Latest / Earn Your Leisure / How to Teach Kids About Money, Business, & Investing: Make The Next Generation of Millionaires

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How to Teach Kids About Money, Business, & Investing: Make The Next Generation of Millionaires · Earn Your Leisure

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  Speaker 1: pushing your vision forward. Yeah, yeah, we back. You're back man,
• 1:54
  Speaker 1: Happy Thursday.
• 1:55
  Speaker 2: Yes sir, Yes, Sarah. Welcome to the fourth in store
• 2:00
  Speaker 2: moment of our house to series. So this one is important, yes,
• 2:06
  Speaker 2: for a variety of different reasons. But you know, a
• 2:09
  Speaker 2: lot of times we talk about financial literacy and that
• 2:14
  Speaker 2: starts at early ages. So teaching kids about money is
• 2:19
  Speaker 2: extremely important and people don't really know how to go
• 2:21
  Speaker 2: about it a lot of times. And we actually developed
• 2:25
  Speaker 2: a curriculum that we actually have in some school districts
• 2:30
  Speaker 2: now and that actually goes through a lot of different modules.
• 2:35
  Speaker 2: Videos and it kind of explains things. So being that
• 2:39
  Speaker 2: we did that and you know, have a history in education,
• 2:43
  Speaker 2: we wanted to have an episode. We've always been asked
• 2:46
  Speaker 2: a long time. It's like, as far as is the
• 2:49
  Speaker 2: curriculum gonna be made public or you know, tips about
• 2:52
  Speaker 2: teaching kids about money, or how do I get my
• 2:55
  Speaker 2: child into stocks? So this is going to be a conversation,
• 3:00
  Speaker 2: not everything. Obviously it's an hour format, but it's going
• 3:03
  Speaker 2: to be a conversation that will give parents, grandparents, aunts,
• 3:07
  Speaker 2: uncles an opportunity to have talking points to educate children
• 3:15
  Speaker 2: on finances because it's something that's vitally important and if
• 3:18
  Speaker 2: you're not educated on finance and you have to play
• 3:20
  Speaker 2: catch up when you're in your twenties and thirties, you're really,
• 3:23
  Speaker 2: really behind the eight ball. So we have our good
• 3:27
  Speaker 2: friend and colleague, Travis Brown, who's actually a principal in
• 3:32
  Speaker 2: New York City and the person that actually worked with
• 3:35
  Speaker 2: us to develop the curriculum. It's been an educative over
• 3:39
  Speaker 2: twenty years and somebody is just just very, very higher
• 3:44
  Speaker 2: regarded in the world of education. So when developing in curriculum,
• 3:48
  Speaker 2: you can't just write something. You got to actually have it,
• 3:50
  Speaker 2: you know, Vetta checked and go through different guidelines stuff
• 3:53
  Speaker 2: like that. It's a very tedious process. So he helped
• 3:56
  Speaker 2: us on the education side as far as the school side,
• 4:00
  Speaker 2: that that he'll be a perfect person to have on
• 4:01
  Speaker 2: this on this conversation as far as teaching. So yes,
• 4:07
  Speaker 2: let's let'ten bring them on.
• 4:09
  Speaker 1: Travl's good, my brother.
• 4:11
  Speaker 3: What's going on y'all?
• 4:12
  Speaker 1: Yeah, yeah, I'll reiterate what Shatty just said. Man, it's
• 4:15
  Speaker 1: a full circle moment. This started out in the classrooms,
• 4:19
  Speaker 1: so to be back in the classroom in a setting
• 4:22
  Speaker 1: was pretty exciting to see that the people coming together
• 4:24
  Speaker 1: for this curriculum. But coming from an educational background, there
• 4:28
  Speaker 1: is a difference, like you said, between writing a lesson plan,
• 4:32
  Speaker 1: writing a unit plan, and putting together a curriculum. Man,
• 4:36
  Speaker 1: So we thank you wholeheartedly for your assistance in that. Man,
• 4:39
  Speaker 1: we couldn't have done this process without you, my brother.
• 4:41
  Speaker 3: No doubt. I appreciate it, and I gotta tell everybody,
• 4:44
  Speaker 3: I was just really excited to work with the two
• 4:47
  Speaker 3: of you because y'all what y'all are doing in terms
• 4:51
  Speaker 3: of revolutionizing financial education, and as you just said, if
• 4:56
  Speaker 3: we're starting when people are thirty five forty, We're way behind.
• 5:02
  Speaker 3: Young people have nothing but time on their hands. And
• 5:05
  Speaker 3: this when we talk about things like compounding interest, when
• 5:08
  Speaker 3: we talk about investing early, the time is now for
• 5:11
  Speaker 3: young people. And doing this was just an honor because
• 5:14
  Speaker 3: when we bring that down, I think that's the only
• 5:15
  Speaker 3: way we could change the game and really get this
• 5:19
  Speaker 3: financial revolution to snowball effects. So thank you both of
• 5:22
  Speaker 3: you again.
• 5:23
  Speaker 1: Yeah, have your background is education now, but there was
• 5:26
  Speaker 1: a financial journey that you was on earlier.
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  Speaker 3: Correct, Yeah, that's the you know, that's the big story
• 5:32
  Speaker 3: and how I really got excited about this and everybody
• 5:36
  Speaker 3: that knows me and we'll listen to the story, long story,
• 5:39
  Speaker 3: long here. You know, when I started out and my
• 5:43
  Speaker 3: career I got, I was part of a IPO and
• 5:47
  Speaker 3: didn't know what the hell of IPO was, you know,
• 5:50
  Speaker 3: twenty one years old, fresh out of college. You know,
• 5:53
  Speaker 3: they tell us to get a job. So I did that,
• 5:55
  Speaker 3: and I was just at the right time, you know,
• 5:57
  Speaker 3: on the market sometimes timing and everything. I was right there.
• 6:00
  Speaker 3: So I received two thousand shares of a stock at
• 6:04
  Speaker 3: eight dollars a share. Later a year later, I sold
• 6:08
  Speaker 3: that at ten dollars a share, and I cry every
• 6:12
  Speaker 3: day because that share price now is well over three
• 6:15
  Speaker 3: hundred dollars. So that's kind of my story and my
• 6:18
  Speaker 3: entry into the market and why I want to share
• 6:20
  Speaker 3: that with other young people. Because if there was a
• 6:22
  Speaker 3: show like Earn Your Leisure at the time it said
• 6:26
  Speaker 3: hold on hold those assets, hold that for ten twenty years,
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  Speaker 3: I probably wouldn't be here right now.
• 6:36
  Speaker 4: Good chance, good chance. But we're thankful that you that
• 6:39
  Speaker 4: you are definitely yes. So all right, so we're going
• 6:45
  Speaker 4: to go into it. We got some of a lot
• 6:47
  Speaker 4: of different stuff.
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  Speaker 2: But first, I think it's important to kind of talk
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  Speaker 2: to educate adults, parents about, you know, how they look
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  Speaker 2: at money, how they train to think about money, right,
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  Speaker 2: because a lot of times to educate starts from a
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  Speaker 2: mis education that adults may have. Right, So let's let's
• 7:05
  Speaker 2: let's start there as far as on the just the
• 7:08
  Speaker 2: mindset concepts that have to be corrected a lot of
• 7:11
  Speaker 2: times before we actually go into the actual item.
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  Speaker 3: Yeah, so let's I think this is where we start.
• 7:16
  Speaker 3: As I'm an educator by trade, let's start out in education.
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  Speaker 3: But we know our first teacher is our our families,
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  Speaker 3: our parents, We know that that's who we spend a
• 7:27
  Speaker 3: lot of time with. That's who we that's who brings
• 7:29
  Speaker 3: us up. And the challenge in our communities, as everybody knows,
• 7:33
  Speaker 3: is that when we don't know about money, we're we're
• 7:37
  Speaker 3: not able to impart those lessons onto our young people.
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  Speaker 3: And that's where we have to start. We have to
• 7:43
  Speaker 3: start breaking that cycle. So one thing, I'll jump into
• 7:47
  Speaker 3: the PowerPoint so we can jump right into so when
• 7:50
  Speaker 3: I when, So let's start before we start talking about
• 7:53
  Speaker 3: before we before we start talking about the parent piece,
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  Speaker 3: Let's just really the stats are very clear in terms
• 7:59
  Speaker 3: of what we need financial literacy in schools. And I'm
• 8:02
  Speaker 3: going to get to the parent piece in second, but
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  Speaker 3: we keep citing these stats over and over again. Forty
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  Speaker 3: percent of adults don't have an emergency fund, sixty one
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  Speaker 3: percent of adults with paycheck to paycheck. We know about
• 8:14
  Speaker 3: the college debt, and the number number five of the
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  Speaker 3: point number five on the creator is that we know
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  Speaker 3: that financial literacy is the contributing factor of the wealth
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  Speaker 3: gap in America. So I share all of this to say,
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  Speaker 3: you know, we've been really good at listening. And what
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  Speaker 3: I mean by that is that message around. Go to
• 8:36
  Speaker 3: college and get a job. That's that message that I
• 8:39
  Speaker 3: know our families told us when we when we were
• 8:42
  Speaker 3: going up, they told us, go to college, get that job.
• 8:46
  Speaker 3: I'm pretty sure Vishad you heard that. I know you
• 8:48
  Speaker 3: have issues with college education. Talk about to talk about
• 8:52
  Speaker 3: that later, but the key message was to go to
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  Speaker 3: college and get a job. We listen, but we're still broke.
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  Speaker 3: We're still broke. Kids are coming out of college with debt,
• 9:04
  Speaker 3: kids are coming out of college where their degrees don't
• 9:07
  Speaker 3: pay them. But we listen to this message over and
• 9:10
  Speaker 3: over again. So that doesn't work for us. So getting
• 9:14
  Speaker 3: a good job doesn't equate the financial freedom. But we
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  Speaker 3: know that money is the common denominator of no matter
• 9:21
  Speaker 3: what job you get, so whether you're a doctor, lawyer,
• 9:23
  Speaker 3: or whatever, we know that's the common denominator. So I
• 9:25
  Speaker 3: think we need a new message, and it starts with
• 9:28
  Speaker 3: the new message has to be financial freedom. So it's
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  Speaker 3: not about getting a job, it's about getting financially free.
• 9:35
  Speaker 3: And to reshard to your point, that really starts at
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  Speaker 3: home with this idea and what we call a hitting curriculum.
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  Speaker 3: The hitting curriculum is what we to talk about where
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  Speaker 3: there's information and skills that is learned, but not directly
• 9:50
  Speaker 3: from teaching. So you may think, like, what is that?
• 9:53
  Speaker 3: How do we learn something? Not by being directly taught,
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  Speaker 3: It's inherited from our parents. That's why when we said,
• 10:01
  Speaker 3: when you go on to someone's refrigerator and you see
• 10:04
  Speaker 3: the type of tomato, I'm sorry to bato paste the
• 10:07
  Speaker 3: ketchup they use, they're probably using the one that their
• 10:09
  Speaker 3: parents use. You're detergent is probably the detergent that your
• 10:14
  Speaker 3: parents use, the same thing with money habits. So this
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  Speaker 3: is a big right here. If our parents are our
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  Speaker 3: first teachers, we adopt their money mindsets, their behaviors, and
• 10:25
  Speaker 3: also their financial traumas. The way we see the world
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  Speaker 3: about money and the value of money comes from our parents.
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  Speaker 3: So kids get a front row seat of what we
• 10:36
  Speaker 3: think about money, how we use money, how we spend
• 10:39
  Speaker 3: money every day in our household, and being an educator,
• 10:43
  Speaker 3: I'm on the front line the first time, and I
• 10:44
  Speaker 3: tell people this all the time. The first time kids,
• 10:47
  Speaker 3: especially black and brown kids, learn about money is twelfth grade,
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  Speaker 3: where parents have to get transparent about how much they
• 10:58
  Speaker 3: make or financial aid purposes, the college purposes, and then
• 11:05
  Speaker 3: young people start to see for the first time, Woa,
• 11:08
  Speaker 3: my parent makes a lot of money or my parent
• 11:10
  Speaker 3: doesn't make a lot of money. But these conversations can
• 11:13
  Speaker 3: happen a lot earlier so that young people have a
• 11:16
  Speaker 3: more realistic viewpoint on finances and about money. But again,
• 11:21
  Speaker 3: we can only teach what we know, and we know
• 11:25
  Speaker 3: that this hidden language of money is passed down from
• 11:27
  Speaker 3: father to son, mothers to daughters, mothers to sons, and
• 11:31
  Speaker 3: a lot of black and brown people don't have that knowledge.
• 11:33
  Speaker 3: So our young people is at a disadvantage. And it's
• 11:36
  Speaker 3: like we say, it's much easier to build strong children
• 11:40
  Speaker 3: then fix broken adults, But we hear all the time,
• 11:44
  Speaker 3: let's fix your credit, let's fix your finances. This word
• 11:47
  Speaker 3: fix is so big in our space for black and
• 11:51
  Speaker 3: brown people, and we need to change that and we
• 11:53
  Speaker 3: need to build from the young. But first we have
• 11:55
  Speaker 3: to get our parents to understand that there's some things
• 11:59
  Speaker 3: that they have to come to terms with and they
• 12:01
  Speaker 3: have to learn, and they have to sit back and
• 12:03
  Speaker 3: watch deserve because young people learn from them. So the
• 12:09
  Speaker 3: more we learn and the more you do, and the
• 12:11
  Speaker 3: more you educate yourself just by being there, they're going
• 12:15
  Speaker 3: to actually learn and get smarter about money travel.
• 12:19
  Speaker 1: That's interesting as a leader of schools, it's kind of
• 12:20
  Speaker 1: like a two part question. Obviously coming from education, people
• 12:24
  Speaker 1: always ask why did I leave what I leave? And
• 12:26
  Speaker 1: I'm like, yo, I start to feel complicit inside of it, right, Like,
• 12:28
  Speaker 1: I don't know if this dream, or the so called
• 12:31
  Speaker 1: dream that we have of getting the house and the
• 12:33
  Speaker 1: pictures that go into college is ideal anymore. Two things,
• 12:38
  Speaker 1: as you see this younger generation, right, you're seeing kids
• 12:42
  Speaker 1: seventh grade through twelfth grade. You're seeing it year to year.
• 12:44
  Speaker 1: Are you starting to see a mindset shift inside of
• 12:47
  Speaker 1: your young adults?
• 12:48
  Speaker 3: Right?
• 12:48
  Speaker 1: I know you guys offer things that typical the average
• 12:51
  Speaker 1: school doesn't. And what's the mindset from the parents that
• 12:55
  Speaker 1: you're seeing right now? Right? Because this is a financial
• 12:58
  Speaker 1: awakening we like to call it now where we're start
• 13:00
  Speaker 1: to see adult start to learn a little bit more,
• 13:03
  Speaker 1: kids are learning. What are you seeing from both aspects?
• 13:06
  Speaker 3: Yeah, that's a good question. I still we're still seeing
• 13:10
  Speaker 3: that for black and brown families, especially in the communities
• 13:14
  Speaker 3: that I serve, they're still not tapped in or there's
• 13:17
  Speaker 3: a lot of misinformation. Our families are getting a lot
• 13:21
  Speaker 3: of information off of social media, which is 't great
• 13:24
  Speaker 3: in some circumstances, but there's a lot of misinformation out there.
• 13:28
  Speaker 3: Like I think the pandemic where everybody was in like
• 13:31
  Speaker 3: a lot of people ran to the stock market, they
• 13:34
  Speaker 3: ran to investing, they ran to these things. But just
• 13:37
  Speaker 3: like everything else, education is key and research is key,
• 13:40
  Speaker 3: but do our families have the financial mentors and the
• 13:45
  Speaker 3: financial resources to actually get the right information. That's why
• 13:49
  Speaker 3: I respect so much platform like yours and the work
• 13:51
  Speaker 3: that you'll are doing because you're bringing real information that's
• 13:57
  Speaker 3: credible to people. But again, as black and brown people,
• 14:01
  Speaker 3: we're still susceptible to misinformation running the social media, meme stocks,
• 14:06
  Speaker 3: things like that, and that's why education is important, and
• 14:09
  Speaker 3: that's why we have to make sure that it's happening
• 14:11
  Speaker 3: in schools an incredible way that you were with that. Again,
• 14:15
  Speaker 3: that's what we're talking about in terms of our families.
• 14:18
  Speaker 3: They have to understand we our kids learn as we do,
• 14:24
  Speaker 3: and that's really important as we as we look to
• 14:27
  Speaker 3: move our young people forward and in this financial journey,
• 14:31
  Speaker 3: our parents just have to understand that these skills inherited
• 14:34
  Speaker 3: from them, so their mindsets are really important around money.
• 14:38
  Speaker 3: So let's take it for it. Let's take for example.
• 14:42
  Speaker 3: Let's take for example, when I was raised, my household's
• 14:46
  Speaker 3: mindset was a scarcity mindset. We always held on to
• 14:50
  Speaker 3: every dollar. We felt that we never had enough money
• 14:53
  Speaker 3: to buy food, to buy goods. So and I adopted
• 14:58
  Speaker 3: that from my mother. And just because we grew up
• 15:01
  Speaker 3: in projects and we didn't have a lot of money,
• 15:03
  Speaker 3: so I looked at money in terms of as a
• 15:06
  Speaker 3: scarce resource that trickles down to as I get older
• 15:10
  Speaker 3: and what I think about money. So I had to
• 15:12
  Speaker 3: create I had to actually I had to actually dismantle
• 15:16
  Speaker 3: those trauma bonds around money. And this is happening in
• 15:19
  Speaker 3: a lot a lot of families in our community. So
• 15:22
  Speaker 3: the first step is really just to break to understand
• 15:25
  Speaker 3: where you are, do a self reflection on your attitudes,
• 15:28
  Speaker 3: your behavior, and your mindset around money so you're not
• 15:32
  Speaker 3: passing that on to your children. So now one of
• 15:36
  Speaker 3: the things that we also need to talk about, and
• 15:39
  Speaker 3: I know this is a concept that the two of
• 15:41
  Speaker 3: you really stand by, this idea of each one teach
• 15:43
  Speaker 3: one and this is where we get into why we
• 15:47
  Speaker 3: need financial literacy in our schools. And this is why
• 15:50
  Speaker 3: I'm such a big advocate on it is because we know,
• 15:54
  Speaker 3: we know just clearly black and brown people with social learners,
• 15:58
  Speaker 3: we get together and we learn in groups. This is
• 16:02
  Speaker 3: something that you are promote. This is something that we
• 16:05
  Speaker 3: need to promote out there because a lot of our people,
• 16:08
  Speaker 3: black and brown people actually are just getting into the market.
• 16:11
  Speaker 3: So we need a collective to really talk and share information.
• 16:14
  Speaker 3: Schools provide the format for that. I'm a big advocate
• 16:17
  Speaker 3: of pushing this stuff in schools because it's a It's
• 16:22
  Speaker 3: a space where a lot of young people are together
• 16:24
  Speaker 3: and we can grab and we can they can talk
• 16:26
  Speaker 3: about ideas part of what we need to do. That's
• 16:30
  Speaker 3: different than other financial curriculums of where things are failed
• 16:35
  Speaker 3: in the failed in the past, is that a lot
• 16:38
  Speaker 3: of oftentimes we don't talk about the context and history
• 16:41
  Speaker 3: behind our lack of finances, so we don't be studied
• 16:44
  Speaker 3: the past. We become victims of it. So black and
• 16:47
  Speaker 3: brown people have a have a trouble past with finances.
• 16:51
  Speaker 3: We've been left out of finding the finances for a
• 16:53
  Speaker 3: very long time. So we need to talk about that
• 16:56
  Speaker 3: as a community. And then another great piece is students
• 17:01
  Speaker 3: when they start learning in schools, they can actually broken
• 17:04
  Speaker 3: those conversations at home. So when we talk about each one,
• 17:07
  Speaker 3: teach one. Sometimes our families don't know how to start
• 17:11
  Speaker 3: these conversations with our young people around finances. But there's
• 17:15
  Speaker 3: nothing more powerful than a child going home and saying, mom,
• 17:20
  Speaker 3: do you invest? Mom? Do you know about compounding interests? Dad?
• 17:26
  Speaker 3: Do you know what a mutual fund is? A child
• 17:28
  Speaker 3: can lead the way and a lot of these communities
• 17:31
  Speaker 3: that have been broken for a while. And that's why
• 17:33
  Speaker 3: it's really important for us to bridge this gap by
• 17:37
  Speaker 3: bringing financial literacy in schools. And the last thing that
• 17:40
  Speaker 3: I'll touch on to this point is if not us,
• 17:43
  Speaker 3: then who If they wanted us to be educated on
• 17:47
  Speaker 3: this stuff, and I'm saying that they banks, financial institutions,
• 17:52
  Speaker 3: this stuff would have been done already. We can't expect
• 17:55
  Speaker 3: financial organizations to teach us. We have to save us.
• 18:00
  Speaker 3: And that's what YouTube gentlemen are doing is being part
• 18:03
  Speaker 3: of saving us. If we're talking about black and brown
• 18:06
  Speaker 3: communities and getting smarter about finances, you can't wait to
• 18:11
  Speaker 3: you can't wait for outsiders to teach you about money.
• 18:14
  Speaker 3: It's not their responsibility, it's our responsibility. We have to
• 18:19
  Speaker 3: build agency to really start talking about financial literacy and
• 18:23
  Speaker 3: building up our own communities. Again, how long are we
• 18:26
  Speaker 3: going to wait for other people to build up our communities.
• 18:29
  Speaker 1: Yeah, it's like that age old question, right, Like people
• 18:32
  Speaker 1: always talk about, well, I'm gonna leave it up to
• 18:35
  Speaker 1: the school to educate my kids, when I would tell
• 18:37
  Speaker 1: you know, I try to encourage people, like learning doesn't
• 18:39
  Speaker 1: stop when when you walk out those doors, like those
• 18:42
  Speaker 1: four walls of your classroom shouldn't be the only place
• 18:44
  Speaker 1: you're learning. But it makes me think about that age
• 18:47
  Speaker 1: old adage. Right. People will say that the system's broken
• 18:50
  Speaker 1: or the system doesn't work, and there's other people that
• 18:52
  Speaker 1: are saying that, yeah, the system is actually working exactly
• 18:54
  Speaker 1: how it's designed. Why would I teach you about money
• 18:56
  Speaker 1: when I'm always gonna need somebody to pray on, or
• 18:59
  Speaker 1: I'm always to need somebody to employ. I'm never teaching
• 19:02
  Speaker 1: these things. What are your thoughts around that? Obviously, being
• 19:04
  Speaker 1: the leader of a school and of the community, right,
• 19:06
  Speaker 1: because you're principals are not just in the building, right,
• 19:10
  Speaker 1: Like you're the leader of the community. Right when there's
• 19:12
  Speaker 1: an issue going on that happens in the park, you're
• 19:15
  Speaker 1: going to be and learned because it could be your student. Right. So, like,
• 19:18
  Speaker 1: as a leader of community, what's your thoughts around now.
• 19:21
  Speaker 3: Yeah, that's a great question. I think the big thing here,
• 19:24
  Speaker 3: I think principles and other community community leaders, we have
• 19:29
  Speaker 3: a great responsibility to our people and we have a
• 19:32
  Speaker 3: lot of power. But I think sometimes we take a
• 19:36
  Speaker 3: short sided approach to our problems. Money solves a lot
• 19:41
  Speaker 3: of problems that you both have always said. But let
• 19:44
  Speaker 3: me just give you a case in point that we
• 19:45
  Speaker 3: see in a lot of schools, and I would love
• 19:47
  Speaker 3: to hear your take on this. Right, when a child
• 19:50
  Speaker 3: is hungry in school, or child doesn't have clothes, or
• 19:54
  Speaker 3: child's in temporary housing, what do you think the school does?
• 20:01
  Speaker 2: What do they do? Yeah, they call the parents at
• 20:05
  Speaker 2: the hungry you said, if.
• 20:07
  Speaker 3: A child and family is hungry, the child and family
• 20:10
  Speaker 3: they don't have the clothes, what do school leaders typically do?
• 20:15
  Speaker 2: They call services child services and.
• 20:18
  Speaker 3: They essentially they provide those things.
• 20:21
  Speaker 1: I was gonna say, yeah, most times when you see
• 20:23
  Speaker 1: situations like that, they're going to rally around that child.
• 20:26
  Speaker 3: Yeah. So across America and black and brown communities, in
• 20:29
  Speaker 3: the pover's communities, when there's a problem let's say food,
• 20:34
  Speaker 3: food scarcity, lack of clothing, and things like that we provide.
• 20:38
  Speaker 3: You see nothing in communities like the Bronx Detroit, wherever
• 20:41
  Speaker 3: you see schools building pantries for students and families, you see,
• 20:47
  Speaker 3: you see book bag getbacks, you see you see all
• 20:50
  Speaker 3: these drives. You're probably being part of some right m hm.
• 20:54
  Speaker 3: That's a short term approach because I think it's necessary
• 20:58
  Speaker 3: and needed, but it's not because the worst thing I
• 21:02
  Speaker 3: want to see is somebody that I'm giving out food
• 21:04
  Speaker 3: at at seven, coming back to me at seventeen, coming
• 21:09
  Speaker 3: to me back at twenty seven. So I think as
• 21:12
  Speaker 3: community leaders and as principles, we have to take a
• 21:16
  Speaker 3: longer view. Let's teach them to fish instead of giving
• 21:20
  Speaker 3: them the fish. And they may need to fish temporarily
• 21:23
  Speaker 3: because hunger is a real thing. But as we're giving
• 21:26
  Speaker 3: them the fish, let's double back and teach them how
• 21:29
  Speaker 3: to fish also. And I think that's where financial literacy
• 21:32
  Speaker 3: comes in. Our communities have a lot of problems, but
• 21:36
  Speaker 3: I think we take a short sided view in terms
• 21:38
  Speaker 3: of just giving them the thing they need. And I
• 21:40
  Speaker 3: think that is important. Let's not get that if a
• 21:43
  Speaker 3: child is hungry let's feed the child, but that's also
• 21:46
  Speaker 3: let's give them another type of food that says you're
• 21:49
  Speaker 3: going to be hungry. Now, you're probably gonna be hungry
• 21:52
  Speaker 3: again tomorrow, and I'm going to feed you. But my
• 21:55
  Speaker 3: biggest mission as a school or as a community is
• 21:58
  Speaker 3: to make sure in five ten years you're not going
• 22:01
  Speaker 3: to be hungry again. You're not going to be on
• 22:03
  Speaker 3: social services because you start to understand how to save money,
• 22:08
  Speaker 3: grow money, invest money. And I think that's where our communities,
• 22:12
  Speaker 3: especially communities of color, can really level up and ratchet
• 22:15
  Speaker 3: up what we're doing in schools. So again, it's wonderful
• 22:18
  Speaker 3: what we're doing in terms of providing the needs around food,
• 22:21
  Speaker 3: scared and scarcity, because hunger is a real thing. The
• 22:24
  Speaker 3: challenge is it can't stop there. That's necessary, but not sufficient.
• 22:29
  Speaker 3: We have to become part of this financial revolution and
• 22:32
  Speaker 3: our schools because it's the way to grow wealth and
• 22:36
  Speaker 3: stop a seven year old for coming back in fifteen
• 22:39
  Speaker 3: years to grab a loaf of bread, for sure.
• 22:42
  Speaker 2: So all right, so now getting into some actionable items,
• 22:46
  Speaker 2: I want to talk even off script for a little
• 22:48
  Speaker 2: bit about like different ways because like I feel like
• 22:51
  Speaker 2: gamification is vitally important when it comes to teaching anybody
• 22:55
  Speaker 2: about anything, but especially children. Right, So probably one of
• 23:00
  Speaker 2: the first things that I think parents can do is
• 23:03
  Speaker 2: actually gamify finances and make it relatable. So to give
• 23:07
  Speaker 2: you some examples, of course, there's games like Monopoly that's
• 23:11
  Speaker 2: a very good game. But just like if you could
• 23:13
  Speaker 2: create your own game, like you can have budget battles, right,
• 23:16
  Speaker 2: and see, the budget battle is good because that actually
• 23:19
  Speaker 2: forces people to learn vital skills early. So what a
• 23:25
  Speaker 2: budget battle is is, let's say you have two kids, right,
• 23:30
  Speaker 2: and it's two parents and two kids, and we're playing
• 23:33
  Speaker 2: budget battle, right, and we have fake money we'll use
• 23:37
  Speaker 2: like five thousand dollars, right, But then you have a
• 23:39
  Speaker 2: list of items that everybody gets, and you have rent
• 23:42
  Speaker 2: or a mortgage payment at fifteen hundred dollars, you have
• 23:46
  Speaker 2: gas at one hundred dollars, you have genes at two
• 23:51
  Speaker 2: hundred and fifty dollars. So what you do is you
• 23:53
  Speaker 2: put necessities on there, but then you also put things
• 23:57
  Speaker 2: that aren't necessities right on there as well. So you
• 24:01
  Speaker 2: give you give everybody the sheet, right, and then you
• 24:04
  Speaker 2: so now the sheet in total might equal ten thousand dollars,
• 24:09
  Speaker 2: so you're not going to be able to spend all
• 24:12
  Speaker 2: of the money on one thing, so you have to
• 24:13
  Speaker 2: actually pick what's important to you. So usually a child
• 24:17
  Speaker 2: that doesn't have full understanding of life, right, they're gonna
• 24:20
  Speaker 2: pick travel, they're gonna pick clothes, they're gonna pick food,
• 24:23
  Speaker 2: they're gonna pick going to Disney World. So now you're
• 24:27
  Speaker 2: explained to them the consequences of that, right where it's like, okay,
• 24:31
  Speaker 2: like now you you spent your five thousand dollars and nowhere,
• 24:35
  Speaker 2: nowhere in this five thousand dollars does it have anything
• 24:37
  Speaker 2: to do with housing. Nowhere in this five thousand dollars
• 24:40
  Speaker 2: to have anything to do with transportation. So now you
• 24:44
  Speaker 2: had a good time and you went to Disney World,
• 24:46
  Speaker 2: and you have a pair of jeans that you like,
• 24:48
  Speaker 2: but now you no longer have anywhere to live. Right,
• 24:52
  Speaker 2: And it's rewarded as far as whoever makes the best
• 24:55
  Speaker 2: financial decision actually potentially get real money. So like the
• 24:57
  Speaker 2: win of the game gets one hundred dollars, let's say. Right, So,
• 25:01
  Speaker 2: now what that does is a it teaches them early
• 25:06
  Speaker 2: the importance of prioritizing things, right. It also teaches them
• 25:11
  Speaker 2: early the value of creating a budget. Creating a budget
• 25:15
  Speaker 2: is probably one of the most underrated things when it
• 25:17
  Speaker 2: comes to finance. Right, It's like insurance. It's not sexy,
• 25:21
  Speaker 2: nobody wants to talk about it, but it's vitally important.
• 25:24
  Speaker 2: When you look at Fortune five hundred companies, there's no
• 25:26
  Speaker 2: Fortune five hundred company that operates without a budget. The
• 25:29
  Speaker 2: United States government operates with a budget, but most people
• 25:33
  Speaker 2: have no idea how much money is coming in on
• 25:35
  Speaker 2: how much money's coming out. Right, Just think about that.
• 25:37
  Speaker 2: Like if you were the CEO of a company and
• 25:40
  Speaker 2: somebody asked you how much revenue did you have in
• 25:42
  Speaker 2: this year? And you gave them a vague answer, and
• 25:45
  Speaker 2: then they said, more importantly, how much money was going out?
• 25:49
  Speaker 2: What was your expenses? And you have no answer at all.
• 25:51
  Speaker 2: How long do you think that ceo would last? Right?
• 25:55
  Speaker 2: Even you you run a school, right, you have to
• 25:57
  Speaker 2: know how much you guys are spending. You spend for
• 26:00
  Speaker 2: school uniforms, you spend for lunch, Like, that's vitally important
• 26:04
  Speaker 2: to know. Most people don't have any idea about that
• 26:09
  Speaker 2: because it was never taught to them. It's not a
• 26:12
  Speaker 2: complicated thing to teach, but it is vitally important. And
• 26:16
  Speaker 2: one thing about habits is that the habits that you
• 26:19
  Speaker 2: develop young usually carry with you for a long time.
• 26:22
  Speaker 1: Right.
• 26:23
  Speaker 2: So it's like eating. This is why it's very important
• 26:25
  Speaker 2: to introduce a healthy lifestyle early, because it's difficult to
• 26:28
  Speaker 2: make somebody vegan after they ate McDonald's for twenty five years. Right.
• 26:32
  Speaker 2: This is why cigarette companies used to target kids at
• 26:34
  Speaker 2: a very young age, because they know that if you
• 26:36
  Speaker 2: get a child, you get a lifelong customer. This is
• 26:38
  Speaker 2: why McDonald's has Ronald McDonald When they have kids parties,
• 26:43
  Speaker 2: they target young people because usually the habits that you
• 26:48
  Speaker 2: make early you continue for the rest of your life.
• 26:51
  Speaker 2: But if you can make good habits early, you can
• 26:54
  Speaker 2: continue for the rest of your life. So the budget
• 26:56
  Speaker 2: game is something that is a very good way to
• 27:04
  Speaker 2: gamify what. You can incentify it as well, but early
• 27:08
  Speaker 2: you can teach people the value, teach kids the value
• 27:13
  Speaker 2: of what they're spending their money on and the importance
• 27:18
  Speaker 2: of having a discipline budget right as opposed to spending
• 27:24
  Speaker 2: money fervously. Right, And you have to explain to them
• 27:26
  Speaker 2: like why, since you didn't do this, the consequences of
• 27:32
  Speaker 2: you not doing this is this, right, So that's something
• 27:37
  Speaker 2: that I think is important before we continue. I just
• 27:39
  Speaker 2: wanted to kind of start with some level of gamification
• 27:44
  Speaker 2: because I do think that that is a major part
• 27:48
  Speaker 2: in the learning process. And like I said, that's something
• 27:51
  Speaker 2: that you can do a family out and you can
• 27:53
  Speaker 2: have a spreadsheet, you can put on the internet. You
• 27:55
  Speaker 2: can make it as complex or as simple as you want.
• 27:57
  Speaker 2: It's up to you, but it's it's really not difficult.
• 28:02
  Speaker 2: And if you are playing games like Monopoly, I think
• 28:04
  Speaker 2: it's important to fully explain the Monopoly game, right, like explain,
• 28:09
  Speaker 2: you know, why buying property is so vitally important because
• 28:13
  Speaker 2: you're getting rent, right, So in the middle of the game,
• 28:16
  Speaker 2: just stop. You're gonna learn about finances just by playing
• 28:19
  Speaker 2: the game. But I think it's important to kind of
• 28:20
  Speaker 2: stop the game and intervals and explain, like, Okay, now,
• 28:24
  Speaker 2: the reason why you want to have these houses is
• 28:26
  Speaker 2: because you're collecting rent and you're a landlord. Right, So
• 28:29
  Speaker 2: now landlords, everybody in real estate is everybody in real estate, right.
• 28:37
  Speaker 2: Everybody participates in real estate unless you're homeless. So I
• 28:40
  Speaker 2: think it's important to teach children that early. Everybody participates
• 28:43
  Speaker 2: in real estate unless you're homeless. So you say, okay,
• 28:46
  Speaker 2: now you can participate and pay rent to somebody. Right Now,
• 28:52
  Speaker 2: every month you have to pay, and what you're actually
• 28:54
  Speaker 2: doing is paying their mortgage, which is a loan from
• 28:56
  Speaker 2: the bank, which you learn that in the game. But
• 29:00
  Speaker 2: the other side of that is that you have a
• 29:02
  Speaker 2: landlord who's actually collecting rent. So there's only two ways
• 29:06
  Speaker 2: that you can play this game. You can either pay
• 29:11
  Speaker 2: or you can collect, right, that's the that's the two
• 29:14
  Speaker 2: ways to go about it. So explaining why it's always
• 29:18
  Speaker 2: going to be better usually to be on the collecting
• 29:21
  Speaker 2: side as opposed to the paying side, I think is
• 29:25
  Speaker 2: something that in a game like Monopoly, when you fully
• 29:31
  Speaker 2: explain it, break it down now, you start to have
• 29:35
  Speaker 2: more of an appreciation as opposed to just playing a
• 29:38
  Speaker 2: game just just trying to win. Right. Like I said,
• 29:40
  Speaker 2: it's it's still beneficial in that way, but if you
• 29:43
  Speaker 2: can actually start to explain it, even in very elementary,
• 29:46
  Speaker 2: easy to understand ways to go about it, and even
• 29:49
  Speaker 2: the strategy of buying the same street, right, that's a strategy,
• 29:53
  Speaker 2: that's a real estate strategy. It's like okay, we want
• 29:56
  Speaker 2: all we want all blue, we want boardwalk, and we
• 29:59
  Speaker 2: want all of those blue properties, because usually it's going
• 30:02
  Speaker 2: to work better if you buy real estate close to
• 30:04
  Speaker 2: each other. Right, there's a reason why most people that
• 30:07
  Speaker 2: have large real estate portfolios it's in clusters. They don't
• 30:10
  Speaker 2: have like one house in Michigan, one house and all beneath.
• 30:12
  Speaker 2: Because you learn the market, you get familiar with the
• 30:17
  Speaker 2: town government, right, you have incentives. It's easier for you
• 30:22
  Speaker 2: to manipulate the situation when you have things close by
• 30:26
  Speaker 2: in a cluster. That's another thing that you learn in monopoly,
• 30:29
  Speaker 2: like it's more beneficial to own a set as opposed
• 30:33
  Speaker 2: to just owning everything randomly. Right. So little stuff like
• 30:37
  Speaker 2: that when you when you start to train children and
• 30:40
  Speaker 2: even adults, but you start to train them in the
• 30:42
  Speaker 2: form of gamification, and then you're explaining it to them
• 30:46
  Speaker 2: as you're actually playing. I think that that's a major
• 30:50
  Speaker 2: step in them getting to understand the dynamics of how
• 30:55
  Speaker 2: money and business works.
• 30:57
  Speaker 3: I agree, and I think once you start to gamify something,
• 31:01
  Speaker 3: young people get Really we see it in education all
• 31:04
  Speaker 3: the time, and I think that's the entry way to
• 31:06
  Speaker 3: actually putting our money where our mouth is and one
• 31:09
  Speaker 3: of the easiest ways to jump in and do it
• 31:11
  Speaker 3: for real now is through an allowance, right right right,
• 31:15
  Speaker 3: And that's a number, and that's a really when we
• 31:18
  Speaker 3: talk about gamification as one, I would say coming right
• 31:22
  Speaker 3: in terms of second is in terms of like, now,
• 31:25
  Speaker 3: how do we really get in get in the market
• 31:28
  Speaker 3: and really put our money into it. And one thing
• 31:31
  Speaker 3: that allowance does because a lot of families, a lot
• 31:33
  Speaker 3: of parents do allowances with young people. And there are
• 31:37
  Speaker 3: different ways you can look at your allowance, but the
• 31:40
  Speaker 3: biggest thing is and that where we get a really
• 31:42
  Speaker 3: big advantage is you get kids to start understanding the
• 31:46
  Speaker 3: value of money before an allowance is introduced. Money comes
• 31:52
  Speaker 3: from out of the blue, It comes out of your pocket,
• 31:56
  Speaker 3: it comes out of machine, an ATM machine. Young people
• 31:59
  Speaker 3: have no have no concept and no value of money there.
• 32:02
  Speaker 3: So we hear parents scream all the time you think
• 32:05
  Speaker 3: money grows on trees And the answer is yes, because
• 32:10
  Speaker 3: we ask for it and we get it. And that
• 32:12
  Speaker 3: builds a sense of entitlement in young people. So when
• 32:15
  Speaker 3: parents that's why I'm a big advocate of putting an allowance,
• 32:20
  Speaker 3: putting an allowance structure in so young people start to
• 32:23
  Speaker 3: associate money with work and money with hard work. That
• 32:28
  Speaker 3: I get money when I do some form of physical
• 32:32
  Speaker 3: labor or even knowledge labor. So we see allowances being
• 32:38
  Speaker 3: connected to doing chores. That's the most common one connected
• 32:42
  Speaker 3: to chores. There's pros and constant of course, in terms
• 32:47
  Speaker 3: of paying kids for being in the community space, but
• 32:50
  Speaker 3: that's the most common one. But then we start to
• 32:53
  Speaker 3: see that it's connected to more knowledge work, like we're
• 32:56
  Speaker 3: going to pay you ten dollars if you read a
• 32:59
  Speaker 3: certain number of paid is a day or a week,
• 33:02
  Speaker 3: or the number of a's you get in school. So
• 33:06
  Speaker 3: we're connecting again money to some sort of work. And
• 33:10
  Speaker 3: I want to just highlight it could be the physical
• 33:12
  Speaker 3: labor of making your bad taking out the trash, or
• 33:16
  Speaker 3: connecting it to knowledge work, which is really important of course,
• 33:19
  Speaker 3: because we're in a knowledge economy. We want young people
• 33:21
  Speaker 3: to get smarter, so it's connected to there. The third
• 33:24
  Speaker 3: way that's getting more speed and traction is giving an
• 33:29
  Speaker 3: allowance to actually play the game of money. So it's
• 33:35
  Speaker 3: not connected to something you do or output. It's connected
• 33:39
  Speaker 3: to I'm going to give Troy. I'm going to give
• 33:41
  Speaker 3: you one hundred dollars because I want you to learn
• 33:45
  Speaker 3: what to do with the money. So it's not connected.
• 33:48
  Speaker 3: So every week you got one hundred dollars. So now
• 33:50
  Speaker 3: you have a certain amount of money, and now we
• 33:53
  Speaker 3: can start to have a conversation around with this one
• 33:55
  Speaker 3: hundred dollars, how are you going to budget? To your
• 33:58
  Speaker 3: point with Shad, you're getting a hundred dollars a week,
• 34:00
  Speaker 3: how are you going to budget?
• 34:02
  Speaker 2: Well, another thing that you can do for that to
• 34:04
  Speaker 2: incentifize learning is because let's be honest, right, you have
• 34:09
  Speaker 2: to give people incentives for them to be motivated a
• 34:11
  Speaker 2: lot of times, especially kids. So it's like educating them
• 34:15
  Speaker 2: on different figures are important as well. But so it's like, okay, you,
• 34:21
  Speaker 2: I need you to do a two page report on
• 34:25
  Speaker 2: ten different people. If every time you complete this report,
• 34:28
  Speaker 2: I'll give you twenty five dollars. Right, but these people
• 34:31
  Speaker 2: are going to be business people because they already know
• 34:34
  Speaker 2: who Lebron jams. They already know who Rihanna is. So
• 34:36
  Speaker 2: I need you to I need you to research who
• 34:38
  Speaker 2: Robert Smith is, right, and I need you to write
• 34:41
  Speaker 2: a two page report and I'll give you twenty five
• 34:43
  Speaker 2: dollars when that report is completed. Right, you're incentivizing their
• 34:48
  Speaker 2: their education and their learning. Now they're not looking at
• 34:50
  Speaker 2: like it's punishment, because nobody's going to be overly excited
• 34:53
  Speaker 2: at twelve years old to learn about who he is.
• 34:55
  Speaker 2: I'm just being honest, right, But when you give them
• 34:59
  Speaker 2: some montory already gain from it. Now they have no
• 35:03
  Speaker 2: they have no choice, even if they don't like it
• 35:04
  Speaker 2: or not. And the good thing about that is that
• 35:06
  Speaker 2: even they still probably won't be enthusiastic about doing it,
• 35:10
  Speaker 2: but it's already done, and now it's in their brain now, right,
• 35:14
  Speaker 2: And you do that for ten weeks straight. Now, you
• 35:16
  Speaker 2: pick Robert Smith, you pick David Stewart, you pick a
• 35:19
  Speaker 2: variety of different people that have he reached high levels
• 35:22
  Speaker 2: of success in business. Right, And these are people that
• 35:26
  Speaker 2: they're never going to learn about in school, and they're
• 35:28
  Speaker 2: never going to learn about on their own. Until they
• 35:30
  Speaker 2: get older. They might have, you know, just some interest
• 35:32
  Speaker 2: in that. But if you expose them to that early,
• 35:35
  Speaker 2: not only are you educating you're killing a few birds
• 35:39
  Speaker 2: in one stone with this, right. Not only are you
• 35:41
  Speaker 2: educating them on who these people are. It's like Black
• 35:45
  Speaker 2: History Month, right when we have to learn we have
• 35:47
  Speaker 2: to learn who you know, different people are. We had
• 35:51
  Speaker 2: to learn who Martin Luther King was we had no choice,
• 35:53
  Speaker 2: like they taught us it, right, and then that gave
• 35:55
  Speaker 2: us an appreciation for the for the story. So when
• 35:58
  Speaker 2: you learn who Robert Smith is, a few things happened.
• 36:00
  Speaker 2: A It broadens your horizon on success because you realize
• 36:04
  Speaker 2: that there's other people that's successful other than just what
• 36:06
  Speaker 2: the media is telling you. It also educates you on
• 36:10
  Speaker 2: things that you didn't know because you're gonna learn about
• 36:11
  Speaker 2: private equity and you probably never even heard of that
• 36:14
  Speaker 2: as a kid. Right. And then it's also going to
• 36:19
  Speaker 2: potentially lead an interest on the career path side as well.
• 36:22
  Speaker 1: Right.
• 36:22
  Speaker 2: And like I said that, these are the seeds that
• 36:24
  Speaker 2: you just plant. Now, it might not be fully, you
• 36:26
  Speaker 2: might not be involved in this right now today. But
• 36:30
  Speaker 2: by doing this intentionally, you gotta be intentional with learning.
• 36:33
  Speaker 1: Right.
• 36:34
  Speaker 2: So if you're doing this with your child intentionally, now
• 36:39
  Speaker 2: they really have no choice but to be highly educated
• 36:45
  Speaker 2: on people that the vast majority of society doesn't even know.
• 36:49
  Speaker 2: Just think about that, if you did that for ten weeks, right,
• 36:52
  Speaker 2: and you took some of the wealthiest, some of the
• 36:54
  Speaker 2: most successful black people in America that's not in sports
• 36:57
  Speaker 2: and entertainment, right, just by doing that for ten weeks, right,
• 37:02
  Speaker 2: and you paid them twenty five dollars, that would be
• 37:05
  Speaker 2: a couple hundred dollars. And the grants cheme thing, it's
• 37:06
  Speaker 2: not going to make or break the situation. They will learn.
• 37:09
  Speaker 2: They would be more educated on those people than ninety
• 37:14
  Speaker 2: percent of adults. That's a fact. Adults won't even know
• 37:19
  Speaker 2: those who those people are, let alone be able to
• 37:22
  Speaker 2: have enough information to write a page or a two
• 37:26
  Speaker 2: page report about them.
• 37:27
  Speaker 3: I agree. I think what you bring up, which is
• 37:30
  Speaker 3: which as you were speaking, is this idea that we're
• 37:33
  Speaker 3: use in sports a lot, and it's this idea of
• 37:36
  Speaker 3: hero talk. When you talk to young people, you talk,
• 37:39
  Speaker 3: it's called hero talk or role model talk. You say
• 37:42
  Speaker 3: something like what would Lebron James do? Because they know
• 37:46
  Speaker 3: so much about Lebron James. So now when you get
• 37:49
  Speaker 3: these new mentors from researching and learning about people, when
• 37:53
  Speaker 3: a young person gets a lot of money, you can say, now,
• 37:57
  Speaker 3: with your understanding of Robert Smith, what would Robin Smith do?
• 38:02
  Speaker 3: So it changed conversation, and or what would what would
• 38:06
  Speaker 3: Troy and Rashaan do in this situation? So mentor talk
• 38:10
  Speaker 3: or hero talk is deeply connected with acquiring new skills
• 38:15
  Speaker 3: but also pausing and thinking about what someone else would
• 38:20
  Speaker 3: do and as given situation, and providing learning to give
• 38:24
  Speaker 3: you inside in terms of what you think you should
• 38:27
  Speaker 3: do next, because oftentimes young people don't have that step
• 38:30
  Speaker 3: back moment to say, let me think about what such
• 38:33
  Speaker 3: and such would do in this situation. So when we
• 38:36
  Speaker 3: talk about decision making, we do it automatically. As adults.
• 38:40
  Speaker 3: We think about what our friends would do, what people
• 38:43
  Speaker 3: that we think are smarter than us would do, what
• 38:46
  Speaker 3: people coas to us would do. Young people don't do
• 38:48
  Speaker 3: that so much, or they do it they don't have
• 38:51
  Speaker 3: the mentors. So now we're giving the mental mentors to say, hmm,
• 38:57
  Speaker 3: I got ten thousand dollars from from a birthday gift.
• 39:02
  Speaker 3: I actually have a mentor or someone to look up
• 39:06
  Speaker 3: to to figure out what do I think they would
• 39:08
  Speaker 3: do in the situation to really guide their decisions. So
• 39:11
  Speaker 3: I think that's an excellent strategy around teaching them to
• 39:15
  Speaker 3: go out there and learn about other people financial titans,
• 39:19
  Speaker 3: smart people, entrepreneurs, because it gives them a mental model
• 39:23
  Speaker 3: to see the world. It gives them a different perspectives
• 39:26
  Speaker 3: to see the world and also see the world of money,
• 39:28
  Speaker 3: which is really important in which way typically lacking.
• 39:32
  Speaker 1: Yeah, and it brings up a couple of things inside
• 39:34
  Speaker 1: of that conversation. The movie Hitting Figures just comes to mind.
• 39:37
  Speaker 1: Right when we figured out what these young ladies were doing,
• 39:40
  Speaker 1: it was like, this is astronomical, Like we should have
• 39:42
  Speaker 1: known these stories for so long, and when you do that,
• 39:45
  Speaker 1: now you uncover more of these hit I mean they're
• 39:47
  Speaker 1: in plain sight, they're not even hidden, but the greatness
• 39:50
  Speaker 1: hasn't been displayed. When you were talking about the instead
• 39:52
  Speaker 1: of fives learning, it just made me think. I'm like,
• 39:54
  Speaker 1: when you start school, everything is a centervized learning, right
• 39:58
  Speaker 1: when you're in kindergarten, when you're a first grade at
• 39:59
  Speaker 1: l entry level, it's how do I get the sticker
• 40:02
  Speaker 1: on my test? Or how do I get to go
• 40:04
  Speaker 1: to the teacher and get a jolly rancher because I
• 40:06
  Speaker 1: got one hundred on my spelling? You know what I mean.
• 40:08
  Speaker 1: It's always the incentive. Even as you get into the secondary,
• 40:11
  Speaker 1: early secondary, sixth middle school is there's still positive behavior
• 40:16
  Speaker 1: and structural systems and this reward system. The incentive is there.
• 40:19
  Speaker 1: It feels like in high school that changes. It's like
• 40:23
  Speaker 1: what becomes now the tangible incentive and if you think
• 40:26
  Speaker 1: about how we're learning, because that's important too. Activity based
• 40:30
  Speaker 1: learning not as prevalent, project based learning not as prevalent.
• 40:36
  Speaker 1: What we do have is to structures in front of
• 40:38
  Speaker 1: the teacher and listen for forty five minutes. How do
• 40:43
  Speaker 1: we and this just open up the thought how do
• 40:45
  Speaker 1: we incentivize it? And it's to make it more encouragent
• 40:48
  Speaker 1: where educators feel like this is something that we should
• 40:51
  Speaker 1: be doing. And how do we from I guess from
• 40:53
  Speaker 1: a leadership team decide like what is the new incentive
• 40:56
  Speaker 1: for this level of education? Yeah?
• 40:59
  Speaker 3: I think that's I think that's a big question in education,
• 41:02
  Speaker 3: like what's the purpose of traditional education?
• 41:05
  Speaker 1: Now?
• 41:05
  Speaker 3: I think we we we have to start answering that again.
• 41:09
  Speaker 3: And we know that, especially on a college front, a
• 41:13
  Speaker 3: lot of the degrees that young people are getting its
• 41:16
  Speaker 3: disconnected from the labor force, So you know, and what
• 41:22
  Speaker 3: what do we need to how do we need to
• 41:24
  Speaker 3: rethink that as well? There's because I think it's really
• 41:29
  Speaker 3: important to understand that there's there's value in learning and
• 41:34
  Speaker 3: becoming smarter about something, right, So I don't want to
• 41:38
  Speaker 3: I don't want to miss that point really, and we
• 41:40
  Speaker 3: need people to learn a lot of disciplines. I think
• 41:43
  Speaker 3: the challenge is is that we're we're housing young people
• 41:46
  Speaker 3: in the school right and in a complex and telling
• 41:50
  Speaker 3: them to move this one way and not tapping into
• 41:53
  Speaker 3: their curiosities of interests. And I think that's where I
• 41:58
  Speaker 3: think that's where we start to where the system breaks down.
• 42:01
  Speaker 3: Where we're sitting young people in a complex saying sit
• 42:04
  Speaker 3: in these roads, just do this, and we actually don't
• 42:08
  Speaker 3: care about what you think, what you want to do.
• 42:11
  Speaker 3: And I think that's where a lot of challenges come in.
• 42:15
  Speaker 3: And then we duplicate that into a college piece as well,
• 42:18
  Speaker 3: and young people are going to college and they're graduating,
• 42:21
  Speaker 3: especially black and brown kids, and then they're looking at
• 42:24
  Speaker 3: us like, now what I don't want to do this.
• 42:28
  Speaker 3: I'm not This is not exciting to me anymore. But
• 42:31
  Speaker 3: I think that's where financial literacy comes in even more importantly,
• 42:35
  Speaker 3: Like when you're financially free, you get to make decisions.
• 42:39
  Speaker 3: It's freedom in that you get to learn what you
• 42:42
  Speaker 3: want to learn, you get to figure out things you
• 42:44
  Speaker 3: want to figure out, and honestly, also you get to
• 42:46
  Speaker 3: start stuff. I think the biggest thing in education that
• 42:50
  Speaker 3: we have to change is and we see it in
• 42:53
  Speaker 3: different types of schools. They're asking different questions, what do
• 42:57
  Speaker 3: you want to create, what do you want to be?
• 43:01
  Speaker 3: What do you want to disrupt, what do you want
• 43:03
  Speaker 3: to redesign? And we're asking black and brown kids. We're
• 43:07
  Speaker 3: not even asking the questions. We're telling them what they
• 43:09
  Speaker 3: need to learn. And I think we have to start
• 43:13
  Speaker 3: thinking about what's the purpose of education because we're just
• 43:16
  Speaker 3: in a new world. And when we talk about entrepreneurship entrepreneurship,
• 43:22
  Speaker 3: we're not getting entrepreneurs out of our schools because we're
• 43:26
  Speaker 3: creating workers. Our Our system is set up for workers.
• 43:31
  Speaker 3: So earn your legion the platform we talk about entrepreneurship.
• 43:35
  Speaker 3: But as our parents and our educators have to understand,
• 43:39
  Speaker 3: they lose curiosity as they move through our education system.
• 43:44
  Speaker 1: The kid who's the entrepreneur and the school is the
• 43:46
  Speaker 1: kid who's he's more likely to get in trouble, right
• 43:49
  Speaker 1: for creating an entrepreneurial even if he was selling candy,
• 43:52
  Speaker 1: or if he was selling hats, or he was selling
• 43:54
  Speaker 1: T shirts inside the school, he's not in the principal's office.
• 43:57
  Speaker 3: Yeah, we don't teach him how to scale listening, how
• 44:01
  Speaker 3: to think about marketing, how to think about how to
• 44:04
  Speaker 3: do it legally right where where they can grow those curiosities.
• 44:09
  Speaker 3: So we have to we have to really reimagine what
• 44:12
  Speaker 3: education should look like, especially for black and brown people.
• 44:16
  Speaker 3: If we want to create more entrepreneurs in our system,
• 44:18
  Speaker 3: create more economic advancement in our communities, they need to
• 44:22
  Speaker 3: break stuff. They need to break shit, they need to
• 44:25
  Speaker 3: teagle with stuff.
• 44:26
  Speaker 2: And I think also, I know we're going to go
• 44:28
  Speaker 2: through some some videos as far as on the curriculum side,
• 44:30
  Speaker 2: but it's important to have field trips. That's that's imperative.
• 44:38
  Speaker 2: And I feel like, you know, even for me, like
• 44:40
  Speaker 2: you know, I went to Wall Street with my dad.
• 44:42
  Speaker 2: This is before non A levels, so this is when
• 44:44
  Speaker 2: you can actually walk around Wall Street and you know,
• 44:46
  Speaker 2: it was just inspiring to see. But I feel like
• 44:49
  Speaker 2: even from a history standpoint, it's important even to go
• 44:52
  Speaker 2: to black Wall Street. That's important to kind of see,
• 44:55
  Speaker 2: you know what history, why it was so vitally important
• 44:59
  Speaker 2: for power structure to destroy black business because that's a
• 45:04
  Speaker 2: real threat, right and to see a thriving black community
• 45:08
  Speaker 2: and the history or how it was destroyed, like that's
• 45:11
  Speaker 2: something that's vitally important. We learn about slavery a lot,
• 45:15
  Speaker 2: but we don't learn about business, and that that's part
• 45:20
  Speaker 2: of that's part of the story, that's part of the legacy. Also,
• 45:23
  Speaker 2: but taking taking trips related to business is important. And
• 45:30
  Speaker 2: then also movie night, like that's how I actually got
• 45:34
  Speaker 2: into finances about Granted, I'm a little different because I
• 45:37
  Speaker 2: was already already interested in business. Everybody's not interested in business,
• 45:40
  Speaker 2: and everybody's not going to become an entrepreneur, but you
• 45:42
  Speaker 2: could at least introduce it to them. And one of
• 45:44
  Speaker 2: the best ways to introduce anything to anybody is through entertainment.
• 45:48
  Speaker 2: This is why we're so intrigued with so many negative
• 45:50
  Speaker 2: things because we've been introduced to it through entertainment, whether
• 45:54
  Speaker 2: it's through movies or music. Right, think about it, Like
• 45:56
  Speaker 2: a lot of the negative things that permeonate in our culture,
• 46:00
  Speaker 2: we've been introduced to it. We've been introduced through gangs
• 46:04
  Speaker 2: through music and film. For the most part, if you
• 46:07
  Speaker 2: didn't live in La you didn't know what gangs was
• 46:10
  Speaker 2: like that La Chicago didn't know what that was. So
• 46:13
  Speaker 2: that got introduced when we started to see movies like
• 46:15
  Speaker 2: Boys in the Hood and Minister Society and then NWA
• 46:18
  Speaker 2: and Snoop. That introduced that to everybody, and it was interesting,
• 46:24
  Speaker 2: it was attractive. Right, people get introduced to different types
• 46:29
  Speaker 2: of drugs and different things that nature because they hear
• 46:32
  Speaker 2: it in music, Like I heard about Scissor and Lean.
• 46:36
  Speaker 2: I didn't know what that was. I'm hearing it in
• 46:38
  Speaker 2: the record. And then now you start to understand, Oh,
• 46:42
  Speaker 2: this is actually cough syrup that they do in Houston,
• 46:44
  Speaker 2: Texas and they putting Jolly ranchers inside of it, and
• 46:47
  Speaker 2: you see and it slows down. Now you understand, like
• 46:49
  Speaker 2: why they play their music slow, And it's like, oh,
• 46:51
  Speaker 2: they slowed down because they're actually they're like it's like
• 46:55
  Speaker 2: a dope fiend state, right, Like they're slow when they
• 46:57
  Speaker 2: actually do it, so that would make sense while and
• 47:00
  Speaker 2: when they're listening to it because of it. So these
• 47:02
  Speaker 2: are all negative, but just how you can learn from
• 47:05
  Speaker 2: negative things, you can also reverse engineer that and have
• 47:08
  Speaker 2: positive things. So it's like for me, I was watching
• 47:10
  Speaker 2: movies that weren't kid movies, but it was interesting to me,
• 47:15
  Speaker 2: like Barbarians at the Gate and Wall Street, and I'm
• 47:17
  Speaker 2: sure there's a bunch of other new movies that have
• 47:19
  Speaker 2: come out over the last thirty years, but be intentional
• 47:22
  Speaker 2: when you're having a movie night with your kids, be
• 47:24
  Speaker 2: intentional about having some level of entertainment that's also going
• 47:30
  Speaker 2: to open their eyes and be educational, especially in the
• 47:33
  Speaker 2: world of business. And there's a lot of things that
• 47:36
  Speaker 2: are geared towards that and still entertaining. All of those
• 47:39
  Speaker 2: movies Barb even Boiler Room. It wasn't the most you know,
• 47:44
  Speaker 2: it's talking about like some level of criminal activity, but
• 47:46
  Speaker 2: it's still interesting. R like what I mean, it's interesting
• 47:49
  Speaker 2: to learn. Like then they're on Wall Street, they're doing this,
• 47:51
  Speaker 2: like this is crazy, like you know what I mean.
• 47:52
  Speaker 2: So now then you have talks after that, like conversations
• 47:55
  Speaker 2: like what you think about that? Like you do you
• 47:56
  Speaker 2: ever know about that? You know about stock brokers, you
• 47:58
  Speaker 2: know about stuff like that. So that's also vitally important
• 48:01
  Speaker 2: as well. These are little things like we're going to
• 48:04
  Speaker 2: talk about like lesson planning and stuff like that. But
• 48:05
  Speaker 2: a lot of times, what I'm trying to say is
• 48:07
  Speaker 2: that it's not as complicated as as you might make
• 48:09
  Speaker 2: it out to be. We can make this more complicated
• 48:12
  Speaker 2: if you want, but for the average person, you know,
• 48:15
  Speaker 2: you're working all day, you don't have time to really
• 48:18
  Speaker 2: you know, be a full time professor, but you could
• 48:20
  Speaker 2: still have time to actually open your mind to different
• 48:24
  Speaker 2: worlds and open your kids' minds just by being a
• 48:26
  Speaker 2: little bit more intentional.
• 48:28
  Speaker 1: And I would challenge I'll second that out. And what
• 48:31
  Speaker 1: we talked about earlier being passed down, right, like having
• 48:33
  Speaker 1: a parent who was an entrepreneur. That helps, right, because
• 48:37
  Speaker 1: it's a different landscape than the average person that we're
• 48:42
  Speaker 1: looking at it, Like for our parents both in our lives.
• 48:45
  Speaker 1: I watched my dad go to work. I don't know
• 48:47
  Speaker 1: what he did, but I know he worked for somebody, Right,
• 48:50
  Speaker 1: that's it. But I want to challenge educators and school leaders.
• 48:53
  Speaker 1: I think what you're saying is very important about the
• 48:56
  Speaker 1: trips that we're putting in front of our young adults
• 49:00
  Speaker 1: in middle school. Maybe you weren't even there yet. They
• 49:03
  Speaker 1: had one trip in when I was in middle school,
• 49:05
  Speaker 1: and it was to scare straight. That was the trip,
• 49:09
  Speaker 1: like getting permissions to slide. And I'm like, why would
• 49:13
  Speaker 1: we Like, why are they people started up to go
• 49:15
  Speaker 1: to this right scared? Like you go into a prison.
• 49:18
  Speaker 1: The prison they're there to scare you to make sure
• 49:20
  Speaker 1: that you never come in here. But I'm like, yo,
• 49:22
  Speaker 1: wouldn't it be more advantageous to show us something that's positive.
• 49:26
  Speaker 1: And so when it was our turn to come around
• 49:27
  Speaker 1: when we were doing the program, I was like, now
• 49:29
  Speaker 1: we're gonna take them to the African burial ground that's
• 49:31
  Speaker 1: in New York City. That's easy, right, We're gonna take
• 49:33
  Speaker 1: them to Hall, We're gonna take them to the museum,
• 49:34
  Speaker 1: We're gonna take them to the Moment, We're gonna take
• 49:36
  Speaker 1: them to Wall Street. We want to show them different
• 49:38
  Speaker 1: aspects of life. So educator is like, if you don't
• 49:41
  Speaker 1: talk to your colleagues, whatever your team, your grade level is,
• 49:45
  Speaker 1: or you don't talk to school leadership, those trips to
• 49:47
  Speaker 1: the movies, that's cool, but is it gonna advance them? Right,
• 49:52
  Speaker 1: Tessa's in your neighborhood. Are you going to be able
• 49:54
  Speaker 1: to now go talking about innovation and see what they
• 49:57
  Speaker 1: can help bring to your school. When I was in
• 49:59
  Speaker 1: elementary school, took us to McDonald's because that was the
• 50:02
  Speaker 1: local business in the neighborhood. They tell us how to
• 50:05
  Speaker 1: own it. There was like, Yo, there's a happy mails
• 50:06
  Speaker 1: you can do. My kids they go to trips, they're
• 50:08
  Speaker 1: going to PepsiCo. Well, why I have to explain to them, like,
• 50:11
  Speaker 1: that's important. That's a fortune five hundred company right there.
• 50:15
  Speaker 1: Challenge educators, challenge school leaders and parents. Here's where I
• 50:19
  Speaker 1: want our kids to go. This is the type of
• 50:21
  Speaker 1: things I want my kids to be seeing. Everybody plays
• 50:23
  Speaker 1: a part in it.
• 50:23
  Speaker 2: And then also, I think I think it's important too
• 50:26
  Speaker 2: to play off your child's interest because it's every child
• 50:29
  Speaker 2: is interested in something. So if you got a girl,
• 50:31
  Speaker 2: they might be interested in makeup, right, Okay, that's cool.
• 50:35
  Speaker 2: Now introduced there's a lot of people that's making money
• 50:39
  Speaker 2: influences entrepreneurs in the makeup space, right, even Rihanna. You can't, like, okay,
• 50:44
  Speaker 2: write a report. I don't want to know about Rihanna's music.
• 50:46
  Speaker 2: I want to know about Finty. I want I want
• 50:49
  Speaker 2: you to explain to me the business behind this, right,
• 50:52
  Speaker 2: Like that's something that they already be interested in. If
• 50:54
  Speaker 2: they're interested in makeup, they might not. They don't want
• 50:56
  Speaker 2: to learn about cars, they might not. They might not
• 50:59
  Speaker 2: be interested to them, right, But everybody's interested in something,
• 51:01
  Speaker 2: and everything is a business. So it's like, all right,
• 51:03
  Speaker 2: if their kid is interested in music, now expose them
• 51:07
  Speaker 2: to the business side of music. If your kid is
• 51:09
  Speaker 2: interested in cars, exposed to them the business side of cars.
• 51:12
  Speaker 2: The kid is interested in makeup, exposed fashion, expose them
• 51:16
  Speaker 2: to the business side of that. Right, Like, that's another
• 51:19
  Speaker 2: way too, because it's like nine times out of ten,
• 51:21
  Speaker 2: you're gonna be more interested in learning about something on
• 51:24
  Speaker 2: the business side if you actually have interest in it.
• 51:26
  Speaker 2: Even sports. If you're interested in basketball, you could play basketball,
• 51:30
  Speaker 2: but also learn about who Rich Paul. You got to
• 51:33
  Speaker 2: tell me who Rich Paul is. You got to tell
• 51:35
  Speaker 2: me about guaranteed contract first, not guarant like we have.
• 51:38
  Speaker 2: We're gonna have a sports conversation. We're going to talk
• 51:40
  Speaker 2: about it's going to be interesting because you're you're you're
• 51:43
  Speaker 2: interested in basketball, but this is going to be a
• 51:46
  Speaker 2: business conversation as opposed to just who scores the most points.
• 51:50
  Speaker 1: That's a fact. That's a fact that I love the
• 51:52
  Speaker 1: makeup thing because it's like, yo, they like makeup. Hey,
• 51:55
  Speaker 1: hey Selena Gomess, you just became a billionaire of that,
• 51:58
  Speaker 1: or hey, we're going to so Ford is a publicly
• 52:00
  Speaker 1: traded company, right, These are the these are the conversation.
• 52:04
  Speaker 1: You're already doing them, right Like Alter Alter beauty, This
• 52:08
  Speaker 1: is a publicly traded company. You know how much money
• 52:11
  Speaker 1: you're spending there in a year. If you got a
• 52:12
  Speaker 1: teenage daughter, come on, it's already happening, right, you're already
• 52:18
  Speaker 1: a consumer of it. Like you said, it starts. I'm
• 52:20
  Speaker 1: glad we started with mindset because it starts with the
• 52:21
  Speaker 1: mindset understanding that this is a business and somebody owns
• 52:24
  Speaker 1: this business. In fact, we're helping this business every time
• 52:27
  Speaker 1: we shop here. So again, be intentional about it, like
• 52:30
  Speaker 1: if it's a ready part of your naturally, you don't
• 52:31
  Speaker 1: have to go like, hey, we're gonna go nah. If
• 52:34
  Speaker 1: you're doing these things, or if you're dropping them off
• 52:37
  Speaker 1: at the mall and they're shopping at these stores, these
• 52:39
  Speaker 1: are opportunities. These are like when you try to take
• 52:42
  Speaker 1: that out of branch like it's already, it's there. It's there.
• 52:46
  Speaker 1: You gotta take advantage of it. But you need to
• 52:48
  Speaker 1: be you have to have an understanding of education as well.
• 52:50
  Speaker 2: But another thing that you can do is so getting
• 52:53
  Speaker 2: a little bit more on the technical side. If they're
• 52:56
  Speaker 2: interested in something. Another way to gamify this situation is
• 53:01
  Speaker 2: to work with them, or you could just have them
• 53:04
  Speaker 2: do it, but create a business plan for a business
• 53:06
  Speaker 2: that they want to start right, and this is easier
• 53:11
  Speaker 2: to do now than ever because of artificial intelligence. So
• 53:15
  Speaker 2: you can literally go and chat GBT on any of
• 53:17
  Speaker 2: these sites and just put a put a business plan together. Right.
• 53:22
  Speaker 2: You could just say what you want and it'll put
• 53:23
  Speaker 2: a business plan together for you now, but now you
• 53:26
  Speaker 2: go through it with them, right. So now it's like,
• 53:28
  Speaker 2: this is the business plan, but now I gotta explain
• 53:30
  Speaker 2: do you know what profit and loss is? No, you
• 53:34
  Speaker 2: got to explain it. And if you don't know yourself,
• 53:36
  Speaker 2: now you got to research it. Right, And it's like,
• 53:38
  Speaker 2: do you know what the target market is? Because they
• 53:40
  Speaker 2: could have no. They could just say I want to
• 53:42
  Speaker 2: start a car business and I want to sell a
• 53:44
  Speaker 2: thousand cars. You chat GBT gonna give you a business
• 53:47
  Speaker 2: plan If that's not learning, but now looking at it
• 53:51
  Speaker 2: is learning, right, So the idea you don't even really
• 53:54
  Speaker 2: got to put because now when you when you say okay,
• 53:57
  Speaker 2: no this needs to be done this now you But
• 53:59
  Speaker 2: just going through the busines plan itself is an education
• 54:02
  Speaker 2: because you're going to learn what a target market is,
• 54:05
  Speaker 2: You're going to learn what marketing or marketing with is marketing?
• 54:07
  Speaker 2: Now I got to explain this so going through that
• 54:09
  Speaker 2: line item, now you say, okay, now do this and
• 54:12
  Speaker 2: you can kind of tie it to something. If this
• 54:15
  Speaker 2: passed the check, then I'm going to you got to
• 54:19
  Speaker 2: entrepreneur in your family, got somebody ida he's going to
• 54:21
  Speaker 2: be the judge. Right. If he says this is a
• 54:24
  Speaker 2: good business and he's going to invest in it, now
• 54:26
  Speaker 2: you win. If he says it's not a good business
• 54:29
  Speaker 2: and he doesn't like the idea, then you got to
• 54:32
  Speaker 2: go back to the drawing board and you gotta make it,
• 54:34
  Speaker 2: make it more appealing, right, Like that's a good way
• 54:37
  Speaker 2: to kind of learn about business from a technical standpoint.
• 54:41
  Speaker 2: And like I said, it's easier now to do than
• 54:43
  Speaker 2: ever because all you gotta do is tell any AI
• 54:49
  Speaker 2: app to do it, and it'll spit out a detailed
• 54:53
  Speaker 2: skeleton of a business.
• 54:54
  Speaker 1: Plan and you're watching it too. It's not like this
• 54:56
  Speaker 1: is some far skeedched idea. Like if you' the Bronx
• 55:00
  Speaker 1: and you're watching KI, you know that Dud's from your neighborhood, right, Like,
• 55:05
  Speaker 1: this is the most popular guy in any media form.
• 55:09
  Speaker 2: Right.
• 55:09
  Speaker 1: You can put any actor, even athletes, they're coming to
• 55:11
  Speaker 1: see him. John Cena came to his basement. He didn't
• 55:14
  Speaker 1: go to It wasn't the other way around. Kim Mahart
• 55:16
  Speaker 1: sat in his basement. It wasn't you know, I mean, NICKI,
• 55:18
  Speaker 1: they're all in his basement. This is a kid from
• 55:19
  Speaker 1: the Bronx. I'm watching some of my former students with him, like,
• 55:22
  Speaker 1: this is obtainable and so you can do it. What
• 55:25
  Speaker 1: they're learning and I see that he's learning. Now is
• 55:27
  Speaker 1: the business behind it? Right? Like, yes, I have this popularity,
• 55:30
  Speaker 1: Yes I have this attention. How I create business around it?
• 55:32
  Speaker 1: So it's definitely tangible for us.
• 55:34
  Speaker 2: It always works better when you gamified. Education always works
• 55:38
  Speaker 2: better in multiples or groups. That's vitally important.
• 55:42
  Speaker 1: That's what we said the project based.
• 55:44
  Speaker 2: So it's like if you have multiple kids, it's better
• 55:47
  Speaker 2: to have two kids doing it against each other. What's
• 55:51
  Speaker 2: even better is if you have a team. So now
• 55:54
  Speaker 2: if you bring a bunch of kids together for Thanksgiving
• 55:58
  Speaker 2: or whatever, right, and now you have three teams? Are three? Right?
• 56:03
  Speaker 2: And now they're actually now they all have to present plans,
• 56:07
  Speaker 2: and now you decide which team wins. That's even better
• 56:10
  Speaker 2: than I'm working individually, because now they actually get to
• 56:13
  Speaker 2: talk to each other. We used to do that when
• 56:15
  Speaker 2: we're in the classroom and just have different stuff for
• 56:17
  Speaker 2: the kids to do, and now they're having conversations with
• 56:21
  Speaker 2: each other, everybody's engaged. That helps the learning process even
• 56:25
  Speaker 2: more and it makes it even more competitive. It's very
• 56:27
  Speaker 2: important to have these competitive aspects to it because gamifying
• 56:32
  Speaker 2: it is good, but competition is even better.
• 56:37
  Speaker 1: And that competition doesn't even have to be in an
• 56:39
  Speaker 1: athletic field, and a lot of kids don't have athletic prowess,
• 56:42
  Speaker 1: and so they're able to compete in the classroom and
• 56:44
  Speaker 1: that makes it even better. But as you're saying, I'm
• 56:46
  Speaker 1: thinking to myself, like, what are we going to do
• 56:48
  Speaker 1: at our gatherings at Christmas at Thanksgiving? You know what
• 56:51
  Speaker 1: we're gonna do. We're gonna see who can dance the best?
• 56:55
  Speaker 3: Right, And that's right, that's our issue, right, We're going.
• 56:58
  Speaker 1: To see who can dance the best. We're gonna see
• 56:59
  Speaker 1: you who can freestyle. We want we want to see
• 57:02
  Speaker 1: who got the best, who can put this TikTok together
• 57:05
  Speaker 1: and see if we can go back. That's what we're
• 57:07
  Speaker 1: going to do. And we've done that for so many years,
• 57:09
  Speaker 1: like we've got to change it. We've got to challenge
• 57:11
  Speaker 1: ourselves like this is all right. We've been entertained long enough.
• 57:16
  Speaker 1: We've we've got to educate ourselves. We got to get ahead.
• 57:19
  Speaker 1: And if you're gathering as a family with better tone, right,
• 57:23
  Speaker 1: And I.
• 57:23
  Speaker 3: Think the competition point is really lands well, because business
• 57:28
  Speaker 3: is competition. So that's this this duel that happens in business.
• 57:33
  Speaker 3: When we get young people that attractiveness of competition, this
• 57:39
  Speaker 3: grows legs. It's transferable to business in real life. So
• 57:43
  Speaker 3: getting young people together in a competition space to figure
• 57:47
  Speaker 3: out how can I be better than the next business,
• 57:51
  Speaker 3: It's something that will actually carry as they look forward
• 57:54
  Speaker 3: and try to become business owners. And one of the
• 57:57
  Speaker 3: things that I would also add to dissecting to your
• 58:01
  Speaker 3: point Michard, in terms of a big piece is not
• 58:05
  Speaker 3: only understanding why a business would work, but why a
• 58:09
  Speaker 3: business would not work. Getting young people to start understanding
• 58:13
  Speaker 3: when we talk about entrepreneurship, what are the pitfalls, what
• 58:16
  Speaker 3: are the drawbacks, and what are the disadvantages of the
• 58:19
  Speaker 3: business as they get older, helps them just helps them
• 58:23
  Speaker 3: understand business better because oftentimes people have a great idea,
• 58:28
  Speaker 3: but they can't execute on those things or they don't
• 58:30
  Speaker 3: understand the constraints, So getting young people to also not
• 58:33
  Speaker 3: only say, Okay, I have this business plan, but what
• 58:37
  Speaker 3: what are the what are the drawbacks of this business plan?
• 58:40
  Speaker 3: What what what would lead this not to work? How
• 58:44
  Speaker 3: would this? How would this fail in the market? And
• 58:47
  Speaker 3: this helps you become a better business planner as a
• 58:50
  Speaker 3: young person, So not only thinking about the pros or something,
• 58:54
  Speaker 3: but always thinking about the cons and how do you
• 58:55
  Speaker 3: plan for those as well?
• 58:57
  Speaker 2: Now I did this. So there was a Business Skillslympics
• 59:00
  Speaker 2: that happens every year and it was like thirty thinker
• 59:04
  Speaker 2: piably still exists, but like twenty thirty high schools from
• 59:08
  Speaker 2: the area that we live in in County and they
• 59:10
  Speaker 2: would come together and they were it was that I
• 59:14
  Speaker 2: think it was in marilynch one of these big Wall
• 59:19
  Speaker 2: Street banks, and they would come on the campus and
• 59:22
  Speaker 2: they were given a Harvard case study, right, and they
• 59:26
  Speaker 2: had to dissect the Harvard kse study and they had
• 59:30
  Speaker 2: to present their their ideas on it how they would
• 59:34
  Speaker 2: solve the problem. Right, And they were breaking they breaking
• 59:37
  Speaker 2: the teams. They get everybody gets the same case study
• 59:39
  Speaker 2: and they break in the teams. And then they have
• 59:41
  Speaker 2: a coach and I was the coach for my school
• 59:45
  Speaker 2: and we go over different you know, pros cons you know,
• 59:50
  Speaker 2: and then everybody's gotta you know how you're going to
• 59:53
  Speaker 2: present the information. So this is not just theoretical, it
• 59:57
  Speaker 2: actually happens in real world, right, and and that's it's
• 1:00:00
  Speaker 2: it's a way to learn, and it's when you are
• 1:00:04
  Speaker 2: at competition against other people. It's been proven. This is why,
• 1:00:09
  Speaker 2: like most employers, they would they hire athletes before they
• 1:00:13
  Speaker 2: hire somebody. I've known this first hand, especially in any
• 1:00:16
  Speaker 2: sales job. If anybody's working in a sales job, on
• 1:00:20
  Speaker 2: your resume, if you've played a sport, you're at a
• 1:00:23
  Speaker 2: bigger advantage than somebody that does not play a sport.
• 1:00:25
  Speaker 2: This is people who have told me because they're like,
• 1:00:27
  Speaker 2: if you play a sport, that lets them know that
• 1:00:29
  Speaker 2: you have some level of competition. You're a competitive person,
• 1:00:33
  Speaker 2: You've you've been able to navigate and work with teammates,
• 1:00:36
  Speaker 2: you have worked with coaches. These are all things that
• 1:00:40
  Speaker 2: are going to help you in real world scenarios. So
• 1:00:44
  Speaker 2: drilling that and making that you know that competition while
• 1:00:48
  Speaker 2: you're actually gamifying. It doesn't have to be something big
• 1:00:51
  Speaker 2: like we usuld do it you know, give kids Chipotle,
• 1:00:55
  Speaker 2: so you don't got to give them like, you know,
• 1:00:56
  Speaker 2: crazy amount of money. You'd be surprised, Like you know,
• 1:00:59
  Speaker 2: you give kids to give kids a gift card, give kids,
• 1:01:02
  Speaker 2: you know, fifty dollars. Put it for a video game
• 1:01:06
  Speaker 2: something like that, Like that'll make them go crazy, like
• 1:01:08
  Speaker 2: they'll do anything like to try to win that.
• 1:01:10
  Speaker 1: So they're doing the pizza party wants a market period,
• 1:01:15
  Speaker 1: Like we're gonna wait a three months to get a
• 1:01:16
  Speaker 1: pizza party?
• 1:01:19
  Speaker 2: Yeah, got it, got it, got it. Incentivized learning. But okay,
• 1:01:24
  Speaker 2: but I think we have a couple of so I
• 1:01:26
  Speaker 2: think it's be cool if we do this because we
• 1:01:28
  Speaker 2: do have a couple of even videos from our curriculum, right,
• 1:01:34
  Speaker 2: So maybe we can show a couple of videos, then
• 1:01:36
  Speaker 2: we can kind of talk about the video after we
• 1:01:39
  Speaker 2: show it.
• 1:01:40
  Speaker 1: Yeah, you want to just tell them about Earners Academy
• 1:01:42
  Speaker 1: before we even kick them off?
• 1:01:43
  Speaker 3: Oh yeah, no doubt. We'll love to We'll love to well.
• 1:01:46
  Speaker 3: Earners Academy of Courses. From the minds of the two
• 1:01:50
  Speaker 3: gentlemen right here, Troy and Rashard, the goal of Earners
• 1:01:53
  Speaker 3: Academy is to bring the financial information revolutionized financial financial information,
• 1:02:00
  Speaker 3: bring it right into schools. So what we've done is
• 1:02:03
  Speaker 3: we've just got hours of footage and tape on these
• 1:02:06
  Speaker 3: two gentlemen, two bright minds in the financial space, and
• 1:02:11
  Speaker 3: we made it digestible and fun and engaging for young
• 1:02:16
  Speaker 3: people to really tackle important issues in finance. What separates
• 1:02:21
  Speaker 3: us from out there tackling just just really tackling really
• 1:02:27
  Speaker 3: core issues and financial literacy. So we're just not teaching
• 1:02:31
  Speaker 3: about teaching the skills. We're building a strong knowledge base
• 1:02:34
  Speaker 3: as well, and I think that's really important. It's not
• 1:02:37
  Speaker 3: you can't you can't do skills without knowledge. So we're
• 1:02:41
  Speaker 3: building knowledge, We're building skills, and we're building a history
• 1:02:44
  Speaker 3: around financial education so young people can actually be smart
• 1:02:49
  Speaker 3: about decision making, understanding the past so that they can
• 1:02:53
  Speaker 3: actually create a bright future. And that's what Earn's Academy is.
• 1:02:56
  Speaker 3: So it's really it's a really raw curriculum deeply connected
• 1:03:01
  Speaker 3: to hip hop. And I think that's important too for
• 1:03:04
  Speaker 3: the relatability. And these two gentlemen, Troy and Mishad, y'all
• 1:03:07
  Speaker 3: are really spoken a lot about how y'all are connected
• 1:03:10
  Speaker 3: to hip hop, what hip hop means to both of you.
• 1:03:13
  Speaker 3: So we had to add that element in there as well,
• 1:03:15
  Speaker 3: because again that's where we come from, and we've learned
• 1:03:18
  Speaker 3: so much from hip hop. There have been so many
• 1:03:22
  Speaker 3: financial gems connected to hip hop that we wanted to
• 1:03:25
  Speaker 3: add this curriculum so it could be representative of the
• 1:03:28
  Speaker 3: two of you and how you grew up. So with that,
• 1:03:31
  Speaker 3: we have earned his academy. We hold young people across
• 1:03:34
  Speaker 3: the nation love it and teachers also, So this is
• 1:03:37
  Speaker 3: a tool that we want each one teach one. We
• 1:03:40
  Speaker 3: want teachers and students to learn financial literacy together as
• 1:03:44
  Speaker 3: a community. I just should be.
• 1:03:46
  Speaker 2: Yeah, for sure, this is something that you know, a
• 1:03:48
  Speaker 2: laborer love really to really kind of change the game
• 1:03:52
  Speaker 2: for education. It took us two years to actually complete this,
• 1:03:55
  Speaker 2: and hours and hours of video in curriculum when it
• 1:04:02
  Speaker 2: comes to you know, school teaching, and even if you
• 1:04:06
  Speaker 2: if you're educator and you're not even educating on finances yourself,
• 1:04:09
  Speaker 2: we try to make it an easy, easy teach. So yeah,
• 1:04:13
  Speaker 2: let's go through something, yeah that we can talk about.
• 1:04:16
  Speaker 1: Yeah yeah, yeah, let's let's give them a previous This
• 1:04:18
  Speaker 1: is the first time anybody's ever seen it, Uh, so
• 1:04:20
  Speaker 1: we're excited about it. You want to start with the
• 1:04:22
  Speaker 1: supply chain. You want to do that, Let's do it.
• 1:04:25
  Speaker 1: Let's do it. There you go.
• 1:04:35
  Speaker 2: So when you look at investing, you want to look
• 1:04:37
  Speaker 2: at a variety of different factors to see if an
• 1:04:39
  Speaker 2: investment makes sense, and that one of the things that
• 1:04:42
  Speaker 2: makes a company a strong company is if it can
• 1:04:46
  Speaker 2: create an ecosystem, as Nipsey Hustle once said, vertical integration.
• 1:04:51
  Speaker 2: We're trying to get as vertically integrated as possible possible.
• 1:04:55
  Speaker 2: So one of the companies that have done the best
• 1:04:57
  Speaker 2: job of this is Apple. When we look at Apple,
• 1:05:00
  Speaker 2: it's not just a phone provider, it's an actual ecosystem.
• 1:05:04
  Speaker 2: From the music that it has, from the app store,
• 1:05:07
  Speaker 2: from the communication on FaceTime, Hey Troy. We have to
• 1:05:11
  Speaker 2: teach them about the importance of assets over liability, from
• 1:05:14
  Speaker 2: the ability to watch social media on your phone, which
• 1:05:17
  Speaker 2: is an iPhone. All of these things are encompassed inside
• 1:05:22
  Speaker 2: the technology and the device that Apple has created, which
• 1:05:27
  Speaker 2: makes it an extremely valuable product and something that is
• 1:05:32
  Speaker 2: extremely hard to leave. Most people cannot leave their iPhone
• 1:05:36
  Speaker 2: because there's so much data, so much information, so much
• 1:05:39
  Speaker 2: uses that you actually do on your iPhone without actually
• 1:05:42
  Speaker 2: realizing it. So a phone turns into a camera, turns
• 1:05:46
  Speaker 2: into a studio, turns into a listening for music, so
• 1:05:51
  Speaker 2: many different varieties. So when you're looking at an investment,
• 1:05:54
  Speaker 2: you want to see if it's just a one off
• 1:05:56
  Speaker 2: product or if it's an actual ecosystem that is in place.
• 1:06:00
  Speaker 2: And also we want to look at supply chain. So
• 1:06:04
  Speaker 2: the supply chain are the companies that work with a
• 1:06:07
  Speaker 2: company to make sure that these technologies are sufficient and running.
• 1:06:12
  Speaker 2: So when you look at a car like Tesla, you
• 1:06:14
  Speaker 2: can invest in Tesla. Stop because we see Teslas on
• 1:06:17
  Speaker 2: the road, But we all know that Tesla is a
• 1:06:20
  Speaker 2: smart car, right, It doesn't use gas, it's very efficient,
• 1:06:24
  Speaker 2: it has extremely high technology. So one of the things
• 1:06:28
  Speaker 2: that you want to look at as an investor is
• 1:06:30
  Speaker 2: how can I invest not only in Tesla, but the
• 1:06:33
  Speaker 2: companies that's powering Tesla. This goes back to the chip conversation, right,
• 1:06:38
  Speaker 2: So who are making the chips that are going inside
• 1:06:42
  Speaker 2: of Tesla, Who's making the battery that goes inside of Tesla,
• 1:06:46
  Speaker 2: Who's making the charging stations that will power all electric
• 1:06:50
  Speaker 2: vehicles moving forward? These are critical thinking items that you
• 1:06:57
  Speaker 2: have to implement to think outside the box to become
• 1:07:00
  Speaker 2: a very successful investor.
• 1:07:05
  Speaker 1: Yeah man, that was that was that was a nice
• 1:07:07
  Speaker 1: preview that that was a debut for the world. Shot
• 1:07:09
  Speaker 1: everybody that's locked in and we appreciate all the positive feedback.
• 1:07:13
  Speaker 1: Yeah man, how do you feel watching It's dope?
• 1:07:16
  Speaker 2: Man? For sure. A shout out to you know, Traves
• 1:07:18
  Speaker 2: and the whole team to actually, you know, putting that
• 1:07:21
  Speaker 2: together and editing it and it's dope. But I think that,
• 1:07:24
  Speaker 2: you know, so just to kind of give you guys
• 1:07:26
  Speaker 2: some perspective how the curriculum works. It's like, we'll show that,
• 1:07:28
  Speaker 2: but then there's there's curriculum, so to kind of we'll
• 1:07:32
  Speaker 2: talk about it in real time. It's important. This goes
• 1:07:34
  Speaker 2: back to just education, right. It's important I think to
• 1:07:37
  Speaker 2: use things that people identify with when explaining things. That's
• 1:07:42
  Speaker 2: another teaching method. Right. So it's like, okay, so we
• 1:07:45
  Speaker 2: could talk about supply chain, but what does that mean?
• 1:07:47
  Speaker 1: Right?
• 1:07:48
  Speaker 2: But now when you when you say okay, when you
• 1:07:50
  Speaker 2: can actually look at the iPhone, which everybody has an iPhone, right,
• 1:07:54
  Speaker 2: and now you can actually break it down in that manner,
• 1:07:57
  Speaker 2: it's a lot easier. Right. Even the content the context
• 1:08:00
  Speaker 2: of vertical integration rest in peace to Nip right, And
• 1:08:05
  Speaker 2: we talked about, like you know, now when you could
• 1:08:07
  Speaker 2: actually say, okay, if you have a device, and on
• 1:08:11
  Speaker 2: that device is a camera and a video that you're
• 1:08:15
  Speaker 2: going to capture all your moments and you're going to
• 1:08:17
  Speaker 2: look at archived. Right, It's like a vault almost. And
• 1:08:21
  Speaker 2: also on that same device is a banking where you
• 1:08:25
  Speaker 2: actually can use to send money and collect money, right.
• 1:08:29
  Speaker 2: And also on that same device is where you're going
• 1:08:33
  Speaker 2: to actually be notified about everything that happens in your
• 1:08:37
  Speaker 2: life via Instagram and on Google. And also on that
• 1:08:43
  Speaker 2: same device is you're going to be able to communicate
• 1:08:47
  Speaker 2: to people all over the world, either text, call, or FaceTime.
• 1:08:53
  Speaker 2: And also on that same device is going to be
• 1:08:56
  Speaker 2: your entertainment because you're going to listen to music on
• 1:08:59
  Speaker 2: this device, You're gonna watch movies on this device, You're
• 1:09:02
  Speaker 2: gonna watch YouTube on this device.
• 1:09:03
  Speaker 1: Right.
• 1:09:04
  Speaker 2: I can go on and on. There's no need to
• 1:09:08
  Speaker 2: ever leave this device, right, Whereas now I can explain
• 1:09:12
  Speaker 2: that in a different way where it's like, okay, now,
• 1:09:14
  Speaker 2: if you had one phone. Previously, a phone was just
• 1:09:17
  Speaker 2: a phone, right, Like there was a time when a
• 1:09:21
  Speaker 2: phone was an actual phone, and that's the only thing
• 1:09:23
  Speaker 2: you did was to actually make phone calls on that phone.
• 1:09:27
  Speaker 2: If you wanted to take a picture, you had a camera,
• 1:09:30
  Speaker 2: and that camera the only thing that it did was
• 1:09:33
  Speaker 2: actually take a picture. And then if you wanted to
• 1:09:37
  Speaker 2: listen to music, you had a walk Man or a
• 1:09:40
  Speaker 2: CD player, right, and the only thing that that did
• 1:09:44
  Speaker 2: was play music. And if you wanted to watch something visually,
• 1:09:49
  Speaker 2: you had a television and the only thing that that
• 1:09:52
  Speaker 2: television did was play movies. Or now you have five
• 1:09:57
  Speaker 2: different separate devices. Right now, you have to go to
• 1:10:02
  Speaker 2: five different things to actually utilize all those different things.
• 1:10:07
  Speaker 2: So with the genius of this, they combined everything in one, right,
• 1:10:12
  Speaker 2: so now you never have to leave your phone. But
• 1:10:14
  Speaker 2: from a business standpoint, they actually merged five different businesses
• 1:10:17
  Speaker 2: in one. They actually merged thousands of different businesses in
• 1:10:20
  Speaker 2: the one. Because all of those things that I just
• 1:10:22
  Speaker 2: named are either obsolete or almost obsolete. Right, unless you're
• 1:10:28
  Speaker 2: a professional photographer, nobody has cameras. Nobody has like real
• 1:10:32
  Speaker 2: like those little polaroid can't Nobody has cameras, right unless
• 1:10:36
  Speaker 2: you're like really taking real pictures. Nobody has walkman, nobody
• 1:10:40
  Speaker 2: has an iPod anymore. Right, they're listening to their music
• 1:10:43
  Speaker 2: on the phone. People still have TVs, but even that's
• 1:10:46
  Speaker 2: kind of a dying model at a certain level because
• 1:10:49
  Speaker 2: unless you're a home and most people are watching when
• 1:10:52
  Speaker 2: they're not home, right, So it's like a lot of
• 1:10:55
  Speaker 2: things have just completely gone away because of one thing.
• 1:10:58
  Speaker 2: They will actually able to streamline the process and make
• 1:11:02
  Speaker 2: it much more efficient. So that's a business lesson. But
• 1:11:05
  Speaker 2: it's easier to understand when I'm giving tangible examples from
• 1:11:11
  Speaker 2: a product that we all know very well, as opposed
• 1:11:15
  Speaker 2: to me trying to just give you know, hypothetical you know,
• 1:11:21
  Speaker 2: very far out there things that is going to be
• 1:11:25
  Speaker 2: difficult to digest and you're not going to be able
• 1:11:27
  Speaker 2: to relate to it.
• 1:11:29
  Speaker 1: And it speaks to a couple of things. And that
• 1:11:32
  Speaker 1: was one of the goals is when we were creating it.
• 1:11:33
  Speaker 1: It's like, we want education to be responsive, right, Like
• 1:11:36
  Speaker 1: we don't want it to be relevant because relevancy changes,
• 1:11:39
  Speaker 1: and so like a product like what Apple has created
• 1:11:43
  Speaker 1: that keeps evolving, right like the vision pro could be
• 1:11:46
  Speaker 1: the next thing we're talking about, The next thing that
• 1:11:48
  Speaker 1: they innovate could be part of that curriculum, which makes
• 1:11:51
  Speaker 1: it very unique and fore like people who are in education. Yes,
• 1:11:54
  Speaker 1: it does have they do now with the lesson. It
• 1:11:57
  Speaker 1: does have the learning objectives, it does have the group activities,
• 1:12:01
  Speaker 1: it does has the teachers model, it does have a conclusion,
• 1:12:04
  Speaker 1: it does have questions inside. And so what was beautiful
• 1:12:07
  Speaker 1: when we were able to watch it is that we're
• 1:12:09
  Speaker 1: watching the educators learn as they're teaching, so both people
• 1:12:12
  Speaker 1: are learning at the same time, which makes it very
• 1:12:14
  Speaker 1: unique in a classroom setting. But what it does is
• 1:12:18
  Speaker 1: that it empowers kids to go home and now tell
• 1:12:20
  Speaker 1: their parents, their grandmothers, and their cousins what they've learned about.
• 1:12:24
  Speaker 1: And now that changes conversation as well. So it tackles
• 1:12:29
  Speaker 1: a number of things not only inside the building, but
• 1:12:31
  Speaker 1: in our community. And that's what education is, right when
• 1:12:33
  Speaker 1: we talk about schools, that's usually the center of your community, right,
• 1:12:36
  Speaker 1: and what happens inside there, the learning that's happening can
• 1:12:39
  Speaker 1: be infectious. I feel like we've kind of nailed it
• 1:12:41
  Speaker 1: with that if I do say so myself. And the
• 1:12:44
  Speaker 1: next thing you talked about and will probably maybe show
• 1:12:46
  Speaker 1: this video, is they've created a mote, right, Like that's
• 1:12:50
  Speaker 1: a competitive advantage, right, the brand loyalty When you say
• 1:12:53
  Speaker 1: everybody I know you like you're just saying it. I
• 1:12:56
  Speaker 1: mean that no other phone exists in the world, but
• 1:12:59
  Speaker 1: majority the people, when you think I phone, you think
• 1:13:02
  Speaker 1: an iPhone. So they've created a brand loyalty around that company,
• 1:13:06
  Speaker 1: and it's the reason why there are a three trillion
• 1:13:09
  Speaker 1: dollar company. It's the reason why people will go out
• 1:13:11
  Speaker 1: and buy the iPhone sixteen. And like you said, at
• 1:13:15
  Speaker 1: this point, people are making music videos with their phones,
• 1:13:17
  Speaker 1: so even having the high tech phone, it might not
• 1:13:20
  Speaker 1: even necessary in the next five to ten years. So
• 1:13:22
  Speaker 1: they've created the brand loyalty for people to come back
• 1:13:25
  Speaker 1: and the product is really good, which has actually hurt
• 1:13:27
  Speaker 1: them a little bit when we're talking about, hey, if
• 1:13:29
  Speaker 1: I have the fourteen, do I need to get to sixteen?
• 1:13:31
  Speaker 1: But those are good problems. What it does for what
• 1:13:33
  Speaker 1: you do now is to innovate. But these are all
• 1:13:36
  Speaker 1: lessons that you can learn just from something simple as
• 1:13:38
  Speaker 1: talking about a device that you have in your pocket.
• 1:13:42
  Speaker 3: And if I can first shout out to both for
• 1:13:46
  Speaker 3: you in terms of really putting your knowledge on a curriculum,
• 1:13:49
  Speaker 3: but educators, parents, you got to advocate for this because
• 1:13:54
  Speaker 3: as you see, we just talked about ecosystems and supply chains.
• 1:13:57
  Speaker 3: That's not happening in school. It's not happening into many
• 1:14:01
  Speaker 3: financial literacy curriculums. So we're going we're going deep into
• 1:14:06
  Speaker 3: financial topics that a lot of people don't think our
• 1:14:10
  Speaker 3: kids are ready for. Our kids can learn calculus, they
• 1:14:14
  Speaker 3: can learn this. So I just want to just push
• 1:14:18
  Speaker 3: everybody to say go for it, because we're going to
• 1:14:20
  Speaker 3: get into the power of remote video. But we don't
• 1:14:23
  Speaker 3: really teach that. We teach the stock market game. We're
• 1:14:26
  Speaker 3: going pest that. We're saying that our young people can
• 1:14:30
  Speaker 3: handle the tough the business and economics behind why stock
• 1:14:33
  Speaker 3: prices going up and down. And I think that's a
• 1:14:36
  Speaker 3: real clear distinction about what we're doing over here, Like
• 1:14:39
  Speaker 3: we really believe that young people can handle and grapple
• 1:14:43
  Speaker 3: with really complex, complex business and economic discussions where we
• 1:14:48
  Speaker 3: talk about the stock market. So we're not playing the
• 1:14:51
  Speaker 3: stock market game over here. We're really having business conversations,
• 1:14:55
  Speaker 3: bringing those to the forefront of our classroom and make
• 1:14:58
  Speaker 3: it digestible and chunkle so that teachers and students can
• 1:15:01
  Speaker 3: have real conversations. So I want to jump in that
• 1:15:04
  Speaker 3: before we went to the power of the moat.
• 1:15:07
  Speaker 1: Yeah, yeah, And that's one of the things I've learned
• 1:15:09
  Speaker 1: that right in the summer when we were teaching about stocks.
• 1:15:11
  Speaker 1: It's cool to do the paper trading, but they need more.
• 1:15:14
  Speaker 1: If they don't understand why they're doing it, if they
• 1:15:16
  Speaker 1: don't see the incentives of why they're doing it, it
• 1:15:19
  Speaker 1: doesn't become something that becomes naturally part of their everyday life.
• 1:15:23
  Speaker 1: If you do something for ninety days, right, it's like
• 1:15:26
  Speaker 1: going to practice, if you're playing a sport. It becomes
• 1:15:28
  Speaker 1: part of your daily routine. Right, you're those things become
• 1:15:31
  Speaker 1: part of your daily routine. What you're reading, it becomes
• 1:15:34
  Speaker 1: part of your daily routine. If it's not part of
• 1:15:36
  Speaker 1: their daily routine, and it's something that we're doing for
• 1:15:38
  Speaker 1: one week out the year, it doesn't come something that
• 1:15:41
  Speaker 1: becomes digestile, doesn't stick to them. So that's why this
• 1:15:43
  Speaker 1: is important because not only is it just for for
• 1:15:46
  Speaker 1: the secondary education, but it can last from half a
• 1:15:50
  Speaker 1: year or it can be spread out through the entire year,
• 1:15:52
  Speaker 1: and so it's something that's really substantial that can really
• 1:15:55
  Speaker 1: just change how they think. But let's jump to one
• 1:15:57
  Speaker 1: more if we can.
• 1:15:57
  Speaker 2: Let's if we're going to do one more. I think
• 1:16:00
  Speaker 2: the abilities is very important.
• 1:16:02
  Speaker 1: You don't do that, all right, let's do that. What
• 1:16:04
  Speaker 1: are assets and liabilities? Well, this is something that's very
• 1:16:08
  Speaker 1: near and dear to us. Not only is it our
• 1:16:11
  Speaker 1: company slogan, but it's our lifestyle mantra. An asset is
• 1:16:16
  Speaker 1: anything that adds value to a person, a business, or
• 1:16:19
  Speaker 1: a company. The more assets you have, the more your
• 1:16:23
  Speaker 1: company's worth. And yes, people can be assets because they
• 1:16:26
  Speaker 1: can add value to all of the above. Some examples
• 1:16:29
  Speaker 1: of assets are real estate, stocks, commodities such as silver, gold, platinum, collectibles,
• 1:16:36
  Speaker 1: trading cards, sneakers, jewelry, some cars. All these things can
• 1:16:41
  Speaker 1: appreciate over time and add value to somebody's overall net worth.
• 1:16:46
  Speaker 1: A liability, well that's the complete opposite. That's anything that
• 1:16:51
  Speaker 1: removes value from a person, business, or company. So the
• 1:16:54
  Speaker 1: more liabilities you have, the less your companies work and
• 1:16:58
  Speaker 1: the less productive you will be if you're the person
• 1:17:01
  Speaker 1: that's a liability or that has to deal with someone
• 1:17:04
  Speaker 1: that is a liability. And some examples of liabilities are taxes, loans, mortgages. Cars. Right,
• 1:17:12
  Speaker 1: sometimes we have a high car note that will cost
• 1:17:14
  Speaker 1: us more than we can afford. Or people who aren't
• 1:17:17
  Speaker 1: as productives that they need to be inside of our business,
• 1:17:20
  Speaker 1: which will eventually cost us money.
• 1:17:22
  Speaker 2: So that's that's important because that shows that's our slogan,
• 1:17:24
  Speaker 2: that's civil liabilities and explaining that in detail is vitally
• 1:17:30
  Speaker 2: important to children. I have my shirt on yesterday and
• 1:17:33
  Speaker 2: I was my son was getting some training and the guy,
• 1:17:36
  Speaker 2: one of the guys coach, he was like his dad.
• 1:17:38
  Speaker 2: You could tell him every single day either going to
• 1:17:41
  Speaker 2: be asset or a liability, and it's become part of
• 1:17:44
  Speaker 2: the vernacular for the culture. But just explaining that even
• 1:17:48
  Speaker 2: outside of business, as far as asset over liabil you
• 1:17:51
  Speaker 2: got to kind of drill things in people's minds. That's
• 1:17:53
  Speaker 2: vitally important. This is why mantras are important. Right, you
• 1:17:56
  Speaker 2: say the same thing over and over and over again,
• 1:17:58
  Speaker 2: you get to learn it right, and it stays with you. Right.
• 1:18:06
  Speaker 2: So when you start to, you know, drill these things
• 1:18:11
  Speaker 2: in young people's minds, they learn assets and they learn linabilities.
• 1:18:16
  Speaker 2: That's that's two or the most important words that they're
• 1:18:20
  Speaker 2: gonna learn because it's going to carry with them in
• 1:18:22
  Speaker 2: so many different variables in life outside of finances. They're
• 1:18:25
  Speaker 2: gonna make decisions and they're going to say okay, is
• 1:18:27
  Speaker 2: this personal asset to me? Or is this personal liability?
• 1:18:29
  Speaker 2: Is this gonna is this going to be negative to
• 1:18:31
  Speaker 2: my life? Or it's gonna be positive to my life? Right?
• 1:18:34
  Speaker 2: And just learning those two words can actually change your
• 1:18:37
  Speaker 2: life because you start to look at things, you start
• 1:18:40
  Speaker 2: to actually evaluate. That's the whole point. It's an accounting
• 1:18:42
  Speaker 2: term as far as on on a balance sheet, you
• 1:18:45
  Speaker 2: have liabilities and assets. Actually on the account sheet, the
• 1:18:49
  Speaker 2: assets is below liabilities, but for purposes of playing with
• 1:18:53
  Speaker 2: the words, it's assets over liabilities in our world. But
• 1:18:58
  Speaker 2: when you start to look at life and that lens,
• 1:19:02
  Speaker 2: you look your life completely different because you realize that
• 1:19:05
  Speaker 2: it's a it's a wind lose game. Life is a
• 1:19:07
  Speaker 2: win lose game, right, And you can only lose so
• 1:19:10
  Speaker 2: much before you lost, right. So when you look at
• 1:19:13
  Speaker 2: it from that standpoint, everything that you do you're tallying
• 1:19:16
  Speaker 2: up in the back of your mind like damn, okay,
• 1:19:18
  Speaker 2: I'm buying this, but I'm this is taking money out
• 1:19:22
  Speaker 2: of it and I'm not getting anything from this. You
• 1:19:24
  Speaker 2: only do that so much before you have a negative bankccount.
• 1:19:27
  Speaker 2: I got three friends and that none of them are
• 1:19:30
  Speaker 2: doing anything with their life. They're smoking weed all day.
• 1:19:32
  Speaker 2: They just you know, fucking around all right, Well, eventually
• 1:19:36
  Speaker 2: you're going to be the fourth one. Right, you have
• 1:19:39
  Speaker 2: three liabilities in your life. It's only it's only amount
• 1:19:41
  Speaker 2: of time before you become a liability yourself. You can't
• 1:19:44
  Speaker 2: have every single person around you that's doing nothing and
• 1:19:47
  Speaker 2: think that you're going to be the one person that's
• 1:19:49
  Speaker 2: gonna outshine the whole situation now that you're just gonna
• 1:19:51
  Speaker 2: be so Having explaining that to them on a financial level,
• 1:19:56
  Speaker 2: but like I said, it was crazy because like he said,
• 1:19:58
  Speaker 2: he said his dad told them that every morning, you
• 1:20:00
  Speaker 2: either gonna be a liability or asset in this world.
• 1:20:02
  Speaker 2: That was the mantra before you walked out of the house.
• 1:20:06
  Speaker 2: You want to be a liability, you're gonna be asset.
• 1:20:08
  Speaker 2: Don't be a liability, be an asset today, Just be asset.
• 1:20:12
  Speaker 2: Anything you do, just be an asset. Don't take ad right,
• 1:20:17
  Speaker 2: it's a simple, it's a simple philosophy. But really getting
• 1:20:23
  Speaker 2: kids to understand that, I think is vitally important. Don't
• 1:20:27
  Speaker 2: don't be a liability in life. Ladies and gentlemen, please
• 1:20:30
  Speaker 2: being asked if you don't do anything else all and
• 1:20:37
  Speaker 2: we're gonna do some more. We'll do the more. I
• 1:20:39
  Speaker 2: let's do the more for the people.
• 1:20:40
  Speaker 3: Yeah, let's show off so that they know they got
• 1:20:42
  Speaker 3: to get this in there school.
• 1:20:44
  Speaker 2: Let's do it all.
• 1:20:47
  Speaker 1: So what is a mote? Well, a mote is an
• 1:20:49
  Speaker 1: economic advantage that companies put in place to make sure
• 1:20:53
  Speaker 1: that they separate themselves from their competition. It's a strategy
• 1:20:57
  Speaker 1: that they use to distance themselves inside their industry, their field,
• 1:21:01
  Speaker 1: and companies do this all the time. It's a long
• 1:21:04
  Speaker 1: term play that they use to make sure that they
• 1:21:06
  Speaker 1: always stay ahead. And there's different ways that they implement
• 1:21:10
  Speaker 1: this economic mode. The first one is brand loyalty. And
• 1:21:15
  Speaker 1: when we say brand loyalty, that means that a company
• 1:21:18
  Speaker 1: has put in the minds of its customers or its
• 1:21:21
  Speaker 1: users that they have the best product, the best service,
• 1:21:25
  Speaker 1: and the best quality, don't matter the price. And when
• 1:21:29
  Speaker 1: I think of companies like that, Apple is the first
• 1:21:32
  Speaker 1: one that comes to mind. And here's why, because every year,
• 1:21:37
  Speaker 1: legions of people will support this product because they believe
• 1:21:42
  Speaker 1: that Apple is the leader in technology, and with good reasons.
• 1:21:47
  Speaker 1: Every year there will be a new MacBook, a new phone,
• 1:21:51
  Speaker 1: a new tablet, or a new watch, and people are
• 1:21:54
  Speaker 1: going to buy because again, they think and they feel
• 1:21:57
  Speaker 1: that this is the best product. They've done such a
• 1:21:59
  Speaker 1: great job with their brand loyalty that when people receive
• 1:22:03
  Speaker 1: green text messages, you know what that feels like. When
• 1:22:07
  Speaker 1: you get a green text message, there's an emotional feeling
• 1:22:10
  Speaker 1: that comes with it. Now, imagine that when people have
• 1:22:14
  Speaker 1: blue text messages you feel great. When you see a
• 1:22:16
  Speaker 1: green one, you're like, Eh, somebody's not part of the family.
• 1:22:20
  Speaker 1: That alone tells you how strong that this brand loyalty is.
• 1:22:24
  Speaker 1: And it doesn't look like that's going to change anytime
• 1:22:27
  Speaker 1: in the near future, which makes Apple a perfect company
• 1:22:32
  Speaker 1: to invest in long term because of its brand loyalty
• 1:22:35
  Speaker 1: and it's hardcore, die hard fans. Another strategy is cost advantage,
• 1:22:40
  Speaker 1: and this means that a company can produce prices that
• 1:22:44
  Speaker 1: are lower than its competition. And when I think about
• 1:22:47
  Speaker 1: a company that does that very well, I think of Walmart.
• 1:22:50
  Speaker 1: So Walmart has a couple things that work for it.
• 1:22:53
  Speaker 1: Number One, they have millions of transactions. And we know
• 1:22:56
  Speaker 1: what millions of transactions means millions of customers. And with
• 1:23:00
  Speaker 1: millions of customers, it means that means you have millions
• 1:23:03
  Speaker 1: of people inside of your database. And that means you
• 1:23:06
  Speaker 1: can market to those people at a very very low rate.
• 1:23:10
  Speaker 1: And so when customers come into Walmart, the first thing
• 1:23:13
  Speaker 1: that they're looking for are lower prices. That's what the
• 1:23:16
  Speaker 1: brand is known for. So if I'm somebody that's coming
• 1:23:19
  Speaker 1: into that space, I can't serve my customers at the
• 1:23:23
  Speaker 1: same price because I won't be able to make enough profit.
• 1:23:26
  Speaker 1: Why because I don't have the customer base that they have,
• 1:23:29
  Speaker 1: and I don't have relationships with the type of products
• 1:23:33
  Speaker 1: and product companies that they have inside of their stores.
• 1:23:36
  Speaker 1: That's my disadvantage. And so Walmart knows that they lower
• 1:23:39
  Speaker 1: their prices, which brings them more customers and allows them
• 1:23:42
  Speaker 1: to have a large customer base long term. So cost
• 1:23:46
  Speaker 1: advantage is another way that people and companies create economic motes.
• 1:23:51
  Speaker 1: Another way that people create economic motes are size advantage.
• 1:23:56
  Speaker 1: And when I'm talking about size advantage, I'm talking about
• 1:23:58
  Speaker 1: companies that are so large that it's tough to infiltrate
• 1:24:02
  Speaker 1: the industry. When I think of a company like that,
• 1:24:04
  Speaker 1: Nike comes to mind. We can't give it on.
• 1:24:07
  Speaker 2: We give you some important before we let's play the
• 1:24:11
  Speaker 2: stock one too. But I think that that's something that
• 1:24:12
  Speaker 2: most people most interesting.
• 1:24:14
  Speaker 1: I'skim a little bit of this.
• 1:24:19
  Speaker 2: Stocks are ownership of a company. So you have two
• 1:24:23
  Speaker 2: different types of companies. You have a private company which
• 1:24:26
  Speaker 2: is privately held. So meet Troy. We have a company
• 1:24:30
  Speaker 2: called earn your Leisure. Right. We privately own that company.
• 1:24:34
  Speaker 2: We make all the decisions, the profit comes in, we
• 1:24:37
  Speaker 2: pay the employees. That's our company. You have a public
• 1:24:43
  Speaker 2: company where anybody can become and owned. So you have
• 1:24:47
  Speaker 2: companies like Apple, like McDonald's, like Nike, all of these
• 1:24:51
  Speaker 2: companies that you're very familiar with. Right, no one person
• 1:24:55
  Speaker 2: owns these companies. These companies are public companies. What does
• 1:24:58
  Speaker 2: that mean? That means that they're public listed on a
• 1:25:01
  Speaker 2: stock exchange. So there's two major stock exchanges. There's the Nasdaq,
• 1:25:06
  Speaker 2: which has a lot of technology companies, and then there's
• 1:25:08
  Speaker 2: the New York Stock Exchange. So when you see Wall
• 1:25:11
  Speaker 2: Street and you hear about these things, this is what
• 1:25:14
  Speaker 2: they're referring to. So as a company is public, that
• 1:25:20
  Speaker 2: means that they have stock. Stock are shares in that company.
• 1:25:24
  Speaker 2: You could think about it as a huge pizza pie.
• 1:25:27
  Speaker 2: So if you have a huge pizza pie with a
• 1:25:30
  Speaker 2: million different slices, right, let's say, each one of those
• 1:25:32
  Speaker 2: slices represents ownership in the company. So if I own
• 1:25:37
  Speaker 2: one share out of that million, that means that I'm
• 1:25:40
  Speaker 2: a owner in that company. Now, as the company goes
• 1:25:44
  Speaker 2: up in value, my stock price will go up in value.
• 1:25:48
  Speaker 2: As my stock price goes up in value, I make money.
• 1:25:51
  Speaker 2: If the company does not do well and goes lower
• 1:25:55
  Speaker 2: in value, then that means the stock price will go down.
• 1:25:59
  Speaker 1: It kind of gives us that feeling of when he's
• 1:26:01
  Speaker 1: in the classroom again. Man, this is like almost fifteen
• 1:26:05
  Speaker 1: years now ago with this is what it was like
• 1:26:07
  Speaker 1: in the band room and Willland shot everybody that was
• 1:26:09
  Speaker 1: part of Operation Crossroads. But yeah, man, getting back to
• 1:26:12
  Speaker 1: the roots of where it started is widely important to us.
• 1:26:16
  Speaker 1: And like I said, it's a labor of love, man,
• 1:26:19
  Speaker 1: because all starts in education, and this is where our
• 1:26:25
  Speaker 1: journey kind of started. So that was a little sneak preview, man.
• 1:26:28
  Speaker 2: So I think the stock thing is interesting because I
• 1:26:29
  Speaker 2: know a lot of people ask that's a major question,
• 1:26:31
  Speaker 2: like teaching kids about stock. So that's why I want
• 1:26:32
  Speaker 2: for that video. But you can really literally just duplicate
• 1:26:35
  Speaker 2: what that video says. As far as the pizza pie
• 1:26:37
  Speaker 2: the private company the public company. But then even giving
• 1:26:40
  Speaker 2: them different task as far as you're going Yahoo finance
• 1:26:45
  Speaker 2: and you just print out a sheet of like, you know,
• 1:26:48
  Speaker 2: fifty two weeks low, fifty two weeks high, give them
• 1:26:50
  Speaker 2: like a couple of companies that they're already familiar with,
• 1:26:53
  Speaker 2: like Nike, Apple, Amazon, whatever, right, and then you know
• 1:26:58
  Speaker 2: to have them just feeling like fifty two weeks low,
• 1:27:00
  Speaker 2: what the fifty two week high is? What is the ticker? Right,
• 1:27:06
  Speaker 2: And then you just explained to them, like all the
• 1:27:08
  Speaker 2: ticker is the abbreviation, right, that's what stocks they're not
• 1:27:14
  Speaker 2: their full name on the market, that their letters.
• 1:27:17
  Speaker 1: Right.
• 1:27:18
  Speaker 2: Then you explain, Okay, the fifty two week lowest the
• 1:27:20
  Speaker 2: lowest that it was for that week and then for
• 1:27:22
  Speaker 2: that year, and then the fifty two week high is
• 1:27:25
  Speaker 2: the highest that it was for that year, right, and
• 1:27:26
  Speaker 2: you're explain, Okay, if the stock goes up, then that
• 1:27:29
  Speaker 2: means that if you invest in money, then your value
• 1:27:33
  Speaker 2: is going to increase. If the stock goes down, then
• 1:27:35
  Speaker 2: your value is going to decrease. Then you can even
• 1:27:37
  Speaker 2: do like some mathematical equations like okay, if it goes
• 1:27:40
  Speaker 2: from fifty two one hundred, then what's the percentage increase
• 1:27:43
  Speaker 2: of that or one hundred percent? Right? Okay, Well, now
• 1:27:46
  Speaker 2: you know, so teaching that's important lesson entry level to
• 1:27:51
  Speaker 2: just kind of learn what stocks are, because a lot
• 1:27:53
  Speaker 2: of adults don't even know about stocks. So you could
• 1:27:56
  Speaker 2: teach them on a very elementary level to kind of
• 1:27:58
  Speaker 2: just have them under stand things. And like I said,
• 1:28:01
  Speaker 2: now you can even what you can also do is
• 1:28:03
  Speaker 2: create a stock journal for them if they want to,
• 1:28:07
  Speaker 2: you know, track stocks, their favorite stocks, Like, okay, like
• 1:28:10
  Speaker 2: every every week, we're going to track the price of apple. Right,
• 1:28:15
  Speaker 2: You're going to start You're going to track the price
• 1:28:17
  Speaker 2: of apple and see, you know, what it does over
• 1:28:20
  Speaker 2: the course of a year. Right. And in between that,
• 1:28:23
  Speaker 2: you know, you're going to look at different news articles
• 1:28:25
  Speaker 2: that come out and different things that and then and
• 1:28:28
  Speaker 2: then you introduce new things to the mobile course of time,
• 1:28:30
  Speaker 2: pe racial stuff like they don't do that right away,
• 1:28:32
  Speaker 2: but you can kind of teach them over the course
• 1:28:37
  Speaker 2: of time. But you start with the basics as far
• 1:28:39
  Speaker 2: as what a stock is, the difference between a private
• 1:28:43
  Speaker 2: and publicly held company, the different stock exchanges, the abbreviations
• 1:28:49
  Speaker 2: that's used to categorize the stocks on the market, the highs,
• 1:28:52
  Speaker 2: the lows, the current price, what what time the stock
• 1:28:58
  Speaker 2: market opens? With time is stock market closes? You know,
• 1:29:01
  Speaker 2: stuff like that. It's very elementary, but it gives them
• 1:29:03
  Speaker 2: a good understanding of, at least, you know, at the
• 1:29:05
  Speaker 2: beginning level of stocks. And you'd be surprised, like just
• 1:29:08
  Speaker 2: having that information puts you ahead of a lot of people,
• 1:29:11
  Speaker 2: even a lot of adults who have no idea about
• 1:29:13
  Speaker 2: stocks at all.
• 1:29:13
  Speaker 1: Yeah, and that's why I think the responsive piece of
• 1:29:16
  Speaker 1: it makes it so unique. And the market changes every day, right,
• 1:29:21
  Speaker 1: So if the side market is open Monday through Friday,
• 1:29:23
  Speaker 1: but nine thirty to four, it's moving, right, So by
• 1:29:26
  Speaker 1: the time you come into school the next day, things
• 1:29:28
  Speaker 1: have changed. So Monday is not going to look like
• 1:29:31
  Speaker 1: what Friday looks like, right, and Tuesday is not gonna
• 1:29:34
  Speaker 1: look what Thursday looks like. So it gives an opportunity
• 1:29:36
  Speaker 1: as an educator to now really track it not only
• 1:29:39
  Speaker 1: just for a day, but for a week, for two weeks,
• 1:29:41
  Speaker 1: for a month, for a marketing period. You could track
• 1:29:43
  Speaker 1: it through the entire school year if you like. And
• 1:29:45
  Speaker 1: I've seen educators who actually had a little ticket that
• 1:29:48
  Speaker 1: went inside that classroom just because they wanted to make
• 1:29:51
  Speaker 1: sure that everybody was aware of the stocks that were
• 1:29:53
  Speaker 1: invested in. And you can change it and adapt it.
• 1:29:55
  Speaker 1: But it's happening in real time. Right when you're talking
• 1:29:57
  Speaker 1: about private and publicly traded, they're watching it in real time.
• 1:30:01
  Speaker 2: Right.
• 1:30:01
  Speaker 1: If I asked them about Twitter, well, something happened with Twitter.
• 1:30:05
  Speaker 1: But in the last year, right, that used to be
• 1:30:07
  Speaker 1: a company that was publicly traded. There's a guy named
• 1:30:10
  Speaker 1: Elon Musk who bought it and now it's a privately
• 1:30:12
  Speaker 1: traded company. So the things that happening in real time,
• 1:30:16
  Speaker 1: we can be responsive in education in real time once
• 1:30:18
  Speaker 1: again makes it unique and unlike any education that we've seen,
• 1:30:21
  Speaker 1: especially when I've seen when it's history and you learn
• 1:30:24
  Speaker 1: history and it's like, oh, we got to wait to
• 1:30:25
  Speaker 1: update the textbooks and who's in those textbooks and what's
• 1:30:28
  Speaker 1: really being taught. And so it's adaptive, it's responsive, and
• 1:30:34
  Speaker 1: for me, I think it's the new way education is
• 1:30:36
  Speaker 1: going to look in the future.
• 1:30:42
  Speaker 3: And I think, just to put a nice bow on it,
• 1:30:46
  Speaker 3: it's really as you see with the videos, everybody out
• 1:30:49
  Speaker 3: there in the audience, look how engaging it is. When
• 1:30:51
  Speaker 3: we talk about gamification, when we talk about engagement and
• 1:30:55
  Speaker 3: really getting young people connected to the stock market, to businesiness.
• 1:31:00
  Speaker 3: This curriculum does it like we pull out all the
• 1:31:03
  Speaker 3: stops to make sure that this curriculum is connected to
• 1:31:07
  Speaker 3: their culture and to your point, Chore, it's evergreen. So
• 1:31:10
  Speaker 3: as the market change is as things change, we can
• 1:31:13
  Speaker 3: create videos, we can create create case studies that connect
• 1:31:20
  Speaker 3: what's happening now, so it doesn't become a dinosaur. And
• 1:31:23
  Speaker 3: I think that's the portant. So we have to get
• 1:31:25
  Speaker 3: this big. The bottom line is we have to get
• 1:31:28
  Speaker 3: young people this curriculum, get these young people to hear
• 1:31:31
  Speaker 3: from both of you so that we can really build
• 1:31:34
  Speaker 3: a new financial a new financial group of young people
• 1:31:38
  Speaker 3: that can really move this country in a really a
• 1:31:40
  Speaker 3: really amazing way. So we're just really excited to bring
• 1:31:43
  Speaker 3: this into school. Let you get the salon this. We
• 1:31:48
  Speaker 3: missed out so much more. Go ahead.
• 1:31:51
  Speaker 1: I said, they had you in the matrix for like
• 1:31:52
  Speaker 1: two seconds, but you back.
• 1:31:53
  Speaker 3: Now, Oh yeah, sorry about that. But again, we don't
• 1:31:58
  Speaker 3: want to we don't want to miss out black and
• 1:32:00
  Speaker 3: brown people. We've missed out on revolutions in the past.
• 1:32:04
  Speaker 3: We can't miss out on this. We missed the technological revolution.
• 1:32:08
  Speaker 3: We didn't participate in that financial revolution is here. You
• 1:32:12
  Speaker 3: see two guys that are leaders of this new school, Like,
• 1:32:15
  Speaker 3: let's jump in. Bring these guys into your classroom. You
• 1:32:18
  Speaker 3: can have real up to date information about financial literacy
• 1:32:23
  Speaker 3: to start the discussion that we can bring from the
• 1:32:25
  Speaker 3: classroom the home. Let's it makes no sense why while
• 1:32:30
  Speaker 3: we won't have financial education in our schools, parents go
• 1:32:34
  Speaker 3: to your school advocate. Your kids are not learning about money.
• 1:32:39
  Speaker 3: They're going to fall victims to money. Consumerism is around us.
• 1:32:43
  Speaker 3: We've been saying this, these two gentlemen that miss amies
• 1:32:45
  Speaker 3: for a long time. It's time that we take heed
• 1:32:48
  Speaker 3: and bring this to our kids. They have nothing but
• 1:32:50
  Speaker 3: time on this side.
• 1:32:51
  Speaker 2: Yeah, for sure. And I think even outside of that,
• 1:32:55
  Speaker 2: like I said, just for regular parents that's just teaching
• 1:32:57
  Speaker 2: their kids. You have to do it. It's great if
• 1:33:02
  Speaker 2: we could have it in the school, but even if
• 1:33:04
  Speaker 2: it's not in the school, you still got to have
• 1:33:06
  Speaker 2: the responsibility of educating your child. And this was just
• 1:33:10
  Speaker 2: some tips to kind of help you get started. And
• 1:33:14
  Speaker 2: then from there, it's like, you know, you learn from there,
• 1:33:16
  Speaker 2: like you know, but I feel like it's a good
• 1:33:17
  Speaker 2: foundation at the very least from just the gamification aspect
• 1:33:23
  Speaker 2: Game Night, the more technical stuff when it comes to
• 1:33:25
  Speaker 2: how to explain stocks you know, provide want to provide
• 1:33:30
  Speaker 2: framework for you, right, But it's important that you continue
• 1:33:33
  Speaker 2: your educational journey and you learn as much as possible
• 1:33:35
  Speaker 2: as a parent, because the more you learn, the more
• 1:33:39
  Speaker 2: you'll be able to educate your child, or at least
• 1:33:42
  Speaker 2: you have some framework to work off. If that's important.
• 1:33:45
  Speaker 1: Absolutely important. So I mean we provided free education on
• 1:33:50
  Speaker 1: our podcast for six years now with any leisure and
• 1:33:53
  Speaker 1: so if you have a need a resource to go
• 1:33:55
  Speaker 1: back and hear some of the information, is there market
• 1:33:58
  Speaker 1: money this is a great source as well. So we're
• 1:34:00
  Speaker 1: gonna We're not gonna stop aviding education. It's been our passion,
• 1:34:04
  Speaker 1: has been our purpose, so we're gonna keep aviding it.
• 1:34:06
  Speaker 1: But like you said that, there's there's so many tools
• 1:34:09
  Speaker 1: and these are just thementary level ones. But education not
• 1:34:13
  Speaker 1: relegated to just the school building, y'a. We have to
• 1:34:16
  Speaker 1: be very convencider that and travels. I think you said it, man,
• 1:34:19
  Speaker 1: if you're not learning about education, if you're not learning
• 1:34:22
  Speaker 1: about finance, you're gonna work for somebody who did Uh,
• 1:34:25
  Speaker 1: and so we got to make sure that we're on
• 1:34:26
  Speaker 1: the end of that.
• 1:34:28
  Speaker 2: Definitely and traps. So how how can they get in
• 1:34:31
  Speaker 2: contact with you even if they want to learn more
• 1:34:32
  Speaker 2: about the curriculum and everything. What's your your contact then for.
• 1:34:36
  Speaker 3: You just go to Earners Academy that all and just
• 1:34:39
  Speaker 3: fill out the form right there and we'll get right
• 1:34:41
  Speaker 3: in touch with you.
• 1:34:43
  Speaker 2: There you have it for you, school principles and advocators,
• 1:34:48
  Speaker 2: parent teachers, association members and superintendents vitally importantation, super super important.
• 1:34:57
  Speaker 2: And then there's a bunch of great resources for parents
• 1:35:03
  Speaker 2: as well, and we laying out some more stuff. We
• 1:35:05
  Speaker 2: do a different series on for parents. But like I said,
• 1:35:08
  Speaker 2: the best thing I think parents can do is educate themselves.
• 1:35:11
  Speaker 2: So as a parent, make sure you're educating yourself and
• 1:35:14
  Speaker 2: everything that you learn, try to pass it down in
• 1:35:16
  Speaker 2: a digestible, fun, relatable manner that involves competition and gamification
• 1:35:24
  Speaker 2: or learn with your.
• 1:35:24
  Speaker 1: Kids, right like y'all can learn together, because there's nothing
• 1:35:28
  Speaker 1: more beautiful than that. Man. When when my kids know
• 1:35:31
  Speaker 1: something I don't, I'm honored by it, right Like when
• 1:35:34
  Speaker 1: I get to learn from them, when I get to
• 1:35:36
  Speaker 1: learn from students like they're bringing something fresh. They ask
• 1:35:38
  Speaker 1: a question that I have to go research that that
• 1:35:41
  Speaker 1: sparts my brain. They're like, all right, they thinking at
• 1:35:42
  Speaker 1: a different level. They saw something differently. Now let me
• 1:35:45
  Speaker 1: go do the research so I can bring it back
• 1:35:46
  Speaker 1: to the room, the classroom. So we should be doing
• 1:35:48
  Speaker 1: the same thing inside our households.
• 1:35:50
  Speaker 2: You have it, ladies and gentlemen. All right, guys, we
• 1:35:52
  Speaker 2: will see you guys later. Take care, all right.
• 1:35:56
  Speaker 1: Love is love. You'rll peace.
• 1:35:57
  Speaker 5: An illegal alien from Guatemala charged with raping a child
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  Speaker 5: filming and selling child pornography in Michigan. These are just
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