For Georgia Teachers · Standards Alignment
Georgia’s Personal Finance Standards, Mapped to a Ready-to-Teach Course
Georgia requires students to complete a personal finance course to graduate. This page sets out what the law asks for, lists all 42 of the state’s grades 9–12 personal finance elements, and shows for each one whether our 10 classroom-ready units cover it fully, in part, or not at all — with the partial rows naming exactly what is missing.
The Requirement
What Georgia actually requires
Under Senate Bill 220 (2022), written into O.C.G.A. § 20-2-149.4, every Georgia student must complete at least a half-credit course in financial literacy during their eleventh or twelfth grade years, beginning with the 2024-2025 school year. ⭐ The statute does not name a course. “Such course of instruction may be provided within the framework of existing coursework offered by a local school system”, and the course is “eligible to count toward a mathematics, social studies, or elective unit of credit requirement for graduation” — so districts differ, and a Georgia teacher may be meeting this requirement inside a course with another name on the timetable.
What the state adopted is the content. “The State Board of Education shall adopt content standards for a minimum course of instruction in financial literacy to be completed by students in eleventh or twelfth grade” — and GaDOE’s own course registry settles which content the state adopted: the note on the approved AP substitute course says “all the state-adopted standards for the 45.06100 course are required to be taught within this course”. That is the Social Studies Georgia Standards of Excellence for Personal Finance and Economics (course code 45.061), dated December 9, 2021 and effective with the 2022-2023 school year, which replaced the previous Economics course. This page maps the Personal Finance strand, SSEPF1 through SSEPF10: 42 lettered elements under ten standards.
The rest of that course — 12 standards of economics, from scarcity to international trade — is named at the foot of this page rather than quietly left out, because a Georgia teacher has to document all 22. And the bill also directed the Professional Standards Commission to create a financial literacy endorsement for teachers trained in those content standards.
Check every detail against Georgia’s own sources: the signed text of Senate Bill 220 (2022) as published by the Governor’s office, the Social Studies Georgia Standards of Excellence for Personal Finance and Economics themselves — the file this page is built from, served by GaDOE’s own learning object repository — and GaDOE’s standards registry, which carries the same course as an adopted framework. ⚠ georgiastandards.org now answers every standards address with an empty page, so use those two instead. Districts choose which course carries the requirement, so confirm your own school’s plan before you build a syllabus around it.
The Course
10 units, 50 days, written to be taught in order
10 five-day units, 50 class periods of core instruction. How much of a semester that is depends on your building: on an every-other-day block, where a semester is roughly 45 to 50 meetings, the units fill it; on a traditional daily period, where a semester runs nearer 90, they are the spine and the course tests and the gap material below fill the rest. Plan the schedule against your own calendar rather than against this figure.
Every unit ships a free pacing guide, pre-quiz and vocabulary sheet that need no account, so you can read the objectives this crosswalk is built from before deciding anything. The full teacher kit — teacher guide, student packet, quizzes, unit project, final assessment, editable slides and the complete ZIP — comes with Full Membership.
Each card shows how many Georgia elements that unit carries, fully or in part. A standard taught by two units is counted on both, so these add to 36 rather than to the 27 standards the course addresses.
The Crosswalk
All 42 elements, and how far the course covers each one
27 of the 42 elements are addressed by a unit — 6 fully and 21 in part. Of the 15 that are not, 15 are served elsewhere on this site and are linked in the table. Standard codes and wording below are reproduced from the Social Studies Georgia Standards of Excellence for Personal Finance and Economics (course 45.061), Georgia Department of Education, December 9, 2021 — the Personal Finance strand.
How to read the third column. A unit is listed against a standard only where its published pacing-guide objectives support it, so every row here is one you can check yourself against a free PDF. Fully means those objectives support the standard’s main clause and every requirement it names outside its “e.g.” examples. Partly means they support the main clause but not one or more named requirements — and the row says which, so you know exactly what to supplement. It is a strict rule, applied the same way in all ten standards; the member materials in each unit go further than the free guide advertises, so treat this as the floor, not the ceiling.
The misses are not spread evenly. Evaluate the costs and benefits of using credit. (SSEPF6) is where the course leaves the most to supplement — 3 of its 5 elements are carried by no unit — so plan for that standard first. The table names every standard.
Georgia writes ten numbered standards and the work sits in the lettered elements beneath them — “Evaluate the costs and benefits of using credit” is a heading, and “Explain the difference between revolving credit and installment credit” is a row a teacher can be held to. So the 42 rows below are the elements, grouped under the ten standards. ⭐ Georgia enumerates more than almost any other state, and that is why the Fully column is short: nine elements name a specific product list, a named statute or a federal agency — certificates of deposit, 529 accounts, the Truth in Lending Act, Dodd-Frank — and these units print none of those by design, so that nothing they print goes out of date. Those rows are a scope decision on our side, said plainly, rather than something a teacher can close by reading further. ⚠ The parenthetical i.e. lists are read as examples, the way every other state page here treats e.g.; anything the sentence names outside the parentheses is part of the Fully test.
| Standard | Elements | Fully | Partly | Not by a unit |
|---|---|---|---|---|
| SSEPF1 Analyze major life decisions using economics-based decision-making skills. | 5 | 0 | 3 | 2 |
| SSEPF2 Analyze income as a scarce resource that can be allocated effectively through budgeting. | 6 | 4 | 1 | 1 |
| SSEPF3 Explain how the financial system channels funds from savers to investors. | 5 | 0 | 3 | 2 |
| SSEPF4 Explain how interest rates affect various consumer decisions. | 5 | 0 | 3 | 2 |
| SSEPF5 Explain how changes in taxation can have an impact on an individual's spending and saving choices. | 2 | 0 | 1 | 1 |
| SSEPF6 Evaluate the costs and benefits of using credit. | 5 | 0 | 2 | 3 |
| SSEPF7 Analyze how insurance and other risk-management strategies protect against financial loss. | 4 | 1 | 3 | 0 |
| SSEPF8 Describe how the earnings of workers are determined in the marketplace. | 3 | 1 | 1 | 1 |
| SSEPF9 Explain ways consumers are protected by rules and regulations. | 3 | 0 | 1 | 2 |
| SSEPF10 Explain sources of and protection against identity theft. | 4 | 0 | 3 | 1 |
| All ten standards | 42 | 6 | 21 | 15 |
SSEPF1 · Analyze major life decisions using economics-based decision-making skills.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF1a Analyze major life decisions using economics-based decision-making skills. |
Apply a rational decision-making model to evaluate the costs and benefits of post-high school life choices (i.e., college, technical school, military enlistment, workforce participation, or other option). | PartlyCareers & Paying for Education · Renting & Major PurchasesNot covered here: Georgia names four alternatives to weigh against each other — college, technical school, military enlistment and going straight to work. The unit prices the path a student picks; it does not set those four side by side. |
| SSEPF1b Analyze major life decisions using economics-based decision-making skills. |
Evaluate costs and benefits of various ways to pay for post-high school life including scholarships, the HOPE scholarship, employment, work-study programs, loans, grants, savings, prior investments, and other options. | PartlyCareers & Paying for EducationNot covered here: The HOPE scholarship is Georgia’s own program and appears in no published objective — a Georgia course supplies that, and the award letter work is the right place to put it. |
| SSEPF1c Analyze major life decisions using economics-based decision-making skills. |
Identify necessary documents needed to complete forms like the FAFSA or scholarship applications. | No unit — see Career lessons & worksheets · Jobs & Career articles |
| SSEPF1d Analyze major life decisions using economics-based decision-making skills. |
Apply a rational decision-making model to evaluate other major life choices like employment opportunities, renting a home vs. buying, selecting a mortgage, and buying a car. | PartlyRenting & Major Purchases · Careers & Paying for EducationNot covered here: Selecting a mortgage is named and is outside the unit’s stated scope — it teaches the cost of housing, and prints no loan math. |
| SSEPF1e Analyze major life decisions using economics-based decision-making skills. |
Describe how individual financial decisions can help create generational wealth. | No unit — see Estate Planning articles · Investing articles |
SSEPF2 · Analyze income as a scarce resource that can be allocated effectively through budgeting.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF2a Analyze income as a scarce resource that can be allocated effectively through budgeting. |
Compare different types of income including hourly wages, salary, tips, independent contractor services (Form 1099), dividends, and capital gains. | PartlyCareers & Paying for Education · Budgeting & First PaycheckNot covered here: Tips, independent contractor income (Form 1099), dividends and capital gains are named in the element and taught by no published objective. |
| SSEPF2b Analyze income as a scarce resource that can be allocated effectively through budgeting. |
Review and complete a sample federal individual income tax form 1040. | FullyTaxes & First Filing |
| SSEPF2c Analyze income as a scarce resource that can be allocated effectively through budgeting. |
Describe the basic components of a paystub including gross pay, net pay, and common deductions (i.e. federal and state income tax, Federal Insurance Contributions Act (FICA which includes Social Security and Medicare), and elective deductions like 401K, insurance and tax-deferred savings). | FullyBudgeting & First Paycheck · Taxes & First Filing |
| SSEPF2d Analyze income as a scarce resource that can be allocated effectively through budgeting. |
Analyze the basic components of a personal budget including income, expenses (fixed and variable), and the importance of short-term and long-term savings. | FullyBudgeting & First Paycheck · Saving & Emergency Funds |
| SSEPF2e Analyze income as a scarce resource that can be allocated effectively through budgeting. |
Explain how to reconcile a checking account, either online or on paper, including how to account for transactions that have not been posted (i.e. checks, weekend debit card transactions, or monthly auto-pay transactions) and how this helps avoid overdraft fees. | FullyBanking & Checking |
| SSEPF2f Analyze income as a scarce resource that can be allocated effectively through budgeting. |
Describe how to determine a person's net worth. | No unit — see Money Basics articles · Budgeting lessons & worksheets |
SSEPF3 · Explain how the financial system channels funds from savers to investors.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF3a Explain how the financial system channels funds from savers to investors. |
Explain the roles/functions of money as a medium of exchange, store of value, and unit of account/standard of value. | No unit — see Economics lessons & worksheets · Politics & Economy articles |
| SSEPF3b Explain how the financial system channels funds from savers to investors. |
Compare services offered by different financial institutions, including banks, credit unions, payday lenders, and title pawn lenders. | PartlyBanking & CheckingNot covered here: The element is a comparison across institutions — banks against credit unions, payday lenders and title pawn lenders — and no published objective sets them beside each other. |
| SSEPF3c Explain how the financial system channels funds from savers to investors. |
Compare and contrast cash, debit cards, credit cards, prepaid cards and mobile payment apps in terms of how they work, acceptability, and the costs and benefits associated with each. | PartlyModern Payments, Scams & Fraud · Credit & BorrowingNot covered here: Prepaid cards and where each method is accepted are named in the element and are in no published objective. |
| SSEPF3d Explain how the financial system channels funds from savers to investors. |
Evaluate the risk and return of a variety of savings and investment options, including: savings accounts, certificates of deposit, retirement accounts (i.e. Roth IRA, 401K, 403b), stocks, bonds, 529 accounts, and mutual funds and explain the importance of diversification when investing. | PartlySaving & Emergency Funds · Investing & Long-Term GrowthNot covered here: The element names a product list — certificates of deposit, stocks, bonds, 529 accounts, mutual funds — and asks for diversification. The Investing unit teaches the money before it reaches the market and prints no product list by design, so this is the block a Georgia course adds. |
| SSEPF3e Explain how the financial system channels funds from savers to investors. |
Describe the role of speculative investments (i.e. cryptocurrency and historical examples like buying on margin in the 1920's). | No unit — see Investing lessons & worksheets · Investing articles |
SSEPF4 · Explain how interest rates affect various consumer decisions.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF4a Explain how interest rates affect various consumer decisions. |
Compare interest rates on loans and credit cards from different institutions including banks, credit unions, pay-day loan facilities, and title-pawn companies. | PartlyCredit & BorrowingNot covered here: The element is about variation — the same borrowing priced by a bank, a credit union, a pay-day lender and a title-pawn company — and no published objective compares lenders against each other. |
| SSEPF4b Explain how interest rates affect various consumer decisions. |
Define annual percentage rate and describe how different interest rates can affect monthly payments on loans. | PartlyCredit & BorrowingNot covered here: The second half asks what a rate does to a monthly loan payment. The unit teaches revolving credit and prints no loan math, so a Georgia course supplies that half. |
| SSEPF4c Explain how interest rates affect various consumer decisions. |
Use an online amortization tool to show how payments on a fixed loan like a mortgage are applied to interest and principal. | No unit — see Credit lessons & worksheets · Credit & Debt articles · Housing articles |
| SSEPF4d Explain how interest rates affect various consumer decisions. |
Explain the difference between simple and compound interest and the difference between fixed and variable interest. | PartlySaving & Emergency FundsNot covered here: Fixed versus variable interest is the second half and is in no published objective. |
| SSEPF4e Explain how interest rates affect various consumer decisions. |
Define nominal and real returns and explain how inflation affects interest-earning savings and investment accounts. | No unit — see Investing articles · Politics & Economy articles |
SSEPF5 · Explain how changes in taxation can have an impact on an individual's spending and saving choices.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF5a Explain how changes in taxation can have an impact on an individual's spending and saving choices. |
Describe income, sales, property, capital gains, and estate taxes in the U.S. | PartlyTaxes & First FilingNot covered here: Four of the five taxes Georgia names — sales, property, capital gains and estate tax — are in no published objective. |
| SSEPF5b Explain how changes in taxation can have an impact on an individual's spending and saving choices. |
Describe the difference between progressive, regressive, and proportional taxes. | No unit — see Taxes lessons & worksheets · Taxes articles |
SSEPF6 · Evaluate the costs and benefits of using credit.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF6a Evaluate the costs and benefits of using credit. |
Differentiate between and explain how to access one's credit report and credit score. | PartlyCredit & BorrowingNot covered here: The element asks for the difference between a credit report and a credit score, and how to access each. No published objective names the report or the way to get hold of it. |
| SSEPF6b Evaluate the costs and benefits of using credit. |
Describe the basic components of a credit score including payment history, debt to income ratio, amount owed, length of credit history, types of credit used, amount of available credit, and recent credit applications. | PartlyCredit & BorrowingNot covered here: Georgia lists seven components by name. Debt-to-income ratio, amount of available credit and recent credit applications are the ones a published objective does not reach. |
| SSEPF6c Evaluate the costs and benefits of using credit. |
Analyze and evaluate a sample loan application for credit worthiness and the ability to receive favorable interest rates. | No unit — see Credit lessons & worksheets · Credit & Debt articles |
| SSEPF6d Evaluate the costs and benefits of using credit. |
Explain the difference between revolving credit and installment credit. | No unit — see Credit lessons & worksheets · Credit & Debt articles |
| SSEPF6e Evaluate the costs and benefits of using credit. |
Explain causes of personal bankruptcy and describe consequences of declaring bankruptcy. | No unit — see Debt Relief articles · Credit & Debt articles |
SSEPF7 · Analyze how insurance and other risk-management strategies protect against financial loss.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF7a Analyze how insurance and other risk-management strategies protect against financial loss. |
Explain why people buy insurance. | FullyInsurance & Risk · Saving & Emergency Funds |
| SSEPF7b Analyze how insurance and other risk-management strategies protect against financial loss. |
Describe various types of insurance such as automobile, health, life (whole and term), disability, renters, flood and property. | PartlyInsurance & Risk · Renting & Major PurchasesNot covered here: The element is a catalog of policy types, and three of them — life (whole and term), disability and flood — are in no published objective. |
| SSEPF7c Analyze how insurance and other risk-management strategies protect against financial loss. |
Explain the costs and benefits associated with different types of insurance, including deductibles, premiums, coverage limits shared liability, and asset protection. | PartlyInsurance & RiskNot covered here: Shared liability — coinsurance, the share the policyholder carries above the deductible — is named in the element and in no published objective. |
| SSEPF7d Analyze how insurance and other risk-management strategies protect against financial loss. |
Define insurability and explain why insurance rates can vary. | PartlyInsurance & RiskNot covered here: Insurability as a defined term — whether a risk can be insured at all — is not taught. |
SSEPF8 · Describe how the earnings of workers are determined in the marketplace.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF8a Describe how the earnings of workers are determined in the marketplace. |
Identify skills that are required to be successful in the workplace, including positive work ethic, punctuality, time management, teamwork, and communication skills. | PartlyCareers & Paying for EducationNot covered here: Georgia names the skills that make someone successful on the job — work ethic, time management and teamwork — and the published objectives stop at getting hired. |
| SSEPF8b Describe how the earnings of workers are determined in the marketplace. |
Describe the impact a person's social media footprint can have on their career and finances. | No unit — see Career lessons & worksheets · Jobs & Career articles |
| SSEPF8c Describe how the earnings of workers are determined in the marketplace. |
Evaluate job and career options and explain the significance of investment in education, training, and skill development as it relates to future earnings. | FullyCareers & Paying for Education |
SSEPF9 · Explain ways consumers are protected by rules and regulations.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF9a Explain ways consumers are protected by rules and regulations. |
Describe how government agencies offer protection in banking, investments, borrowing, and buying goods and services. | PartlyModern Payments, Scams & FraudNot covered here: The element asks students to name the government agencies that protect them in banking, investing, borrowing and buying. These units print no agency and no statute by design, so that nothing they print goes out of date. |
| SSEPF9b Explain ways consumers are protected by rules and regulations. |
Compare different methods for lodging consumer complaints (e.g., Better Business Bureau, online methods, and direct contact with business). | No unit — see Scams & Fraud articles · Legal Basics articles |
| SSEPF9c Explain ways consumers are protected by rules and regulations. |
Explain the primary purpose of important consumer legislation (i.e., the Truth in Lending Act, Fair Debt Collection Practices Act, Fair Credit Reporting Act, the Equal Housing Act, and the Dodd-Frank Act). | No unit — see Legal Basics articles · Credit & Debt articles |
SSEPF10 · Explain sources of and protection against identity theft.
| Element | What it asks for | Where the course covers it |
|---|---|---|
| SSEPF10a Explain sources of and protection against identity theft. |
Describe common ways identity theft happens including dumpster diving, skimming, phishing, stealing, and data breaches. | PartlyModern Payments, Scams & FraudNot covered here: Skimming, dumpster diving and data breaches are named in the element and are in no published objective. |
| SSEPF10b Explain sources of and protection against identity theft. |
Describe ways to protect yourself from identity theft including shredding important documents, not opening attachments to unknown emails, not revealing personal information over the phone or email, using secure networks, regularly monitoring your credit report, changing passwords on accounts, and carefully managing social media. | PartlyModern Payments, Scams & FraudNot covered here: Georgia lists a household routine: shredding documents, secure networks, monitoring your credit report, changing passwords and managing social media. That checklist is not in any published objective. |
| SSEPF10c Explain sources of and protection against identity theft. |
Describe steps that should be taken if a person is the victim of identity theft including getting replacement credit cards, freezing credit histories, alerting appropriate officials, and changing passwords. | No unit — see Scams & Fraud articles · Legal Basics articles |
| SSEPF10d Explain sources of and protection against identity theft. |
Describe the basic characteristics of investment scams such as Ponzi schemes, pump and dumps, and "advance fee" scams and how to avoid them. | PartlyModern Payments, Scams & FraudNot covered here: Ponzi schemes and pump-and-dump schemes are investment-fraud structures rather than payment asks, and no published objective covers them. |
The Gaps
The 15 standards these units do not teach
No single course covers 42 standards to the same depth, and a crosswalk that claimed otherwise would not be much use to you in a curriculum review. These are the ones the 10 units do not carry, each with the reason. Most are served by something else on this site; where nothing is, it says so. Links marked lessons, worksheets or by a printable’s name are classroom material; links marked articles are background reading rather than something you can hand to a class.
- SSEPF1c Identify necessary documents needed to complete forms like the FAFSA or scholarship applications.The documents needed to complete a FAFSA or a scholarship application. Careers Day 4 begins one step later, at the award letter that comes back. Elsewhere on this site: Career lessons & worksheets, Jobs & Career articles.
- SSEPF1e Describe how individual financial decisions can help create generational wealth.How individual financial decisions can help create generational wealth. Nothing in the published objectives reaches past one household. Elsewhere on this site: Estate Planning articles, Investing articles.
- SSEPF2f Describe how to determine a person's net worth.How to determine a person’s net worth. The units total a month and a year; nothing published totals what a person owns against what they owe. Elsewhere on this site: Money Basics articles, Budgeting lessons & worksheets.
- SSEPF3a Explain the roles/functions of money as a medium of exchange, store of value, and unit of account/standard of value.Money as a medium of exchange, a store of value and a unit of account. This is monetary economics rather than personal finance, and the course carries it in its economics strands instead. Elsewhere on this site: Economics lessons & worksheets, Politics & Economy articles.
- SSEPF3e Describe the role of speculative investments (i.e. cryptocurrency and historical examples like buying on margin in the 1920's).Speculative investments — cryptocurrency, and buying on margin in the 1920s. No published objective covers it. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- SSEPF4c Use an online amortization tool to show how payments on a fixed loan like a mortgage are applied to interest and principal.Using an online amortization tool to show how a fixed loan payment splits between interest and principal. Deliberate on our side: the Credit unit’s scope stops at revolving credit. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles, Housing articles.
- SSEPF4e Define nominal and real returns and explain how inflation affects interest-earning savings and investment accounts.Nominal and real returns, and what inflation does to an interest-earning account. The Investing unit prints no rate of return by design, which is what keeps it from going out of date — and what leaves this row open. Elsewhere on this site: Investing articles, Politics & Economy articles.
- SSEPF5b Describe the difference between progressive, regressive, and proportional taxes.Progressive, regressive and proportional taxes. The unit teaches what one person owes and why; how the system is shaped across incomes is economics, and the course carries it elsewhere. Elsewhere on this site: Taxes lessons & worksheets, Taxes articles.
- SSEPF6c Analyze and evaluate a sample loan application for credit worthiness and the ability to receive favorable interest rates.Analyzing a sample loan application for credit worthiness. Credit Day 5 reads a credit card statement, which is the account after it is open rather than the application for it. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles.
- SSEPF6d Explain the difference between revolving credit and installment credit.The difference between revolving credit and installment credit. The unit teaches revolving credit thoroughly and never sets the two terms against each other. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles.
- SSEPF6e Explain causes of personal bankruptcy and describe consequences of declaring bankruptcy.The causes and consequences of personal bankruptcy. No published objective covers it. Elsewhere on this site: Debt Relief articles, Credit & Debt articles.
- SSEPF8b Describe the impact a person's social media footprint can have on their career and finances.What a person’s social media footprint does to their career and their finances. No published objective covers it. Elsewhere on this site: Career lessons & worksheets, Jobs & Career articles.
- SSEPF9b Compare different methods for lodging consumer complaints (e.g., Better Business Bureau, online methods, and direct contact with business).Comparing ways to lodge a consumer complaint — the Better Business Bureau, online routes, going to the business directly. No published objective covers it. Elsewhere on this site: Scams & Fraud articles, Legal Basics articles.
- SSEPF9c Explain the primary purpose of important consumer legislation (i.e., the Truth in Lending Act, Fair Debt Collection Practices Act, Fair Credit Reporting Act, the Equal Housing Act, and the Dodd-Frank Act).The purpose of the Truth in Lending Act, the Fair Debt Collection Practices Act, the Fair Credit Reporting Act, the Equal Housing Act and Dodd-Frank. Named statutes are the clearest case of the units’ no-citation boundary, and this is the row a Georgia course has to supply itself. Elsewhere on this site: Legal Basics articles, Credit & Debt articles.
- SSEPF10c Describe steps that should be taken if a person is the victim of identity theft including getting replacement credit cards, freezing credit histories, alerting appropriate officials, and changing passwords.What to do after identity theft — replacing cards, freezing a credit history, alerting officials, changing passwords. Payments Day 2 disputes a wrong charge, which is a narrower thing than recovering an identity. Elsewhere on this site: Scams & Fraud articles, Legal Basics articles.
Scope
The 12 standards in this course that are not personal finance
The Personal Finance and Economics course carries 22 standards. 10 of them are the personal finance standards this page maps, through the 42 lettered elements beneath them. The rest are there for other reasons, and a crosswalk that claimed to teach them would not be worth much to you — so they are named here instead of quietly dropped.
- 4 Fundamentals of Economic Decision-Making (SSEF1-SSEF4) — economics rather than personal finance
- 3 Microeconomics (SSEMI1-SSEMI3) — economics rather than personal finance
- 3 Macroeconomics (SSEMA1-SSEMA3) — economics rather than personal finance
- 2 International (SSEIN1-SSEIN2) — economics rather than personal finance
The rest of the course is economics — scarcity and decision-making, markets, the national economy and international trade. A Georgia course teaches those, and this site has economics lessons that help; they are simply not what the personal finance half of the course asks for, so this page does not claim them.
For Your Documentation
Using this in a curriculum map
Copy the standard codes straight from the table into your planning documents. Each unit’s own page lists its five daily objectives, and the free pacing guide prints them in a one-page table you can attach to a curriculum map or hand to a department head.
If you also report against the national frameworks, the Jump$tart and CEE crosswalk maps the same library to those. For placement and end-of-course evidence, the assessments hub lists the free course diagnostic and the unit and course tests.
Teach the whole course
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