 |
 |
|||||
|
|
||||||
$$$ Money Matters $$$ |
 |
||||||
|
Master Teacher: Mary Groves |
|||||||
Overview"Money is power" or so the saying goes. Money may be power, but the development and use of money as a unit of value is also powerful. As societies developed, the need for a consistent and reliable source of exchange was needed. Every country has developed its own money system. That system includes the creation of money and the structure used to circulate the money in society. In this lesson, students will investigate the world of money and banking. Learning ObjectivesStudents will be able to:
Oregon Standards Available at:http://www.ode.state.or.us/cifs Social Sciences - Economics
National Economic Standards From the National Council on Economic EducationStandard #11 (http://www.ncee.net/ea/standards/standard.php?sid=11)
Media ComponentsVideo Check the link at http://www.opb.org/edmedia/trs/ to find access to the video(s) from unitedstreaming™ referenced in this lesson plan.
Web
Prep for TeachersPrior to teaching this lesson, bookmark all of the Web sites used in the lesson on each computer in your classroom. Download the video clips onto the computer you will use to project
the clips. Be certain each computer in the classroom has a copy
of the free Windows Media Player installed (some clips aren't available
for use with QuickTime Player). Also download Flash at http://www.macromedia.com/downloads/
and Shockwave at http://sdc.shockwave.com/shockwave/download/download.cgi? Download the following PDF files at http://www.younginvestor.com/flash/:
When using media, provide students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements. MaterialsPer Student:
Introductory ActivityStep 1: You know that money is required to purchase most
things in this world. You can't buy your favorite CD or a soda without
money, but what does money really represent? When using a dollar
bill, what does that dollar bill really symbolize? Today, we are
going to discover the story of money. We are going to watch a video
clip that describes the role that money plays in today's society.
Before we had money, though, we had a bartering system. As a Focus
for Media Interaction, students should write down on their papers
their definitions of the word "barter" and give an example
of when they have used bartering in their own lives. Play
the video clip, "The Importance of Money: From Barter to Currency"
(03:18), from the video "Economics: The Production, Distribution,
and Consumption of Goods and Services: Money" (15:30), and
pause at 02:36. After pausing the video, have students predict
another method that can be used to "acquire" the game.
Write these on the whiteboard and then resume the video clip until
completed. Learning ActivitiesActivity 1 Step 1: Tell students that they will hear the story of the Pine Gulch Bank (1840-1890). Begin reading the story from the Web site at http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst136.html and make it as dramatic as possible. As a Focus for Media Interaction, have students draw pictures of the main characters and the town as they hear the story. Complete half the story during the first day's class session, stopping at a cliffhanging ending if possible. Step 2: Have students log on to the Internet and open http://www.currencygallery.org/. As a Focus for Media Interaction, have students locate two types of currency that were used during the time period that the story of the Pine Gulch Bank took place. Once students find the two types of currency, have them compare those currencies to currency used today and write a short paragraph explaining the differences that they observe. Step 3: Return to the Web site, http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst136.html,
and complete the story. As a Focus for Media Interaction,
have students write an ending to the story that they would like
to have occurred. Step 1: Ask students whether they have ever worked. If so, how were they paid? Ask students to brainstorm other ways in which people are paid besides money. Make a list on the whiteboard. As a Focus for Media Interaction, have students write down the properties that define money in our society. Each student should think of another way money has been defined in the past. (Remind students of our 1800s story.) Play the video clip, "The Properties of Money" (04:15), from the video, "Economics: The Production, Distribution, and Consumption of Goods and Services: Money" (15:30). After viewing the video clip, students should write a short essay explaining the properties of money. Step 2: Explain to students that although there are specific properties that money must have, the shape and design of money can vary widely. As a Focus for Media Interaction, have students create a design for a coin as illustrated in the video clip. Play the video clip, "The History of Money" (01:46), from the video, "Economics: The Production, Distribution, and Consumption of Goods and Services: Money" (15:30). Have students create a bulletin board and use their drawings as examples of money designs. Step 3: Tell students that now that they know the properties
money must have and have explored various designs for money, they
are going to learn about how money is stored for later use and accessed
when desired. Have students log on to the Internet at Step 4: Tell students that now that they have learned a great deal about money and banking, they can have a little fun completing three short puzzles and crosswords about the topics of money. Hand out to students the three PDF downloads from http://www.younginvestor.com/flash/ entitled "Puzzles and Games," "Currency Crossword" and "Money Crossword." Step 5: Explain to students that money and banking will play a very important role in their lives as adults. The way we use money today has changed and will continue to change. As a Focus for Media Interaction, have students identify and write down at least two new ways money is distributed today. Play the video clip, "Money Today" (03:44), from the video, "Economics: The Production, Distribution, and Consumption of Goods and Services: Money" (15:30). Culminating ActivityTell students that they are going to play an online game called "Moneyopolis." They can earn money by answering questions relating to the world of money and banking. Tell students they will have to log in, but once they have a "handle" established, the system will keep their earnings for two weeks. They can continue to play the game beyond classtime. Have students log on to the Internet and access http://www.moneyopolis.com/game/login/index.asp. As a Focus for Media Interaction, have students complete this interactive game. Cross-Curricular ExtensionsHistory
Science
Technology/Science
Community Connections
|
|||||||
