Hard Money Diploma · Module 4: How Problems Lead to Solutions
The student workbook, page for page, with the answers in red ink and yellow notes on what to anticipate. This module covers consequences first, then the response: teach it as history and economics, not politics. Reveal every ink, check every page, and you have hit everything.
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: 10 minPlan 10
4.0 Introduction
Whoever controls the volume of money in our country is absolute master of all industry and commerce... when you realize that the entire system is very easily controlled, one way or another, by a few powerful men at the top, you will not have to be told how periods of inflation and depression originate.
James A. Garfield, US President
In the previous module you learned that the financial world relies on a system that may not be as strong as it seems. The fiat system, sustained by the constant addition of new paper money, seems to benefit a few at the expense of everyone else.
This module uncovers what the fiat system means for regular people and society. Finally, we explore the story of a group of individuals who noticed these problems and quietly worked to find a solution that could change the future of human society.
✒ TEACHER: connecting back to Module 3
Ask first: "What happens to people when money keeps losing value?" Let them answer from Module 3 before you add anything new 4.0
Frame the chapter as consequences first, then responses: this module is about what the fiat system means for regular people and society 4.0
Set up the arc: a group of individuals noticed these problems and quietly worked to find a solution that could change the future of human society 4.0
ANTICIPATE
Teach as history and economics, not partisan politics. No candidates, parties, or current legislation. The Garfield quote sets stakes, it does not endorse a side.
Myth to expect: "Bitcoin appeared in a vacuum." No: students should see that it emerged after many people recognized serious problems with the fiat system.
Teacher's Edition4.0 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 30Plan 12 to 15
4.1 Money Buys Less
Monetary Inflation and Its Effect
Monetary inflation is an increase in the money supply in an economy. When more money is created, each unit of money tends to lose value, reducing purchasing power. As more money circulates, demand for the same amount of goods and services rises, which pushes prices up.
Imagine a small group of friends, Alex, Bob, and Charlie, each with one dollar, and there is one bottle of water for sale. Three people, three dollars, one bottle. Now suppose the government gives each of them an extra dollar. They now have six dollars in total. With more money, they all want to buy the same bottle, so they start competing for it.
Because of this increased demand, they begin offering more than the original price. The competition drives the price of the bottle up. Even though they have more money, each dollar buys less than before. They cannot buy as much as they could previously.
In this example, their purchasing power fell because the money supply increased. They had no control over this change. More money combined with the same amount of goods led to higher prices, making it harder to afford the same things.
This shows how purchasing power can be affected by forces outside our control and why it is important to understand how money systems work.
✒ TEACHER: monetary inflation in one line
Monetary inflation is an increase in the money supply; when more money is created, each unit tends to lose value, reducing purchasing power 4.1
Make the key point explicit: more money does not mean more goods, so when the goods stay the same, extra money changes prices 4.1
✒ TEACHER: the three friends and one bottle
Three friends, three dollars, one bottle; give each an extra dollar and they compete, bidding the price up 4.1
Even with more money, each dollar buys less than before; their purchasing power fell because the money supply increased 4.1
Reinforce the difference: monetary inflation (more money) is not the same as price inflation 4.1
ANTICIPATE
Guide's own advice: begin with a concrete price comparison from daily life so inflation feels real before you reach for the model.
Myth to expect: "print more money = solve poverty." The bottle example is the counter: more money chasing the same goods just raises prices.
Teacher's Edition4.1 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 30Plan 12 to 15Auction activity not budgeted separately
4.1 Money Buys Less (continued)
Activity: Auction
This is a class exercise where participants learn firsthand how the increase in money supply impacts pricing. The intent is for participants to understand monetary inflation (not price inflation).
Key Points
Prices in a free market are set by individuals' subjective values (e.g., students bidding for items).
Remember that Inflation = increase in money supply. This is the concept behind the phrase "more money chasing the same goods".
Beware of misuse of the word "inflation". Monetary inflation is not the same as price inflation. News media and central planners prefer to use price inflation measures like consumer price inflation (CPI) because it can be manipulated.
When fiat money is created, it is not distributed evenly. It flows first to those closest to the money printer (e.g., big industry players). They can unfairly purchase assets before prices rise for everyone else.
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Student Tip: This activity is a participatory game. The more you invest in terms of effort and creativity, the more fun it will be, and the more effective. You do not need fancy vocabulary, complex models or college degrees to understand economics and how money really works.
✒ TEACHER: what the Auction is meant to prove
The intent is for participants to understand monetary inflation (increase in money supply), not price inflation 4.1
Prices in a free market are set by individuals' subjective values, seen live as students bid for items 4.1
Land the point: when fiat money is created it is not distributed evenly; it flows first to those closest to the money printer 4.1
ANTICIPATE
Timing gap: the Auction is listed in the guide's Activities but is not given its own separate minutes inside the 30-minute 4.1 block. Reserve real time from the game card below if you plan to run it.
Myth to expect: "the CPI number is the true rate of inflation." The book's own caution: price inflation measures like CPI can be manipulated; monetary inflation is the increase in money supply.
Never use real money or anything unsafe in a room with kids. Use tokens or slips, as in the game card.
Teacher's Edition4.1 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 15Plan 8 to 10
4.2 The Global Debt Burden and Social Inequality
I don't believe we shall ever have good money again until we take the thing out of the hands of government... all we can do, is by some sly, roundabout way, introduce something that they can't stop.
Friedrich Hayek, Nobel Prize Winner of Economics
Impact on Individuals: Loss of Purchasing Power
Jaime is a college student who lives in a small apartment. He works part-time at a coffee shop to pay for his living expenses and tuition. As soon as he began living independently, Jaime became good at managing his own ledger.
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A ledger is a record of all your monetary transactions, including income and expenses. Whether you're earning or spending money, a ledger helps you keep track of it.
At the beginning of 2023, he budgeted $10,000 for his living expenses for the entire year, including rent, food, and other necessities. Jaime's part-time paycheck and everyday costs move his balance up and down across the month, ending near $700. Twelve months later, Jaime notices that his budget is not stretching as far as it used to and that his cost of living has increased significantly over the past year.
His grandfather recalls earning $380 a month as a factory worker in 1956, enough to save up and buy a house in the suburbs. He notes that in 2020, 30 Hershey's chocolate bars cost $26.14, while in 1913 the same bars would have cost only $1. He adds that $1 once bought about 10 bags of pretzels, but in 2020 those same 10 bags cost $9.69, and that a loaf of bread once cost $0.18 and a gallon of gasoline $0.29.
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The purchasing power of the U.S. dollar has fallen sharply over the last century due to rising inflation and money supply.
After the conversation, Jaime discovers he needs to budget an additional $1,000 to buy the same basket of goods and services as the previous year. His purchasing power has decreased by $1,000, while his salary only increases very little.
Item
Cost Year #1
Cost Year #2
% Increase
Rent
$4,000
$4,500
12.5%
Groceries
$2,000
$2,300
15%
Necessities
$4,000
$4,200
5%
Total
$10,000
$11,000
10%
Based on information from the US Bureau of Labor Statistics, prices today are about 30 times higher than they were in 1913. This means that a dollar today can buy only around 3% of what it could buy back then. Nominally Jaime appears to earn much more than his grandfather ever did, but his grandfather's dollars were much more valuable and could buy much more.
In today's world, the significant impact of inflation discourages people from saving money. The fiat system instills a high time-preference, a focus on short-term gains over long-term planning. It is like being on a treadmill, running faster and faster but never really getting ahead.
✒ TEACHER: the Jaime example, one line
Even when income looks similar or slightly higher, money may buy less: Jaime needs an extra $1,000 the second year just to maintain the same standard of living 4.2
Concrete anchors: 30 Hershey's bars were $1 in 1913 and $26.14 in 2020; prices today are about 30 times higher than 1913, so a dollar buys about 3% of what it once did 4.2
Practical consequences: rent, groceries, and necessities cost more; salaries often do not rise at the same speed; saving and planning get harder 4.2
✒ TEACHER: connect to time preference
When people feel their money loses value quickly, many focus more on immediate survival than long-term planning; the book calls this a high time-preference 4.2
The treadmill image: running faster and faster but never really getting ahead 4.2
ANTICIPATE
Teach as history and economics, not partisan politics. The book is direct about who benefits, but no candidates, parties, or current legislation.
Guide's own advice: use one simple visual example to show how purchasing power falls over time; ground it in real local prices from 5 to 10 years ago versus today.
Myth to expect: "inequality is just hard work." The chapter's point is structural: those closest to new money benefit first, before its effects reach everyone else.
Teacher's Edition4.2 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 15 · "one of the most important parts"Plan 5 to 7
4.2 The Global Debt Burden and Social Inequality (continued)
The Global Debt Burden
As a result of the fiat system, governments around the world are trapped in a growing web of debt, often called the "global debt spiral." Imagine borrowing more than you could ever repay. This is happening at a massive scale. Governments continue to take on more debt than they can handle, driven by ongoing spending, borrowing, and short-term thinking, pushing many nations closer to financial instability.
As of today, the U.S. federal government has added about $13 trillion in new debt since 2019. Total debt has risen from roughly $23 trillion in late 2019 to around $37 trillion today. Governments worldwide are not slowing down their borrowing.
So what does this mean for individuals and societies already dealing with the effects of the fiat system? The debt spiral is like a snowball rolling downhill, growing larger over time, with little political will to stop it. The consequences, from rising inequality to social unrest, are unlikely to disappear.
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Under the fiat system, wealth tends to concentrate in the hands of a select few. The first recipients of newly created money are those with existing wealth and status, who benefit before its effects reach everyone else. This is like a game of Monopoly where a handful of players hold almost all the properties.
✒ TEACHER: the debt spiral, one line
Governments take on enormous debt: U.S. total debt rose from roughly $23 trillion in late 2019 to around $37 trillion today, about $13 trillion added since 2019 4.2
The debt spiral is like a snowball rolling downhill, growing larger over time, with little political will to stop it 4.2
✒ TEACHER: broaden from the individual to society
Wealth concentrates in the hands of those closest to money creation; ordinary people rely more on credit to get by 4.2
System-level consequences: economic mobility becomes harder, and distrust, instability, and social unrest increase 4.2
When the measuring tool loses reliability, people change their behavior: the system encourages short-term thinking, dependency, and consumerism 4.2
ANTICIPATE
The guide flags debt and inequality among the strongest sections to prioritize if time is short; protect this page and cut extended case studies first.
Teach as history and economics, not partisan politics. No candidates, parties, or current legislation; present the debt numbers as documented scale, not a verdict on any administration.
Myth to expect: "the government can just print its way out of debt." The chapter's point is that this is exactly the mechanism that erodes purchasing power for savers.
Teacher's Edition4.2 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 15Plan 3 to 5
4.2 The Global Debt Burden and Social Inequality (continued)
Discussion: Consequences of the Fiat System
Are there any other consequences that individuals and society as a whole experience as a result of the fiat system?
What are the consequences of the fiat system in your country? What has happened throughout history? How did that affect the people in your country?
Personal examples: interactive session.
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The guide's teaching note: using one classroom discussion question from the text ("What consequences of the fiat system do you see in your country or community?") can make the lesson much more relevant and grounded.
✒ TEACHER: running the discussion
Open with the text's own question: what consequences of the fiat system do you see in your country or community? 4.2
Your job is to keep it grounded in felt experience: real inflation data, wage gaps, and debt trends, and let students discover the problems 4.2
Be honest about challenges without downplaying them, and remain hopeful about remedies and solutions being built 4.2
ANTICIPATE
Students may bring strong opinions about "the rich get richer" and current events. Let them react; keep the room on structure (who is closer to new money, who is not), not partisan verdicts. No candidates, parties, or current legislation.
Avoid turning the chapter into only a complaint about fiat. The educational goal is cause and response: problems now, solutions next.
Teacher's Edition4.2 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 35Plan 12 to 15
4.3 The Quest for a Decentralized Currency
We have observed the progressive capture of money by banks and governments throughout history, leading to the fiat system we know today and its disastrous consequences for society. But the rise of new technologies like encryption and the internet have allowed new ideas to emerge, such as independent digital money, free of government intervention, open and accessible to all. Let's dive into the journey of those leading this revolutionary movement: the Cypherpunks.
The Cypherpunks
The computer can be used as a tool to liberate and protect people, rather than to control them.
Hal Finney
The second half of the 20th century saw the rise of powerful new technologies like personal computers and the internet. Some thinkers and programmers realized that these technologies could either increase individual freedom or allow governments and corporations to monitor and control people more easily.
This group became known as the Cypherpunks. They believed that cryptography, the use of mathematical code to secure information, could protect individual freedom in the digital age. One of their key goals was to create a form of digital money that people could use without banks or governments controlling it. Bitcoin was later created as a solution to this problem.
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Orwellian future refers to a dystopian society where a powerful authority, usually the government, closely controls people's lives. Citizens are constantly watched, information is manipulated, and speaking against those in power can lead to punishment.
Key figures in the Cypherpunk movement included Eric Hughes, Timothy C. May, and John Gilmore. In 1992, Eric Hughes wrote A Cypherpunk Manifesto, which argued that people should have the right to privacy and control over their digital lives. In 1991, Phil Zimmermann created PGP (Pretty Good Privacy), a tool that allowed people to send encrypted emails so that only the intended recipient could read them. However, one major problem remained unsolved: the world still lacked a decentralized digital currency that people could use freely on the internet.
✒ TEACHER: who were the Cypherpunks
Activists, programmers, and cryptographers who believed cryptography could protect human freedom in the digital age 4.3
They wanted communication and transactions to happen without centralized interference, and worried about surveillance and an "Orwellian future" 4.3
Their key goal: a form of digital money people could use without banks or governments controlling it; Bitcoin was later created as a solution 4.3
✒ TEACHER: frame them as problem-solvers, not rebels
You do not need to go too deep into every name; students should leave understanding why this movement mattered 4.3
They helped lay the intellectual and technical groundwork for decentralized digital money (Hughes' 1992 manifesto, Zimmermann's 1991 PGP) 4.3
ANTICIPATE
Guide's own goal: frame Cypherpunks as problem-solvers, not rebels; let students discover the problems before offering solutions.
Myth to expect: "Bitcoin has no value." Hold the full answer for later modules; here, the point is that people spent decades trying to build usable digital money and why that was hard.
Teach as history and economics, not partisan politics: the "Orwellian future" is about surveillance and control in the abstract, not any current party or official.
Teacher's Edition4.3 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 35Plan 12 to 15
4.3 The Quest for a Decentralized Currency (continued)
Centralized vs Decentralized Systems
In a centralized system, everything revolves around one main authority, like a tall building in a city. This authority controls how the entire system works. Think of traditional banks as an example, where a small group makes all the decisions.
Problems with Centralized Systems
Central point of failure: if something goes wrong with the central authority, the whole system can collapse.
Control: a small group at the top has all the control and power, often resulting in decisions that benefit them rather than everyone else.
Inefficiency and intermediaries, lack of autonomy, censorship and restriction: slow, expensive middlemen, and access can be blocked or limited.
Scaling, security, and trust challenges: centralized systems may struggle to keep up, are exposed to cyberattacks, and can be hard to understand.
📖
In 2022, during peaceful protests in Canada, banks froze protestors' accounts, showing how a central authority could control financial access.
Think of a decentralized system like a forest. Each tree is a separate part, and the whole forest is the system. Unlike a city with one central point, a decentralized system is more resilient and can keep going even if one part fails.
Benefits of Decentralized Systems
Enhanced resilience and reliability: there is no single point of failure, which makes the system strong even when issues appear.
Increased security and greater sovereignty: better at resisting control from a single authority; people have more control over their money, data, and choices.
Improved transparency, permissionless, equal opportunity, enhanced privacy: everyone sees the same information, anyone can join, and data is distributed and mostly pseudonymous.
📖
The Tor Network creates a decentralized system where people can stay anonymous online and the network is hard to stop or censor.
✒ TEACHER: centralized vs decentralized, side by side
Centralized: single point of control, easier to censor or restrict, single point of failure, more intermediaries, less autonomy for users 4.3
Decentralized: no single point of failure, more resilience, more user sovereignty, more transparency, harder to censor 4.3
The real contrast is about who holds the power: a small group, or spread out so everyone has a say 4.3
✒ TEACHER: the two live examples
Centralized risk, made real: in 2022 Canadian banks froze protestors' accounts, showing a central authority controlling financial access 4.3
Decentralized strength, made real: the Tor Network keeps people anonymous online and is hard to stop or censor 4.3
ANTICIPATE
Guide's own tool: use a two-column slide (city vs forest) and fill it in with the class. If students struggle, use the analogy "king vs. game with fixed rules."
Teach as history and economics, not partisan politics. The Canada 2022 example is about the structural risk of central control, not an endorsement or condemnation of any protest, party, or policy.
Myth to expect: "decentralized just means no rules." No: decentralized systems still have rules; power is spread across participants rather than held by one authority.
Teacher's Edition4.3 •
Hard Money Diploma · Student WorkbookModule 04 · How Problems Lead to Solutions
Guide: part of 35Plan 8 to 10
4.3 The Quest for a Decentralized Currency (continued)
Brief History of Digital Currencies
One of the key ideas discussed by the Cypherpunks was digital cash. They believed money should be separated from government control so people could send and receive payments freely and privately online.
Early cryptographer David Chaum created one of the first systems for digital cash using cryptography to make transactions secure and private. However, his system still relied on a central authority to operate, which meant it could fail or censor transactions.
Over the following decades, many Cypherpunks tried to design a form of digital money that did not depend on a central authority. While they introduced important innovations, none of their systems solved all the challenges needed for a secure, decentralized, and widely usable digital currency. These attempts helped reveal what was missing. Later, someone built on these ideas and finally created a working system for decentralized digital currency.
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Guide's framing of the early attempts (E-Cash, DigiCash, B-Money, HashCash, Bit Gold, e-Gold): some depended on a central authority, some remained theoretical, some solved one problem but not others. Many failed because they could not combine security, decentralization, and practical implementation.
Wrap-Up and Check for Understanding
How does monetary inflation affect purchasing power?
Why do many people become more focused on short-term survival in a fiat system?
Who were the Cypherpunks?
What is one major difference between a centralized and decentralized system?
Why did earlier digital currencies fail to fully solve the problem?
✒ TEACHER: early digital cash, the big pattern
David Chaum built one of the first digital cash systems, but it still relied on a central authority, so it could fail or censor transactions 4.3
Focus on the pattern, not each name: some depended on a central authority, some stayed theoretical, some solved one problem but not others 4.3
Bridge line: Bitcoin built on decades of prior attempts rather than appearing from nowhere 4.3
✒ TEACHER: wrap-up answers
Monetary inflation increases the money supply, so more money chases the same goods and each unit buys less 4.1
Fast-losing money instills a high time-preference: people prioritize short-term survival over long-term planning 4.2
The Cypherpunks were problem-solvers who used cryptography to protect freedom and sought money free of central control 4.3
Centralized systems put power in one authority; decentralized systems spread power and remove the single point of failure 4.3
Earlier digital currencies failed because they could not combine security, decentralization, and practical implementation at once 4.3
ANTICIPATE
"So is Bitcoin the answer to all of this?" Hold it: this chapter ends on the open loop that leads into the next module. Students should see Bitcoin as a proposed solution to specific problems, not a get-rich scheme.
Myth to expect: "if all those attempts failed, digital money is impossible." No: those attempts revealed exactly what was missing, and someone later built on them.
Teacher's Edition4.3 •
PRINT THIS · YOUR IN-ROOM CARD
Module 4 cheat sheet
0:00 intro to the problem0:10 purchasing power + auction0:40 debt + inequality0:55 Cypherpunks1:15 centralized vs decentralized1:25 early digital cash + wrap-up
KEEP IT HISTORY AND ECONOMICS, NOT POLITICSNo candidates, no parties, no current legislation. This module explains consequences and a response using documented data (inflation history, the debt spiral, Canada 2022, Tor). State it plainly and let students react.
CAUSE, THEN RESPONSEDo not let the chapter become only a complaint about fiat. The goal is: fiat creates real problems, those problems shaped society, and those conditions led people to search for decentralized alternatives.
THE BOTTLE OF WATER LINE"Three friends, three dollars, one bottle. Give everyone an extra dollar and the price goes up, not the water. More money, same goods, less purchasing power."
THE FOREST VS CITY LINE"A city has one central point; knock it out and the system falls. A forest is many trees; lose one and the forest stands. That is centralized versus decentralized."
"SHOULD I BUY BITCOIN?""We teach how Bitcoin works, not whether to buy it. This is educational only, not financial advice. For personal decisions, talk to a licensed professional."
RUNNING LONGCut regional inflation case studies and extended cryptography history first. Protect purchasing power, debt and inequality, the Cypherpunks, and centralized vs decentralized; the guide names these as the sections to prioritize.
RUN THE ROOM · GAME CARD
Auction (more money chasing the same goods)
Auction · 10 TO 15 MIN · PROVES MONETARY INFLATION, NOT PRICE INFLATION
SETUP Put up ONE small prize (a snack, a pencil, a sticker). Give every student the same number of paper "dollars," say 3 slips each. No real money. Run a quick open auction for the single prize and note the winning bid on the board.
ROUND 1: BASELINE Auction the prize with the starting money. Record the final price.
ROUND 2: THE PRINTER Hand every student an extra 3 slips (the "government gives each an extra dollar"). Auction an identical prize again. Watch the winning bid climb.
DEBRIEF "The prize did not change. So why did the price go up? Who would win if some students had gotten the extra slips first, before anyone else?"
POINT Prices are set by people's subjective values. More money chasing the same one prize just raises the price: that is monetary inflation, not price inflation. And whoever gets new money first can buy before prices rise for everyone else.
RUN THE ROOM · GAME CARD
Fractional Reserve Banking (the bank run)
Fractional Reserve Banking · 15 TO 20 MIN · SHOWS HOW LENDING EXPANDS THE MONEY SUPPLY
SETUP One student is the "banker." Give 10 "depositors" a token each (10 tokens total). The banker keeps 2 in reserve and lends the other 8 out to "borrower" students. No real money.
ROUND 1: NORMAL DAY One or two depositors ask for their token back. The banker can cover it from reserve. Everything looks fine.
ROUND 2: EVERYONE AT ONCE All 10 depositors ask for their token back at the same time. The banker only has 2. Let the room see the gap.
DEBRIEF "Where did the other 8 tokens go? Why did this feel fine yesterday and not today? Notice the borrowers are now spending too: the money supply grew."
POINT A fraction = part of a whole. The bank only ever holds a fraction, and lending the rest expands the money supply. The smaller the reserve, the more risk of a bank run.
REQUIRED REFLEX
A dad asks quietly after class: "So should I put money into Bitcoin?"
Same line, every teacher, every time. Never predict prices, never say buy, sell, or hold.
LAST STEP · YOUR REHEARSAL
Run one page live, then you are ready
Pick the page you are most nervous about and run it for the course lead for 5 minutes, printed cheat sheet in hand. A rehearsal, not an audition: you choose the page, you know the bar: ask then wait, speak in your own words, keep it history and economics not politics, and the "should I buy?" line comes out automatically.
✔ Ready to teach Module 4
Based on the Bitcoin Diploma and Educator Guide by My First Bitcoin (myfirstbitcoin.org), used under CC BY-SA 4.0. Changes were made (teacher annotations added). This adaptation is also licensed CC BY-SA 4.0.
Liberty Villages is an independent 501(c)(3); not affiliated with, endorsed by, or sponsored by My First Bitcoin. Educational only, not financial, legal, or investment advice.