Cody Beck

How Poverty Sways the Mind

Stage 1 Desired Results

Established Goals (Include ACOS standards in this section):

13.) Explain challenges of the post-World War I period.
Examples: 1920s cultural disillusionment, colonial rebellion and turmoil in Ireland and India,
attempts to achieve political stability in Europe
Identifying causes of the Great Depression
Characterizing the global impact of the Great Depression
14.) Describe causes and consequences of World War II.
Examples: causesunanswered aggression, Axis goal of world conquest
consequenceschanges in political boundaries; Allied goals; lasting issues such as the
Holocaust, Atomic Age, and Nuremberg Trials
Explaining the rise of militarist and totalitarian states in Italy, Germany, the Soviet Union,
and Japan
Identifying turning points of World War II in the European and Pacific Theaters
Depicting geographic locations of world events between 1939 and 1945
Identifying on a map changes in national borders as a result of World War II
Economics
o 8.) Explain the impact of the labor market on the United States' economy.
Identifying regional characteristics of the labor force of the United States,
including gender, race, socioeconomic background, education, age, and
regional specialization
Explaining how supply of and demand for labor affect wages
Describing characteristics that are most likely to increase wage and
nonwage benefits, including skill, productivity, education, occupation, and
mobility
Explaining how unemployment and inflation impose costs on individuals and
nations
Determining the relationship of Alabama and the United States to the global
economy regarding current technological innovations and industries (Alabama)
Examples: World Wide Web, peanut industry, telecommunications industry,
aerospace industry

Tracing the history of labor unions and methods of contract negotiation

by labor and management (Alabama)

Understandings (Students will understand that ):

Effects of the Treaty of Versailles on Germany
The effects of Hyperinflation on Germany
How poverty effects decisions made throughout life.
How German citizens could allowed Adolf Hitler to come to power.
Essential Knowledge (Students will know ):
Hyperinflation
German mark
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Cody Beck
How Poverty Sways the Mind
Poverty of German citizen after World War One
Treaty of Versailles

Essential Skills (Students will be able to ):

Students will be able to budget using very little money.
Students will be able to analyze the economic effects of a war.
Essential Question(s):
Had Germany not had to pay such war reparations, would World War 2 have ever
happened?
Can the desperation set forth by hyperinflation be THE single cause of war? Why or
why not?
Stage 2 Assessment Evidence
Performance Task(s):
Students will be paired and given the role of Shopper or cashier.
o The shoppers will have a grocery list of 5 items that they will try to shop for
while the prices are being raised by inflation as they shop.
o The cashiers will receive a grocery list with the groceries, their prices, and the
price increases for every 10% that they are raised.
o The shoppers will go to the front of the room and draw groceries out of a
bucket. The groceries will be written on little pieces of paper with their
ORIGINAL price on them.
Shoppers will have to do the calculation of the 10% every twenty
seconds
o Cashiers are informed every twenty seconds that the price of their items are
going up 10%.
Other Evidence:
3-2-1 Activity
Facts Sheet
Stage 3 Learning Plan (Include approximate time for each activity in the learning plan)
Materials needed for the lesson:
Pencil
Paper
Calculator
Grocery list (provided by teacher)

Review of relevant, previously learned information:

Have students individually create a facts sheet with five facts stating effects of World
War 1. (5 min)
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Cody Beck
How Poverty Sways the Mind

Bell ringer/Introductory Activity:

3-2-1 Activity: Students will individually write down 3 things that theyve learned
leading up to this lesson, 2 things they hope to learn during this lesson, and one
topic that they hope to cover in the future. The future topic does not have to relate
to the present lesson. (5 min)
Body of the lesson:
Put students into pairs and assign one student in the pair the role of the grocery
store cashier and the other the role of the grocery store shopper. (3 min)
Provide the cashiers with a list that has the groceries that the shoppers need to buy
with the prices. (Made by teacher prior to lesson. On this list the 10% price
increases will be included so that the cashiers do not have to manually do the math.
(2 min)
Provide the shoppers with a list of 5 grocery items. (Teacher will have Grocery lists
made for the shoppers prior.) (2 min)
The teacher will have a bucket in the front of the room with 30 products that the
students need inside the bucket. These products, along with their price, will simply
be written on a piece of paper. There will NOT be enough products in the bucket for
everyone. This forces the shopper to prioritize their shopping. (5 min)
Explain to the cashiers that the price will be going up 10% every 20 seconds during
their interactions with the shoppers. (This will be facilitated by the teacher with a
stopwatch announcing when every twenty seconds has passed.) (5 min)
Explain to the shoppers that they will analyze their shopping list and that to
simulate going to the grocery store they will come be coming to a bucket in the
front of the room and drawing one piece of paper out at a time and then going back
to their cashier to purchase the item that is on the piece of paper. (5 min)
Have the students do the activity for 10 minutes. (10 min)
Classroom discussion on the students observations during the activity.
o Questions for teacher to ask:
What did you find that your problems were during the activity? (5-10
min)
What was happening with your money throughout the duration of the
ten minutes? (5-10 min)
o Expected/hopeful observations:
Students should observe that when they first started shopping they
had enough money to complete their grocery list. But, as time went on
and they went to find their goods, the price went up drastically which
led to them ultimately not being able to get the goods that they
needed. They may also observe that there was not enough goods so
they had to prioritize their shopping.
Teacher show a PowerPoint with just pictures of war-torn Germany after World War
1, and the poverty throughout the nation. (Will be on Flash drive left for sub if there
is one). (10 min)
Also in the PowerPoint explain what hyperinflation is and show a chart of how
hyperinflation increased in such a short period of time.
http://en.wikipedia.org/wiki/Hyperinflation_in_the_Weimar_Republic#mediaviewer/Fil
e:GermanyHyperChart.jpg
Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Cody Beck
How Poverty Sways the Mind

Preview of the next lesson:

Ask students individually to anticipate how Hitler would soon rise to power through a
brief summary and keep the paper until the next lesson. (10 min)
Related out of class assignment: None
Description of co-teaching strategy used in this lesson. If co-teaching was part of
this lesson, describe: co-teaching model used, how and why this particular
strategy was employed, role (lead teacher/secondary teacher), and details of the
implementation of the co-teaching model.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004