Day 11

Grade:
3rd Grade
Subject:
History and Math
Lesson Topic:
Currency and Fashion in France
Learning Outcomes:
1. Students will identify the importance of fashion and Paris Fashion week in France.
2. Students will identify the euro as the currency used in France.
3. Students will demonstrate their understanding of the relationship between American
dollars and euros in order to solve problems involving addition and multiplication.
Standards:
8.4.3.B Identify the importance of artifacts and sites to different cultures and ethnicities.
6.2.3.G Identify characteristics of the local economy.
CC.2.1.3.B.1 Apply place value understanding and properties of operations to perform multidigit arithmetic.
CC.2.2.3.A.1 Represent and solve problems involving multiplication.
CC.2.4.3.A.3 Solve problems and make change involving money using a combination of coins
and bills.
NCSS Themes: Culture; Time, Continuity, and Change; Power, Authority, and Governance;
Global Connections; Production, Distribution, and Consumption; Civic Ideals and Practices
Anticipatory Set:
Upon entry to the classroom, each student will receive an invitation to Paris Fashion Week 2016
with a dotted color on the back, handed out randomly (either red, orange, yellow, green or blue).
Chairs will be lined up in rows in front of the SMART Board. Lights will be turned out. Students
will watch a segment (about 3-4 minutes) of the Chanel Spring/Summer 2016 Fashion Show
(https://www.youtube.com/watch?v=mOJTZ8zun4M) to get an idea of what it is like to be at
Paris Fashion Week. Prior to the showing of the video, students will be instructed to make
observations about the clothes worn by the models and about the Fashion Show as a whole (setup, display/environment, music, etc.). After the video, students will be instructed to sit in groups
based off of the color dot that is on the back of their invitation.
Procedures:
1. Once students are sitting with their groups, they will be instructed to discuss the
observations that they made during the Fashion Show, as well as any additional
information that they may already know about Paris (or any) Fashion Week. Students will
be given a few minutes to discuss.
2. Whole class discussion will begin about students observations, focusing on similarities
and differences.

3. Teacher explanation of Paris Fashion Week. Started in 1973. Series of designer

presentations held twice a year in Paris, France (spring/summer and autumn/winter
events). Paris Fashion Week is the biggest/most grand of all of the Fashion Weeks (there
is a Fashion Week in New York!). The event highlights the cultural diversity of Paris;
designers from all over the world choose Paris for their shows.
4. Teacher explanation of fashion in France. Paris is the world fashion capital. Most major
French fashion brands are headquartered in Paris. The French dress sophisticated,
professional, and fashionable, but not overly fussy. Typical outfits are nice dresses, suits,
long coats, scarves, and berets. One of the worlds top fashion schools is in France.
Worldwide, fashion is a 1.5 trillion dollar industry (and France is the leader!).
5. Students will rotate around the room within their groups to look at French fashion
resources. iPads will be used to view the magazines (iPads will already be open to
magazine web links) and the books will be available in hard copy. Group 1: Vogue Paris
Children (http://en.vogue.fr/fashion/hbt/dossier/children/1164); Group 2: Dashin Fashion
Designer Kids Magazine (http://www.dashinfashion.com/kids-fashion-france.html);
Group 3: MilK (http://www.milkmagazine.net/); Group 4: Picturing French Style: Three
Hundred Years of Art and Fashion by Jill Berk Jiminez; Group 5: Color Moves: Art &
Fashion by Sonia Delaunay. Students will be instructed to look through materials and
make observations/comparisons (fashion trends, patterns, prices, changes over time, etc.).
6. After each group has viewed all materials, a short whole group discussion about
materials/observations will begin, focusing on similarities and differences.
7. Teacher asks students to take out their white boards, write down the currency that is used
in France, and hold up their board when finished (euro, just like Spain and Italy). Each
group will be given euros and American money to view/compare.
8. Teacher states that $1=.88 and 1=$1.13, and writes the values on the board for student
reference.
9. Teacher explanation of the franc as currency in France before the euro. Euro replaced the
franc beginning on January 1, 1999. Three year transitional period when euro was the
official currency but existed only as book money. The period when the franc and euro
both had legal status ended on February 17, 2002. Having a single currency (euro) offers
many advantages and benefits, rather than each country having its own currency. Creates
stable currency and economy. Can trade/buy goods more easily between European
countries. Benefits include stable prices and more choices when buying goods, greater
opportunities for businesses to buy and sell, and a stronger presence in the global
economy/worldwide opportunities to buy, sell, and trade goods.
10. Different sizes and colors of euro banknotes: 5-, 10-, 20-, 50-, 100-, 200-, and 500-euros.
Different sizes, colors, and thickness of coins: 1, 2, 5, 10, 20, and 50 cents and 1 euro and
2 euros.
11. Students will be separated from their larger groups and put into pairs at random (each
person will be paired with someone from another colored group).
12. Teacher will explain to students that it is almost the end of their trip to France and they
will be given the opportunity to buy some souvenirs. Each pair must pretend that they
have $50.

13. One student will be the cashier, the other the customer. Using iPads, the student playing
the customer will have the option to go to the Souvenirs of Paris website
(http://www.souvenirsofparis.com/~souvenirfm/) or MilK
(http://www.milkmagazine.net/). They can buy as many items as they want, but they must
stay within the $50 budget. After choosing souvenirs, the cashier will add up the total
cost in American dollars, and then convert the cost to euros (i.e. $45 X .88= 39.6).
14. Students will be encouraged to use the laminated currency to pay/give change during the
role play activity.
15. Students must show all work on handout to be collected by teacher.
16. Students will switch roles.
17. After both students convert the cost in American dollars to euros, the students will
reenact the customer/cashier role play with different souvenirs, but convert from euros to
American dollars (budget of 50) (i.e. 40 X $1.13= $45.2).
Differentiation:
Students will work in random groups in order to share a variety of thoughts/observations
about Paris Fashion Week/Fashion Show and fashion. Working in a smaller group setting
will allow every student to share their thoughts and observations. The students can
engage in a good discussion about Paris Fashion Week and fashion in France. Staying
with the same groups for the viewing of magazines and books will allow discussion to
continue, and provide each group opportunities to interact with visuals in a hands-on way.
Students will be paired together for the souvenir buying activity. Working with a partner
will allow the students to help one another if needed, but they can also be independent in
the conversion process. Having more than one opportunity to convert between American
dollars and euros will provide the students with extra practice working with money and
conversions. Working with a student from another colored group will incorporate
diversity among grouping/ensure that the students are not working with the same people
throughout the lesson.
This lesson meets visual learners through the Chanel Spring/Summer 2016 Fashion Show
video experience, pictures of euros, French fashion magazines, and books compiled of
mostly images.
This lesson meets auditory learners through the explanations of Paris Fashion Week,
fashion, and the franc and euro.
Closure:
Trip wrap up. Discussion of souvenirs bought by student volunteers (i.e. how much money they
spent/what they bought/how they converted the money from American to euros/euros to
American). Teacher will ask volunteers to share something new they learned about fashion and
currency in France, or what they thought about the experience of looking at fashion in France
and converting money/buying souvenirs.

Assessment:
1. Teacher will listen to group discussions about their Paris Fashion Week and fashion
observations.
2. Teacher will observe that students correctly identify the euro as the currency of France.
3. Teacher will collect currency activity handout to check for understanding of the
relationship between American dollars and euros, and the correct addition and
multiplication solutions.
Materials:
Chanel Spring/Summer 2016 Fashion Show: https://www.youtube.com/watch?
v=mOJTZ8zun4M
Paris Fashion Week: All You Need to Know: http://www.whatparis.com/paris-fashionweek.html
Why is Paris Fashion Week so important? https://www.youtube.com/watch?
v=BMcKH5KriNs
White board for every student
Economic and Financial Affairs: The euro:
http://ec.europa.eu/economy_finance/euro/index_en.htm
Printed color pictures of euros laminated for student use
Printed color pictures of American money laminated for student use
iPads
Vogue Paris Children: http://en.vogue.fr/fashion/hbt/dossier/children/1164
Dashin Fashion Designer Kids Magazine: http://www.dashinfashion.com/kids-fashionfrance.html
MilK: http://www.milkmagazine.net/
Picturing French Style: Three Hundred Years of Art and Fashion by Jill Berk Jiminez
Color Moves: Art & Fashion by Sonia Delaunay
Souvenirs of Paris website: http://www.souvenirsofparis.com/~souvenirfm/
Technology:
SMART Board/any type of projection
Laptop/computer
Chanel Spring/Summer 2016 Fashion Show: https://www.youtube.com/watch?
v=mOJTZ8zun4M
iPads
Vogue Paris Children: http://en.vogue.fr/fashion/hbt/dossier/children/1164
Dashin Fashion Designer Kids Magazine: http://www.dashinfashion.com/kids-fashionfrance.html
MilK: http://www.milkmagazine.net/