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Grant Black UMSL Center for Entrepreneurship and Economic Education

Make History Come Alive: Economics and Common Core Midwest Economic Education Conference May 23-24, 2013. Grant Black UMSL Center for Entrepreneurship and Economic Education. Common Core Highlights. Reading and writing across the curriculum Increased emphasis on informational reading

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Grant Black UMSL Center for Entrepreneurship and Economic Education

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  1. Make History Come Alive:Economics and Common CoreMidwest Economic Education ConferenceMay 23-24, 2013 Grant Black UMSL Center for Entrepreneurship and Economic Education

  2. Common Core Highlights • Reading and writing across the curriculum • Increased emphasis on informational reading • Comprehension and collaboration • Presentation of knowledge and ideas • Content-specific vocabulary • Problem solving and reasoning • Focused mathematical processes and proficiency

  3. Economics and Common Core • Interdisciplinary connections • Analytical thinking and reasoning • Problem solving • Informational texts • Content vocabulary • Math applications • Data analysis • Research

  4. Examples • Two elementary curricula using economics to address social studies and Common Core standards • The Louisiana Expansion • Kaleidoscope, USA • pcs.umsl.edu/econed

  5. The Louisiana Expansion • Thematic, interdisciplinary unit that brings this historical event to life for students • 8 interactive lessons: stand alone or as a unit • Teaching strategies and activities include: games, plays, creating a timeline, journaling, worksheets, discussions, group presentations, critical thinking, mathematical calculations and reasoning

  6. Common Core Connections: • Speaking and listening • Reading for Informational Text • Writing • Math

  7. Sample Lesson 8: Worth the Trouble? • Students learn about Gross Domestic Product (GDP) • Look at current day GDP for the US and GDP in the 13 states that were part of the Louisiana Territory • Student learn about resources and the circular flow of the economy • Students work in groups to research information about the 13 states

  8. GDP Activity • Divide into groups of ~5 • Each group represents a country with its own economy • Each group should name its country • Each group gets an “economy bag” • Each group calculates its own GDP • Calculate market value for each good • Market Value = Quantity x Price • Calculate GDP by adding up market values for all goods • Each group calculates per capita GDP • Per capita GDP = GDP / population

  9. Price List • Buttons 15 ₵ • Cotton swabs 10₵ • Pipe cleaners 5₵ • Colored sticks 25₵ • Foam cutouts 30₵ • Toothpicks 2₵

  10. Calculating GDP (Activity 8.1) Our Country’s GDP ___________

  11. GDP Report (Visual 8.1)

  12. Kaleidoscope, USA Thematic, interdisciplinary unit in which students live history as community developers from colonial period onwards 12 interactive lessons in 5 units Students use economics, geography, language arts, science and math skills to develop their own fictitious community from a proprietor colony into an industrialized community and eventually into a community of the future Teaching strategies and activities include role playing, making choices about colony sites, developing advertisements, writing persuasive letters, predicting the community of the future, and developing land-use graphs

  13. Common Core Connections: • Speaking and listening • Reading for Informational Texts and Literature • Writing • Math

  14. SampleLesson: 1650 - Incentives • Students identify resources needed in the colonies • Students explore colonists’ opportunity costs • Students learn about economic incentives and their effect on behavior • Students analyze incentives that motivated people to settle colonies in the 1600s • Students write advertisements, based on particular incentives, to entice particular people to their colony

  15. Incentives Activity • Divide into same groups • Each group is the proprietors of a colony • Each group reads one of three vignettes about why some people came to the colonies • Each group answers these questions: • Why may the people be willing to leave their home and move to a new colony? • What opportunity costs may those people have faced by moving to a colony? • Each group develops a written advertisement using the incentives identified in the vignettes to entice people to move to its colony

  16. Thanks • Questions? • More information: • UMSL Center for Entrepreneurship and Economic Education • 314-516-5248 • econed@umsl.edu • pcs.umsl.edu/econed

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