Before ANYTHING: Create a STUDENT LOG BOOK
EMPLOYMENT UNIT
IMPORTANT DATES:
September 21 - October 2: Begin and complete EMPLOYMENT Unit
*September 25: Letter of Intent to Run for Office must be mailed to FRC
(for Mayoral & Judicial Candidates only).*October 12: All students photocopy and mail Job Applications to FRC
All citizens must have a job at Exchange City. There are 65 positions to fill within 14 businesses and government offices. Except for the elected positions of Exchange City Mayor and Judge, all other positions are gained through the job application process and assigned by the FRC staff.
STEP ONE:
Creating a resume is one of the first steps when looking for a job. To help the student prepare a resume they will complete a Career Interest Inventory. This is a non-scientific tool that assists them in identifying their work interests and some of their current skills and talents.
Print out one copy of the Career Interest Inventory form for each student.
STEP TWO:
The student should refer to the Career Interest Inventory for information as they create their Resume. Remind students that an employer (FRC staff) will be reviewing the forms so they want them to be neat and accurate. We do encourage students to use factual information regarding education, work experience, skills and talents, interests, special achievements and references. This is so the final resume and any letters of recommendation aquired, might be useful to the student at some future point in time.
You might encourage your student(s) to aquire at least one letter of recommendation to be included in his/her job application. This letter could come from community friends, leaders or peers.
Print out one copy of the Resume form for each student.
STEP THREE:
Each student should be provided a copy of the Exchange City Employment News and allowed a reasonable amount of time to read and select three to five jobs they are interested in. The student should match the requirements in the ad with his/her resume, including skills and interests. The student should narrow their choices to three jobs they want to apply for, including Mayor or Judge. Students may read specific job information by clicking on the job descriptions link below.
Print out one copy of the Exchange City Employment News for each student
Click here for all Exchange City Job Specifics
IMPORTANT NEWS for 2009-2010:
There is no longer a WELLNESS CENTER at Exchange City.
There is a new business at Exchange City (RI). Students may also apply to work at the UNITED WAY GIVING CENTER.
Students learn about philanthrophy and community giving.
- Students apply for jobs in the United Way Giving Center.
- Students choose a non profit in their community they would like raise money for. They will include a 3 paragraph paper entitled "Why support the...(fill in name of their chosen non-profit)" with their job application.
- One non-profit will be selected by the FRC staff and all of the student employees working at the United Way will work toward raising money for that non-profit on the day of their visit to Exchange City.
- When the students come to Exchange City they go and solicit donations from businesses, fellow citizens and adults for the non profit decided upon.
- Everyone makes their donation in Exchange City money.
- United Way of RI then match those donations on a 1/4 scale. So if the students raise $100, they will receive $25 in real money from United Way to give as donation to the non profit they chose.
Click here for the United Way supplement where the students learn about community giving and the chart that will help you assign the students to their jobs.
STEP FOUR:
All students now fill out the Job Application and Cover forms. Students interested in running for Mayor or Judge should follow instructions under ELECTIONS UNIT (below) (Candidates will need to begin work on their Poster and Speech NOW). Please note that all students complete the job application steps - even if planning to run for Mayor or Judge. On the Job Application Form, the student will write their #1 job preference is either the Mayor or the Judge. Should they not win their election we will consider them for the other two jobs on their application.
Print out one copy of the Job Application for each student.
Print out one copy of the Cover form for each student.
Certain jobs are extremely popular with every class that we do; Broadcast Center DJ, Police Office and Snack Shop Popcorn Machine Operator. Of 100 students doing the EC program, about half will be looking for one or all three of these jobs and we only have one, maybe two of each position available.
Jobs assignments are made based on the creativity of the student's job application, date of submission to FRC, and it is important that the applications were obviously completed by the student (not the parent).
Please be sure your student is aware that there are a limited number of positions available within the city. It is inevitable that some jobs will have to be randomly assigned. Students may not get any one of the three jobs they request but we will do our best to accommodate their preferences.
STEP FIVE:
Students should be given an opportunity to experience an interview for one or more of the jobs for which they applied. Due to the on-line nature of this homeschool program, the FRC staff is not able to do this step so we rely on the parent educator to complete this step at home.
The parent educator should emphasize to the student that the interview is a routine part of applying for a job and the skills of interviewing can be developed through practice.
Supply the student with the Job Interview Tip Sheet for review. Have the student mark the tips they think will take the most work to prepare then help the student to prepare for an interview. Provide the student with a copy of the Job Interview Questions. With a student partner or with the parent educator, have the student take turns role-playing as the applicant and as the interviewer.
Print out one copy of the Job Interview Tip Sheet for each student.
Print out one copy of the Job Interview Questions for each student.
STEP SIX:
Students should now prepare their job application package to be mailed to the FRC staff for review before jobs are assigned. Each student job application package will include the following completed forms:
- Cover Form
- Exchange City Job Application
- Resume
- Career Interest Inventory
- Job Interview Form
- Letter of Intent to Run for Office (for Mayoral and Judicial Candidates ONLY - refer to ELECTIONS UNIT below)
Welcome Inclusions (but optional):
- Letters of Recommendation
- Special Certificates
- Samples of work (as related to the job for which you have applied)
Be sure to retain a complete copy of your application package for your personal records. All application packages will remain with the FRC and will not be returned to the student.
ALLOW AMPLE FOR TIME FOR YOUR PACKAGE TO REACH US PRIOR TO THE DEALINE LISTED ABOVE. WE WILL NOT ACCEPT FAXES OR EMAIL ATTACHMENTS.
Mail Packages to:
Family Resource Center of New England
19 Cedarview Street
Salem, MA 01970
ATTENTION: HUMAN RESOURCE DEPT.
Exchange City RI (include the state)
We WILL NOT accept registered or certified packages.
Please use delivery confirmation if you would like a receipt.
Have you been to Exchange City before? If you have, please place a Post-It note on the first page of your job application and let us know what jobs you have been assigned in the past and if you prefer to not be assigned those positions again - we will do our best to accommodate you.
All job assignments and bank account numbers will be posted to the FRC website. We will also email a complete list of all job assignments and bank account numbers to each family participating in the program. Please keep us informed of any changes in your email address.
Once jobs have been assigned, we are counting on each student to their job to the best of their ability. Please do not ask us to change job assignments.
CAN YOU BE A PARENT VOLUNTEER IN THE CITY?
We will need 16 parent volunteers to help run the city on both days of the program. Volunteers must be able to work in the city without nonparticipating siblings and will be asked to work in a business other than where their students are assigned. Volunteers will complete a two hour training at Exchange City on the first day of the program and they must return to the city to work a full day on the second day. Volunteering is a lot of fun! We will take the first 16 volunteers on a first come, first serve basis. Please notify us by email to FRC@FRC.info Subject Line: Exchange City RI Parent Volunteer
ELECTIONS UNIT
IMPORTANT DATES:
October 5-16: Begin and complete ELECTIONS UNIT.
*October 9: Campaign Speeches & Posters must be e-mailed to FRC (for Mayoral & Judicial Candidates only). All students photocopy and mail Job Applications to FRC* October 13: Voting Day - All votes must be received no later than 10:00pm Click here to see candidate speeches and postersOnly two positions in Exchange City are open to elections, the Mayor and the Judge. Candidates for mayor and judge must complete an Intent to Run For Office from and be prepared to run an election campaign. Elections are held before other jobs are assigned. This will allow candidates who are not elected to interview and gain other jobs. It is recommended that any citizen run for only one elected position. We encourage students of all ages to consider jumping into the election. It's easy, alot of fun and great experience no matter how the election turns out!
Due to the on-line nature of this homeschool program, citizens will rely heavily on campaign posters and written speeches when deciding which candidate will be best for the city. Candidates should plan to run their campaigns independently and give their best effort since citizens won't be meeting you until after elections are held ;)
All citizens will experience electing their city officials through an on-line election campaign and voting process. It's very important that we have a few candidates running for mayor and judge so please give it a try!
STEP ONE:
After reviewing the Exchange City Employment News some students may decide to run for mayor or judge. These students should start brainstorming ideas for their campaign poster and speech. Their campaign will be run totally on-line (no real life speeches to be made - only posts to the FRC website and the poster is an 8.5" x 11" flyer with a made up campaign slogan. Ex: "Vote for Nate because he's Great!").
The student should submit the Intent to Run for Office Form with his/her job application package sealed separately in business sized, number 10 envelope, addressed to the Exchange City Elections Board. WE WILL NOT ACCEPT FAXES OR EMAIL ATTACHMENTS.
Print one copy of the Intent to Run for Office Form for each student.
Your Form Should include the following information:
- Name of Candidate: (Complete first and last name)
- School: Family Resource Center
- Teacher: (Parent's complete first and last name)
- Candidate for: (choose one only) MAYOR or JUDGE
The student should recite the Qualifying Oath, initial the document and sign and date the form. We will post the candidates list to the FRC website according to your program's timeline. We will also email a complete list of all candidates to each family participating in the program. Please keep us informed of any changes in your email address.
STEP TWO:
Each candidate will need to submit a campaign poster. Submissions must be no larger than 8.5" x 11" on white paper (appropriate for scanning in color). Campaign posters should be sent via PDF or email attachment in WORD or WORD PRO to FRC@FRC.info. If necessary, you can mail submissions to: FRC, 19 Cedarview Street, Salem, MA 01970. We WILL NOT ACCEPT FAXES. All posters must be mailed by the deadline.
All posters will be scanned and posted to the FRC website according to your program's timeline. We will also email a weblink to each family participating in the program so they can view all of the candidate posters. Please keep us informed of any changes in your email address.
STEP THREE:
Each candidate will need to submit a 3-5 paragraph campaign speech explaining their qualifications for the job and how they will serve the citizens of Exchange City. All speeches must be emailed to FRC@FRC.info Subject Line: Exchange City Campaign Speech (specify Judge or Mayor). Speeches must be typed in the content of the email so that we may easily copy and paste the text to our website - We WILL NOT ACCEPT attachments or pdf's or faxes. All speeches must be received by deadline.
All speeches will be posted to the FRC website. We will also email a weblink to each family participating in the program so they can read all of the candidate speeches. Please keep us informed of any changes in your email address.
STEP FOUR:
It is an important responsibility of all citizens to review the campaign posters and candidate speeches before voting day. It is most important that we have a high voter turn-out so please refer to your program's timeline for your VOTING DATE. On VOTING DAY only, between 6am and 10pm, each family will submit one email to FRC@FRC.info Subject line: (State: RI) Voting Ballot. In the body of the email each student should state their name and who they are voting for Exchange City Judge and Exchange City Mayor. We will accept one vote for each office per student.
Votes will be tallied and the winner announced on the FRC website. We will also announce the winning candidates by email to each family participating in the program. Please keep us informed of any changes in your email address.
CLUSTER ONE
- Students will have two weeks to learn about five economics concepts; Wants and Needs, Supply and Demand, Scarcity and Abundance, Resources, and Government. It is recommended that students complete the objectives in the order they are listed.
IMPORTANT DATES:
October 19-30: Begin and complete CLUSTER ONE
STEP ONE:
The student should print out a copy of the Exchange City Glossary and become familiar with the terms commonly used when exploring these specific economics concepts. Next, the student should read A Brief History of Economics in order to have general background information about economics. The parent educator should read and explain the economic concepts provided in the two-page Cluster One Overview.
Print out one copy of the Exchange City Glossary per student.
Print out one copy of A Brief History of Economics per student.
Print out one copy of the Cluster One Overview for the parent educator.
STEP TWO:
Complete Economics Concept: Wants & Needs
Economics Concepts - Cluster One
Wants and Needs: Part One: Camping Trip
1. Introduce to the students that individuals have wants and needs, but so do groups of people. Provide your student with a pencil and paper for the following project.
2. Provide the following problem to the student:
"Imagine your family is on an overnight summer camping trip in a wooded area. There is a lake nearby. There will be no stores (or other kinds of civilization) in the area, so you must bring everything with you. List all of the items you would take on your camping trip."
If there is more than one student in the family, combine the lists to make a master list.
3. Next, add the following information about the camping trip:
"Your camping trip is in a state park. The road ends four miles from your campsite. You will have to carry everything with you. You have no horses or other pack animals and no vehicles or any type of heavy machinery is allowed in the area."
Explain under these new circumstances, students may need to eliminate some of the items on their list they will not be able to take with them. Discuss the items on the list, ask them to cross off all the items they decide not to take with them. Make adjustments to the master list accordingly if necessary.
4. Lead the students in a discussion of their thinking and decision-making as they finalize their lists. Ask the students to write out answers to these questions and include them in their Student Log Books.
- What kinds of things did you decide to leave behind? Students might label each item on their list with a "w" for wants and an "n" for needs.
- Are the items you still have on your list things you need or things you want?
- What kinds of things are still on your list?
- Did you include everything you need?
- Do you have any wants left? Could you leave any more of them behind?
- Look at the items you crossed off. Did you eliminate any needs?
- Do you need to change your mind about anything you crossed off?
- How would you explain the difference between wants and needs?
STEP THREE:
Complete Economics Concept: Supply & Demand
Economics Concepts - Cluster One
Supply and Demand: Economics Tonight
1. Hold up a common item that students might be interested in (chocolate bar, unique toy, etc.). Ask student if this is a "hot" item in the marketplace today. Ask them how they came to their decision (everyone wants one, it's popular, everybody likes it, hard to find, etc.).
2. Ask student to independently research what is "hot" and what is not in the current marketplace. Suggest that they do this by looking at ads in the newspapers or magazines, watching TV, talking to friends and family, visiting community businesses, etc. Have them make a list of what is hot and what is not, including how they made their decision.
3. Ask the student to title four index cards in the following manner (one title per card):
- Big Demand, Small Supply
- Big Demand, Large Supply
- Low Demand, Small Supply
- Low Demand, Large Supply
4. Ask the student to sort their items into one of the four categories titled on each card. Ask the students to write out answers to these questions and include them in their Student Log Books.
- What did you find out about your products?
- Explain how this information would be important to you if you were starting a business, if you were looking to change some of the products you have available for sale, if you were trying to determine a price for products
STEP FOUR:
Complete Economics Concept: Supply & Demand: Marketing and Advertising
Economics Concepts - Cluster One
Supply and Demand: Marketing and Advertising
1. Explain to students they will be talking to people to find out which product customers would want most (similar to people you might see in a mall asking questions of the shoppers). This is done so that businesses can find out what people say they want and why. Since it is impossible to ask every person what they think, they will ask a few people some very important questions. Businesses call this a market sample. Then they use the information collected from the market sample to make changes to the product and to create advertisements.
2. Ask the student to choose one item/product for their research (for example: bookmarks, key chains, pens, candy bars, games, etc.). Then ask the student to gather three different kinds of that product (for example: Milky Way candy bar, Butter Finger candy bar and Kit Kat candy bar).
3. Now the students will select a Market Group of at least five individuals (a group of people they will ask questions about their product). The student will ask each person in the Market Group to select one of the three items they like best and tell why. The student will need to record the Market Group responses for their Student Log Book.
4. After finding out which of the items is the favorite for their Market Group, the student will create an ad campaign for that item. Stress that they will want to use the information gathered from their Market Group in the ad to appeal to their potential customers.
5. The student will meet with their Market Group again. This time the Market Group will give them feedback on their ad and tell them the maximum price they would pay for the item. The student should record prices and feedback ideas.
6. Finally the student will create a scattergram (a graph with points plotted on a coordinate plane) showing the price range their Market Group gave them. Emphasize that all prices should be given by Market Group members to be represented on their scattergram. Ask the student to analyze this scattergram and decide on a price they would consider charging for their product.
7. Ask the student to write a paragraph summarizing what he/she learned about their product and the market. Would they be able to supply the products the Market Group indicated would be in demand? Which products were not in demand and what was learned about those items from the Market Group? The student should keep their Market Research, Ad Campaign and Scattergram in their Student Log Book.
STEP FIVE:
Complete Economics Concept: Scarcity & Abundance
Economics Concepts - Cluster One
Scarcity and Abundance: The Problem of Scarcity
It will helpful to do this activity with a group of people (at least 6 people, not including the student leading the activity). It is a fun activity to do with a group of the student's friends or family members.
1. Ask the student to create two coupons per six people (up to a maximum of five coupons) for a specialty snack food (candy bar, pizza, etc.) or service (get out of one chore, free car wash, etc.) that other people would highly value.
2. Show the coupons to the group of people, all at the same time. The student should notice there are more people than available coupons. What does this say about supply and demand (low supply, big demand)?
3. The student should ask the people what they would pay for the available items. The student should make a list of what they said they would pay and write the person's name beside their 'bid'. The student should tell the people it's okay to think beyond money - they may be able to perform a service in exchange for one of the items.
4. The student should them demand a price and sell the coupons to the person willing to pay their price.
5. Ask the student to write a brief paragraph about what they learned about the scarcity of the items and how that affected the price.
6. Now have the student present to the same people an abundance of a snack food (m&m's, individual grapes, etc.). Now there are many more items than people. Tell the student they must sell all of the items. They should ask the people what they would pay for the items available. Make a new list of what they said they would pay and write the people's name beside their bid. Again suggest they think beyond money.
7. Ask the students to write out answers to these questions and include them in their Student Log Books:
- How did these prices compare to the earlier purchases?
- Did everyone get a chance to purchase something? Why?
- Did everyone buy the same amount?
- What would happen if you were not able to sell all the items?
8. Ask the student to write a brief paragraph about what they learned about the abundance of the items and how that affected the price.
STEP SIX:
Complete Economics Concept: Resources
Economics Concepts - Cluster One
Resources: Human, Natural and Capital - Paper Airplane
1. Introduce this paper airplane project by explaining to the student that he/she will create 3 different paper airplanes. Each airplane will be flown and the flight will be measured for straight-line flight and distance. Only materials around the house may be used to construct the paper airplane. The design and materials, within reason, are left up to the student (you may want to point out any items you will not allow the student to use. DO NOT give out sets of supplies or set them out on a specific table - you want the student to acquire his/her own resources).
2. While the student is constructing their plane, you will make preparations in an area for the official measured flights. This might be a hallway or an open space. To prepare, you need only mark a straight line down the length of the area with tape or string. Also, have measuring tools available for student to use. Provide a recording chart or sheet of paper on a clipboard which the student can use to immediately record their measurements.
3. You might require the student to write out instructions for making each of his/her airplanes along with a supply list. This can be retained in the Student Log Book.
4. Escort the student to the official flight area. Review the task with them:
- Each airplane will be flown once.
- The flight will be measured from the starting line to where the airplane lands for distance.
- The airplane must be measured from where it lands to the straight line marker. The distance away from the straight line is then subtracted from the distance to find the final flight measure.
(Example: Measurement # 1 would be the distance from the start line to where the plane landed. Measurement #2 would be the distance from the straight line mark (tape or string) to where the plane landed. Subtract measurement #2 from measurement #1 to find the final flight measure.)
5. The student should calculate the flight of each plane and record the measurement (which could be used to graph for average flight).
6. After all airplanes have made their flight and measurements have been recorded, ask the student to write out answers the following questions for their Student Log Books:
- What did you discover about the paper airplanes?
- What did you want (need) to have happen with your plane?
- What problems did you encounter?
- What kinds of capital resources did you use to do this activity (paper, staples, tape, other)? How about natural resources (air)? Human resources?
7. Finally discuss the types of resources used; human, natural, and capital and ask the student to write an explanation of what they think are the most essential resources in the airplane activity. Can they think of any activity they do that does not require resources?
STEP SEVEN:
Complete Economics Concept: Government
Economics Concepts - Cluster One
Government: Citizens Pay Taxes
1. Ask students why they think we pay taxes. Explain that our government collects taxes from its citizens to pay for services to the community. For example: Police Officers must be paid a salary to enforce the laws. Judges must be paid a salary to review laws and decide whether people have broken the law.
2. Give the student a copy of the City Map. Ask the student to identify the services that are provided for by taxes.
Print out one copy of the City Map per student.
3. Ask the student to brainstorm a list of other services that are paid for by taxes. Make a check next to the services used by the student and his/her family.
CLUSTER TWO
- Students will have two weeks to learn about five economics concepts; Goods and Services, Production, Division of Labor, Producers and Consumers, and Opportunity Costs. It is recommended that students complete the objectives in the order they are listed.
IMPORTANT DATES:
November 2-13: Begin and complete CLUSTER TWO
STEP ONE:
The student should review the terms in their copy of the Exchange City Glossary and become familiar with the terms commonly used when exploring these specific economics concepts. The parent educator should read and explain the economic concepts provided in the two-page Cluster Two Overview.
Print out one copy of the Cluster Two Overview for the parent educator.
STEP TWO:
Complete Economics Concept: Goods and Services
Economics Concepts - Cluster Two
Goods and Services
1. Ask the student to define goods and services. Ask the student to write the following definitions onto a piece of paper which will be added to their Student Log Book.
Goods - things that can be held or touched (merchandise) and that can satisfy people's wants and needs.
Services - a system or way of performing work that can satisfy people's wants and needs.
2. Ask the student to make a two-column list of goods and services that are provided to their family at their home. Use the reverse side of the definition paper.
3. Ask the student to mark which goods, of those listed, are the most important and least important.
4. Ask the student to mark which services, of those listed, are the most important and least important.
5. Ask the student to identify possible goods or services they can provide which would satisfy some of the wants and needs of their family. Ask the student to select one good or service to plan, carry out, and provide within an agreed upon amount of time.
STEP THREE:
Complete Economics Concept: Production Patterns
Economics Concepts - Cluster Two
Production Patterns
1. Provide the student with a set of index cards prepared in advance following the instructions below:
On each index card write one of the following sentences:
- I have to decide if I need assistance with my assigned chore.
- I have to know when my chore assignment must be completed.
- I will need to check that my completed chore assignment is of high quality.
- I have to know what materials are required to complete the chore assignment.
- I have to know what my chore assignment is.
- I have to know who will approve my finished chore assignment.
- I have to estimate the time needed to complete the chore assignment and decide when I am going to do the work.
- I have to know the quality standards for the chore assignment.
2. Ask the student to sequence the items into the most efficient pattern of production for completing chore assignments. Have them either number the items in the most efficient order or create a flowchart. Warn students that they will be asked to defend their decisions. A possible starter statement for their references might be, "When I do my chores well, I ..."
NOTE: There are some items in the production pattern list that are in a dependent sequence and must be placed in an obvious order. Other items, as in real production, are flexible. The student's list may differ from what you might think is a more efficient sequence. Ask the student to defend their sequence. We have included one possible sequence below.
- 1: I have to know what my chore assignment is.
- 2: I have to know the quality standards for the work.
- 3: I have to know when the chore assignment needs to be completed.
- 4: I have to know what materials are required to complete the chore assignment.
- 5: I have to estimate the time needed to complete the chore assignment and decide when I will be doing the work.
- 6: I have to decide if I need assistance with the work.
- 7: I have to know who will approve the finished chore assignment.
- 8: I need to check that my completed work is of high quality.
3. Ask the student to see if other products follow the same pattern of production as doing a chore assignment. This time, ask them to write a pattern of production for making something.
Here is an example to review together. This is a pattern of production for making french fries:
- The product assignment is french fries.
- The quality standards are:- Long and skinny, uniform in size and shape- Soft inside, crunchy outside- Served warm- Salted- They must be cooked as needed for snack or meal.
- I must have potatoes, potato peelers, potato cutters, deep fryer and basket*, oil, slat, absorbent material, french fry holder, hot mitts, and plates. (* you may choose to prepare french fries in the oven.)
- I will need about 45 minutes to make the french fries. I will have them done by meal or snack time.
- I need help with the hot grease and adult supervision.
- My family and I will eat them when I am done.
STEP FOUR:
Complete Economics Concept: Division of Labor
Economics Concepts - Cluster Two
Division of Labor: Paper Chain Production
NOTE: You will need four participants for this activity, including the student. It would be best to work with a group of four students also coming to Exchange City but this project can be completed with family members and friends. Ask the Exchange City student to be the Production Leader. Ask other participants to follow the Production Leader's direction in order to complete the project successfully.
Before beginning this activity you will need to have construction paper (minimum four colors), scissors, rulers, glue and pencils available for the participants. The construction paper should NOT be cut into strips. Measuring and cutting is part of the project.
1. Tell the participants that you need a paper chain produced (if possible, give them a reason for the production). Give the group specific production requirements:
- The chain must be 12 feet long.
- Each link is to be cut, not torn, into 1" x 6" widths.
- Links must be in an ABBAC pattern (e.g., blue, red, red, blue, green, blue, red, red, blue, green,...)
- It is due in 20 minutes.
2. Ask the student to review the Pattern of Production developed in the previous lesson and create a similar Pattern of Production for this project. Based on the information already provided to the student, he/she should write out answers to the following questions:
- What is the assignment?
- What are the quality standards?
- When is it due?
- What materials are required to complete the assignment?
- What materials are needed?
- How much time is needed?
- When will we need assistance?
- Who get it/Where does it go when it is done?
- Is the completed work our highest quality? (the student should return to the quality standards and analyze their work)
3. After 20 minutes call an end to the project. Ask the student to write answers to the following questions:
- Did you accomplish the production task?
- How did your group plan to meet the quality standards? Did your chain meet those standards?
- Was your chain completed correctly and on time? Describe how your group used the time limit. Did everyone participate?
- How well did your group think through the process and gather and use materials to make the chain?
- What assistance did your team require and ask for? Who did you approach?
- What work did each member of your group do to produce this chain?
- How did you divide the task among yourselves?
- What do you think would have happened if everyone tried to do the same job?
4. Now introduce the term "division of labor." And ask the student to write the definition on a sheet of paper for his Student Log Book.
Division of Labor - a body of work divided into various tasks with individual workers or groups of workers responsible for completing specific segments throughout the production process.
5. Discuss the following questions and ask the student to write out answers for his/her Student log Book:
- Can you think of a product where it would be a good idea to divide the labor (e.g., building a car, building a house, making a taco)?
- Can you think of a product where it would not be a good idea to divide the labor (e.g., writing a book, taking a photograph, completing a drawing or painting)?
- Division of labor can be seen in your home when each member of the family has certain tasks to perform for the benefit of the entire family. What are some of those tasks? How are they divided?
- Division of labor can also be seen when you work in groups. How do groups you work in divide the labor? If you were responsible for managing your home, do you agree with how the labor is divided? Would you make improvements?
- Is dividing the labor a guarantee that work will be done well? Why or why not?
STEP FIVE:
Complete Economics Concept: Producers and Consumers
Economics Concepts - Cluster Two
Producers and Consumers: You are a Consumer
1. Remind the student of their written definitions for goods and services. Have the students record the goods and services they have used since waking up this morning on a piece of paper divided into two columns (one for goods, one for services).
2. Tell the students they are consumers of these goods and services. Now have them label the producers (or providers) of these goods and services (e.g., GOODS: cereal produced by Kelloggs, milk produced by Hood, soap produced by Ivory. SERVICES: television produced by ABC, breakfast provided by Mom :)
3. Ask the student to identify how they have acted as producers since this morning. Did they produce any goods that other people used or needed (e.g., make toast)? Did they produce any services that other people used or needed (e.g., taking out the trash)?
STEP SIX:
Complete Economics Concept: Producers and Consumers: Advice
Economics Concepts - Cluster Two
Producers and Consumers: Advice for Consumers
1. Ask the student to write the definition of a consumer onto a sheet of paper.
Consumer - anyone who buys and uses goods and services to satisfy his/her wants and needs.
2. Ask the student to identify the kinds of things consumers look for when preparing to make a purchase. Have the student make a list of what they think about when they choose a good or service. Here are some prompts to extend thinking; quality, value, price, personal need, impulse, research, packaging, word of mouth, peer pressure, brand name, availability, cash or credit.
3. Ask the student to identify the top five things they think about when choosing a pair of sneakers. When choosing a doctor? When choosing an electronic devise? Discuss how and why the things we consider when making choices change depending upon what we need or want.
4. Ask the student to write a brief explanation of the difference between a wise consumer and a foolish consumer.
5. Today the student is going to write an article for Consumer Magazine. Explain to the student an advice column usually provides important information for them to think about and consider in decision-making situations. Explain that their advice column about What Makes a Wise Consumer needs to include the following things:
- A list of what wise consumers consider before choosing goods or services.
- An example of a purchase someone might make using your advice (e.g., purchasing a CD).
- A list of some poor choices consumers make.
- An example of a mistake that an unwise consumer might make (e.g., spending all of his/her birthday money on junk food).
Ask the student to organize their advice column ideas and examples into an article for their peers, advising them how to make a wise consumer decision. The article will be added to the Student Log Book.
STEP SEVEN:
Complete Economics Concept: Opportunity Costs
Economics Concepts - Cluster Two
Opportunity Costs: Discovering Yours
1. The student will begin investigating opportunity costs by completing the Discovering Opportunity Costs Form. Each student will need his/her own copy. Ask the student to follow the directions. Provide about 5 minutes to complete the form.
Print out one copy of the Discovering Opportunity Costs Form for each student.
2. After the student has completed the form, explain to the student that they have just made opportunity cost decisions. An opportunity cost is the good or service given up when another good or service is chosen.
Whenever you choose one good/service, you decide against the other good/service. The good/service you crossed off are your opportunity costs. Whenever you choose one good/service, you lose (it costs) the opportunity for the other good/service.
For example:
If I choose to buy a music CD, then I lose the opportunity to use the new software and the opportunity to listen with new headphones.
If I rent a video, then I lose an opportunity to go out to a movie and the opportunity to save my money.
If I choose to eat cereal, then I lose the opportunity to eat toast and carry my food with me.
3. Ask the student to refer back to the camping trip activity (Cluster One: Wants & Needs). Ask the student to remember and name some of the choices they made while writing answers to the following questions:
- What did you decide to take?
- What did you decide to leave?
- What were the opportunity costs (what opportunities did you lose)?
4. Conclude by asking the student them to think back to the last time they made a purchase and write out answers to these questions about actual choices and opportunity costs:
- What were your choices?
- What did you buy?
- What didn't you buy?
- What were your opportunity costs?
- Did you make a wise choice? Explain your thinking.
STEP EIGHT:
Complete Economics Concept: Career Exploration
Economics Concepts - Cluster Two
Opportunity Costs: Career Exploration
1. Make sure the student has a good understanding of opportunity costs, from the previous lesson.
2. Ask the student to make a two-column list of 6-12 careers they would like to have when they grow up. The first column is labeled 'CAREERS' and the second column is labeled 'REASON'. Next to each career choice they should write one reason they might like that career.
3. After completing the list of 6-12 possible careers and reasons, have the student select their top four careers and list them down the left side of the Career Exploration Grid.
Print out one copy of the Career Exploration Grid per student
4. Now, on the same grid, have the student list their four best reasons for selecting a career across the top.
5. When the career choices and the reasons are on the student's grid, ask them to put an "X" mark in the boxes where the reason applies to the career.
6. After the "X" marks are made, have the student select and circle only one of the careers from their grid. Lead the student in an examination and discussion of the careers they selected. Ask the student to write answers tot eh following questions on the back of the Career Exploration Grid:
- What are the opportunity costs for choosing that career over others?
- What kind of career did you choose and explain why?
Emphasize to the student that career choices that are researched, well thought out, studied, and developed serve people best for a quality life. Counting on luck (like flipping a coin) or waiting for decisions to be made for them is not in their best interest. Putting effort and energy into their choices helps them to be wise about their career opportunity costs.
CLUSTER THREE
- Students will have two weeks to learn about writing checks and balancing their check book.
IMPORTANT DATES:
November 16-27: Begin and complete CLUSTER THREE
STEP ONE:
The student should review the terms in their copy of the Exchange City Glossary and become familiar with the terms commonly used when exploring checking accounts. The parent educator should read and explain the economic concepts provided in the one-page Cluster Three Overview.
Print out one copy of the Cluster Three Overview for the parent educator.
STEP TWO:
Complete Economics Concept: Checking Accounts
Economics Concepts - Cluster Three
Banks and Credit Unions: Checking Accounts
1. Explain to the student that for this activity you (the parent educator) are the bank. Tell the student you are giving him/her $5.00 cash for work completed. Give the student a copy of an Exchange City $5.00 bill. Today they will deposit their money with you (the bank) using the account number previously assigned to them (refer to the web page with the job assignments and bank account numbers). This is the number they will be using at Exchange City.
Print one copy of the Exchange City $5.00 Bills Master.
NOTE: The bills used in these practice activities will not be used as Exchange City bills during the live simulation visit.
2. Tell the student they will learn to do three things: deposit their money, keep track of the money in their check register and write checks to spend the money they deposited in their account. This is exactly what adults do with a checking account. They deposit money first and then write checks to spend it. These are some of the things student swill need to do well on the day of their experience at Exchange City.
3. The student will create their own practice checkbook. Have them put their name and checking account number on the cover of the checkbook. The bank keeps track of their account by this number. This is especially important if there are two people with similar names on the day of the live simulation. Even though their names are similar, their account numbers will be different.
4. Give the student choice of construction paper or wallpaper (from a sample book) to make a checkbook cover. Have the fold the construction paper 2" from the edge at both ends. Allow them time to decorate the cover, then staple the edges on all four sides. See example provided.
From the Master copies provided have the student create a practice checkbook to insert into the checkbook cover. The checkbook should have 6 register pages, 20 checks and 6 deposit tickets.
Print 3 copies of the Checkbook Register Master for each student.
Print 10 copies of the Checkbook Checks Master for each student.
Print 3 copies of the Checkbook Deposit Tickets Master for each student.
STEP THREE:
Complete Economics Concept: Deposit Tickets
Economics Concepts - Cluster Three
Banks and Credit Unions: Checking Accounts: Deposit Tickets
1. The standard form used for depositing money is a Deposit Ticket. However, it is often referred to as a deposit slip. Be sure the student is comfortable with both terms. The actual receipt is labeled a deposit ticket.
2. The student needs to deposit the $5.00 into their account. They will need to fill out a deposit ticket so the bank has the information it needs to accurately account for the money.
Print out one copy of the Deposit Ticket for each student.
3. The first thing to be completed on the deposit ticket is the student's name. Student must print their name legibly without assistance.
4. Next they should write their account number in the space provided. The bank personnel will look at the account number first, then verify that the number and the name match. The account number is very important.
5. Have the student write in the date of their deposit.
6. The next section on the deposit ticket to fill out tells the bank how much money is being deposited and in what form (checks and/or cash: coin or currency). In this case, students will be depositing $5.00 cash.
7. Guide the students to carefully put the $5.00 in the appropriate boxes on the deposit ticket.
- If the student was depositing coins, they would fill in the boxes to the right of the dark line.
- When they deposit cash, they add up all the cash they have and fill in the box.
- If they were depositing checks, they would list them separately, one check on each line. They would also need to list the check number, in the first column.
8. After the deposit amount (in this case $5.00) has been entered in the cash section, move to the row marked Total. Enter the appropriate amount.
9. If the student is going to deposit only part of the money or check, they should note this in the Less Cash Received. This is where they write the amount of cash they want to keep and not deposit. The Net Deposit is calculated by subtracting the amount in the Less Cash Received from the amount in Total. In this example the student will deposit the full $5.00.
10. One way banks verify that the person using the checking account is the correct person is by his/her signature. That is why signatures should be in cursive and not in print; each cursive signature is slightly different from every other one. Students will be asked to sign their deposit slip in cursive.
11. Have students tear out the deposit ticket and give it and the $5.00 bill to the bank (you) as a deposit into their account.
STEP FOUR:
Complete Economics Concept: Check Registers
Economics Concepts - Cluster Three
Banks and Credit Unions: Checking Accounts: Check Registers
1. Ask the student to locate the check register in the front of their checkbook. The check register is where people keep track of the money in their checking account. The first thing students need to put in the check register is the balance of their account. Everyone starts with a $0.00 balance.
2. Explain to the student there is a reason every other line is highlighted in gray. The gray line always contains the balance of their account. The white line is for the transactions that add or subtract money from their account.
3. Guide students step-by-step to fill in their deposit information on the first white line. Suggest the student can practice by following the model provided while completing the information on the large Register Replica, before actually filling in their own checkbook register.
Print out one copy of the Register Replica for each student.
4. On the gray line students will record the sum ($0.00 + $5.00). This is the new balance in their account. They are now ready for their next transaction.
STEP FIVE:
Complete Economics Concept: Writing Checks
Economics Concepts - Cluster Three
Banks and Credit Unions: Checking Accounts: Writing Checks
1. Use the student's newly created checkbook to guide the student through checkwriting. Tell the student they will be writing you a check for $0.55 cents to pay for the materials used to make their checkbook cover.
2. Find the first check in their practice checkbook. Tell the student to PRINT their name at the top. Explain to them that most checks come with this information preprinted except when someone opens a new account.
3. Have them date the check with today's date.
4. Next, they fill in the check number in the box above the date. This is check number 01 (at the end of today's lesson you may want to have the students consecutively number all of the checks from 01-20).
5. Have student locate the line that says Pay to the Order of. The information they write on that line tells the bank whom to pay with the money from their account. On this line have them write your name (e.g., Mrs. Smith).
6. Have student locate the dollar sign. They need to write $0.55 in the box.
7. On the next line they write out, in cursive, the amount to be paid. In this case they will write fifty-five cents.
8. Have the student locate the line labeled MEMO. This allows the check writer to know for what the check was written. Have them write materials on this line.
9. The next line is for their signature. Their official signature tells the bank that they have agreed to pay this amount. This must be written in cursive.
10. Finally, have student write their account number on the line under their signature. This is how the bank will identify them. On most checks this is preprinted (have the student leave the check in their checkbook until they complete the checkbook register information).
11. After writing the check, have them turn to their checkbook register (remind the student that each transaction must be recorded in their checkbook register).
12. Guide the student to fill in the information on the check register based on the information in the model provided. Remind them they are writing a check so they need to write the check number. This is check #01.
13. Finally, they subtract $0.55 from the $5.00 balance because it is a payment; money is leaving their account. They now have a balance of $4.45.
14. Have them tear out the check and turn it in to you as payment for their checkbook cover.
STEP SIX:
Complete Economics Concept: Daily Practice
Economics Concepts - Cluster Three
Banks and Credit Unions: Checking Accounts: Daily Practice
1. Tell the student they will practice writing checks, deposit tickets and recording transactions in their checkbook register daily.
2. Every day you will give the student a series of scenarios. You might want to have the student earn money for chores that they will deposit into their checking account (with you, the bank). You can ask the student to write checks for goods and services provided in the home (e.g., snacks, meals, transportation, TV or computer time, etc.). You will vary the scenarios based on the practice you think the student needs. Vary what you ask the student to do; write checks, deposit cash, deposit a check (or several at one time) from an employer (create a check to hand them from a fictitious Boss that employed them to do a special job), ask the student to write a series of checks that will cause a negative balance and discuss how this happens and what should be done (do not actually cause them to overdraft their account - suggest they do not write a check when they do not have enough money). The student should always keep his/her check register current.
3. During this time, emphasize that the student is accountable for writing checks for only the amount of money they have in the bank. They cannot write a check for more than their balance shows. This is another reason they must reconcile their account every time they write a check. This will be true at Exchange City as well - plan to practice the check writing process until the student feels very comfortable working independently.
CITIZEN TRAINING DAY
IMPORTANT DATES:
Monday, November 30, 2009 10:00am - 2:00pm
Carefully review all of the following information:
Refer to your program's timeline for the address of Exchange City and the pick-up and drop off times.
Please allow yourself ample time to arrive at Exchange City, park and check in before the program is scheduled to begin. We are on a tight schedule and need everyone to be on time.
If you are a parent volunteer, please just let us know that you are present upon check-in. The Director of Programs at Exchange City will tell you what time you are expected for training on the first day. No parents will be allowed to hang out in the city while waiting for training.
The students only need to bring a bagged lunch with them on each day. On the training day they can bring a drink. On the simulation day we ask they DO NOT. They will be given 'money' to make a drink purchase from one of the businesses in the city.
If your student has peanut or latex allergies, you are responsible for notifying the FRC staff PRIOR TO ARRIVING AT THE CITY. We will then let the Exchange City staff know and will do our best to verbally inform the other parents in attendance so they can talk to their students. You are responsible for providing 250 individually wrapped hand-wipes (for our distribution convenience) then in good faith we will attempt to distribute a wipe to every student on each day with instructions to use the wipe after they eat their lunch just incase what they ate or brought might cause an allergic reaction for a fellow student. This is the full extent of what we can do. If this is not sufficient safety measures for your student please inform us immediately.
Students DO NOT need a student handbook, or any paperwork at all on either day. They will do ALL their paperwork at Exchange City on the training day.
Students DO need to know how to write a check, a deposit slip and balance their check registers. Please make sure you have gone over this with them.
Please be sure you talk to your students about following the rules, working as a part of a team, being good listeners and overall making a good impression on their 'boss' and the Exchange City staff.
Please be sure your students know that they are not allowed to leave the Exchange City building for any reason. They are also not allowed to leave the City without permission from an adult chaperone. There will be an adult chaperone in each business and monitoring the entrance/exit to the city.
Plan to pick up your students on time so as to not delay FRC or Exchange City staff with afternoon appointments.
We cannot allow all the parents into the city all at one time due to fire codes. Please be respectful of this and only go into the city with permission. When the program is completely over on the simulation day, you can take as many pictures as you like inside the city.
Finally,
If you would like to surprise your child with a "Congratulations" card or send a note of encouragement to them. We will collect all the 'mail' and deliver it to the Exchange City Post Office which will then be sorted and delivered to each of the student recipients during their workday on the simulation day. You can bring cards and notes and discreetly hand them to Exchange City or FRC staff when you check in on either day. We encourage you to do this - it's lots of fun for the kids to get mail unexpectedly :) Make sure your student's FULL NAME and the NAME OF THE BUSINESS they are working in, is clearly printed on the outside of the envelope - our younger students are assigned the Postal Agent positions so they have to be able to read your writing easily.
If you have any questions at all, please email me at FRC@FRC.info or call me at 978-741-7449.
Thank you for your cooperation!
Tammy Rosenblatt, FRC Founder and Director
Program Overview
Welcome and Orientation Meeting with Exchange City staff
Business placement
Job placement review
Bank Account number review
Business Operations Part 1. Jobs and Schedule
Identify job responsibilities (from sheet on Board)
Review the schedule for the day at Exchange City
Give your business a name
Business Operations Part 2. Slogan and logo
Create a slogan and a company logo for your business
Business Operations Part 3. Company sign
Design a Business Sign with a logo and business name
Put the sign design onto the Business Sign Design Form
Business Operations Part 4. Important Business Forms
Complete a Loan/Grant/Venture Capital Application
Complete the Business Expense Form for your business
Fill out Employee Information Sheet for your business
Complete the Application for Utilities
Business Operations Part 5. Setting Prices
Discuss product and/or service pricing for your business
Complete the Setting Prices Form
Parent Volunteer Training begins in the Conference Room
Business Operations Part 6. Letters to the Editor
Write 2 letters to the Editor of the newspaper
Break for Lunch
Parent Volunteers will be in Exchange City for Accounting Training
Business Operations Part 7. Advertising
Write a newspaper advertisement
Write a radio advertisement
Business Operations Part 8. Web Page
Write an advertisement for your company Web Page
Business Operations Part 9. Name Tags
Design name tags
Business Operations Part 10. Paperwork
Put the following items in your Business Envelope:
Employee Information Sheet
Loan/Grant/Venture Capital Application
Business Sign Design Form
Newspaper Advertisement Form
Business Expense Form
Name Tags
Application for Utilities
Setting Prices Form
Radio Advertisement Form
Web Page Advertisement Form
Your personal checkbooks
Business Operations Part 11. Personal Finances
Paychecks
Deposit tickets
Cash
Personal checkbooks review
Business Operations Part 12. Accounting Component
Accountant Job Responsibilities
Computer Accounting Software
Loan/Grant/Venture Capital Coupons
Deposit Tickets
Business Operations Part 13. Letters to Citizens
Write 2 letters to fellow citizens
Business Operations Part 14. Citizen Component
Meet in business teams to talk about laws
Business Operations Part 15. Voting on Laws
All business teams assemble together for voting on Laws
Mayor’s speech introducing the Judge
Judge reads laws voted on by citizens
Business Preparation Day
Leave behind your business envelope with all forms inside
Leave behind your 2 letters to the newspaper Editor
Leave behind your 2 letters to fellow citizens
SIMULATION DAY
IMPORTANT DATES:
Tuesday, December 1, 2009 10:00am - 2:30pm
DIRECTIONS TO EXCHANGE CITY
Take the Thurbers Avenue exit,- Exit 18 off I-95.
1.Go towards Route-1A/Allens Ave.
Go towards Route-1A/Allens Ave.2.Turn right onto Allens Ave/South About 1 Mile.
Turn right onto Allens Ave/South About 1 Mile.3.Look for Shell gas station on the left.
Look for Shell gas station on the left.4.Entrance to the Johnson & Wales Harborside Campus is immediately after Shell Gas station on your left at the traffic light.
Entrance to the Johnson & Wales Harborside Campus is immediately after Shell Gas station on your left at the traffic light. 5.As you go down the hill, Friedman Center (formerly the Paramount Building) is on your left
As you go down the hill, Friedman Center (formerly the Paramount Building) is on your left6.Enter the third entrance to the parking lot. Lot B.
Enter the third entrance to the parking lot. Lot B.7.Enter the Friedman Center and go to the 2nd floor. Stairs are to your immediate right; the elevator is halfway down the corridor.
Enter the Friedman Center and go to the 2nd floor. Stairs are to your immediate right; the elevator is halfway down the corridor. 8.Exchange City is through the double glass doors halfway down the 2nd floor corridor.
Exchange City is through the double glass doors halfway down the 2nd floor corridor.
