Teaching in the Age of Censorship: When Cultural Sensitivity Goes Awry

Today, I received an email:

My first thought was WTH?!?! Yep!  I said it..in my head.  As a twenty-year veteran educator, never before had I ever been questioned on the "insensitivity" of any lesson I have conducted in my classroom.  If anything, I have worked hard to incorporate empathy into many of my lessons.  My goal as an educator is not just presenting information to the students but making them think critically about issues presented, even when those issues may be difficult.  This email was a clear slap to my face.  

For over seven years, I have posted my lessons on Teachers Pay Teachers website, a website where teachers can sell their lessons.  This particular lesson has been listed since the creation of my account.  I have had high reviews for this lesson.  So, what was removed?  A lesson on U.S. foreign policy and the Rwandan Genocide.  In this lesson, the students are given background events leading up to the Rwandan Genocide in 1994.  They are asked to analyze if the U.S. should send troops to this region.  After listing reasons why the U.S. should send troops and why the U.S. should not send troops, the students then make a decision, supporting their decision.  Once all students complete the worksheet, we then discuss the different perspectives.  It opens up the minds of all students, giving each student a chance to share a perspective on foreign policy dilemmas.  Some students, after hearing from different perspectives, change their decision.  Isn’t this what we should be training our children to do?  By the way, these are seniors I am teaching...The second part of the lesson is an eyewitness account from the U.N. Lt. General who was there on a "peacekeeping" mission and who tried to warn the world leaders that something bad was going to happen.  Sometimes, I show the students actual declassified documents of the various debate points (by Secretary of State and others) who refused to deem this atrocity as a genocide for the fact that under the Geneva Accord, they would be held liable to get involved (and this is just after the Black Hawk Down incident in 1993 which shaped Clinton's foreign policy). I am not presenting this information to persuade them to make a particular choice but to show them "more of the story."  So, saying all that, this is an activity to get students to think about complex issues and how decisions, at the top level, are not easily made because every choice has a cost. By listening to different perspectives, the students also realize that each choice is valued differently by each individual, which makes them realize the complexity of foreign policy decisions in Congress and by the President.  This was the lesson that was removed for apparently violating TPT's new policy.

I decided to search more concerning TPT (Teachers Pay Teachers) policy.  Apparently, just this past year, they revised their policy to remove any content that may be seen as “inappropriate.”  In August 2020, Slate posted an article about the problems of “racism” in teacher lesson plans on the TPT website.  Although there can be some legit concerns over some of the lessons and activities that teachers use in the classroom (like simulating a slave market...who, in their right mind, would think that is ok!??!?!), I do have concerns about what they deem as “harmful.”  Consider the following quote from the article:

“Worse were some lessons that had students take on the perspectives of imperialists and government officials to make simulated decisions affecting marginalized populations, like the triangular trade activity. These activities can be seen as examples of curriculum violence, a concept that describes lessons that damage students intellectually or emotionally, even if teachers implement such curricula unintentionally.”

The authors go on to state, “When reached for comment about our findings, TPT responded: ‘We remain unequivocal in our position on racist or offensive material: it is not tolerated on TPT. We take this very seriously, and as soon as we identify any resources that violate our Inappropriate Content Policy, we promptly remove them.’” So... flash forward to today...my lesson about the complexities of the Rwandan Genocide and the U.S. foreign policy stance during this time is now deemed “inappropriate” because it “trivializes traumatic experiences.” They make it seem that my lesson is “racist” and “offensive.”  To whom?  If anything, it is giving a voice to the 800,000 individuals who were slaughtered beginning in April 1994.  Sadly, many students do not know about this genocide, and according to TPT, they shouldn’t be presented with this information. So according to their standards, teachers can no longer make students assume the viewpoint of someone when analyzing a situation?  Who knows! I did email but doubt I hear back.  What I do know, though, is the aspect of censorship and cultural sensitivity has gone awry in our society today!  No longer are we living in the time when SCOTUS ruled, in 1987, that a school could censor the school newspaper (Hazelwood v. Kuhlmeier).  We are now living in times when Laura Ingalls Wilder’s name is stripped from a major children’s literature award due to “insensitive” nature towards Native Americans.  Guess what?  The treatment of Native Americans (and blacks and Japanese and others) may be an ugly mark on U.S. History but it is part of our history that cannot be forgotten.  Yes, teachers should be sensitive and not do stupid role plays or simulations (there has to be a level of common sense); however, when teachers are now made to feel that presenting complex issues to students “trivializes” human rights, we have crossed a dangerous threshold.  Golda Meri said, “One cannot and must not try to erase the past merely because it does not fit the present.”  

I am now at a crossroads:  do I continue selling my lessons on TPT (where they receive 60% commission) or do I cancel my account?  I am leaning towards cancelling my account but time will soon tell...

How the Pandemic Changed the Way I Teach Economics

 

The other day, I came across a quote by Victor Hugo that summarized my Covid-19 school year: "The future has several names.  For the weak, it is impossible; for the fainthearted, it is unknown; but for the valiant, it is ideal."  

Like many other teachers across the nation, I had no idea what was to come for the 2020-2021 school year.  I did know, however, that after a six month hiatus, I was more than ready to return back to what I have loved doing for the past twenty years.  I knew challenges await (like not having a school calendar approved before the school year, not knowing our exact teaching courses until the week before...) but through challenges come opportunity. For me, that meant having to do things I have been wanting to do but never took the time to figure out.

Economics is a subject that is consistent yet always changing.  I do not think anyone can say economics is not important considering this past year's ridiculous toilet paper shortage (that should have never happened) or the furloughs families endured.  Any subject, though, can become dull and boring if change does not occur.  That was me a few years ago.  I was stuck after teaching Economics for over ten years (side note: for five years, I taught 12 sections per year...that is 60 times in just five years).  I was stuck in making it fun.  I was stuck in making it relevant.  No matter how hard I tried, I was bored...the kids were bored.  In a nutshell, I was miserable.  The "dismal science" was truly becoming dismal! I even thought maybe a career change was needed.  I got my media specialist certification in hopes of an elementary librarian position opening up but now thankful the Lord kept that door closed and this door opened.  This is where I am called to be for this very moment! 

You may be asking what challenges do we face this new school year. First, there are new guidelines that we are asked to follow to protect the students and ourselves.  No group work...minimum moving around the classroom (none if possible)...no sharing supplies...minimum papers/worksheets if "doable" (for the ones I need to pass out, I go desk to desk so the students can take their own...a little more time consuming than the past).  I have a filing cabinet full of group activities that are laminated.  I have spent years (as many teachers) focusing on collaboration activities, all which are of no use now.  I have not even asked if my students can go outside to draw graphs with chalk, a highlight to many of my students.    

This semester, I have three traditional (face to face) Economics classes, two Virtual Learning Economics (teaching students across the four school zones in my district) and one AP Microeconomics.  As of now, I am barely able to keep one step ahead.  It seems as if my entire planning block is spent updating all three Canvas courses.  I am having to do school work at home which I rarely have done since my oldest was born nearly fourteen years ago.  I spend countless hours researching online interactive activities that comply with Canvas.  I am having to see myself online, though TEAMS, which I absolutely hate (but getting used to). But through all these challenges, I have found new ways to teach this "dismal science."  Yes, it has only been a week with all my students (after a "soft start") but a week I would deem as a success.  So what has changed in this short amount of time...

1)   Group discussions...yes, we can talk as a class but have you had to engage in a discussion with a senior wearing a mask?  Yea...not easy.  Thankful that we all are having issues with that one.  This past week, I tried GROUP DISCUSSIONS through Canvas.  It isn't the most ideal way to engage but one where students are able to discuss solutions to the proposed problem.  This has particularly been great for my Virtual classes.  Students, although at home, can participate in discussions with students across the district.  What I also like about this is that all students have to participate in the group discussion - even the introverts who usually get lost in face to face group settings.

2) Poll Everywhere - I love this site!!!!  Although I have used a few times in the past, I spent some time this week examining how I can use it more in my classes.  Today, after the students worked in their "groups" and chose a solution to the problem, one student went to the designated website to type their chosen solution.  This is a great way to engage students without having them come to the board to right down their thoughts.  Also, if you have never used this site, it is great in assessing students.  The multiple choice game breaks down each question by the percent of students (what percent chose each question).  This enables you to assess what the students know and what they don't know.  This is also a great site to use if you wanted to survey students without exposing their names and opinions.

3) Edpuzzle - nearly every Bellringer (for all three classes) is an Edpuzzle which consists of a review of the previous day's content.  Economics is everywhere...in every book, in every movie, in every tv show.  I love finding clips from funny or engaging shows to apply the economics concept.   

4) Flippity -  I discovered this website earlier this week.  I was needing something that would allow students to match concepts online since we couldn't share my laminated activities (it seems that students learn the factors that shift curves better when they have to categorize it themselves...tactile learning).  Although we did not have time in class to do the review game (like Jeopardy), I did create one just in case we had time in class.  Since each lesson is linked to a google doc, it is really easy to create and not time consuming at all.

I have no clue what the next few weeks or months hold but I do know that after twenty years of teaching and being stuck in a rut, this pandemic has forced me to make the changes I needed to engage all students...yes, even my virtual students.  

“I hope that in this year to come, you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world. You’re doing things you’ve never done before, and more importantly, you’re doing something.” Neil Gailman

The Economics of Seinfeld

 I was at a wedding a few weeks ago. When I went to the restroom, I went into a stall that had no toilet paper.  The lady next to me said, "There isn't any toilet paper in there.  I will hand you some." Then she preceded to hand me some toilet paper underneath the stall.  As a Seinfeld fan, you can only imagine the scene that I immediately thought about:

Whereas the lady in the clip didn't have a "square to spare," the lady beside me had plenty.  Seinfeld will always be my favorite television series.  I was never a fan until I had the opportunity to watch one of his shows with my aunt during the Western Open (golf tournament) one summer (1994?  can't remember).  Since then, I have watched, rewatched, laughed, and successfully quoted in my classroom...until about ten years years ago when all I heard were "crickets chirping."  The silence was disheartening!  When my students no longer found humor in my references, I knew I was in trouble...until around four years ago.  One day in AP Macroeconomics, we were discussing trade and imports/exports.  A student looked at me and said, "Like Art Vandelay, the importer/exporter?" At that moment, I nearly cried.  This student had officially become my favorite teacher's pet!  The picture of "Art Vandelay," which I hung on my wall the next day, is still hanging today.

If you are an Economics teacher and a Seinfeld fan, I hope you know about the website The Economics of Seinfeld.  I came across it years ago and found it hilarious.  Even if students are not Seinfeld fans, the clips are useful in applying economic concepts to everyday life.  There are seven pages of clips.  For each clip, you are provided a description, information (concepts, season, etc.), and the clip.  If for some reason this website is blocked by your IT department, many of these clips can be accessed on YouTube, specifically Seinfeld Shorts (a YouTube page).

Another way you can use this website is by taking the clips and concepts presented and insert into an Edpuzzle, an interactive web-based tool that allows teachers to insert formative assessments with the clip.  For example, watch the following clip:

This clip presents a great example of thinking through everyday decisions.  I went to YouTube and found the clip.  I inserted it into Edpuzzle and created questions for the students.  The questions are not necessarily asking them about the clip (although they can be) but more application of the concepts I am teaching them THROUGH the clip.  

Step 1: Insert YouTube URL into Edpuzzle.

Step 2: I like giving a NOTE at the beginning to prepare students what they are about to watch.

Step 3: Pause the video and insert questions as you go (multiple choice or short answer).

This year presents many challenges for teachers.  I recently told a teacher friend that we are ALL first year teachers this year.  One thing, however, that this pandemic has made me do is to do all the stuff I have been wanting to do but have never done (like converting many of my worksheets to interactive lessons).  Edpuzzle is a great tool to keep students engaged regardless if they are learning in the classroom or at home through virtual learning.  AND... if you want to embed some humor into your classes, use Seinfeld clips and The Economics of Seinfeld website to help guide your instruction.  We all could use a little humor these days...

Last, I leave you with this website - The Life of a Teacher: As Told By Seinfeld

Using Scenarios to Engage Students in Class Discussions

Alvarado is a 17 year old high school student.  A police detective contacted his mother who agreed to bring him to the police station for questioning about a recent crime.  When Alvarado arrived with his parents, the detective denied the parents’ request to remain with their son during the interview.  While the parents waited in the lobby, Alvarado was questioned by police.  He was not advised of his Miranda rights.  During the two hour session, the detective twice asked Alvarado if he wanted to take a break.  Alvarado admitted to his role in a murder and robbery that police were investigating.  At the end of the interview Alvarado went home.  His confession was offered as evidence against him at trial.  Should he have been read his Miranda rights? Explain your answer.

I am sure that many individuals can quote the Miranda rights: "You have a right to remain silent..." Although you may be able to quote the Miranda rights, can you identify which constitutional amendments those statements are based on?  Does your knowledge of the Miranda rights come from tv shows and movies?  Like many students, we take what should and should not be done based on what we watch; however, that may not always be the case.  So how do you engage students in learning concepts that go beyond textbook memorization?  How do you engage students in discussions that go beyond emotions and feelings to analysis using proper evidence?  SCENARIOS (I like saying "What would you do..." or "What if...").  

Presenting information in the form of a scenario engages students in a way that goes beyond basic knowledge.  When students are asked to read a scenario and explain their thoughts (using evidence more than "just because"), it requires them to apply knowledge using a deeper level of understanding.  For example, consider the above scenario.  I have used this as a bellringer in a Canvas discussion thread.  After reading the scenario, students have to post their thoughts about this case.  In this situation, majority of students will incorrectly state why or why not Miranda rights should have been read.  BUT...that is ok since this is an introductory bellringer to constitutional amendments.  I use this case in hopes of getting the students' attention.  Also, before telling them the answer, have students who say "yes, read the rights" stand on one side of the room and "no to rights" stand on the other side of the room.  Give each side a chance to explain their reasoning. You can also give them a chance to change sides after hearing from other students.  

Once everyone has a chance to express their thoughts, I tell them the answer to the scenario (if there is one...sometimes, scenarios are hypothetical). By the way, you may be asking what did happen in this case which is a real Supreme Court case.  Here is the answer:

      In a five to four decision, the Court strongly suggested that Alvarado was not in custody for Miranda purposes (Due to the procedural posture of the case, the Court’s actual holding was that the lower court had not ruled unreasonably when it determined that Alvarado was not in custody.)  Alvarado came voluntarily to the police station, was never told that he could not leave, was not threatened with arrest, and was allowed to return home after the interview.  In determining whether Miranda warnings are required, the custody inquiry is from the point of view of a reasonable suspect in the situation, not the particular suspect actually in the situation.  Thus, Alvarado’s age and inexperience with police were irrelevant in the custody inquiry.  Yarborough v. Alvarado (2004).

After telling students the outcome of this actual case, have them reflect on their original answer.  Ask students for their thoughts. Use this opportunity to transition into the study of Miranda v Arizona or constitutional amendments (or just to engage students in classroom discussions).

Court cases are an incredible way to engage students in classroom discussions while at the same time teaching students to support opinions with facts.  I did not create this scenario.  It came from  Street Law, an incredible organization that all teachers should use.   Not only can you use any of the court cases to create discussions but this organization has deliberation activities already prepared for you.  Majority of resources are at no cost to teachers.  You have to "add to the cart" but you will see it is $0.  Majority of all my resources I use in Government AND Economics come from this website.  Please take the time to navigate this site.  You will not be disappointed.  

You may be asking how I use court cases for discussions in Economics.  Very easily.  Street Law has several court cases that deal with businesses.  For example, EEOC v Abercrombie is an excellent case to use for Economics or Business Law.  In order to convert this handout into a scenario, give students the BACKGROUND and FACTS of the case (from handout) then present them with the constitutional question. After discussing their thoughts, give them the ruling.  Another case that deals with trademarks is Matel v Tam. 

Here is another example of how I took a current event and turned it into a classroom activity that led into discussions where students had to analyze evidence and support opinion with reasoning: Gopher Frog "What do you think?" Activity

As with any instructional resource, however, just implementing a strategy, such as classroom discussions, will not be effective if not done properly.  In this case, it is not quantity but quality...are you moving students to a deeper level of understanding through the discussion? My Specialist degree was an online program.  We had two classroom discussions to complete each week.  These classroom discussions were not effective.  They were basically a low-level response to something we read.  We had to respond to two classmates which basically amounted to "I agree...I didn't think about that..."  They were basically busy work to check to see if we read the text.  These are not an effective use of classroom discussions. Using these types of discussion posts (rather online or worksheets) will only disengage students.

I have listed some resources for you if you would like more information on how to effectively engage students in classroom discussions.

John Hattie and Classroom Discussions

Effective Class Discussions

S

Are you "flipping" out, yet?

The other day, I came across the following image:

Let's face it.  Regardless if you are a first year teacher or a twenty year veteran like myself, the 2020 school year will be the first for all of us, a learning experience that I hope we can learn from but also never go through again!  Can I get an Amen!

I was not panicking too much about how my classes will be conducted until I thought about the students who will be asked to quarantine due to being around a student who tested positive.  This will cause much instability in a normal classroom setting.  Once I realized that, I knew I had to do something that would be somewhat consistent and stable considering students who may be entering and leaving the classroom.  What also caused a little "panic" was knowing I will be teaching AP Microeconomics this semester (for only the second time at that).  I knew I was going to have to find and/or create effective online lessons that would engage students and drive them into a deeper level of understanding.  If a student is quarantined at home for 1-2 weeks, how can they learn what they need to learn without falling behind (and being bored)?  

So...a flipped classroom may be my answer...a term that has been tossed around for the past few years.  A concept that many have tried successfully but also many have failed to properly implement. So what is a flipped classroom?  First, it IS NOT an online course!  It is not students pacing through a course, completing online worksheets and activities at their own pace.  It is not a teacher becoming disengaged where there is no dialogue with the students.   

A flipped classroom is one where students are first introduced to the content outside of class then move to a deeper understanding (and practice) in class with the teacher.  I came across an excellent website that provides teachers will many resources - Center for Teaching through Vanderbuilt University.  I came across an article that discussed how to properly flip a classroom.  In this article, it discussed the different variations that some have used.  One, for example, is an inverted classroom.  Around twenty years ago, three professors decided to "invert" an introductory economics course.  Students would watch videos or read through PowerPoints/text outside of class.  Students would also have worksheets to complete.  These worksheets may or may not be taken up in class for a grade.  During class, mini-lectures were used as a way to answer student questions.  Class time was also used to practice the economic concepts.  They found out students were more engaged and had a more positive experience than the traditional format of the introductory economics course.

So, how does one properly flip a classroom?

First, regardless of which resource you read online, majority will consistently say this: students must be introduced to the concept OUTSIDE of class (format doesn't matter - video, PowerPoint, reading text...).  If students do not do this, then a flipped classroom will just become an online class.  This is a must!

Second, as Brame (2013) states, students must be provided with an incentive to do the pre-class work.  Let's be honest.  Majority of students are not going to do an assignment if there are no points allocated to the assignment.  Some kind of accountability has to be included with the pre-class work.  How to do that is up to you.

Third, assess student understanding.  This assessment will provide the teacher with greater understanding of what the students know and do not know PRIOR to coming to class.  It can also provide for more in-depth classroom discussions.  These can be quizzes or discussion posts.

Fourth, class time must be used to focus on a critical thinking skills and application of concepts.  The entire basis of the flipped classroom is using the classroom time you have to move students to a deeper level of understanding.  

The "flip" part in a "flipped classroom" comes from this: students learn the concept at home and practice the concept ("do the homework") in class.  You are flipping the order of the traditional way students learn.

So now the question...how am I going to "flip" my regular Economics and AP Microeconomics course for this upcoming semester?  That is what I will be figuring out in the next three weeks.  I do believe this will be the only way some kind of stability and consistency can be attained during these unknown times.   As I find resources for my flipped classroom, I will be posting them on this site so stay tuned if you want a concise list of resources you may be able to use for Economics and AP Economics (and if you are an AP Econ teacher, please let me know what you will be doing this fall).

Econ Resources:

flipitecon.com - this is an incredible site that creates a flipped classroom for you.  I have registered and will now work on my course.  Granted, I have not had students work through this BUT this is a good place for me to start!!!! 

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

Using Choice Boards fin the Classroom

Choice boards...I didn't really know about choice boards until in-person schools were cancelled due to Covid.  I know that may be a shock to many, considering I have been teaching for twenty years.  However, after seeing a friend share her version for her 8th grade students I decided to make one for my 9th grade World History classes.  (click on choice board to get link)

A choice board is a type of graphic organizer that gives students a variety of options to choose from when learning a particular concept.  It is a great way to reach students who learn differently - from the visual learner to the kinesthetic learner.  There really is no specific way to create these.  You can use choice boards to review concepts or to introduce a unit (as with my WW2 choice board). Careful consideration should be considered, though, if you are wanting to move students to a deeper level of learning (analysis or synthesis).  Choice boards can tend to be very basic where students are creating products but not really learning anything.  

For the upcoming year, many schools will be implementing virtual learning or some form of distance learning.  Choice boards are a great option to use to give students some freedom in how to present knowledge.  Below you will find some different resources on how to implement choice boards in your classroom.  I plan on using these next few weeks to see what I can create for my Econ students.  Stay tuned...

RESOURCES:

How to use choice boards in the classroom  

Create interactive learning with a choice board 

Free Google Drive templates (for choice boards)

Excellent resource for free choice boards (menu boards, tic tac toe boards, etc)

Example of a log students can use in documenting distance learning/choice boards

How to create a Think-Tac-Toe board

Bloom's Taxonomy choice board (how to create...excellent)

RUBRIC:

rubric maker website (there are some general choice board rubrics online...or you can use this website to create your own)

generic rubric

 

Using video clips to teach economic concepts

With so many schools transitioning to distance learning this fall (Y2020), teachers will be working "overtime" converting their traditional lessons to effective online lessons.  Movie/video clips can be an effective way to teach an economic concept.  How you use these clips will depend on what online platform is used by your school.  

The following clips are YouTube links which can easily be embedded into most online platforms (my district uses Canvas).  I will be adding more clips to this post so stay tuned...

Economic Systems:

Traditional Economy: (Mongolian nomads)

 Command Economy: (from the movie Moscow on the Hudson...stop at 1:07)

In this clip, you see Robin Williams character go to the shoe store.  Examples of command economy in this scene: stand in line, rationing (limited in how many pairs he can have), all the same style (no choices/creativity), will blackmarket the items

Clip of shopping in 1990 USSR (when they fill up the car, you can see long lines...shortages that exist)

1990 USSR gas station...observe the cars (contrast the cars in 1990 USSR to other 1990 cars)

Market Economy: (Moscow on the Hudson scene...when he goes to the grocery store for the first time and realizes there are no "lines" but he can freely purchase items himself)

Supply and Demand:

This clip is from the movie The Hudsucker Proxy.  In the movie, the hula hoop was created to hopefully increase the price of the company's stock.  When the hula hoops hits the market, there is no demand (tastes/preferences)  for the toy.  You see the price drop.  When the young boy makes this new toy look fun, a demand is created, driving up the price of the hula hoop.

I usually have students practice graphing through this clip.  

This clip shows the auction of a rare 1948 Tucker Torpedo (see below for information on car).  Big demand, small supply = over $2 million for car! 

Adam Smith/Invisible Hand:

This is part of John Stossel's Greed show.  This is an excellent scene to help students visualize (and define) Adam Smith's invisible hand.

Market Structures: 

Below, you will find several clips on the Tucker Torpedo.  If you are unfamiliar with Preston Tucker, research him.  The first clip is from the movie, Tucker: A Man and His Dream. 

Using Legos to introduce GDP

How It's Made video - Legos...fascinating video

For years, I have used Play-Doh to introduce GDP - gross domestic product.  Last year, I wanted to try something different.  After much thought, I decided to create a GDP introductory activity where the students create homes using Legos.  My girls love playing with Legos...I mean, who doesn't, right?  And we have a ca-jillion Legos at home!  

For this activity, the students are divided into groups - two builders and one accountant.  When the students get ready to build their homes, the accountant comes to the front of the room and "purchases" different blocks/characters/etc. for their home.  I have price broken down based on color and speciality.  Once the home is built, a final cost is calculated.  When time is called, each group presents their home with the final value, which I write on the board.  After all groups present their homes, I add up the value of all new homes created.  This is the GDP for "Walker-country" in the year _____. (you get the point)

This activity is a fun-filled activity for the students that introduces a very important concept to the American economy.  It is one that I can also easily refer back to if needed (intermediate goods versus final product).

Not only is this activity great for the classroom, with some modifications, I believe you can make it adaptable for distance learning.  If students do not have Legos at home, have them construct a home on paper.  Considering many of us will be doing distance learning this fall, I am sure you can think of a way to modify this activity.

My goal this year is to create more Lego lesson plans so stay tuned...

Lego GDP instruction student handout (during activity)

Student reflection handout (post-activity)

Using art to teach economic concepts

A few years ago, I worked with the Mississippi Council on Economic Education and the Mississippi Museum of Art to create a curriculum that incorporated economic concepts into art.  This was, by far, the biggest challenge I had ever faced.  I worked with the education specialist at the museum to create lessons that would help teachers use art not only in their classrooms but also ways to teach economic concepts through art. To be honest, I had no clue how to even begin developing this curriculum.

With any idea, you need an inspiration.  For me, that inspiration came in the form of a National Geographic magazine I came across at Goodwill (below).  The article in the magazine discussed Jamestown's economy.  Perfect!  

I have been fascinated with Jamestown ever since the family and I visited in 2015 (below).

So now that I had a starting point, I began to visit Jamestown's website to identify various artifacts that I could use to introduce the types of questions one should ask while reflecting on art (this is where the museum's education specialist helped me).  From this, I created the following lesson that consists of two components - analysis of Jamestown artifacts (making inferences) and the study of Jamestown economy.  Each lesson can be completed separately if time is an issue. By the way, most of the artifacts chosen somewhat represent a way of living (economy).

When you download the lesson, you will see the student handout is divided into four sections - see, wonder, think, prediction. This type of worksheet can be used with any study of art.  The class will complete each section together so we all finish together.  Once everyone has completed the worksheet for their assigned artifact, I get each group to discuss what they observed and what they predict the object is (I project the artifact so everyone can see it).  After the prediction, I tell them what the artifact actually is (many will predict incorrectly).  Part 2 of the lesson comes next - the study of Jamestown economy, using reading handouts that incorporate the characteristics of the free enterprise system.  If time is an issue, you can take this information and create a PowerPoint.

Jamestown lesson plan

Jamestown PowerPoint converted to PDF (can project to direct lesson)

If you would like more ideas on how to incorporate art into your Economics classroom, visit my page Art and Economics.

To purchase the magazine through Amazon, click here.

Using Movies to Enhance Student Instruction

Should movies be used to enhance a classroom lesson?  Well, it depends.  Movies can be a great way to build on content and give students a visual/depiction of a particular topic.  However, movies can also be abused by teachers who use them to "waste or fill in time."  In social studies, there are many movies that can be used to enhance a lesson. Before showing a movie, however, there are a few details that you should consider...

First, movie permission forms...

It is important to consult with your administration on your school's movie policy.  Even if the movie is PG-13, it is in your best interest to receive parental permission.  Yes...I know my seniors forge their parents' signatures all the time.  Yes...I know many parents do not read the form and just sign.  BUT...having a signed form at least provides some protection for me as a teacher (let the parent discipline child for forgery).  So, what you should put on the movie form.  I suggest that you include the following (if possible):

• movie title and rating (or a link)
• description
• objectives/learning goal of movie
• what students will be doing
• assessment

Here are a few samples of forms I have used in the past (click here). 

Second, the activities students complete while watching the movie are important...

With each movie, I try to create a set of questions that pertain to the learning goals.  I have learned that it is best not to get too detailed in your questions, especially the younger students.  For example, if you use questions such as "What did she say when..." then you will have many complaints and disruptions when students do not catch what she said.  It is best if you give students leeway in what they write down to support a specific concept.  For example, I have used the movie Cast Away as a culminating activity for my first unit. The students have to identify the various factors of productions seen in the movie. This requires work on the students' part and provides a way for me to assess their knowledge and application of the factors of production.

Third, after watching a movie, students should take what they documented and apply...

Movies should not be watched without any discussion or project incorporated at the end.  How will students demonstrate understanding?  This is a great way to review students on concepts before a major assessment.  For example, when I show In the Heart of the Sea, students document facts throughout the movie then take those facts to create a product (iMovie, PowerPoint, iBook, etc.).  They may choose CAPITAL (factor of production) to present.  In the project, the students define the concept and detail five examples of "capital" used in the movie.

This is not a very difficult project but it is one way that students apply what they learned from the movie.  They do present these projects in class, thereby reviewing many of the concepts prior to major assessment.

Conclusion...

Movies are an excellent way to teach a concept or historical event to students.  We all know, however, that time is precious!  If you are going to show a movie, make sure it is applicable to what you are teaching and beneficial for the students.  Many times, it may be more effective and useful to use snippets of movies embedded into a PowerPoint rather than the entire movie itself.  Also, review copyright permission for movies. Here is a link concerning copyright permission for movie use (only can be used for face to face teaching...not distance learning nor in large group settings).

How to use the BE WASHINGTON simulation in Economics

In 2018, I had the privilege to attend the Mount Vernon Teacher Institute.  It was one of the best (if not the best) institute I have ever attended!  If you ever have a chance to apply, please do!  The resources, relationships, and memories will be with you for a very long time!

At the time of the institute, I was teaching Government/AP Government along with Economics.  Although I no longer teach Government, I have taken what I learned and applied to my Economics and World History classes.  So how can you use the BE WASHINGTON simulation in your Economics classes.

SCARCITY... it is the basis of all Economics!  Because of scarcity, individuals have to make choices in how to allocate these scare resources.  Economics assumes individuals are rational human beings (insert BIG eye roll), where individuals weigh the pros (benefits) and cons (costs) of each decision.  To help teach this concept, I use the Be Washington simulation through Mount Vernon.  Although this is geared more towards U.S. History classes, I have adapted it for my Economics students.  Here is an overview.  Please watch before proceeding.

This is a great simulation to teach students how to think through choices.  For each option, students will have to choose various advisors to consult before making a final decision.  Mount Vernon's website has lesson plans for each option, including the worksheets (sample) students will need.  One detail I did add to the worksheet is making students tell me which choice they chose and WHY.  In the reason (the "WHY"), they must include statements from the people they consulted.

A culminating activity you can do is create a cost/benefit (pro/con) chart as a class.  Draw a t-chart on the board.  Write the question at the top (for example, should the U.S. support the French in the revolution?).  For the t-chart, list pros on one side and cons on the other.  Ask students which advisors wanted the U.S. to support he French.  List them under the pros/benefit side.  All the ones who believed the U.S. should not support the French should be listed in the costs/con side.  For each person, have the students give a statement that the advisor stated that supports why the U.S. should or should not help the French. This activity will not only serve as a visual to the students as to how to think through decisions but also show them how complicated domestic and foreign matters can be to a president.

Economics is all about choices which is why it is called the science of choice.  The best gift that can be given to students is teaching them how to think through decisions, considering the costs and benefits of each choice they make.  Not only will this apply when analyzing history but as they think through current events and all future decisions they will make.  

Nothing makes economic concepts more relevant than applying to real world situations.   

Side note: I use the Genet Affair simulation for World History students.   

Mount Vernon Educational Resources

Got Econ?

Economics...the dismal science.  Or so they say. After nearly fifteen years of teaching Economics, I have grown to love not only the subject but also the creativity that goes into relating this important topic to my students.  Usually when I tell people I teach Economics, a sour face is made that may or may not include an eye roll.  

I have been blessed to be a part of the Mississippi Council on Economic Education, one of the top economics/personal finance education programs in the United States! For the past ten years, I have gotten the pleasure of meeting and training hundreds of teachers across the state.  If you don't believe in the incredible work this organization has done, just take a look at the following map and see how many teachers have been certified in teaching economics, personal finance, and entrepreneurship (this does not include thousands who have been trained in various material and curriculums).

MCEE is part of the Council on Economic Education, the national organization.   I can't even begin to tell you the vast amount of resources (K-12) you can find on CEE's page.  

Economics...the dismal science?  Not any more.  This blog intends to share the plethora of ways you can incorporate economics (and personal finance) into any course and at any grade level.  It can be done!  Follow this blog for updates on educational resources, lessons, and strategies!