| (F) develop strategies to become a low-risk borrower
by improving and understanding one's personal credit score.
(18) Personal financial literacy. The student applies
critical-thinking skills to analyze the costs and benefits of personal
financial decisions. The student is expected to:
(A) examine ways to avoid and eliminate credit card
debt;
(B) evaluate the costs and benefits of declaring personal
bankruptcy;
(C) evaluate the costs and benefits of buying insurance;
and
(D) evaluate the costs and benefits of charitable giving.
(19) Personal financial literacy. The student understands
how to provide for basic needs while living within a budget. The student
is expected to:
(A) evaluate the costs and benefits of renting a home
versus buying a home; and
(B) assess the financial aspects of making the transition
from renting to home ownership.
(20) Personal financial literacy. The student understands
the various methods available to pay for college and other postsecondary
education and training. The student is expected to:
(A) understand how to complete the Free Application
for Federal Student Aid (FAFSA) provided by the United States Department
of Education;
(B) research and evaluate various scholarship opportunities
such as those from state governments, schools, employers, individuals,
private companies, nonprofits, and professional organizations;
(C) analyze and compare student grant options;
(D) analyze and compare student loan options, including
private and federal loans; and
(E) research and evaluate various work-study program
opportunities.
(21) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including
technology. The student is expected to:
(A) analyze economic information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions;
(B) create economic models, including production-possibilities
curves, circular-flow charts, and supply-and-demand graphs, to analyze
economic concepts or issues;
(C) explain a point of view on an economic issue;
(D) analyze and evaluate the validity of economic information
from primary and secondary sources for bias, propaganda, point of
view, and frame of reference; and
(E) evaluate economic data using charts, tables, graphs,
and maps.
(22) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly; and
(B) create written, oral, and visual presentations
of economic information using effective communication skills, including
proper citations and avoiding plagiarism.
(23) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to use problem-solving and decision-making
processes to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement
a solution, and evaluate the effectiveness of the solution.
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