstorm ways to save money for their designated spending category. Have each group share highlights or particularly innovative ideas with the whole class.

Housing

Transportation

Renting Multiple families sharing a home Making a larger down payment Not running the air conditioner Keeping the temperature set low in the winter Using compact fluorescent light bulbs Having newer windows Insulating attic space

Sharing vehicles Buying older cars Not leasing vehicles Biking/walking Using public transportation Keeping cars tuned up Limiting trips

Food

Clothing

Stick to the shopping list Use coupons Buy store brand items Buy bulk Plant a garden Cut out junk food Buy sale items

Limit the amount of new pieces you buy Shop sales Shop at thrift stores Shop at consignment stores Limit brand shopping Buy during the off-season Welcome hand-me-downs

Entertainment

Gifts

Limit eating out Rent or borrow movies Invite people to your home Play board games/cards Tour local attractions Use parks Window shop Browse in a bookstore Use the library

Limit the amount you spend per person Shop sales/off-season Make gifts Bake gifts Honor the person through time together Give personalize coupons Do a name exchange instead of buying for everyone Make your own cards

• For homework, assign students a Money Mentor Interview. Ask them to contact a person whom they admire for their financial savvy. Have students ask this “money mentor” for advice, tips, or anecdotes that would be helpful for young people to consider as they begin making significant financial choices. Students should type their findings as a one-page summary. These summaries will be shared in Session 28.

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Session 27: Investing Objective 1. Introduce basic investment concepts Supplies • Savings Comparison Chart • Bible • Investments representative Introduction • Go through the Savings Comparison Chart and scenario on page 72 of Three Simple Rules. Explain to students that this activity illustrates a number of ideas. First, it’s best to start saving early. Second, it identifies the value of saving. This exercise also demonstrates a work of compounding interest, and how your money can work for you. Spiritual Connection • Invite a student to read Matthew 25:14-29 aloud. Have other students act out the parable as it is narrated. Ask students to reflect. What do we learn from the parable of the talents? Remind students that this is a parable, so it is a story that is illustrative of something else (here, the kingdom of God). But, it still gives clues about what acceptable choices and behaviors are. Key Teaching Points • Discuss the basics of investing which can be found in supplemental materials referenced in the introduction. • Explain to students that investing can be a risky practice, but most people invest their money in some way. Investing allows your money to work for you (gain interest). People count on their investments as one way to fund their retirement living. • One point of consideration for Christian investing is socially responsible investing. This approach is a way that investors can put their money to work to build a sustainable world. Companies are screened on a number of factors to demonstrate their corporate social responsibility (www.socialinvest.org/resources/sriguide/srifacts.cfm). Companies like Everence do research to assure investors that their money is invested with companies that are responsible. Some of the key values that a company must represent to be considered socially responsible include: – Respect the dignity and value of all people – Build a world at peace and free from violence – Demonstrate a concern for justice in a global society – Exhibit responsible management practices – Support and involve communities – Practice environmental stewardship Activity • Invite an investments representative to come and talk with the class. Ask this person to give some Christian perspectives on investing. – What are the benefits and risks? – What kinds of questions should Christians be asking themselves and whomever invests on their behalf? – Can the practice of investing accomplish more than simply increasing one’s assets? – Do your investment dollars go where your feet would not?

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Session 28: Money Mentors Objectives 1. Learn from people with life experience 2. Practice presentation skills Supplies • Personal story of a money lesson • Bibles Introduction • Share with the class one valuable money lesson you have learned. Explain to students that in this session, everyone will be sharing a highlight, a key tip or lesson, from their money mentor interview. Spiritual Connection • Have students read the following passages aloud: – Proverbs 13:20 – James 1:5 – Psalm 19:7-8 Invite students to reflect on what the passages say about gaining wisdom and insight. Activity • Have each student, in turn, share a key insight, lesson, or tip that they gleaned from interviewing a money mentor. Students should give some introductory remarks about who they selected as their money mentor and why.

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Session 29: Assessment 6 Objective 1. Review and reinforce the ideas about saving Supplies • Student journals • Projection with Internet access and sound • Copies of Assessment 6 Introduction • In their student journals, have students write some things they are “saving for.” In a column next to those items, have students list why they are saving and what the benefits of waiting, saving, and the eventual purchase will be. Spiritual Connection • Show Biblical Paraphrasing: The Parable of the Talents available at www.youtube.com. In their student journals have students respond to this video. Is it an accurate portrayal of the biblical message? • Show Lego Parable of the Talents also available at www.youtube.com. Again, ask students to write a paragraph of response. What does this “modern day” version help us understand? Does it honor the original intent of the text? Activity • Pass out copies of Assessment 6 and allow students to complete the questions in class.

Assessment 6 Answer Key 1. List the three categories of savings • emergency • long-term • short-term

2. What motivates saving? goals

3. List one creative way to save money in each of these categories. Accept reasonable responses

In a few sentences… 4. List a key lesson from the parable of the talents (Matthew 25:14-29). Being wise; doing something; taking some risk

5. List a learning from the investment representative. Accept reasonable responses

6. List a learning from the money mentor presentations. Accept reasonable responses

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Session 30: The Standard of Giving Objective 1. Understand the biblical teachings on tithing and giving Supplies • Projection with Internet access and sound • Bibles • Student journals Introduction • Show the skit World vs. Tithing (2:28) available at www.youtube.com. Spiritual Connection • Ask students to discuss this clip. What does it imply about Christians? Is there truth in this video? What is the challenge for Christians? What does this say about the world? (Where you spend your money reflects what you value most. Christians struggle with making good/giving choices. Christians are called to care for others which includes using financial resources. The world is watching how Christians spend their money.) Key Teaching Points • Ask students to share with the class what they hear at church about giving or tithing. What do their parents or families teach about giving? Do they ever discuss tithing? Explain to students that Scripture teaches of a “standard of giving” (adapted from www. generousgiving.org). Have students look up the following passages and read them aloud. On the board or on the computer projected, have someone write a word or phrase that highlights the command or call of the passage. – Luke 3:11 (share with others) – Acts 4:32, 34-35 (believers shared everything; not concerned with personal ownership; used money, but for the needs of anyone in the group) – Romans 12:13 (share with others) – 2 Corinthians 8:13-15 (priority of equity and needs being met) – 2 Corinthians 9:10-11 (riches are for generosity) – James 2:15-16 (faith must have action that cares for others’ needs) • Explain to students that this biblical call for the people of God to be generous is to mirror God’s generous spirit. It is in response to what God has done for us that we act generously. It is an action of faith that we share, trusting God will provide for our needs. We strive to be more Christ-like and one of those qualities is generosity. Have students, again, look up and read aloud the following passages which speak to the generosity of God. Have students write the references in their student journals with a key phrase for each verse. – Deuteronomy 6:10-12 (do not forget God’s provision in the past) – Matthew 7:11 (God provides good gifts) – Luke 6:34-35 (love is acting generously) – Luke 6:38 (the measure you use will be used for you) – John 3:16 (God gave the ultimate gift in Jesus) – Romans 8:32 (God provides for our needs) – 2 Corinthians 9:8-11 (we have so we can give to others) – 1 Timothy 6:17 (hope in God, not wealth) – 1 John 3:16-18 (love involves action, caring for others in need)

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Activity • Have students enact the parable of the workers in the vineyard (Matthew 20:1-16). One student should serve as the narrator. One person will be the owner of the vineyard. This person can act and read the appropriate lines. Four pairs of workers will be needed as well as a supervisor. If the class is large enough, have a student (or a few) act as the “clock” using their bodies to designate the hour when time is mentioned in the passage. After acting out the parable, invite students to reflect on the message of the passage. 1. What does this parable say about God (the vineyard owner)? (generosity) 2. What does it say about working? (work for pay, not worry about others’ reward)

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Session 31: The Biblical Message Objective 1. Reinforce the biblical message about stewardship and giving Supplies • Projections with Internet access and sound • Student journals Introduction • Ask students to share what they can recall about the biblical teachings on giving and stewardship. Note key words or phrases on the board. Spiritual Connection • Have students listen to a sermon about giving. A selection of sermons is available at www. generousgiving.org, under the tools tab. Select teaching or stories. If projecting the sermon is not an option, invite a local pastor in to share a stewardship meditation. Many congregations record their services on DVD. Using a stewardship sermon from a local congregation on DVD is another option. Activity • Invite students to write a few paragraphs of response to the message in their student journals. This could be a homework assignment if there isn’t enough class time after the sermon.

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Session 32: Generous Giving This session will take multiple class sessions.

Objectives 1. Develop an understanding of tithing 2. Consider how the biblical and cultural messages interact Supplies • Student journals • Bibles • Projection with Internet access and sound OR CD and CD player • Computer access for students Introduction • Have students write this quote in their student journals: “Let us not be satisfied with just giving money. Money is not enough; money can be got, but they need your hearts to love them.” – Mother Teresa Spiritual Connection • Read Genesis 12:2-3, which is part of the call of Abraham. Have students identify what this passage says about God and about the role of God’s people in the world. (God blesses God’s people; as God’s people we are to be a blessing to others.) • Listen to the song Thank You by Ray Boltz. A music video version is available at www. youtube.com. Invite students to give their responses. Are there people who have made a difference in their lives because of dedicating their time or talents (youth sponsors, Sunday school teachers, Bible school leaders)? Key Teaching Points • Ask students to define tithe. Invite a few students to look up and read aloud the following passages. – Leviticus 27:30-33 – Deuteronomy 16:17 – Psalm 37:21 – Proverbs 3:9-10 – Malachi 3:8-10 What do these passages say about tithing? Explain to students that “tithe” literally means 10 percent. God asks that people give back. We are to give of our firstfruits – our best. When Jesus taught, he said we are not bound by the law of Moses, yet most of Jesus’ teachings raise the standard for living and giving. • Tithing stands in contrast with the cultural message. Culture says you should give if: – it benefits you – there is anything leftover – you have a sense of duty But for the Christian, a tithe signifies that one trusts God as the ultimate provider. It signifies our gratitude.

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• Remind students that many current teachings on tithing say that a tithe is a great starting place for your giving. In other words, 10 percent is where we should start, not cap our giving. Think of tithing as: priority, purpose, and portion (Freed Up). It is important to begin by giving something. Invite students to read the following New Testament passages aloud. What do these add to our understanding of tithing and giving? – Luke 6:38 – 1 Corinthians 16:1-2 – 2 Corinthians 9:6-12 Activity • Have students divide into small groups (3-4 students per group). Explain that each group will need to research a charity (great information and options found at www. charitynavigator.com). Assign a variety of charities to the groups so that different categories are represented (such as Mennonite-affiliated, international, human services, or environmental). Give students the remainder of this session and the next session to do their research and create a presentation. Use a class session for groups to present their organization to the class. Groups should create a compelling case for supporting their cause and provide the following information: – Name, logo and mission statement/vision of ministry – Brief accounting of the history/development – Goals of the ministry – Activities done by the ministry – Ways people can support the ministry

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Session 33: And the Greatest of these is Love Objectives 1. Recognize motives for giving 2. Understand love as a guiding principle for Christian stewardship Supplies • Student journals • Bibles • Paper Introduction • Write the following quote on the board: “We are most like God when we’re giving.” (Randy Alcorn) Have students record this in their student journals. Aloud, have students discuss whether or not they agree with this statement. What evidence is there to support this claim? If it’s true, what does that mean for how the Christian life should be lived? Have students write one paragraph of response in their journals. Spiritual Connection • Invite students to read the following passages aloud. – Proverbs 11:24-25 – Matthew 6:20, 21 – John 3:16 – 1 Corinthians 13:3 – 2 Corinthians 9:6, 11 – 2 Corinthians 8:14 Ask students to share what these passages add to our understanding about giving. Remind students that Jesus taught and modeled love as the ultimate motivation for giving. The greatest commandment is to love God and to love your neighbor. All of our actions should come out of our love for God and others. The biblical witness points to sacrificial giving and Jesus’ death on the cross as the ultimate act of generosity. Activity • Pass out two pieces of paper to each student. Have students list a motivation for giving on each piece of paper. One page should have a Christian motivation for giving. The other page should have a cultural motivation for giving. Designate two wall spaces: “Cultural” and “Christian.” Collect the papers and shuffle them. Invite students to come forward, one at a time, and draw two papers. Have the student tape the paper in the appropriate column on the wall. Explain to students that God blesses us with more than we need not so that we can increase our standard of living, rather so that we can increase our standard of giving. Highlight these key reasons for giving – either on the wall or by adding them to the wall. Cultural Christian



Tax benefit Money “left-over” Guilt Promote one’s success

Love Glorify God Caring for the poor among us Kingdom building

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Session 34: Assessment 7 Objective 1. Review and reinforce the concepts of giving Supplies • Student journals • Copies of Assessment 7 Introduction • In their student journals have students draw a logo for the charity that their group chose to research. Let students use their creativity to develop an attractive symbol using various art supplies. Have students write a few sentences to describe the symbolism or meaning of their logo related to the organization. Spiritual Connection • Have students write a “Giving Prayer” in their student journal. What things has God given to them? What would they like to give to others? What help from God are they seeking? Activity • Distribute Assessment 7 and allow students to complete in class.

Assessment 7 Answer Key 1.

Define the following terms: • Tithing – Old Testament practice of giving 10 percent to God. • Generosity – Willingly giving more than expected, giving beyond our extra. • Standard of Giving – Christian expectation for stewardship.

2. In a few sentences, summarize a key point from the stewardship sermon. Accept reasonable responses.

3. List three cultural motivations for giving. • Tax benefit • Left over money • Guilt • Other responses from class discussion

4. List three Christian motivations for giving. • Love • Caring for others • Glorifying God • Other responses from class discussion

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Session 35: Enough is Enough Objectives 1. Understand the concept of contentment 2. Reflect on personal contentment Supplies • Bibles • The Power of Enough by Lynn Miller • Student journals Introduction • Share the following quote with students: “Credit cards have made it possible to buy things we don’t need, with money we don’t have, to impress people we don’t like.” Invite students to silently reflect on any purchases they may have made to impress others. Was it worth the expense? Did having this item make you more popular or accepted? Ask students to share aloud any examples they can think of where people have purchased items for status. These examples could be personal, but could also be from television shows or movies. Spiritual Connection • Ask students to define contentment. Then, have a student read aloud Philippians 4:12. Ask students to share what this passage tells us about giving. What does it say about contentment? Key Teaching Points (drawn from The Power of Enough by Lynn Miller) • Explain to students that first, contentment grows out of understanding cultural values and Christian values. Ask students to name cultural values that contrast with Christian values. One particularly damaging cultural myth is that “a little more money will solve my problems.” Remind students that most of us spend all that we earn, and often more than that. So, more money often translates to more things, not reducing debt or stress. • Tell students that contentment is knowing what things mean. This means, one does use things to try to assert power or position. One does not use things as an avenue for happiness. Instead, things take their rightful place in our lives. The reality is that things often carry meaning. That’s why we buy (or are tempted to buy) certain brands or certain items. The problem with things having meaning is that we cannot always control what that meaning conveys to others. If available to you, read chapter 5 from The Power of Enough by Lynn Miller. This chapter has a great illustration about how a thing can change meaning depending on context. • Remind students that contentment must be earned. It is not something we automatically experience, but contentment is a discipline. Have students read aloud the following passages: – Hebrews 13:5-6 – 1 Timothy 6:6-11

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Activity • Have students record the following quote in their student journals. “People who are always thinking of the reward of faith will never be content in the life they have. But, people who are always thinking of the journey of faith will never be dissatisfied with what life brings.” (Lynn Miller) Ask students to write a few paragraphs of response. What does contentment mean to them? What financial goals do they have? How will they determine when enough is enough?

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Session 36: Final Review Objective 1. Review the key points of the curriculum Supplies • Projection with Internet access • Student journals • Copies of Personal Inventory • Copies of Coat of Arms activity • Markers Introduction • Go through this “historic tour” by projecting the site. Navigate through the historical development of money in the United States. Or, have students work in small groups to explore the site, making notes of special findings to share with the class. (www.frbsf.org/ currency/index.html) Spiritual Connection • In their student journals have students write a financial prayer. Encourage them to include elements of thanksgiving, requests for wisdom, and praise for God’s provision. Have students include Christian stewardship concepts in the prayer. Activities • Distribute copies of the Personal Inventory handout. Have students fill it out. Then, invite students to locate the inventory they filled out in Session 22. Have their ideas changed? • Have students review their student journals and class notes. Invite them to list four key principles they would like to have guide their financial decisions from this point on. Have students create a Financial Coat of Arms, from the template provided. In each quadrant, have students draw a symbol to represent one of the guiding principles they have identified.

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Session 37: Final Questions Objective 1. Give opportunity to ask big picture financial questions that remain Supplies • Student journals • Experts for panel Introduction • In their student journals have students list any remaining financial questions they have. Are there ideas they would like clarified? Are there financial issues that weren’t covered that they’d like to discuss? What would they ask a “financial expert?” Activity • Invite a panel of local “experts” for the class to have a question and answer session. Have students ask their journal questions. Suggested members: – Everence representative – Pastor – Bank/Credit union representative – Retiree

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Session 38: Sharing the News Objectives 1. Hold together cultural and Christian values 2. Review key concepts from the quarter 3. Practice teaching what has been learned Supplies • Projection with Internet access and sound Introduction • Show a number of commercials to get students thinking about how messages are conveyed to the public. You may choose serious or silly, real or homemade demonstrations. Some suggestions available at www.youtube.com: – I’m a Christ Follower (Mac vs. PC Parody) part 01 (Christian commercial) – Very Funny Pepsi Commercial (real commercial that uses religious symbolism) – McDonald’s Happy Meal Cha Cha Slide (typical commercial) Activity • Review the key techniques of advertisers (Session 12). – Cool factor – Bandwagon – Celebrity testimonial – Emotion – Expert testimonial – Repetition – Slogan Divide students into small groups. Have each group create a commercial that advertises a key value or lesson from the quarter. When groups have created their commercial, gather the class together to “watch” the presentations.

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Session 39: Assessment 8 Objective 1. Review key points from the quarter. Supplies • Copies of Assessment 8.

Assessment 8 Answer Key 1. Define the following terms: • Money – a tool used to facilitate trading of goods and services. • Unspendable pay – Portion of paycheck that is not for disposable income; earmarked for taxes or fixed expenses.

• Budget – tool that enables us to control our money. • Spending plan – way to reach financial goals. • “Smart” debt – debt on the money it takes to make money (school, business) or debt on something that appreciates (property).



• Need – basic requirement for life. • Want – item desired to increase quality of life. • Provision – meeting basic needs. • Consumption – purchases beyond basic needs. • Tithing – Old Testament practice of giving 10 percent to God. • Generosity – Willingly giving more than expected, giving beyond our extra. • Standard of Giving – Christian expectation for stewardship.

2. In a complete sentence, write what money is not. measure of one’s worth, indicator of success, evidence of God’s blessings

3.

Complete these money phrases. • A penny saved is a penny earned • Money doesn’t grow on trees • Money can’t buy happiness

4. Match the following money terms • cheap skate • gold digger • dirt cheap • filthy rich

5. List a parable or encounter from the Bible that gives insight to stewardship. Parables

Encounters

Talents

Zaccheaus

Shrewd manager

Rich young ruler

Rich fool

Widow’s mite

Workers in the vineyard

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6.

Choose one of these descriptors. Write a paragraph about the Christian basis for this belief and how you would apply it or live it out in your own life. – Diligent earner – Generous giver – Wise saver – Cautious debtor – Prudent spender

Accept reasonable responses

7. List God’s priorities and cultural priorities of the following terms: save, spend, give. God’s priorities

Cultural priorities

1. Give

1. Spend

2. Save

2. Save

3. Spend

3. Give

8. In a few sentences list a financial career and the main responsibilities of that person. Representative from Everence

Credit union personnel

Accountant (CPA)

Investments manager

Tax specialist

Development worker

Insurance representative

Controller



9. In a few sentences, write something you’ve learned that the Bible talks about in regards to work. God grants us the ability to work. God should always be honored and remembered. We are tempted to worship wealth instead of God. We are to obey God above all else.

10. List two of the four types of debt. • Consumer debt – often credit card purchases • Student debt – loans for college or graduate education • Mortgage debt – loan to purchase a house • Business debt – loan to start or enhance a company

11. List the three types or categories of savings. • Emergency • Short-term (replacement) • Long-term (retirement)

12. In a few sentences, summarize a key point from the stewardship sermon. Accept reasonable responses.

13. List two cultural motivations for giving. • Tax benefit • Left over money • Guilt • Other responses from class discussion

14. List two Christian motivations for giving. • Love • Caring for others • Glorifying God • Other responses from class discussion

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Session 40: Financial Covenant Objectives 1. Bring closure to the stewardship sessions 2. Set goals for healthy financial habits Supplies • Bibles • Student journals Introduction • Invite students to share words, symbols, or actions that accompany a serious decision. What do people do to mark a significant event? What kinds of agreements do people make? How are people held accountable for promises they make? Weddings, graduations, special ceremonies; contracts and legal agreements are signed. Sometimes money is used as an assurance of a promise. Spiritual Connection • Ask students to define “covenant.” A written agreement or promise, usually under a seal, which promises some action. A formal, solemn, and binding agreement. • Explain to students that covenant is a biblical idea. God has made covenants with God’s people throughout history. Invite students to list any examples of covenants from the Bible that they can identify. Invite students to read the following passages aloud to illustrate the concept of covenant in the biblical witness, both Old and New Testament. – Genesis 9:8-11 (Noah) – Genesis 15 (Abraham) – Genesis 21:27-34 (Abraham & Abimelek) – Genesis 26:26-31 (Isaac & Abimelek) – Genesis 31:43-54 (Jacob & Laban) – Exodus 6:2-5 (God & the Israelites) – Exodus 19:3-8 (God & God’s people) – Exodus 34:10-11 (Moses & God) – Joshua 24:24-27 (Joshua) – 1 Samuel 5:3 (David) – Luke 22:20 (Jesus – the cup) – 2 Corinthians 3:4-6 (new covenant) – Hebrews 8 (new covenant) Activity • Have students compose a financial covenant between themselves and God. Students should record this covenant in their student journal. Invite students to choose a symbol as a sign of the covenant much like a sheep was sacrificed, a meal served, a pile of stones made, or a tree planted. Have students draw that symbol with their written covenant. • Encourage students to share their covenant with their money mentor.

62

Student pages

Financial foundations Stewardship curriculum for high school students

Raise up young people who understand and practice faith-based stewardship principles. Financial life skills can be built through solid instruction, thoughtful dialogue and disciplined practice.

2110304

Session 1:

Money, Money, Money Student Activity

Money Terms Match terms from each column to list the common money terms. Each term will only be used once. 1. cheap

money

2. cool

digger

3. fast

buck

4. gold

cheap

5. good as

talks

6. dirt

skate

7. filthy

gold

8. money

million

9. time is

rich

Money Phrases Fill in the blanks to complete these common money phrases. 1. A fool and his money _______________ ______________ ________________. 2. A _______________ for your thoughts. 3. A penny ______________ is a penny _________________. 4. A run for _____________ _______________. 5. Another day, ______________ _________________. 6. ____________ ____________bottom dollar. 7. Cost a pretty _____________. 8. Cost an _________ and a leg. 9. Love of ____________ is the root of all ___________. 10. _____________ doesn’t ______________ on trees. 11. _______________ makes the _____________ go ‘round. 12. _________ ____________ ______________ where your mouth is. 13. Show me __________ ____________. 14. ____________ money _____________ problems. 15. Money ____________ ____________ happiness. 16. The buck _____________ __________.

Session 2:

Playing Life Game Guide

Name: Game Played: Using complete sentences, reflect on your experience playing a money game. 1. What dynamics of life does this game reflect?

2. How real are the elements of the game (board, game pieces, money)?

3. What does this game teach about money?

4. What values do the rules of the game teach?

5. What conflicts happened during the game?

6. What stewardship ideas were incorporated into game play?

Session 3:

More Money... Fun Facts

Bureau of Engraving and Printing (www.moneyfactory.gov) Fill in the blanks… 1. During the 2009 fiscal year, the Bureau of Engraving and Printing produced 26 million notes a day with a face value of $____________ million. 2. _________ percent of the notes printed each year are used to replace notes already in circulation. 3. The first paper currency issued by the U.S. Department of the Treasury was in 18______. 4. Currency paper is composed of _______ percent linen and _______ percent cotton. 5. The $100 bill has been the largest denomination of currency in circulation since 19______. 6. “_______ _________ ________ ___________” became part of the design of U.S. currency in 1957 and has appeared on all currency since 1963. 7. On the back of a $10 note, an ______________ is pictured. 8. The hands of the clock on the back of the $100 bill are set at ____________. 9. _____________________ is the only woman whose portrait has appeared on a U.S. currency note. The average life span of a Federal Reserve Note by denomination: Denomination

Life Span (in months)

$1

21

$5 $10

18

$20 $50 $100

89

Session 4:

Historical Perspective What’s a Dollar Worth?

www.minneapolisfed.org/community_education/teacher/calc/

Year

CPI

1915

10.1

1920

20.0

1925

17.5

1930

16.7

1935

13.7

1940

14.0

1945

18.0

1950

24.1

1955

26.8

1960

29.6

1965

31.5

1970

38.8

1975

53.8

1980

82.4

1985

107.6

1990

130.7

1995

152.4

2000

172.2

2009

213.2

The Consumer Price Index (CPI) is a measure of the average change in prices over time. The Bureau of Labor Statistics releases CPI data monthly. Let’s say your parents told you that in 1950 a movie cost 25 cents. How could you tell if movies have increased in price faster or slower than most goods and services? To convert that price into today’s dollars, use the CPI. The CPI for 1950 = 24.1

The CPI for 2009 = 213.2

Use the following formula to compute the calculation: 2009 price = 1950 price x (2009 CPI / 1950 CPI) $2.21 = $0.25 x (213.2/24.1) Using the CPI provided, answer the following questions: 1. Some of the first Ford vehicles cost $850. Convert the price from 1915 into today’s dollars. 2. In the 1920s that same car sold for $290. What is that amount in today’s dollars? 3. In 1915, a gallon of milk cost $.36. Convert the price into 1950 dollars. 4. Convert the 1915 milk price into today’s dollars. 5. In 1930, you could get a barbershop haircut for $.25. What is that amount in 1995’s dollars? 6. What is the amount of the 1930s haircut in 1985’s dollars? 7. In 1967, a gallon of regular gasoline cost $.33. What is the amount in 1925’s dollars? (use the CPI for 1965) 8. What is the 1967 gasoline cost in 1995’s dollars? 9. In 1982, a 12-inch TV cost $110. What is the amount in today’s dollars? (use the CPI for 1980) 10. What was the 1982 TV’s cost in 1990’s dollars?

Session 5:

Assessment 1

Part 1 Watch A Brief History of the American Dollar Part 1 and respond to the following questions. 1. The origins of the American dollar come from ________________ of the Constitution. 2. _____________________ has the power to coin money. 3. The Coinage Act was passed in ____________. 4. The Act calls for the coins (dollar, half, quarter, dime) to be made of _________________. 5. An Eagle is worth $_______ and is made of _________________. 6. The coinage system is based on _________ and ___________ coins managed by ____________, 7. Wealth was distributed among the people, not _____________. 8. President ______________________________ appears on the $20 bill. 9. Lincoln produced ____________________ to finance the Civil War. 10. The U.S. Treasury is located in _____________________________. 11. In the 1880s, ___________________ were issued by the Treasury. 12. The __________________ on paper money is very important. 13. The four types of money in the United States were: a. Coins

b. ________________________

c. U.S. Notes

d. ________________________

14. In 1914, __________________________were printed. 15. Federal Reserve Notes are redeemable for ___________________. 16. The ____________________ half dollar was the last silver money America produced. Part 2 17. There are four primary “money motivations.” List two of the four: 18. In 1950, a movie cost $0.25. What is that in today’s dollars? The CPI for 1950 = 24.1 The CPI for 2009 = 213.2 2009 ce = 1950 price x (2009 CPI / 1950 CPI) 19. In 1915, a gallon of milk cost $.36. Convert the price into 1950 dollars. The CPI for 1950 = 24.1 The CPI for 1915 = 10.1 20. In a few sentences, on the back of this page, discuss something new you have learned about the history of money. 21. List a key learning from your money interview.

Session 5:

Assessment 1 (cont.)

Word Search L G O P D M O N E Y T E G D U B O L E I

W E Y A N O W E S L

O A N I

T

M T N C R E W V N E B E A R N A

B I

I

N N K N A B R Y U T H D F

L D D Y E

S A M H C A R D I

N L

X G

E O E A R A A N A D C E N T E A T K L

R P R V W S E A R O E T P T I

C L

C R U E H G N I

I

L

A U S C D E B T G I

N R E E S I

L

I

H S I

T

V E N T O H

N V E S T M E N T N E

Find the money words hidden in the grid above. The remaining letters (read from left to right, top to bottom) will reveal the hidden message. Bank Bill Budget Cash Cent Coin Credit Currency Debt Dime

Dollar Drachmas (Greece) Earn Give Inflation Investment Loan Marks (Poland) Money Nickel

Owe Pay Penny Ruble (Russia) Save Shilling (Austria) Spend Tithe Won (Korea) Yen (China)

Hidden Message: __ __ __

__ __ __ __

__ __ __ __ __ __ __ __ __ __

__ __ __

__ __ __ __ __ __ __ __

__ __ __

__ __

Session 6:

It All Belongs to God Biblical Principles

Look up the given Bible references. Then draw a line between the Bible reference and the corresponding financial principle or teaching. 1. Work hard

a. Luke 12:15

2. Be honest

b. 1 Timothy 6:18-19

3. Give back

c. Colossians 3:23-24

4. Save

d. Proverbs 22:7

5. Be content

e. Hebrews 13:5

6. Pay your taxes

f. Luke 20:25

7. Understand debt

g. Psalm 15:1-2

8. Simplify

h. Proverbs 21:20

Session 8:

Following Our Hearts Biblical Exploration: Wealth is Fleeting

(adapted from www.generousgiving.org)

Scripture Reference

Ecclesiastes 5:10-15

Biblical Text

Meaning/Implication

The lover of money will not be satisfied with money; nor the lover of wealth, with gain. This also is vanity. When goods increase, those who eat them increase; and what gain has their owner but to see them with his eyes? Sweet is the sleep of laborers, whether they eat little or much; but the surfeit of the rich will not let them sleep. There is a grievous ill that I have seen under the sun: riches were kept by their owners to their hurt, and those riches were lost in a bad venture; though they are parents of children, they have nothing in their hands. As they came from their mother’s womb, so they shall go again, naked as they came; they shall take nothing for their toil, which they may carry away with their hands. The pursuit of wealth can take much of one’s time and energy.

Proverbs 23:4-5

Proverbs 30:8-9

Remove far from me falsehood and lying; give me neither poverty nor riches; feed me with the food that I need, or I shall be full, and deny you, and say, “Who is the Lord?” or I shall be poor, and steal, and profane the name of my God.

Mark 10:_____

It is easier for a camel to go through the eye of a needle than for someone who is rich to enter the kingdom of God.

Luke 6:_____

But woe to you who are rich, for you have received your consolation.

Wealth is its own reward.

Luke 16:25

We cannot take wealth with us when we die 1 Timothy __:_______

But those who want to be rich fall into temptation and are trapped by many senseless and harmful desires that plunge people into ruin and destruction. For the love of money is a root of all kinds of evil, and in their eagerness to be rich some have wandered away from the faith and pierced themselves with many pains.

Session 10:

Assessment 2

1. What does Genesis teach us about human relationship to creation?

2. Define “trustee.”

3. List four excuses Christians use to avoid giving or tithing. In the column to the left, list a Christian response to the excuse or barrier. Excuse/Barrier

Christian Response

4. In one session, we discussed three parables and three encounters with Jesus. List one of those and write a sentence about its significance.

5. Give a brief accounting of the biblical perspective of the relationship between “heart” and “treasure.”

Session 12:

The American Dream Examining TV Commercials

• What’s your favorite commercial?

• What is appealing about it?

• What product is it marketing?

• What are the benefits of brand purchases?

• By each technique, list a commercial that uses it in its marketing campaign. – Cool factor

– Bandwagon

– Celebrity testimonial

– Emotion

– Expert testimonial

– Repetition

– Slogan

Session 12:

The American Dream (cont.) Propaganda Techniques

www.library.thinkquest.org/C0111500/proptech.htm

• Assertion: An enthusiastic or energetic statement presented as a fact, although it is not necessarily true. The advertisers often imply that the statement requires no explanation or back up, but that it should merely be accepted without question. • Bandwagon: An appeal to the subject to follow the crowd, to join in because others are doing so as well. Bandwagon propaganda is, essentially, trying to convince the subject that one side is the winning side, because more people have joined it. The subject is meant to believe that since so many people have joined, that victory is inevitable and defeat is impossible. Since the average person always wants to be on the winning side, he or she is compelled to join in. However, in modern propaganda, bandwagon has taken a new twist. The subject is to be convinced by the propaganda that since everyone else is doing it, they will be left out if they do not. • Card stacking: Involves only presenting information that is positive regarding an idea or

proposal and omitting information contrary to it. Although the majority of information presented by the card-stacking approach is true, it is dangerous because it omits important information. • Glittering Generalities: Words that have different positive meaning for individual subjects,

but are linked to highly valued concepts. When these words are used, they demand approval without thinking, simply because such an important concept is involved. For example, when a person is asked to do something in “defense of democracy” they are more likely to agree. The concept of democracy has a positive connotation to them because it is linked to a concept they value. Words often used as glittering generalities are honor or glory. • Lesser of Two Evils: An attempt to convince people of an idea or proposal by presenting

it as the least offensive option. This technique is often implemented during wartime to convince people of the need for sacrifices or to justify difficult decisions. • Plain Folks: An attempt to convince the public that these views reflect those of the

common person and that they are also working for the benefit of the common person. • Simplification (Stereotyping): Reducing a complex situation to a clear-cut choice involving

good and evil. This technique is often useful in swaying uneducated audiences. • Testimonials: Quotations or endorsements, in or out of context, which attempt to connect

a famous or respectable person with a product or item. Testimonials are very closely connected to the transfer technique, in that an attempt is made to connect an agreeable person to an item. • Transfer: An attempt to make the subject view a certain item in the same way as they

view another item, in order to link the two in the subject’s mind. Although this technique is often used to transfer negative feelings for one object to another, it can also be used in positive ways. By linking an item to something the subject respects or enjoys, positive feelings can be generated for it.

Session 13:

My Stuff

List the contents in your bedroom. Highlight the ones you have purchased with your own money. Estimate the purchase price of the various items you’ve listed. Item

Estimated Purchase Price

Session 17:

Working Hard for the Money Understanding Expenses

Understanding Expenses Household Expense



Estimated Cost

Actual Cost

Rent/Mortgage • Property taxes • Renters/homeowners insurance • Utilities • Trash collection • Cable/Internet Car (payment or purchase) • Insurance • Gas • Repairs Phone Health insurance • Prescriptions • Eye care • Dental Life insurance Food Entertainment Clothes Vacation Gifts Tuition Childcare

Paying the Bills Georgia Power sends a monthly bill to its customers based on their power usage. In addition, the base rate for customers is $7.50 whether or not any electricity is used. There is also a 5 percent sales tax and a fuel recovery cost of $0.015 per kilowatt-hour.

kWh

Summer June-Sept.

Winter Oct.-April

First 650kWh Next 350 kWh Over 1000 kWh

$0.04782 $0.07948 $0.08184

$0.04782 $0.04104 $0.04040

1. For the month of December, with the holiday festivities and extra guests, the Miller family used 3233kWh of electricity. What is the family’s power bill amount? 2. In April, the Millers went on vacation for two weeks, so their usage was only 630 kWh. What is the family’s April power bill amount? 3. There was a major heat wave in July and the Miller family cranked up the air conditioning. They used 2995 kWh of power that month. What is the Miller’s July power bill amount?

Session 18:

Get Rich Slowly Philosophy and Rules

Philosophy (www.getrichslowly.org/blog/about/) 1. Money is more about mind than it is about math. When we overspend, we’re making mental mistakes, not math mistakes. 2. Goals are important. 3. Spend less than you earn. The fundamental rule of personal finance is this. In order to get out of debt and build wealth, you must spend less than you earn. 4. Pay yourself first. Set aside some percentage of your income to save. 5. Small amounts matter. 6. Large amounts matter, too. 7. Do what works for you. 8. Slow and steady wins the race. The most successful people are those who work longest and hardest at something they love to do. 9. The “perfect” is the enemy of the “good.” 10. Failure is OK. It’s okay to make mistakes. 11. It’s more important to be happy than it is to be rich. Don’t become obsessed with money and wealth. 12. Do it now. 12 Principles (www.jumpstartcoalition.org) 1. Map your financial future. 2. Don’t expect something for nothing. 3. High returns equals high risk. 4. Know your take home pay. 5. Compare interest rates. 6. Pay yourself first. 7. Money doubles by the “rule of 72.” 8. Your credit past is your credit future. 9. Start saving young. 10. Stay insured. 11. Budget your money. 12. Don’t borrow what you can’t repay.

Session 20:

Assessment 4

1. In a few sentences, write something you’ve learned that the Bible talks about in regards to work.

2. What is “unspendable pay?”

3. What does the Bible say about taxes?

4. List three of the principles discussed.

5. Write a short paragraph reflecting on something you learned through meeting with someone in a financial career.

Session 21:

Budgeting

Spending Plan Earnings/Income Per Month Totals Salary #1 (net take-home) ______ Salary #2 (net take-home) ______ Other (less taxes) ______ Total Monthly Income $ ______

% Guide*

1. Giving $ ______ Church ______ Other Contributions ______ 2. Savings

15% $ ______

Emergency ______ Replacement ______ Long Term ______ 3. Debt

0-10% $ ______

Credit Cards: Visa ______ MasterCard ______ Discover ______ American Express ______ Gas Cards ______ Department Stores ______ Education Loans ______ Other Loans: Bank Loans ______ Credit Union ______ Family/Friends ______ Other ______ 4. Housing

25-36% $ ______

Mortgage/Taxes/Rent ______ Maintenance/Repairs ______ Utilities: Electric ______ Gas ______ Water ______ Trash ______ Telephone/Internet ______ Cable TV ______ Other ______ 5. Auto/Transp.

15-20% $ ______

Car Payments/License ______ Gas & Bus/Train/Parking ______ Oil/Lube/Maintenance ______

6. Insurance (Paid by you)

5% $ ______

Auto ______ Homeowners ______ Life ______ Medical/Dental ______ Other ______ 7. Household/Personal 15-25% $ ______ Groceries ______ Clothes/Dry Cleaning ______ Gifts ______ Household Items ______ Personal: Tobacco & Alcohol ______ Cosmetics ______ Barber/Beauty ______ Other: Books/Magazines/Music ______ Allowances ______ Personal Technology ______ Extracurricular Activities ______ Education ______ Pets ______ Miscellaneous ______ 8. Entertainment

5-10% $ ______

Going Out: Meals ______ Movies/Events ______ Babysitting ______ Travel (Vacation/Trips) ______ Other: Fitness/Sports ______ Hobbies ______ Media Rental ______ Other ______ 9. Prof. Services

5-15% $ ______

Child Care ______ Medical/Dental/Prescriptions ______ Other: Legal ______ Counseling ______ Professional Dues ______ 10. Misc. Small Cash Expenditures

2-3% $ ______

Total Expenses $ ______ *This is a percent of total monthly income. These are guidelines

Total Monthly Income

$ _________

only and may be different for individual situations. However, there

Less Total Expenses

$ _________

should be good rationale for a significant variance.

Income Over/(Under) Expenses

$ _________

Session 21:

The Pyramid Building your financial house on a solid foundation

q Giving q Sharing q Legacy q Will

Create a Legacy q 401(k)/Pension q Annuities q Stocks/Bonds/CDs q Mutual Funds q Real estate q IRA/Roth IRA q Other investments___________________

Prepare for the Future q Emergency savings q Home/Auto q Disability q Long-term care



q Life q Health q Will/

q Budget

Powers of Attorney

Protect Your Assets and Income q My faith q My beliefs q My talents

q My goals q My passions q My mission

Discover and Plan for God’s Purpose

Session 22:

Needs vs. Wants The Prayer

Example

Creator God, You are my God, my master, and I love you. Forgive me for the worries that I carry…for stressing about having my daily needs met. I am amazed by the beauty and sustenance of your creation. God, I bring to you my concern for my dad’s health, my sister’s work situation, and my own conflicts. I offer these things into your hands. I am so grateful that you know me and my needs. Thank you for hearing my prayers. May your kingdom come; your will be done. Help me through this day. Amen.

Scripture (Matthew 6:24-34)

No one can serve two masters; for a slave will either hate the one and love the other, or be devoted to the one and despise the other. You cannot serve God and wealth. Therefore I tell you, do not worry about your life, what you will eat or what you will drink, or about your body, what you will wear. Is not life more than food, and the body more than clothing? Look at the birds of the air; they neither sow nor reap nor gather into barns, and yet your heavenly Father feeds them. Are you not of more value than they? And can any of you, by worrying, add a single hour to your span of life? And why do you worry about clothing? Consider the lilies of the field, how they grow; they neither toil nor spin, yet I tell you, even Solomon in all his glory was not clothed like one of these. But if God so clothes the grass of the field, which is alive today and tomorrow is thrown into the oven, will he not much more clothe you—you of little faith? Therefore do not worry, saying, ‘What will we eat?’ or ‘What will we drink?’ or ‘What will we wear?’ For it is the Gentiles who strive for all these things; and indeed your heavenly Father knows that you need all these things. But strive first for the kingdom of God and his righteousness, and all these things will be given to you as well. So do not worry about tomorrow, for tomorrow will bring worries of its own. Today’s trouble is enough for today

Your Prayer

Session 22:

Needs vs. Wants (cont.) Personal Inventory

1. What matters most to you? (family, friends, travel, charities)

2. Can you think of some meaningful purchases you’ve made? (gifts, technology, toys)

3. What are your financial goals? a. Short-term (banquet dress, cell phone, iPod)

b. Long-term (college, car, home)

4. What is your money strength? (saving, shopping around, earning)

5. What financial mistakes have you made? (impulse purchase, borrowing money you can’t repay)

6. Do you get an allowance? If so, how do you use it? (saving, entertainment, toys)

Session 22:

Needs vs. Wants (cont.) Hobby Handout

Sport or hobby:

Season dates:

Number of hours spent per week doing this activity in-season:

Number of hours spent per week doing this activity off-season:

Equipment (list)

1. 2. 3. 4.

Private Lessons Approximate miles traveled weekly in relation to this activity:

Total approximation of hours:

Total approximation of cost:

Cost

Session 23:

More Spending Spending Log

Income

Allowance Work Earnings Giving

Personal Items

Church Other Organizations

Entertainment

Savings

Debt Repayment

Food

Auto/Transportation

Hobbies

Session 23:

More Spending (cont.) Spender Quiz

(adapted from Spending and Saving: What’s God Got to do with It? www.threerules.org)

Are you a Spender or a Saver? Circle the answer that describes your response for each situation: 1.

Your friends invite you to the mall, so you… A. Go with them simply to hang out and help them shop. You leave your money at home. B. Grab your cash and GO! Shopping is a great way to relax after a long day at school.

2. You start working part time after school and finally have your own income, so you immediately… A. Keep a little bit of cash for yourself and save the rest. B. Open a checking account so you can buy things even when you don’t have the cash with you! 3. You’ve been saving to go on a summer mission trip with your youth group and your friends invite you on a ski trip in January. You… A. Ask for extra hours at work, so that you can pay for the ski trip without dipping into your Mission Trip money. B. Spend your Mission Trip savings on the ski trip. You figure your parents will probably help out with the mission trip later and you want to ski NOW. 4. You want to buy a new car and your parents agreed to chip in $2,000, so you… A. Find a car that costs $2,000, even though its pretty old and junky, and buy it with their money. B. Find a sweet looking car that costs $5,000 and talk your grandparents into loaning you the additional $3,000. You promise to pay them back with interest! 5. You know you want to go to college after high school, so you… A. Start saving some of your money NOW, for college later. B. Decide that college is years away and you’ll deal with those expenses later.

If you chose A most often, you tend to be a saver. You plan ahead, and work at financial independence. If you chose B most often, you tend to be a spender. You like immediate results and aren’t afraid to ask for financial assistance. These preferences aren’t inherently good or bad, but it’s important to consider your natural preferences when thinking about your long-term financial goals.

Session 25:

Assessment 5

Define the following key terms: 1. Budget 2. Spending plan 3. Smart debt Define the following key terms and give an example of each: 4. Need Example: 5. Want Example: 6. Provision Example: 7. Consumption Example: List two of the four categories of debt: 8. 9. Respond to the following spending scenario, outlining, in a brief paragraph, what choice you would make and why. You have $200 saved from your afterschool job. For your birthday you were given $50. You would like to buy a new iPod. You need a new pair of jeans. Your friend invited you to go skiing next weekend, which will cost $75. How will you use your $250?

Session 25:

Global Concerns

• The world’s poorest countries should pay off their debts regardless of the consequences. • Developing countries will never have a chance to prosper if they are forced to pay back all their debt. • The debt crisis affects all of us. • It is morally wrong to default (not pay back) on a debt. • Rich countries are entitled to be paid back. • Today’s generation should not be held responsible for the mistakes of yesterday’s leaders. • Debt is a major cause of environmental degradation. • Poverty cannot be eliminated without debt cancellation.

Session 29:

Assessment 6

1. List the three categories of savings • • •

2. What motivates saving?

3. List one creative way to save money in each of these categories. • Housing – • Food – • Entertainment – • Transportation – • Clothing – • Gifts –

In a few sentences… 4. List a key lesson from the parable of the talents (Matthew 25:14-29).

5. List something learned from the investment representative.

6. List something learned from the money mentor presentations.

Session 34:

Assessment 7

1. Define the following terms: • Tithing

• Generosity

• Standard of Giving

2. In a few sentences, summarize a key point from the stewardship sermon.

3. List three cultural motivations for giving.

4. List three Christian motivations for giving.

Session 36:

Final Review Personal Inventory (Review)

1. What matters most to you? (family, friends, travel, charities)

2. Can you think of some meaningful purchases you’ve made? (gifts, technology, toys)

3. What are your financial goals? a. Short-term (banquet dress, cell phone, iPod)

b. Long-term (college, car, home)

4. What is your money strength? (saving, shopping around, earning)

5. What financial mistakes have you made? (impulse purchase, borrowing money you can’t repay)

6. Do you get an allowance? If so, how do you use it? (saving, entertainment, toys)

Session 36:

Final Review (cont.) Financial Coat of Arms

In each quadrant, draw a symbol that represents a guiding financial principle you’ve learned in this quarter.

Session 39:

Assessment 8

1. Define the following terms: • Money – • Unspendable pay – • Budget – • Spending plan – • “Smart” debt – • Need – • Want – • Provision – • Consumption – • Tithing – • Generosity – • Standard of Giving – 2. In a complete sentence, write what money is not.

3. Complete these money phrases: • A penny saved is ________________________________ • Money doesn’t grow ________________________________ • Money can’t buy ________________________________ 4. Match the following money terms • cheap

digger

• gold

cheap

• dirt

rich

• filthy

skate

5. List a parable or encounter from the Bible that gives insight to stewardship.

Session 39:

Assessment 8 (cont.)

6.

Choose one of these descriptors. Write a paragraph about the Christian basis for this belief and how you would apply it or live it out in your own life. – Diligent earner – Generous giver – Wise saver – Cautious debtor – Prudent spender

7. List God’s priorities and cultural priorities of the following terms: save, spend, give. God’s priorities Cultural priorities

8. In a few sentences, list a financial career and the main responsibilities of that person.

9. In a few sentences, write something you’ve learned that the Bible talks about in regards to work.

10. List two of the four types of debt.

11. List the three types or categories of savings.

12. In a few sentences, summarize a key point from the stewardship sermon.

13. List two cultural motivations for giving.

14. List two Christian motivations for giving.

Everence helps individuals, organizations and congregations integrate finances with faith through a national team of advisors and representatives. Everence offers banking, insurance and financial services with community benefits and stewardship education. Everence is a ministry of Mennonite Church USA and other churches.

Everence 1110 N. Main St. P.O. Box 483 Goshen, IN 46527 (800) 348-7468 (574) 533-9511 www.everence.com

Everence offers banking products that are federally insured. We also offer securities and other products that are not federally insured and are subject to loss of principal. © 2011 Everence Printed on recycled FSC certified paper

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