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 Diverse Text Set  Ashley Grady = Context = These texts will be used in an 11-12th grade economics classroom as supplements to the class textbook (print resource #1). Most students in the class are below at about an 8th grade reading level. The supplementary texts are relevant to chapter 13, “Money and Financial Institutions”. Through use of these texts, students will obtain a better understanding of the chapter’s following objectives: 1.   What is **money**? What are its characteristics? 2.   What kinds of money are used in the United States? 3.   How do banks “create” money? 4.   What are the roles and responsibilities of the **Federal Reserve System**? 5.   Why does the value of money change? These texts address the National Council on Economic Education’s (NCEE) Grade 12 National Standard 11: Role of Money http://www.ncee.net/ea/standards/standard.php?sid=11
 * ** At the completion of Grade 12, students will know the Grade 4 and Grade 8 benchmarks for this standard, and also that:  ** || **  At the completion of Grade 12, students will use this knowledge to:  ** ||
 * The basic money supply in the United States consist of currency, coins, and checking account deposits ||  Select examples of money from a collection of pictures that show coins, currency, checking accounts, savings accounts, passbooks, ATM cards, and various types of credit cards and explain whether each is considered money.  ||
 * In many economies, when banks make loans, the money supply increases; when loans are paid off, the money supply decreases. ||  Demonstrate how successive deposits and loans by commercial banks, resulting from one new deposit in the banking system, cause the money supply to expand and how repayment of loans causes the money supply to contract.  ||

Additionally, these texts also address a number of Rhode Island Grade Level Expectancies (GLEs) Grades 5-12 Reading/Writing (Coiro, 2008): 3.2 Use words in context, including content-specific vocabulary. 7.4 Distinguish between information text types (reference, practical/functional, and informational) 14.2 Read from a wide variety of genres, including primary and secondary sources. 14.3 Read multiple texts for depth of understanding. 17.1 Self-select reading materials (ability/interest). 17.2 Participate in discussions about text. = = = Print Resouces =

JA Economics reinforces concepts of micro- and macro- economics by having students explore the basic characteristics of the U.S. economic system, and how economic principles influence business decisions. It also introduces students to career opportunities, consumer issues, and helps reinforce important academic and leadership skills, including: research and data analysis, problem-solving and critical thinking. || Here too are questions and answers that have special meaning for kids. For example, how can boys and girls find savings programs designed especially for them? How can they establish their own bank account, write checks, and use an ATM card? How can kids learn about stocks—and even start to invest their own money? The author offers ideas on how kids can earn, save, budget, and invest money of their own. She also presents puzzles and games that focus on the theme of money. The book’s fascinating text is supplemented with two-color diagrams and illustrations on nearly every page. || http://www.barronseduc.com/0764128949.html || **4. //Story of Money// ** || Federal Reserve System of New York, Public Information Department. 2. Fan, C. (1998) //Story of Banks//. New York: Federal Reserve System of New York, Public Information Department. 3. Fan, C. (1998) //Story of the Federal Reserve System//. New York: Federal Reserve System of New York, Public Information Department. 4. Fan, C. (1998) //Story of Money//. New York: Federal Reserve System of New York, Public Information Department. || 1. Explains the basic principles underlying foreign trade and exchange. 2. Follows three young entrepreneurs as they use progressively more sophisticated bank services over a 23-year period and explores the role of checking deposits and lending in money creation. 3. Describes the major functions of the Federal Reserve System. The tools of monetary policy and how they work, and the other ways in which the Fed helps the U.S. economy and financial systems to function. 4. Describes the barter system, the advantages and properties of money, various types of money, problems of too much money (inflation), and the tools of the Fed to influence the growth of the money supply. || http://www.federalreserveeducation.org/teachers/Search_Detail.cfm?ID=42 2. http://www.federalreserveeducation.org/teachers/Search_Detail.cfm?ID=38 3. http://www.federalreserveeducation.org/teachers/Search_Detail.cfm?ID=44 4. http://www.federalreserveeducation.org/teachers/Search_Detail.cfm?ID=36  || Follow G.W. Quarter's wild adventure as he tells how he got "minted." This pamphlet is actually a cartoon that can be viewed online, or printed as a storybook/pamphlet. G.W. Quarter explains the process through which he went to become a coin. The entire minting process – authorization, clay molding, production, distribution – is described in an easy-to-understand manner. || The minting process can sometimes be a difficult concept to grasp. This pamphlet/cartoon uses a kid-friendly explanation with picture demonstrations to create a fundamental understanding of how currency is created. || http://www.bankersonline.com/operations/new20_securityfeatures.pdf || ·  How does this article apply to what we have been learning? ·  What affect does the dollar have on other currencies? ·  The article says the dollar has been gaining on the euro. Does this mean that the dollar is strong? || = = = Media Resources =
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 1. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Textbook  ** || **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> JA Economics  ** ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  || // JA Economics // (2000) Colorado Springs, CO: Junior Achievement Inc.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From JA Economics:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  I have worked the Junior Achievement program before, and I found their textbooks and materials to be very user-friendly, as well as informative.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  Prior to reading the chapter “Money and Financial Institutions”, students will complete a chapter tour to understand what concepts are important (see attachment).  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  || This is a 222 page book, so I did not include it here. ||
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 2. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Children’s Trade Book   ** || **//<span style="font-size: 12pt; color: rgb(53, 67, 105)">Money $ense for Kids! //**<span style="font-size: 12pt; color: rgb(53, 67, 105)">  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  Harman, H.P. (2004) //Money $ense for Kids!//  Hauppauge, NY: Barron’s  Educational Series, Inc.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From the publisher:
 * How and where is money printed?
 * What do all those long numbers and special letters on currency mean?
 * How are the newly designed bills improvements over the old ones?
 * How can banks afford to pay interest?
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  Although this text was written for younger students, picture books can help develop a better understanding of content-area knowledge and concepts. (Billman, 2002)  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  Before reading the textbook chapter, students will read this trade book to help prepare them for unit’s material. Students will complete an anticipation guide prior to reading the book. The teacher will then read the book aloud to the class. After reading, students will correct or confirm the ideas they had written in the anticipation guide.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 3. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Comic Book  ** || **<span style="font-size: 12pt; color: rgb(53, 67, 105)"> 1. //Story of Foreign Trade and Exchange//  **
 * <span style="font-size: 12pt; color: rgb(53, 67, 105)"> 2. //Story of Banks// **
 * <span style="font-size: 12pt; color: rgb(53, 67, 105)"> 3. //Story of the Federal Reserve System// **
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  1. Fan, C. (1998) //Story of Foreign Trade and Exchange//. New York:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From Federal Reserve Education:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  Picture books can help develop a better understanding of content-area knowledge and concepts. (Billman, 2002)  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  The first three of these books, //Story of Foreign Trade and Exchange, Story of Banks, and Story of the Federal Reserve System// are for high school or college level readers. The last book, //Story of Money//, is for elementary to high school level readers. Since these books may be a little more difficult for some students, each student will only read one. The books will be assigned by reading level. A jigsaw activity will be used, where students share with their group (groups of 4, each students reading a different book) the information they learned from the story.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||  1.   http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/5a/73.pdf
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 4. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Pamphlet  ** || **//<span style="font-size: 12pt; color: rgb(53, 67, 105)"> Birth of a Coin  //** ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  The U.S. Mint. //Birth of a Coin//. Retrieved October 1, 2008, from   http://www.usmint.gov/Kids/cartoons/birthOfACoin/  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From U.S. Mint:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  Although this text was written for younger students, picture books can help develop a better understanding of content-area knowledge and concepts. (Billman, 2002)
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  Students will watch the online cartoon and/or read the printed pamphlet in groups. The group will then summarize and synthesize the minting process in their own words. The groups will then share their interpretation of the process with the rest of the class.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  || http://www.usmint.gov/Kids/cartoons/birthOfACoin/  ||
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 5. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Poster  ** || **<span style="font-size: 12pt; color: rgb(53, 67, 105)"> The New Color of Money: Safer. Smarter. More Secure.  ** ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  United States Department of the Treasury: The Bureau of Engraving and Printing.  (2003) //The New Color of Money: Safer. Smarter. More Secure//. Retrieved  October 1, 2008 from BankersOnline.com   http://www.bankersonline.com/operations/new20_securityfeatures.pdf  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  This poster summarizes the important security features of the new $20 bill. According to the poster, “The introduction of new currency designs is part of an ongoing effort by the United States government to stay ahead of currency counterfeiting and to protect the economy and your hard-earned money.”  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  Students will understand what measures the government takes to prevent counterfeiting. They will also understand the important security features of our currency, and that it is very difficult to produce fake money.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  Students will view the poster by passing it around the room. Then, it will be hung up in the room for future viewing. On the end of unit test, students will have to retell the three main security features of the new bills: security thread, color-shifting ink, and watermark.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 6. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> News Article  ** || **<span style="font-size: 12pt; color: rgb(53, 67, 105)"> Dollar Gains as Senate Preps Bailout Vote  ** ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  Musante, K. (2008, October 1) Dollar Gains as Senate Preps Bailout Vote. //CNN Money//. Retrieved  http://money.cnn.com/2008/10/01/markets/dollar/index.htm  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  The dollar has been gaining on the euro as a result of the weakening of the latter.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  Students will understand the dollar’s role in the international economy, as well as how the dollar affects other forms of currency. Students will also make use of current events to understand the unit.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  Students will read the text to themselves. Since it is a difficult text, the teacher will highlight key ides once the students have finished reading. Then, a class discussion about students’ thoughts on the article. The teacher will guide the discussion by asking questions such as:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  || http://money.cnn.com/2008/10/01/markets/dollar/index.htm  ||

Retrieved October 1, 2008 from http://www.frbsf.org/currency/  || Money hasn't always looked like it does today. Explore the Federal Reserve Bank of San Francisco's American Currency Exhibit online and watch history come alive as you step back in time to our nation's beginning. Learn how our country's rich history is closely tied with our currency. Discover the role the Federal Reserve has played--and continues to play--in that history. || http://www.frbsf.org/currency/ || This 13-minute video covers the Fed's history from its creation in 1913 to the technological innovations of 21st century banking. It explores the structure of the Fed as well as monetary policy, banking supervision, financial services, and more. || http://www.federalreserveeducation.org/fred/fedtoday/index.cfm?daroot=fed1 || =<span style="color: rgb(255, 255, 255)"> = = = =<span style="color: rgb(62, 62, 103)"> Online Interactive Resources =
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 1. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Photographs  ** || **<span style="font-size: 12pt; color: rgb(28, 72, 83)">American Currency Exhibit **  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  American Currency Exhibit. (2008). Federal Reserve Bank of San Francisco.
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From the Federal Reserve Bank of San Francisco:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  Students will see and understand how American currency has changed over time. Students will also see how important people, events, places, etc. are portrayed on a country’s currency. The “exhibit tour” questions (see Use of Text) will also help increase students’ online literacy skills.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  Students will take an “exhibit tour” by viewing the gallery individually at their computers. Students will use the handout (see attachment) to guide their viewing of the gallery, while answering the corresponding questions. When students are done answering the questions and viewing the gallery, the class will discuss their answers together.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 2. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Online Video  ** || **<span style="font-size: 12pt; color: rgb(28, 72, 83)">“The Fed Today” **  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  “The Fed Today” [Video File]. //Federal Reserve Education//. Retrieved October 1,  2008 from  http://www.federalreserveeducation.org/fred/fedtoday/index.cfm?daroot=fed1  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From Federal Reserve Education:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  By viewing this video, students will better understand and analyze the historical events that led up to the creation of the Federal Reserve System, the Fed’s key structural elements, the Fed’s role in our economy,  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  There are six categories discussed in the video: history, structure, monetary policy, financial services, banking supervision, and the Fed today. Six groups will be made by assigning students to a specific category. Students will be given a handout (see attachment) to use while viewing the video, and they will answer the questions that correspond to their assigned category (for example, the history group will answer the history questions). After answering the questions, students will meet with their group to discuss their answers. Then, a jigsaw activity will be used, where students meet with a second group (no members of the second group will have the same category) and discuss their topic.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||

The interactive bills provide an animated tutorial of the security and design features of the new $5, $10, $20 and $50 bills. || http://www.moneyfactory.gov/newmoney/main.cfm/learning/interactivebill || Divide the class into pairs or small groups. Distribute one Scavenger Hunt Questions handout (see attachment) to each group for the country being studied. Tell the students that they will be ‘visiting’ a country using the United States Mint’s Coins of the World Web-based activity. Tell the students they should visit all of the ‘sites’ in each country and review the travel guide. During their visit, students should complete the scavenger hunt. || http://www.usmint.gov/kids/cartoons/coinsOfTheWorld/ || =<span style="color: rgb(255, 255, 255)"> Instruc = =<span style="color: rgb(255, 255, 255)"> = =<span style="color: rgb(62, 62, 103)"> Instructional Resources =
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 1. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Online Themed Website  ** || **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Interactive Bills  ** ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  “Interactive Bills” (2008). Moneyfactory.gov //The Department of the Treasury Bureau of Engraving and Printing//. Retrieved October 1, 2008 from  http://www.moneyfactory.gov/newmoney/main.cfm/learning/interactivebill   ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From Moneyfactory.gov:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  Students will understand what measures the government takes to prevent counterfeiting. They will also understand the important security features of our currency, and that it is very difficult to produce fake money.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  Students will view the bills on the interactive website. They will then list and describe the three main security features of the new bills: security thread, color shifting ink, and watermark. Additionally, students will describe how the bills look different from the older, less secure bills.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 2. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Online Game  ** || **<span style="font-size: 12pt; color: rgb(28, 72, 83)">Coins of the World – Scavenger Hunt **<span style="font-size: 12pt; color: rgb(28, 72, 83)">  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  The U.S. Mint. //Coins of the World//. Retrieved October 1, 2008, from   http://www.usmint.gov/kids/cartoons/coinsOfTheWorld/  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  Through this game, students can travel to New Zealand, France, and Japan to learn about their currencies, as well as compare and contrast their currencies to American currency. In addition to learning about the countries’ currencies, students will also learn about the countries’ history and culture.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  This game allows students to play while learning. Students interact with their own learning and apply a wide range of strategies to comprehend the material.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  From “Scavenger Hunt for Coins of the World – New Zealand, Japan, and France! (see Instructional Resources #1):
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||

From “Scavenger Hunt for Coins of the World – New Zealand, Japan, and France: Divide the class into pairs or small groups. Distribute one Scavenger Hunt Questions handout (see attachment) to each group for the country being studied. Tell the students that they will be ‘visiting’ a country using the United States Mint’s Coins of the World Web-based activity. Tell the students they should visit all of the ‘sites’ in each country and review the travel guide. During their visit, students should complete the scavenger hunt. || http://www.usmint.gov/kids/teachers/features/scavengerHunt.cfm || This lesson will answer the questions, “What is Money?” and “What makes it an important part of our society?” Students will recognize why money takes the shape and form that it does and how the characteristics and functions of money determine what money is. || This lesson plan also incorporates the comic book //The Story of Money// (see Print Resources #3). || The teacher begins by bringing in an ‘Artifact Box’ which contains items that have once been used as currency (for example, corn, beads, shells, or furs). The box is passed around the room so students can view the items. The teacher asks questions about the items, such as “What do these items have in common?” Students will then read //The Story of Money// comic book, filling out the Concept Map as they go along. When they are finished reading, the teacher asks students a number of guiding questions for class discussion. The students are divided into pairs and given a historical form of currency from the ‘Artifact Box’. The pairs then research the form of currency assigned to them, and develop a short presentation. || http://www.federalreserveeducation.org/resources/MoneyCircle/ || These texts can all be used in the classroom to foster learning about money and financial institutions. All students will be required to use the textbook. However, not all students will use all of the texts listed. For example, students with higher reading abilities do not need to participate in the online game. Also, the “Birth of a Coin” pamphlet can be used for students with lower reading abilities. Since there are two different texts describing the new security features of dollar bills, half of the class can use one text, while the other half uses the other. All students can watch the Federal Reserve video, but students can answer a different set of questions based on their academic abilities. Every student will read a comic book, but also according to their reading ability.
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 1. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Lesson Plan  ** || **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Scavenger Hunt for Coins of the World – New Zealand, Japan, and France!  ** ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  The U.S. Mint. //Scavenger Hunt for Coins of the World – New Zealand, Japan, and  France!// Retrieved October 1, 2008 from  http://www.usmint.gov/kids/teachers/features/scavengerHunt.cfm  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  Through this game, students can travel to New Zealand, France, and Japan to learn about their currencies, as well as compare and contrast their currencies to American currency. In addition to learning about the countries’ currencies, students will also learn about the countries’ history and culture.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  This game allows students to play while learning. Students interact with their own learning and apply a wide range of strategies to comprehend the material.  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  This lesson plan can be used as a guide for the teacher.
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||
 * **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> 2. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> ****<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Lesson Plan  ** || **<span style="font-size: 12pt; color: rgb(28, 72, 83)"> Money is What Money Does  ** ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Citation  ||  The Money Circle. //Money is What Money Does.// Retrieved October 1, 2008 from  FederalReserveEducation.org  http://www.federalreserveeducation.org/resources/MoneyCircle/  ||
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Text Summary  ||  From The Money Circle:
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Rationale  ||  After completion of this lesson, students will be able to define ‘money’, describe the functions of money (medium of exchange, store of value, and standard of value), and describe the characteristics of money.
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Use of Text  ||  This lesson plan can be used as a guide for the teacher.
 * ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Attachment  ||

Ashley- This is a great theme. Students need to learn how economics in the United States works, as they are a part of it everyday. And with changing global economics at this current time, this is an excellent lesson for them. I like how you have incorporated two texts describing security, and letting half of the class use the two. They can compare and contrast what they learned from each, and maybe teach the other half something! Great Job!