Building Native CommunitiesFINANCIAL SKILLS FOR FAMILIES

Fifth Edition

INSTRUCTOR GUIDEP A R T I C I P A N T ’ S W O R K B O O K

Buildi

ng NativeCommunities

Financial Skills for Families

F O U R T H E D I T I O N

Chapter EBNC:FSF Session 1 Best Practices and Training Techniques

AcknowledgmentsThis 2016 version of the Building Native Communities: Financial Skills for Families - Intructor Guide was compiled and written by Krystal Langholz, Caleb Selby, Sarah Dewees, and Shawn Spruce. A debt is owed to Vickie Oldham-John and Natasha Shulman and their Advisory Committee for writing the previous edition of this guide. We thank The Rose Foundation and the Paul G. Allen Foundation for funding this project and we thank the Fannie Mae Foundation for supporting this project in its earliest phases.

In 2000, First Nations Development Institute and the Fannie Mae Foundation developed the personal financial education curriculum Building Native Communities: Financial Skills for Families. The curriculum has been revised several times, and in 2016 First Nations Development Institute and First Nations Oweesta Corporation finalized the 5th edition of the Building Native Communities: Financial Skills for Families curriculum and this Instructor Guide. First Nations Development Institute and First Nations Oweesta Corporation thank The Rose Foundation and the Paul G. Allen Foundation for funding this revision. To accompany the revised participant workbook, First Nations Development Institute and First Nations Oweesta Corporation worked with an Advisory Committee of practitioners led by Caleb Selby, Krystal Langholz, Sarah Dewees, and Shawn Spruce to create this Instructor Guide. We would like to thank the following individuals for their assistance, careful reading, and feedback: Arnold Blum, Gallup Central High School; Lisa Garcia, Salt River Financial Service Institution; Sunny Guillory, Northwest Indian College; Christopher Hansen, First Nations Oweesta Corporation; Spawn Spruce, Independent Consultant; Dawn Wesley, Tlingit-Haida Housing Authority; Tawny Wilson, First Nations Development Institute; and Shawn Winters, Chi. Ishobak, Inc. A special thanks also to TM Design for providing design and layout services.

DisclaimerAll names and examples provided in the Building Native Communities: Financial Skills for Families 5th Edition Instructor Guide are fictional. Any resemblance to actual individuals or their financial situations is coincidental. The Building Native Communities curriculum is intended to be used as guidance and should not be relied on as legal or tax advice. Please seek the counsel of a qualified attorney or tax professional for further assistance. The authors and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication.

More InformationTo obtain additional copies of this workbook, more information about training opportunities for your community, or to become a certified instructor, please visit the First Nations Oweesta Corporation website at www.oweesta.org or email info@oweesta.org. You can also access these materials at www.BNCweb.org.

© First Nations Development Institute and First Nations Oweesta Corporation 2016.

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Chapter E: Best Practices for Teaching Session 1

for Building Native Communities: Financial Skills for Families

This chapter is designed to help you teach the Building Native Communities: Financial Skills for Families curriculum. It has ideas for games, exercises, and teaching techniques that will enhance your delivery of Session 1. Answers to the exercises in this session are provided in Chapter K: Answer Key.

Session Description

This session lays the conceptual groundwork for the curriculum. Participants will:· Discuss the traditional resource management practices in their community.· Evaluate the economic dynamics of their community.· Identify actions to build a healthier local economy. · Learn about the influence advertising has over their spending habits. · Become more educated consumers.

Games and Teaching Techniques

As participants often benefit from seeing concepts explained in several ways, the following section presents games and teaching techniques for specific topics and exercises. See the Session Preparation and Training Techniques chapter for general ideas that can be applied to any exercise.

The Circle of Life Exercise – Page 2 The Circle of Life exercise can be explored in small groups or with all participants. There are a number of ways to approach this exercise:

• Divide participants into several small groups and ask each to develop a Circle of Life drawing. After some time, bring the groups together to share their work and have each group report out. Use a flip chart to record ideas. You might even develop one large Circle of Life as a flip chart or other visual illustration for the community that combines all their thoughts and efforts.

• Work with the entire group to create a Circle of Life. Prior to the session, develop an outline of the Circle of Life to use with your magic wall. Come prepared with paper, and hang participants’ ideas around the circle.

• Invite a community elder or historian to participate in the session. Prepare them ahead of time so they can share stories about traditional resource management practices. Then ask students to work through the exercise after the presentation or as a homework assignment.

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The Circle of Life Exercise – Page 2 (cont.)• Make this exercise an ongoing part of your sessions. Ask participants to speak with family and

community members to gather more information and continue to add to the circle. Some groups have even chosen to create a mural as an ongoing group project.

• Develop a more current calendar-based approach for younger groups who may be less informed about or interested in traditional practices. Use a monthly calendar to discuss planning for holidays and expenses that come up cyclically (e.g., Valentines Day, Christmas, Back-to-school shopping).

However you approach this exercise, try to draw parallels between money management and traditional resource management. For example, gathering berries is similar to receiving a paycheck. How do you preserve the berries so they last? How do you make a paycheck last? Can we use some of the same practices used in traditional resource management to manage our money?

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The Economic Impact of Keeping Money in the CommunityUse this opportunity to role-play and explore the impact of spending money at community-member-owned or tribally-owned businesses. The following steps can be used to facilitate this exercise:

1. Prepare for this exercise by bringing or making $40 (preferably eight $5 bills) in play money.

2. Divide the group in half. Ask one half of the room to represent community-owned businesses and the other to represent outside businesses.

3. Select a participant to be a community member with $40 to spend.

4. Ask the participant to first spend all $40 at the outside businesses. How much money is retained in the community when the shopper is finished?

5. Ask the participant to spend all $40 at community-member-owned or tribally-owned business.a. How much money is retained in the community when the shopper is finished?b. How much money would it have taken to support these businesses if community members

were not supporting each other?

6. Have one of the community businesses then spend the money they were paid to purchase additional services. For instance, the owner of a community-member-owned restaurant who was paid $20 might spend $10 at a community-owned gas station, whose owner might spend $5 at a community- owned video store, whose owner might hire the daughter of the original person to babysit.

7. Encourage participants to discuss their thoughts and feelings about the economic impact of supporting community-member-owned businesses.

The Local Economy Exercise – Page 4 The Local Economy exercise is an opportunity to explore the businesses operating in a community. You can approach this exercise in several ways:

• Discuss this exercise as a group and record participant ideas on a white board or flip chart. Use different colored arrows to signify where money is entering and leaving the community. Facilitate a discussion: How many people do you think work in the middle circles? What is their average salary? Calculate approximately how much is being earned by people working for the tribe or themselves. How much money do you think people spend at businesses owned by the tribe or community members? Calculate how much money this means is leaving the community. What kinds of tribal or community businesses might be successful at keeping some of that money in our community?

• Divide participants into small groups and ask them to develop a drawing that depicts their local economy.

• Consider inviting a community small business educator to participate and discuss classes that are offered in the community. More entrepreneurial participants may be inspired to explore small businesses ownership that will capture money that is leaving the local economy. Community economic development specialists may also be interested in coming to share their efforts in this area.

Additional Exercise:

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Monthly Expenses Community Non-Community

Rent $250.00Food $ 200.00Gas $100.00Electricity $75.00Phone $80.00TV $45.00Propane $75.00Waste Removal $30.00Entertainment $150.00Car Payment $500.00Auto Insurance $60.00Childcare $300.00Restaurants $100.00Mechanical Repairs

Other

TOTALS $700.00 $1,265.00

Total Community Expenses $_____________Total Non-Community Expenses $_____________What’s the Difference? $_____________

700.00

How Much Do You Support Your Local Economy? Exercise – Page 6The How Much Do You Support Your Local Economy exercise is a way to discuss money that is leaving the community on a personal level and talk about people’s personal experiences with local businesses. Discuss people’s thoughts and experiences with local businesses. In some cases, people do not have local community business options. Encourage people to make a conscious effort to support local businesses. You can complete the worksheet for yourself and present it or use the following as an example:

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Understanding Our Role as Consumers – Page 8 Introduce this topic by talking about the role that advertising plays in our life. Share that on average we are exposed to 3,000 advertisements a day in the United States. Talk about the fact that advertisements are designed to emotionally manipulate people into spending money on products. By learning to recognize persuasion tactics, you can learn to resist the power of advertising. You can learn to make good choices as a consumer.

The question at the top of page 8 can be used for class discussion. Ask people to share their answers to the class or in small groups. You can also share a personal story with the class about a time you experienced buyer’s remorse.

The Power of Advertising – Page 8 Introduce this topic by saying advertisements often encourage people to buy things that they can’t afford or do not need. Encourage a discussion of this idea or share an example from your own life. The question at the bottom of page 8 can be used for class discussion. Ask people to share their answers to the class or in small groups.

Persuasion Tactics – Page 9Introduce this topic by letting people know that there is often a formula, strategy, or pattern to the way advertisements are created. They are designed to use very specific persuasion tactics. Many participants will have an intuitive sense of how advertisers try to manipulate them. As an instructor, your role is simply to help your participants recognize these tactics and prompt reflection on which strategies serve as “triggers” for them. Ask participants which persuasion tactics tend to appeal to them or are used most commonly in their communities. Below is more detailed information on each persuasion tactic for instructors to use as reference:

· Benefit An advertiser strives to present products or services in a positive manner so that a person feels a purchase will add value or quality to his or her life. Examples are a floor cleaner that saves time and effort, a soft drink that refreshes and tastes delicious, or a car that gets good fuel mileage.

· Source Credibility An advertiser gains consumer confidence and trust by demonstrating that a product or business is high quality, reputable, or fair. Common techniques for building source credibility include state-ments such as “We’ve been in business for over 20 years!” or “Rated #1 for safety!” or “World’s Greatest Frybread!”

· Scarcity Some advertisements might create a sense of urgency that encourages a person to take action quickly or early. Examples of scarcity include advertising statements such as “For a limited time only,” or “Buy now before we’re completely sold out!”

· Reciprocity Granting a favor can be an effective way of encouraging a person to buy. For example, a coupon that offers a discount, or a free gift when applying for a credit card, are forms of reciprocity. Reciprocity works because it creates a sense of obligation in a person’s mind to make a purchase.

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· Social Consensus A common persuasion tactic is to promote a belief or feeling of acceptance in order to motivate a potential buyer. Common examples include television commercials designed to make a consumer believe he or she will be liked or popular if they wear a certain brand of clothing, drive a type of vehicle, or dine in a trendy restaurant.

Identifying Persuasion Tactics Exercise – Page 10Introduce this exercise by telling students that they have learned about the persuasion tactics of benefit, source credibility, scarcity, reciprocity, and social consensus. This exercise is a chance for them to see if they can identify the specific persuasion tactics employed by the makers of the advertisement and discuss how those tactics might influence consumers. They have a chance to identify which emotional triggers are being used in the ad.

Encourage the participants to answer the questions at the bottom of page 10. Then encourage them to share their answers with the larger group, or discuss their answers in small groups and then possibly share some of the answers with the larger class.

When facilitating the discussion of this exercise, be sure to: · Let the conversation flow organically to what consumers can do to identify and not

act on the persuasion tactics since that information is covered on the next page of the Participants Workbook.

· Encourage discussion that touches on all elements of the advertisement: color, location of objects, flashy words, etc. It is easy to let participants focus on one singular part of the advertisement when there is more to learn.

· Try to connect these individual financial choices to earlier parts of this session that focused on their local economy by allowing participants to compare this advertisement’s persuasion tactics to strategies commonly used in their own communities.

Potential answers to the questions posed: 1. What is the message contained in this advertisement?

That Wildwood Fitness Center is a great bargain, and that they are well respected in the community. Going to the gym can make you feel better.

2. What are some examples of persuasion tactics used in this ad? Benefit: That going to the gym will make you feel better.Source credibility: They have been in business 25 years. “Your local fitness experts.”Scarcity: “Act now to redeem this special offer!”Reciprocity: If you join now, you will get a great discount. Social consensus: “Join the gym everyone is talking about.”

3. Do you think this is an effective advertisement? Why or why not? Encourage discussion on the ad.

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Advertisement Formation (Contributed by Shawn Spruce) Split your participants up into groups of 3 or 4 people per group. Instruct each group to make their own advertisement that they will then have to act out in front of the class. It can be up to you whether or not you tell each group what they need to advertise. You can even bring items in to create advertisements around and distribute them to groups. Ask your groups to use as many persuasion tactics as they can.

Let the rest of the class know that as each group acts out their advertisements, it will be their responsibility to identify and report to the class the persuasion tactics utilized in the ad.

To ensure animated participation in the acting, incentivize the exercise: The group with the best advertisement can be given a prize that you brought to class.

Identifying Persuasion Tactics of a Video Advertisement In the weeks leading up to your class, be sure to note if there are any popular commercials getting a lot of airtime currently. Find that advertisement on YouTube and bookmark it so that you can quickly access it in class. Provided you have A/V capabilities in your classroom, play the video for your participants and ask them to identify the persuasion tactics used in the video. You can facilitate this exercise in small groups with one individual in charge of reporting out or as a full class.

Additional Exercise:

Additional Exercise:

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Consumer Tips for Avoiding Advertising Pressure – Page 11Introduce this topic by summarizing the previous discussion: What has the class learned about advertising? What has the class learned about how to recognize and resist persuasion tactics? Share with the class that there are ways to avoid being exposed to advertisements. Spend some time discussing the infographic on page 11 and brainstorm any additional ideas the class might have.

Eagle Feather Box – Page 11 Direct students to the eagle feather box on page 11. Mention that family members can pressure you to spend money. If the class is comfortable with the topic, facilitate a discussion about how family members often use their own “persuasion tactics” to get us to spend money. Share a personal story, or ask students how they respond if their child asks for something expensive. What are the best ways to talk about money and budgeting with your family? What are the best ways to resist pressure to spend money?

Homework Ideas

Homework can be used to reinforce concepts discussed in the session. Consider encouraging participants to: • Make a list/directory of tribal-owned and community-member owned businesses. • Track how much money they are spending at community-owned and non-community owned

businesses. • Identify the persuasion tactics of advertisements on the radio or television and print

advertisements. • Think about whether certain advertisements have a bigger effect on them than others and

identify why.

Goal SettingSome groups benefit from completing this session with an initial goal setting exercise. It may motivate participants to continue with the other sessions. Consider asking participants to identify a personal goal, a family goal and a financial goal for the coming months. Encourage participants by telling them that Session 2: Developing a Spending Plan will show them how to reach their financial goal.

Additional Exercise:

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Commonly Asked Questions

The following are questions that have come up in the past during this session. Often, there are no right or wrong answers to participant questions. Try to take questions that you are asked and pose them to the group for discussion before you share your opinion.

Question: How can we support community-owned businesses when prices are higher than at the large chain stores?

Answer: When money is spent in the community among community businesses, it eventually comes back to you in some way (e.g., community employment, infrastructure etc.) Therefore, you need to think of this money as having a larger impact than your purchase. Creating economic development starts with individuals taking action. Some community businesses or businesses in adjoining communities might consider purchasing items in bulk so that the items can be sold at more competitive prices.

Question: What can we do to encourage the tribe to support community-owned businesses instead of solely contracting with outside service providers?

Answer: Encourage participants to bring this issue up with tribal council members. This topic can become a community-wide discussion.

Question: How can I avoid making impulsive purchases and having buyer’s remorse?

Answer: A spending plan, which will be discussed in the next chapter, is the key to avoiding impulsive financial choices. Also, setting yourself up for success through using the consumer tips to avoid advertising pressure on page 11 is critical.

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Session 1 Review

In this session, participants should have learned about traditional Native resource management practices and more about their local economy. They also learned about how to be a smart consumer and to recognize advertising techniques.

After completing this session, your participants should be able to:· Identify resources that were used in traditional Native communities.· Explain what an economy is and provide examples of community owned and non-community

owned businesses in their community.· Describe actions a person or community can take to strengthen a local economy.· Identify examples of different types of advertisements and persuasion tactics that influence our

spending decisions.· Understand their roles as consumers and describe steps they can take to avoid or reduce

advertising pressure.

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Notes

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