STEP ONE Scan the QR code to the right or, using your mobile device, or go to app.rockthestreetwallstreet.com
STEP TWO
STEP SIX You will see a WELCOME SCREEN. Click CLOSE . If you haven’t submitted a background check form within the last two years with RTSWS, you will see a banner indicating that we will reach out with further instructions. All registrants are now able to explore and use the RTSWS mobile app .
STEP FIVE Complete the VOLUNTEER REGISTRATION.
STEP THREE Once you have added it to your mobile home screen, click the LOGIN button. If you don’t have an account click “Sign Up”. STEP FOUR You will be prompted to SELECT YOUR ROLE for the RTSWS Program. Please select I AM A VOLUNTEER.
ALL VOLUNTEERS MUST REGISTER USING THE APP. The app can be used to view your RTSWS session schedule workbooks and program surveys , view registered volunteers and important contacts , etc.
RTSWS MOBILE APP
Have Questions Or Need Help? Email KATIE REYNOLDS at katherine.r@rockthestreetwallstreet.com
To download the new RTSWS Mobile App, please follow instructions below.
Follow the instructions to install on either iOS or Android. Please read instructions carefully.
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR WORKBOOK • TABLE OF CONTENTS RTSWS Mission and Vision I RTSWS History II RTSWS Locations III The 4 Components of RTSWS IV RTSWS Goals V An Open Letter to Our Volunteers VI Article: Math Anxiety VIII Statistics XI Article: Girls in STEM XII Classroom Management Tips XVI Workshop Sessions Overview XXII Silver Assessment Questions XXIV PRE-SESSION #1 PREP INFO PS1.1 SESSION 1 1 Pre-Assessment 4 Stock Market Review 9 Yahoo! Finance Instructions 12 PRE-SESSION #2 PREP INFO PS2.1 SESSION 2 18 Stock Market Review 20 Project: Financial Analysis for Janella 30 Case Study Research Organization Chart 34 Session #2 Bonus Material 36 PRE-SESSION #3 PREP INFO PS3.1 SESSION 3 40 Stock Market Review 41 Project: Financial Analysis for Janella 48 Case Study Research Organization Chart 52 Session #3 Bonus Material 54 PRE-SESSION #4 PREP INFO PS4.1 SESSION 4 57 Stock Market Review 59 Project: Financial Analysis for Janella 65 Session #4 Bonus Material 70 KEY TERMS GLOSSARY 72 PRE-SESSION #5 PREP INFO PS5.1 SESSION 5 75 Stock Market Review 76 Post-Assessment 81 Case Study Presentations Presentations 83 Session #5 Bonus Material 87 Article: Best Jobs with Finance Degree 136 RESOURCES 140
OUR MISSION
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM I GOLD INSTRUCTOR INTRODUCTION ABOUT ROCK THE STREET, WALL STREET
OUR VISION
Rock The Street, Wall Street is reaching young women at their local high schools. We ofer young women a fight path to a fnancial education through hands-on fnancial projects, workshops, role modeling, mentoring and real-life Wall Street experiences. Girls are introduced to fnancial concepts such as savings, investments, post-secondary and college fnancial preparedness, budgets, stocks, bonds, fnancial analysis, venture capital and private equity.
Rock The Street, Wall Street believes to close the gender gap in the wages, wealth and in the fnancial services sector, we have to inspire girls to pursue the M in STEM and fnance, by exposing them to real life role models. The number one reason why girls are not choosing STEM professions - they don’t see women in those professions. The number two reason - they don’t see their friends choosing those majors in college. We engage female fnancial pros who walk the talk on all matters fnancial. They teach and motivate the next generation. Our students see girls in their RTSWS cohort choosing fnance, economics or a related computational feld as their majors/minors. Whether they choose the profession, or head into another feld, our students are far better prepared for critical decision making on all types of fnancial and career prep matters.
Rock The Street, Wall Street hopes to break the cycle of multi-generational fnancial naivete so that girls have a better chance at improving their lives, their households and their communities. Fifty years after the adoption of Title IX, women continue to confront barriers to full equality at all levels; most critically of which is in their fnancial lives. This is even more egregious for women of color, where they earn, save and invest at lower rates. In college fnance and economics classrooms, girls are few in number. As a result, their opportunities in pay, promotion and life are unequal.
Equipping girls with fnancial skills is a vital part of ensuring equal opportunity. Financial literacy is The Great Equalizer.
Rock The Street, Wall Street is a fnancial and investment literacy program designed to bring both gender and racial equity to the fnancial markets and spark the interest of high school girls into careers of fnance. Girls learn about saving, investments, budgeting, stock and capital markets and their role in maintaining the welfare of their families, communities and the economy, while simultaneously helping them see the real world application of the math content they learn in the classroom.
RTSWS brings together high school girls with female fnancial and investment professionals in classroom and industry settings. At a minimum, RTSWS would like to see girls not be afraid of fnance, so that they can make better informed decisions which will lead to better lifestyles for themselves, their families and their communities.
RTSWS conducts programs before and after school, during lunchtime and within school courses. Girls participate in fnancial, hands-on projects while in high school to overcome their fear of math and fnance, and see career opportunities that lie ahead for them should they choose to enter into the fnancial services industry.
ABOUT ROCK THE STREET, WALL STREET
Established in 2012, this year Rock The Street, Wall Street celebrates 10 years. There is a fnancial and investment illiteracy epidemic. Student loan balances are the highest they have ever been and women own two-thirds of the outstanding college debt. Young people are putting less and less away in their retirement accounts than ever before. Two out of three women state that they know little or nothing about fnance or fnancial products. Seeing that the needle hasn‘t moved in the last 30 years in regard to the number of women in fnance and the lack of women in leadership roles across all investment sectors, it was time to Rock the Street!
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OUR HISTORY
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LOCATIONS
Since our launch, more than 4,000 girls have graduated from our year-long program.
Atlanta, GA Austin, TX Boston, London,Indianapolis,DesColumbus,Charlotte,MANCChicago,ILOHDallas,TXDenver,COMoines,IAGallatin,TNGreenwich,CTHonolulu,HIHouston,TXINEnglandMenloPark,CAMinneapolis,MNNashville,TN
Newark, Vancouver,SanSaltNewNewport,NJRIOrleans,LANewYork,NYOmaha,NEPasadena,CAPhiladelphia,PAPittsburgh,PAPortland,ORRaleigh,NCLakeCity,UTSanDiego,CAFrancisco,CASanMateo,CASt.Louis,MOCanadaWashington,D.C.
OUR
RTSWS ofers its programming in over 60 high schools across 34 cities in the United States, Canada and the United Kingdom. Our current locations are shown below.
The RTSWS Internship & Job Portal is a resource for RTSWS students and alumnae seeking internships and job opportunities in fnance, economics and related felds. Firms looking for emerging fnancial talent have access to posting opportunities. Our high school students have completed fnancial project-based activities, which unveil fnancial independence along with the exploration of fnancial careers. We fnd and develop talent early. We make the unfamiliar, familiar. Our students focus on their interest in fnancial careers for one simple reason - because they are aware of them.
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM IV THE FOUR COMPONENTS OF ROCK THE STREET, WALL STREET
There are three components to the academic year program - fnancial and investment literacy workshops, “Wall Street experience” feld trips to local fnancial frms and a unique, formalized mentorship program. A fourth component emerges post-graduation, the RTSWS Internship & Job Portal.
1. FALL | Financial and Investment Hands-On Workshops
3. SPRING | Mentorship Program
How better to inspire young women to work in fnancial services than taking them on an eye opening “Wall Street experience” feld trip? Our students will visit a company in the local fnancial services industry, corporate fnance department or a treasury department. These experiences ofer students an opportunity to see positive female fnancial role models at work, ask candid questions and visualize their own fnancial career paths.
4. ALUMNAE & BEYOND | RTSWS Internship & Job Portal
GOLD INSTRUCTOR INTRODUCTION
2. FALL | Wall Street Experience Field Trip
RTSWS ofers fnancial and investment literacy workshops on high school campuses. The workshops are led by volunteer female fnancial professionals. In addition to the curriculum, our instructors rip from the fnancial headlines to bring current events into the classroom, showing their connection to stock and bond market movements. Our students learn about saving, budgeting and investing from women employed by local investment frms, pension funds, banks, accounting frms and treasury departments. Who better to teach fnancial concepts than those individuals who work in the industry on a daily basis?
Our fnancial female professionals ofer a frst-hand, and very often a frst-time view, into the world of business. The mentor provides guidance to the protege about career preparedness, college major and minor choices and life challenges. Mentors fnd ways to spark girls’ interest in being fnancially responsible for themselves. Mentors, too, can serve a dual role as teacher and connector. RTSWS volunteers provide social capital - the critical, yet often missing ingredient in STEM career prep programs, that allows for industry discovery and networking at an early age for our students.
• Open girls’ minds to math-focused felds of study as compatible with a career that has a positive impact on the world.
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• Create an early pipeline of female talent so as to increase the number of women who enter into the fnancial services industry.
• Provide a pathway to better lifetime money management, academic performance, and college preparation.
• Create a longitudinal cohort of girls who can network with each other across cities, socio-economic lines and industries.
• Teach girls on how being fnancially independent is key to living a self-determined life.
• Spark girls’ enthusiasm for fnance at a critical age and make them aware of the societal benefts personal fnancial knowledge and mathoriented careers can have.
• Coach students on resume building.
Close the gender and racial gap in wages, investments and wealth accumulation for all women
• Foster students’ continued growth in fnance through their college years and into the workforce.
• Provide an internship and job portal that shares fnance-related opportunities.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM V GOLD INSTRUCTOR INTRODUCTION OUR GOALS
• Create the social capital between students and female fnancial professionals that will enable students to get a jumpstart on their personal money management behavior and on their college and work lives.
• Increase the number of women studying fnance, economics or related computational business felds.
• Provide career discovery by ofering job shadowing and/or industry summer internships
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• Increase fnancial and investment literacy of girls at a young age so that they are aware of the fnancial responsibilities AND opportunities of post-secondary life, college life, at work, at home and in their communities.
“To have a stable economic future, people need not only income but also the means to build wealth such as savings, retirement funds, and assets (e.g., a home) to serve as an economic cushion during hard times. All these factors shape health; families who have trouble making ends meet are forced to forego medical care, prescription medicines, and other costly resources needed for their health.”
Creation of easier points of entry into higher paying careers and less barriers for advancement are needed. Rock The Street, Wall Street is providing course work, testing, mentoring, job preparedness, and the social capital and connections into an industry which heretofore was typically recruiting at only elite schools. For the frst time, a consistently diverse population of girls both racially and socioeconomically, are being coached and interviewed for high paying STEM internships and careers in the M of STEM.
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Changing individuals one at a time is not enough. I knew this ten years ago, when I launched RTSWS. We are successfully bringing together the private and public sectors. To truly mitigate gender and racial discrimination in the capital markets and in the workplace, solutions need to address industrial and cultural stereotypes and practices. Girls need to see, relate and interact with role models in the M of STEM and the industry needs to dip down to the high school level to get BIPOC and low income populations to apply for jobs at their frms.
High school is where students are on the cusp of whether or not to go to college, which college, and which studies they should pursue. If we
Paying It Forward YOU are creating societal and industrial change.
Woolf, S., Chapman, D., Hill, L., Schoomaker, H., Wheeler, D., Snellings, L., Hyung Lee, J. (2018, Oct).
Thanks to you, Rock The Street, Wall Street is assimilating more and more girls to their future fnancial selves. Many are joining us, too, on a second journey - that of a career in fnance. The records show we are successful in bringing out an “Investor Identity” in the girls we meet. This fall, we anticipate enrolling well over 1,200 girls in 60+ high schools across 35 cities in the U.S., Canada and the U.K. These students will be provided with the knowledge of how to budget and save, and equally as important, the tools to invest. This exposure as well as portfolio and market tracking is leading to a burgeoning familiarity with the fnancial markets which will lead to their greater participation in the capital markets as they age.
Uneven Opportunities: How conditions for wellness vary across the metropolitan Washington region. VCU Center on Society and Health
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wait until they get to college, we have waited too long as the research shows females represent only one in ten students in college math, fnance, economics classes and that number hasn’t changed in over 50 years. Intervention in this existing pattern is key. You are intervening. And guess what? The intervention is having an impact. Our students, on average, have shown a 78% increase in their fnancial and investment literacy. And our alumnae are pursuing fnance, economics and related computational business degrees at 5 times the rate of an average female attending college. RTSWS Vocational and Career Platform/ RTSWS Internship and Job Portal
Hello London! School year 2021 - 2022 saw our very frst international locationVancouver, Canada. This year, we are thrilled to announce that we will be launching our frst European chapter in London, England. With interest in launching our program coming in from over 100 US cities and international locations such as Mexico City, Singapore and Sydney, we are just getting started in the overseas markets. We can’t wait to meet our London volunteers, students and teachers! 10th Anniversary It’s been heady.
We are changing who we invest in to change what we invest in. And guess what… It’s happening as is evidenced by the outcomes and growth noted above. I couldn’t be more thankful for the growing army of volunteers around the globe who want to change their workplaces and their communities. With your continued involvement, we can accomplish even more. Your version of shine is a search light. Thanks for spreading so much good by helping to create gender and racial equity in the capital markets and in your workplace. Maura Cunningham Founder & CEO - Rock The Street, Wall Street
We were blown away by the interest the industry has in getting the next generation of diverse female fnanciers into their ranks as is evidenced by the number of frms that are posting their internship and entry level job positions on our recently launched, (August 2021) RTSWS Internship and Job Portal. Seventy plus world class frms are registered with us and they have posted, to date, close to 300 opportunities. And that directory keeps growing as we hear from an expanding list of frms who want to post their opportunities. Rock The Street, Wall Street is becoming the “go-to” portal for fnding emerging, diverse female talent. (If your frm wants to learn more about how to get their listings published on our site, please contact sarah.s@rockthestreetwallstreet.com.)
I launched RTSWS 10 years ago at three schools in Nashville, Tennessee after completing my masters thesis on how we lose girls in Math at age nine in the U.S. Convinced that all we had to do was lift the veil on how fnancial math is, for the most part, nothing more than 6th grade math and how versatile and rewarding a career in fnance can be, we could reset the image teenage girls have of the fnancial services industry and have them join us at our workplace.
We are also expanding our alumnae department this year as our students have aged up into college and beyond. We are launching this Fall, the RTSWS Vocational and Career Platform. This will assist students in honing their job searches, identifying and working toward career goals, fnding suitable internship and job openings, securing referrals and connections to employers and boosting networking skills. We are thrilled to organically grow into this next stage of development in our mission.
This teacher-turned-fnancial adviser on the diferent ways men and women approach math and life
A fear of math can be debilitating — and not just because it could result in poor math grades. Many students, especially girls, may avoid careers that include a heavy amount of math, especially those in STEM (Science, Technology, Engineering and Math) felds.
Parker spoke with MarketWatch about her education background, why people are so worried about math and how to mesh the two: MarketWatch: How exactly would you describe math anxiety?
By Alessandra Malito, MarketWatch (October 24, 2019)
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Girls made up just 30% of the top 5,000 ninth-graders in the American Mathematics Competitions, according to research distributed by the National Bureau of Economic Research in 2017. Just 18% of the top 500 ninth-graders were girls, and only 8% of the top 50. That gender gap worsens as they age — by senior year, only 22% of the top 5,000 are girls (compared with the 30% in ninth grade), followed by just 12% of the top 500. Parker, 30, taught Algebra II and geometry to high-school students before switching to fnancial planning and working with her 76-year-old father, who has his own frm. She also became a Certifed Financial Planner. “I have a math background and the CFP puts me in a good position to do fnancial planning in a way that educates people about the planning and why,” she said. Their age diference also helps them work with clients of all ages and provide their own perspectives, she added.
ARTICLE
Women Sufer from ‘math anxiety’ more then men do - here’s how to reverse it
Math anxiety may start in the classroom during childhood but it has a way of following students throughout their lives, said Maddie Parker, a fnancial adviser at Parker Financial Group in Overland Park, Kan., who started her career as a high school math teacher before switching to fnancial planning. She has seen people postpone their fnancial plans and refrain from saving for retirement because they don’t want to deal with the possibly complicated equations and complex investing topics.
Many Americans sufer from “math anxiety,” which inhibits their ability to solve problems — a potential issue when it’s time to balance a checkbook or save for retirement.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM IX GOLD INSTRUCTOR INTRODUCTION Maddie Parker: A lot of people would say “I have that” and to a degree, a lot of people do, but it’s more than feeling like you don’t do well on exams. Kids who have math anxiety almost always have a physical inability to respond to being tested or asked to perform on math-related tasks. It is just built up over the years of diferent experiences, and it stops them from being able to learn any further.
Parker: There are great articles and podcasts and TED talks about the same concepts, of how we’re raising our girls to be perfect and raising our boys to be brave. And there was one example at a girls’ coding camp, where they have to learn to do coding and the girls specifcally would type up all this stuf and then if they couldn’t fgure it out they’d erase it all and call the teacher over. The teacher would press undo and show all of this work and that they were really close, but because the girls couldn’t make it work they wanted to tell the teacher to show them from the beginning. They didn’t want to show this not perfect work.
MW: Does that concept translate to adult couples in fnancial planning?
Parker: It is more apparent for women when they are single individuals. They’re more comfortable saying “I don’t get it” or it’s more evident. They’re not as afraid to ask for help. It’s when they’re with their spouses it is easier to be quiet or let them talk and pretend you understand things because your partner is helping you, but it is still relevant. I always work with most clients together and I will
MW: How can math anxiety impact personal fnances? Parker: In high school, you’re not required to take personal fnance and the math you’re doing is unrelated to what you do in real life. And that real life math in your brain is still tied to calculus so you think, “I couldn’t do that at 16, I probably can’t handle fnances now.” But it is diferent math. It’s not to say it’s simple, but it’s diferent, and it is applicable in such a way that people do fnd it easier to understand. It is not quite as challenging as graphing logarithmic equations. It’s a lot diferent.
MW: There are many people who say women generally are more likely to have math anxiety than men. Is that something you’ve seen?
MW: Is it something adults face?Parker: It translates from kids to adulthood. When you get out of school, you’re less exposed or have less experience being tested so the anxiety may seem like it’s gone away but any time math or that skill is required, the anxiety comes right back. I think it has been perpetuated as a weird acceptance in our country, that it’s OK to be bad at math. Like, “oh, math is hard and it’s OK not to get it.” It defnitely follows into adulthood and afects people dealing with fnances, because they have to do math and they don’t know how to do it, and they’re stressed or embarrassed to ask for help.
It is just a good example that demonstrates that girls are being raised to be perfect and not in the same way as boys, who may say (like in that example) that they don’t care and at least they’ll get partial credit. The only way to learn is by making mistakes, but that gets lost on girls when they feel they have to be perfect.
MW: How would you say your background as a math teacher benefts you and your clients?
MW: Is there any way to overcome math anxiety?
Parker: It is important that there be no stigma about it. There’s this expectation people have of themselves that they should know more about fnance because it applies to their life. I am a fnancial adviser and I don’t know how to fx my car, so I bring it to be serviced by professionals. I don’t feel stupid because I didn’t focus on that and I know nothing about it. It can be scary if you don’t know who you’re going to and unfortunately there are some bad people out there, but if you do your homework to fnd the people to help you, you don’t need to feel ashamed or embarrassed. That’s the whole reason you fnd a professional to begin with — someone who is trained. That’s their job.
Parker: One of the biggest ways is in my ability to explain things. It’s funny, I majored in math and decided to be a high school math teacher, but when I was in high school, I struggled with math. I had good grades and I didn’t have math anxiety, but I wasn’t some freaky Einstein genius kid who got it all. It made sense when I didn’t get something right and because I liked it so much I worked hard to understand it. I was good at explaining things to my friends. But my own struggle made me good at explaining it. A lot of math teachers are geniuses who understand it, and that makes it hard to explain it to students who are struggling.
XGOLD INSTRUCTOR INTRODUCTION
Parker: It varies, but one big thing we talk about is infation and compound interest. The need to factor in infation because a dollar today is not going to be a dollar 10 years from now, and that it is a slow climb. People are amazed at how diferent the numbers look when I factor in 2.5% infation.
ask them both “do you understand this?” or make sure they’re both on the same page.
That ability translates nicely to doing fnancial plans. I can see what is probably going to confuse them and where they’ll get lost.
MW: Are there any math-related topics that clients typically have a hard time understanding?
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GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XI GOLD INSTRUCTOR INTRODUCTION IN THE FINANCIAL SECTOR, WOMEN MAKE UP ONLY...INCOME INEQUALITY THE PROBLEMS RTSWS HAS A SOLUTION OUR OUTCOMES
In several studies, when children were asked to draw a mathematician or scientist, girls were twice as likely to draw men as they were to draw women, while boys almost universally drew men, often in a lab coat. I decided to try this out at home with my 12-year-old son, who said, “Really anyone can be a mathematician, but this is your average one,” and promptly sketched a man in a checked oxford shirt with a pocket protector.
Stereotypes and cultural norms dampen girls’ interest in STEM, but educators can counter the disparities with small changes to their practice.
Researchers don’t know yet if these continuing disparities in STEM refect the slow pace of societal change, childrearing expectations, or something deeper and more entrenched, such as the way we think about girls’ minds. But teachers can play a signifcant role in infuencing or dispelling stereotypes in STEM education. Here are some studies from researchers and educators that may ofer a few insights—and a few solutions.
Mathematicians and scientists are socially awkward men who wear glasses—at least, according to children.
An article from Edutopia by Carly Berwick, March 12, 2019
XIIGOLD INSTRUCTOR INTRODUCTION
As an English teacher at a STEM magnet high school in New Jersey, I see these gender disparities in our engineering and computer science (CS) academies, even as our dynamic, thoughtful girls work hard to dispel stereotypes and recruit younger girls through coding camps and workshops. Our teachers certainly refect the STEM felds of a generation ago: Three of our four CS teachers and engineering teachers are male. The irony is that girls perform as well as boys in math. Nationally, math test scores for girls have been consistently equal to or within two points of boys in fourth and eighth grades over several years; middle school girls pass algebra at higher than boys. In science, girls perform on par with boys and enroll in advanced science and math courses at equal rates as they move into high school. And then something happens: A gender gap in participation starts to appear as girls take fewer of the more advanced STEM courses and tests as they get closer to college. This gap widens the longer girls are in school and is often compounded by issues of race and class.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
Persistent, subconscious images of male mathematicians and scientists that start at the earliest ages may be one explanation why girls enter STEM felds—science, technology, engineering, and mathematics—at dramatically lower rates than boys.
Keeping Girls in STEM: 3 Barriers, 3 Solutions ARTICLE
Solutions: In response, researchers say teachers can foster a growth mindset in students by emphasizing that practice rather than innate ability improves performance. Other studies show that brief, targeted interventions in which students learn that intelligence is not fxed but can be improved through training and hard work can help them persist through challenges, a trait that, in math and science, should be particularly advantageous for girls.
Adding images of female mathematicians or scientists throughout classroom materials and assigning individual or group work that summarizes or contextualizes women’s achievements in these subjects can also shift perceptions about who belongs. Tackling the STEM gender bias can also warrant some self-refection on the part of teachers.
Both teachers and curriculum can inadvertently contribute to these perceptions.
The problem: One explanation for the gender diferences in STEM participation may lie with those formative ideas about who a mathematician or scientist is. Stereotype threat—the mere perception that a group one belongs to is not good at a task—has been linked to lower academic performance, according to researchers. When girls become aware through both subtle and overt cultural messages about male superiority in math, it makes each encounter with math and technology more fraught, triggering self-doubt in even the most studious young girls.
In one striking study from 2015, Israeli researchers divided sixth-grade exams into two sets for grading: One batch was graded by the teachers and included students’ names, and the other contained no student names and was graded externally. In math, teachers graded boys higher, while external graders rated girls higher. Those low teacher grades then dissuaded girls for years to come. Teachers often harbor these biases about themselves, too. Elementary school teachers are predominantly female, and many are anxious about teaching math, which can lead to lower achievement in math for girls. This persists into high school, where anxious teachers might be overly reliant on textbooks and rote methods of instruction. Images in those same textbooks can subconsciously trigger self-doubt in girls. One study found that when female high school students viewed chemistry textbooks containing pictures of female scientists, they performed better than female students who viewed textbooks containing only pictures of males.
BARRIER 1: BUILDING A MATH IDENTITY
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Educators like Norman Alston, a Seattle-based educator, and Patricia Brown, a technology integration specialist in Ladue, Missouri, are
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XIVGOLD INSTRUCTOR INTRODUCTION
Additionally, research “has clearly [indicated] that black girls view themselves as outsiders in mathematics and teachers view them as outsiders,” says Nicole Joseph, assistant professor of mathematics and science education at Vanderbilt University. Joseph points to tracking in math, more common in middle and high school than in the humanities, as a key structure infused with bias that restricts access to rigorous math education for black students.
“For me, it starts with a belief, these expectations I have for all of my students, that all kids can learn—every teacher doesn’t have that belief,” says Cicely Woodard, a middle school math teacher in Franklin, Tennessee, and the state’s 2018 Teacher of the Year. “When the kids walk in the door I immediately believe they will get this content.”
Stanford University professor and researcher Jo Boaler recommends that female teachers avoid phrases that imply their discomfort or dislike of math—like “I’m bad at math” or “This is hard”—and get creative with assignments that show they are truly interested in the topic. They may also want to grade papers anonymously, where possible.
The problem: Our assumptions about who does math well—and the academic and fnancial support that follows— may, in fact, impact performance more than raw aptitude. This has particularly profound implications for low-income students and black and Latino females, who are signifcantly less likely to take advanced STEM courses and pursue STEM professions later in life.
A recent study by Sean Reardon at Stanford University revealed that girls often do better than boys on math in racially diverse districts, while boys perform better in afuent white districts. He theorized that in higher-income communities, parents are more able and more likely to invest in enrichment for their children—like robotics camps or theater classes —that adhere to stereotypes. Children in these communities may also be more likely to see men in positions like doctors or engineers that reinforce the narrative about who pursues STEM careers.
BARRIER 2: THE QUESTION OF RACE AND CLASS
Solutions: In a review of 62 studies on the perseverance of black women and girls in math, Joseph and her coauthors found that several measures can help build math identity and interest among black girls. For starters, schools can consider “structural disruptions” to how math instruction usually happens. San Francisco Unifed School District, for example, recently eliminated accelerated math in middle school and allowed all students to take Algebra I in ninth grade—efectively ending tracking—which led to a rise in algebra test scores and a decrease in repeat rates for all students, including black and Latino students.
Joseph also suggests that “community infuences and resilience strategies” from extra- or co-curricular programs, single-sex programs, teacher training in culturally responsive teaching strategies, and black and female role models in STEM can help.
“I hate when people say kids need grit—they have resilience, but need understanding of how to frame it in the content of the course,” says White, whose students are all African American, half of them girls.
fostering mathematical interest in girls through after-school STEM programs. Alston requires middle school graduates of his program to teach younger students, and every speaker or expert Brown brings to talk to her female students is a woman of color, so students can see powerful, successful female mathematicians and scientists who look like them.
A recent analysis of the admission tests to elite New York City high schools found that at Stuyvesant High School (considered the most rigorous in the city) girls had better grades in higher-level math, but overall had scored slightly lower on the admissions test, leading to lower admission rates. This is not because girls are worse at math, but may be because they guess less—a disadvantage on a multiple-choice test—and perform better with open-ended answers, according to the study.
Focusing on the interdisciplinary and problem-focused nature of STEM is key, recommends Dr. Jill Marshall, associate co-director of UTeach at the University of Texas at Austin, a program trying to confront the pipeline problem of STEM teachers from diverse backgrounds. “Project-based instruction just generally draws in more people because it addresses problems that people see as relevant,” said Marshall. She cites a 2008 study from the National Academy of Engineering that asked people if they wanted to be engineers: Girls were twice as likely as boys to say no. But when asked if they would like to design a safe water system, save the rainforest, or use DNA to solve crimes, the girls answered yes.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XV GOLD INSTRUCTOR INTRODUCTION
Other STEM educators are going beyond traditional STEM instruction in their classrooms to ensure that every child has a fair chance to learn math.
Solutions: Teachers may want to move away from multiple-choice tests—often a staple in math and science—and place more emphasis on open-ended assessments that allow students, especially girls, to demonstrate their profciency through word problems or writing, where they feel more confdent.
Stanford’s Reardon and his colleagues drew similar conclusions after analyzing 8 million fourth- and eighth-grade national standardized test scores and fnding that gender gaps correlated with multiple choice questions—as opposed to open-ended ones—and attributed to 25 percent of the diference in scores between males and females.
BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO The problem: When it comes to teaching and learning STEM, research shows that the format matters.
As part of a pilot project at Georgia Tech to bring AP Computer Science to Atlanta students, teacher Shana White makes sure to use hands-on activities and real-world examples to supplement the online coursework and provide context and purpose for assignments.
CLASSROOM MANAGEMENT • Set Classroom Norms • Be the Leader • Be Authentic • Share Your Story • Show You Care • Build Relationships • Have Fun! XVIGOLD INSTRUCTOR INTRODUCTION
• Come prepared to be a part of RTSWS with your handbook, a writing utensil and a positive attitude.
During session #1, students and volunteers will come up with the fnal two norms together. We want you and the students to establish the tone for the fall sessions and allow the students to take ownership of their RTSWS cohort. Ensure the RTSWS cohort knows the signifcance of what you are asking them to do. They are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.
• Ask questions, share your opinions and let the volunteers know when you do not understand something.
Set Classroom Norms and Be the Leader
At the beginning of each RTSWS session, students and volunteers will review and discuss the RTSWS cohort norms. Norms are the behavioral expectations or rules of the class. Classroom norms inform us how we are expected to behave towards each other and towards the materials we use. They’re generally positive, inclusive and productive. Here are some classroom norms you can share with the students:
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
• Be kind and encourage one another - we are all in this together!
CLASSROOM MANAGEMENT
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We understand that it can be intimidating or nerve wracking to lead a classroom of high school students. The good news is our students have signed up for our program so they want to be there! However, they are still high school students. Below, we have provided classroom management tips to be able to handle disruptive classroom behavior like a pro. In volunteering with RTSWS, if you experience any classroom management issues, please reach out to your RTSWS Program Coordinator. We are happy to help provide additional classroom management support, as well.
• Be yourself! High school students can smell someone being inauthentic from miles away.
Because she knew a lot about treasury.
Show You Care & Build Relationships
Be Authentic
• While you are there to teach the session, being in high school can be challenging and students’ personal lives can sometimes creep into the classroom. If you see a student who is upset or seems to be dealing with something (if you are comfortable and able to) ask her if she is okay and if she wants to go talk just outside the classroom. If the student is facing something serious please let the RTSWS School Champion or your RTSWS Program Coordinator know and we will take it from there.
• Tell them stories about the things happening in your life (as appropriate, of course) and make connections between your own experiences and what we are learning about in RTSWS.
• Incorporate some comedy! Studies show that students who are having fun learn more efectively. Share Your Story
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XVII GOLD INSTRUCTOR INTRODUCTION
• Telling your story allows students to connect with you over related experiences and to learn from you in the areas that they difer.
• Be honest! If you are nervous, let them know you are nervous or if you make a mistake, own up to it.
• Nothing is more valuable for efective classroom management than building genuine relationships with students.
• Often the feedback we get from students is that they love to hear how our volunteers started their careers, what they love about their jobs, what challenges they’ve faced, and where they’ve traveled to.
• Pro tip: If a student is talking about a big test they are studying for or a sports game they are looking forward to, remembering this and asking her how it went in the next session always scores major points!
Why did the cash analyst become a pirate?
• Be a good listener. Listening to their stories and learning more about who they are shows them that you care and develops a relationship.
• The more you share your story the more students will feel comfortable opening up about themselves and really engaging.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XVIIIGOLD INSTRUCTOR INTRODUCTION
•
• Students have a range of personalities. Sometimes students are shy and may take a couple of sessions to open up.
Notes:____________________________________________________________________________________ Why did the tightrope walker go to the bank? To check his
• High school students are social creatures so it’s hard for them to resist the urge to talk to their friends or to remember not to have their phones out unless needed for an activity. Please see the next page for some tips on how to deal with these!
• It is important to remember that high school students are going through some tough, real-world issues outside of the classroom. Sometimes a reaction they have in the classroom may stem from stress or a situation going on outside of school. Show them grace and presume positive intent. balance.
The more you are enjoying yourself the more they will. Our lessons are guidelines so feel free to add your own spin on something or some personal fare.
Sometimes, they may just be tired! If they are showing up, they want to be there.
Just because they may look uninterested, bored or not listening doesn’t mean that’s the case
• Quietly remind them of the expectations (try to say it so only they can hear as to not embarrass them).
“Who here currently has a job? Raise your hand.” “Who saw the new Brad Pitt movie this weekend?” Now that you’ve got their attention you can begin.
• Walk closer to them. Proximity will often bring attention to this so they will stop.
If students are talking while you are talking or looking at their phone, you can...
• Come to the front and begin your greeting. Make sure to wait until everyone is listening. If you keep talking while they are talking then they will think this is okay.
• Ask a question out loud.
“When I say ferce you say females” - “Fierce” - “Females”
• Flicker the lights.
• Countdown. 5-4-3-2-1 or 3-2-1
TEACHING TIPS
• You can set up a call and response with them. Having them ofer suggestions makes it more likely they will do it.
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• Try not to call students out publicly. Often, students fnd this embarrassing and do not react well to this. If students are talking at the beginning of the session, to quiet them you can…
• Just wait! If a student or students are talking while you are, wait them out. Stopping mid-sentence and waiting for students to stop talking will let them know you are waiting on them.
• Greet students at the door so they feel welcome and know that you are excited to be there! It sets a positive tone for the session.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XXGOLD INSTRUCTOR INTRODUCTION
ADDITIONAL TIPS
• Often, you can plan the perfect lesson and it either doesn’t go as expected or the timing is of. We try to make sure there are enough activities, but don’t feel pressure if you don’t get through everything. If you need to have students complete something on their own time or you need to push something to the next session, you can defnitely do that.
• Avoid loading time. If there are links you know you want to pull up during the session, have them ready to go before the session starts. Down time will lead to distractions and get students of task.
• Turn a blind eye occasionally. High school students sometimes act for attention or to test you. Try not to be phased by things they are doing just to get a reaction. Ignore what you can and reward the positive.
• Write the agenda on the board if possible. Students like to know what’s going on.
This allows you to be able to get any last thoughts together before the lesson and do any prep work (writing something on the board, passing our name tags, pulling up Yahoo! Finance on the projector). This also helps with management and keeping students orderly.
HELPFUL TIPS TO KEEP IN MIND
• When you are explaining something new, especially a challenging topic, make sure to go slow, repeat yourself and consistently ask if anyone has questions. There are no dumb questions!
• If a student looks tired or puts their head down on their desk, ask them if they would like to go get a drink of water. It gets them out of their seat, wakes them back up and shows them you care.
• It’s important to be at the session 5 minutes early.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
Champion
Try to get them involved in the lesson as much as possible. Whether this is by asking questions, having students explain the key term in their own words or sharing their initial thoughts on a topic. No one likes to be talked to for an hour straight so try to involve their voices as much as possible. Students like to be positively reinforced so if they are doing something great or had a really thoughtful answer let them know! more specifc you are the better so they know exactly what they did well so they can do it again. If a student is being disrespectful or making you uncomfortable, have one of the volunteers reach out to or fnd the School or reach out to your RTSWS Program Coordinator.
•
“GIVE A WOMAN A DOLLAR, AND SHE CAN PUT IT TO GOOD USE. TEACH HER ABOUT HOW MONEY REALLY WORKS, AND SHE CAN CHANGE THE WORLD.”
The
Linda
•
Davis Taylor CEO and Chairman Clifford Swan Investment Counselors
GOLD INSTRUCTOR INTRODUCTION
XXI •
• To become familiar with the various types of careers in fnance.
Gold Curriculum Workshop Sessions
Please write in the day, time and location of each session on the following page.
• To defne basic investment terms.
The session dates and times are also available in the RTSWS app.
Be sure to add these dates to your phone calendar as well to set reminders.
GOLD INSTRUCTOR INTRODUCTION XXII
Session Topics and Key Terms:
To play the role of an investor for Janella, a 39-year old professional female with a sizable sum of money saved and ready to invest in one of the the two companies.
• To conduct research, analyze and run through a case study comparing two well-known publicly traded companies.
Gold Curriculum Learning Outcomes:
• To follow the price movements of Apple (AAPL) and the SPDR S&P 500 ETF Trust (SPY).
• To create a Google Slides or PowerPoint presentation on their recommendations based on their research, and give these team presentations on the last day of class.
•
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XXIII GOLD INSTRUCTOR INTRODUCTION
D) I don’t know When a company shares their initial public ofering (IPO) it means that...
The assessments are not graded on an individual basis. RTSWS will use each RTSWS cohort’s pre- and post-assessment data to determine the cohort’s fnancial literacy growth and measure the success of our curriculum.
C) The company is facing a lawsuit where it is required of them to share their fnancial statements with the public.
What does it mean to buy a stock?
Financial & Investment Literacy Questions:
B) The company is transitioning from public to private ownership.
Gold Assessment Questions
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XXIVGOLD INSTRUCTOR INTRODUCTION
A) When you own a share of stock, you receive a note of appreciation for your charitable donation.
In order to measure students’ growth in fnancial and investment literacy over the course of the 5 RTSWS sessions, students will take a pre-assessment during session #1 to establish their baseline. During session #5, students will be tested on the same fnancial and investment literacy questions to measure their progress and growth over the course of RTSWS.
D) I don’t know
✔ C) To purchase a stake in the company when a business or corporation raises capital through the issue and subscription of shares.
The questions below relate to topics within this curriculum set. Part of the questions are specifc to the RTSWS curriculum topics and the fnal 5 are determined based upon national FINRA standards. Please do not share these questions with students or review answers with them ahead of the pre-assessment. Remind students to just do their best on the assessments. Volunteers should use the questions below to be aware of the topics that students will see during the post-assessment and to take time to review these topics over the course of the fall sessions.
B) When you own a share of stock, you are considered an employee of the company.
✔ A) The company is transitioning from private to public ownership.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR INTRODUCTIONXXV
C) Revenue is the total amount of income generated by the sale of a company’s goods or services, whereas proft is the amount of income remaining after accounting for all expenses, debts and operating costs.
D) I don’t know
“Earnings per share” (EPS) is a refection of...
D) I don’t know
✔
A) How popular the company is based on how many people want to buy the company’s stock.
C) Market Cap is the lowest price a competitor would pay to buy out the company.
B) Revenue is the total amount of income generated by the sale of a company’s stocks to shareholders, whereas proft is the amount of income generated by the sale of a company’s goods or services.
D) I don’t know What is market capitalization?
✔ B) How well a company performed. If the company made a lot of money that year, there will be a higher EPS. If they lost income, they will potentially have a negative EPS.
A) Market Cap is the price of each share of stock.
What is the diference between revenue and proft?
✔ B) Market Cap is the price of each share of stock times the total number of shares in the company.
A) Revenue is half the amount of income generated by the sale of a company’s goods or services, whereas proft is the total cost of all operating expenses and supplies for the company.
C) How well a company performed. If the company made a lot of money that year, there will be a lower EPS. If they lost income, they will potentially have a positive EPS.
The main diference between an ETF (exchange traded fund) and a mutual fund is…
A) An ETF is only one stock, while a mutual fund is a group of stocks
D) ETFs and mutual funds are the same.
✔
C) CapEx are funds used by a company to recruit and hire new talent for their senior executive level positions.
✔ B) ETFs can be traded throughout the day, while mutual funds can only be traded once per day
B) CapEx are funds used by a company for marketing and advertising purposes.
✔ B) A condition that allows a company to produce a good or service of equal value at a lower price or in a more desirable fashion than the company’s competitor.
A) Broker ✔ B) Ticker C) Stock acronym D) IPO E) I don’t know
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM XXVIGOLD INSTRUCTOR INTRODUCTION
What are capital expenditures (CapEx) for a company?
A) CapEx are funds used by a company to acquire, upgrade and maintain physical assets such as property, industrial buildings or equipment.
C) ETF are traded within the stock market, while mutual funds are not publicly traded
D) I don’t know A symbol in which stocks are identifed.
C) A condition that allows a company to produce a good or higher value at a higher price than the company’s competitor.
D) I don’t know What is competitive advantage?
E) I don’t know
A) A condition that allows a company to produce a good or service of lower value at a lower price than the company’s competitor.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR INTRODUCTIONXXVII
The benchmark index that tracks the stock price movements of the largest U.S. publicly traded companies.
B) Low volatility can be interpreted as investors being very worried and acting on that fear.
C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes.
✔ A) More than $102 B) Exactly $102 C) Less than $102 D) I don’t know
A) Stock market volatility measures fuctuations in stock prices.
✔ D) Both A and C are true. E) I don’t know FINRA SupposeQuestions:youhave$100 in a savings account earning 2 percent interest a year. After fve years, how much would you have?
A) Fortune 500 ✔ B) S&P 500 C) S&P 1000 D) The New York Stock Exchange E) I don’t know Which of the following is true of stock market volatility?
✔ A) True B) False C) I don’t know True or false: Buying a single company’s stock usually provides a safer return than a stock mutual fund.
GOLD INSTRUCTOR INTRODUCTION XXVIII
A) More B) Same ✔ C) Less D) I don’t know If interest rates rise, what will typically happen to bond prices? Rise, fall, stay the same, or is there no relationship?
True or false: A 15-year mortgage typically requires higher monthly payments than a 30-year mortgage but the total interest over the life of the loan will be less.
A) Rise ✔ B) Fall C) Stay the Same D) No Relationship E) I don’t know
A) True ✔ B) False C) I don’t know
Imagine that the interest rate on your savings account is 1 percent a year and infation is 2 percent a year. After one year, would the money in the account buy more than it does today, exactly the same or less than today?
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Get to know the volunteers that are coming into their classroom for RTSWS. • Learn how the RTSWS program works and why it exists. • Create a stock portfolio to monitor and track various stocks. • Begin to understand what a stock portfolio and watchlist are. Session #1 Prep Info: Lesson Plan: Introduction to Investing Date: Session #1 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • GOLD SESSION #1 Why couldn’t they sell the Tower of Pisa? It had a “lien” on it. PS1.1GOLD INSTRUCTOR • PRE-SESSION #1
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • What is the stock market and how does it operate? • What are stocks? Understanding: • The stock market exists for the buying and selling of stocks through a stock exchange. • Investing your money is one way to help grow your money for long-term goals. SESSION #1 AGENDA: 1. Welcome 2. Attendance 3. Human Scavenger Hunt - BINGO 4. RTSWS Cohort Norms 5. Pre-Assessment 6. Introduction to Stocks 7. Yahoo! Finance 8. Create a Stock Portfolio 9. Refection: Grows and Glows 10. Reminders for Next Session Materials, Resources and Technology: • Student curriculum books (School Champion will have) • Volunteer curriculum books • Markers or pens for BINGO • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) GOLD INSTRUCTOR • PRE-SESSION #1 PS1.2
When a company shares their initial public ofering (IPO) it means that...
What does it mean to buy a stock?
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
C) To purchase a stake in the company when a business or corporation raises capital through the issue and subscription of shares.
D) I don’t know
B) The company is transitioning from public to private ownership. The company is facing a lawsuit where it is required of them to share their fnancial statements with the public.
Assessment Questions Related to Session 1
C)
D) I don’t know
A) When you own a share of stock, you receive a note of appreciation for your charitable donation.
B) When you own a share of stock, you are considered an employee of the company.
✔
✔ A) The company is transitioning from private to public ownership.
GOLD INSTRUCTOR • PRE-SESSION #1 PS1.3
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR • PRE-SESSION #1 PS1.4
SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM NOTES
IMPORTANT! Volunteers or Student CEO take attendance. This qualifes them for alumnae benefts. The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
Get
&
• Make sure they have a pen, pencil or marker
RTSWS Mission: (Share with cohort) Rock The Street, Wall Street inspires and equips girls with skills to succeed fnancially throughout their lives and potentially within careers in fnance. Girls learn about savings and investments, budgeting, capital markets and their role in maintaining the welfare of their families and the economy, while simultaneously seeing the real world application of the math content they learn in the classroom.
Attendance: (3 minutes)
•
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
• Whole group: Starting with the Lead Volunteer, provide a quick introduction to the team of RTSWS volunteers, what frm(s) you are from and what you do for work. Explain to students that you and your collegues are a tight team who will be teaching for the upcoming weeks.
Students
Welcome Allow to Settled: (5 minutes) Students enter classroom and get settled in their seats Grab snacks for the session Make sure they have their student curriculum books (If each student does not already have them, School Champion will)
•
GOLD INSTRUCTOR SESSION 1 1 START SESSIONStudents1
emoji.
•
Share: Name, grade and favorite
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Set a 5 minute timer: Once time is up, let students know that the activity has ended.
NOTES
Ice Breaker & Getting to Know You Activity:
(5 minutes)
This will require students to get up and move around!
Both volunteers and students participate! Let’s get ACTIVE!
Show of hands, which students and volunteers made a BINGO? Call students back to their seats and begin to discuss the classroom norms.
• Be a leader and encourage your RTSWS peers
• Participate constructively
• Come on time and prepared
Today, the cohort and volunteers will come up with the fnal 2 norms together. We want you and the students to establish the tone for the fall sessions and allow them to take ownership of their RTSWS cohort.
HOW? Ask the students:
Norms are diferent from classroom rules in that students participate in drafting them. They’re generally positive, inclusive and productive. 3 of the norms to the right are RTSWS norms.
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Ensure the RTSWS cohort understands the signifcance of what you are asking them to do. The students are helping to establish the tone for how RTSWS will run for the fall sessions! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms and act upon them more regularly.
“As we begin developing our RTSWS cohort community together, we want to create a safe and productive learning space we will all enjoy.
Asking students to help defne the learning environment in a way that supports their own self-advocacy skills is powerful.
Debrief Activity & Discuss Norms for Session: (5 minutes)
Examples:
Would you be willing to help come up with 2 additional norms for our fall sessions?”
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 4 GOLD INSTRUCTOR SESSION 1 Pre-Assessment: (10 minutes) Read the directions to the right with the students out loud. The pre-assessment will be taken via a SurveyMonkey link. The link was emailed to your lead volunteer and to the students. The link is also available in the RTSWS App: app.rockthestreetwallstreet.com/ See frst page of book for app instructions Set a timer for 7 minutes. • Announce to the class when there are 3 minutes remaining • Announce to the class when there is 1 minute remaining See frst page of book for app instructions
I know an accountant who is always tired. Her job is very taxing.
Talk through the guiding question and agenda as a whole group.
Agenda: (3 minutes)
Guiding Question:
Students should be aware of what they will be learning about today and what they can expect from the session.
What does it mean to purchase stock in a company?
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Introduction
Quick
Introduce
Key Term: Investing Read through the defnition together and discuss when you might choose to invest your money instead of holding it in savings. Example: When you want to grow your money for a longer-term goal. Ask students… • What are the positives of investing? • What are potential negatives? Discussion Topics: • What is the diference between saving and investing? • What are risks and rewards in investing? • What does it mean to have your money do the work for you? • What are some companies students would want to invest in?
Write: Provide students with 30 seconds to write down anything that comes to mind when they hear the word “investing.”
to Investing & the Stock Market: (5 minutes)
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 6 GOLD INSTRUCTOR SESSION 1
After 30-60 seconds of brainstorming time, bring the whole group together to share. Write down the reasons their classmates invested in other companies.
Quick WriteProvide: students with 30 seconds to write down why their classmates decided to invest in a company. Be sure to point out the main decision-making criteria students are listing.
Tip: Volunteers may choose to share their own frst investment!
Provide students with 30-60 seconds to brainstorm a company they would want to invest their money in.
GOLD INSTRUCTOR SESSION 1
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Instruct students to write what company they would want to invest their money in and why in their workbook.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 1 Introduce the Key Terms: Stock, Shareholder, IPO Read through the defnition together and discuss why companies sell stock in their company. Examples: • Fund new products or product lines • Invest in growth • Expand operations • Pay of debt 8
Please note that for some students this may be the frst time learning about the stock market, while for others they may be familiar with the general concept of stocks.
Example of method to quickly check student understanding during the lesson: Fist to 5
The students will all create their own account so they can monitor companies for their company stock analysis.
Be cautious as you introduce stocks and pause to check student understanding.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 9GOLD INSTRUCTOR SESSION 1
Stock Market Review (14 minutes)
In order to develop a deeper understanding of investing, we will be using Yahoo! Finance to follow the prices of a stock and an ETF over the course of the fall sessions.
include: Tokyo Stock Exchange Japan London Stock Exchange United Kingdom Hong Kong Stock Exchange Hong Kong Shanghai Stock Exchange China Bombay Stock Exchange India Frankfurt Stock Exchange Germany Euronext Paris France
and
The Nasdaq—which is an all-electronic exchange stock are 60 major stock markets world of which the NYSE is the largest Some of the other major players
around the
.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 10 GOLD INSTRUCTOR SESSION 1 EXPLAIN: If you bought one stock of Company A, and Company A has 10 shares, then you would own 1/10th of the company or 10%.
Answer:
HAVE THEM TRY: you bought 300 shares of Company B they have 100,000 shares in total. much of the company would you own? 300/100,000 Provide students examples of stock exchanges and briefy discuss: The main stock exchanges in the U.S. are: The New York Stock Exchange (NYSE)—which has a physical trading foor but also handles electronic orders
= .3%
exchanges: There
How
If
Global
•
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 11GOLD INSTRUCTOR SESSION 1
Today’s price & date How much the company is up or down since market open The 6 month movement of the stock
Point out the “Sustainability” tab
With Yahoo! Finance pulled up, review and record as a whole group the… Company name Ticker (Key term)
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges. Today students will be sketching the 6 month chart of Apple (AAPL).
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. The link to Yahoo! Finance can be found in the resources section of the RTSWS App. https://fnance.yahoo.com/
•
•
•
Throughout the course of the fall sessions, we are going to track Apple (AAPL).
•
‘
Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
•
Explain: A portfolio is a collection of stocks that you invest in with the hope of making a proft. By putting together a diverse portfolio that spans various sectors you are able to become a more resilient investor.
Direct Students to Create Their Own Portfolio within Yahoo! Finance: (5 minutes)
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 112
Instruct students to follow the instructions within their student workbooks to create their own Yahoo! Finance
Theyaccount.will use this account to create a portfolio and watchlist that they will monitor over the upcoming sessions.
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GLOWS: What went well? What did students like about today’s session?
2. What terms or ideas do we need to spend additional time on? How can the students or volunteers come better prepared to make the next session efcient and productive?
3.
1.
2.
3. What did volunteers like about today’s session?
1. What can be improved on for the next session?
Volunteers: Snap a picture of the recorded glows and grows and email to your RTSWS Program Coordinator.
GROWS:
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 114 p 13Refection: (3 minutes)
As a group, brainstorm glows and grows.
Have students record in their workbooks the date and time of RTSWS session #2.
Reminders for Next Session: (3 minutes)
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Share with students that after session #5, there will be a RTSWS “Wall Street experience” feld trip.
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GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Page 16 Students will be able to… • Begin to research and analyze two companies to ultimately recommend one company for Janella Sims to invest in. • Begin to examine and analyze companies by their operations and performance. • Analyze stock criteria gathered from Yahoo! Finance • Determine how companies are able to gain competitive advantages within their industries. Session #2 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: Introduction to Case Studies Date: Session #2 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 GOLD SESSION #2 GOLD INSTRUCTOR • PRE-SESSION #2 PS2.1
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • In what ways are companies analyzed based on performance? • How do companies gain a competitive advantage in their industry? • In order to make efective investment decisions, individuals, analysts and fnancial advisors can use various criteria to predict future company earnings and stock performance.SESSIONUnderstanding:#2AGENDA: 1. Welcome 2. Norms 3. Attendance 4. Review Agenda 5. Stock Market Review 6. Case Study - Company Comparison 7. Project Work Time: Financial Analysis for Janella 8. Whole Group Refection 9. Reminders for Next Session Materials, Resources and Technology: • Volunteer curriculum books • Technology for pictures, timers and guided discussion questions • Technology for project research time (personal laptops, tablets, •phones)Writing utensils for group projects • Pull up Yahoo! Finance ahead of session PS2.2GOLD INSTRUCTOR • PRE-SESSION #2 PS2.2
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D) I don’t know FINRA Question: True or false: Buying a single company’s stock usually provides a safer return than a stock mutual fund.
C) How well a company performed. If the company made a lot of money that year, there will be a lower EPS. If they lost income, they will potentially have a positive EPS.
GOLD INSTRUCTOR • PRE-SESSION #2 PS2.4
Assessment Questions Related to Session 2
What is the diference between revenue and proft?
C) Revenue is the total amount of income generated by the sale of a company’s goods or services, whereas proft is the amount of income remaining after accounting for all expenses, debts and operating costs.
A) How popular the company is based on how many people want to buy the company’s stock.
D) I don’t know “Earnings per share” (EPS) is a refection of...
B) Revenue is the total amount of income generated by the sale of a company’s stocks to shareholders, whereas proft is the amount of income generated by the sale of a company’s goods or services.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM
A) Revenue is half the amount of income generated by the sale of a company’s goods or services, whereas proft is the total cost of all operating expenses and supplies for the company.
B) How well a company performed. If the company made a lot of money that year, there will be a higher EPS. If they lost income, they will potentially have a negative EPS.
A) True B) False C) I don’t know
Read aloud the 1st three norms from session #1 and instruct students to write in the two, whole-group decided norms.
Review Norms:
Remind students of the agreed upon norms from session #1.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 18 • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure students have their student curriculum books • Make sure they have pen, pencil or marker • Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers. Important! Volunteers or Student CEO(s) take attendance. This qualifes students for alumnae benefts. Students share out loud: Name, grade and hobby they enjoy outside of school
The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
Welcome
Briefy discuss the agreed upon norms and address what these norms might look like in action during the session today. & Allow Students to Get Settled: (5 minutes) (3 minutes) (3 minutes)
Attendance:
GOLD INSTRUCTOR SESSION
2
Students should be aware of what they will be learning about today and what they can expect from the session.
What are the key components of a case study and how can they be used to analyze company performance?
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Guiding Question:
Agenda: (3 minutes)
Talk through the guiding question and agenda as a whole group.
GOLD INSTRUCTOR SESSION 2
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 20 Stock Market Review (15 minutes)
Please note that for some students this may be the frst time learning about the stock market, while for others they may be familiar with the general concept of stocks. Be cautious as you introduce new concepts to pause to check student understanding.
In order to further our discussion of how companies are analyzed, we need to continue to develop students’ understanding of the stock market.
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Example of student understanding quick checks: Ask students to display a designated hand signal to indicate their degree of confdence in their understanding of the topic being discussed.
• How
• Take
the
•
•
Today, students will be sketching the YTD chart of Apple (AAPL). Be sure to introduce what YTD means and what months it would entail. Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
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If any of the students still have not created an Yahoo! Finance account, instruct them to do so today. The instructions can be found in session #1. With Yahoo! Finance pulled up, review and record as a whole group the… Company name price & date note of how the prices have changed since last session are some of the reasons price might have gone up down? much the company is up or down since market The YTD movement of the stock Point out the “Sustainability” tab Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
21GOLD INSTRUCTOR SESSION 2
- what
• Ticker • Today’s
or
open •
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two new investment key terms to students.
• More
IntroduceETFthe
Read through the defnitions out loud and discuss the Napkin Finance graphics.
Otherindex.ETFs
• Greater
While that might sound like a great way to make more money, these sometimes come with a few downsides, including: expenses risk of poor performance tax bills
Talk through the concept of ETFs being passively managed vs Mutual Funds being actively managed.
Most ETFs are “indexed,” which means they try to match the performance of a specifc index (such as the Dow Jones, S&P 500 or Nasdaq) as closely as possible. The fund does this by buying all of the index’s stocks and bonds (or at least a good sample of them) and holding them in the same proportions as the are actively managed. Their investment managers try to beat the performance of a market index by picking specifc investments that they think will have above average returns.
along the way 22 GOLD INSTRUCTOR SESSION 2
• Higher
Indexed vs. actively managed (Napkin Finance)
New Investment Key Terms: Mututal Fund
Share with students that many popular ETFs in the U.S. are based of of the S&P 500.
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During the next session, we will take a closer look at the S&P 500 and how the stocks within it are chosen.
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Ask the students if they have ever completed a case study for their other classes.
Talk About It:
If so, what was the topic or focus?
Have any of the volunteers completed a case study before? What for?
What is a Case Study and What Are the Main Components Used for the RTSWS Case Study?: (14 minutes)
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26As a group, talk through the diferent components that make up a case study.
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• What are the primary ways the company makes money?
• Is the company’s product or service considered a luxury or a necessity? Company Background Revenue
• How stable are these revenue sources?
Discussion tips:
• The type of industry a company is in might determine its future performance potential (Example: entertainment streaming industry vs video rentals)
• Strong management can be a key criteria for stock selection. In analyzing companies, one may consider if the companies have had frequent turnover in their management or have remained stable.
Discussion tips:
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 27GOLD INSTRUCTOR SESSION 2 ExpensesDiscussion tips and examples: • Payroll and employee benefts • Rent and facilities • Utilities or overhead costs • Insurance • Equipment • Software • Advertising and marketing costs Discussion tips: • How do companies’ sources of revenue compare in value to their amount of expenses? Proft
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 228 Earnings Per Share (EPS)
• Publicly traded companies in the U.S. are required by law to report their fnancial results on a quarterly basis.
• A company’s earnings per share is reported 4x per year.
• When looking at any fnancial metrics, it is always important to compare against competitor metrics, companies of the same industry or across a period of time.
• The higher the EPS, the better the company’s proftability.
Discussion Tips:
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Price to Earnings (P/E) Ratio
• Analysts and investors review a company’s P/E ratio to determine if the share price accurately represents the projected earnings per share.
• During their fnancial analysis for Janella, students will be recording the P/E ratio of the 2 companies they are researching during each session.
• Since stock prices fuctuate constantly, the P/E ratio for stocks and indexes will change daily.
Discussion Tips:
Volunteers: You may choose to assign half of the groups to Lululemon vs Nike and half of the groups to American Airlines vs JetBlue OR you may decide another method for letting them choose evenly. Once instructions have been read aloud and discussed, set a timer for 13 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time.
Have students physically split into ~5 groups (dependent on cohort size). You can let them choose their groups. Pay close attention to students who may need help fnding a group to be a part of and help make introductions to students who may not know each other well. Once students are in their groups, read together the instructions under “Financial Planning for Janella…You have been hired!”
Project: Financial Analysis for Janella: (15 minutes)
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Students
• Google or Search Engine • Yahoo! Finance • Company websites • News articles •
At the end of time, have students move desks/chairs back to their original place and return to their seats.
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As students are beginning to organize how they will begin their research, walk around the room and listen in on diferent groups. For groups that need additional help getting started, you may choose to join that group to help them think through the diferent components of the case study and how to begin their research. may use… The data and articles that students have in the back of their workbooks
Within their groups, students will research and determine where their client, Janella Sims, should invest her money. They will track company earnings, performance and headlines to come up with a recommendation of which is the best company for Janella to invest in.
During today’s session #2, students will be focusing on researching important company background, revenue, expenses, strengths and weaknesses for both companies they are analyzing.
Case Study Task:
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Tip: Talk through the case study outline and color coded sections with the students to help keep them on track.
The students will be completing a case study and stock analysis over the upcoming sessions. Within their research, they will focus on comparing two companies (I.e. one group may be researching Lululemon and Nike and another group may be researching American Airlines and JetBlue). Lululemon vs. Nike or American Airlines vs. JetBlue
During ALL sessions, they will always record today’s date, the current price of each companies’ stock and the P/E ratio of each stock.
Discuss the next session date and have students record it in their workbook for reference.
Reminders for Next Session: (3 minutes)
Encourage students to have conversations with their parents, families, friends and teachers about the research they are doing.
Refection: (3 minutes)
Call on a few students to share…
Encourage students to continue working on their company research for their presentations.
What surprised you about your company research?
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GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Continue to research and examine the operations and performance of their case study companies • Analyze stock metrics gathered from Yahoo! Finance •Research and review assets, liabilities, market share and market cap of companies • Understand the use of diferent fnancial metrics in comparing companies to competitors within their industry Session #3 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: Stock Analysis, Assets and Liabilities Date: Session #3 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 GOLD PRE-SESSION #3 PS3.1 GOLD INSTRUCTOR • PRE-SESSION 3 PS3.1
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • How does a company’s assets and liabilities impact their overall performance? • How are fnancial metrics used in making investment decisions? Understanding: • Liabilities are what a company owes and decrease company value and equity. • In general, when a company has a higher market share they typically have a competitive advantage within their industry. • A company’s market cap is a key indicator of company size. Larger companies often pose less risk to investors because they typically also have a larger market share. SESSION #3 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Additional Case Study Components 7. Project: Financial Analysis for Janella 8. Whole Group Refection 9. Reminders for Next Session Materials, Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group projects PS3.2GOLD INSTRUCTOR • PRE-SESSION 3 PS3.2
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Assessment Questions Related to Session 3 What is market capitalization? A) Market Cap is the price of each share of stock. B) Market Cap is the price of each share of stock times the total number of shares in the company. C) Market Cap is the lowest price a competitor would pay to buy out the company. D) I don’t know PS3.3 GOLD INSTRUCTOR • PRE-SESSION 3 PS3.3
Attendance: (3 minutes) Review Norms: (3 minutes)
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 3 • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure students have their student curriculum books • Make sure they have pen, pencil or marker • Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers.
IMPORTANT! Volunteers or Student CEO(s) take attendance. This qualifes students for alumnae benefts. Students share out loud: Name, grade and leader they look up to.
Briefy discuss the agreed upon norms and address what these norms might look like in action during the session today.
Remind students of the agreed upon norms from session #1 and session #2. Read aloud the 1st three norms and instruct students to write in the two, whole-group decided norms.
Welcome & Allow Students to Get Settled: (5 minutes)
The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
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Talk through the guiding question and agenda as a whole group. Students should be aware of what they will be learning about today and what they can expect from the session.
Please note that for some students this may be the 1st time learning about the stock market, while for others they may be familiar with the general concept of stocks.
Review Last Week’s Key Terms: Mutual Fund and ETF
Guiding Question: How might companies’ assets, liabilities, market share and market cap impact investors’ fnancial decisions?
Agenda: (3 minutes)
Stock Market Review: (13 minutes)
Be cautious as you introduce stocks to pause to check student understanding. Quick Check: Have the RTSWS cohort share 3 things they have learned so far about the stock market.
• How much the company is up or down since market open
• Take note of how the prices have changed since last session.
Throughout the course of the fall sessions, we are continuing to track Apple (AAPL).
• The 1 month movement of the stock
• Company name
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. • https://fnance.yahoo.com/ Session #1 has student instructions for creating their own Yahoo! Finance accounts to create a portfolio of stocks they want to monitor.
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• Today’s price & date
• Point out the “Sustainability” tab Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
• Ticker (Key term)
What are some of the reasons the price might have gone up or down?
With Yahoo! Finance pulled up, review and record as a whole group the…
Discuss out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
Introduce New Investment Key Term: S&P 500
Share with students that SPY or the SPDR S&P 500 ETF Trust is one popular ETF that follows the S&P 500 companies.
Tip: Recommend that students add SPY to their Yahoo! Finance Portfolio and Watchlist.
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Read through the defnition out loud and discuss the Napkin Finance Discussgraphic. that during the last session, we introduced ETFs and mutual funds. The S&P is an INDEX, which means it provides an estimate of how the overall market is doing. Although you can’t invest directly in the S&P itself, you can invest in any of the handful of exchange-traded funds (ETFs) or index funds that track the S&P.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 344With Yahoo! Finance pulled up, review and record the following information about SPY: • Today’s price & date • How much the ETF is up or down since the market opened • WHY the ETF might be up or down since the market opened • The YTD movement • WHY YTD movement fuctuates and WHAT might cause SPY to fuctuate
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 3 45 Additional Case Study Components: (9 minutes) DiscussionAssets tips and examples: • Personal examples: car, house, cash, cell phones, • propertyBusiness examples: real estate, patents, intellectual property, inventory, cash, company reputation, trademarks • Within their case study research, students can fnd and record company’s assets by looking at the company’s balance sheet Discussion tips and examples: • Personal examples: taxes, loans, commitments, mortgages, auto loans, student loans, credit card • balancesBusiness Examples: payroll, taxes, money owed to suppliers, bank debt, mortgage debt, rent Liabilities
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 346Within their case study research, students can fnd and record company’s liabilities by looking at the company’s balance sheet. A copy of American Airlines, JetBlue, Nike and Lululemon’s balance sheets are included in the back of the student handbooks.
size •
• The
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 3 47 Market DiscussionSharetips:
• Its
Small-cap = $300 million to $2 billion
• What
Large-cap = $10 billion or more Mid-cap = $2 billion to $10 billion
Market Capitalization
•
industry Discussion
• Market share is calculated by taking the company’s sales over the period and dividing it by the total sales of the industry over the same period. Analyze Apple’s market share within the smartphone industry. What do students notice about Apple’s market share? does market share tell you about a company? size of the company dominance or competitiveness in the tips: common metric used to determine company Companies are generally defned as:
• A
Project: Financial Analysis for Janella: (15 minutes)
Once students are in their groups, read steps 1 and 2 of today’s project instructions and instruct students to continue research of their 2 companies.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 348Have
students physically split back into their groups from session #1. Any new students can either join a group of their choice or you can help introduce them to a group to be a part of.
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At the end of time, have students move desks/chairs back to their original place and return to their seats.
Oncestock.students are in their groups, set a timer for 13 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time.
During today’s session #3, students will be focusing on researching total assets, total liabilities, market share and market capitalization for both companies they are analyzing. During ALL sessions, they will always record today’s date, the current price of each companies’ stock and the P/E ratio of each
3.
Refection: minutes)
2.
Volunteers: Snap a picture of the recorded glows and grows and email to your RTSWS Program Coordinator.
GLOWS:
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As a group, brainstorm glows and grows.
(3
GROWS:
1. What can be improved on for the next session?
1. What went well? What did students like about today’s session?
3. What did volunteers like about today’s session?
2. What terms or ideas do we need to spend additional time on? How can the students or volunteers come better prepared to make the next session efcient and productive?
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Reminders for Next Session: (3 minutes)
Have the students write down the next session date you will be meeting. Remind students of the upcoming RTSWS feld trip that will take place after session #5. Share with students that in the spring, RTSWS will return to their school for the Spring Mentorship. During the Spring Mentorship, students will work with their mentors on college and career readiness.
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GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Prepare an investment recommendation for their fctitious client, Janella, based on company research. • Understand that uncertainty in the news and economic markets can lead to stock market volatility. • Determine how companies are able to earn a competitive advantage within the industries in which they operate. Session #4 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: Competitive Advantages, Corporate Social Responsibility, Stock Market Volatility and Prepare to Present Date: Session #4 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 GOLD PRE-SESSION #4 GOLD INSTRUCTOR • PRE-SESSION 4 PS4.1
SESSION #4 AGENDA: 1. Welcome 2. Attendance 3. Norms 4. Review Agenda 5. Stock Market Review 6. Final Case Study Components 7. Finalize Project Recommendation & Prepare Pitch 8. Whole Group Refection 9. Reminders for Next Session Materials, Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group projects GOLD INSTRUCTOR • PRE-SESSION 4 PS4.2
• Having a competitive advantage allows companies to generate more sales or higher proft margins compared to its industry rivals.
• Having strong corporate social responsibility positively impacts both the society and company brand. In addition, it has also proven to boost company morale.
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • What types of conditions allow a company to produce a good or service at a lower price or at a higher quality than a competitor? • How can analyzing diferent fnancial metrics allow for more informed investment decisions? • What are the benefts of implementing strong corporate social responsibility (CSR) practices within a company? Understanding: • Understand the use of diferent fnancial metrics in comparing companies to competitors within their industry.
D) I don’t know
B) Low volatility can be interpreted as investors being very worried and acting on that fear.
C) A condition that allows a company to produce a good or higher value at a higher price than the company’s competitor.
A) A condition that allows a company to produce a good or service of lower value at a lower price than the company’s competitor.
A) CapEx are funds used by a company to acquire, upgrade, and maintain physical assets such as property, industrial buildings or equipment.
B) A condition that allows a company to produce a good or service of equal value at a lower price or in a more desirable fashion than the company’s competitor.
C) CapEx are funds used by a company to recruit and hire new talent for their senior executive level positions.
Assessment Questions Related to Session 4
B) CapEx are funds used by a company for marketing and advertising purposes.
A) Stock market volatility measures fuctuations in stock prices.
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D) Both A and C are true.
C) Low volatility means small fuctuations, investors are not worried. High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes.
Which of the following is true of stock market volatility?
E) I don’t know What are capital expenditures (CapEx) for a company?
D) I don’t know What is competitive advantage?
PS4.3 GOLD INSTRUCTOR • PRE-SESSION 4 PS4.3
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM 1. 2. 3. 4. 5. Every summer, many employers will welcome college students into their offices and host them for a summer internship opportunity. The internship provides these students with hands-on experiences and a first-hand look at the careers in finance they may be interested in pursuing. It provides college students with an increased clarity into what career path they may want to pursue after college graduation. However, more employers should offer students internship opportunities at the high school level. High school students are eager for discovery opportunities within the industry and can be a major asset to companies looking to get ahead of the competition and launch their talent recruitment sooner. TOP 5 REASONS TO WELCOME HIGH SCHOOL STUDENTS AS INTERNS AT YOUR COMPANY: TOP 5 REASONS YOUR COMPANY SHOULD HIRE HIGH SCHOOL INTERNS www.rockthestreetwallstreet.com QUESTIONS? Email info@rockthestreetwallstreet.com RTSWS students are top tier candidates and improve diversity of thought Community partnerships improve company energy & allow employees to share their knowledge Workforce development for your employees and the student They want to learn from YOU! Bridge the pipeline They want to learn from YOU! GOLD INSTRUCTOR • PRE-SESSION 4 PS4.4
Welcome & Allow Students to Get Settled: (5 minutes)
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GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 4 Attendance: (3 minutes) Review Norms: (3 minutes) • Students enter classroom and get settled in their seats • Grab snacks for the session • Make sure students have their student curriculum books • Make sure they have a pen, pencil or marker • Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers
The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
Students share out loud: Name, grade and favorite beverage. Remind students of the agreed upon norms from earlier sessions.
IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 458 Agenda: (3 minutes) Talk through the guiding question and agenda as a whole group. Students should be aware of what they will be learning about today and what they can expect from the session. Guiding Question: How can we use case study research and fnancial metrics to make responsible investment decisions?
Review last week’s investment key terms: S&P 500 (Standard & Poor’s 500 Index) Market Share Market Capitalization (Market Cap)
Throughout the course of the fall sessions, we are continuing to track Apple (AAPL) & SPY. Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices.
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Please note that for some students this may be the frst time learning about the stock market, while for others they may be familiar with the general concept of stocks.
Stock Market Review: (10 minutes)
Be cautious as you introduce new concepts to pause to check student understanding.
Quick Check: Have the RTSWS cohort share out loud 3 things they have learned so far about the stock market. 59
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges.
Discuss(AAPL).outloud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
Today, students will be sketching the 1 month chart of Apple
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 460 With Yahoo! Finance pulled up, review and record as a whole group the… • Company name • Ticker (Key term) • Today’s price & date • Take note of how the prices have changed since last session. What are some of the reasons the price might have gone up or down? • How much the company is up or down since market open? • The 1 month movement of the stock • Point out the “Sustainability” tab
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 4 With Yahoo! Finance pulled up, review and record as a whole group SPY’s… • Today’s price & date • How much the ETF is up or down since market open • WHY might the ETF be up or down since market open • The 6 month movement of the stock • WHY the 6 month movement fuctuates and WHAT might cause SPY to fuctuate? Remind students that the S&P 500 is considered one of the most important measures of how the U.S. stock market is performing. 61
C) Low volatility means small fuctuations, investors are not worried.
B) Low volatility can be interpreted as investors being very worried and acting on that fear.
Introduce New Investment Key Term: Stock Market Volatility
Read through the defnition out loud and discuss the Napkin Finance graphic.
D) Both A and C are true.
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A) Stock market volatility measures fuctuations in stock prices.
Quick Check: Have students noticed any volatility in the stocks that they are Havemonitoring?theprices been going up and down a lot?
High volatility means large fuctuations, which implies an element of fear in investors’ current attitudes.
Post-Assessment Related Question:
Which of the following is true of stock market volatility?
In discussing how the stock market is performing, we might describe how volatile the market is.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 4 Additional Case Study Components: (10 minutes) Corporate Social Responsibility (CSR) Discussion tips: • What are the benefts of implementing strong CSR practices within a company? • What are indicators that a company is a leader in CSR? • Why might a company’s CSR impact investors’ decisions? 63
A) CapEx are funds used by a company to acquire, upgrade and maintain physical assets such as property, industrial buildings or equipment.
• What are ways in which a company can increase its competitive advantage?
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Post-Assessment Related Question:
Capital Expenditures (CapEx)
C) A condition that allows a company to produce a good or higher value at a higher price than the company’s competitor.
B) CapEx are funds used by a company for marketing and adver tising purposes.
What are capital expenditures (CapEx) for a company?
• Why do larger companies often have a competitive advantage within their industry?
Competitive Advantage Discussion tips:
C) CapEx are funds used by a company to recruit and hire new talent for their senior executive level positions.
B) A condition that allows a company to produce a good or service of equal value at a lower price or in a more desirable fashion than the company’s competitor.
What is competitive advantage?
A) A condition that allows a company to produce a good or ser vice of lower value at a lower price than the company’s competitor.
Post-Assessment Related Question:
Today the groups will be fnalizing their research and beginning their slide preparation for their fnal presentations in the next session. Have students physically split back into their groups. Any new students can either join a group of their choice or you can help introduce them to a group to be a part of.
Project: Financial Analysis for Janella: (20 minutes) 65
Once students are in their groups, read steps 1 - 4 of today’s task. Once students are in their groups, set a timer for 18 minutes. Let students know once there are 10 minutes remaining, 5 minutes remaining and 1 minute remaining in group project time.
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As students are working, walk around the room and listen in on diferent groups. Help individual groups for a few minutes at a time. Be sure that students come to a fnal recommendation for Janella and are prepared to share with the class why they are making that Werecommendation.haveprovided an outline for their slides presentation to guide the groups; but, encourage groups to use their creativity and make it their own.
Pointpost-assessment.outthekeyterms glossary to students and remind them to review these key terms ahead of next session. During session 5, they will be sharing their presentations and recommendations with the rest of the groups.
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Refection: (3 minutes)
Remind students that next session they will be taking the
Reminders for Next Session: (3 minutes)
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Provide RTSWS cohort with 1 minute to quick write on something new they learned today. Then, ask a few students to share out loud.
Tip: RTSWS volunteers should share too!
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GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Students will be able to… • Present their stock recommendation for Janella based on their company case studies and fnancial analysis. • Use various fnancial metrics to determine why one company may be a stronger investment choice over another. Session #5 Prep Info: RTSWS Learning Objectives: NOTES I NSTRUCTOR HANDBOOK • Lesson Plan: Wrap Up, Presentations & Looking Ahead to the Field Trip and Spring Mentorship Date: Session #5 Estimated Time of Lesson Plan: 60 minutes Grade: Grades 9-12 GOLD SESSION #5 Page 3 GOLD INSTRUCTOR • PRE-SESSION 5 PS5.1
GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM Essential Questions: • What factors and key components impact investor’s decisions? • Why is it important to research a company prior to investing? Understanding: • Adequate research is a key component of making responsible investment decisions. • Companies can be analyzed by a variety of qualitative and quantitative measures in order to predict future company performance. SESSION #5 AGENDA: 1. Welcome 2. Attendance 3. Review Agenda 4. Stock Market Review 5. Post-Assessment 6. Group Presentation Prep Time 7. Presentations 8. Whole Group Refection 9. Field Trip & Spring Mentorship Reminders Materials, Resources and Technology: • Volunteer curriculum books • Pull up Yahoo! Finance ahead of session to project on overhead (link is available within the RTSWS • App under “Resources”) • Technology for project research time (personal laptops, tablets, phones) • Writing utensils for group projects GOLD INSTRUCTOR • PRE-SESSION 5 PS5.2
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Students share out loud: Name, grade and where they would live if they could choose anywhere. Thank the girls for their commitment and hard work! The attendance will be taken via a Survey Monkey link. The link has been emailed to your Lead Volunteer and Student CEOs.
IMPORTANT! Volunteers or Student CEO take attendance. This qualifes students for alumnae benefts.
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 5 Welcome & Allow Students to Get Settled: (5 minutes) Attendance: (3 minutes) Review Norms: • Students enter the classroom and get settled in their seats • Grab snacks for the session • Make sure they have their student curriculum books • Make sure they have pen, pencil or marker • Whole group: Lead volunteer provides a brief introduction to who the team is and introduces any new volunteers
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Students should
Guiding
will be learning about today and what they can expect from the session.
and
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 576 Agenda: (2 minutes)
Question: Why is it important to research a company prior to investing? Stock Market Review: (8 minutes) Review Last Week’s Key Term: Stock Market Volatility
Talk through the guiding question agenda as a whole group. be aware what they
of
Ask the students:
1. Who gave the best advice? Why?
As a group, read the “Think About It!” introduction together.
2. Who gave the riskiest advice? Why? Discuss students’ responses and then have students propose a defnition of “risk” as it relates to saving and investing. Acknowledge that in order to choose the “best” advice, we need to learn more about Julia’s risk tolerance
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As a group, talk through the new key terms and their defnitions.
Tip For:risk tolerance, you might ask students what they would do if they were Julia. If they received $50, would they buy a lottery ticket, hide it in the house, buy a stock or put it into a savings account?
New Investment Key Terms: Investment Risk & Risk Tolerance
Have Yahoo! Finance pulled up on the overhead screen or projected on the board. If able, students can also pull up Yahoo! Finance on their own devices. • https://fnance.yahoo.com/ With Yahoo! Finance pulled up, review and record as a whole group the…
• How much the company is up or down since market open
• Point out the “Sustainability” tab
• The 12 month movement of the stock
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• Company name
• Ticker (Key term)
• Take note of how the prices have changed since last session - what are some of the reasons the price might have gone up or down?
Show students how on Yahoo! Finance under “Chart,” you can view the history of a company stock by diferent date ranges. Today, students will be sketching the 12 month chart of Apple Discuss(AAPL). out loud what should go on the x-axis (time frame) and what should go on the y-axis (stock price).
• Today’s price & date
Throughout the course of the fall sessions, we are continuing to track Apple (AAPL).
GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR SESSION 580 Next, let’s review the S&P 500: • Review what it is • How the stocks within the index are chosen • Considered one of the most important measures of how the U.S. stock market is performing • You can’t invest directly in the S&P itself; but, you can invest in exchange-traded funds (ETFs) that track the S&P • Today, we are reviewing an ETF that tracks the S&P With Yahoo! Finance pulled up, review and record as a whole group SPY’s…•Today’s price & date • How much the ETF is up or down since market open • WHY might the ETF be up or down since market open • The 12 month movement of the stock
*Please have students take the post-assessment ahead of their presentations. The post-assessment is a key indicator and measure of growth.
• Announce to the class when there is 1 minute remaining
Read the directions to the left with the students out loud. Encourage students to guess even if they do not know an Theanswer.post-assessment will be taken via a SurveyMonkey link. The link was emailed to your lead volunteer and to the Thestudents.linkis also available in the RTSWS App
Post-Assessment: (10 minutes)
Set a timer for 7 minutes.
• Announce to the class when there are 3 minutes remaining
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Group Presentation Prep Time: (5 minutes)
students physically split back into groups. Once students are in their groups, instruct them to use their research from sessions 2, 3 and 4 to fnalize their pitch presentation. Remind them to fnish preparing their 3-5 minute presentation. Students should each prepare a part to present. Be sure that students not only identify what company Janella should invest in, but also why.
Instruct non-presenting groups to use the chart in their student workbooks to record and take note of other groups’ stock recommendations.
Presentations: (24 minutes)
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Remind students that there are more resources at the end of each session if they want to continue to increase their fnancial literacy!
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Tip: RTSWS volunteers should share their opinions too!
Encourage students to sign up for Spring Mentorship - if you plan to volunteer again as a mentor this spring, let them know you’ll be there!
Refection: (2 minutes)
RTSWS cohort with 1 minute to quick write on the prompt: From the presentations today, what do you think is the most important criteria for analyzing a company to invest in?
Discuss the feld trip date and have the girls record it in their workbook for reference.
Then, ask a few students to share out loud.
Reminders for the Field Trip: (3 minutes)
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GOLD INSTRUCTOR SESSION x GOLD INSTRUCTOR WORKBOOK | WWW.ROCKTHESTREETWALLSTREET.COM GOLD INSTRUCTOR BONUS ARTICLES136 Instructor Note: Student pages 88-136 include company research resources and articles for their case study project. These resources are also available in the student workbook electronically. Use the URL and password below to Password:https://rockthestreetwallstreet.com/gold2022/access:rt$wsgoldstudent
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