NJ Coalition for
Financial Education
Teacher’s
Guide
Real Money™ … A Financial Simulation for Young Adults
Real Money™ …A Financial Simulation for Young Adults is an interactive financial literacy program that helps
teenagers and young adults understand how personal behaviors and decisions affect a person’s finances and quality
of life. Real Money™ uses scenarios about fictional people at three ages – 25, 30, and 35 years – living and working
in New Jersey. Working individually or in small groups, participants discuss and plan the use of money within the
context of each of the five scenarios.
The New Jersey Coalition for Financial Education, with funding through a grant from the New Jersey Credit Union
Foundation, is pleased to provide you with this financial education tool. Materials may be duplicated at no cost by
nonprofit organizations and educators with acknowledgment.
Best wishes teaching your students about Real Money™.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 1
NJ Coalition for Financial Education © 2007
LEARNING OBJECTIVES:
Students will learn how personal behavior, education, employment decisions, lifestyle choices, and anticipated and
unanticipated life events affect their finances.
Through the classroom activities, scenarios, discussions, and debriefing, students will learn the following:
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The importance of saving money for unexpected life events
The importance of setting life goals
The difference between needs and wants
The benefits of comparison shopping
Financial risk factors and ways of managing risk
The economic value of education and/or job training
The value of cost-benefit analysis
TOTAL LESSON TIME:
The scenarios are designed for a 60- to 90-minute time frame. Additional time may be allotted for in-depth discussion
and review. The activities can be used as a multisession lesson for shorter class periods.
MATERIALS:
This packet includes the following materials:
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Teacher’s Guide, including a summary of the five scenarios and resource list
Five scenarios
Game board
Debriefing questions for each scenario
Student evaluation form
Teacher evaluation form
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 2
NJ Coalition for Financial Education © 2007
The Real Money™ materials are designed to be used in five consecutive phases.
Phase 1 – Classroom Learning
Phase 2 – Group Activity
Phase 3 – Debriefing With Students
Phase 4 – Student Evaluation
Phase 5 – Teacher Evaluation
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 3
NJ Coalition for Financial Education © 2007
Phase 1 – Classroom Learning
To work best, the simulations should be preceded by classroom training on basic financial concepts, including needs
and wants, gross and net income, saving, budgeting, goal setting, comparison shopping, prioritizing needs, insurance,
risk management, credit and loans, life events, workplace benefits, and retirement planning.
The National Endowment for Financial Education (NEFE) High School Financial Planning Program® is a good
resource for teachers. To obtain a copy, access the NEFE website at http://hsfpp.nefe.org. Information on the effects
of life events on a person’s finances can be obtained at the “facts of life” section of the Smart About Money website at
http://smartaboutmoney.org.
Be prepared to field questions about the real costs of such items as rent, utilities, and groceries. Most teenagers do
not have that information. Ask the class to make a chart of some estimated costs, (e.g., $50 per person per week for
groceries purchased; $100 per month for electricity). Students could use weekly advertisements and the classified
section from local newspapers to determine the costs of such things as apartment rent, furniture prices, and groceries.
NOTE: The income levels in the scenarios are based on 2005 job categories taken from
America’s Career Info Net for Edison, New Jersey, and are adjusted for 2007. You can
access this website at http://americascareerinfonet.com. Income and expense levels in
these materials have been established to facilitate mathematical calculations and may
not reflect real-life costs.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 4
NJ Coalition for Financial Education © 2007
Phase 2 – Group Activity
Real Money™ can be used as a classroom activity or for a school fair. Divide students into teams of two or three.
Allow students 30 minutes to work on each round.
Before the activity begins, review a list of estimated costs with the students. The list should include an estimated
amount to spend on groceries per person each month, apartment rental fees, utility costs, and other living expenses.
Keep in mind that the students have limited knowledge of actual costs, so the list will be very important.
TIP: You can present the scenarios in two ways. One option is to have all the teams
work on one scenario at the same time. This option allows for the entire class to
discuss one scenario in detail and may make it easier for you, as the instructor, to teach
the financial concepts. It also provides an opportunity for the participants to gain
experience in working as a team, applying their knowledge of financial issues, and using
the game board. You may still utilize the remaining scenarios in other sessions.
The second option is to have various teams work on different scenarios during the same
session. This option provides participants the opportunity to learn about a variety of
financial situations in a shorter time frame. Additional preparation and class time may be
required for this option.
Distribute one scenario and two blank game boards to each team. Each team will work through at least two rounds of
their scenario. One game board will be used for each round of the scenario. (Distribute a third blank game board if
students have time to do a third round). Explain the activity in general terms to the group.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 5
NJ Coalition for Financial Education © 2007
EXAMPLE: “Welcome to Real Money™. Today, you will work together to experience real-life decision making
about money at two or three different ages. Your scenario will show how a person’s financial picture can
change at age 25, 30, and 35. You will work in teams. Each team will decide how to spend and save money,
based on income and expenses of the individual or couple in the scenario. Your team will face challenges along
the way and will need to make decisions on the best way to handle them”.
“Each team will receive three documents: a scenario, and two game boards to use for the first and second
rounds”. (Distribute the forms and the documents to each group.)
“Please look at Round 1 of your scenario. As you review and discuss the person’s situation, use the game
board to determine how you will spend and save money. The game board allows you to decide how to spend
money in various areas, such as housing, entertainment, and debt and loan repayment. Write down the amount
you spend in each category. You may have to adjust and then readjust the amounts as you make decisions, so
use a pencil with a good eraser”.
TIP: Prepare a sample game board for the students to review. Draw the sample game
board on the blackboard or make an overhead transparency. An example is provided in
the Appendix.
“Let’s work through an example together. Let’s say that Mary is a high school graduate and has a gross
income of $18,000 per year. Her net income, or the amount she receives after taxes and workplace deductions,
is $14,400 per year, or $1,200 per month. She has a roommate and pays $450 each month for her portion of
the rent. Her utilities are $85 each month and she has a car loan of $3000 and makes monthly payments of
$120. Gasoline runs about $60 per month. Her landline phone is $27 per month; her cell phone is $38 per
month. She spends $20 on movies each month. On the way to work each day, she gets a mocha latte at $3.50.
This leaves her $285 to spend on other things. Her employer does not provide health insurance, but she can
purchase it for $100 per month. Use these numbers to fill in the game board. Mary has $375 in savings. She
has credit card debt of $800 and pays $45 each month -- a bit more than the minimum. How should Mary best
spend her money? What does she have to think about”? (Review the sample scenario and game board).
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 6
NJ Coalition for Financial Education © 2007
TIP: Suggested Discussion Topics
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She may get sick or injured. How would she pay for medicine or hospital
costs?
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She could have money put directly into a savings account via a direct deposit of
her paycheck.
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Groceries, gasoline, parking, car maintenance, insurance, furnishings and
personal expenses are other things she must plan for.
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Her income is very modest. What could she do to increase her income?
“You will need to think about your scenario in order to determine some costs that are not always obvious. For
example, if you rent an apartment, you will have to pay for utilities if they are not included in the rent”.
“The payments you make are monthly payments. Remember, you cannot spend more than you earn.
Remember, too, that it would be impossible to eliminate all your consumer debt in one month”.
“There is also a Wild Card area on your game board. The Wild Card box allows you to select some financial
options. You do not have to choose a Wild Card. However, if you do, you must determine the costs and deal
with any future payments incurred. For example, you may try to get a scholarship or student loan if you cannot
afford your college tuition. Your student loan payments will have to be added as a debt. If you get a part-time
job, your net income must be tabulated and added to your income total”.
“You have 30 minutes to complete Round 1 – age 25. After 30 minutes, we will stop and discuss your financial
concerns and observations. Then we’ll move on to Round 2 – age 30. We’ll discuss your concerns and
observations at the end of Round 2, also. Use a pencil, since you may have to erase as you go along. You
may begin”.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 7
NJ Coalition for Financial Education © 2007
Encourage students to read through their scenario before they begin their discussion. Tell students that the scenario
begins on the first month of the first year (i.e., January of the year the person becomes 25).
If, in Round 1, the students have saved money, they should transfer the savings to Round 2. Money saved in Round 2
should be transferred to Round 3. Students write the amount of their savings at the top of the game board. They
should also transfer any unpaid loans or other expenses incurred in the previous round. Remind students that, when
making payments on credit card debt, the minimum payment required is usually around 3% of the outstanding balance
owed.
TIP: Allow 30 minutes for the teams to work on Round 1 of their scenarios (age 25).
As students are working, walk around the classroom to assist the teams. They will have
questions about how much they should budget for such things as groceries, gasoline, and
maintenance, etc. Keep in mind that the intent of this exercise is to show that there is
some frustration when money is tight and that life can be expensive. Focus on helping
students find resolutions to the financial challenges and dilemmas faced. After 20
minutes, remind the students that they have 10 minutes left to complete Round 1.
When 3 minutes remain, remind them about the time again and ask them to finish their
work.
Try to do at least two rounds of each scenario. For more advanced learning, move students to the third round (age
35). A summary of the five scenarios is provided in this Teacher’s Guide. Refer to the summary for information as you
help your students.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 8
NJ Coalition for Financial Education © 2007
Phase 3 – Debriefing with Students
At the end of Round 1, conduct a debriefing with the students. The purpose of the debriefing is to help students focus
on what they have learned and to implement their learning in the next round. The following general questions can help
you guide students through a discussion of their experiences.
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What prevented people from saving?
How does education influence income?
How did personal decisions affect income, expenses, and the ability to save?
Can you predict how education can help build financial resources? Why or why not?
What challenges did you face as you worked through the scenario?
Which budgeting decisions were easiest and which were the most difficult? Why?
How did wants and needs change over time? How did those changes affect savings, spending, and personal
goals?
In this scenario, you could not spend more than you earned. What do people do in real life when they cannot
meet their financial obligations? (e.g., use credit, borrow from family or friends, get an extra job) What are the
consequences? (e.g., incur debt, get a loan, feel stressed, file bankruptcy)
After the debriefing, allow the students to continue to Round 2. Conduct a debriefing after each round. If there is time,
students may continue to Round 3, or you may save Round 3 for the next class session. Suggested debriefing
questions are included in the Summary of Scenarios. Feel free to develop additional questions or to use general
queries such as “What did you learn from this scenario?”
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 9
NJ Coalition for Financial Education © 2007
Phase 4 – Student Evaluation
At the completion of the project, ask the students to complete the evaluation form. The completed evaluations will help
you determine what the students learned from the activity. The results will also help the New Jersey Coalition for
Financial Education assess what the students gained from the program. Please share a summary of your findings with
the Coalition when you submit your evaluation online to www.njcfe.org.
Phase 5 – Teacher Evaluation
Upon completion of the project, complete a Teacher Evaluation Form online at the New Jersey Coalition for Financial
Education website, www.njcfe.org. Your information will help the Coalition evaluate the success of the program and
plan for additional financial education projects.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 10
NJ Coalition for Financial Education © 2007
NJ Coalition for
Financial Education
Summary of
Scenarios
Real Money™ … A Financial Simulation for Young Adults
Summary of Real Money™ Scenarios
Scenario 1
Chase and Caitlin Wilson
Scenario 2
Brent Snider
Scenario 3
Madeline and Trey Scott
Scenario 4
Myra Valle Garcia and Alberto Onate
Scenario 5
Allison Mayberry and Daniel Grossman
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 11
NJ Coalition for Financial Education © 2007
Scenario 1 Summary
PERSONAL INFORMATION
Chase and Caitlin Wilson
Chase Wilson
ƒ Is working at a lumber company
ƒ Is single and living with parents
ƒ Wants to get own apartment
ƒ Has a high school diploma
ƒ Working toward an associate’s
degree in medical technology
ƒ Wants to get a bachelor’s
degree in nursing
ƒ Marries Caitlin Wilson in Round
2
Caitlin Wilson:
ƒ Is a counselor at a nonprofit
organization
ƒ Has an associate’s degree
ƒ Is a member of the National
Guard
ƒ Has baby Jane
ƒ Wants to stay home with the
baby
FINANCES
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Chase chooses to pay for
health insurance
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Both have college loans
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Chase has a car lease
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Both have credit card debt
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Life insurance and health
insurance is covered for
Caitlin
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Chase saves 5% of income
through direct deposit
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Caitlin saves her National
Guard income. She may be
called up for military service
CONCEPTS
Needs vs. Wants
ƒ 6-year-old car vs. new car
ƒ Education
ƒ Health insurance
ƒ Can he afford to move out of his
parent’s home?
ƒ Day care
Value of Education
ƒ Net and gross income
ƒ Increased income and employment
options
ƒ Paying off loans
ƒ Benefits provided by employer
ƒ College loans
Savings
ƒ Pay yourself first through direct
deposit
ƒ Save extra income
ƒ Savings as a safety net for life’s
changes (e.g., baby, military service)
ƒ Meeting future goals
Chase and Caitlin want to buy a house
or condo.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 12
NJ Coalition for Financial Education © 2007
Scenario 2 Summary: Brent Snider
PERSONAL INFORMATION
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Is single
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Is working in maintenance at a
hotel
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Has a General Education Diploma
(GED)
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Was living with parents and
moves to own apartment
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Takes some classes with the
tuition paid by his employer
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Is promoted to supervisor
Brent wants to get a plumbing license.
FINANCES
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Has a classic sports car. It
was wrecked and totaled, with
a lump-sum payout
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Has a car loan and defaults on
the loan
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Has a skiing accident that
results in a large hospital bill;
has no health insurance
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His roommate moves out
CONCEPTS
Risk Management
ƒ Health insurance – costs of not
having insurance
ƒ Personal behavior – car crash
results in loss of major asset
ƒ Higher risk results in higher
insurance costs
Needs and Wants
ƒ Using tax refund for a television
ƒ Paying for insurance vs. paying
for skiing
ƒ New car vs. used car
Credit Debt/Loans
ƒ Defaulting on loan and impact
on finances
ƒ Large hospital bill
Savings
ƒ Managing large sums (e.g.,
insurance payout)
ƒ Save for life events (e.g.,
roommate leaves)
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 13
NJ Coalition for Financial Education © 2007
Scenario 3 Summary: Madeline and Trey Scott
PERSONAL INFORMATION
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Are married with 2 children
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A third child is born
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Trey teaches school
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Trey has a bachelor’s degree
and wants to get a master’s in
education
FINANCES
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Madeline has a bachelor’s
degree; is a loan officer at a
credit union
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Own a small home that needs
work
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Trey is disabled in a car accident;
collects disability benefits; home
is remodeled; needs care and
medications
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Madeline becomes a widow
Madeline and Trey want to save for
their children’s education.
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Both employers provide medical,
dental, and life insurance
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Trey purchases a $50,000
permanent life insurance policy
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Collects disability benefits
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Use a home equity loan for
remodeling costs
CONCEPTS
Risk Management
ƒ Life, health, and dental insurance
as employee benefits
ƒ Value of government benefits –
Disability and SSI
ƒ Concept of a safety net
Value of Education
ƒ Increase in income because of
education and experience
ƒ Education as a tool to
maintaining income for a family
Life Changes
ƒ Death of spouse/parent
ƒ Children growing
ƒ Special needs for person with
disability
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Savings
ƒ Direct deposit
ƒ 403(b) retirement plan
ƒ Using savings for future events
ƒ Savings to enhance education of
children
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 14
NJ Coalition for Financial Education © 2007
Scenario 4 Summary: Myra Valle Garcia and Alberto Onate
PERSONAL INFORMATION
FINANCES
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Myra is single at beginning of
scenario
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Pays union dues
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Marries Alberto Onate
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Employer provides health, life,
and retirement benefits
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Have no children
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Has a business loan
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Myra has a high school diploma
from a career and technical
school; wants to get a business
degree
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Both spouses have money in
savings
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Myra buys a duplex and fixes it
up; rents half to her brother
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Has advanced construction
training; opens own
construction business
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Alberto’s employer provides
benefits
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Receives rental income
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Alberto has an associate’s
degree in bookkeeping and
helps with the business
Myra and Alberto want to have a
child.
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CONCEPTS
Savings
ƒ Saving money to reach future
goals
ƒ Having money in savings when
you no longer have a permanent
job
ƒ Value of savings and spouse’s
savings
Long-Term Goals
ƒ Setting goals and saving for them
ƒ Using government and
Myra loses her benefits when she
community services
ƒ Preparing for life changes
starts her business
Has business expenses
Credit and Debt
ƒ Using credit cards for needs vs.
wants
ƒ Mortgage and secured loans;
business loans
ƒ Marriage and responsibility for
spouse’s debt
Value of Education
ƒ Enhancing education to meet
your goals
ƒ Skills to make additional money
ƒ Value of education
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 15
NJ Coalition for Financial Education © 2007
Scenario 5 Summary: Allison Mayberry and Daniel Grossman
PERSONAL INFORMATION
FINANCE
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Allison is single at beginning of
scenario
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No student loans
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Allison has a master’s degree
in business administration
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Health, medical, disability, and
life insurance are paid for by her
employer
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Is working for a pharmaceutical
company and eventually gets
promoted
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Has a 401(k) retirement plan with
match of up to 5% of her salary,
also invests
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Has no children
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Marries Daniel Grossman and
divorces after 5 years
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Daniel works for state
government
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Allison and Daniel divorce.
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Has a stock option plan at work
and invests each month at work
through payroll deduction
CONCEPTS
Savings
ƒ Living within your means
ƒ Putting money away for future
expenses
ƒ Savings as a means of avoiding
debt
Long-Term Goals
ƒ Setting realistic goals
ƒ Importance of having goals
ƒ Impact of risk on reward
Credit and Debt
ƒ Using credit cards for needs vs.
Has a high level of credit card
wants
debt due to life style
ƒ Costs of paying more than
minimum
Divorce decree requires Allison to
ƒ Impact of divorce on finances
pay her ex-spouse half of her
401(k), half of her stock portfolio, Value of Education
and monthly alimony
ƒ Value of education and future
income potential
Loses money in high-risk
investments
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 16
NJ Coalition for Financial Education © 2007
Debriefing Questions and Answers
1. How does direct deposit help Chase and Caitlin save?
2. What must Chase and Caitlin do to plan for Caitlin’s potential deployment with the National
Guard?
Scenario 1
QUESTIONS
3. If Caitlin wanted to stay home full-time with baby Jane, what would they have to do to plan
for this change?
4. How does credit card debt affect their lives?
ANSWERS
1. By putting money directly into savings, Chase and Caitlin do not spend it. The money goes
directly into the account.
2. Deployment could come with little notice. Having money in savings to cover expenses when
Caitlin does not have her regular income will help them meet expenses. A low debt level is
also help. They must plan for child care and for health and life insurance coverage if it does
not continue while she is serving.
3. They will need to look at their income and their expenses. By staying home with the baby,
Caitlin and Chase would have a cut in income and expenses. For example, if Caitlin is not
working out of the home, her travel, meal and clothing expenses will decrease. They will
also save the money they currently spend on child care. Caitlin would also lose her
employee benefits.
4. Credit card debt keeps them from saving more. Too much debt can affect their credit
ratings. If they are paying only the minimum amount due each month, they are paying
interest to the credit card company.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 17
NJ Coalition for Financial Education © 2007
1. How does Brent’s lifestyle affect his finances?
2. What could Brent do to lower his insurance costs?
Scenario 2
QUESTIONS
3. Brent has made many choices. How do his choices and behaviors affect his finances and
his ability to reach his goals?
4. What did Brent learn from his skiing accident?
ANSWERS
1. Brent places importance on short term pleasures and often disregards their long-term
impact. He has a “spend it all” attitude and has no money saved for emergencies. He has
not paid attention to the employee benefits he receives and, therefore, cannot use these.
2. Brent can stop taking as many risks as he has been, and show that he is a safe driver. The
accident with the car raises his risk level and increases his auto insurance premiums. By
owning a sport car, he is also a higher risk which costs more money. Brent could take a
safe driving class, sign up for insurance, and pay his bills on time.
3. When he defaulted on the car loan, he could not afford another new car and probably could
not get a good loan. He suffered major financial consequences because he did not sign up
for health insurance. Brent has no money in savings to cover unexpected events (e.g., his
roommate moving out).
4. Brent learned the importance of insurance as a part of risk management. He also learned
that he must take responsibility for his finances and must have a financial security net to
help him through unexpected events.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 18
NJ Coalition for Financial Education © 2007
1. How did life change for Trey and Madeline?
2. What safety net was in place for Trey and his family after he was injured?
Scenario 3
QUESTIONS
ANSWERS
3. What decisions did Trey make that helped Madeline financially after he died?
4. What role does education play in financial security?
1. No one expects to die young. Trey’s accident impacted their finances because Trey could
not work. Even though he collected disability benefits, Trey and Madeline needed to make
other changes in their lives such as buying a van and remodeling the house to
accommodate medical equipment and devices. Home care was also an unexpected
expense. When Trey died, Madeline and the children had to live on less income.
2. Disability benefits, health insurance, life insurance, and Social Security were all safety nets
that were in place to help Trey and Madeline.
3. By buying a permanent life insurance policy and continuing to pay on it, Trey helped provide
financial resources for Madeline and the children after his death. The insurance covered the
funeral expenses. When Trey could no longer work, he lost the term life insurance that was
provided by his employer. The term insurance would have paid more, but the permanent
insurance helped the family financially.
4. By having a good education, Madeline was in a position to continue in her job and get
promoted. Her education helped her to have an income on which she and the children
could live.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 19
NJ Coalition for Financial Education © 2007
1. What benefits did Myra receive from her construction job that helped her start her own
business?
Scenario 4
QUESTIONS
ANSWERS
2. Now that she owns a business, what workplace benefits does she lose?
3. What decisions helped Myra be in a position to start her business?
1. Myra received on-the-job training and she took additional classes that helped her gain
knowledge she would need to start her own business. With her new skills, she was able to
make additional income outside of her regular job. The employee benefits provided by her
employer and the trade union and the extra income she earned helped put her in a position
to save money so she could purchase a duplex.
2. Myra no longer has employer sponsored health insurance. She also loses the pickup truck
and gas. She no longer has a regular income.
3. Myra saved and purchased a duplex from which she could operate her business. By having
money in savings and by purchasing a home she could afford, she was able to obtain a
business loan.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 20
NJ Coalition for Financial Education © 2007
1. How did money possibly affect Allison and Daniel’s marriage?
Scenario 5
QUESTIONS
ANSWERS
2. Allison has a good education and a good job. Nevertheless, she has incurred a high level of
debt. How did her behavior affect her financial situation?
3. What decisions could Allison and Daniel have made differently?
1. Allison and Daniel may have had different views about money. Allison was not a saver and
Daniel was trying to save and spend wisely. Allison entered the marriage with high credit
card debt, which continued to increase. Also, Allison took risks with her investments.
Daniel, as the spouse, became equally responsible for her debt when they married.
2. Allison was living beyond her means. She was spending more than she earned and ran up
large credit card debts.
3. Allison and Daniel could have had a less expensive wedding. They could have used their
wedding gift money to help pay off their credit card debt. A less expensive apartment could
also have been found.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 21
NJ Coalition for Financial Education © 2007
ACKNOWLEDGMENTS
The New Jersey Coalition for Financial Education thanks the following reviewers, who made valuable contributions to
the quality of this material.
Stephanie Bittner, Credit Counselor, Delaware Valley CCCS
Emily Boys Stevenson, Former High School Teacher, Ellensburg, Washington
Todd Campanella, Middle School Teacher, Hamilton Township, New Jersey
Elizabeth Elmore, Professor, Stockton State College, New Jersey
Sheree Green, High School Teacher, Teaneck, New Jersey
Linda Hawkins, Office of the State Treasurer, State of West Virginia
Joan Moir, Consultant, Basking Ridge, New Jersey
Philip Rupe, Middle School Teacher, Sophia, West Virginia
Author
Carole Glade, Financial Education Consultant
Consumer Dynamics International; Madison, New Jersey
Project Manager
Barbara O'Neill, Extension Specialist in Financial Resource Management
Rutgers Cooperative Extension; New Brunswick, New Jersey
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 22
NJ Coalition for Financial Education © 2007
The New Jersey Coalition for Financial Education, a Jump$tart Coalition state
affiliate, strives to improve the personal financial literacy of New Jersey citizens
by promoting the teaching of personal finance to people of all ages. The
Coalition works on the principle that all New Jersey residents must have the
knowledge and skills necessary to make informed financial decisions. The
Coalition meets every other month and consists of over 100 representatives of
government agencies, schools, businesses, and nonprofit organizations that
provide financial education and related services.
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The New Jersey Credit Union Foundation provides financial literacy, technical
assistance to small credit unions, professional development opportunities, and
support for philanthropic activities, all in connection with the New Jersey credit
union movement.
Real Money™ … A Financial Simulation for Young Adults
Teacher’s Guide – Page 23
NJ Coalition for Financial Education © 2007