Loan Application: Have students go through the process of applying for a loan. You might wish to invite a financial advisor from a local bank or trust company to visit the class and discuss whether or not the loan would be granted — and why or why not — as well as the whole issue of credit worthiness.
	Career Plan: Have students develop a "career plan" much as they might develop a "business plan." For example, what are their goals? What do they want out of a career? What are the opportunities that interest them the most? What specific career ideas would they put on a short list? How would they research to narrow the possibilities so they could pick their most favourite? What would be needed in their plan to make it possible to pursue the career objective selected? And so on.
	Challenge students to identify all the "entrepreneurial opportunities" they can find in the local community, evaluate them, and select the best one. Have each student briefly present his or her "best opportunity." List them all. Discuss them as a class and pick the overall best one.
	Go Hollywood: Ask students to identify major movies that focus on or illustrate something about money. Challenge them to find examples of wise decisions, poor decisions, and clear lessons. Ask students to bring in one selected movie and play an excerpt. Discuss the point illustrated in the excerpt. Discuss the role of movies and television in influencing people's views of money and money issues.
	Poverty: Assign the topic of poverty for student research. How is poverty defined? Who are "the poor"? What are the causes of poverty? What are the consequences of poverty? What is being done to help alleviate poverty? What stands in the way of those trying to escape poverty?
	The Stock Market: As a class, monitor the performance of the stock market over the course of a week, a couple of weeks, or a month. Discuss the changes in "the market" and the reasons for them. Ask students to bring in current, relevant articles, along with their questions, to discuss specific companies, issues, and so on that have affected changes in the stock market. Follow movements in the daily prices of a few selected stocks, and discuss each day the reasons why those price changes may have occurred.
	Job Interview: Conduct simulated job interviews with selected students role-playing prospective candidates.
	Entrepreneurial Potential: Have students write a personal report, entitled "My Entrepreneurial Potential," discussing their interest in, and abilities related to, entrepreneurship. Refer to the following web sites for help in assisting students with exploring their potential. Are you ready for the demands of an entrepreneurial career? This resource will help you determine your ability to handle the stress. http://strategis.ic.gc.ca/SSG/mi02602e.html Check your entrepreneurial potential online at Entreworld. http://interactive.wsj.com/public/current/articles/SB868575617418206500.htm If you really want to get into a detailed self-assessment quiz, try this one. It covers 74 questions, with a complete debriefing. It also offers a chance for you to assess your business management skills, your personal financial situation, and your eligibility for loans or other forms of financing. http://strategis.ic.gc.ca/SSG/mi02602e.html If you are considering starting a home-based business, you may want to try this assessment resource that was designed especially for anyone planning to operate a home-based business. http://strategis.ic.gc.ca/SSG/mi01365e.html
	The Workplace: Assemble a panel of local employers to speak to students about the changing nature of the workplace. Prepare a wallboard where students can post articles related to conditions and changes in the workplace.
	Budget Realities: Ask students to use the sample budget in Money and Youth (p. 77) to develop a list of what they think their expenses are each month. Then have them monitor their expenses for two to three months and compare their actual spending with their estimates.
	Moving Out: Ask students to estimate what their monthly costs would be if they moved out to live on their own. Then have students work out a detailed monthly budget based on gathering real living costs in their community (e.g., rent, utilities, food, transportation).
	Good Buys: Give each student the same list of items. Challenge each student to find the best price for each item listed. They have to find the items in the local community and indicate the seller and date on which the item was priced. Determine which student can come up with the lowest total cost and which student found, or negotiated, the lowest price for each individual item.
	Net Worth: Have each student submit an estimate of the average net worth of the students in the class. Then have each student estimate his/her own net worth based on the value of things they own (e.g., bike, books, skateboard, CDs, clothes, CD players) minus what they owe and hand it in on an unsigned piece of paper. Then calculate the average net worth of the students in the class and see which original estimate came closest.
	Stock Market Game: As a class, participate in the Wilfrid Laurier University "Stock Market Competition." Obtain information on the competition from the following source: Wilfrid Laurier University Business Economics Training Aids (BETA) 75 University Avenue West, Waterloo, Ontario N2L 3C5 Tel: (519) 884-1970 ext. 6581 Fax: (519) 886-9351 E-mail: srung@wlu.ca Web site: http://invest.wlu.ca
	Government Assistance: As a class, research all the sources of information related to financial assistance available to youth (e.g., loans, grants, scholarships, income support programs).
	Pick a Bank: Divide students into groups. Ask each group to develop a set of criteria to guide their choice of a financial institution that would best meet their needs. Using this criteria, each group should check out the various local banking alternatives, and then make a presentation on the institution it would choose and why.
	Pick a Card: Related to the above activity, ask students to decide which kind of credit card — and from which institution — they would pick and to provide a clearly stated rationale for their choice.
	Get It Cheap: Ask students, as a class, to make a list of items that they will most need/want over the next five years. Have them research the Internet, buying guides, and so forth to make a list of all the ways and sources they can try to get things (e.g., clothes, travel, CDs, food, books, school supplies, movie tickets) at a reasonable — perhaps great — price.