Money Makes The World Go Round Lesson 2

Lesson Planning Form for Differentiating Instruction

Education 305
Teacher

Julia Dixon and Sam Steiner

Grade level and theme

4th United States Studies

Thread/crossover

History

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is for students to learn how money has changed over time and how different money is now versus
when it was first created.
How does this lesson tie in to your Big Idea
This lesson ties into our big idea because this lesson will help students understand the history and how money has affected the world,
United States, and Michigan over the years.
What are your objectives for this lesson? (students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
Students will be able to:
Compare and contrast the types of money that have been created over time and how each of them has changed.
Create their own timeline of the history of money.
Construct ideas of the history of money (When they think money was made and what it used to look like).
Create their own type of money/currency and then present it to the class.
Participate in a simulation including their money/currency that they have created.
Create timelines to sequence and describe important events in Michigan history; annotate connections to the past and impact
on the future (4- H3.0.9)
Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan
and in the Great Lakes region during a variety of time periods from 1837 to the present (4- H3.0.4)
Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that
same or a related activity in the past (4- H3.0.6)

II. Before you start

Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Students should know the concept of money and that there are coins and paper bills. Students
should know the concept of a timeline and should have an idea about how to spend money.

Pre-Assessment: We will be able to assess the students on how much they know about the
history of money while asking questions about it.
Assessment
(formative and summative)

Formative (for students): Students will be assessed with the timeline that they create. They
will be assessed by creativeness, completeness, and delivery of idea and thoughts.
Formative (for teachers): We will be able to assess students with the type of currency that
they create.
Summative: Students will be able to assess themselves by how they bargain, buy, and sell
their products. They will be able to tell if they have made a good deal or not.

Money Makes The World Go Round Lesson 2

Key vocabulary for this lesson
(include key concepts from
individual threads ex- economicsopportunity cost etc)

Colonial Notes, Continental Currency, Nation's First Bank, The Dollar, First U.S. Bank,
Monetary System, Second U.S. Bank, State Bank Notes, Civil War, Greenbacks, The Design,
Gold Certificates, Secret Service, National Bank Notes, Bureau of Engraving and Printing,
Silver Certificates, Currency Production Consolidated, Federal Reserve Act, Standardized
Design, In God We Trust, Security Thread and Microprinting

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Overhead Projector, Money Through History by Capstone Pr Inc., computer paper, markers,
pens, pencils, rulers, Prezi, lined paper

Opportunities for differentiation

Students will be able to ask questions and help if needed. They will be working together in
partners, which will help students socially and keep each other on track for students who get
distracted or have ADD or ADHD. Students with physical disabilities will be able to receive
the help and attention that they need from their partner and the teacher.

III. The Plan

Time
Parts
Motivation
(Opening/
Introduction/
Engagement)
15
Minutes

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
There will be a picture of different types of money from different time periods on the overhead
projector.
Ask students questions.
(What do you know about the history of money?)
Students may say that there used to be coins instead of paper.
(When was money made?)
Students can guess different years that they think money was made.
Next, we will read part of Money Through History by Capstone Pr Inc.
Since the book is about fifty pages we will only be reading parts of it.
We will read the following sections to the class:
-How did money begin?
-Who invented coins?
-Who invented paper money?
(Students will be asked if they would like to stay in their seats or if they would like to sit on
the floor.)

Development
20 25
Minutes

Students will be asked to create their own timeline of money throughout the years. They will be able to
color and draw what they think money looked like in the beginning through this present day and age.
We will be hanging these up around the room when students are finished.
We will then show students an actual timeline of money. They will be able to compare their own ideas
with history.
This timeline will be presented on a Prezi. (https://prezi.com/b6a3ty_tpnyo/1690colonial-notes/)
Students will be able to get into groups of two or three and write/discuss what type of currency of what
year they would rather use in this time and age and why.

Money Makes The World Go Round Lesson 2

20
Minutes
Closure

Students will be able to also draw and make up their own type of currency (Example: would coins or
dollars be better if they were a different material, different shape, what is printed on it). They will be
able to draw and write why they thought this type of money would be best.
We will then discuss this at the end of class their drawings and what they wrote
about.