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

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 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.

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