Return to flip book view

Provided by: 

1 Decision Making of the Future- 3 Hots and a Cot Bethany Everidge Harrisonburg High School Grades 10-12 Abstract Students will explore how particular choices can have long-term unintended consequences. Furthermore, they will explore how these consequences affect an individual’s skills, knowledge, education opportunities, career choices, job training opportunities and income earning potential. Students need to understand that some choices (particularly negative choices) can have long-term unintended consequences and how these consequences can affect so many different aspects within their lives. My goal for creating this particular lesson is to demonstrate to students that the choices they make today can affect so many unknown things in the future. Some students have a hard time understanding that they are not invincible; the activities that they engage in that get them in trouble now can follow them for many years to come, if not forever. By understanding the long-term consequences of their action, my hope is that more students will think before they engage in potentially damaging behavior that could affect their financial future. Furthermore, I desire for them to understand the bigger picture beyond high school and that by making good choices they can reach goals (short, medium, and long) with continued determination and perseverance. It is to be noted that many of my students are ELL students, thus the motivation to differentiate instruction is imperative. Economic Content and Key Concepts Summary: Lesson Activities: • Guest Speaker • Article Review-Vocabulary Connections • Comic Strip Development • Self-Reflection Journal Entry • Economic Mystery Activity

2 Content Objective: Students will identify negative choices that individuals might make, particularly with the way the current economy/job market is, and show understanding of how these choices have long-term consequences. Language Objective: Students will analyze and explain, using economic terminology (i.e. Trade-off, choice, scarcity, short-term goal, medium-term goal), how negative choices can affect different aspects of one’s life. (I.e. education opportunities, income earning potential, career choices) Vocabulary to be Explored: • Cost-Benefit Analysis-“method of weighing the costs against the benefits of an action, a purchase, or a financial decision.” (Campbell and Dansby, 2012, p. 678) • Consequence- “something that happens as a result of a particular action of set of conditions.”( http://www.merriam-webster.com/dictionary/consequence) • Standard of Living- “degree to which one has the ability to obtain the goods and services one needs and wants.” (Campbell and Dansby, 2012, p. 678) • Tradeoff- “Choice given up when one choice is selected over another.” (Campbell and Dansby, 2012, p. 678) • Opportunity Cost- “Value of the option that was given up for another option.” (Campbell and Dansby, 2012, p. 678) Economic Objectives: EPF.1 The student will demonstrate knowledge of basic economic concepts and structures by: explaining that choices often have long-term unintended consequences EPF.4 The student will demonstrate knowledge that many factors affect income by: examining the market value of a worker’s skills and knowledge; explaining the relationship between a person’s own human capital and the resulting income potential EPF.15 The student will demonstrate knowledge of income earning and reporting by: examining how personal choices about education, training, skill development, and careers impact earnings Other Objectives: GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by: c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; f) practicing financial responsibility. GOVT.18 The student will understand that thoughtful and effective participation in civic life is characterized by: a) obeying the law and paying taxes

3 Instructional Process Time Frame: 1-2 90 minute class periods Materials: Station Labels Station Directions Article Vocabulary Connection Station: “Incarcerated Women Face Hurdlers Re-Entering Society” by Michel Martin (Economic Vocabulary Word Attached: Trade-Off) “Robber Says He Did It to Go Back to Prison” by Kristina Davis (Economic Vocabulary Word Attached: Cost/Benefit Analysis) “Repeat Offenders” by Mike Chaimers (Economic Vocabulary Word Attached: Opportunity Cost) “Recidivism Hard to Shake for Ex-Offenders Returning Home to Dim Prospects” by Trymaine Lee (Economic Vocabulary Word Attached: Standard of Living) Comic Strip Station: Articles for students to reference for planning purposed- get the brain thinking items:  Repeat Offenders” by Mike Chaimers  “Recidivism Hard to Shake for Ex-Offenders Returning Home to Dim Prospects” by Trymaine Lee Comic Strip Planning Sheet Comic Strip Template Examples (Student’s may also develop their own template) • Colored Pencils • Markers • Crayons • Loose Leaf Paper • Card Stock (final comic strip developed and designed) Economic Mystery Station Economic Mystery Activity Economic Mystery Activity Key

4 Lesson: Decision Making of the Future- 3 Hots and a Cot Procedure: Explain to the students that in this lesson they are going to learn how the choices of today affect tomorrow’s outcome. Ask the students: How many of you have ever made a bad choice? Note: Tell students you expect appropriate responses. Responses will vary-but ultimately everyone has made a bad choice at some point of their life. Example responses-  Diving over the speed limit  Sneaking out at night  Being somewhere they shouldn’t have been  Develop a running list on the front board to gain a variety of answers (students can put their own responses on the board-bad choice only!) After responses have been given-ask students what the consequences where for the bad choice they made? Ensure all students understand the meaning of consequence-  Consequence- “something that happens as a result of a particular action or set of conditions” (http://www.merriam-webster.com/dictionary/consequence) • Also provide students with alternative words of consequence- result, outcome, effect, aftermath Responses will vary depending on the bad choice the student has made.  Example responses- • Received a speeding ticket • Grounded for an extended period of time • Being charged with a crime/having to go to court  Have students write the consequences of their bad choice on the boards After some discussion has taken place, explain to the students that in each of those situations they had a choice. They might have found that the consequence outweighed the choice, thus not participating in the choice, or that the benefits of the choice outweighed the consequences. Explain to the students that this process has a specific name in the Economics and Personal Finance world-  Write the following definition the board:

5 • Cost-Benefit Analysis: the method of weighing the costs (consequences) against the benefits of an action, a purchase, or financial decisions.  Engage in discussion, understanding that each of the situations discussed before the students may have very quickly went through this process and might not have weighed the cost vs the benefits until it was too late and the choice had already been made.  Ensure students understand that in each of those situations the choice was their own and no one has to understand the “why” of their choices; they need/must understand how important it is for them to look beyond the moment and think of the long-term consequences. Introduce the guest speaker-local attorney Explain to the students that the attorney is going to discuss a variety of different items with them- time for questions at the end of the presentation will be given. Discussion Areas/Ideas  What are the different classifications of crimes? • Misdemeanor • Felony  Do the negative choices I make as a juvenile automatically go away when I turn 18?  If certain items do not go away, what affect will that have on other aspects in my life? Note: Some examples may include long-term consequences and financial penalties. • Example- o Do certain felonies affect being able to obtain a firearm? o Not being able to apply for certain jobs.  If I am convicted of a crime, do I have to put that on a job application? Why? • How does being convicted of a crime affect getting a well-paying job? What does this mean for my earning capability? Are people convicted of crimes more likely to live below poverty level? Why?  Explaining the price (financial responsibility) attached with acquiring representation of an attorney when engaging in negative behaviors/making bad choices. • Court-Appointed Attorney vs. Private Attorney  How does being convicted of a crime affect my human capital?  Specific examples that can be given- storied that students can relate to. Once the guest speaker has answered all questions and the attorney has left-engage students in a simple summary concerning what they found interesting and thought provoking. Ensure the students understand that they are required to be citizens that respect the law and know that laws were created for a reason. We may not always understand the reason but ultimately we have to abide by them; if we don’t then we must face the consequences.

6 Once the content of the guest speaker’s talk has been debriefed, explain to the students that they are going to spend some time examining the long-term consequences of choices in a different way. Introduce the stations-Note: each station can be done as a single student requirement or it can be planned out so the students can be exposed to at least two of the station or all three if preferred. Station 1: Article Vocabulary (a summary/concept definition map will be presented to the other students at a later date) At this station students will pick one of the three articles to read over. • Each article contains an Economic and Personal Finance vocabulary word/idea attached to it (Reference articles attached in the appendix.) • Once the students have read over the selected article, they need to use the laminated poster of the concept definition map to develop an understanding of their term using the article for support. • Each article has its own unique term/vocabulary word they student will only use one concept definition map per article/unique term/vocabulary word. (See example of content map in the appendix.) Station 2: Comic Strip Fun (these will be shown to the class at a later date) At this station students will develop a comic strip of their own, illustrating how choices today can have long-term consequences on tomorrow. • They can develop a story plot of their own (it must be appropriate and most be teacher approved) - or a personal storyline if they would like. • They can develop a story plot using examples given by the guest speaker. • They can develop a story plot using discussion that has taken place within the classroom. • The can develop a story plot using the articles provided. (See examples of articles and comic book templates in the appendix.) Station 3: Economic Mystery At this station students will be given an economic mystery to read over and investigate. • They may read and solve the mystery. • The solution may share their solution with the class. (The mystery and its solution can be found in the appendix.)

7 Once students have completed the work within their station ask each group to present their work to the others of the classroom. Once everyone has finished presenting explain to the students that the overall idea of this lesson was for them to conclude that it all works together. [Bad choices can lead to issues with the law. Issues with the law can affect long-term areas of their life; getting a job, earning an income, setting financial goals, supporting a family, etc.] Ask every student to complete a reflection journal that will be submitted for review by the teacher. Note: This journal will not be shared with anyone else, but will be used as a tool that allows the students to express what they have learned; how they feel about the overall lesson and make personal connections in understanding that the consequences of today have an effect on their future. Closure: How was the lesson objectives reinforced? • Guest Speaker • Station Activities • Classroom Discussion How was the lesson concluded? • Self-Reflection Journal • Classroom • discussion Assessment: A lesson like this is difficult to assess but the hope and expectation is that students will return in the future with the benefits that making good choices bring.

8 Evaluation of Student Learning Classroom success of the lesson- From the guest speaker to the station activities all students were engaged and interested in the activities and lessons to be learned. Students asked many questions of the guest speaker and made important connections between choice and long-term consequences. Furthermore, they were able to see a larger picture of how those long-term consequences could affect their standard of living, level of education, level of income earned, and many more items that they don’t think about when engaging in certain behaviors. Some quoted for the reflective journal: “I’m never getting in trouble again. It is not for me- I do not want to do something that will hurt my career or future.” - Student I.A. “Sometimes you just have to think before you do anything.”- Student J.M. “I learned that all choices no matter how big or small can have consequences. They may not seem that bad at first, but in the long run they can all add up into something serious. We must think about the costs of our actions.” - Student J.K. “Always when you make a decision you need to make a good decision to have a good future. If a person make a bad decision always that person is going to have problems if he want a job in the future.” - Student A.R. (English Language Learner)

Decision Making of the Future 3 Hots and a Cot Bethany Everidge Harrisonburg High School Grades 10 12 Abstract Students will explore how particular choices can have long term unintended consequences Furthermore they will explore how these consequences affect an individual s skills knowledge education opportunities career choices job training opportunities and income earning potential Students need to understand that some choices particularly negative choices can have long term unintended consequences and how these consequences can affect so many different aspects within their lives My goal for creating this particular lesson is to demonstrate to students that the choices they make today can affect so many unknown things in the future Some students have a hard time understanding that they are not invincible the activities that they engage in that get them in trouble now can follow them for many years to come if not forever By understanding the long term consequences of their action my hope is that more students will think before they engage in potentially damaging behavior that could affect their financial future Furthermore I desire for them to understand the bigger picture beyond high school and that by making good choices they can reach goals short medium and long with continued determination and perseverance It is to be noted that many of my students are ELL students thus the motivation to differentiate instruction is imperative Economic Content and Key Concepts Summary Lesson Activities Guest Speaker Article Review Vocabulary Connections Comic Strip Development Self Reflection Journal Entry Economic Mystery Activity 1

Content Objective Students will identify negative choices that individuals might make particularly with the way the current economy job market is and show understanding of how these choices have long term consequences Language Objective Students will analyze and explain using economic terminology i e Trade off choice scarcity short term goal medium term goal how negative choices can affect different aspects of one s life I e education opportunities income earning potential career choices Vocabulary to be Explored Cost Benefit Analysis method of weighing the costs against the benefits of an action a purchase or a financial decision Campbell and Dansby 2012 p 678 Consequence something that happens as a result of a particular action of set of conditions http www merriam webster com dictionary consequence Standard of Living degree to which one has the ability to obtain the goods and services one needs and wants Campbell and Dansby 2012 p 678 Tradeoff Choice given up when one choice is selected over another Campbell and Dansby 2012 p 678 Opportunity Cost Value of the option that was given up for another option Campbell and Dansby 2012 p 678 Economic Objectives EPF 1 The student will demonstrate knowledge of basic economic concepts and structures by explaining that choices often have long term unintended consequences EPF 4 The student will demonstrate knowledge that many factors affect income by examining the market value of a worker s skills and knowledge explaining the relationship between a person s own human capital and the resulting income potential EPF 15 The student will demonstrate knowledge of income earning and reporting by examining how personal choices about education training skill development and careers impact earnings Other Objectives GOVT 17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by c practicing responsibility accountability and self reliance d practicing respect for the law f practicing financial responsibility GOVT 18 The student will understand that thoughtful and effective participation in civic life is characterized by a obeying the law and paying taxes 2

Instructional Process Time Frame 1 2 90 minute class periods Materials Station Labels Station Directions Article Vocabulary Connection Station Incarcerated Women Face Hurdlers Re Entering Society by Michel Martin Economic Vocabulary Word Attached Trade Off Robber Says He Did It to Go Back to Prison by Kristina Davis Economic Vocabulary Word Attached Cost Benefit Analysis Repeat Offenders by Mike Chaimers Economic Vocabulary Word Attached Opportunity Cost Recidivism Hard to Shake for Ex Offenders Returning Home to Dim Prospects by Trymaine Lee Economic Vocabulary Word Attached Standard of Living Comic Strip Station Articles for students to reference for planning purposed get the brain thinking items Repeat Offenders by Mike Chaimers Recidivism Hard to Shake for Ex Offenders Returning Home to Dim Prospects by Trymaine Lee Comic Strip Planning Sheet Comic Strip Template Examples Student s may also develop their own template Colored Pencils Markers Crayons Loose Leaf Paper Card Stock final comic strip developed and designed Economic Mystery Station Economic Mystery Activity Economic Mystery Activity Key 3

Lesson Decision Making of the Future 3 Hots and a Cot Procedure Explain to the students that in this lesson they are going to learn how the choices of today affect tomorrow s outcome Ask the students How many of you have ever made a bad choice Note Tell students you expect appropriate responses Responses will vary but ultimately everyone has made a bad choice at some point of their life Example responses Diving over the speed limit Sneaking out at night Being somewhere they shouldn t have been Develop a running list on the front board to gain a variety of answers students can put their own responses on the board bad choice only After responses have been given ask students what the consequences where for the bad choice they made Ensure all students understand the meaning of consequence Consequence something that happens as a result of a particular action or set of conditions http www merriam webster com dictionary consequence Also provide students with alternative words of consequence result outcome effect aftermath Responses will vary depending on the bad choice the student has made Example responses Received a speeding ticket Grounded for an extended period of time Being charged with a crime having to go to court Have students write the consequences of their bad choice on the boards After some discussion has taken place explain to the students that in each of those situations they had a choice They might have found that the consequence outweighed the choice thus not participating in the choice or that the benefits of the choice outweighed the consequences Explain to the students that this process has a specific name in the Economics and Personal Finance world Write the following definition the board 4

Cost Benefit Analysis the method of weighing the costs consequences against the benefits of an action a purchase or financial decisions Engage in discussion understanding that each of the situations discussed before the students may have very quickly went through this process and might not have weighed the cost vs the benefits until it was too late and the choice had already been made Ensure students understand that in each of those situations the choice was their own and no one has to understand the why of their choices they need must understand how important it is for them to look beyond the moment and think of the long term consequences Introduce the guest speaker local attorney Explain to the students that the attorney is going to discuss a variety of different items with them time for questions at the end of the presentation will be given Discussion Areas Ideas What are the different classifications of crimes Misdemeanor Felony Do the negative choices I make as a juvenile automatically go away when I turn 18 If certain items do not go away what affect will that have on other aspects in my life Note Some examples may include long term consequences and financial penalties Exampleo Do certain felonies affect being able to obtain a firearm o Not being able to apply for certain jobs If I am convicted of a crime do I have to put that on a job application Why How does being convicted of a crime affect getting a well paying job What does this mean for my earning capability Are people convicted of crimes more likely to live below poverty level Why Explaining the price financial responsibility attached with acquiring representation of an attorney when engaging in negative behaviors making bad choices Court Appointed Attorney vs Private Attorney How does being convicted of a crime affect my human capital Specific examples that can be given storied that students can relate to Once the guest speaker has answered all questions and the attorney has left engage students in a simple summary concerning what they found interesting and thought provoking Ensure the students understand that they are required to be citizens that respect the law and know that laws were created for a reason We may not always understand the reason but ultimately we have to abide by them if we don t then we must face the consequences 5

Once the content of the guest speaker s talk has been debriefed explain to the students that they are going to spend some time examining the long term consequences of choices in a different way Introduce the stations Note each station can be done as a single student requirement or it can be planned out so the students can be exposed to at least two of the station or all three if preferred Station 1 Article Vocabulary a summary concept definition map will be presented to the other students at a later date At this station students will pick one of the three articles to read over Each article contains an Economic and Personal Finance vocabulary word idea attached to it Reference articles attached in the appendix Once the students have read over the selected article they need to use the laminated poster of the concept definition map to develop an understanding of their term using the article for support Each article has its own unique term vocabulary word they student will only use one concept definition map per article unique term vocabulary word See example of content map in the appendix Station 2 Comic Strip Fun these will be shown to the class at a later date At this station students will develop a comic strip of their own illustrating how choices today can have long term consequences on tomorrow They can develop a story plot of their own it must be appropriate and most be teacher approved or a personal storyline if they would like They can develop a story plot using examples given by the guest speaker They can develop a story plot using discussion that has taken place within the classroom The can develop a story plot using the articles provided See examples of articles and comic book templates in the appendix Station 3 Economic Mystery At this station students will be given an economic mystery to read over and investigate They may read and solve the mystery The solution may share their solution with the class The mystery and its solution can be found in the appendix 6

Once students have completed the work within their station ask each group to present their work to the others of the classroom Once everyone has finished presenting explain to the students that the overall idea of this lesson was for them to conclude that it all works together Bad choices can lead to issues with the law Issues with the law can affect long term areas of their life getting a job earning an income setting financial goals supporting a family etc Ask every student to complete a reflection journal that will be submitted for review by the teacher Note This journal will not be shared with anyone else but will be used as a tool that allows the students to express what they have learned how they feel about the overall lesson and make personal connections in understanding that the consequences of today have an effect on their future Closure How was the lesson objectives reinforced Guest Speaker Station Activities Classroom Discussion How was the lesson concluded Self Reflection Journal Classroom discussion Assessment A lesson like this is difficult to assess but the hope and expectation is that students will return in the future with the benefits that making good choices bring 7

Evaluation of Student Learning Classroom success of the lesson From the guest speaker to the station activities all students were engaged and interested in the activities and lessons to be learned Students asked many questions of the guest speaker and made important connections between choice and long term consequences Furthermore they were able to see a larger picture of how those long term consequences could affect their standard of living level of education level of income earned and many more items that they don t think about when engaging in certain behaviors Some quoted for the reflective journal I m never getting in trouble again It is not for me I do not want to do something that will hurt my career or future Student I A Sometimes you just have to think before you do anything Student J M I learned that all choices no matter how big or small can have consequences They may not seem that bad at first but in the long run they can all add up into something serious We must think about the costs of our actions Student J K Always when you make a decision you need to make a good decision to have a good future If a person make a bad decision always that person is going to have problems if he want a job in the future Student A R English Language Learner 8

9