CREDIT 301: CREDIT CARDS 1. STUDENTS WILL LEARN THE BASICS OF CREDIT CARDS INCLUDING KEY QUESTIONS TO ASK WHEN SHOPPING FOR ONE AND HOW THEY COMPARE TO.

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CREDIT 301: CREDIT CARDS 1

STUDENTS WILL LEARN THE BASICS OF CREDIT CARDS INCLUDING KEY QUESTIONS TO ASK WHEN SHOPPING FOR ONE AND HOW THEY COMPARE TO DEBIT CARDS. STUDENTS WILL COMPARE VARIOUS CREDIT CARD OPTIONS AND DECIDE WHICH ONE IS THE BEST CHOICE. STUDENTS WILL INVESTIGATE A CREDIT CARD OPTION ONLINE AND GATHER BASIC INFORMATION ABOUT THE ACCOUNT. STUDENTS WILL READ A CREDIT CARD STATEMENT AND UNDERSTAND THE IMPORTANCE OF PAYING OFF THEIR CREDIT CARD BALANCE IN FULL. Lesson Objectives 2

Breakout 1: Recap and Credit Basics (10 minutes) 3 Directions: Work in small groups to complete the “What is a Credit Card?” handout. How would you define “credit card?” How do they work? What should you consider BEFORE opening a credit card? Is a credit card the same thing as a debit card? How do you apply for a credit card?

Breakout 2: Selecting a Credit Card (5 minutes) 4 Directions: You are a high school senior looking to open your first credit card. Review the three options in the “Selecting a Credit Card” handout and then select which credit card is the best fit. Discuss your choice in your small group and explain your reasoning. “Student Credit Card” “College-Bound” Credit “First Credit”

Breakout 3: Credit Card Research (15 minutes) 5 Directions: Spend 8-10 minutes researching credit card options by visiting one website. Use your “Credit Card Research” handout and identify the answers to the questions listed. /credit-cards/products/student- cash-back-credit-card.go

Breakout 4: Credit Card Repayment (15 minutes) 6 Directions: Review and discuss the “Reading a Sample Credit Card Statement” handout. *A key piece of information on any credit card statement is the minimum balance amount. Paying only the minimum means it will take longer to pay off the full credit card balance. Consequently, the longer it takes to pay off your credit card balance, the more you spend on interest.

Breakout 5: Recap and Credit Terminology Review Part 2 (15 minutes) 7  Each participant will receive a term and attach it to their forehead – do not look at the term. Everyone will must stand, pair up, and provide a clue about the term the other person is wearing. The goal is to correctly guess the assigned term based on the clues provided.  After one minute, time will be called and everyone will arrange themselves in a circle and guess the term on his/her forehead. If the guess is incorrect, the class will continue to provide clues to help the person guess their term.  Spend the remaining time completing the “Credit Terminology Review – Part 2” handout in small groups.

Reflect and Review (5 minutes) 8 Individually complete your “Student Reflection” handout. Then spend 2-3 minutes in your small group sharing what you learned or how you can apply today’s workshop content. Think about: What information resonated with you about today’s workshop? What information was new to you? What information was most helpful to learn about? Why? What knowledge can you pass on or share with family members? Be ready to share your key learnings with the class.

Closing (2 minutes) 9 HOMEWORK: Students will share two pieces of information related to credit cards with their family. Discuss what credit cards (if any) are used by their parent(s). Refer to your “Student Reflection” handout. PRE-WORK FOR THE NEXT WORKSHOP: