wcpssele Web viewStudent Group Score Card. Simulation Title. ... 2 reds, 2 yellows, 2 blues and 2 greens. ... (e.g., word processor, graphic organizer,

Tim’s Turn to Learn1. What is Tim’s problem?

2. What is the first thing Money Mouse advises Tim to do?

3. How does spending money today affect what Tim spends tomorrow?

4. What did Money Mouse do to save money for the new Monster Mouse video game?

5. What were Tim’s biggest expenses?

6. What is the total amount Tim spent on movies and video games? Show your math.

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7. What other things did Tim have on his list? Name the items and how much he spent.

8. What three things did Money Mouse do to spend less and save more?

9. What did Tim do to spend less and save more?

10. How much do you think Tim was able to save by doing these things? Show your math.

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Name ______________________________ # _____

Your Weekly Budget

Weekly In Weekly OutIncome Amount Expenses Amount

Allowance $15.00 School Notebook

$3.00

Extra Chores $3.00 Snacks $5.00Tropical Fish $5.00

Total Expenses $13.00+Savings $5.00

Total In Total Out $18.00

Checking UnderstandingAnswer the following questions in complete sentences that explain how you arrived at your answer.

1. How much is earned each week?

2. How much is spent?

3. How much is saved?

4. How many weeks will it take to reach a $50 savings goal? Show your work.

5. Assuming you get your allowance on Saturday, on what date will you have your $50?

6. How many weeks will it take to save $150? Show your work.

7. Assuming you get your allowance on Saturday, on what date will you have your $50?

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Student Score CardSimulation Title Money EarnedMake as Much as you Want

Don’t Ask Questions, Just do What You’re Told

That’s the Way We’ve Always Done it

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Student Group Score CardSimulation Title Money Earned Per GroupMake as Much as you Want

Group1 Group2 Group3 Group4 Group5 Group6

Don’t Ask Questions, Just do What You’re Told


That’s the Way We’ve Always Done it


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“That’s The Way We’ve Always Done It”

Values: Your group is really concerned with the way things were done in the past. Positions of authority and jobs are handed down according to tradition. You value the past and see no need to change anything. You see no need to worry about the economic growth of your community. Basically everything in your society is determined by beliefs and customs.

Goals: To produce what your ancestors did and in the same way that they did it. You only want to follow tradition.

Situation: Other countries make necklaces, bracelets and rings, but your country only makes bracelets. That’s all. You will earn $5 for each bracelet that you make.

Directions for making bracelets: Each person must make an entire bracelet by himself. There is no specialization of labor in this country. Since resources are limited, one person gets to have all the resources (beads, ruler, string, scissors, etc.) until he is finished. Then he passes the materials to the next person to his left to begin. After each bracelet is finished, the finished product is passed around the group. Each member of the group must tell the maker how beautiful it is. (This is a tradition of this country.) The maker hands the bracelet to the quality control person (the teacher). If the procedures are followed correctly, the team earns $5.

Cut a piece of string 12 inches long. Then add 8 beads on the string in the following order (because that’s the way you’ve always done it): 3 reds, 2 yellows and 3 greens. Tie a knot at each end of the string. Then trim the knot neatly with the scissors.

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“Don’t Ask Questions. Just Do What You’re Told”

Values: Your country has a government that is very strong and strict. This government has figured out a way to organize money-making by assigning everyone a job. The plan is meant to be a quick and efficient way to improve the standard of living for your country. It is up to your government leaders to decide what is needed for your country and how the resources will be used.

Goals: The leader of your country knows what’s best for everyone. You must take whatever job you are given, work as quickly as you can, and don’t be wasteful with your resources. If everyone works hard at his assigned job, economic growth will occur for your country.

Situation: Your leader has decided that your team will make only bracelets. Arrange yourself in alphabetical order (by your last name) around the table. The first person (by alphabetical order) will be the string cutter. The next person will be the bead sorter, then comes the bead stringer, the knot tier, and the knot trimmer. After each bracelet is finished and neatly trimmed, it is handed to the quality control person (the teacher), and the money earned is recorded. If your group makes 4 bracelets (the quota) in the allotted time, everybody in your group earns $10. If your group makes more than 4 bracelets, you still only get $10 because extra bracelets will go to the leader of your government. If your group makes less than 4 bracelets, then everybody in your group will have to work extra hours tonight to fill the quota.

Directions for Making Bracelets:Cut a piece of string 12 inches long. Then add 8 beads on the string in the following order (because that’s the way you’ve been told to do it): 2 reds, 2 yellows, 2 blues and 2 greens. Tie a knot at each end of the string. Then trim the knot neatly with the scissors.

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“Make As Much As You Want”

Values: Your country values individual decisions. It is up to each person to make himself/herself richer than other people. Your country is interested in selling whatever will make the most money in a way that costs the least. Workers who help their companies earn lots of money get money bonuses, longer vacations and promotions.

Goals: Your group gets to decide which product it wants to make. Your group can organize however it wants, so long as it doesn’t waste time and resources and makes money fast. Profit is the key.

Situation: With the resources you have been given (beads, string, ruler, scissors, etc.) your group can create rings, necklaces or bracelets. Your group gets $10 for a necklace, $5 for a bracelet and $2 for a ring. Your group produces whatever it wants.

Directions:

It’s up to you to organize your group and choose jobs in whatever fashion you want. (You should have a string cutter, bead sorter, bead stringer, and knot tier). Requirements must be met for each of the following in order to pass quality control.

A ring must be made from a 6-inch piece of string with 4 beads in this order: 1 red, 1 yellow, 1 blue and 1 green.A bracelet must be made from a 12-inch piece of string with 8 beads on it in this order: 2 reds, 2 yellows, 2 blues and 2 greens.A necklace must be made from a 20-inch piece of string with10 beads on it in this order: 3 yellows, 3 blues, 2 greens and 2 reds.

After the beads are strung, tie a knot at each end. You may trim the knot neatly if you want. Hand your finished product to the quality control person (your teacher). Your group will get paid in full for as many products as you make correctly within the time limit.

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Economic Systems The world has three major kinds of economic systems. An economic system is the way that people in a country decide how to use resources to produce goods and services. Economic systems have different ways of meeting people’s needs. Each economic system has different economic institutions, such as banks and governments that help people meet their basic needs. Every country has to make decisions about how to allocate or distribute, its resources and how to produce the goods and services that its citizens want. Most countries use one of three main kinds of economic systems – a traditional economy, a command economy, or a market economy.

Traditional Economy A traditional economy shows little change from earlier times. Most people do the same kinds of work as they have always done. Economic choices are usually based on custom or habit. Most people in a traditional economy make their living by subsistence farming, or raising just enough food for themselves and their families and very little more. They are not able to earn enough to buy better tools to improve their way of farming. They must work mostly as they always have. No country in North America has a fully traditional economy. However, many people living in mountainous area of Central America still follow the traditional farming ways of life of their American Indian ancestors.

http://natureandlifephotos.com/category/amish/

In the United States and Canada, some groups also follow traditional ways of life. The Inuit in Canada make a living by fishing and hunting animals. In the United States, the Amish people follow a simple way of life. They do not use electricity, automobiles, or modern machines.

Command Economy In a command economy, the government or some central power makes most of the economic choices. It controls both farms and factories. People and businesses in a command economy are not free to make their own decisions. The government decides what gods will be made and in what amounts. The government decides how much the workers will earn and how much the goods and services will cost. The government also tells consumers, or buyers, what and how much they can purchase. As a result, a command economy often leads to a shortage of some goods and a surplus of other goods. Cuba has one of the world’s few remaining command economies. All major industries in Cuba are owned and run by the government.

Market Economy In a market economy, like the United States, businesses are owned and run by individuals or groups. People and

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businesses decide which goods and services they will buy or make. They decide how they will spend their money and what kind of work they will do. This freedom of people to own and run their own business with only limited control of the government is called free enterprise. In a market economy, people base their economic choices in part on prices. They must decide if the benefit of having a good or service is equal to its price. Prices are affected by consumers’ demand for a good or service. If the demand increases, prices usually rise. If there are only a few copies of a popular video game, its price is likely to be high. If the demand decreases, prices will fall. Prices are also affected by the supply of a good or service. If businesses increase the amount of a good they produce, then prices usually fall. If businesses decrease the amount of a good they produce, then prices tend to rise.

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http://www.huffingtonpost.com/2011/10/31/blackstone-bicycle-works-_n_1067048.html 1

Economy Comparison ChartSimulation Market Command Traditional

Was that country

interested inmaking

progress?

Did the workershave a choice

of jobs?

Were the workers

eager to makemany products

to sell?

Did the workershave a choice

of what to produce?

Were the products of high

quality?

1 Adapted from Harcourt pgs 281-284

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Interdependence Simulation Game

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Supply and Demand Cards

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Country Product To

1. Afghanistan Dried Fruit Libya

2. Libya Oil Norway

3. Norway Fish Sweden

4. Sweden Wood Germany

5. Germany Machinery France

6. France Textiles Italy

7. Italy Footwear United States

8. United States Machinery Canada

9. Canada Wheat Venezuela

10. Venezuela Gold Brazil

11. Brazil Coffee Djibouti

12. Djibouti Hides Somalia

13. Somalia Food Saudi Arabia

14. Saudi Arabia Oil Switzerland

15. Switzerland Watches Albania

16. Albania Wheat Greece

17. Greece Tobacco Portugal

18. Portugal Cork Britain

19. Britain Manufactured Goods Netherlands

20. Netherlands Chocolate Japan

21. Japan Machinery Hong Kong

22. Hong Kong Manufactured Goods Algeria

23. Algeria Wine Austria

24. Austria Iron Kuwait

25. Kuwait Oil Australia

26. Australia Coal Argentina

Hurricane Strikes!

Traders lose 3 goods

Your country is at war!

Merchants lose 3 coins

Chrysler recalls thousands of Jeeps

Traders lose 4 goods

Stock Market plummets!

Merchants lose 5 coins

Local scientist finds cure for the

common cold

Merchants gain 6 coins

Earn interest from the bank


Your city will host the Olympics


Stock Market rises!


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New toy invented

Traders gain 8 goods

Tax Free Weekend


New production process created


Ford Goes Green! Car Sales Increase


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Economy ProjectWe have studied how economy works within our country and around the world. Now you will use what you know to research how this has changed over the years. Individuals or small groups will act as diplomats from a specific period in time to create a research presentation. Small groups will explore, with guiding questions, trading partners with United States during that time period, imports and exports at the time, and economic growth as well as impact of social and political decisions of the time.

Assigned Time Period __________________________________Group Members (if working in a group) __________________________________

Part 1 – ResearchUse the questions on the back of this page* to help guide your research. You will need to use both print resources as well as computer resources to locate the answers to these questions. Use the chart to record your information, as well as to cite your sources. Make sure to take detailed notes and cite ALL of your sources. If you run out of room in the chart, you may use notebook paper. This sheet will be turned in upon completion of your project.

*If your time period is a time prior to the formation of the United States, answer the questions using the colonies and/or territories that existed where the present day United States are located.

Part 2 – Project Creation/PresentationAfter completing your research, you will begin working on the creation of your project that will be presented to the class.

You will need to choose a presentation method using one of the options below or request permission from your teacher for an alternative that you would prefer. Your presentation should last for approximately 5 minutes, so make sure to practice with a timer prior to your final presentation to the class.

Create a voicethread including all of the required information Create a board maker display on Discovery Education including the required information Create a tri-fold board display with visual aids including all of the required information

Your project will be scored based on the criteria listed in the rubric on the back of this page. Please be sure to use this rubric as a guide while you work on the creation of your final product.

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Time Period Cards

Early Exploration

Colonial Settlement

American Revolution

Westward Expansion

Civil War Reconstruction

Great Depression

World War I

World War II Present Day

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5th Unit 1 Student Packet

ECONOMY PROJECT RUBRICRubric 4 3 2 1

Content Objectives:5.E.1.1 Summarize the role of international trade between the United States and other countries through Reconstruction.

5.E.1.2 Explain the impact of production, specialization, technology and division of labor on the economic growth of the United States.

Student is able to summarize and explain the impact and connection of an economy on trade and growth during a specified time period to the class, and shows an advanced understanding of the content throughout the entire presentation.

Student is able to summarize and explain the impact of an economy on trade and growth during a specified time period to the class, and shows an understanding of the content throughout the entire presentation.

Student, with assistance, is able to summarize and explain the impact of an economy on trade and growth during a specified time period to the class, and shows a basic understanding of the content throughout the entire presentation.

Student lacks understanding of the topic and is unable to adequately present the information to the class.

Reading ResearchObjective:

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Student is able to integrate multiple sources skillfully and is able to clearly communicate information about his/her topic, showing an advanced understanding of the material.

Student is able to read and understand multiple sources on the topic in order to answer research questions accurately. Student is able to appropriately cite where the information was located.

Student is able to read and understand information with assistance. Student is able to answer some of the research questions accurately.

Student is unable to understand information about the topic. Student Is not able to answer the research questions accurately, even with teacher assistance.

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W.5.7Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

The writer synthesizes and conveys new ideas and information about a subject/topic. Sometimes incorporating essays, explanations, stories, procedural passages or how-to sections in the writing.

The writer is able to build knowledge through investigation of different aspects of a topic using several sources including little essays, stories, or how-to sections in the writing.

The writer, with assistance, is able to build knowledge through investigation of different aspects of a topic using several sources including little essays, stories, or how-to sections in the writing.

The writer is unable to build knowledge from research on a topic.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

The writer chooses words carefully to explain information and ideas incorporating domain-specific vocabulary with explanation.

The writer includes exact phrases, comparisons, analogies, and/or images to explain information and concepts.

The writer provides a list of sources.

The writer chooses words carefully to explain information and ideas incorporating specific vocabulary with explanation.

The writer includes exact phrases, comparisons, analogies, and/or images to explain information and concepts.The writer provides a list of sources.

The writer, with assistance, chooses words carefully to explain information and ideas incorporating specific vocabulary with explanation.

The writer includes exact phrases, comparisons, analogies, and/or images to explain information and concepts.

The writer provides a list of sources.

Student is unable to recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

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Work Habits Student works collaboratively and independently to complete work. He/she serves as a role model for other students in the class.

Student is able to work independently and asks for help when needed.

Student is off task often and sometimes needs reminders in order to complete the assignment.

Student is off task and needs constant reminders to complete the assignment.

Speaking and Listening Objectives

S&L.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Completed Not completed.

S&L.5.5 Include multimedia components (e.g., graphics,sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Completed Not completed.

S&L.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Completed Not

completed.

Instructional Technology Essential Standards5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.

5.SI.1.1 Use various types of resources to gather information (including print and online media).

5.SI.2 Use relevant sources of information for an assigned task.

5.SI.3 Use reliable sources of information.

5.IN.1 Analyze appropriate strategies when reading for enjoyment and for information.

5.IN.1.1 Differentiate strategies when reading informational text in a variety of formats (e.g., print, online, audio, etc.) to complete assigned tasks.

5.TT.1 Use technology tools and skills to reinforce and

5.TT.1.1 Use a variety of technology tools to gather data and

5.TT.1.2 Use a variety of technology tools to

5.TT.1.3 Use technology tools to present data and

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extend classroom concepts and activities.

information (e.g., Web-based resources, e-books, online communication tools, etc.).

organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).

information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.).

5.RP.1 Apply a research process as part of collaborative research.

5.RP.1.1 Implement a research process by collaborating effectively with other students.

5.SE.1 Understand issues related to the safe, ethical, and responsible use of information and technology resources

5.SE.1.1 Understand the guidelines for responsible use of technology hardware.

5.SE.1.2 Understand ethical behavior (e.g., copyright, not plagiarizing, netiquette) when using resources.

5.SE.1.3 Understand internet safety precautions (e.g., personal information, passwords, etc.)

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Documents

wcpssele Web viewStudent Group Score Card. Simulation Title. ... 2 reds, 2 yellows, 2 blues and 2 greens. ... (e.g., word processor, graphic organizer,