Econ Unit Plan

Money, Banking, and The Federal Reserve
Economics Unit Plan

1. Learners and Learning Differences
a. Learners:
i. Grade Level & Class: This unit plan is intended for a twelfth grade
traditional Economics class.
ii. School Population: The school population is relatively mixed.
There are students and teachers of various ethnicities. There are
mostly Caucasian students followed by Hispanic, Asian, Native
American and a smaller percentage of African American
students. Many of them come from large families with Christian
backgrounds.
iii. Learners: The class has twenty-seven students: fourteen of which
are girls and thirteen boys. There are three students with IEPs in
Math and English. The class has five ELL students of varying levels;
two students are of Asian American descent and the other three
are of Hispanic descent, and seven students who dropped into
the class from Advanced Placement Government. There are
three students on 504 plans. One student has depression/anxiety,
another has bi-polar, and the last student is going to therapy for
abuse. The class is a mixture of Anglo, Asian American, Hispanic
and Navajo students. Many of the students have grown up in the
area, with the exception of a few who are from the southern
Phoenix area, recently moved from the reservation, and one
student who is from the East Coast. Four students attend
Seminary in the morning and because of the distance, arrive to
class five to ten minutes after the bell. Another student cares for
his three younger siblings and also may come to class after the
bell.
iv. Learning Differences: This plan centers heavily on differentiation.
Visuals in the form of videos and pictures are utilized to better aid
students who may struggle with written language. When going
over sensitive material, student who have suffered abuse or are
sensitive to a student they are welcome to step outside until they
feel comfortable. The instructor will then let them back in. All
assignments may be submitted electronically or by hand.
Structuring of lessons will include a daily bell work assignment
that is due collectively at the end of each week, or in some
cases that day, with no penalty if a student was late on a
particular day so long as the assignment is completed. The daily
routine will be as follows: bell work, instructional activity, exit
ticket, so that students may have a structured learning
environment. Partner and group activities will also be utilized in
this class, with a higher emphasis on grouping students together
whose skills will benefit/aid other students.
2. Learning Environment
a. Classroom: The classroom will be set up with student tables placed in

two columns down the length of the room. Students will be sitting in
groups of 4, to facilitate discussions and to ease access to different
parts of the room. One teacher desk will be near the front of the room
to easily access the teacher computer. Another desk will be near the
back of the room to house papers to be returned to students as well as
other materials needed for lessons. Two teacher desks will be used to
negate interruptions during down time. (Eg: The teacher will be able to
answer student questions, take attendance, and ready materials
without diverting focus from the front of the room.) The classroom will
also house a student library, an IPad center, and a few filing cabinets
of crafting materials. The student library will contain traditional and ELL
language dictionaries, thesauruses, and a few copies of Turabian for
student use and the IPad center will be near the front teacher desk for
ease of use and distribution. The school has various computer labs and
a laptop hub in case students need to use actual keyboards. The walls
of the classroom have various visual aids including sentence and
grammar structure guides for all students (ELLs in particular) and a
different posters featuring US Constitution and Bill of Rights. There will be
a board in the classroom where students can post articles and political
cartoons that discuss current political topics. Finally, there will be one
bulletin board near the front of the room that displays the current units
essential questions and enduring understandings, so that the teacher
can reference these big ideas often.
3. Content and Content Knowledge Application

a. Enduring Understanding
i. Money is a form of currency used to trade for goods and
services.
ii. Currency is not the only way to trade for goods and services.
b. Essential Questions
i. Should the government regulate the money supply?
ii. What is money?
iii. Is money the most efficient way to trade for goods and services?
c. Content Objectives
i. Students will be knowledgeable about the Federal Reserve
System.
ii. Students will know what currency is.
d. Skill Objectives
i. Students will be able to analyze the connections between
Money, Banking, and the Federal Reserve
ii. Students will be able to effectively describe what currency is
e. Standards
i. Arizonas College and Career Ready
1. 11-12.RH.3
a. Follow precisely a complex multistep procedure
when carrying out experiments, taking
measurements, or performing technical tasks;
analyze the specific results based on explanations in
the text.
2. 11-12.RH.8
a. Evaluate the hypotheses, data, analysis, and
conclusions in a science or technical text, verifying
the data when possible and corroborating or
challenging conclusions with other sources of
information.
3. 11-12.WHST.6
a. Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products in response to ongoing feedback,
including new arguments or information.
ii. Arizona Social Studies Standards
1. Concept 3: Macroeconomics
a. PO5
i. Describe the functions of the Federal Reserve
System (e.g., banking regulation and
supervision, financial services, monetary

policy) and their influences on the economy.
b. PO6
i. Explain the effects of monetary policy on
unemployment, inflation, and economic
growth.
iii. National Council for Social Studies
1. 1.5: Individuals, Groups, and Institutions
a. Examines the actions of individuals, groups, and
institutions, as well as the relationship between them.
2. 1.7: Production, Distribution, and Consumption
a. Shows the development and effects of these forces
3. 1.10: Civic Ideals and practices
a. Teaches responsible and appropriate civic behavior.
4. Assessment Plan
a. Pre-assessment
i. This Pre-Assessment that will be used will assess how much the
students understand about the topics of the unit by asking them
basic questions about money, banking, and the Federal Reserve.
They will be given a paper with all the questions on it and will be
able to write out everything they know about the topic or
question. By having students fill this out at the beginning of the
unit, the instructor will be able to quickly assess what the students
know before going into the unit more.
b. Formative Assessment
i. Our formative assessments will be daily. This will include daily bell
work where students will be asked questions that relate to both
the class prior to the day or that current days lesson. For the on
money there will be a simulation that will assess what students

know about money and the best ways of using money.
c. Summative Assessment
i. Our summative assessment will be a two parts. We will have a
review day where students can ask questions over topics they
are struggling with. Then will have a multiple choice test with an
essay portion over the Federal Reserve, banking, and money as
well as multiple choice questions.
5. Scoring/ Rubric
a. Please see individual lessons for specific rubrics and scoring guides.
6. Adaptation/Intervention
a. As the lessons progress and delve into different materials adaption will
be attempted wherever possible. Writing and reading prompts will be
posted and read aloud either by the instructor or by confident readers
and speakers. The option to turn work in digitally will always be
available. The use of electronic devices will be permitted for
productive use in research and assisted learning. Extension on work will
be given to students who request it with valid reasons and to those
students whos IEPs require more time on writing and reading
assignments.
7. Instructional Planning and Strategies:
DAILY LESSON PLAN TEMPLATE

UNIT TITLE AND BRIEF DESCRIPTION: This unit is about money, banking, and the
Federal Reserve. The unit will cover what money can consist of and how it can
be traded and used. We will cover the history of banking and how it works along
with the history of the Federal Reserve and how it functions.
Day (s): 1 day
FOCUS OF THIS LESSON: This lesson will be an introduction to the unit. It will also
include the pre-assessment and a vocabulary activity.
Enduring Understanding
Money is a form of currency used to trade for goods and services.
Currency is not the only way to trade for goods and services.
Essential Questions
Should the government regulate the money supply?
What is money?
Is money the most efficient way to trade for goods and services?
CONTENT OBJECTIVES
Students will be able to describe their prior knowledge through an

assessment.
Students will be able to identify a vocabulary words definition.
SKILL OBJECTIVES
Students will be able to match vocabulary words with their definition.

Students will be able to write down the information they know.
COMMON CORE CCR STANDARDS: 11-12. RH.3, 11-12.RH.8

ARIZONA STANDARDS: Concept 3-PO 5, PO 6
NCSS THEME/S: 1.7: Production, Distribution, and Consumption
DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH THIS
LESSON (be specific):
The instructor will need to know the basics of money, banking, and the
Federal Reserve. The instructor will also need to know what is all in the unit for the
next few weeks as to better inform students of what is going on during the unit.
The instructor will also need to know the vocabulary for the unit so then they can
assist the student during the vocabulary activity.
ASSESSMENT/s:
This Pre-Assessment that will be used will assess how much the students
understand about the topics of the unit by asking them basic questions about
money, banking, and the Federal Reserve. They will be given a paper with all
the questions on it and will be able to write out everything they know about the
topic or question. By having students fill this out at the beginning of the unit, the
instructor will be able to quickly assess what the students know before going into
the unit more.
INSTRUCTIONAL MATERIALS:
The instructor will need to print out enough copies of both the Pre-test
activity and the crossword activity. The pre-test will be on the unit plan activities
document.
USE OF TECHNOLOGY:
The class will be allowed to use phones, computers, and other devices to
figure out the answers to the crossword puzzle.
ACCOMMODATIONS:
Each lesson will be recorded and submitted on the classroom shell online.
and all of the assignments will also be put on the classroom shell in case students
were absent or want to review the work from that day. Students are always
welcome to ask questions before, after, and during class. There will also be a
few days a week where students will have the opportunity to come in for study
hall.
VOCABULARY:
This lesson will cover the following vocabulary: Money, Bank, The Federal
Reserve, Electronic Money, Monetary Policy, Fiscal Policy, Financial Crisis,
BitCoin, Loans, Money Creation, Required Reserve Ratio, Money Multiplier
Formula, Easy Money Policy, Tight Money Policy, Barter, Medium of Exchange,
Unit of Account, Currency, Bank Run, Gold Standard, Money Supply, Liquidity,
Default, Mortgage, Credit Card, and Interest.
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
Students will come into class and be handed a pre-test over the topics of
money, banking, and the Federal Reserve. They will have to answer 6 questions
in 15 minutes. After that we will introduce the unit and the topics that will be
covered. This should take about 5 to 10 minutes. It may be longer due to student
questions. Then we will go over the pre-test and discuss as a class what answers
they came up with. This should take about 10 minutes. Then we will hand out the
crossword puzzle that will have vocabulary from the entire unit. They will do it on
their own or in groups for 10 minutes. The last 10 minutes of class will be going
over the vocabulary as a class and answering student questions. Finally, students
will be given their homework for the next class.
STEP BY STEP SEQUENCE OF DAILY PLAN:
Time
Activity
Students Learning
Tasks
Teachers Learning Tasks
15 mins.
PreAssessment
Students will taking a

short pre-test where
they are answering
questions about the
unit. They will be
working individually.
The instructor will pass

out the pre-test to the
students and then take
role while the class is
doing the assessment.
5-10 mins
Introduce the Students will listen to

unit
the instructor about
what the next unit is
about.
Instructor will tell students

about the Money,
Banking, and the Federal
reserve and how the
next two week will lay
out.
10 mins
Pre-test
Discussion
Students will be able to

talk to the class about
what they know or
didn't know about
Money, Banking, and
the Federal Reserve.
The instructor will

facilitate the discussion
and making sure that
students understand that
it was a pretest and
having the wrong
answer will not affect
their grades.
10 mins
Vocabulary
Activity
Students will work on a

crossword puzzle either
on their own or
individually.
The instructor will walk

around and help
students if needed.
10 mins
Go over
vocabulary
Students will be
involved by going over
the vocabulary
crossword. If students
had a hard time
figuring out the word
then the students will
also be able to ask
questions about the
words.
The instructor will ask

students to give the
answer to each of the
crossword answers and
also answer student
questions.
2 mins.
Homework
Students will listen to

the instructor and write
down the homework
for the next class.
The instructor will inform

the students what the
homework for the next
day is. Students will start
by listening to a podcast
about the functions of
money. They will answer
questions about the
podcast. The students
will then need to take a
look at Chapter 10
Section 1 and analyze
the cartoon on page 254
by answering a few
guiding questions. Here is
the link to the podcast
but it will be posted on
the online classroom
shell.
http://www.stlouisfed.or
g/education_resources/
economic-lowdownpodcast-series/functionsof-money/

Day (s): 1 day
FOCUS OF THIS LESSON: This lesson is an introduction to money, its uses, and its
history.
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will be able to identify the functions of money by participating in

the money activity.
Students will be able to evaluate how money works and why governments
create a national currency.
SKILL OBJECTIVES
Students will be able to demonstrate bargaining thought the money

activity.
Students will be able to solve problem while bartering by creating a
solution.
COMMON CORE CCR STANDARDS: 11-12.RH.8

NCSS THEME/S: 1.7: Production, Distribution, and Consumption, 1.10: Civic Ideals
and practices
The instructor will need to know what money is and the history of money prior
to class. The instructor will also need to make sure they understand the activity
before starting the lesson.
ASSESSMENT/s:
Students will be assessed multiple times during this lesson. First the bell work
question will assess if students understood the chapter they looked at for
homework by determining how much they are willing to pay for something. Also
in this lesson students will be turning in homework that assessed a political
cartoon about the functions and uses of money. by both reviewing the
homework in class and reading over the homework individually the instructor will
be able to determine if the students understood the information about money
and its uses. Finally students will be participating in a simulation that will assess if
students can determine what type of money was most efficient and why the
other types did not work as well.
The instructor will need the Video by Crash Course
http://youtu.be/94BtOtGVqLw. The instructor will also need a classroom copy of
the money activity. Make sure that you calculate about how much students will
need for to participate in the activity.
USE OF TECHNOLOGY:
The instructor will be using the computer to show the video. The students will
be using a computer to watch the homework the night before.
USE OF INQUIRY:
Students will be assessing what types of currency or money works better. The
students can chose between the different types and determine what is best by
using the information given from the homework and this lesson.
ACCOMMODATIONS:
Students that have a hard time hearing will be able to read subtitles during
the video. Students that need some assistance during the activity can have
some but then also students will be given different types of money during the
activity based on their level.
VOCABULARY:
Students will cover the following vocabulary words: money, currency,
function.
This lesson will start off with bell work. The class will go over the homework and
the instructor will answer any questions that people had about the homework.
Next the class will watch a video by crash course that will talks about the history
of money. After the class will do a money simulation activity. The instructions for
the activity is in the activities document. Five minutes before class ends students
will reflect on how the activity went and which type of money they thought
worked the best.
Time
Activity
Students Learning
Tasks
5 mins.
Bell work
Students will come into

class and answer the
bell work question.
The instructor will have the

bell work up on the board. It
will be written as an
advertisement that says for

sale or barter Kittens!
Adorable 6-week-olds. Make
your best offer! How much
would you pay in cash for a
kitten? what service or good
would you trade for a kitten?
The instructor will take roll.
5 mins.
Review
homework
Students will volunteer

to talk about their
answers to the
homework. Students will
also be able to ask
questions about the
chapter to clarify
anything they do not
understand.
The instructor will ask students

about the homework and if
they have any questions
about the chapter reading.
15 mins.
Video
about early
history of
money
Students will listen to a

video about the history
of money by Crash
Course
The instructor will have the

video about money and debt
by Crash Course ready be
viewed before class starts.
http://youtu.be/94BtOtGVqLw
20 mins.
Money
Activity
Students will be given

different items that can
be considered money
more a mean of trade.
They students will go
around and try to find
something they will
want to trade their
item/currency for.
Students will then barter
and attempt to trade
with peers.
The instructor will introduce

the activity and give students
clear instructions on what
they need to do. The
instructor will pick some
students to be shop owners
with a specialty item. The rest
of the students will be given a
different type of currency or
item of trade to try to barter
for a shop item. The instructor
will walk around and help and
be a mediator if there is an
argument.
5 mins.
short
response
Students will write

about what worked
and didnt work during
the activity. Students
will also write about
what they learned and
what they still would
want to know about
money.
The instructor will have

students write about the
activity and what the students
learned and want to know
more about.

with the history of the Federal Reserve and how it functions
Day (s) 1 day
FOCUS OF THIS LESSON: This lesson will be about virtual money and how it
functions. This lesson will mostly focus on Bitcoin to demonstrate how virtual
money can be controversial.
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will be able to determine what is considered virtual money.
Students will be able to evaluate what bitcoin it though the movies and
readings.
SKILL OBJECTIVES
Students will be able to explain their opinion on bitcoin through discussion.

Students will be able to summarize the articles and the opinions in them.
COMMON CORE CCR STANDARDS: 11-12.RH.8, 11-12.WHST.6

and practices
The instructor will need to know the ins and outs of Bitcoin and how it
works. This includes what it is, how it runs, and the controversy behind it. The
instructor will also need to be aware of the changes in policy on this issue each
year because it could change or be demolished or changed to a different
system.
ASSESSMENT/s:
Students will start off by being formally assess on the information from the
class before though the bell work. Students will also be assessed for prior
knowledge though the first half of discussion. There will be another assessment
for understanding to see if the students have a reasonable understanding of the
topic for this class.
The instructor will need the link for the clips
http://www.goorulearning.org/#collection-play&id=07423973-7c23-4ba4-af73f212baf6e3a9&rid=75423f14-2b2a-4a71-950e-248b21015eb0
The instructor will also need the three articles printed out at least three or four
times depending how many people are in the classroom. There are three
articles but the class could be split up into more than three groups. The instructor
will also need to print out a set of questions for each group. The instructor will
also need to look up the exchange rate for bitcoin compared to the United
States Dollar.
USE OF TECHNOLOGY:
The Instructor will be using the computer, projector, and internet to show
the video clips to class.
ACCOMMODATIONS:
Students to have a hearing impediment will be given a transcript of what
the video clips say if asked for it. The students will also be able to asses any
assignments and classroom activities on the classroom shell.
VOCABULARY:
Vocabulary for this lesson is: Bitcoin, currency, money.

Students will come into class and have 5 minutes to complete their bell
work questions. After the students have completed their bell work, we will discuss
as a class what money is and what is BitCoin. This should take about 5 minutes.
Students will then watch videos that discuss virtual money and BitCoin. These
videos will be about 15 minutes long all together. The instructor will then give
directions over the group activity. The instructions and activity should take about
11 minutes. The last 10 minutes of class we will discuss as a class the group
activity and any questions students still have.
Time
Activity
Students Learning Tasks
5 mins.
Bell work
Students will answer the The instructor will take roll

bell work question. What
are the three functions
of money?
5 mins.
Opening
discussio
n
Students will be asked

several opening
questions to get them to
think about the lesson.
Students will also be
able to ask any
questions about the
class before about
money.
The instructor will ask the

following questions during
opening discussion. What is
the purpose of money in an
economy? Does anyone
know what Bitcoin is?
15 mins
Video
Clips
Students will watch two

video clips about what
Bitcoin is and how it
functions.
The instructor will show two

clips about Bitcoin and how
it functions.
The first video is a clip from
the Good Wife at following
link.
http://www.goorulearning.o
rg/#collectionplay&id=07423973-7c23-
4ba4-af73f212baf6e3a9&rid=75423f14
-2b2a-4a71-950e248b21015eb0
The second clip will be on
the next page in the
activity. Go to the next clip
by clicking the three at the
top of the page.
Play both links completely.
1 min.
Give
informati
on
Students will listen
Instructor will give the

current exchange rate of 1
Bitcoin to American Dollars.
10 mins.
Group
activity
students will be put into

groups. Each group will
be given one of three
articles about Bitcoin.
The students will also be
given guiding questions
that tey will need to
answer an a separate
piece of paper.
The instructor will walk

around and help students
when they need it and
listen to the discussion of
each group.
10 mins
Final
class
discussio
n
Students will discuss how

the group answered the
questions related to
their article and listen to
the other groups. After
each group the
students will answer final
questions by the
instructor.
The instructor will lead

discussion. The instructor will
then ask questions after
each group talks about
their article. Three questions
will be listed. Is Bitcoin funny
money or a legitimate form
of exchange or currency?
2 mins.
assign
Students will write down
homewor homework.
k
The instructor will inform the

students that they need to
read chapter 10 section 2.
questions they have for the

chapter and answer the
questions in the quick write.
This does not need to be a
short essay but long enough
to explain your answer.

Day (s) 1 day
FOCUS OF THIS LESSON: This lesson is an introduction to banking system and a
small history of the American Banking System.
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will be able to demonstrate understanding of how the money

supply is measured
Students will be able to identify the services offered by banks.
SKILL OBJECTIVES
Students will be able to understand how a loan works.

Students will be able to know the key terms.

ARIZONA STANDARDS: Concept 3-PO 5
NCSS THEME/S:1.5: Individuals, Groups, and Institutions

The instructor will need to know about the banking system and the history.
ASSESSMENT/s:.
The students will be assessed though the bell work.
The instructor will need the prezi.
http://prezi.com/fgtgxg1s9cos/?utm_campaign=share&utm_medium=copy&rc
=ex0share
USE OF TECHNOLOGY:
The instructor will need the computer, internet, and projector.
USE OF INQUIRY:
There is no use of inquiry in this lesson.
ACCOMMODATIONS:
Students will be able to access the Prezi on the Edmodo page of the class.
VOCABULARY:
This lesson will cover the following vocabulary: money supply, liquidity,
demand deposit, loans, default, mortgage, credit cards, interest, principle,
debit, and creditor.
This lesson starts off with a bell work question. Next students will listen to a
lecture on the banking system for no longer than 20 mins. Finally the class will go
over a group assignment that will involve students to create a skit on the
functions of the Federal Reserve.
Time
Activity
Teachers Learning
Tasks
5 mins.
Bell work
Students will respond to the

bell work scenario.
Students will be asked to
imagine that the school
was going to set up its own
banking system. There are
two choices the school
can choose from: each
classroom has its own bank
with its own rules or create
a single bank for the entire
school under the direction
of the principle with small
committees consisting of
teachers and students. The
students will discuss in their
table groups about which
one would be better along
with the advantages and
disadvantages.
20 mins.
Lecture
Students will take notes

while the instructor is
lecturing
The instructor will

lecture on banking
Students will have to make

a skit on the functions of
the federal reserve on the
day after the introduction
to the FED. Students will be
put into groups and given
a function. Students will
meet in their groups until
the end of class to start
working on their
assignment.
The instructor will

describe the activity to
the class and assign
the groups and
functions.
20. mins. Future

homework
assignment

Day (s) 1day
FOCUS OF THIS LESSON: This lesson is about the financial crisis of 2008.
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will be able to identify causes of a financial crisis.
Students will be able to express their opinion about the financial crisis.
SKILL OBJECTIVES
Students will be able to interpret an article about the financial crisis.
Students will be able to organize their thoughts to formulate an opinion.
COMMON CORE CCR STANDARDS: 11-12.RH.3, 11-12.RH.8
and practices
The instructor will need to know about the banking system and how the
financial crisis fits into the banking system. The instructor will also need to know
enough about the financial crisis to inform students about it more in answer
questions.
ASSESSMENT/s:
The students will be assessed during the bell work by asking them what they
do know about the financial crisis.
The instructor will need the computer to show the youtube video. the
instructor will also need the article to be printed out and more guiding questions
for the discussion.
USE OF TECHNOLOGY:
The instructor will be using the computer, internet, and projector to show the
video.
USE OF INQUIRY:
Students will think about how the financial crisis happened and how they
could have changed what happened.
ACCOMMODATIONS:
Students who have a hard time hearing will be able to read caption. Students
who read slower will be able to skip around during the reading and still
understand what is going on.
VOCABULARY:
This lesson will cover the following vocabulary words: Financial crisis.
The class will start out with bell work questions. After the instructor will show a
video that talks about the causes of the financial crisis. Students will then read
an article about the financial crisis. Then students will answer discussion questions
that the instructor will facilitate. Before the end of the class the instructor will
remind students of the homework.
Time
Activity
5 mins.
Ball work
Students will answer the

question What do you
know about the financial
crisis of 2008 and did it
affect your family.
The instructor will take role.
15 mins.
Video
Students will watch the

video
The instructor will put on a

video that explains the
financial crisis and how it
could come about. Link:
http://youtu.be/N9YLta5Tr2A
10 mins.
Reading
Students will read an

article on the financial
crisis.
The instructor will give the

students the reading called
Teaching the financial
Crisis
10 mins.
discussion
Students will discuss what

they think about the
financial crisis and the
guiding questions from
the instructor.
The instructor will guide the

discussions though
questions. What in your
opinion caused the financial
crisis? Do you think the
investment plan to
consolidate loans was a
good strategy? How would
you fix the situation?
2 mins
Homework
Students will be reminded

about the homework due
in three days
The instructor will remind

students that their skits are
due in three days.

Day (s) 1day
FOCUS OF THIS LESSON: This lesson is on The Federal Reserve, its history, and its
structure.
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will know what the Federal Reserve is and its powers
Students will understand how the Federal Reserve affects their lives
SKILL OBJECTIVES
Students will be able to analyze the Federal Reserve and its powers

NCSS THEME/S:1.5: Individuals, Groups, and Institutions
The instructor will need to know how the Federal Reserve was founded
and what events have happened since the opening of the Federal Reserve.
Powers held by the Federal Reserve will also be needed to be know.
ASSESSMENT/s:
There will be Bell Work that will pre-assess the level of knowledge of the
Federal Reserve. The discussion will be a formative assessment in the lesson to
see what information that students have learned throughout the lesson.
INSTRUCTIONAL MATERIALS
Materials needed will include printed out word search for students who do
not have access to a computer.
USE OF TECHNOLOGY:
The Instructor will use YouTube to show videos over the Federal Reserve
and to show how to get to word search. Students will use online word search to
complete homework
USE OF INQUIRY:
Students will discuss the Federal Reserve and express opinions on the Fed.
They will use the video as a tool to understand the Fed and the word search to
understand vocabulary
ACCOMMODATIONS:
The instructor will print out word search for students who do not have
access to a computer. The lesson will also be recorded and loaded onto
Edmodo for students to review.
VOCABULARY: Bank, Centralized, Collateral, Continental, Currency, Deficit,
Depression, Federal Reserve, FOMC, Inflation, Modernize, Progressives, Reform,
Securities, Speculation, Treasury

The students will come in and answer the Bell Work questions on the
board. They will have 5 minutes to complete the task. After that we will watch a
video that explains what the Federal Reserve is. This should take about 15
minutes. Then we will discuss as a class the information from the video and refer
back to the Bell Work questions. This should take about 10 minutes. After the
discussion we will watch another video that is a bias version about the Federal
Reserve. This will take about 10 minutes. After the video we will discuss both
videos and compare and contrast the videos. This should take 5 minutes. For the
last 5 minutes the instructor will wrap up the lecture and assign a word search to
be done as homework. It will be over the history of the Federal Reserve. The
instructor will also remind students their skits over the Federal Reserve functions
are due the next day.
Time
Activity
Students Learning
Tasks
5 Minutes
Bell Work
Students will answer the The instructor will take

Bell work Questions.
roll.
What is the Federal
Reserve? How is the
Federal Reserve
related to money and
the banking system?
15
minutes
Video over
the Federal
Reserve
Students will watch a

video that briefly
explains the Federal
Reserve and its history.
Instructor will pull up the

video on youtube. Link:
https://www.youtube.co
m/watch?v=L0hQfaxYU8
k&feature=youtu.be
10
Minutes
Discussion
As a class we will
discuss what the
Federal Reserve is and
refer back to the Bell
Work questions.
Instructor will lead the

discussion and ask
students questions about
the Federal Reserve.
10
Minutes
Video
Students will watch a

video about the
Federal Reserve
5 Minutes
Compare and Students will compare

Contrast
and contrast the two
videos
Instructor will moderate

and lead discussion
5 Minutes
Assign
Homework
and Remind
Students
about Skits
The instructor will assign

a word search for the
students to complete
and turn in the next day.
Link will be posted on
edmodo. Link:
http://www.federalreser
veeducation.org/resourc
es/games/wordsearch/

their homework and
ask any questions they
may have
Instructor will watch the

video as well
The instructor will also

remind the students that
their skits for the
Functions of the Fed are
due tomorrow
Day (s): 1 day
FOCUS OF THIS LESSON: The Functions of the Federal Reserve
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will know the functions and powers of the Federal Reserve
SKILL OBJECTIVES
Students will be able to effectively describe the functions and powers of

the Federal Reserve

NCSS THEME/S: 1.5: Individuals, Groups, and Institutions, 1.7: Production,
Distribution, and Consumption
LESSON:
The instructor will need to know the functions and power that the Federal
Reserve has. They will also need to know the difference between fact and
opinion when the students are presenting their skits about the functions of the
Federal Reserve.
ASSESSMENT/s:
The polleverywhere question will pre-assess what the students know and
understand about the functions of the Federal Reserve. The skits will be a
formative assessment to see what the students have learned about the Federal
Reserve.
The instructor will need a rubric to grade the students skits and a timer to
keep students on track.
USE OF TECHNOLOGY:
The instructor will use Prezi for the short lecture. There will be no use of
technology used for the students.
USE OF INQUIRY:
Students will research the functions of the Federal Reserve and present
the information they have found.
ACCOMMODATIONS:
The lesson will be recorded and put on Edmodo for students to review.
VOCABULARY: Issuing currency, stabilizing economy, inflation, regulation,
banker, agent, check clearing, supervising leading practices, lender of last
resort, reserves, bank examinations, demand for money
Students will come into class and answer the polleverywhere question. This
should take about 5 minutes. We will then have a small lecture over the
functions of the Federal Reserve. This should take about 10 minutes. After the
lecture the students will present their skits over the functions of the Federal
Reserve. This should take about 30 minutes. After the presentations, the instructor
will assign homework. This will take about 5 minutes.
Time
Activity
Teachers Learning
Tasks
5 Minutes
Bell Work

Instructor will take roll
class and answer a
polleverywhere question.
Link to
poll:https://www.pollevery
where.com/free_text_polls/
sQfkBa1cmmtcv4A
10
Minutes
Lecture
Students will take notes as

the instructor lectures on
the functions of the Federal
Reserve
Instructor will lecture on

the functions of the
Federal Reserve and
answer questions that
students may have
30
Minutes
Skits
Students will present skits

over the Functions of the
Federal Reserve
Instructor will grade the

students via a rubric
5 Minutes
Assign
Homewor

their homework that is due
Instructor will assign

reading for Chapter 16
the next class
Section 3. Then the

instructor will assign a
written response to
question 11 at the end
of the chapter. The
response to both part A
and B must be at least 5
sentences. Questions
will be posted on
Edomdo as well.

Day (s): 1 Day
FOCUS OF THIS LESSON: Monetary Policy and its Effect on the Economy
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will understand the way Monetary Policy affect the economy
Students will know how Monetary Policy is connected to the Federal
Reserve
SKILL OBJECTIVES
Students will be able to analyze the effectiveness of Monetary Policy

Students will be able to discuss the connection between Monetary Policy
and the Federal Reserve

NCSS THEME/S: 1.7: Production, Distribution, and Consumption

The instructor will need to know the functions of Monetary Policy and how
it is connected to the Federal Reserve.
ASSESSMENT/s:
The bell work will pre-assess the level of understanding that students have
about Monetary Policy. The activity with vocabulary will be a formative
assessment to see what the students have learned about Monetary Policy.
The instructor will use a two videos about Monetary Policy. The instructor
will also need to create large cut outs of vocabulary words and definitions. They
can be color coded with a highlighter
USE OF TECHNOLOGY:
Students will watch a two videos regarding Monetary Policy.
ACCOMMODATIONS:
Students will have as much time as they need to make a decision about
the definitions. The lesson will also be recorded for students to review and put
onto Edmodo.
VOCABULARY: Monetarism, Easy Money Policy, Tight Money Policy, Inside Lag,
Outside Lag, Interest Rates, Good Timing, Bad Timing, Inflation
Students will come in and write a response to the Bell Work questions. This
will take about 5 minutes. Then as a class we will discuss the Bell Work questions.
This should take about 5 minutes. After that, the instructor will pull up two videos
about Monetary Policy. This should take about 10 minutes. Next, the instructor
will give instructions about the activity. This should take 5 minutes. The activity will
have students forming groups and making the decision of what definitions
match with which words. This should take about 20 minutes. The last 5 minutes of
class will be the instructor assigning homework.
Time
Activity
5 Minutes
Bell Work

class and respond to
the questions on the
board. They will write
their answers on the
board under the
question. Questions:
What is Monetary
Policy? How is Monetary
Policy connected to the
Federal Reserve?
Instructor will take role
5 Minutes
Discussion
Students will discuss the

answers they put on the
board.
Instructor will moderate

discussion
10
Minutes
Video
Students will watch two

videos about Monetary
Policy and how it
affects the economy.
Instructor will pull up the

videos from the Federal
Reserve Website. Link to
video 1:
https://www.youtube.com
/watch?v=agDq9mO7cN
w&feature=player_embed
ded Link to video 2:
https://www.youtube.com
/watch?v=mw4hW_LEeI&feature=player_
embedded
5 Minutes
Instructions

instructions and form
groups after instructions
Instructor will give

instructions to activity.
Students will form groups
of 6. There will be
vocabulary words
pertaining to Monetary
Policy taped to the walls
of the classroom. The
students will be handed
cut outs with the

definitions. They will be
color coded to make sure
the instructor knows what
group put what definition.
As a group the students
will decide what definition
goes with what word. The
group with the most
correct definitions gets 5
points extra credit on their
exam.
20
Minutes
Activity
Students will decided

what definitions are
correct
Instructor will keep track of

points and discuss the
definitions
5 Minutes
Assign
Homework

homework for the next
day
Instructor will assign

students to review their
notes and readings.
Remind the students that
they next day will be a
review day

Day (s): 1 Day
FOCUS OF THIS LESSON: Review day
Essential Questions
What is money?
CONTENT OBJECTIVES
Students will know the functions of the Federal Reserve, Money, and
Banking
SKILL OBJECTIVES
Students will be able to effectively explain the functions of the Federal

Reserve, Money, and Banking
Students will be able to analyze the connection between the Federal
Reserve, Money, and Banking
COMMON CORE CCR STANDARDS: 11-12.RH.3,11-12.RH.8

ARIZONA STANDARDS: Concept 3- PO 5, PO 6
NCSS THEME/S: 1.5: Individuals, Groups, and Institutions, 1.7: Production,
Distribution, and Consumption, 1.10: Civic Ideals and practices
Questions that students might have over the topics from the Unit
The Functions of Money, Banking and the Federal Reserve
How these topics relate to the students lives
ASSESSMENT/s:
Since this is a Review Game, the number of points each team earns will
help with understanding where our students level of understanding is.
The instructor will need whiteboards and dry erase markers, small
basketball hoop, and a small basketball.
USE OF TECHNOLOGY:
There is no use of technology in this lesson.
ACCOMMODATIONS:
If a student is uncomfortable speaking they may be scorekeeper. The
Review Day will be recorded and put up on Edmodo for students who want to
review more at home or were absent.
VOCABULARY:
The vocabulary in this lesson is all the vocabulary from the entire unit.
The students will come in and ask any questions they have about the unit. This
will take 5 minutes. After all questions have been answered, the instructor will
give instructions over the review game. This should take about 5 minutes. For the
last 40 minutes of class the students will play the review game and the instructor
will moderate the game.
Time
Activity
Students Learning
Tasks
5
Minutes
Bell Work

any questions they
have about the unit
that they do not
understand.
The instructor will take roll.

After the instructor will
answer any student
questions that still need
answered.
5
Minutes
Instructions

the instructions of the
review game and be
able to ask questions if
they do not understand
Instructor will give directions.

Link for directions and
description of the Review
Game:
http://toengagethemall.blo
gspot.com/2013/02/grudge
ball-review-game-wherekids-attack.html
40
Minutes
Review
Game
Students will play game Instructor will ask questions

and be moderator for the
game
Day (s): 1 Day
FOCUS OF THIS LESSON: This final lesson is the summative assessment.
Essential Questions
What is money?
CONTENT OBJECTIVES:
Students will describe how Money, Banking, and the Federal Reserve
affect their daily lives.
SKILL OBJECTIVES:
Students will be able to explain the connection between Money, Banking,

and the Federal Reserve.
COMMON CORE CCR STANDARDS: N/A

ARIZONA STANDARDS: N/A
NCSS THEME/S: N/A
The instructor will not need to know anything for this lesson other than the
answer key to test questions.
ASSESSMENT/s:
This will be the summative assessment over the unit. It will be an exam with
essay and multiple choice questions.
The instructor will need to have printed out enough tests for the entire
class and an answer key for the instructor.
USE OF TECHNOLOGY:
There was no technology used during this unit.
ACCOMMODATIONS:
Some students may need more time to complete the exam which they
can do during lunch or after school. Some students may need to go to the
Media Center to take their exam to eliminate distractions. Students are also
welcome to ask question of the instructor will the test is going.
VOCABULARY:
The vocabulary from the entire unit will be covered during the test.
Students will have the entire class time to complete the exam. They may
ask the instructor questions if they are confused about a question.
Time
Activity
50
minutes
Exam
Students will complete their

exam over the Unit
Instructor will take role at

the beginning and watch
over the class to make
sure no one is cheating
After
students
finish
When students are done with

the exam the students will
work quietly and are allowed
to listen to music with their
phones or mp3s.
6. Professional Dispositions
a. The Prentice Hall Economics book was used to supplement information.
b. All videos were found through YouTube or the Federal Reserve website.
c. We used fte.org to gain ideas for lessons.

Econ Unit Plan

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Money, Banking, and The Federal Reserve

Economics Unit Plan

a. Classroom: The classroom will be set up with student tables placed in

3. Content and Content Knowledge Application

supervision, financial services, monetary

money there will be a simulation that will assess what students

7. Instructional Planning and Strategies:

DAILY LESSON PLAN TEMPLATE

Students will be able to describe their prior knowledge through an

Students will be able to match vocabulary words with their definition.

COMMON CORE CCR STANDARDS: 11-12. RH.3, 11-12.RH.8

Teachers Learning Tasks

Students will taking a

The instructor will pass

Introduce the Students will listen to

Instructor will tell students

Students will be able to

The instructor will

Students will work on a

The instructor will walk

The instructor will ask

Students will listen to

The instructor will inform

DAILY LESSON PLAN TEMPLATE

Students will be able to identify the functions of money by participating in

Students will be able to demonstrate bargaining thought the money

COMMON CORE CCR STANDARDS: 11-12.RH.8

Teachers Learning Tasks

Students will come into

The instructor will have the

advertisement that says for

Students will volunteer

The instructor will ask students

Students will listen to a

The instructor will have the

Students will be given

The instructor will introduce

Students will write

The instructor will have

DAILY LESSON PLAN TEMPLATE

Students will be able to explain their opinion on bitcoin through discussion.

COMMON CORE CCR STANDARDS: 11-12.RH.8, 11-12.WHST.6

LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:

Students Learning Tasks

Teachers Learning Tasks

Students will answer the The instructor will take roll

Students will be asked

The instructor will ask the

Students will watch two

The instructor will show two

Students will listen

Instructor will give the

students will be put into

The instructor will walk

Students will discuss how

The instructor will lead

The instructor will inform the

questions they have for the

DAILY LESSON PLAN TEMPLATE

Students will be able to demonstrate understanding of how the money

Students will be able to understand how a loan works.

COMMON CORE CCR STANDARDS: 11-12.RH.8

DESCRIPTION OF WHAT YOU AS AN INSTRUCTOR NEED TO KNOW TO TEACH THIS