SocialStudies302GoingDeeperinEconomicsLessonPlan

BigQuestion:Howdotheeconomicideologiesimpactmeinmydailylife? LearningOutcomes:Studentswill: 2.2:appreciatehowcitizensandcitizenshipareimpactedbythepromotionofideological principles. 2.3:appreciatethatindividualsandgroupsmayadheretovariousideologies. 2.6:analyzetheimpactsofclassicalliberalthoughton19thcenturysociety(laissezfaire capitalism,industrialization,classsystem,limitedgovernment)(PADM,ER,TCC) 2.7:analyzeideologiesthatdevelopedinresponsetoclassicalliberalism(classic conservatism,Marxism,socialism,welfarecapitalism) 2.8:analyzetheevolutionofmodernliberalismasaresponsetoclassicalliberalism(labour standardsandunions,universalsuffrage,welfarestate,protectionofhumanrights,feminism) (PADM,ER,TCC) 2.11:analyzeperspectivesontheimpositionoftheprinciplesofliberalism(Aboriginal experiences,contemporaryevents)(PADM,ER,TCC) 2.12:analyzetheextenttowhichmodernliberalismischallengedbyalternativethought (Aboriginalcollectivethought,environmentalism,religiousperspectives,neoconservatism, postmodernismextremism)(PADM,ER,LPP) SkillsOutcomes:Studentswill: S.1:developskillsofcriticalthinkingandcreativethinking S.6:developageappropriatebehaviourforsocialinvolvementasresponsiblecitizens contributingtotheircommunity S.7:applytheresearchprocess. S.8:demonstrateskillsoforal,writtenandvisualliteracy Teacher/StudentActivities: BasedonSocialStudies302EconomicLiberalismProject:Soeasy,akidwouldgetit. Meetwithsmallgroupstocheckinontheirprogressinthedevelopmentoftheir projects. ForChildrensStory: Determinewhatideologyorconceptthegroupisattemptingtoexplain.Thenask studentsbasicquestionsinacheckforunderstanding. Example:Ifusingphrasesortermswithoutcontext,checktoseeifitfitswithin thestory,andifthestudentspossessandunderstandingofitsmeaningand use. Havestudentstellyoutheirchildrensstoryandthenverballyrelateittotheirownlives. Scaffolddiscussionontheirconceptsintoanunderstandingofhowtheseopinions impacteverydaylife. Forexample:Studentsdoingstoryonanantcolonytoreflectcommunism: Ask:Howwouldyoufeel/respondtosuchastory?Couldyourstory reflectthat? Studentsshouldbeabletoexplaintheimpactoftheeconomicideologieson theeverydaylivesofthecharactersintheirstory. ForABCBook: Goovereverytermusedandgothroughacheckforunderstanding:

Havethestudentsexplaintheconcepttoyouinadifferentwayfromwhatthey usedinthebook,thisdoesnthavetobesoeasy,akidwouldgetit,butit doeshavetodisplaycomprehension. Ensuredefinitionsusedarenottoosuperficial.Havestudentsexpandonconceptsand detailatleastoneideaforanytheoriststheyused.I.e:Whydidtheyincludethis person?Whatweretheirideasandwhyweretheyimportantforeconomics? Watchfordefinitionsthatuseunusualterminology,orterminologynotusedin thetextorpreviouslessons.Thesemayjustbecopyandpastetermsthat theygotfromaWikiorotherwebsite.Theylikelydonotfullyunderstandthese terms,andarethusnotabletosufficientlyparaphrasetheirdefinitions. Askstudentstoexpandtheirdefinitionswithexamplestoeverydaylife.I.e.howdoes thephraselaissezfairefinditselfexemplifiedinreallife.Thiswilllikelynotbedone untilsufficientunderstandingofthesubjectisacquired,andwillbeusedforsummative assessment. ForSesameStreetVideo: Ensurethatstudentstermsandusageofdefinitionsdetailaccuraterepresentationsof theideologiesand/orconcepts. Watchforexamplesinvideo/scripts,andhavestudentsconceptualizehowthis examplesmightappeardifferentlywithinadifferentideologicalsetting.I.e.howwould SesameSt.explaintaxesinacapitalisticcountryvsasocialisticorevencommunistic economy. Iftheexamplesarenotauthenticenoughtoreallife,havestudentsmakeit moreauthentic.EnsuretheyfitwithanExplainlikeImFivementality.I.e.how wouldaneverydaylifeeventofafiveyearoldserveasanexampleforthe economicconceptunderconsideration. Havestudentsincludetheireverydaylifeexamplesinthevideotodisplaytheir comprehensionoftheeffectsontheirchosenideology/concepts. Assessment Formative: CheckInPoints(AnalogyPrompt,MisconceptionCheck,StudentConference):The aboveprojecthascheckinpointswhichserveasthepointtodeliverthislessonplan. TheywillalsoserveasanopportunitytocompleteFormativeAssessment.Teacher willlookforchangestoprojectsthatreflectdiscussionsaroundthedepthofknowledge andtheauthenticityoftheirexamples. Ifnonearepresent,orthechangesdisplaylessdepthandauthenticity, changestotheapproachatdeliveryofthislessonplanmaybenecessary. Havestudentsexplaininaregularmannertheirunderstandings,iftheyareable toparaphraseaccurately,focusondeveloping/findinganawarenessofhow thisimpactsdailylife,orassistincreativityinfindingexamplesfroma5year oldslife/takingtheperspectiveofachild. Summative: RubricforELI5project: QualityofInformation AuthenticityofExamples.

Reflection Whilenotoverlyspecific,andmoreopenandmalleablelessonplan(unlikethe201lesson planbelow)Ididhavethechancetomakeacontinuouscheckinwithonegroup.OnFriday, theywentovertheirprojectwithme,andIrespondedasperthelessonplanontheABCbook. Theyrequiredadeeperunderstandingastheydidhavesomecopyandpasteterminologyin theirdefinitions,andlackedexplicitexamplesintheirterminology.Also,theyusedsome economictheorists,butcouldntexplaintomewhytheyincludedthemotherthansome variationonbecausehehadanimpactoneconomicideology.SoIaskedthemtospendthe weekendworkingontheirdefinitionsbymakingtheirexamplesmoreauthenticreallifetypeof examples,andclearlystatingwhyideas/changestheoristshadpresented.Todaythey showedmewhatworktheyhaddone,butIcouldclearlytellthattheyhaddonelittletonowork overtheweekend.Theexampleswerestillbasic,andtheextendeddefinitionsontheir theoristswerestillverybasicandclearlycopyandpaste.Forexample,theydescribedthe theoristsideasasbeingmodernconservatism,whichisatermthathasntbeenmentioned inclassonce.WhenIaskedthemtodescribewhattheymeant,becauseItrulyhadnoidea, theystruggleditdefiningit.Soagain,Isentthembackingaskingforgreaterdetailandbetter examples.Tomydisappointmenttheyscrappedtheirchoicefordefiningthistheoristsand chosesomethingsimpler.Granted,theirtheoristwasalittledifficulttodefineineconomic terms,ashewasmostlyapoliticaltheoristthananeconomicone,butstilltheyweresoclose tomakinganexcellentadditiontotheirprojectIfeltwouldbumptheirmark. Ofthesmallgroupdiscussedabove,StudentA:isatypicalstudentina302class,thatin factseemslikesheissmartenoughtobeina301class.Ofcoursethisdeterminationisa littledifficulttostateinonlyaweekperiodofknowingher.Fromtalkingtothepartnerteacher andaneducationalassistantthatsometimessitsinonclass,itseemsthatlazinessmightbe herissue.Consideringsomeoftheneurologicalcausesofsocalledlaziness,Iensuredthatin ourdiscussionsonherprojectItriedtoberepetitiveinmydiscussion.Alwaysaskingherto doublecheckherwork,andensuringthatsheactuallydidreviewtheinformationIhasasked hertoreviewinpreviousgroupmeetings.Forsometerms,sheclearlylearnedmoreaboutthe subject,beingabletodefinewhatthetheoristsideaswereorwhatthetermmeant.For example,shewasclearlyabletotellmewhatAdamSmithsconceptoftheinvisiblehand andlaissezfairemeant,butbecauseshewasabletostatelaissezfaireinawaythatwas designedforachild,shechosethatsubjecttouseratherthananother.However,herdecision tochooseadifferenttermratherthangrapplewiththetheorist,EdmundBurke,mademethink thatthestrategyIhademployedmaynothaveservedherwell.Thedecisiontogiveupinstead oftryingtograpple,coupledwithafailuretodoublecheckherworkandtosimplyforgetcertain aspectsofourdiscussionmadebethinkofacingulatedysfunctionorafailuretoactivatethe orbitalprefrontalcortex.Inotherwords,depressionandmotivationalproblems.Harpingonthe subjectandbeingrepetitivetoensureshemaintainedactivityonthetask,maynothavebeen theoptimalsolution.Itmayhaveintactcausedhertodisengageonthesubject.Ibelieveit wouldhavebeenbettertospendmoretimewithher,doingtheresearchwithherby scaffoldingoursearchesinfindinganappropriatesubjecttouse. Theotherstudent,StudentB,isacodedstudent.Iamnotprivytoheractualcodingdueto FOIP,buthavebeeninformedthatherprocessingspeedisveryslowandshedoesneed specialconsiderationforexams.Apparently,shewasoriginallycodedasaK&Estudentand wastogetaCertificationofCompletionforHighSchool.Recentlyhowever,shedecidedofher ownvolitiontoaimatobtainingaHighSchoolDiplomainstead.FromwhatIvebeentold,this hasbeenextremelystressfulforboththeteacherandhereducationalassistant,becauseof

herlimitedability.Isawthismyselfduringthegroupmeetings.Iwouldalwaysclarifywhich partsoftheprojectshecompleted,andeverypartthatwasassignedtoher,Ihadpreviously identifiedaslackinginformation,understanding,orsuspectedofthecopyandpastingIhave discussedabove.WheneverIaskedhertoexpandonherideas,shewouldclamup.Iwould attempttogivehertheextendedtimeherEAhadadvisedmetogiveher,butshewouldnt respondbeforeherpartnerwouldchimein.Itseemedherpartnerwastryingtoprotecther fromfeelingembarrassed,andthispreventedmefromtryingtoassisther.Thisiswherethe roleofanEAbecomesdominant,asdeepeningherunderstandingwouldrequirededicated oneononetime,thatIwasnotabletodelivertoherwhilerunningbetweensmallgroupsand completingobservationsinthe90minuteswegetwiththestudents. AfterIdeliveredthisseriesofsmallgrouplessons,theyaskediftheyweredonetheproject. Itoldthemtheyhadtogetafinalreviewdonebytheirteacher,andonlyafterIhaddetermined itwasgoodenoughforthatfinalreview.Idid,tellingthemtheymadevastimprovements,but intheirfinalreviewtheirteacherhadSOmuchmoreforthemtogoover.Fromlisteninginto theircheckin,Ivelearnedafewthings.Watchtheirgrammar!WhileIwanttofocusonthe content,itisimportantthatassessmentontheirgrammarisconsistentlydone.Dontbetoo abstract!EverytimeItriedtogetthemtoexplainthetheoristsideas,itturnedoutthatthey wouldnevermakethechangesIwaslookingfor.TheyseemedconfusedbywhatexactlyI waslookingfor,andwhenmypartnerteachertalkedtothemabouttheirtheorists,theyalmost immediatelyunderstood.ThedifferenceIcouldtellwasinshewasveryspecificaboutatype ofexampleshewantedtosee.ItriedthiswhentalkingaboutSmith.WhileoriginallyIhadthem trytoexplaintheinvisiblehand,andhowitregulatedtheeconomy,theyveryvaguelytalked aboutsupplyanddemand.Irealizedthatbygoingtoabstract,theywouldfallflatandachieve lessunderstandingthanifIwasspecific.WhenItoldthemtotalkaboutlaissezfaireand governmentinvolvement,theyhaddevelopedaconciseandauthenticdefinition.