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GED® Social Studies Spectacular!

Steve Schmidt [email protected]

abspd.appstate.edu

Today’s Quote“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”

― John Quincy Adams

Please Write on the Packet! You can find everything from this workshop and many other resources at: www. abspd.appstate.edu

Look under: Teaching Resources, Social Studies Spectacular.

http://www.abspd.appstate.edu/

Thoughts on the GED® Social Studies Test Nine of the 11 social studies’ practices focus on reading

Reading skills students should develop:

Read closely and extract information from complex text

Analyze what has been read

Make logical inferences and valid claims

Evaluate information taken from text

Knowing how to unpack primary sources is key!

Helping Students Decode Old Primary Source DocumentsReading primary source documents from the 1700s and 1800s is a huge challenge for our students. Here are a few ways to help them:

Make historic documents easier to read by:

Proving a brief introduction to the document and the time period in which it was written through a headnote, brief video, or short lecture

Ask focusing questions to give students a reason for reading the document

Shorten the document

Define difficult vocabulary

Simplify challenging sentence construction

Provide wide margins for note taking

As students become more skilled, provide less support over time

See how this looks on pages 10, 11, and 14

Scaffolding InstructionTeach documents using direct instruction:

I do (the instructor models strategies they use to tackle difficult documents and uses techniques like a think aloud)

We do (the instructor and students work together on the skill

You do (students work independently on the skill while the instructor monitors their progress)

| GED® Social Studies Spectacular

Use an active reading strategy like text marking so students know when they stop understanding what they read

✔ I knew this before

! This is new for me

? I’m not sure what this means

Use the margins for notes and brief summaries

Use the Understanding Primary Sources graphic organizer on page 4

Adapted from teachinghistory.org

Social Studies High Impact Indicators

(These skills create the most problems for GED® Social Studies test takers)

Determine the central ideas or information of a primary or secondary source document, corroborating or challenging conclusions with evidence

Describe people, places, environments, processes, and events and the connections between and among them

Analyze cause-and-effect relationships and multiple causation, including action by individuals, natural and societal processes, and the influence of ideas

Analyze how a historical context shapes an author's point of view

Compare treatments of the same social studies topic in various primary and secondary sources, noting discrepancies between and among the sources

Source: GED® Testing Service

Understanding Primary Sources | GED® Social Studies Spectacular

What is it? (Letter, diary, speech, drawing, newspaper article, etc.)

Who made it?

When was it created? Where was it made?

Why was it created? What does it say or show? (Summarize in a few sentences in your own words)

Questions/Comments:

Understanding Primary Sources

What is it? (Letter, diary, speech, drawing, newspaper article, etc.)

Who made it?

When was it created? Where was it made?

Why was it created? What does it say or show? (Summarize in a few sentences in your own words)

Questions/Comments:

Japanese Internment during World War II Lesson Plan | GED® Social Studies Spectacular

This lesson focuses on how to help students compare treatments of the same social studies topic in various primary and secondary sources, noting discrepancies between and among the sources. We will show how being a fan of different sports teams’ shapes our reaction to a game. Then we will transfer the skill to show how people view events differently depending on who they are in history.

Materials Needed:

YouTube video: Japanese Relocation - U.S. Gov't Explanation 1942 (Japanese Internment Camps)

YouTube video: Michael Jordan the last shot last minute of the 1998 NBA finals

Executive Order 9066, Interview: Japanese American George Takei, Pictures from 1942, and the Civil Liberties Act of 1988 primary source documents. Understanding the Times secondary source document. All these documents are available on pages 11 – 16 of the Modern US History Packet found by Googling: abspd modern us history handout packet

Japanese Internment Graphic Organizer

Directions:

1. Bring the 1998 NBA finals video to the 3:00 mark. If no video is available, use this description:

“With 18.9 seconds left and the Utah Jazz in possession, the Chicago Bull’s Michael Jordan stole the ball from a Utah player in the low post and dribbled to the frontcourt. Utah’s Bryon Russell guarded Jordan as time wound down. Jordan drove inside, executed a quick cross-over—possibly pushing off Russell, but the officials did not call a foul—and hit a 20-footer to give the Bulls an 87–86 lead with 5.2 seconds left.” (Source: Wikipedia)

2. Divide students into two groups, one who supports the team in red (Chicago Bulls) and one who supports the team in white (Utah Jazz). Play the video/read the description and ask:

How would a Utah Jazz (white team) fan react to this play?

How would a Chicago Bulls (red team) fan react to this play?

How does being a fan of a certain team affect how they view a certain play?

3. Mention to students: “In the same way, people view historical events differently depending on their relationship to it. We will look at the US and its treatment of Japanese American citizens on the West Coast during World War II using a variety of sources. Think how you might feel if you were a Japanese American living on the West Coast during World War II and also if you were not.”

4. To set the mood of the times, read Understanding the Times and Arguments for Internment on page 11 of the handout packet. The mood in the US after Pearl Harbor was similar to how people felt in the US after 9/11 toward the terrorist hijackers. Have students who remember the attacks talk about their feelings after 9/11 and draw a parallel to Pearl Harbor.

5. Play the video Japanese Relocation - U.S. Gov't Explanation 1942 (Japanese Internment Camps).


Discuss these questions: Is this propaganda (one-sided information made to defend a particular point of view)? How would you have felt watching this as a Japanese-American citizen? How would you have felt watching this if you were a US citizen not of Japanese descent?

6. Give students the Japanese Internment graphic organizer and model how to fill in the section on the YouTube video they just watched.

7. Have students work in pairs or groups to fill out the organizer on the other documents and pictures.

8. Debrief the activity by having students share their responses from the graphic organizer. Discuss some current events and have students look at the event from the point of view of different participants.

Discuss other questions such as:

Was it right or wrong for the US to put Japanese American citizens in Internment camps? Why?

Was the $20,000 payment and US Government apology in 1988 the right thing to do? Why?

Is it fair to judge the past by the standards of the present and with the benefit of hindsight? Why?

Japanese American Citizen Document or American Citizen Not of | GED® Social Studies Spectacular

Event Japanese Descent

YouTube Video: Japanese Relocation -

U.S. Gov't Explanation 1942

(Japanese Internment Camps)

To All Persons of Japanese Ancestry

Interview:Japanese American

George Takei

OVER


Japanese American Citizen Document or Event

American Citizen Not ofJapanese Descent

Pictures from 1942

Civil Liberties Act of 1988


Documents about Japanese Internment 1942 - 1945On December 7, 1941, the day of the Japanese attack on Pearl Harbor, there were more than 120,000 people of Japanese descent living on the West Coast of the United States. Within a few months, this entire population was gone. Out of fears of espionage and sabotage along the Pacific, the government removed Japanese American men, women, and children from their homes and placed them in internment camps in the interior of the country. Two-thirds of the internees were U.S. citizens. None of them was ever charged with a crime. Source: Smithsonian Education

Understanding the TimesIt is easy to judge the past by the present. We have the huge benefit of hindsight, knowing how things turned out. Just as we do not know the future, people living in the past did not know how the events they lived would turn out. People living in World War II would only have had newspapers, radio, and movie newsreels available and were more susceptible to propaganda that we are today with so much more information available from TV news and the Internet.

Arguments for InternmentThreat to the US Pacific CoastA real threat to the US Pacific Coast was widely thought to exist in the first months after the December 7, 1941 Japanese attack on Pearl Harbor. The attack crippled the US Pacific Fleet and left the West Coast almost defenseless should the Japanese attack again. There were reports that Japanese residents in Hawaii had done extensive spying before Pearl Harbor and that Japanese Americans helped a Japanese pilot shot down during the Pearl Harbor attack.

On February 23 1942, a Japanese submarine surfaced off the coast of Goleta, California and shelled the Elwood oil refinery causing widespread panic extending all along the coast to Los Angeles. Military leaders and California politicians asked the government to create restricted zones around West Coast military bases and aircraft factories in California.

Protection of Japanese AmericansAn early 1942 report from a Los Angeles Navy Officer warned of coming “outbreaks of violence and civil strife” against Japanese-Americans. The Internment prevented acts of mob violence against potentially thousands of Japanese-Americans saving lives and injury.

Historical PrecedentDuring the Civil War Abraham Lincoln arrested and detained without trial thousands of people he suspected of being disloyal to the US. During World War I President Wilson used emergency war powers to deport foreign-born “radicals” who were against the war.

The 3 F’sWe can use 3 F’s to describe the feeling of most US citizens during World War II: Fear, Fury, and Frustration. People lived in fear after Pearl Harbor and early US military losses in 1942. People were furious at the Japanese for the surprise attack on Pearl Harbor that killed over 2,400 Americans. People were frustrated because US industry completely supported the war effort and there were few consumer goods they could buy in stores.

Adapted from Morelock


Headnote: US President Franklin Roosevelt issued this executive order giving the Secretary of War authority to move thousands of Japanese Americans to camps away from the West Coast

Focus Question: What reason does the President give for this executive order?

Executive Order 9066 [modified]

The PresidentExecutive OrderAuthorizing the Secretary of War to Prescribe Military Areas

Whereas the successful prosecution of the war requires every possible protection against espionage and against sabotage to national-defense material, national-defense premises, and national-defense utilities . . . .

Now, therefore, by virtue of the authority vested in me as President of the United States, and Commander in Chief of the Army and Navy, I hereby authorize and direct the Secretary of War, and the Military Commanders whom he may from time to time designate . . . to prescribe military areas in such places and of such extent as he or the appropriate Military Commander may determine, from which any or all persons may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate Military Commander may impose in his discretion. The Secretary of War is hereby authorized to provide for residents of any such area who are excluded therefrom, such transportation, food, shelter, and other accommodations as may be necessary . . . to accomplish the purpose of this order.

I hereby further authorize and direct the Secretary of War and the said Military Commanders to take such other steps as he or the appropriate Military Commander may deem advisable to enforce compliance with the restrictions applicable to each Military area hereinabove authorized to be designated, including the use of Federal troops . . .

Franklin D. RooseveltThe White HouseFebruary 19, 1942

Vocabulary

Authorize: give permission

Prescribe: make a rule

Espionage: spying


Headnote: These instructions were given to Americans of Japanese descent living along the West Coast of the US about how to report for internment

Focus Question: Under the 14th Amendment, American citizens cannot have their rights taken away without due process of law. If you were a Japanese American citizen, what would your reaction be to this document?

"To All Persons of Japanese Ancestry" [modified]Western Defense Command and Fourth Army Wartime Civil Control Administration, Presidio of San Francisco, California

May 3, 1942

Instructions to All Persons of Japanese Ancestry . . . .

Pursuant to the provisions of Civilian Exclusion Order No. 34, this Headquarters, dated May 3, 1942, all persons of Japanese ancestry, both alien and non-alien, will be evacuated . . . by 12 o'clock noon, P. W. T., Sunday, May 9, 1942.

No Japanese person living in the above area will be permitted to change residence after 12 o'clock noon, P. W. T., Sunday, May 3, 1942, without obtaining special permission . . . . Such permits will only be granted for the purpose of uniting members of a family, or in cases of grave emergency.

The Following Instructions Must Be Observed:

1. A responsible member of each family, preferably the head of the family, or the person in whose name most of the property is held, and each individual living alone, will report to the Civil Control Station to receive further instructions. This must be done between 8:00 A. M. and 5:00 P. M. on Monday, May 4, 1942, or between 9:00 A. M. and 5:00 P. M. on Tuesday, May 5, 1942.

2. Evacuees must carry with them on departure for the Assembly Center, the following property:

(a) Bedding and linens (no mattress) for each member of the family;(b) Toilet articles for each member of the family;(c) Extra clothing for each member of the family;(d) Sufficient knives, forks, spoons, plates, bowls and cups for each member of the family;(e) Essential personal effects for each member of the family.

3. No pets of any kind will be permitted.

4. No personal items and no household goods will be shipped to the Assembly Center.

J. L. DeWITTLieutenant General, U.S. Army, Commanding


Statement from George TakeiGeorge Takei, a Japanese American actor (Mr. Sulu on Star Trek) describes his experiences:

“I was four years old when Pearl Harbor was bombed on December 7, 1941 by Japan, and overnight, the world was plunged into a world war. America suddenly was swept up by hysteria. Japanese-Americans, American citizens of Japanese ancestry, were looked on with suspicion and fear and with outright hatred simply because we happened to look like the people that bombed Pearl Harbor. And the hysteria grew and grew until in February 1942, the president of the United States, Franklin Delano Roosevelt, ordered all Japanese-Americans on the West Coast of America to be summarily rounded up with no charges, with no trial, with no due process. Due process, this is a core pillar of our justice system. That all disappeared. We were to be rounded up and imprisoned in 10 barbed-wire prison camps in some of the most desolate places in America: the blistering hot desert of Arizona, the sultry swamps of Arkansas, the wastelands of Wyoming, Idaho, Utah, Colorado, and two of the most desolate places in California.

“On April 20th, I celebrated my fifth birthday, and just a few weeks after my birthday, my parents got my younger brother, my baby sister and me up very early one morning, and they dressed us hurriedly. My brother and I were in the living room looking out the front window, and we saw two soldiers marching up our driveway. They carried bayonets on their rifles. They stomped up the front porch and banged on the door. My father answered it, and the soldiers ordered us out of our home. My father gave my brother and me small luggage to carry, and we walked out and stood on the driveway waiting for our mother to come out, and when my mother finally came out, she had our baby sister in one arm, a huge duffel bag in the other, and tears were streaming down both her cheeks. I will never be able to forget that scene. It is burned into my memory.

“We were taken from our home and loaded on to train cars with other Japanese-American families. There were guards stationed at both ends of each car, as if we were criminals. We were taken two thirds of the way across the country, rocking on that train for four days and three nights, to the swamps of Arkansas. I still remember the barbed wire fence that confined me. I remember the tall sentry tower with the machine guns pointed at us. I remember the searchlight that followed me when I made the night runs from my barrack to the latrine. But to five-year-old me, I thought it was kind of nice that they'd lit the way for me . . . I was a child, too young to understand the circumstances of my being there.

“Children are amazingly adaptable. What would be grotesquely abnormal became my normality in the prisoner of war camps. It became routine for me to line up three times a day to eat lousy food in a noisy mess hall. It became normal for me to go with my father to bathe in a mass shower. Being in a prison, a barbed-wire prison camp, became my normality.

“When the war ended, we were released, and given a one-way ticket to anywhere in the United States. My parents decided to go back home to Los Angeles, but Los Angeles was not a welcoming place. We were penniless. Everything had been taken from us, and the hostility was intense. Our first home was on Skid Row in the lowest part of our city, living with derelicts, drunkards and crazy people, the stench of urine all over, on the street, in the alley, in the hallway. It was a horrible experience, and for us kids, it was terrorizing. I remember once a drunkard came staggering down, fell down right in front of us, and threw up. My baby sister said, "Mama, let's go back home," because behind barbed wires was for us home. My parents worked hard to get back on their feet. We had lost everything. They were at the middle of their lives and starting all over.”

Source: TED Talk: George Takei: Why I Love a Country That Once Betrayed Me


Pictures from the Japanese Internment in 1942

A Japanese American owned grocery store Life inside an internment camp

Life inside an internment camp Boarding trains for an interment camp


Headnote: This act was passed by Congress in 1988 to apologize to Japanese Americans for internment and pay them $20,000 in reparations.

Focus Question: What does this act say is the reason why Japanese Americans were sent to internment camps during World War II?

Civil Liberties Act of 1988 [modified]The purposes of this Act are to—

(1) acknowledge the fundamental injustice of the evacuation, relocation, and internment of United States citizens and permanent resident aliens of Japanese ancestry during World War II;

(2) apologize on behalf of the people of the United States for the evacuation, relocation, and internment of such citizens and permanent resident aliens; . . . . .

(6) discourage the occurrence of similar injustices and violations of civil liberties in the future; and

(7) make more credible and sincere any declaration of concern by the United States over violations of human rights committed by other nations . . . .

WITH REGARD TO INDIVIDUALS OF JAPANESE ANCESTRY —The Congress recognizes that, as described by the Commission on Wartime Relocation and Internment of Civilians, a grave injustice was done to both citizens and permanent resident aliens of Japanese ancestry by the evacuation, relocation, and internment of civilians during World War II. As the Commission documents, these actions were carried out without adequate security reasons and without any acts of espionage or sabotage documented by the Commission, and were motivated largely by racial prejudice, wartime hysteria, and a failure of political leadership. The excluded individuals of Japanese ancestry suffered enormous damages, both material and intangible, and there were incalculable losses in education and job training, all of which resulted in significant human suffering for which appropriate compensation has not been made. For these fundamental violations of the basic civil liberties and constitutional rights of these individuals of Japanese ancestry, the Congress apologizes on behalf of the nation.


Civics: Political Propaganda TechniquesThis lesson focuses on helping students understand political propaganda techniques. Students will learn about seven propaganda techniques and how candidates use them to gain support.

Items Needed: Internet access Political Ad Analyzer graphic organizer

Directions:

1. Give students one minute to list as many candy bars as they can. Then, give students two minutes to list as many Supreme Court Justices as they can. Ask the question, why is it so much easier to list candy bars than Supreme Court Justices? What role do the media play in this? What can we say about the power of the media to shape our behavior?

2. Go over the seven propaganda techniques candidates use in media ads. Ask students for examples of where they have seen these techniques used before. Help them understand that candidates spend over 1 billion dollars on media in an election year. Also help them realize that campaign ads are carefully constructed to shape a candidate’s image by the candidate’s media team.

3. Model for students how to analyze a campaign ad by going over the Political Ad Analyzer graphic organizer. Play an ad from CSPAN’s Living Room Candidate website (Google: CSPAN The Living Room Candidate) and show students how to analyze it using the graphic organizer.

4. Play other campaign ads and have students analyze them in small groups and on their own.

5. Discuss: What common themes do you see in these ads? Do these ads help you see who would be a better candidate? Why or why not? What conclusions can we draw about the media and political campaigns? Brainstorm: Are there better ways for candidates to get their messages across than using these propaganda techniques?

6. Divide students in groups and ask them to create 30 second political ads for a candidate using the propaganda techniques discussed.

Propaganda Techniques | GED® Social Studies Spectacular

Transfer: Popular symbols create a positive connection between a candidate and an image. In attack ads, negative images are attached to an opponent.

Example: Candidates pose with the American flag or their families. In negative ads, an opponent is shown with an unpopular person.

Glittering Generalities: Uses very vague language that appeals to voters’ emotions

Example: “She’s a true red, white, and blue patriot who stands up for America and works tirelessly in support of freedom and justice.”

Testimonial: Support or endorsement from a well-known public figure or celebrity

Example: In 2008, TV personality Oprah Winfrey announced she supported Barack Obama for President

Mudslinging: Name-calling and accusations are used to show opponent in a negative way

Example: “Mike Dukakis let convicted murderers have weekend furloughs from prison and refused to pass a law requiring children to say the Pledge of Allegiance.”

Bandwagon: Tries to create momentum by showing that a candidate is winning the election, and everyone should support them because they are successful.

Example: “You like Ike, I like Ike, everybody likes Ike for President. Hang out the banners, beat the drum, we’ll take Ike to Washington.” Also, politicians may release polls showing they are far ahead of their opponent.

Card-stacking: Uses one-sided data to present a picture that favors a candidate and/or hurts their opponent.

Example: “Lucretia Smith voted ten times to lower your taxes, helped create 10,000 jobs, supported our military and fought to keep our country safe against terrorists.”

Plain folks: A candidate shows that he is just like the regular, down-to-earth, hard-working average voter.

Example: A candidate is shown at a diner or on the street talking to regular people while a voice over says: “He’s one of us.

Political Ad Analyzer


Describe the images you see How is music used in this ad?

What is said by/about the candidate? What propaganda techniques are used? How?

Does this ad make you more or less likely to vote for this candidate? Why?

Political Ad AnalyzerDescribe the images you see How is music used in this ad?

What is said by/about the candidate? What propaganda techniques are used? How?

Does this ad make you more or less likely to vote for this candidate? Why?

Power Grab! Activity Directions | GED® Social Studies Spectacular

The purpose of Power Grab! is to see how the three branches of government can check (limit each other’s power) each other as well as helping students become more familiar with the U.S. Constitution.

To play Power Grab!, use the PowerPoint available on the ABSPD website and the Constitution in Plain English.

1. Divide your class into three groups: Executive, Legislative and Judicial branches of government. Each student should have a copy of the Constitution. (We used the Constitution in Plain English.)

2. In each round the teacher will give each branch of government an opportunity for an unconstitutional "power grab". The remaining two groups have two minutes to find proof from the Constitution (amendments included) by article and section, why the power grab is unconstitutional.

3. When a person thinks she finds the appropriate check, she yells "check". She must be prepared to respond with the answer immediately. If wrong, others may try to block the grab for power with the two minutes, alternating between branches until the two minutes are gone or the answer is correct.

4. When checked correctly, the branch receives 10 points. If no one gets the correct answer, the branch grabbing power gets 5 points. No penalty for wrong answers.

5. A round is a question for each branch.

Adapted from http://score.rims.k12.ca.us/score_lessons/power_grab_game

Power Grab!President - A serious economic crisis takes place in the U.S. The President decides to


run for a third term.

Congress – Because of his service to our country, Congress grants a former President the title, “Grand Poohbah.”

Supreme Court - The Supreme Court rules that because of our large national debt, the United States can no longer borrow money.

President - The President declares war on China.

Congress – In order to raise more money, campaign for re-election, and take a long vacation, Congress decides not to meet in 2017.

Supreme Court – The Supreme Court declares that since Washington D.C. is not in any state, residents there may not vote in national elections.

President – The President declares that Supreme Court justices will now serve 8 year terms.

Congress – In order to raise money, Congress declares a $200 voting tax (poll tax).

Supreme Court – The Supreme Court declares that anyone found guilty of a terrorist act will have their hands cut off.

President – The President declares that a new 28th Amendment to the Constitution will give him emergency powers for life.

Congress - Congress decides that beards are illegal and anyone who wore one in the last year must pay a $1000 fine.

Supreme Court – The Supreme Court declares the income tax illegal.

President – The President orders a new coin to be made with his picture on it.

Congress – Congress votes themselves a $400,000 increase effective immediately.

Supreme Court – The Supreme Court declares that they will begin choosing US Senators.

President - Your land is in the way of a federal highway, so the President takes your land without paying you.

Congress - Congress passes a law naming 15 college students guilty of crimes against the government and orders them expelled from school.

Supreme Court – The Supreme Court declares the President is too sick to continue his duties and that the Vice-President should take over.

Adapted from the US Constitution Power Grab Game

Creating a Class ConstitutionYour group’s mission is to create a set of six rules that everyone in the class must follow. You have


10 minutes to do this. Your finished product will be a sheet of paper with the rules clearly written on it. When you finish, discuss and answer these questions as a group:

1. What made this activity hard to do?

2. Which rules were the hardest to make? Why?

3. Which rules were the easiest to make? Why?

4. What would life be like in a country where there were no rules?

5. What would life be like in a country where there were too many rules?

6. A constitution is a written set of rules for a county. Why do countries make constitutions?

7. Why is it important for countries to be able to amend (change) their constitutions?

Bill of Rights Activities1. Discuss the Bill of Rights using the Constitution in Plain English. If you could only keep three of these rights, which ones would you keep and why?

2. Using the video feature on students’ smartphones, have them record videos demonstrating two different rights in the Bill of Rights. Have other students guess what rights they are showing.

Rent to Own


1. How does the ad get your attention?


2. What does the smaller print say?

3. What may be left out of the ad?

4. What types of people are targeted by this ad?

5. Use the Internet and find at least two other prices for the Philips 49” LED Smart HDTV:

Website:Price:

Website:Price:

Rent a Center Total Price:

6. Use the Internet and find at least two other prices for the Vizio 60” LED Smart HDTV:

Website:Price:

Website:Price:


7. Use the Internet and find at least two other prices for the LG 55” Ultra HD 4K LED TV:

Website:Price:

Website:Price:


8. What conclusions can you draw between getting a TV at Rent a Center® and buying it somewhere else?

America: The Story of UsGoogle: America: The Story of US History Channel


Nine hours of video supply history background

Episode guides and lesson plans are available

Rebecca Whitman, an instructor at Wayne Community College, has developed questions that go along with each episode. Find these resources at: www.whitmansacademics.weebly.com/my-curriculum--course-material.html

Keeping students engaged during videos:1. Generate excitement by creating a mystery before watching. This can be done by simply asking a good question.

2. Have students fill out a viewing guide as they watch.

3. Give students a reason for watching. “As you watch, be thinking about . . . “

4. Who says we have to watch the whole video at once? Pause every 10 to 15 minutes and have students’ talk and write about what they have seen.

5. Pause the video and have students write for one minute about what they learned.

Economics SkitsRules of the Road:

1. All group members must participate and speak at least one line | GED® Social Studies Spectacular

http://www.whitmansacademics.weebly.com/my-curriculum--course-material.html

2. Your group must use a sound effect3. Ham it up! Pretend there is a Hollywood producer waiting to discover you!

Skit # 1 - Supply and Demand Determine PriceCreate a skit where you show what happens to the price of ice over several days during a very hot summer when the power has gone out because of a lightning storm. There is a limited supply of ice which decreases each day. As the hot days go by and people want to cool off or keep their food cold, the demand for ice continues to increase. At the end, be sure to summarize what happens to prices when there is a large demand and low supply of a product (prices increase!)

Skit # 2 – Supply and Demand Determine Price, the Sequel!A local entrepreneur has created a product called “The Thing.” She claims the thing can do most anything and that everybody needs one. However, no one seems convinced. The entrepreneur has created a large supply of “The Thing.” In order to get rid of her product, what happens to the price she is willing to take for it? At the end, be sure to summarize what happens to the price when there is a large supply and low demand for a product (prices decrease!)

Skit # 3 – Opportunity CostCreate a skit that shows how opportunity cost works. One person must make a choice and give up something they want in order to get something else. Be sure to explain that opportunity cost is what is given up when we make choices. In order to make sure your audience really understands, show more than one example!

Skit # 4 – Monopoly and CompetitionCreate a skit where you show what happens to the price of a product when there is first a monopoly and then competition moves in and several people or businesses are selling something. At the end, be sure to summarize what happens to price as a market moves from monopoly to competition (prices decrease).

Skit # 5 – Supply and Demand Determine Labor Market PricesCreate a skit where you show how the supply of workers for certain jobs determines how much they earn. For example, since there is a large supply of workers available to be cashiers at Wal-Mart, they are only paid minimum wage. Since there are few people with the skills to be professional basketball players, they are able to earn multi-million dollar salaries. At the end, be sure to summarize how the supply of workers determines how much they are paid in the labor market.

Skit # 6 – Consumer Credit LawsCreate a skit where you show someone applying to get a loan and they are denied credit. While the loan officer says it is because they do not have a credit history, make it clear that they are denied because of a discriminatory reason like their race, religion, age, or sex. Please make it clear in your skit that this is against the law and that the person who is denied credit has the right to appeal and/or file a complaint with the state attorney general’s office.

Teaching with the A, D, C’s ! A = Absorb - Students take in information. Present information in short time blocks – no more

than 15 to 20 minutes


D = Do - Students do something active with the information: write, answer questions, draw pictures

C = Connect - Students interact and discuss what they have learned

It’s Not All about the Content . . . "If you’re going to ask students to show up, you’ve got to make it worth their while to be there. "What happens in the classroom has to matter, it can’t just be information.”

So Jeff Goodman creates events and situations in the classroom so students will have a shared, memorable experience that can be used as a springboard into more abstract concepts. "I think of myself as an enthusiasm engineer," he said, "and my job is to connect students with content. The content is already out there, and I have to help them care about it."

“More importantly,” he said, “the activities strengthen the class community so that when we talk about (what we’ve learned) and share personal experiences, we are more open to one another and more likely to make meaning from the discussion. And,” he added, “we laugh a lot.” The former Harvard University undergraduate believes laughter builds classroom community. “I don’t mind looking silly,” Goodman said, “to set the tone for the class and to connect students to one another.”

- Source: Jeff Goodman, Appalachian State University

Research Base:Conley, D. T. (2007). Redefining college readiness. Eugene, OR: Educational Policy Improvement Center. Ogle, D., Klemp, R., & McBride, B. (2007). Building literacy in social studies: strategies for improving comprehension and critical thinking. Alexandria VA: Association for Supervision and Curriculum Development.
