Course: Economics for Us
Instructor name: Samson Quaintance, Alison Ritz
Date: Monday, April 15th
/ Class Period: 2, 4, 5, 6
Time: 1 class, 48 Minutes.
Aim/Objective/Essential Question:
·  How do our personal morals guide our career choices?
Skill(s) & understanding(s): Define personal morals and analyze the role they play in financial decisions. Participate productively in group discussion.
Common Core Standards addressed:
SL. 11-12. 1. a, c, d.: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
·  Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
·  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
·  Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Materials needed:
·  Aim and Do Now on the board
·  Facebook profile sheets.
·  Contract offer slips
·  Company conflict slips.
Do Now:
·  Consider your own definition of “personal morals”
Homework:
·  No homework!
Activity:
Before class begins: Put Do Now and Aim on chalkboard. Double check handouts.
1.  Please Do Now: [1-2 minutes]
a.  Students should consider their own definition of personal morals. There is no need to write their answers, we will jump right into the agree/disagree activity. .
2.  Agree/Disagree Activity: [10 minutes]
a.  Students come to the front of the classroom. Teacher explains the directions for the activity (if you agree with the statement go to the agree sign etc.)
b.  Run a few practice rounds with simple statements. i.e. “The Yankees are the best sports team ever.”
·  I always consider my personal morals when I make decisions about money.
·  Sometimes, I have to make choices about money that conflict with my personal morals.
·  I believe that educational and career choices should be made based on money.
·  If my friend agreed to cheat on a state test to help me, I would agree to it.
·  If my friend wanted me to help her cheat on a state test, I would agree to it.
·  Make up additional statements.
c.  Read each statement from the list provided. Give students time to consider their answers, but do not allow students to stay in the middle. *If students struggle with the definition of personal morals, have a student or two help define it.
d.  If students are bursting to discuss these questions they can, but keep track of time.
3.  Discussion about Personal Morals defintion & answers to above activity [10 minutes]:
a.  Quickly define personal morals as a group. Fill in a brain web on the board.
b.  Let the conversation be free flowing.
4.  Character Development [15 minutes]:
a.  Divide students into groups.
b.  Handout facebook profile sheets and explain that students should pick a profession and create a character. Fill in the profile sheet fully.
5.  Share Characters [8 minutes]:
a.  One person from each group shares their character information.
6.  Hand out contract offers [1-2 minutes]:
a.  Groups read contracts aloud. Give enough time to get excited about the offer.
7.  Hand out contract conflicts [1-2 minutes]:
a.  Do not give students too much time to reflect on the conflict. They shouldn’t come to a decision on the matter yet.
b.  Tell students they will make decision on the contract tomorrow.
Assessment: Students will be assessed…
·  By their answers during discussion.
·  By the content of their facebook profile.
·  (On Tuesday) by the results of their debate on whether or not to accept the contract.
·  (On Tuesday) by the reflection exit slip.
Modifications: For some problems that might arise…
·  In the larger classrooms groups can be assigned to encourage productivity.
·  If there is extra time, the class can discuss scenarios which challenge morals.
·  If we are short on time, students will not share their character profiles. This can be postponed until Tuesday or omitted altogether.
·  Students who come in late will miss the agree/disagree activity, but they will be able to catch up for the rest of the lesson.