Banks & Credit Unions (Part I)

EDUCATOR'S VERSION

This lesson printed from:
http://www.econedlink.org/e691

Posted May 24, 2007

Standard: 10

Grades: 9-12

Author: Melissa Smith

Posted: May 24, 2007

Updated: May 19, 2009

DESCRIPTION

Students learn about banks and credit unions, identifying similarities and differences between the two types of financial institution. They also evaluate a local bank and credit union to determine which one would be better suited to their needs. (This is Part I of a two-part project.)

KEY CONCEPTS

Banking, Decision Making, Economic Systems, Money, Money Management, Savings

STUDENTS WILL

  • Identify the differences and similarities between banks and credit unions.
  • Locate local banks and credit unions.
  • Evaluate which would be the better choice for them based on a set of criteria.

INTRODUCTION

Banks and credit unions are both financial institutions where you can have checking accounts and savings accounts. So what's the difference? Initially established for different purposes, today's banks and credit unions are looking more and more like each other, but there are still some major differences. Lately, there's been a lot of controversy about one of those differences - that while banks pay taxes as for-profit organizations, credit unions remain largely untaxed. Your students will discover the differences and similarities between banks and credit unions and draw conclusions about which they would choose based on criteria important in selecting a savings institution.

RESOURCES

 


PROCESS

Activity 1: Similarities & Differences - What are these things?

Students will complete this Venn Diagram using the information they find on the following web sites:

Students should first find general information about credit unions .

Students can also visit an overview of credit unions .

Have students find out how banks work .

Here is a thorough definition of credit unions.

Students can also look at the definition of banks.

Venn Diagram will be printed when it's completed and used as a reference sheet for the student until the end of the project, when it will be turned in.

Activity 2: Where are they?

Students will locate banks and credit unions that are close to where they live and go to school - which ones would be most convenient for them? Students locate one bank and one credit union in their area with web sites and fill this information in to the Criteria for Choosing a Bank or Credit Union worksheet.
 


Activity 3: Which one is better for me? Have students complete Bank Criteria Worksheet by using their venn diagram and Web sites they have researched.

ASSESSMENT ACTIVITY

Have students use their venn diagrams and information they learned to complete the activity below.

Have students complete an Interactive Activity.

CONCLUSION

Banks and credit unions have become fundamentally the same thing. The differences are due to credit unions' history as grass-roots cooperative groups, while banks have always been for-profit institutions.

EXTENSION ACTIVITY

  1. Split the students into small groups and have them discuss the tax status of banks and credit unions. Is the situation fair? Who does it benefit? Who does it hurt? Have the groups collaborate for a few minutes, then elect on member per group to share their thought with the class.

  2. Give students the option to interview an employee of a bank or credit union and share their findings with the class. Require that they submit at least five questions for teacher approval before they conduct the interview.