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Activity #7:  Classroom Economy

The teacher introduces the “classroom economy”. The teacher scaffolds the ideas of the classroom jobs. The students are assigned jobs and will be paid (paper money). The teacher explains that the students participate in a classroom economy that is ongoing through the unit plan. They make money by completing their classroom job. Every day that they are present, complete their classroom job and interact well with their colleagues (fellow students in class) and their boss (the teacher) they are paid. Everyone makes an amount of money that they must budget and save, then they can have choices for purchase at the end of the week. They receive a payment and can make choices about spending or saving. They are fined for poor behavior. They are eligible for a bonus for excellent behavior.

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Activity #6: Creating a Budget plan

Students use technology to create a budget and plan for their needs by researching costs and making choices about how to spend their money. They must purchase 3 objects they pulled out of a hat- and they are given a budget they must stay within. The students can use sources from the population activity about needs and wants to determine how their family can live and what they need. The students use internet resources, from https://populationeducation.org/product/teaching-population/ we share out  in pairs, the students then share out whole group and we graph as a class what they bought.

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Activity #5:  Family or Community Interview

Tell students that they will be interviewing a family member to find out about people who work, trade, make money and participate in the economy. Brainstorm interview questions with students (e.g. “How do you make money?” “how do you save money” . . .. .? What goods and services do you buy?).

Once the class has created a list of interview questions, model interview techniques by inviting a staff or faculty colleague to come to the class to be interviewed by you.  Then, have students practice interviewing each other.  Next, ask students to use the class questions to interview a family member, or member of the community.  Students may conduct the interviews in English or in students’ home language.  Students should record the responses in the appropriate language and bring them to class.  Be sure to allow enough time (at least over a weekend) for the interviews to take place.

The students discuss what they learned in their interviews and make a poem about how they would make and spend their money.

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Activity #4:  Using Literature and Primary Source Photos

The students and the teacher look at the “Portraits of the American worker” as featured in the National Portrait Gallery online source. The students do a journal about connections, things they observe and notice and their opinions. Students get in to groups where they share their thinking and complete an inquiry task.

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Activity #3:  Using Literature

The teacher will read “The Tortilla Factory” to the class.  This story tells how a tortilla is made, from seed to plant to tortilla. The story includes the efforts of the workers, farmers and laborers.

The story and illustrations depict the efforts and dedication of the goods and services at the heart of the tale.

The teacher will begin with a picture walk, asking students to make predictions about the story. Then, while reading the story, she will pause at key points to ask questions about the setting, characters, artwork, paying special attention to the drawings.  Students will think-pair-share. Questions may include, “What are the goods and services in this story?” “what are the steps to make a tortilla?” The teacher will also help students make connections between the goods and services discussed in the story and in the other activities of the unit. The students will make connections to their prior knowledge and funds of knowledge.

This literature introduction with a picture walk, discussion, reading, connections to economic concepts, etc- repeats with the other books featured in the literature category of the unit.

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Activity #2:  Using Art- VAPA

The teacher will show WPA era artwork, photographs of murals to the class.  This art depicts farm workers and industry workers engaged in labor. They were painted in the 1930s around southern California. After observing and discussion the subjects and story of the works, students discuss what they see that can be categorized as good, and what is services and talk about the goods and services that are unseen but related to the stories of these laborers. The class discusses and the discussion is recorded on a chart, so that the students can refer to it as evidence and summary for their inquiry task and their opinion writing.

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Activity #1:  Introduction- Gallery Walk

The teacher will post culturally and racially diverse images of “Goods and Services”, around the room.  Images of Goods might include:

apples

groceries

clothing

Images of Services:

Farmers

firefighters

service men and women

(See Resource #1 for sample images.)

The teacher will explain to students that they will be reading informational texts about Goods and Services. Tell the students that they will also be investigating to find out the answer to the Inquiry Question, “Why do people trade?”   “We are going to investigate how the economy works, and what makes a fair trade.”Students will circulate the “gallery” in small groups, viewing the images and posting words or comments describing what they see. Afterwards, the teacher will ask each group of students to stand by one of the images, to read all the comments posted by that image, to share among themselves what the image represents, and then to share their impressions with the class.  Ask students to consider what all the images have in common.  Guide a collaborative conversation and help students determine that the images all represent people who make a difference.

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Students correctly apply terms related to economics and exchange; including budget, free-market, goods and services, manufacturing, market, and economy.

Students differentiate between goods and services.

Students pose relevant questions about individual choice and free-market. By using examples of stories about workers and budgets, products and services that impact and benefit the community through informational texts and interviews.

Students gather information from print and digital sources to form an evidence-based opinion about exchange and the role of money in daily life and purchases.

Students partake in a classroom economy to practice skills of cost-benefit ratio, individual choice and budgets.

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NPG exhibit- The sweat on their Faces, People at work 

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NPG exhibit- The sweat on their Faces, People at work 

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Lewis Wickes Hine, Child Labor, ca. 1908; gelatin silver print
(Bank of America Collection)

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Press release (17 October 2017) for the exhibition:

The Sweat of Their Face: Portraying American Workers
National Portrait Gallery, Smithsonian, Washington, D.C., 3 November 2017 - 3 September 2018

Curated by Dorothy Moss and David Ward

The National Portrait Gallery's exhibition The Sweat of Their Face: Portraying American Workers presents nearly 100 portrayals of laborers by some of the nation's most influential artists. The multifaceted exhibition includes paintings, sculptures, drawings, prints, media art and photographs that reveal how American workers have shaped and defined the United States over the course of its history-from the Colonial era to the present day. The exhibition examines the intersections between work, art, and social history. The fully bilingual (English and Spanish) display is on view from November 3 until September 3, 2018.

The Sweat of Their Face includes portraits by Winslow Homer, Dorothea Lange, Elizabeth Catlett, Lewis Hine, Jacob Lawrence, and other renowned American artists. Power House Mechanic, a photograph by Lewis Hine, and The Riveter, by Ben Shahn, are significant works in their own right, but they also highlight the artist's ability to recognize the vast population of anonymous workers and the contributions that their subjects have made. Furthermore, those depicted in The Sweat of Their Face- many of whom now appear as anonymous workers-draw attention to the relationships that exist between viewers, artists, and subjects.

"In The Sweat of Their Face, we explore who works, why, and how their surrounding conditions have changed and evolved over time," said Kim Sajet, Director of the National Portrait Gallery. "In the early years of the 21st century, crucial questions persist over issues of jobs and workers' rights, as well as larger issues of economic equality and social mobility. As we grapple with these questions, we might reflect on the labor of the workers from past epochs who have been brought out of anonymity and given the fullness of their humanity by some of America's great fine artists."

Spanning centuries and encompassing various genres, each of the artists in The Sweat of Their Face depicts an individual at a specific moment amidst America's changing landscape, but as the exhibition reveals, some laborers remain the same. For example, migrant workers have always been a part of American labor's story, and portraits such as Jean Charlot's Tortilla Maker and photographs from the California fields are reminders that with immigration, the United States has benefited from cultural exchange, innovation, and economic growth.

This exhibition displays loans from such notable institutions as the Smithsonian American Art Museum, the Metropolitan Museum of Art, the J. Paul Getty Museum, the Phillips Collection, and the Pennsylvania Academy of the Fine Arts, among others. The Sweat of Their Face is organized by curator of painting and sculpture, Dorothy Moss and historian emeritus, David C. Ward. An accompanying catalog presents essays by Moss, Ward, and British art historian John Fagg.

David Ward and Dorothy Moss,‎ with an essay by John Fagg, The Sweat of Their Face: Portraying American Workers Hardcover (Smithsonian Books, 2017), 224 pages, ISBN: 978 158834 6056, $40.

Work always has been a central construct in the United States, influencing how Americans measure their lives and assess their contribution to the wider society. Work also has been valued as the key element in the philosophy of self-improvement and social mobility that undergird the American value system. Yet work can also be something imposed upon people: it can be exploitative, painful, and hard. This duality is etched into the faces of the people depicted in the portraits showcased in The Sweat of Their Face: Portraying American Workers. This companion volume to an exhibition at the Smithsonian National Portrait Gallery examines working-class subjects as they appear in artworks by artists including Winslow Homer, Elizabeth Catlett, Danny Lyon, and Shauna Frischkorn. This richly illustrated book charts the rise and fall of labor from the empowered artisan of the eighteenth century through industrialization and the current American business climate, in which industrial jobs have all but disappeared. It also traces the history of work itself through its impact on the men and women whose laboring bodies are depicted. The Sweat of Their Face is a powerful visual exploration of the inextricable ties between American labor and society.

David C. Ward is the National Portrait Gallery's senior historian. He has curated exhibitions on Walt Whitman, Abraham Lincoln, American poetry, and the award-winning Hide/Seek: Difference and Desire in American Portraiture. He has also authored several books, including Charles Willson Peale: Art and Selfhood in the Early Republic. Dorothy Moss is director of the Outwin Boochever Portrait Competition and curator of painting and sculpture at the National Portrait Gallery. She has contributed to numerous exhibition catalogues, and her articles and essays have been published in The Burlington Magazine, Gastronomica, and American Art.

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Exhibition | The Sweat of Their Face: Portraying American Workers

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Lewis Wickes Hine, Child Labor, ca. 1908; gelatin silver print (Bank of America Collection) ◊ ◊ ◊ ◊ ◊ Press release (17 October 2017) for the exhibition: The Sweat of Their Face: Portraying American Workers National Portrait Gallery, Smithsonian, Washington, D.C., 3 November 2017 -- 3 September 2018 Curated by Dorothy Moss and David Ward...

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students do classroom jobs, earn money, make choices about how to spend their money- an activity to practice concepts about budgets

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What makes a fair trade?

What are goods and services?

What does it mean to budget money?

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Why do people trade with each other?
How is money spent and earned?

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Historical and Social Science Analysis Skills and 21st Century Skills

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Historical and Social Science Analysis Skills and 21st Century Skills

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Students correctly apply terms related to economics and exchange; including budget, free-market, goods and services, manufacturing, market, and economy.

Students differentiate between goods and services.

Students pose relevant questions about individual choice and free-market. By using examples of stories about workers and budgets, products and services that impact and benefit the community through informational texts and interviews.

Students gather information from print and digital sources to form an evidence-based opinion about exchange and the role of money in daily life and purchases.

Students partake in a classroom economy to practice skills of cost-benefit ratio, individual choice and budgets.

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Civics and Economics

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1. 6 Students understand basic economic concepts and the role of individual choice in a free-market economy.

1. Understand the concept of exchange and the use of money to purchase goods and services.

2. Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.