Lesson 5: Setting Up Bills For Your Life And Learning to Be Critical Consumers of Money
Secondary, Unit 1: Stash101 Rollout, Lesson 5
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What Has Government Done to Our Money? Classroom Action Items and Bills Job Descriptions

Lesson 5: Setting Up Bills For Your Life And Learning to Be Critical Consumers of Money

Learning Objective:

Students will receive their job and understand their income and monthly bills. 

Jump$tart Standard: Earning Income: 

8-2c. Assess personal skills and interests and match them to various career options.

12-4a. Identify different types of jobs and careers where wages and salaries depend on a worker’s productivity and skills.

SEL Competency: Self-awareness


Job Announcement (5 min)

Say: After I received your job applications, I assigned jobs based on what you included in your app—and those with the best job applications often got their first-choice job. If you didn’t get the job you wanted, that is okay. You will still experience the simulation and get the same knowledge out of the experience. 

Log in to your Stash101 account and see which job you have. Look through your classroom tasks and make sure you do them each time you come to class; otherwise, you may be put on probation or lose your job, just like in real life. 

Bill Setup and Reading Time (35-40 min)

Pass out a note card to each student.

Say: Write your name on the note card and then look at the specific description of your job. You need to write down any bills you will have. 

Teacher: mass apply bills to all students by clicking the green button to the left of “Settings” on your Home page. See below.

Classroom Bills:

Wifi fee: $50
Utilities: (Water, Trash, Electric): $30
Rent on your desk: $800

Have students turn in their index card with their name and bills to you.

Say: It seems like a lot of bills, right? That’s pretty similar to real life when you get older. But remember, you will also have the opportunity to make extra money with action items, such as being on time and turning in assignments on time. These actions will help you gain extra money for the auction and marketplace. And separately, you can lose money through action items if you don’t turn in assignments or don’t show up for class. 

Say: As the bankers and I input your individual bills, start reading the PDF of this book: What Has Government Done to Our Money? By Murray Rothbard—and be prepared to share your initial thoughts. 

Input student’s bills by going to Economy > Bills. 

Teacher note: Hopefully a really thoughtful and organic conversation will come from reading Rothbard’s book. The goal is to get students to not just participate in the “economy of money,” but also to start thinking critically about it. We want students to experience everything relating to money through Stash101, and to do so as an active and critical consumer, not just a passive absorber of information. This book should begin to get students’ wheels turning! You may wish to assign part or all of the book for students to read over the course of the class, with time periodically allotted for discussion.

Exit Ticket (5 min)

What are your initial thoughts about this book? What questions do you still have?