UNIT STUDY:

TEACHING TEENS ETHICAL USE OF INFORMATION

WHILE STUDYING THE STOCK MARKET
OVERVIEW:
In this three-part unit of mini-lessons, students will learn about digital literacy and how to use
information ethically while studying the history of the stock market and trading stocks to build a
portfolio. Students will gain a deep understanding of the stock market and recognize the relevance of
economics as they participate in an authentic task for learning and build a trading portfolio in an online
stock market simulation. Students will use a variety of digital technologies to complete the lessons and
associated assessment activities. They will interact with an expert speaking on the stock market. Finally,
they will reflect on their own learning to gain a complete picture of understanding.
This lesson is broken into three parts so that it can be completed across multiple class periods or all at
once depending on time available. Since each activity is an individual task the lesson is easily adaptable
to an online learning environment. The lesson plan section is written directly to the student, as if in an
online module. The lesson plan is flexible enough to be structured as individual tasks or as a group
activity. The first two parts are designed to be completed in 2-3 hours. The third part is designed to be
completed over a ten week trading period. Students should make at least one trade per week. Portfolios
must maintain at least 30 percent in equity. If below that amount, the Stock Market Game
automatically sells or short covers some stock, enough to pay off the debt and reach 30 percent equity.
The time requirement per day for that ten week period is at full discretion of the instructor and/or
student. A one week option is also provided. This lesson is designed for high school students in grades 9
through 12 but can be adapted for use in a college or middle school settings as well.

STANDARDS:
Georgia Economics Performance Standards Addressed:
SSEF2 The student will give examples of how rational decision making entails comparing the marginal
benefits and the marginal costs of an action.
SSEF3 The student will explain how specialization and voluntary exchange between buyers and sellers
increase the satisfaction of both parties.
SSEIN1 The student will explain why individuals, businesses, and governments trade goods and services.
SSEPF1 The student will apply rational decision making to personal spending and saving choices.

ISTE Standards Addressed:
1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. c. Use models and simulations to explore
complex systems and issues.

3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and use
information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media. c. Evaluate and select information sources and digital tools based on the
appropriateness to specic tasks.

4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plan
and conduct research, manage projects, solve problems, and make informed decisions using appropriate
digital tools and resources b. Plan and manage activities to develop a solution or complete a project. c.
Collect and analyze data to identify solutions and/or make informed decisions.
AASL Standards for the 21
st
Century Learner Addressed:
1. Inquire, think critically, and gain knowledge. 1.1.1 Follow an inquiry-based process in seeking
knowledge in curricular subjects, and make the real-world connection for using this process in own life.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
knowledge. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to
information and knowledge in order to construct new understandings, draw conclusions, and create
new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the
learning.
DIGITAL INFORMATION FLUENCY
Addressed in Lesson 1: Students will decide whether or not to integrate digital information related to a
specific information task. They will cite the source and/or author for the selected digital information.
Addressed in Lesson 2: Students will be able to locate information efficiently for the stock purchase in
the initial portfolio stage. They will evaluate information effectively in the investigation of the stock.
They will demonstrate open-mindedness to a variety of tools and strategies throughout this unit and the
digital information fluency process.
Addressed in Lesson 3: Students will demonstrate a universal disposition affecting information fluency
by consistently demonstrating confidence and persistence while engaged in the digital information
fluency process through the online simulation. The students will be given the opportunity to fail as the
markets react to situations beyond students control, which will lead to prime learning opportunities.
PRINCIPLES OF INQUIRY-BASED LEARNING
Addressed in Lesson 1: This lesson offers economics in a real-world setting. Students will find the study
relevant to the purchase of stocks in the third section. Students will complete a performance of
understanding and use technology to synthesize new concepts into a presentation available for critique
by students around the state. They will demonstrate digital citizenship by ethically using information.
Addressed in Lesson 2: Students will be completing the initial phase of an authentic task for learning by
preparing portfolios in this lesson. They will interact with an economics expert to gain knowledge of
stock market field work. They will work collaboratively to increase student mastery of the content.
Addressed in Lesson 3: This lesson addresses each of the principals of inquiry-based learning by having
students use technology to experience a real-world simulation. Simulations offer students an
opportunity to use skills and knowledge in real-world situations without having to live with the resulting
consequences. Students experiment and try new strategies in a controlled environment. They are free
to fail and reflect upon these failures in an opportunity to learn.