mad city money facilitator...

© 2007 Credit Union National Association Inc.

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How to best use the Facilitator Guide 2

Simulation overview 3Program descriptionSession objectives Target audiencePrework Course lengthRecommended class size

What are participants thinking? 4

About simulations 5

Tips for getting participants 5

Role of the facilitator 6

Materials and supplies needed 6

Room setup 7

Prework options 8

How to select and train merchants 10

Step-by-step procedures 12

Questions participants ask 17

After-program checklist 18

Mad City Money™

Facilitator Guide

™


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Planning materials ❑ CU Checklist❑ Sign-up Sheet❑ System Requirements

Facilitator materials ❑ Facilitator Guide❑ Merchant training invitation

Participant materials Students will complete prework about how to writea check and balance a check register prior to thecourse. See the options on page 8 of the FacilitatorGuide.

❑ Checking Account Basics (prework option)❑ About Me (30 different occupation sheets)❑ My Budget Work Sheet❑ My Spending & Savings Plan❑ Evaluation form❑ Certificate of Course Completion❑ What I Earn! (take-home material)❑ Guide to Money booklet (optional take-home

material)❑ How to Manage Your Checking Account

statement stuffer (optional take-home material❑ How to Buy a Used Car statement stuffer

(optional take-home material)

Marketing materials ❑ Poster ❑ Newsletter copy

Merchant materials ❑ Fickle Finger of Fate windfall cards❑ Fickle Finger of Fate extra expense cards❑ Fickle Finger of Fate directions❑ Really Realty & Utilities directions❑ Really Realty & Utilities options❑ Gotta Eat! directions❑ Gotta Eat! options❑ My Closet directions❑ My Closet options❑ Kid Care directions❑ Kid Care choices❑ Fun Stuff directions❑ Fun Stuff options❑ Big Wheels New & Used directions❑ Big Wheels New & Used choices❑ Mad City Mall directions❑ Mad City Mall options❑ Home Stuff directions❑ Home Stuff options❑ Credit Union directions

Classroom materials ❑ Instructions for “Make Check Payable to”

tent cards❑ Merchant signs

How to best use the Facilitator Guide

Before you get started, gather and print a copy of each of the components. Next, read the Facilitator Guidecover to cover, making notes for yourself. Review each of the participant, classroom, and merchant materialsas they are mentioned. Revisit any sections of the Guide you’d like to review. Then, read all the marketingmaterials and you’re ready to get started.

Have questions or need help? Contact:

Lin Standke, CUDE, CCUFCManager of Youth ProgramsCredit Union National [email protected]


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Simulation overview

You’re a high-school student who has just been transported into the future with your friends. Some of youhave just graduated from college or technical school. Some of you are married. All of you already have kids.You’ve just started your first full-time, professional job. You’re earning money and have bills to pay. Now youhave to select housing, transportation, food, household necessities, clothing, day care, and other wants andneeds. Lots of choices to make. Oh, and you need to build a budget based on your income and debt.Welcome to Mad City Money™!

Program descriptionMad City Money is a 2.5 hour simulation for high-school students. Each participant receives an “about me” sheet that contains: an occupation and salary, student loan debt owed, credit card debt owed,and cost of medical insurance. Some participants will have a spouse, some will be single, and some will besingle parents.

Participants build a monthly budget based on their incomes. They visit nine merchants in Mad City to purchase housing, transportation, food, day care, and other needs. There’s a mall for wants and, of course,a credit union for financial services. The Fickle Finger of Fate randomly visits each participant during thesimulation and distributes unexpected windfalls and unplanned expenses.

Participants write checks for their purchases and must balance both their checkbooks and their budgets.

Session objectivesEach participant will:

• Practice budgeting as an adult with realistic circumstances.• Identify and experience the consequences of poor decisions.• Develop good judgment regarding spending and making a budget.• Understand that budgeting is a necessary step in good money management and that it isn’t difficult.

Target audienceThis program is aimed at teenagers ages 15 to 18.

PreworkThis session requires that participants receive information about writing checks and balancing a check register before the session. See page 8 for more information and prework options.

Course length2.5 hours This time may vary slightly depending on the number of participants and the amount of time you spendduring the debriefing discussion at the end of the program.

Recommended class sizeThe ideal class size is 26. A range of 22 to 30 is workable. We do not recommend fewer than 22 participants.

What are participants thinking?

The teenage mind and this program…What participants think about money, a budget, and their spending choices will change during the simula-tion. When it starts, they’ll spend money without worrying about the financial impact simply because theycan. Later in the session, they will have to make choices based on their family situations and they’ll see theeffect of spending on their budgets. By the end of the simulation, they will know how to budget within theirincomes. For this learning to take place, they have to start by making mistakes. That’s why you should avoid“correcting” poor decisions during the session and wait to discuss them afterward.

Learning occurs when participants change how they think during the simulation. This diagram describestypical thoughts participants will have at various points throughout the simulation as they experience andcomplete the activities.


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After your brief introduction:• “This might be fun and interesting.”• “Hmm. Not a typical classroom lecture.”• “I’m going to have to participate and take

some risks.”

After they have selected their occupations:• “I’m making big money now ... let’s

go shopping!”• “Two incomes! I’m gonna get a big house.”• “Where do I buy a brand new truck?”

About 15 minutes into the session:• “Wow, adults have a lot of

responsibilities.”• “Life is expensive!”• “These are some hard choices.”

About an hour into the session:• “Now I know why my parents don’t buy

me everything I want.”• “I can’t afford a big house and a new

truck and still feed my family.”• “Life happens and I need to be prepared

for emergencies.”

After the debrief:• “Making a budget isn’t so hard.”• “My commitment to spend less than I

earn is going to make the difference.”• “The credit union can give me help

if I need it.”• “I’m going to pay attention to my

financial future and keep learning how to manage my money.”


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About simulations

The Mad City Money simulation uses no lectures or PowerPoint® slides. It requires teenagers to integratetheir knowledge of money, math skills, attitudes about choices, and money values. During the program,participants make decisions with immediate repercussions that might not occur for years in real life. Theyhave the opportunity to modify their decisions and actions and see the impact of changes right away. Theyhave chances to experiment and make mistakes—and suffer the consequences of their decisions—in a real-istic, but safe, environment.

Simulations are a good way for learners to practice real life by taking on responsible roles, finding ways tosucceed, and developing problem-solving tools. Simulations make students hands-on participants, not justlisteners or observers. Simulations motivate participants because their involvement in the activity is so per-sonal that it leads them to want to learn more about the simulated subject matter.

Face it—most adults would consider the topic of budgeting to be a “yawner.” Books and classroom lectureson the subject likely would put most teenagers to sleep. But a budgeting simulation elicits higher levels ofinterest, motivation, and engagement. This activity can produce higher quality problem solving in partici-pants than traditional classroom methods do. What’s more, simulations encourage persistence, creativity,problem solution, and cooperative teamwork.

Let the participants fail.Really. Let them make mistakes. If you’re used to a traditional teaching experience, you may need to remindyourself not to step in and help participants “fix” their budgeting problems. In this program, we want par-ticipants to overspend and end up with purchases they can’t afford. That’s the power of this experience.Participants will realize, “Oh, I guess I can’t have a big house and a new truck on my salary and still pay forday care and groceries.” Sure, you could tell them what choices to make, but that’s not the best way for themto learn. They need to see for themselves what works and what doesn’t. That’s why erasers and calculatorsare on the supplies list for this program.

During the simulation, participants will learn the consequences of their decisions and share their thoughtsand actions with their peers.

Tips for getting participants

Mad City Money works best with 22-30 teenage participants. With smaller numbers, the chances for inter-action and sharing are greatly reduced and the excitement and energy level in the room drops significantly.Follow these tips to reach the required attendance:

• Offer to conduct the simulation at your local high school.• Partner with local community groups such as scouting or teen clubs.• Invite youth groups from faith-based organizations.• Ask your SEG if they conduct activities for teenage children of employees, or would like to.• Contact your local Cooperative Extension office and ask if a local 4-H club would be interested.• Volunteer to conduct the program at an event such as a statewide Money Week.• Offer as part of a half day (or longer) financial boot camp.• Offer as a Spring break activity at your local community center.• Offer to after-school clubs.


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If you offer Mad City Money as an individual sign-up event at your credit union, there are several ways toentice teenagers to attend:

• Offer pizza and free giveaways.• Require the program as education that must be completed before a teenager can qualify for services.• Promote a drawing for a hot item in your community. For example, offer attendees a chance to win

tickets to a concert or sporting event, a $50 gift card at the mall, or a season pass to the pool.• If members attend and bring a friend, deposit $20 in their savings accounts.• Where do teenagers gather in your community? Place posters in those locations to publicize

the event.

Role of the facilitator

The facilitator’s job in Mad City Money isn’t like that of a typical classroom presenter. In this simulationyou provide brief greetings and instructions and then become an observer while participants manage theirbudgets. During the session you’re available to answer questions and assist merchants as needed. You are visible, but generally silent except to offer time remaining reminders. You’ll roam among tables, listen toconversations, and make notes for the debriefing.

Your main focus is the debriefing, when participants will share their experiences—good and bad—and you will make comments and give advice. Your job is to facilitate a positive debrief.

Skills required:• Ability to present directions that participants can quickly and easily understand.• Ability to effectively observe, listen, empathize, question, conclude, and describe.• Knowledge of the techniques and methods used in working with teenagers.• Ability to observe and describe behaviors and their effects.• Ability to think logically and creatively without being unduly influenced by personal biases.

Preparing yourself• Once you’ve printed all the materials, read through the entire Facilitator’s Guide.• Make notes for yourself that will help you organize and deliver the program.• Practice your introduction in front of a mirror, or with peers who can give you feedback.• Use the checklists provided [CU Checklist.pdf] to build a schedule for ordering supplies, obtaining

merchants, and copying participant materials.

Materials and supplies needed

Merchants• 10 tables (Set up around perimeter of room. 1 table will be used by the facilitator for registration and

distribution of About Me sheets.) Or, use 5 tables with 2 merchants at each table.• 1-2 chairs at each table• Print tent cards for each merchant (“Make payable to [NAME OF MERCHANT]”)—template provided• Sign for each merchant (to be taped to wall)—template provided• 2-3 pens for each merchant• Calculator for each merchant• Copy of My Spending & Savings Plan and My Budget Work Sheet for each merchant—provided• Merchant option sheets—provided (Suggestion: place in plastic sleeve)• 1 envelope for each merchant to hold checks• 2 envelopes for Fickle Finger of Fate cards


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Students• 4-6 tables (clustered in middle of room) • 6-8 chairs at each table• Pens and pencils in middle of each table• 1 calculator for every student (place in center of student tables)• 1 clipboard or folder for each student• 1 checkbook and register for each student• Distribute the following handouts during the simulation (see step-by-step procedures):

• About Me (occupation)• My Budget Work Sheet• My Spending & Saving Plan• Certificate of Course Completion• What I Earn!• Evaluation form• Optional take-home materials (see page 16)

Registration• Table near door or outside the room for registration and handouts• Name tags (1 for each student and 1 for each merchant)

Supplies• Boom box or sound system with extension cord or new batteries• Music (select CDs popular with teenagers in your area)• 3-4 roles of tape or boxes of pins for posting visuals for Mad City merchants• Newspapers, magazines, and props for each merchant • 5-9 pairs of scissors

TIP: Shop your local “dollar store” for inexpensive calculators. Collect them after the event for future sessions.

Copy materialsWe encourage you to reproduce the Mad City Money materials in color, especially the merchant options.In case you do not have access to color copying, black and white (B/W) options are also included.

Room setup Merchant table

Facilitator tableParticipant table

If space is limited, combine merchants and seat 2 per table.


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Mad City is a mythical town in the future. It’s where participants will live, work, and shop.

Merchants are seated at tables around the perimeter of the room. Newspaper and magazine photos oftypical items sold at their establishments are taped on the wall behind the tables. A sign identifying eachmerchant is also taped to the wall. Merchants can use space on their tables to add visual excitement andhumor. For example, place miniature cars at Big Wheels, diapers and toys at Kid Care, and boxes of foodand plastic fruit at Gotta Eat!

Participants “live and work” at the tables in the center of the room. If possible, cluster groups of tables that seat 4-6 people. Place calculators, pens, and pencils in the center of each table.

Prework optionsMad City Money requires participants to have a basic understanding of how to write a check and balance acheckbook. At least 1-2 weeks before the simulation, provide them with one or more of these options:

If you are a subscriber to one of these CUNA products:• Guides to IndependenceAsk participants to complete 301: How to Start a Checking Account, and 302: How to Balance a CheckingAccount, before coming to class. (They may be eligible for a free music download as further incentive;ask them to print the certificate of completion, bring it to class, and receive a new $5 bill or credit uniongiveaway.)Or…• GoogolplexAsk participants to read the following 3 stories prior to class. Provide them with links, or print and mail the stories.


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Balancing your Checkbook Part 1 and 2http://googolplex.cuna.org/32647/cnote/story.html?doc_id=261

Reconcile Your Checkbook: A Calculatorhttp://googolplex.cuna.org/32647/cnote/story.html?doc_id=716

Checking into Checking Accountshttp://googolplex.cuna.org/32647/cnote/story.html?doc_id=225

If you do not subscribe to Guides or Googolplex, use the prework option [Checking AccountBasics.pdf] in the “participant materials folder” on the Mad City Money disk.

If students come to the session without completing prework, tell them to stop at the CreditUnion for a quick lesson.


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How to select and train merchants

There are 9 merchants in Mad City, plus the Fickle Finger of Fate. Tables placed around the room represent their “shops”.

1. Select merchantsMerchants can be credit union staff, members, parents, or other volunteers from the community. Yourboard of directors is another good source of help. Merchants do not have to be experts in their occupations,but personal knowledge is helpful. For example, it’s not necessary to be a real estate agent to run ReallyRealty, but experience in buying a home will provide background material for the role. The most importantquality is to stay in the role of a salesperson and avoid solving the students’ problems. Encourage your mer-chants to dress—and behave—according to their roles.

TIP: If you use volunteers outside of the credit union, plan on having a “floater” credit union staffer readyto fill in for a merchant who cancels at the last minute.

2. Schedule a 45-minute training session for merchantsApproximately one week before the Mad City Money simulation, send information about the training toeach merchant.

See sample letter [Merchant training invitation.doc]Include a copy of their individual instructions and options.

Merchant Name Service

Really Realty & Utilities Housing, phone/ISP/cable, utilities, insurance

Gotta Eat! Groceries, dining out, coffee

Fun Stuff Activities, entertainment, sports, hobbies, vacations

Kid CareFormula, diapers, clothing, child care,presents/books/toys

Home Stuff Furniture, decorative items, household needs

Big Wheels New & Used Transportation, insurance, gas, repair, bus passes

My Closet Clothing, personal care

[insert your name] Credit UnionFinancial institution: make charitable contributions, pay credit card debt, save for goals

Mad City MallCell phones, electronics, sports equipment,boats, motorcycles

Fickle Finger of Fate (roving, no table) “Life happens” windfalls and unplanned expenses


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3. Training agenda• Welcome and introductions (5 minutes)

Ask participants to introduce themselves and describe the role they will play in Mad City.

• Review simulation overview, objectives (5 minutes)(See page 3 of the Facilitator Guide.)

• Describe what will happen during the Mad City Money Simulation from both the participant’s and themerchant’s point of view

• Describe room setup, including location of refreshments and restrooms

• Review the materials each participant receives:Prework (Give each merchant a copy of Checking Account Basics.pdf)About Me (occupation sheets)CheckbooksMy Budget Work SheetMy Spending & Savings PlanAny take-home materials and giveaways

• Discuss overall role of merchants:Reinforce need to sell, not teach participants what to doReview merchant direction sheetsDressProps and decorations for tablesMerchant signsAccepting (or rejecting) checks (provide merchants with check-writing instructions)Questions participants may ask (see page 17)

• Briefly review specific role of each merchant and answer questions

• Describe merchant role during debrief

• Review Mad City Money details:Time, date, locationParkingWhom to call in case of emergency


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Step-by-step proceduresTiming and details Facilitator actions

1 hour beforeMerchants set up their tables and decorate walls.

StartSet up participant tables. Participantsarrive. They walk into the room andimmediately know that this is no ordinaryclassroom experience.

• Start music.

Give last-minute instructions to merchants.

Set up refreshments.

Remember to fold and staple the About Me form so only theoccupation is visible. Greet participants and direct them totables in center of room.

Give each participant:• Name badge• My Budget Work Sheet• My Spending & Savings Plan• Checkbook

Ask participants to sit at tables.

Participants select an occupation without seeing their salary or debt (remember to fold and staple the About Me form so onlythe occupation is visible).

Introduce yourself and welcome participants.

SUGGESTED COMMENTS:

“Before we get started there are a few housekeeping items to takecare of.” [Point out refreshments, restrooms, and other necessities.]

“Welcome to Mad City. In a moment you’ll have a new identityand will be shopping for needs like housing, food, and clothing.You’ll also get to buy fun stuff like a new car, cell phones, andtrips. The merchants will introduce themselves to you when youstop at their establishments.”

“In the future some of you are married and some of you havefamilies. Some of you have debt. All of you will have an occu-pation with a monthly salary”.

“What I’d like you to do is go to (point to table where ‘AboutMe’ sheets are laid out) and select an occupation. Do not openit until you are back at your seat.

GIVE PARTICIPANTS A COUPLE OF MINUTES.


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Timing and details Facilitator actions

Hold up My Budget Work Sheet.

Hold up My Savings & Spending Plan.

Hold up a checkbook.

“Does everyone have an occupation?”

“Your goal in the future in Mad City is to make a monthly budget and purchase your needs. You’ll need to visit every merchant, but you can do so in any order.”

“At each of the merchants’ tables, you’ll choose what you wantto purchase and record the amount on My Budget WorkSheet.”

“You may need to make several purchases. Add the items andenter the total on My Savings & Spending Plan.”

“At the end of the session, you should have no more than $100in your checking account. If you do, you must use it to pay offyour debt or put it in savings.”

“Every time you write a check, remember to record the trans-action in your check register.”

“I’ll keep track of time and keep you on task. If you have ques-tions, ask the Credit Union or the merchants. You’ll haveabout 2 hours to complete your budget.”

“Ready? It’s now the future. Welcome to Mad City.”

15 minutes after startFickle Finger of Fate begins to distribute “life happens” cards.

Wander among merchant and participant tables. Listenfor comments and situations that provide good and not-so-good examples of decision making for the debrief.

90 minutes after start Remind participants that they have 30 minutes to complete their budgets.


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180 minutes after startThe debrief is the time to teach thosemoney lessons you weren’t supposed to share during the simulation. Start by giving students a chance to discuss their experiences.

“Welcome back to the present in [name your town].Please take your seats and we’ll spend time debriefing.”

Ask general questions:• How did you like Mad City?• Did you like your occupation? Your family?• Were you able to live on your income?• Who ran out of money? (Ask for a show of hands;

call on one or two people to explain why.)• Who saved money? (Ask for a show of hands; call

on one or two people to share how they did it.)

TIP: Let students tell you about their “future” experiences forseveral minutes before you provide answers and advice. Thishelps them process their experience and gives them an oppor-tunity to share with each other how well they managed theirmoney—or not.

Move on to specific questions and answers. This is a goodopportunity to provide short hints about what to do andwhat not to do, based on the information the participantsshare.

• Who bought a brand new big truck or sports car as their firstpurchase? How did that work for you? How did you determinewhat kind of transportation to buy?

• Did anyone buy a big house? Did that work for you? When youare first starting your career, what will you be able to afford?

• What kind of furniture did you buy? Why did you choose it?

• Who was unhappy with their salary? Did you want to makemore money? How could you do that?

• Who bought nice clothes for themselves and not-so-nice clothesfor a spouse or child? Why did you do that? How important areclothes to the job you have?

• What were your wants at the Mall? Could you afford them?

• Were you able to set up a savings plan for your wants?

• How expensive is food? How did you make your food choices?

• What did you learn about the cost of raising children?

• Who liked getting the visits from the Fickle Finger of Fate? Canyou see any of these things happening to you? What’s the impactof unexpected income changes or expenses on your budget?

• What can you do to make wiser choices?


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• Let’s talk about fun. How much does fun cost? How can you havefun without spending a lot of money?

• What are one or two things you’ll go home and tell your parentsor siblings about money?

• How did you get so much credit-card debt? How many monthswill it take you to pay it off? Once you’ve paid it off, how can you best use the money you’d allocated for your debt?

• How did it feel to have to make big decisions with little informa-tion? Where could you get help in the future?

TIP: The debrief is the time to reinforce key learning pointsabout check writing (relate to debit card tracking). Mention howyour credit union can help and whom to contact.

Another debrief option is to choose a couple of participants andreview their work sheets and final budget with the entire group.This works best if you select someone who struggled and had tomake tough choices, or someone who purchased an expensivecar and big house first and then ended up without money to payother bills. Choose another participant who made “good” choic-es and ask questions about how he or she made choices.

Ask merchants for their input• “What kinds of challenges did your buyers have? How did they

solve them?”

• “How did participants react to the costs of the items you were selling? Did they buy the higher-priced items you suggested?”

• “What did you hear participants say about budgeting? The cost ofraising children? How did they treat their “imaginary” spouses?”

Ask the Fickle Finger of Fate to share reactions he/she encountered when giving out “life happens” cards.

Distribute evaluation form. 1. Hand out evaluation form.Thank participants and ask them to complete the evaluationform.

Tip: Trade handouts and giveaways for a completed evaluationform. If you give out handouts before the form, participants areoften distracted and neglect to give you feedback.


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Distribute take-home materials and giveaways:

• My Personal Budget• Guide to Money• How to Manage Your

Checking Account• How to Buy a Used Car

2. Distribute take-home materials and giveaways.Provide each participant with a copy of What I Earn![What I Earn.pdf]

“Here’s a format for a budget that you can use to create your ownspending plan. One page is for your income, the other for yourexpenses. You may want to share it—and the information youlearned today—with your parents or siblings.”

Give participants any items (customized with your logo) they canuse to create their personal budgets at home. Examples include:calculators, pens/pencils, and portfolio files. Consider giving eachparticipant a backpack or tote for storing their reading materialand giveaways.

Your initial purchase of Mad City Money includes enough materials for one or two simulations:

• 50 free copies of the Guide to Money booklet

• 100 free copies of How to Manage Your Checking Accountstatement stuffer

• 100 free copies of How to Buy a Used Car statement stuffer

To order additional copies, visit:

• Guide to Money booklethttp://buy.cuna.org/detail.php?sku=20769

• How to Manage Your Checking Account statement stufferhttp://buy.cuna.org/detail.php?sku=20054

• How to Buy a Used Car statement stufferhttp://buy.cuna.org/detail.php?sku=29335

To view additional product options, visithttp://buy.cuna.org/static/financial_literacy.html.

3. Promote your Web site and youth materials.Give your credit union’s Web site URL to participants. Providethem with links to your youth products and services and any educational information you post online. If you publish a youthnewsletter, include a copy with the giveaway materials.

Provide a packet of resources for each participant to take home forfuture reference—and to share with friends and family. Includeinformation that teens are interested in, like buying a car, as well as helpful details about planning for their financial future.


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Questions participants ask

Merchants will get many questions during the event. Don’t interrupt the program to answer them.Rather, be prepared to respond individually. Here are questions that likely will be asked:

NOTE: Don’t solve the problem for the participant. For example, allow him or her to come to the realization that maybe the new vehicle isn’t a good choice right now and that a used car or the bus may be a better option.

“I got the lawyer occupation card. My mom is an attorney and she makes a lot more money than this.”That’s great. But this is the future in Mad City. You’ve just graduated and are just starting your career. Don’tworry about how much you make. Concentrate on your budget. How will you manage the money you have?

“My child doesn’t look anything like me.”Oh, but he’s so cute! This is Mad City. Don’t worry about what your child looks like. Concentrate on yourbudget. How will you manage your money so you can provide your child with food and clothing?

“I don’t have any money left and I still need to buy …”Hmm. What could you do differently? How could you change your budget and still purchase everything you need? What could you spend less on?

“Why can’t we use debit cards instead of checks?”In the future you may use plastic much more often than paper. But there are some things that may require acheck. Paying a friend for your share of pizza when you don’t have cash is one example. Rent is another.What’s important is the tracking of expenses. Mad City Money demonstrates the importance of keepingtrack of your spending so that you don’t overdraw your account. It doesn’t matter if it’s for your debit cardor a check for purposes of this program.

“Isn’t it better to save for a big down payment on a house or a car?”Yes, that helps reduce the amount of interest you’ll pay over time. In Mad City, though, we’re focusing on budgeting and spending choices. The specifics of how to buy a house or a car will be taught another day.

“Why can’t my husband/wife stay home so we don’t have to pay for day care?”That’s a good question for you to explore in the future. Will only one earner make enough money to payyour bills and help you save for future needs and wants? Today in Mad City, both you and your spouse areworking and neither of you has the option of staying at home.

“Why do I have to have a spouse? And kids? I’m not going to get married.”[if participant has a spouse]That may be a good plan for you in the future. Today in Mad City you get to experience what it’s like tobudget based on two incomes. So, if you change your mind, you’ll have practice budgeting for a family.And you’ll be able to share your knowledge with friends who get engaged.

“I’m planning to be married. We’ll have two incomes and can afford to buy more and better things.” [if partici-pant is single]That’s a great plan. But today in Mad City you get to experience what it’s like to live on one income. Youmay not be married right away, so you’ll have practice budgeting for yourself. And, you’ll be able to shareyour knowledge with your future husband or wife.


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After-program checklist

____ Process your evaluations. What worked well? What will you change for your next simulation?

____ Debrief with your boss and your department. Let them know the impact this program had on your young members. Describe the value of this program and demonstrate the benefits of the partici-pants and your community.

____ Send thank-you notes to merchants, community groups, teachers, and any other volunteers who assisted you.

____ Tout your community efforts! Send appropriate press releases to local and national contacts.

____ Reorder supplies and materials needed for your next simulation.

____ Remember to report your presentation to the National Youth Involvement Board (NYIB) at nyib.org. This site tracks the number of students who receive financial literacy training fromcredit unions. CUNA and state credit union leagues use these statistics in lobbying and promoting the credit union difference.

____ Plan additional training sessions to continue participants’ learning. For example, how to buy a car,how to use a credit card, and how to save for college might be good topics for your young members.

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