This lesson aims to deepen student teachers' understanding of the complex economic dynamics of the 1920s, focusing on how credit systems and stock market investments contributed to economic instability. Through hands-on simulations and role-play activities, participants will actively engage with historical scenarios, fostering a nuanced comprehension of the factors leading to the Great Depression. The goal is to equip student teachers with the ability to analyze historical economic events critically and apply these insights to contemporary financial systems.
Learning goals
Student teachers will explore the complexities of the 1920s economic boom, focusing on how credit systems and stock market investments contributed to economic instability. They will engage in hands-on activities to understand the decision-making processes of investors and creditors during this period. By designing and participating in a stock market simulation, they will gain insights into the volatility and risks of investment practices, ultimately deepening their comprehension of the factors leading to the Great Depression.
Standards
Common Core - CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Common Core - CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Common Core - CCSS.MATH.PRACTICE.MP4: Model with mathematics.
Week 1
Day 1
Activities
Begin the lesson by introducing the essential question: 'How did the interplay between credit systems and stock market investments amplify economic vulnerabilities in the 1920s?' Facilitate a brief discussion to activate prior knowledge, encouraging student teachers to share what they already know about the 1920s economy. Use examples such as the rise of consumer credit or stock market speculation to guide the conversation. This activity sets the stage for deeper exploration and primes participants to think critically about the economic dynamics of the era. (10 minutes)
Organize student teachers into pairs or small groups and assign them roles as 1920s investors or creditors. Provide each group with scenario cards detailing economic situations they might face, such as deciding whether to invest in a booming stock or extend credit to a consumer. Encourage participants to make decisions based on their roles, emphasizing the impact of these decisions on economic stability. After the role-play, facilitate a reflection session where student teachers discuss how their assigned roles shaped their understanding of economic vulnerabilities, using their experiences to draw parallels with historical outcomes. (15 minutes)
Lead a hands-on workshop where student teachers design a simple stock market simulation. Provide materials such as index cards or digital tools to represent stocks, and guide them through creating a mini-market where they can experience buying and selling. Introduce elements of unpredictability, such as market news or changes in consumer confidence, to mimic 1920s volatility. This simulation helps participants understand the risks and rewards of stock market investments, reinforcing the complexities of economic decisions during the era. Conclude with a brief debrief to connect these insights to the broader economic landscape of the 1920s. (15 minutes)
Conclude the lesson with a reflection session, asking student teachers to consider how their new insights can inform their understanding of current economic systems. Encourage them to share thoughts on how the lessons from the 1920s can apply to modern financial decision-making. Use guiding questions such as, 'What parallels can you draw between the past and present economic practices?' and 'How might these historical insights influence your future teaching strategies?' This reflection helps solidify learning and fosters a deeper appreciation of economic principles. (5 minutes)
