Teacher Notes
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M-N-M COMMITTEE
To Whom It May Concern: |
The Task
You and your team must gather data and create a plan that describes the physical look of money in the future and how it will be distributed in the next millinmum in the United States. To do this, you will look at present-day monetary policy, readings about future suggestions for money and visit web sites on these topics. Once you've gathered your data, your team will create a plan for our money. Your team will present to this to the Joint congressional commission. Be prepared to back up your plan with facts.
The Process
To establish your plan you need to designate the following roles in each group: spokesperson(s) , recorder, artist, and economist(s). All task force members will need to share in the research. After you have your data, develop a presentation that includes:
Create a presentation no longer than 15 minutes. After all presentations, the committee will select the plan they feel best fits the needs of our nation in the new century.
Resources
These resources are a good starting place for finding out information about the future of money....
Examples of Other Resources
"The Future of Money" and "E-Cash". Business Week, June 12, 1995. pgs.66-78.
Bray, Nicholas. "FutureShop: 'No Cash Accepted; Mircochip-Card Purchases Only'." Wall Street Journal. July 13, 1995.
Zabluoff, Marc.Editor ìSpecial Issue: The Science of Moneyî.
Newspaper or magazines with information on business, banking or money.
Learning Advice
To do a good job on your presentation to the Joint Congressional Commission on Money for the New Millinimmum you really need to believe in your plan. Make it something that is realistic, could work and will improve the quality of life for all of us living in America. Try to look at your plan from many points of view: i.e. - that of an environmentalist, an economist, a politician, a wealthy farmer, a poor farmer, an industrialist, the media, a taxpayer, etc. It's hard to satisfy everyone, but work to compromise and develop arguments for what you believe is the proper plan.
Since this is a team activity, divide the tasks and responsibilities among all members. Remember that everyone has a talent that makes them valuable to the group. Find everyone's strengths and take advantage of them. There are different styles of learning. In your presentation, try to meet the needs of all members of the committee. Don't just talk - use visual aids, hands on demonstrations, etc. to catch the attention of the comission and convince the members your plan is the best.
Evaluation
This project is evaluated through the thoroughness of your research, your group's presentation to the committee, and your individual reflection sheet. As a class we will develop a rubric to help your team focus its presentation.
Conclusion
Thinking back to what you learned about the future of money during this unit, do you feel this much thinking went into developing the first systems of money in the past? What has caused the changes, if any?
How can we help other countries to develop money for the future on their own without putting American values into their cultures?
Can you make comparisons to other nations around the world who are trying to change their money? How about the Eurodollar?
Reflection
Looking back over your group's research and presentation answer the following questions to yourself. Pick one to write out an answer to turn in for part of your evaluation.
To create and describe advantages and disadvantages of a new system of currency for the future.
Information Literacy Skills:
History Social Standards Science:
12.1 Students understand common economic terms and concepts and economic reasoning, ...
3. distinguish between monetary and non-monetary incentives and explain how changes in incentives cause people to change their behavior in predictable ways.
12.3 Students analyze the influence of the US government on the economy.
4. Explain arms and tools of monetary policy and its impact on the money supply,... H/SS Analysis Skill: Grade 9-12 Historical Interpretation: 6.students conduct cost/benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S economy
Length of Lesson:
2 - 3 - 50 minute class periods, which may vary according to Internet accessibility.
Resources or materials needed:
Copies of articles used in eariler readings assignments.
Glossary of economic terms and their definitions.
Lesson sequence:
Last Revised 04/05/06
