table of contents - teacher created materials · dahl, roald. charlie and the chocolate factory....

Table of Contents Section A: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A–2

Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning—Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace—How This Affects Students’ Lives—How the Book is Organized—NCSS Curriculum Standards

Section B: Management and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B–1

Simulations—Background Information for the Teacher—Suggested Schedule Using 45-Minute Periods—Literature Circles—Jigsaw Groups—Literature List—Suggested Resources for the Teacher

Section C: Simulations and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C–1

Unit 1: Needs and Wants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C–3

Unit 2: Supply and Demand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C–25

Unit 3: Personal Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C–43

Unit 4: Financial Interactions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C–79

Unit 5: Applying Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C–103

Section D: Overhead Transparencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D–1

Section E: Online Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–1

Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–3

Lesson 1: Goods and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–5

Lesson 2: Opportunity Cost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–8

Lesson 3: The Best Online Pizza Parlor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–10

Lesson 4: Ice Cream Sales and Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–12

Lesson 5: It’s Your Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–14

Lesson 6: Taxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–16

Lesson 7: Financial Frontier. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–18

Lesson 8: Energy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–20

Interactive Websites Worth Investigating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–23

Student Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E–25

Section F: Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F–1

Section G: Multimedia Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G–1

Section H: Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H–1

©Teacher Created Materials, Inc. A-1 #3608 Exploring History—Anytown Economics

Introduction (cont.)

How the Book is Organized

Section A: IntroductionSection A provides an overview of the Exploring History series and introduces theteacher to the various approaches utilized in this book. This section contains an outlineshowing how the specific activities meet the curriculum standards published by theNational Council for the Social Studies (NCSS).

Section B: Management and ResourcesSection B provides general background for the teacher and includes material aboutscheduling the activities in the classroom. Because Anytown Economics is designed tobe an active experience for students, an introduction to classroom simulations isprovided, including definitions, basic philosophy, classroom management techniques,and tips for integrating simulations with other activities. Relevant resources to enhanceand supplement the unit are also detailed here, as are materials on reading and literaturecircles.

Section C: Simulations and ActivitiesSection C gives the necessary background and a lesson plan for each activity. A list ofapplicable curriculum standards precedes each activity. The Background Guides in thissection are student references that serve as “mini-textbooks” of information. The guidesare provided at two different reading levels so that teachers can choose to differentiatebased on reading ability. The Student Handbook pages in this section includereproducible information, questions, and activity sheets to be completed by students.Students can complete handbook activities either independently or as part of a guidedactivity.

Section D: Overhead TransparenciesSection D provides the teacher and students with overhead transparencies of key activitysheets, charts, and other materials that serve as focal points of a lesson, review, orpresentation.

Section E: Online ConnectionsSection E connects the classroom with the Internet. These lessons and activities enrichthe unit and give students the opportunity to share their experiences with other studentsaround the world.

#3608 Exploring History—Anytown Economics A-4 ©Teacher Created Materials, Inc.

A

B

C

D

E

Introduction (cont.)

How the Book is Organized (cont.)

Section F: AssessmentsSection F contains quizzes for the units and a final test for the entire notebook. Eachtest has multiple choice and essay questions that are document-based. The teacher isfree to schedule quizzes and tests to meet the needs of the class. The assessments arealso available on the Assessment CD as Microsoft Word documents. Teachers can editand revise these documents to better meet their needs or to more accurately assess thecontent that was covered within their classrooms.

Section G: Multimedia ResourcesSection G contains the Multimedia CD User’s Guide. The guide includes informationabout using the viewer program, ideas on how to use the collection in the classroom, athumbnail image section for quick reference, and a list of audio, video, and documentfiles.

Section H: Bonus ItemsSection H provides teachers and students with handy manipulatives to be used withspecific activities or as motivational tools throughout the unit. The bonus items mayinclude maps, charts, activity cards, games, or information cards. Many of the bonusitems can be adapted for use with extension activities that teachers may wish to use toreinforce the concepts emphasized in the notebook’s simulations and activities.

©Teacher Created Materials, Inc. A-5 #3608 Exploring History—Anytown Economics

F

G

H

AB

C

F

E

D

GH

Introduction

Management and

ResourcesSimulations

and Activities

OverheadTransparencies

Online Connections

Assessments

MultimediaResources

Bonus Items

#3608 Exploring History—Anytown Economics B-14 ©Teacher Created Materials, Inc.

Management and Resources

Literature ListThe following is a list of student books that have some economic issues within the stories. Many ofthese books show how young people have lived and dealt with life’s issues throughout history. Thesebooks are leveled using the following scale.

E—Easy (grades 2–3) A—Average (grades 3–4) D—Difficult (grades 4–6)

Blackistone, Mick. Day They Left the Bay. Blue Crab Press, 1992. D

Blood, Charles L. and Martin Link The Goat in the Rug. Aladdin Paperbacks, 1992. E

Castaneda, Omar S. Abuela’s Weave. Lee & Low Books, 1995. E

Christiansen, Candace. The Ice Horse. Dial Books, 1993. E

Dahl, Roald. Charlie and the Chocolate Factory. Puffin, 1998. A

Demi. One Grain of Rice: A Mathematical Folktale. Scholastic Trade, 1997. A

Dooley, Norah. Everybody Cooks Rice. Scott Foresman, 1992. E

Fitzgerald, John D. The Great Brain. Yearling Books, 1972. A

Fitzgerald, John D. The Great Brain at the Academy. Yearling Books, 1982. A

Fitzgerald, John D. The Great Brain Does it Again. Yearling Books, 1976. A

Fitzgerald, John D. The Great Brain is Back. Dial Books for Young Readers, 1995. A

Fitzgerald, John D. The Great Brain Reforms. Yearling Books, 1975. A

Fitzgerald, John D. The Return of the Great Brain. Yearling Books, 1975. A

Fitzgerald, John D. Me and My Little Brain. Yearling Books, 1972. A

Fitzgerald, John D. More Adventures of the Great Brain. Yearling Books, 1971. A

Freedman, Florence B. Two Tickets to Freedom: The True Story of Ellen and William Craft, Fugitive Slaves. Peter Bedrick Books, 1989. D

Fritz, Jean. Can't You Make Them Behave, King George? Coward McCann, 1996. A

Hoobler, Dorothy and Thomas. The Trail on Which They Wept: The Story of a Cherokee Girl. Scott Foresman, 1992. A

Hopkinson, Deborah. Sweet Clara and the Freedom Quilt. Random House, 1995. E

Unit 1: Needs and Wants. . . . . . . . . . . . . . C–3

Background Information for the Teacher. . C–3

Activity: Limited Goods and Services . . . C–3

Activity: Unlimited Needs and Wants . . . C–4

Simulation 1: Packages Speak Volumes . . C–6

Background Guide Level A . . . . . . . . . . C–10

Background Guide Level B . . . . . . . . . . C–15

Student Handbook . . . . . . . . . . . . . . . . . C–20

Unit 2: Supply and Demand . . . . . . . . . . C–25

Background Information for the Teacher. C–25

Activity: Supply and Demand Curves . . C–25

Activity: Economic Cycles . . . . . . . . . . C–27

Activity: Slogans Galore . . . . . . . . . . . . C–28

Activity: Good Commercials . . . . . . . . . C–29




Unit 3: Personal Finance . . . . . . . . . . . . . C–43


Activity: Money and Budgeting. . . . . . . C–43

Simulation 2: Check Writing . . . . . . . . . C–45

Activity: Banking and Beyond. . . . . . . . C–48

Activity: Business Sense . . . . . . . . . . . . C–49




©Teacher Created Materials, Inc. C-1 #3608 Exploring History—Anytown Economics

Simulations and Activities

Section Table of ContentsUnit 4: Financial Interactions . . . . . . . . . C–79


Activity: Structuring Labor . . . . . . . . . . C–79

Activity: Magic Money Game . . . . . . . . C–81

Simulation 3: Stocks and Exchange . . . . C–83

Activity: International Economics . . . . . C–85




Unit 5: Applying Economics . . . . . . . . . C–103


Simulation 4: Anytown, Inc. . . . . . . . . . C–103

Days of the Simulation . . . . . . . . . . . . . C–104

Student Handbook . . . . . . . . . . . . . . . . C–113

Simulations and Activities Unit 1—Lesson Plans

Needs and Wants

Background Information for the TeacherEconomics is fraught with choices. Because resources are limited, people must always choose somethings over others. What people think they need or want is the basis by which they make these choices.Through identifying alternatives and comparing outcomes, Unit 1 prepares students to be criticalconsumers who maximize their options and then make informed choices. The unit starts with a basicintroduction to consumerism and different kinds of economic resources. Second, students explore basicvalues and how these relate to needs and wants. The unit continues by exploring the tension betweenlimited resources and unlimited wants, and the decisions of allocation that must be made within thiscontext. Finally, to expose students to the way suppliers influence wants and needs, students examinethe way that consumer products are packaged to maximize demand.

Activity: Limited Goods and ServicesNCSS StandardVII. Production, Distribution, and Consumption—Social studies programs should include

experiences that provide for the study of how people organize for the production, distribution, andconsumption of goods and services, so that the learner can:

a. give examples that show how scarcity and choice govern our economic decisions.

PurposeYounger students often believe that they should be able to have all the goods and services they wantbecause such things are free and unlimited. This lesson helps students to see that they are consumerswho consume goods. Moreover, because goods are limited, consumers cannot have all the goods andservices that they want. Some things must be chosen over others.

Materials• Background Guide

Goods and Services (page C–10 or page C–15)Resources (page C–11 or page C–16)

• Student HandbookAll About Goods (page C–20)All About Resources (page C–21)

• large sheets of chart paper

Procedure1. Ask students to keep a list of at least five things they each consume in a single evening and bring

the list to school the next day. You may need to go over the definition of the word consume sothat they only record items that are truly depleted rather than just utilized by the students.

2. As a class, have students combine their lists on a large piece of paper entitled, “Things WeConsumed in an Evening.”


Simulations and Activities Unit 1—Lesson Plans

Needs and Wants

Activity: Limited Goods and Services (cont.)

Procedure (cont.)3. On the board or large piece of paper, make two columns titled, Goods and Services. For the

Goods column, ask students to think of items they want or need. For the Services column, askstudents to think of the kind of work that people do. This can also be done in cooperative groupsor as a collage, where students draw or paste items for the two categories.

4. Next, have the students read the Goods and Services and Resources information sheets. There aretwo levels from which to choose for your readers. Level A (pages C–10 and C–11) is written atapproximately a third grade reading level. Level B (pages C–15 and C–16) is written atapproximately a fifth grade reading level. The information is basically the same, but thevocabulary and sentence structure have been altered.

5. After students read the background information, have them complete the All About Goods (pageC–20) and the All About Resources (page C–21) activity sheets. Answers for page C–20:communicate over a distance = telephone, travel quickly to the next town = roads and freeways,learn to play the piano = piano lessons, be entertained = television, read a book after dark =electric lights, write books about economics = computer, make hot chocolate = stove andmicrowave, get news quickly = daily newspaper, go to Africa = airplane, a better grade in math =math tutor. 1.–9. Answers will vary.

6. After completing the activity sheets, discuss the difference between goods and services. The classcan brainstorm a list of each.

7. Then, move on to a discussion of the limited nature of resources. For instance, if a city choosesto allow a shopping center to be built on a plot of land, it cannot build a school there also. Thestores might provide people with jobs, but a nearby school would have to remain crowded for thisto occur. This is the opportunity cost of the shopping center—choosing some things means thatyou cannot have others. If the same city uses money to hire more teachers, this probably meansthat fewer police and firefighters can be hired.

8. Given the labor, land, and capital resources that students identify on the All About Resources(page C–21) activity sheet, ask the class to identify things that might have to be given up toproduce the piece of pizza or shiny red sports car.

Extensions• Make a list of the producers of five different kinds of goods or services. Students can use this

information to draw a resource map of your state to show examples of natural resources.• Have students describe situations that require choices (e.g., picking one toy from a group of four

or spending time studying versus playing with friends). Then describe what was given up to makethose choices (i.e., the opportunity costs).

Activity: Unlimited Needs and WantsNCSS StandardsIV. Individual Development and Identity

Social studies programs should include experiences that provide for the study of individual devel-opment and identity, so that the learner can:

f. explore factors that contribute to one’s personal identity such as interests, capabilities, andperceptions.

#3608 Exploring History—Anytown Economics C-4 ©Teacher Created Materials, Inc.

Simulations and Activities Unit 1—Background Guide Level A

Goods and ServicesUnderstanding goods and services is very important whenlearning about economics. Without being able to definethese two words, many of the more difficult economicterms and ideas are hard to describe as well.

Goods are something you can feel or hold. It is any realitem such as clothing, pizza, radios, CDs, computers, orcandy. When you go shopping in the grocery store or atthe mall, you are usually looking to buy goods. Peoplemeet many of their needs and wants by purchasing goods.If you look around the room, you could probably name 25goods that you see.

Services are any work done for others. You pay people fortheir services like you pay a store for its goods. Peoplemight use the services of a haircutter, a teacher, a firefighter, a server at a restaurant, a gardener, a babysitter, aflight attendant, or a bus driver.

Sometimes, people can buy goods and services together.If a large business buys all new computers (goods), itmight also pay extra to have trainers come in and helppeople (services) learn how to use the new products. Youmay buy a new watch for your mother (good). However,the watch is too big and you have to get some links takenout of the band. The jewelry store may provide the serviceat no additional cost so that you will buy jewelry from themin the future.


Glossarygoods—real items that you can buy

services—work that is done for people

Simulations and Activities Unit 1—Background Guide Level A

ResourcesWhy do people always want more stuff? Unfortunately,people cannot have everything they want. Our wants areunlimited! In economics, the word scarce means thatthere are not enough things in the world to give everybodywhat they want. People have to decide what things theywant the most and what things they can live without.

Resources are things that get people what they want.There are three types of resources: labor, land, andcapital. Labor includes all the work that people do. Landincludes the actual location that a business sits on as wellas other things Earth gives us like water, air, and animals.Capital is all the improvements people make to the land,such as buildings, sidewalks, and the money and machinesused to make them.

These resources help people get things they want. Forinstance, if you buy a hamburger, it takes labor to take yourorder, make the burger, and put on the ketchup. Land isimportant because you need a place to sit while you eatyour meal. Finally, different types of capital paid for andbuilt the fast food place. It also takes money to pay theworkers who sell the food. The resources of labor, land,and capital work together to make a great burger!


Glossaryscarce—limited in number

resources—ways that people get what they want

labor—work that people do

land—where businesses are located and natural items found on Earth

capital—improvements to land; money to pay for improvements

Simulations and Activities Unit 1—Student Handbook

Name ______________________________________________________________________

All About GoodsDirections: Goods and services are things that help people get what they want. Draw a linefrom each of the items in the Wants column to the item in the Goods and Services columnthat helps us to get the thing we want.


Directions: Now you try. On each line, write a good or service that would help the personget what he or she wants.

1. Scotty likes to listen to music. _______________________________________________

2. Jim wants to start working out. ______________________________________________

3. Paulina wants to eat a nutritious dinner, but she doesn’t have time to make it herself.

_______________________________________________________________________

4. Rodney has trouble waking up in the morning. __________________________________

5. Colin loves to draw and paint. _______________________________________________

6. Candy likes to write books. _________________________________________________

7. Toby likes to drive his car. __________________________________________________

8. Amy wants to get to work but doesn’t have a car. _______________________________

9. Mike wants to talk to Amy when she is at work. _________________________________

Wants Goods and Services

communicate over a distance roads and freeways

travel quickly to the next town telephone

learn to play the piano math tutor

be entertained computer

read a book after dark airplane

write books about economics television

make hot chocolate stove and microwave

get news quickly electric lights

go to Africa daily newspaper

a better grade in math piano lessons

Simulations and Activities Unit 1—Student Handbook

Name ______________________________________________________________________

All About ResourcesDirections: See if you can think of some different types of resources. Using these twoexamples, fill in all the labor, land, and capital items you can think of that might be involved inproducing each item.


A slice of pizza A shiny red sports car

Labor

Land

Capital

Assessments

Needs and Wants Quiz

Directions: Choose the word that best completes each sentence from the boxbelow and write it in the space provided for each question. Not all of the wordslisted will be used.

©Teacher Created Materials, Inc. F-3 #3608 Exploring History—Anytown Economics

goods

services

wants

needs

entrepreneur

opportunity cost

productive resources

advertising

1. Food, shelter, and clothing are _____________________. They are necessary for living.

2. __________________________________ are things that satisfy human wants or needs.

3. _____________________________ are things that cannot be touched. They also satisfy needs and wants.

4. _________________________________ are things like toys, games, and entertainment.People like to have them, but they are not necessary for living.

Directions: If the statement is true, write T on the line. Write F if it is false.

_______ 5. Advertising can make people think they need things that are really wants.

_______ 6. People have limited needs and wants. There are unlimited resources.

_______ 7. Jason wants to build a birdhouse. The hammer, saw, and paintbrush he will useare capital resources.

_______ 8. In a market economy, a business earns profits by selling goods and servicesthat people want.

Assessments

Needs and Wants QuizBackground Information: Many things are needed to make a good or a service. Thesethings are called productive resources. There are three kinds of productive resources.

• Human resources are the workers.

• Natural resources are things that come from nature. They are unchanged byhuman hands. Water, trees, and animals are natural resources.

• Capital resources are tools used to make a product. Factories, machines,and tools are capital resources.

9. Write each item from the box below in the correct column of the chart.

#3608 Exploring History—Anytown Economics F-4 ©Teacher Created Materials, Inc.

store clerk

mixing spoon

eggs

baker

gasoline

walnuts

water

blender

delivery van

mechanic

oven

truck driver

Type of Resources

Human Natural Capital

10. Are all of the kinds of resources used in all production? Give specific examples toexplain your answer.

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11. Some natural resources cannot be replaced. For example, it takes many years togrow a tree. Think of two natural resources and explain why they are or are notlimited. If they can be replaced, explain how and how long it would take to replacethem.

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Assessments

Needs and Wants Quiz

EssayMary plans to go to the movies with her friends, Kim and Nancy, this afternoon. The showbegins at 2:00 P.M. The movie ticket costs $4.25. Mrs. Lang asked Mary to babysit from 1:00 P.M. until 5:00 P.M. Mary can earn $5.00 an hour for babysitting. Briefly explain Mary’schoices and the opportunity cost for each choice. What would you do if you were Mary?

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©Teacher Created Materials, Inc. F-5 #3608 Exploring History—Anytown Economics

table of contents - teacher created materials · dahl, roald. charlie and the chocolate factory....

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