For New Jersey Teachers · Standards Alignment
New Jersey’s Personal Financial Literacy Standards, Mapped to a Ready-to-Teach Course
New Jersey requires students to complete a personal financial literacy course to graduate. This page sets out what the law asks for, lists all 55 of the state’s grades 9–12 personal financial literacy performance expectations, 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 New Jersey actually requires
New Jersey’s graduation requirements, in N.J.A.C. 6A:8-5.1, include at least 2.5 credits in financial, economic, business, and entrepreneurial literacy. ⭐ That is a credit requirement, not a course requirement — the rule requires credits rather than a named course, so districts decide which class carries them, which is why the useful question is not “which course?” but which of the standards your chosen delivery already covers.
The content is standard 9.1 Personal Financial Literacy of the New Jersey Student Learning Standards for Career Readiness, Life Literacies, and Key Skills (2020). The standard runs from kindergarten upward and states its expectations at the end of grades 2, 5, 8 and 12, and the standards are written to be integrated throughout all K-12 academic and technical content areas rather than taught alone. This page maps the end-of-grade-12 band: 55 performance expectations across eight disciplinary concepts.
⚠ A revision is in flight: a revised version of these standards went to the State Board of Education in November 2025, and the Department still publishes the 2020 document as the standards, which is what this page is built from. Check the Department’s standards page before you build a syllabus on them.
Check every detail against New Jersey’s own sources: the graduation requirements in N.J.A.C. 6A:8, the Department’s Career Readiness, Life Literacies & Key Skills page, and 9.1 Personal Financial Literacy itself — the file this page is built from. Districts decide which class carries the credits, 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 New Jersey performance expectations that unit carries, fully or in part. A standard taught by two units is counted on both, so these add to 53 rather than to the 34 standards the course addresses.
The Crosswalk
All 55 performance expectations, and how far the course covers each one
34 of the 55 performance expectations are addressed by a unit — 10 fully and 24 in part. Of the 21 that are not, 21 are served elsewhere on this site and are linked in the table. Standard codes and wording below are reproduced from standard 9.1 Personal Financial Literacy of the 2020 New Jersey Student Learning Standards for Career Readiness, Life Literacies, and Key Skills — the performance expectations for the end of grade 12.
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 eight disciplinary concepts; 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. Civic Financial Responsibility (CFR) is where the course leaves the most to supplement — 6 of its 6 performance expectations are carried by no unit — so plan for that disciplinary concept first. The table names every disciplinary concept.
The rows below are the 55 performance expectations for the end of grade 12, grouped by New Jersey’s own eight disciplinary concepts — the codes read 9.1.12.CDM.6 and 9.1.12.RM.3, where the letters are the concept and the last number is the expectation. ⭐ Three of those concepts are about things a practical personal finance course does not contain, and that is where nearly all of the uncovered rows sit: Civic Financial Responsibility is philanthropy, corporate governance and estate documents; Economic and Government Influences is tax policy and how citizens influence government; Financial Psychology is money scripts, behavioral bias and family money culture. They are real standards and a New Jersey course owes them — naming them here is more use than a bigger coverage number would be. ⚠ The other five concepts are where a course lives, and that is where the Fully and Partly rows cluster.
| Disciplinary Concept | Performance expectations | Fully | Partly | Not by a unit |
|---|---|---|---|---|
| CFR Civic Financial Responsibility | 6 | 0 | 0 | 6 |
| CDM Credit and Debt Management | 10 | 1 | 4 | 5 |
| CP Credit Profile | 9 | 2 | 5 | 2 |
| EG Economic and Government Influences | 6 | 0 | 2 | 4 |
| FI Financial Institutions | 4 | 1 | 3 | 0 |
| FP Financial Psychology | 7 | 1 | 3 | 3 |
| PB Planning and Budgeting | 6 | 4 | 2 | 0 |
| RM Risk Management and Insurance | 7 | 1 | 5 | 1 |
| All eight disciplinary concepts | 55 | 10 | 24 | 21 |
CFR · Civic Financial Responsibility
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.CFR.1 Civic Financial Responsibility |
Compare and contrast the role of philanthropy, volunteer service, and charities in community development and quality of life in a variety of cultures. | No unit — see Economics lessons & worksheets · Small Business articles |
| 9.1.12.CFR.2 Civic Financial Responsibility |
Summarize causes important to you and compare organizations you seek to support to other organizations with similar missions. | No unit — see Economics lessons & worksheets · Small Business articles |
| 9.1.12.CFR.3 Civic Financial Responsibility |
Research companies with corporate governance policies supporting the common good and human rights. | No unit — see Investing articles · Economics lessons & worksheets |
| 9.1.12.CFR.4 Civic Financial Responsibility |
Demonstrate an understanding of the interrelationships among attitudes, assumptions, and patterns of behavior regarding money, saving, investing, and work across cultures. | No unit — see Life Skills lessons & worksheets · Money Basics articles |
| 9.1.12.CFR.5 Civic Financial Responsibility |
Summarize the purpose and importance of estate planning documents (e.g., will, durable power of attorney, living will, health care proxy, etc.). | No unit — see Estate Planning articles |
| 9.1.12.CFR.6 Civic Financial Responsibility |
Identify and explain the consequences of breaking federal and/or state employment or financial laws. | No unit — see Legal Basics articles · Jobs & Career articles |
CDM · Credit and Debt Management
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.CDM.1 Credit and Debt Management |
Identify the purposes, advantages, and disadvantages of debt. | FullyCredit & Borrowing |
| 9.1.12.CDM.2 Credit and Debt Management |
Compare and contrast the advantages and disadvantages of various types of mortgages. | No unit — see Housing articles · Credit & Debt articles |
| 9.1.12.CDM.3 Credit and Debt Management |
Determine ways to leverage debt beneficially. | PartlyCredit & BorrowingNot covered here: The expectation is specifically about leveraging debt beneficially, and no published objective works a case where borrowing leaves someone better off. |
| 9.1.12.CDM.4 Credit and Debt Management |
Identify issues associated with student loan debt, requirements for repayment, and consequences of failure to repay student loan debt. | PartlyCareers & Paying for EducationNot covered here: Repayment requirements and the consequences of failing to repay are what this expectation is mostly about, and no published objective covers default, deferment or forgiveness. |
| 9.1.12.CDM.5 Credit and Debt Management |
Identify the types of characteristics of predatory lending practices and the importance of collateral (e.g., payday loans, car title loans, high-risk mortgages). | No unit — see Credit lessons & worksheets · Credit & Debt articles · Debt Relief articles |
| 9.1.12.CDM.6 Credit and Debt Management |
Compute and assess the accumulating effect of interest paid over time when using a variety of sources of credit. (e.g., student loans, credit cards, auto loans, mortgages, etc.). | PartlyCredit & Borrowing · Saving & Emergency FundsNot covered here: The expectation asks for that across a variety of sources of credit — student loans, auto loans, mortgages — and the unit works on a credit card. |
| 9.1.12.CDM.7 Credit and Debt Management |
Calculate a mortgage payment based on type of loan, down payment, credit score, and loan interest rate. | No unit — see Housing articles · Credit & Debt articles |
| 9.1.12.CDM.8 Credit and Debt Management |
Compare and compute interest and compound interest and develop an amortization table using business tools. | PartlySaving & Emergency Funds · Credit & BorrowingNot covered here: The expectation also asks for an amortization table built with business tools, and no published objective builds one. |
| 9.1.12.CDM.9 Credit and Debt Management |
Summarize the causes and consequences of personal and corporate bankruptcy and evaluate the implications for self and others. | No unit — see Debt Relief articles · Credit & Debt articles |
| 9.1.12.CDM.10 Credit and Debt Management |
Determine when credit counselling is necessary and evaluate the resources available to assist consumers who wish to use it. | No unit — see Debt Relief articles · Credit & Debt articles |
CP · Credit Profile
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.CP.1 Credit Profile |
Summarize how one's credit history can affect finances, including loan terms, employment, and qualifying for loans. | PartlyCredit & BorrowingNot covered here: Two of the three uses named are outside the published objectives: qualifying for employment and the effect on loan terms specifically, rather than on whether credit is granted. |
| 9.1.12.CP.2 Credit Profile |
Identify the advantages of maintaining a positive credit history. | FullyCredit & Borrowing |
| 9.1.12.CP.3 Credit Profile |
Summarize factors that affect a positive credit rating, including on-time payments, debt versus available credit, length of open credit, and how often you apply for credit. | PartlyCredit & BorrowingNot covered here: This expectation names four specific ones — on-time payments, debt against available credit, length of open credit and how often you apply — and the published objective promises general factors rather than that list. |
| 9.1.12.CP.4 Credit Profile |
Identify the skill sets needed to build and maintain a positive credit profile. | FullyCredit & Borrowing |
| 9.1.12.CP.5 Credit Profile |
Create a plan to improve and maintain an excellent credit rating. | PartlyCredit & BorrowingNot covered here: The expectation is a plan to improve a rating as well as maintain one, and no published objective works from a damaged record back up. |
| 9.1.12.CP.6 Credit Profile |
Explain the effect of debt on a person's net worth. | No unit — see Money Basics articles · Budgeting lessons & worksheets |
| 9.1.12.CP.7 Credit Profile |
Summarize factors that affect a particular credit scoring system. | PartlyCredit & BorrowingNot covered here: The expectation asks about a particular credit scoring system and how its factors are weighted, which no published objective goes into. |
| 9.1.12.CP.8 Credit Profile |
Identify different ways you can protect your credit. | PartlyCredit & Borrowing · Modern Payments, Scams & FraudNot covered here: The specific protections a New Jersey exam would ask for — freezing credit, monitoring a report, disputing what is wrong — are in no published objective. |
| 9.1.12.CP.9 Credit Profile |
Analyze the information contained in a credit report, how scores are calculated and used, and explain the importance of disputing inaccurate entries. | No unit — see Read a Credit Report printable pack · Credit & Debt articles |
EG · Economic and Government Influences
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.EG.1 Economic and Government Influences |
Review the tax rates on different sources of income and on different types of products and services purchased. | PartlyTaxes & First FilingNot covered here: The expectation covers rates on different sources of income and on products and services purchased — capital gains, sales tax — and the unit teaches the tax on a paycheck. |
| 9.1.12.EG.2 Economic and Government Influences |
Explain why various forms of income are taxed differently. | No unit — see Taxes lessons & worksheets · Taxes articles |
| 9.1.12.EG.3 Economic and Government Influences |
Explain how individuals and businesses influence government policies. | No unit — see Economics lessons & worksheets · Politics & Economy articles |
| 9.1.12.EG.4 Economic and Government Influences |
Explain the relationship between your personal financial situation and the broader economic and governmental policies. | No unit — see Economics lessons & worksheets · Politics & Economy articles |
| 9.1.12.EG.5 Economic and Government Influences |
Relate a country's economic system of production and consumption to building personal wealth, the mindset of social comparison, and achieving societal responsibilities. | No unit — see Economics lessons & worksheets · Politics & Economy articles |
| 9.1.12.EG.6 Economic and Government Influences |
Analyze the rights and responsibilities of buyers and sellers under consumer protection laws. | PartlyModern Payments, Scams & FraudNot covered here: The expectation frames it as rights and responsibilities under consumer protection laws, and these units name no statute by design. |
FI · Financial Institutions
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.FI.1 Financial Institutions |
Identify ways to protect yourself from identify theft | PartlyModern Payments, Scams & FraudNot covered here: The expectation asks for the protective routine as such: the personal information to withhold and the habits that keep it safe. That checklist is not in any published objective. |
| 9.1.12.FI.2 Financial Institutions |
Explain ways to manage your accounts that maximize benefits and provide you with the utmost protection. | FullyBanking & Checking · Modern Payments, Scams & Fraud |
| 9.1.12.FI.3 Financial Institutions |
Develop a plan that uses the services of various financial institutions to prepare for long term personal and family goals (e.g., college, retirement). | PartlySaving & Emergency Funds · Careers & Paying for Education · Investing & Long-Term GrowthNot covered here: The expectation asks for one plan spanning several institutions and a long horizon — college and retirement in the same document — and the published objectives plan each piece in its own unit. |
| 9.1.12.FI.4 Financial Institutions |
Research benefits and drawbacks of products offered by financial and non-financial companies (e.g., banks, credit unions, check-cashing stores, product warranty insurance). | PartlyBanking & CheckingNot covered here: The expectation is a comparison across companies — banks against credit unions, check-cashing stores, and non-financial companies selling things like product warranty insurance — and no published objective sets them beside each other. |
FP · Financial Psychology
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.FP.1 Financial Psychology |
Create a clear long-term financial plan to ensure its alignment with your values. | PartlySaving & Emergency Funds · Budgeting & First PaycheckNot covered here: This expectation asks for a long-term plan and for it to be checked against the student’s own values; the published objectives produce a plan for a goal, not for a life. |
| 9.1.12.FP.2 Financial Psychology |
Explain how an individual's financial values and goals may change across a lifetime and the adjustments to the personal financial plan that may be needed. | No unit — see Money Basics articles · Retirement Planning articles |
| 9.1.12.FP.3 Financial Psychology |
Relate the concept of delayed gratification (i.e., psychological distance) to meeting financial goals, investing and building wealth over time. | FullySaving & Emergency Funds · Investing & Long-Term Growth |
| 9.1.12.FP.4 Financial Psychology |
Identify how unconscious beliefs like "money scripts" (money avoidant, money worship, money status, money vigilant) influence financial decision-making. | No unit — see Risk & Decision-Making articles · Money Basics articles |
| 9.1.12.FP.5 Financial Psychology |
Evaluate how behavioral bias (e.g., overconfidence, confirmation, recency, loss aversion, etc.) affects decision-making. | PartlyInsurance & RiskNot covered here: The expectation lists others — overconfidence, confirmation, recency, loss aversion — and no published objective covers them. |
| 9.1.12.FP.6 Financial Psychology |
Evaluate the relationship of familial patterns, cultural traditions, and historical influences on financial practice. | No unit — see Risk & Decision-Making articles · Money Basics articles |
| 9.1.12.FP.7 Financial Psychology |
Determine how multiple sources of objective, accurate and current financial information affect the prioritization of financial decisions (e.g., print information, prospectus, certified financial planners, internet, sales representatives, etc.). | PartlyModern Payments, Scams & FraudNot covered here: The expectation is about financial information sources — a prospectus, a certified financial planner, a sales representative — and how using several changes a decision. That comparison is in no published objective. |
PB · Planning and Budgeting
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.PB.1 Planning and Budgeting |
Explain the difference between saving and investing. | FullyInvesting & Long-Term Growth · Saving & Emergency Funds |
| 9.1.12.PB.2 Planning and Budgeting |
Prioritize financial decisions by considering alternatives and possible consequences. | FullyRenting & Major Purchases · Budgeting & First Paycheck · Insurance & Risk |
| 9.1.12.PB.3 Planning and Budgeting |
Design a personal budget that will help you reach your long-term and short-term financial goals. | PartlyBudgeting & First PaycheckNot covered here: The budget this expectation asks for reaches long-term goals as well, and the published objectives build a month against a short-term goal. |
| 9.1.12.PB.4 Planning and Budgeting |
Explain how you would revise your budget to accommodate changing circumstances. | FullyBudgeting & First Paycheck |
| 9.1.12.PB.5 Planning and Budgeting |
Analyze how changes in taxes, inflation, and personal circumstances can affect a personal budget. | PartlyBudgeting & First Paycheck · Taxes & First FilingNot covered here: Inflation is the third force named and no published objective covers what it does to a household budget. |
| 9.1.12.PB.6 Planning and Budgeting |
Describe and calculate interest and fees that are applied to various forms of spending, debt and saving. | FullySaving & Emergency Funds · Credit & Borrowing · Banking & Checking · Investing & Long-Term Growth |
RM · Risk Management and Insurance
| Performance expectation | What it asks for | Where the course covers it |
|---|---|---|
| 9.1.12.RM.1 Risk Management and Insurance |
Describe the importance of various sources of income in retirement, including Social Security, employer-sponsored retirement savings plans, and personal investments. | PartlyInvesting & Long-Term GrowthNot covered here: The expectation names three sources and the other two — Social Security and personal investments as retirement income — are in no published objective. |
| 9.1.12.RM.2 Risk Management and Insurance |
Identify types of investments appropriate for different objectives such as liquidity, income, and growth. | PartlySaving & Emergency Funds · Investing & Long-Term GrowthNot covered here: The expectation asks which types of investment suit each objective, and the unit prints no product list by design. |
| 9.1.12.RM.3 Risk Management and Insurance |
Compare the cost of various types of insurance (e.g., life, homeowners, motor vehicle) for the same product or service, strategies to lower costs, and the process for filing an insurance claim. | PartlyInsurance & RiskNot covered here: The process for filing a claim is the third thing named, and the unit works out what a claim is worth rather than how it is made. |
| 9.1.12.RM.4 Risk Management and Insurance |
Determine when and why it may be appropriate for the government to provide insurance coverage rather than private industry. | No unit — see Insurance articles · Benefits articles · Social Security articles |
| 9.1.12.RM.5 Risk Management and Insurance |
Explain what self-insuring is and determine when it is appropriate. | PartlyInsurance & Risk · Saving & Emergency FundsNot covered here: The term self-insuring itself is never used, and this expectation asks the student to explain what it is. |
| 9.1.12.RM.6 Risk Management and Insurance |
Differentiate the costs benefits and features (e.g., riders, deductibles, umbrella policies) of renter's and homeowner's insurance. | PartlyRenting & Major Purchases · Insurance & RiskNot covered here: The expectation differentiates renter’s from homeowner’s insurance and names riders and umbrella policies; none of the three is in a published objective. |
| 9.1.12.RM.7 Risk Management and Insurance |
Evaluate individual and family needs for insurance protection using opportunity-cost analysis to determine if the amount of protection is adequate or over-insured. | FullyInsurance & Risk · Saving & Emergency Funds |
The Gaps
The 21 standards these units do not teach
No single course covers 55 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.
- 9.1.12.CFR.1 Compare and contrast the role of philanthropy, volunteer service, and charities in community development and quality of life in a variety of cultures.The role of philanthropy, volunteer service and charities in community development, compared across cultures. These units teach one household’s money; the community’s is a different subject. Elsewhere on this site: Economics lessons & worksheets, Small Business articles.
- 9.1.12.CFR.2 Summarize causes important to you and compare organizations you seek to support to other organizations with similar missions.Summarizing causes that matter to you and comparing the organizations that serve them. No published objective covers it. Elsewhere on this site: Economics lessons & worksheets, Small Business articles.
- 9.1.12.CFR.3 Research companies with corporate governance policies supporting the common good and human rights.Researching companies whose corporate governance policies support the common good and human rights. The Investing unit teaches the money before it reaches the market and never examines a company. Elsewhere on this site: Investing articles, Economics lessons & worksheets.
- 9.1.12.CFR.4 Demonstrate an understanding of the interrelationships among attitudes, assumptions, and patterns of behavior regarding money, saving, investing, and work across cultures.Attitudes, assumptions and patterns of behavior about money, saving, investing and work across cultures. Saving Day 1 asks why saving is hard for one student; it does not compare cultures. Elsewhere on this site: Life Skills lessons & worksheets, Money Basics articles.
- 9.1.12.CFR.5 Summarize the purpose and importance of estate planning documents (e.g., will, durable power of attorney, living will, health care proxy, etc.).The purpose and importance of estate planning documents — a will, durable power of attorney, living will, health care proxy. No unit teaches them. Elsewhere on this site: Estate Planning articles.
- 9.1.12.CFR.6 Identify and explain the consequences of breaking federal and/or state employment or financial laws.The consequences of breaking federal or state employment or financial laws. These units print no statute by design, so that nothing they print goes out of date. Elsewhere on this site: Legal Basics articles, Jobs & Career articles.
- 9.1.12.CDM.2 Compare and contrast the advantages and disadvantages of various types of mortgages.Comparing types of mortgages. The Renting unit teaches what housing costs and prints no loan math by design; mortgages are the clearest case of that boundary. Elsewhere on this site: Housing articles, Credit & Debt articles.
- 9.1.12.CDM.5 Identify the types of characteristics of predatory lending practices and the importance of collateral (e.g., payday loans, car title loans, high-risk mortgages).Predatory lending and the role of collateral — payday loans, car title loans, high-risk mortgages. The unit teaches what ordinary credit costs; it never names the lender designed to cost more. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles, Debt Relief articles.
- 9.1.12.CDM.7 Calculate a mortgage payment based on type of loan, down payment, credit score, and loan interest rate.Calculating a mortgage payment from the loan type, down payment, credit score and rate. Outside the units’ scope by design. Elsewhere on this site: Housing articles, Credit & Debt articles.
- 9.1.12.CDM.9 Summarize the causes and consequences of personal and corporate bankruptcy and evaluate the implications for self and others.The causes and consequences of personal and corporate bankruptcy. No published objective covers it. Elsewhere on this site: Debt Relief articles, Credit & Debt articles.
- 9.1.12.CDM.10 Determine when credit counselling is necessary and evaluate the resources available to assist consumers who wish to use it.When credit counseling is necessary and what resources exist for it. Elsewhere on this site: Debt Relief articles, Credit & Debt articles.
- 9.1.12.CP.6 Explain the effect of debt on a person's net worth.The effect of debt on 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.
- 9.1.12.CP.9 Analyze the information contained in a credit report, how scores are calculated and used, and explain the importance of disputing inaccurate entries.Reading a credit report, how scores are calculated from it, and why an inaccurate entry must be disputed. The unit teaches the score and never the report. Elsewhere on this site: Read a Credit Report printable pack, Credit & Debt articles.
- 9.1.12.EG.2 Explain why various forms of income are taxed differently.Why various forms of income are taxed differently. The Taxes unit prints no bracket and no rate by design, which is what keeps it from going out of date, and this expectation is about exactly those rates. Elsewhere on this site: Taxes lessons & worksheets, Taxes articles.
- 9.1.12.EG.3 Explain how individuals and businesses influence government policies.How individuals and businesses influence government policies. This is civics rather than personal finance, and no unit teaches it. Elsewhere on this site: Economics lessons & worksheets, Politics & Economy articles.
- 9.1.12.EG.4 Explain the relationship between your personal financial situation and the broader economic and governmental policies.The relationship between a person’s own financial situation and broader economic and government policy. Elsewhere on this site: Economics lessons & worksheets, Politics & Economy articles.
- 9.1.12.EG.5 Relate a country's economic system of production and consumption to building personal wealth, the mindset of social comparison, and achieving societal responsibilities.Relating a country’s economic system to building personal wealth, the mindset of social comparison and societal responsibility. Elsewhere on this site: Economics lessons & worksheets, Politics & Economy articles.
- 9.1.12.FP.2 Explain how an individual's financial values and goals may change across a lifetime and the adjustments to the personal financial plan that may be needed.How financial values and goals change across a lifetime, and what that does to a plan. No published objective reaches past the current year. Elsewhere on this site: Money Basics articles, Retirement Planning articles.
- 9.1.12.FP.4 Identify how unconscious beliefs like "money scripts" (money avoidant, money worship, money status, money vigilant) influence financial decision-making.Money scripts — the unconscious beliefs (money avoidant, money worship, money status, money vigilant) behind a financial decision. This site covers the behavioral side elsewhere; no unit teaches it. Elsewhere on this site: Risk & Decision-Making articles, Money Basics articles.
- 9.1.12.FP.6 Evaluate the relationship of familial patterns, cultural traditions, and historical influences on financial practice.The influence of family patterns, cultural traditions and history on how a person handles money. Elsewhere on this site: Risk & Decision-Making articles, Money Basics articles.
- 9.1.12.RM.4 Determine when and why it may be appropriate for the government to provide insurance coverage rather than private industry.When and why it may be appropriate for government rather than private industry to provide insurance coverage. No published objective covers it. Elsewhere on this site: Insurance articles, Benefits articles, Social Security articles.
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.
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