Financial Literacy in Career Readiness Classes

I have the opportunity to work with high school students as part of a Career Readiness type of curriculum and also those who have dropped out or been incarcerated and are seeking employment.  

How about the idea of freedom associated with handling money well?  I encourage them to dream of what they want in life or to imagine what they would like their life to include, break that down into specifics that have monetary value, and then to think about what it takes to have the necessary money to do what they want.  That includes living in a manner so you don't spend it all and have some to build for some of these things.

Many students seem to lack the ability to dream--they seem desperate for the basics--I just need a job, and they choose something they have heard about that pays more than minimum wage, but might be limiting or have consequences in the long run.  They also spend it all because they have it for the moment.

One of the things I try to do is be encouraging of their potential and do something that helps them see personal achievement.  When they have hope that they are capable, then it allows them to dream, which allows them to consider something tangible or an experience for their life--something they value-- to which they can attach monetary value.  What life behavior/educational/career choices might influence whether they can have all they want or even part of it?

Another idea is to have them do a comparison between two people--share a YouTube about a famous person like Mohammad Ali or a lottery winner who had millions of dollars and now is broke, living day-to-day.  Then tell the story of a single mom who saved a little at a time (the amount determined in advance according to what she wanted to do, divided by the weeks she had until her goal trip), and was able to take her son to Disneyworld without jeopardizing the rest of her living style or situation.  What are the pros, cons, cautions, celebrations, consequences of each person's choice?  Invite students to consider how they have made similar or different choices and what might they consider doing differently?  What practices should they continue?  Share with friends or family?

The bracelet has a push-button safety clasp that prevents it from opening unintentionally. Additionally, the clasp link offers three positions for fine adjustment via holes on link the sides. This type of clasp link is present on other MR-G models, albeit in different material combinations.