Indigenous Peoples have indicated that financial education is a priority for them and complements other training programs in their communities. . To be successful, financial literacy interventions must be community driven, created by and for Indigenous Peoples. These videos and activities allow students to explore the story of a social entrepreneur and leader who values financial literacy and gives back through his business to help his Indigenous community create a better tomorrow.First Nations entrepreneur Mark Marsolais-Nahwegahbow works hard to ensure his family’s financial wellness while making a real impact on his community. He founded a social enterprise that brings fresh drinking water to Indigenous families across Canada. https://www.youtube.com/watch?v=0A-6JzC0IcwThe activities include multiple choice, vocabulary, short answer and open ended questions giving the students an opportunity to review advice on being an entrepreneur, giving back to your community and providing for your family and future.  

Venture: Entrepreneurial ExpeditionIntroduce 7th - 10th grade students to the fundamentals of entrepreneurship, from creating a business plan to performing market research, in this food-truck simulation. In this program, students will progress through online (and offline) lessons entitled Building a Budget, The Entrepreneur in You, Planning & Building a Business, Your Business Snapshot.

This is a great little activity you can use with teachers or students to explain how to use a 4 point rubric using cupcakes!

FL10.1 Explore how value systems, social factors, personal experiences and cultural backgrounds can influence financial decision making.  How can we understand how to manage our money if we don’t first understand what it is that we want money to help us do? You may be surprised to know that “stuff” is not something that most people value and what you spend your money on may not matter as much as you first thought. 

Determining your Scores Your scores will help you identify your money personality profile. The higher the number for each profile, the more this tendency may motivate your money behavior. It’s okay to be high in several profile areas. It just shows that your financial decisions are based on a variety of motivators or beliefs. 

There are a number of different influential factors in our lives that impact our financial decisions. . By understanding some of these factors (personality and emotions, past life experiences, physical and mental health, culture and society where you live, financial knowledge), you can learn a little bit more about yourself so that you are equipped to make better financial decisions. Students will answer the question: What are some of the ways these factors have influenced your financial decisions?

This activity includes a video explaining what "factors of production" are and how they contribute to costs of everything. In this example, Disney is described in terms of the items needed to operate the theme parks and business... and how these "factors" contribue to why Disney is SO EXPENSIVE!Activity includes watching a video and 3 discussions questions at the end. Lesson should take 1 hour to review with students. 

Read the Article "Keeping Your Debt a Secret Can Mess With Your Mind and Body " (Anne Gaviola). Students can review the case study sections. Encourage students to ask questions and brainstorm solutions after reading each section. Have students discuss implications of title.Have students list questions about this person’s situation (after each section, if you wish). Brainstorm possible solutions. Have students reflect on their learning.

Outcome: FL10.5 Examine the role of personal budgets and their importance for financial planning.Indicator: f. Discuss how personal goals, social influences and values impact a budget.

A project to wrap-up this module could be assigned and developed from the start of the module or at the end of instruction). If this were assigned at the start of the module, students could check in with their teacher after each step to receive formative feedback.Students will work through why it is important to make future plans, what their hopes and dreams are and put together a final project that showcases the connections between family, education, career, finances, lifestyle and wellness. 

Students can write a letter to their future self, outlining future plans (financial, education, career, family, wellness). This would be a nice reminder to themselves in the future regarding the plans they made before. Research shows that if you make a plan, you are more likely to realize those plans and dreams! Hopefully this will be a fun exercise for students to participate in.

Steps to participate: Write the letter, pick a receiving date, send the letter and verify the information. You can pick your delivery date or select 6 months, 1 year, 3 years, 5 years, 10 years or a specific date that you would like. Letters can be private or public (anonymous). The letter goes to a an email address, so be sure to keep that email active (with password and access).

Students will review the potential effects on a person's investment value and overall mental impact of gambling versus investing. Using an investment scenario with a regular deposit to a lower risk investment, the students will compare potential returns to gambling activities, where the odds are close to 50/50 of making any money. 

In this Case Study, students will take on the role of a credit counselor to assist a borrower who finds himself in serious financial distress. Several options will be presented, and students will identify pros and cons of each approach and choose a path forward.

Students can work through this activity to develop goals for themselves in life's categories and then pick top goals to make plans on how to comlete these. This activity also includes an example of how student could make a financial goal and the steps they could take to accomplish this goal (i.e. $8000 by the end of summer after Grade 12, starting June of Grade 11). 

Managing debt loads can be very difficult and overwhelming at times. Hiding from debt and avoiding the problem, will only make the situation worse. This activity includes mini case studies on how to handle various debt problems so that the students can take control of their debt and move forward to a better financial future.

Financial Literacy in the Classroom Lessons and Resources: Home Ownership: This is an online lesson with built in quizzes, videos and explanations. There is also a mini case at the end of the lesson. Students can use this to supplement the learnng happening in the classroom on the credit card unit. Questions to considerWhat factors should you consider when house shopping? Location, condition of home What can you afford and down payment requirements (GDS, TDS), credit scoreWhat are some key terms related to mortgages? How are mortgage payments calculated? What are closing costs? 

This listening guide and assignment will help you understand key points about financial fraud and how to protect yourself, based on the video "Financial Basics: Video Fraud." Before You Watch:Ask the students to think about what you already know about financial fraud.Have they ever come across a suspicious email, phone call, or online offer?

"Identity Theft" is the thrilling true story of Michelle Brown who accrues over $50,000 of debt after her identity is stolen. We fill out forms all the time-for credit cards, loans, insurance claims, job applications, online purchases and more. We're constantly giving up personal and financial information, and sometimes those details get into the wrong hands. It couldn't happen to you? Think again-Michelle Brown walked into an office one afternoon to fill out a simple rental form and handled it over to the receptionist. Students can follow along the movie with a listening guide, some discussion questions, multiple choice and final reflection questions on this story. 

Please use some or all the following suggestions to complete the study of outcome 10.10 in the Saskatchewan Financial Literacy 10 curriculum. Connecting careers, lifestyle, and finance should be an engaging experience for each of your students. Resources are either located below the Teacher’s Guide on SaskMoney.ca/module/future/ and through links provided in this document.

In the game Credit Clash, the player/student decides how many credit prodcuts they will take out (credit cards, student loans, auto loans, mortgages), when they were "ready" for the loan and if they were able to pay the loans. The debt may even go to "collections" during the game if the player isn't careful and responsible with their payment and borrowing.