Page 187 - Powerful Social Studies for Elementary Students 4th Edition

CHAPTER 7 How Can I Teach the Other Social Sciences Powerfully? 159
Teaching about Economics
The NCSS (1994, 2010) Curriculum Standards include some interesting activities relating to production, distribution, and consumption. In one example from NCSS (1994), a primary class is divided into two teams to make gingerbread cookies. One team works as an assembly line, with each person having a unique role, and the other works as indi- viduals, with each creating his or her own version (how products in the craft industry are made). The two groups can compare how many products each team produced. After- wards, the students discuss and write about the trade-offs embedded in the two methods (e.g., assembly lines facilitate speed and quality control, but doing the entire job as an individual affords more independence and opportunities for creativity, and sometimes results in a more well-made product).
In another example from NCSS (2010), the students produce Econo-lizards, a new type of toy. During the activity the teacher reminds the students that all goods and services come from people just like us who produce those goods and services. At the conclusion of the activity, each child is asked what kind of a good or service he or she would like to produce in the future. In another example from NCSS (2010), a fourth grade class engages in an entire unit on businesses, in which the culminating activity is a school-wide market day. Part of this learning opportunity includes solving the problem of how to use their profit.
To teach about trade and economic interdependence, in another lesson (NCSS, 1994) a class is divided into seven groups, each representing a country preparing to build a new structure to house its government. Each group is given a bag of supplies, but when the groups open them they discover that one group has only some glue and a pair of scis- sors, another has only crayons and paper, another only sticks, and so on. The groups discover that they can accomplish their construction task by trading surplus materials for the materials they lack, although it will be important to consider supply and demand in deciding what constitutes a fair deal.
In another example (NCSS, 1994), an ongoing current event (a debate about whether a local property should be developed as a park or as a strip mall and condos) is used to teach middle grade students about opportunity cost at the community level. The class is divided into a park group and a developer group, each assigned to research the pros and cons of both sides and develop an argument designed to persuade the town council to adopt its plan. To enhance the authenticity of the activity, a group of school administra- tors, teachers, and other adults is assembled to simulate the town council in listening to the presentations and then making a decision (taking care to compliment both sides on the strengths of their presentations).
Economics educators often recommend using children’s literature as a vehicle for teaching economic concepts and principles (VanFossen, 2003). Besides offering motiva- tional benefits, stories provide contexts within which to embed authentic examples of economic decision making. Kehler (1998) recommended 20 children’s literature selec- tions suitable to this purpose, keyed to the voluntary national content standards in economics.
The most powerful and lasting economics lessons, however, are likely to be those that involve experiential learning in which students are engaged in economic activities or decision making followed by debriefing discussions focusing on key concepts and princi- ples (Laney, 2001; Laney & Schug, 1998). For example, primary-grade children may find it difficult and confusing to learn the concept of opportunity cost (defined as the next- best alternative that one gives up when making a decision) if it is taught as an abstract concept in isolation from other, related content. However, the same children relatively easily come to understand and appreciate the relevance and importance of the opportunity cost concept when engaged in a series of activities that call for them to make decisions
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