Moore Materials

On Day 3 of the Socioeconomic Simulation, students will use real, tangible grocery magazines to determine a weekly shopping list for their profile. After calculating the prices of their groceries for a week, students may multiply by "four" to determine the grocery budget for the month, and update the previous class period's budget accordingly.

The teacher setting up the materials for this unit may use these blank paychecks to write each profile's bi-monthly income, to distribute to the student groups when they are ready. These checks may also be used in student groups to practice check-writing. Ballots may be used in the "survey" vote, as well as placed in the eligible profiles' "official ballot envelope" in profile folders.

On Day 2 of the Socioeconomic Simulation, use these profiles in individual folders to give students an opportunity to get to know the profile they will be working with, and reference for making a budget. Profiles #9 and #19 are written with consideration of IEP/504 plans that may need less writing for processing/reading level accommodation.

One Day 4 of the Socioeconomic Simulation, students are going to find a financial setback in their profile folder. The setback page will include how much the setback is going to cost, as well as the credit score for the profile, so they may tell the banker what their score is for an APR% when applying for a loan.

On Day 5 of the Socioeconomic Simulation, print/fold each of the "Voter Information" pamphlets and leave them in the designated profile's folder so students may have a guided reasoning for how their profile's person would vote regarding raising the minimum wage.

Once students have read the criteria delineated in their profile page, they may determine a tentative budget using this worksheet. Once students get their paycheck, they may either use a blank version of this worksheet again, or modify the original tentative budget sheet with red pen.

On Day 5, students are told they will be voting on a district question regarding raising the minimum wage. First, all profile groups will vote using a paper ballot as a "yes" or "no" in a survey vote. Then, when it is time for the "official" vote, students will open the envelope in their folder for their official ballot. Some student groups will have a ballot in their envelope, but some students will have one of the following voting restrictions in their envelope instead.

After students open their profile folders to determine what kind of financial setback they have encountered, and ask the teacher for their 5- and 10-year APR% based on their profile's credit score, they may use this worksheet to determine the interest rate for each loan.