Title: Banking

Authors: Rosanne Rushton & Bernadette Iuliucci

Grade Level: 9 – 12

School Address:
New York State School for the Deaf
401 Turin Street
Rome, NY 13440

315 – 337-8400

DECLARATIVE

PROCEDURAL

• In-depth understanding of the role/function of banks
• Can explain why people use banks
• Familiar with banking vocabulary
• Can recognize and explain various bank forms
• Can spell number words
• Can identify resources ( i.e. people) who can answer questions or clarify information
• Familiar with variety of services banks provide
• In-depth understanding of the monetary cycle after a check is written
• Can explain the difference between credit unions and banks

• Can complete bank forms
• Can reconcile a checkbook
• Can use knowledge of banking to establish criteria for the bank of their choice
• Can compare their criteria with two or three banks and draw conclusion about which bank matches their criteria
• Can communicate their needs or questions to bank personnel
• Can set up a bank account at a local

bank

FRAMEWORK

STANDARD

INDICATORS

SOCIAL STUDIES—

COMMENCEMENT LEVEL

4--ECONOMICS

• IDENTIFY, LOCATE, AND EVALUATE ECONOMIC INFORMATION FROM STANDARD REFERENCE WORKS
• DEFINE AND APPLY BASIC ECONOMIC CONCEPTS SUCH AND MONEY AND BANKING

HEALTH, PHYSICAL EDUCATION, AND HOME ECONOMICS—COMMENCEMENT LEVEL

3---RESOURCE MANAGEMENT

• ANALYZE A WIDE RANGE OF FACTORS RELATED TO MANAGING PERSONAL RESOURCES TO BALANCE OBLIGATIONS TO WORK, FAMILY AND SELF

CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES: COMMENCEMENT LEVEL

2—INTEGRATED LEARNING

• DEMONSTRATE THE INTEGRATION AND APPLICATION OF ACADEMIC AND OCCUPATIONAL SKILLS IN THEIR SCHOOL LEARNING, WORK AND PERSONAL LIVES

CAREER DEVELOPMENT AND OCCUPATIONAL STUDIES--COMMENCEMENT LEVEL

3A—UNIVERSAL FOUNDATION SKILLS

• LISTEN TO READ THE IDEAS OF OTHERS AND EXPRESS THEMSELVES ORALLY AND IN WRITING
• USE IDEAS AND INFORMATION TO WRITE
• USE IDEAS AND INFORMATION TO MAKE DECISIONS AND SOLVE PROBLEMS
• DEMONSTRATE THE PERSONAL QUALITIES THAT LEAD TO RESPONSIBLE BEHAVIOR
• APPLY THEIR KNOWLEDGE OF TECHNOLOGY TO IDENTIFY AND SOLVE PROBLEMS
• USE TECHNOLOGY TO ACQUIRE, ORGANIZE AND COMMUNICATE INFORMATION
• ALLOCATE RESOURCES TO COMPLETE A TASK

MATHEMATICS, SCIENCE AND TECHNOLOGY—INTERMEDIATE LEVEL

3—MATHEMATICS

• ADD SUBTRACT, MULTIPLY AND DIVIDE FRACTIONS, DECIMALS AND INTEGERS

MATHEMATICS, SCIENCE, AND TECHNOLOGY INTERMEDIATE LEVEL

5—TECHNOLOGY

• DESCRIBE HOW OUTPUTS OF TECHNOLOGICAL SYSTEM CAN BE DESIRED, UNDESIRED, EXPECTED OR UNEXPECTED
• SELECT APPROPRIATE TECHNOLOGICAL SYSTEMS ON THE BASIS OF SAFETY, FUNCTION, COST, EASE OF OPERATION AND QUALITY OF POST-PURCHASE SERVICE

• LOCATE AND UTILIZE A RANGE OF PRINTED, ELECTRONIC AND HUMAN INFORMATION RESOURCES TO OBTAIN IDEAS

ENGLISH LANGUAGE ARTS COMMENCEMENT LEVEL

1—READING

• READ AND FOLLOW WRITTEN COMPLEX DIRECTIONS AND PROCEDURES TO SOLVE PROBLEMS AND ACCOMPLISH TASKS
• RECOGNIZE THE DEFINING FEATURES AND STRUCTURES OF INFORMATIONAL TEXTS
• IDENTIFY THE PURPOSE OF READING
• DETERMINE THE MEANING OF UNFAMILIAR WORDS BY USING CLASSROOM AND OTHER RESOURCES
• USE STRATEGIES TO ASSIST IN COMPREHENSION
• ANALYZE AND INTEGRATE DATA, FACTS, AND IDEAS TO COMMUNICATE INFORMATION

ENGLISH, LANGUAGE, ARTS—COMMENCEMENT LEVEL

1—WRITING—FOR INFORMATION AND UNDERSTANDING

• TAKE NOTES AND ORGANIZE INFORMATION FROM WRITTEN AND LECTURES
• APPLY NEW INFORMATION IN DIFFERENT CONTEXTS AND SITUATIONS
• USE AN ORGANIZATIONAL FORMAT THAT PROVIDES DIRECTION, COHERENCE AND UNITY
• USE COMPUTER TECHNOLOGY TO CREATE, MANIPULATE, AND EDIT TEXT

ENGLISH, LANGUAGE, ARTS COMMENCEMENT LEVEL

1—LISTENING FOR INFORMATION AND UNDERSTANDING

• LISTEN TO SMALL AND LARGE GROUP DISCUSSIONS TO INTERPRET INFORMATION AND IDEAS
• LISTEN TO AND FOLLOW COMPLEX DIRECTIONS OR INSTRUCTIONS
• IDENTIFY SPEAKER’S PURPOSE AND MOTIVE FOR COMMUNICATING INFORMATION
• DETERMINING THE NEED FOR MORE INFORMATION FOR CLARIFICATION
• LISTEN RESPECTFULLY AND RESPONSIVELY
• RECOGNIZE THE USE AND IMPACT OF EFFECTIVE LANGUAGE
• RECOGNIZE CONTENT UNIQUE TO PARTICULAR GROUPS OF PEOPLE

ENGLISH. LANGUAGE, ARTS—COMMENCEMENT LEVEL

1—SPEAKING FOR INFORMATION AND UNDERSTANDING

• SPEAK TO SHARE INFORMATION AND IDEAS
• ASK AND RESPOND TO PROBING AND CHALLENGING QUESTIONS TO ACQUIRE INFORMATION
• RESPOND RESPECTFULLY
• INITIATE COMMUNICATION WITH PEERS AND ADULTS IN SCHOOL AND LOCAL COMMUNITY
• USE NONVERBAL COMMUNICATION TECHNIQUES TO HELP DISCLOSE MESSAGE

ENGLISH, LANGUAGE, ART

3—READING FOR CRITICAL ANALYSIS AND EVALUATION

• READ TO ANALYZE AND EVALUATE IDEAS, INFORMATION, OPINIONS, ISSUES, AND EXPERIENCES FROM ACADEMIC AND NONACADEMIC SOURCES
• FORM OPINIONS AND MAKE JUDGEMENTS ABOUT THE VALIDITY AND ACCURACY OF INFORMATIONAL, INTERPRETIVE, IMAGINATIVE AND PERSUASIVE TEXTS
• GENERATE A LIST OF SIGNIFICANT QUESTIONS TO ASSIST WITH ANALYSIS AND EVALUATION OF TEXTS
• ANALYZE AND EVALUATE NONFICTION TEXTS
• SELECT, REJECT AND RECONCILE IDEAS AND INFORMATION IN LIGHT OF PRIOR KNOWLEDGE, EXPERIENCES, BELIEFS AND BIASES

ENGLISH, LANGUAGE, ARTS

3—WRITING FOR CRITICAL ANALYSIS AND EVALUATION

• USE AN ORGANIZATIONAL FORMAT THAT PROVIDES DIRECTION, COHERENCE AND UNITY
• USE COMPUTER TECHNOLOGY TO CREATE, MANIPULATE AND EDIT TEXT

ENGLISH, LANGUAGE, ARTS

3—LISTENING FOR CRITICAL ANALYSIS AND EVALUATION

• LISTEN TO ANALYZE AND EVALUATE INFORMATION IDEAS, OPINIONS, ISSUES, THEMES, AND EXPERIENCES FROM A RANGE OF ACADEMIC AND NONACADEMIC PRESENTATIONS
• EVALUATE THE EXPERTISE AND POSSIBLE BIAS OF THE SPEAKER IN ORDER TO JUDGE THE VALIDITY OF THE CONTENT

LEARNING ACTIVITY ONE—FIRST WEEK AFTER INITIALING ACTIVITY

--DISCUSS INITIATING EXPERIENCE USING A BULLETIN BOARD OF COMPARING STUDENT SPENDING WORKSHEETS—

--SHARE SPENDING EXPERIENCES—

--SHARE PROBLEMS

--RECORD EXPENDITURES

LEARNING ACTIVITY TWO—INTRODUCE CONCEPT OF BANKING

--KWL—ON A TRANSPARENCE

-- LIST KNOWLEDGE OF STUDENTS

--DISTRIBUTE NOTEBOOKS FOR STUDENT TO KEEP VOCABULARY WORDS AND TAKE NOTES

--GIVE INITIAL BANKING VOCABULARY LIST

--SHARE KNOWLEDGE OF BANKING

--SHARE WHAT THEY WANT TO LEARN ABOUT BANKING

--ON THEIR OWN AND WITH RESOURCES, FIND MEANINGS OF VOCABULARY WORDS

--SET UP PAGE FOR CRITERIA OF CHOOSING A BANK

LEARNING ACTIVITY THREE—HOW DO WE FIND A BANK

--ASK STUDENTS HOW DO WE FIND A BANK—RECORD ANSWERS-RESEARCH INTERNET FOR INFORMATION ABOUT DIFFERENT BANKS

--LIST RESPONSES ON THE BOARD—FIND NAMES OF BANKS USING TELEPHONE BOOK AND NEWSPAPER

LEARNING ACTIVITY FOUR—FIRST VISIT TO BANK AND ATM MACHINE

--CHAPERONE STUDENTS

--RELATE VOCABULARY WORDS TO BANKS ENVIRONMENT

--RELATE VOCABULARY WORDS TO BANKING ENVIRONMENT—

--COLLECT BANKING FORMS

--COMPLETE AN ACTIVITY SHEET

LEARNING ACTIVITY FIVE—SAVING ACCOUNT

--INTRODUCE SAVINGS ACCOUNT VOCABULARY

--KINDS OF SAVING ACCOUNTS AND PERSONAL INFORMATION NEEDED TO OPEN AN ACCOUNT

--HOW TO OPEN A SAVINGS ACCOUNT

--MAKES CYCLE CHART OF SAVING ACCOUNT TRANSACTION

--MODEL HOW TO LOCATE INFORMATION ON A BANK STATEMENT

--RECORD VOCABULARY WORDS IN THEIR NOTEBOOKS

--FILL OUT A SIGNATURE CARD

--FILL OUT DEPOSIT AND WITHDRAWAL SLIPS

--OBTAIN A STUDENT ID CARD TO USE FOR IDENTIFICATION AT THE BANK

--DISCUSS WHAT HAPPENS TO MONEY IN THE SAVINGS ACCOUNT

--REVIEW MATH SKILLS

--LOCATE INFORMATION ON BANK

STATEMENT

--LIST CRITERIA FOR A SAVING ACCOUNT FOR THEMSELVES IN NOTEBOOKS

LEARNING ACTIVITY SIX—CHECKING ACCOUNT

--ADMINISTRATE SPELLING TEST OF NUMBERS AND MONTHS

--GIVE NEW VOCABULARY WORDS

--SHOW THE PARTS OF A CHECK

--DEMONSTRATE HOW TO COMPLETE A CHECK

--DEMONSTRATE THE CYCLE OF A WRITTEN CHECK

--MODEL THE PROCEDURE OF BALANCING A CHECKING ACCOUNT

--SPELL NUMBERS AND MONTHS

--REVIEW MATH SKILLS (+) (-)

--RECORD NEW VOCABULARY

--FILL OUT DEPOSIT AND WITHDRAWAL SLIPS FOR CHECKING ACCOUNT

--PRACTICE WRITING CHECK

--PRACTICE RECORDING TRANSACTION IN CHECK REGISTER—AND DOING MAT

--PRACTICE BALANCING A CHECK BOOK

--ADD CRITERIA FOR CHECKING ACCOUNT FOR THEMSELVES TO NOTEBOOK

--USE QUICKBOOKS OR OTHER SOFTWARE TO KEEP CHECKBOOK INFORMATION

LEARNING ACTIVITY SEVEN—COMPARING SAVINGS AND CHECKING ACCOUNT

--GUIDE STUDENTS TO COMPARE THE SIMILARITIES AND DIFFERENCES OF SAVING AND CHECKING ACCOUNTS

--MAKE A CHART COMPARING THE SIMILARITIES AND DIFFERENCES OF SAVING AND CHECKING ACCOUNTS

LEARNING ACTIVITY EIGHT—SERVICE OF A BANK

--INTRODUCE ADDITIONAL SERVICES BANKS PROVIDE—LOANS, SAFETY DEPOSIT BOX,

TAX INFORMATION. FINANCIAL PLANNING

--MODELS APPLICATION FOR SUCH SERVICES

--INTRODUCE NEW VOCABULARY

--RECORD VOCABULARY IN NOTEBOOKS

--PRACTICE COMPLETING APPLICATIONS

--LIST CRITERIA FOR SERVICES OF BANK FOR THEMSELVES

-LEARNING ACTIVITY NINE— SECOND VISIT VARIOUS BANKS AND A CREDIT UNION

--ACCOMPANIES CLASS TO A VARIETY OF BANKS

--ARRANGES TOURS TO SEE BANK SERVICE AREAS (SAFETY DEPOSIT BOX AREA)

--EXPLAINS STUDENTS ARE RESPONSIBLE FOR GATHERING SPECIFIC BANK INFORMATION, PAMPHLETS, FORMS.

--GATHER INFORMATION TO COMPLETE A COMPARISON MATRIX THAT MEETS THEIR CRITERIA

--GATHER INFORMATION FOR TEACHER GIVEN CRITERIA

--OBSERVE BANK SERVICE AREAS

--COLLECT BANK INFORMATION

--SCAVENGER HUNT ACTIVITY SHEET

LEARNING ACTIVITY TEN--

--MODEL HOW TO USE A COMPARISON MATRIX TO MAKE A DECISION

--EXPLAIN THAT EACH STUDENT WILL PRESENT THEIR RESULTS WITH SUPPORTING EVIDENCE

--AS A CLASS USING A VENN DIAGRAM COMPARE A CREDIT UNION AND A BANK

--INDIVIDUALLY (IN CLASS) USE COMPARISON MATRIX TO SELECT THE BANK THAT BEST MEETS THEIR CRITERIA

--INDIVIDUALLY (FOR HOMEWORK) WRITE AN EXPLANATION OF WHY THEY PICKED THE PARTICULAR BANK

LEARNING ACTIVITY ELEVEN

--MODEL HOW TO PRESENT INFORMATION FROM MATRIX DECISION

(USING FLOW CHART)

--PRACTICE WITH PARTNER TO PREPARE PRESENTATION FOLLOWING FLOW CHART

--SHARE DECISION AND EXPLANATION TO THE CLASS

LEARNING ACTIVITY

TWELVE

--STUDENTS SHOW IN GRAPH FORM HOW THE AMOUNT OF MONEY THEY HAVE NOW COMPARES WITH HOW MUCH THEY WOULD HAVE HAD IF THEY HAD USED THE BANK SERVICES—HOW BANKING AFFECTS THEIR LIVES

STUDENTS WILL PRESENT THIS GRAPH TO THE CLASS WHEN THEY GIVE THEIR FINAL PRESENTATION.

Opening

an Account

4—Great work ready for a checkbook

3—You are doing good, need a reminder

2—You are doing ok, need to review

1—You are not ready for a checkbook

Pick a bank

Independently arrive at the bank

Contact person at customer service independently

Have all personal information needed with you

Open the account with initial deposit

Student

Presentation Rubric

4—Great work ready for a checkbook

3—you are dong good need a reminder

2—You are doing ok need to review

1—You are not ready for a checkbook at this time

Student’s dress is neat and appropriate for a presentation

Student knows material—uses notes as a reminder

Students states facts in an organized manner presently the event in sequence

Used overheads and other visual aids

Answered questions completely

Keeping a checkbook rubric

4—Great work—ready for a checkbook

3—You are dong good need a reminder

2—You are doing ok need to review

1—You are not ready for a checkbook at this time

Students record opening balance correctly

Students record all deposit correctly

Students record all written checks correctly

Students spell words and numbers on checks correctly

Students complete the required information on the check correctly

Students add and subtract the checkbook transaction correctly

End of the month the student reconciles checkbook and bank balance resulting in matching balances

K

What do I know?

W

What do I want to learn?

L

What did I learn?

Close to home

Free checking

Free savings

Monthly Fee

Minimum Balance

Additional Services

Rome Savings Bank

Marine Midland Bank

Savings Bank of Utica

NBT

M & T

Fleet Bank