The Stock Market Crash and Dust Bowl that Shaped 1930s America 5th Grade

Rachel Morse EDU 567 Creighton University

Table of Contents
Pretest..3-4 Lesson 1 Mood Swing....5-6 Lesson 2 Introduction to the Stock Market.....7-8 Lesson 3 Black Tuesday....9-10 Lesson 4 Prices Then and Now...............................................................................11-12 Lesson 5 Investigating the Dust Bowl ...13-14 Lesson 6 Surviving the Dust Bowl..15-16 Post Test..17-19 Final Project.20 Childrens Literature...21 Resources..22 Appendix.23-31 Map of Dust Bowl Migration Route 32 Map of Dust Bowl States33

Unit Pretest
Name_______________________________________ Multiple Choice:
1. a. b. c. d. 2. a. b. c. 3. a. b. c. 4. a. b. c. d.

Date___________

The Dust Bowl in the United States was the result of A lack of environmental responsibility in agricultural practices. Severe Drought Giant dust storms blowing up from Mexico Both a and b The states most severely effected by the Dust Bowl were: New Mexico, Kansas, Oklahoma, Texas, and Colorado. Minnesota, Iowa, Nebraska, Missouri, and Kansas Nevada, Arizona, New Mexico, and Utah. When the price of goods and services go up Wages stay the same. Wages also must go up. People will stop buying goods and services until they go down. What happened on Black Tuesday? The United States stock market crashed. Markets went up so that investors made a lot of money. A new stock market was established in the United States. Dust Storms were so bad that it stayed dark through the day. True false: ___ Soil erosion occurs when native vegetation is destroyed. ___ Most people migrated to the north and east to escape the Dust Bowl. ___ The price of goods and services today are much higher than they were in the 1930s. ___ In the 1920s, many people believed that the prosperity of the decade would continue on indefinitely.

Pre Unit Vocabulary Assessment: For each term, check either do not know, recognize, or know. If you know the term, define it to the best of your ability. Term Stock Dont know Recognize Know and can define it

Investment

Close Price Share Profit Risk NYSE Stock Broker Market Value

Lesson 1 Mood Swing

Lesson Content: Students will learn about the change that occurred in the United States between the 1920s and 30s through listening to music from the two decades. Lesson Objectives: 1. After listening to the selected songs, students will be able to articulate the mood and message of each song. 2. After listening to two songs from each decade, students will be able to compare and contrast the mindset of Americans in the 1920s and 30s. Materials Needed: Computer access (for the teacher) Poster board Magazines Glue, scissors, markers Estimated Time for Lesson: 50 min Readiness: Anticipatory Set A lot of incredible events occurred in the 1920s decade. I need 12 volunteers to read aloud in order some of the events that led up to the 1930s. Cut each statement out and assign students to read them aloud in order. Today, were going to learn about how the perspective of Americans changed from the prosperity of the 1920s and the disparity of the 30s. Instruction: Input from Teacher Instead of talking about how life in the United States changed between the 1920s and 30s, have students listen to two songs written during those decades that reflect the mind set of Americans at that time. Were going to listen to two songs that reflect the overall mood of these two very different decades in United States History. Modeling As students listen, have them write down what they think the mood and message of the song was and try to pick out words or phrases that they hear in the song or that the song brings to mind. Have students try to put themselves in the shoes of someone who might be singing the song or listening to it on the radio. What kinds of feelings does it evoke? Play the song for the students, without telling them the era each song was written in. (Both songs available on Youtube) Blue Skies - Irving Berlin 5

 Brother, Can You Spare a Dime? Jay Gorney Assessment: o o Check for Understanding: Ask students which decade they thought each of the songs was from. Share basic information about each song. "Blue Skies written by Irving Berlin in 1926. Brother, Can you Spare a Dime? Written by lyricist E. Y. "Yip" Harburg and composer Jay Gorney in 1930. Have students share their responses to the songs at their tables or in assigned groups and then share as a table with the rest of the class what they thought the mood and message of the song was. As a class, discuss what the songs say about each decade. Note students responses to the songs during the class discussion to evaluate understanding of instruction. Guided Practice Now that we have an idea what the mindset of Americans was during these two decades, we are going to make posters comparing the mood of both decades. Use the words and phrases you thought of while you listened to songs and the lyrics if you want to. Break students into groups, and have each group make their own poster comparing the mood of the 1920s and the 1930s in the United States. Have one student from each group collect magazines, markers, poster board, construction paper, scissors, glue, and any other supplies for the project. Give students time to work on their posters, using their notes from the instructional activity for content. Walk around and provide additional guidance as needed. Independent Practice As homework, have students find a song that might be chosen to represent the mindset of Americans during the current decade. Each student will choose a mood and message for the song they chose and include a copy of the lyrics. Students will then write two paragraphs. The first paragraph will compare the mood and message of the song they chose to that of the two songs we listened to in class. The second paragraph will describe what people 70 years from now might conclude about our current decade from listening to that song. Closure: Now that we have an idea of how the perspectives of Americans changed in the United States between the 1920s and 30s, tomorrow were going to discover what exactly made the mood of the country change so drastically by investigating the stock market crash of October 1929. 6

Lesson 2 Introduction to the Stock Market

Lesson Content: Students will learn the basics of stock market investment in the United States. Lesson Objectives: 1. Students will be able to define major terms of stock market investment. 2. Students will be able to explain the basic process of investment in the United States stock market. 3. Students will be able to choose and track the progress of their own stock investments. Materials Needed: Current stock prices over one months time for several companies that students will be familiar with. Seymour, J.M. Stock Market Pie: Grandma Helps Emily Make A Million Internet Access SmartBoard or projector Stock Market Pie worksheet Stock Investment Performance sheet Poster paper or white/chalkboard (for KWL chart) Estimated Time for Lesson: 1 hr Readiness: Anticipatory Set Ask students what they know about the stock market. Begin a KWL chart, and record students responses for what they know and what they want to know about the stock market. Tell students that today they are going to learn what stocks are and the basic process of investment in the United States stock market. Instruction: Input from Teacher Were going to start learning about stock markets by reading, Stock Market Pie, by J.M. Seymour. As students read, have them fill out the Stock Market Pie Worksheet (See Appendix) with major terms and concepts. Stop and talk about the major terms and concepts on the worksheet as you read, further explaining or restating as necessary. Modeling Tell the students that they are going to get to make their own stock investments. On the SmartBoard or projector, demonstrate to students how they can find a company to invest in using Google Finance or Yahoo Finance. Point out key features using the Checking Stocks Online handout (see appendix). Using the Stock Investments Performance Tracker Sheet (see appendix), do an example 7

to demonstrate how students will choose a company to invest in, and fill out their sheet, continuing to track their investment twice a week for the next three week. Assessment: Checking for understanding Take questions from students and do more examples if necessary. Guided Practice Break students into groups of 2-3 and give each group a investment tracker sheet. Give each group several different stock options with quantity, perches price per share, and closing prices listed for one months time. Using the information given, have students fill out a Stock Performance Investment Tracker sheet. Independent Practice Give each student their own Stock Performance Investment Tracker sheet Each student will have 10,000 to invest and choose at least three stocks that they will invest in, and continue to track for the next three weeks. Every week, the entire class will report the performance of their chosen stocks. After students have followed their stock for 3 weeks, fill out the L section of the KWL chart.

Lesson 3 Black Tuesday

Lesson Content: The students will understand the causes of the stock market crash and how the crash helped lead to the great depression. Lesson Objectives: Student will be able to identity main events and reasons that led to the stock market crash of 1929. Materials Needed: SmartBoard or projector Article on Black Tuesday Fake money Paper/Pencils Estimated Time for Lesson: 50 min Readiness: Anticipatory Set Watch the video The Roaring 1920s on Youtube.(see resources) After watching the video, ask students why they think the 1920s were referred to ask the Roaring Twenties? As students if they had lived during the 1920s, would they have thought the next decade, the 1930s, would have been a prosperous and successful decade or a decade of extreme hardship for the country? Tell students that today they are going to learn how the situation of the American people changed so drastically from prosperity to poverty between the 1920s and 1930s.

Instruction: Input from Teacher Read and discuss the following article about Black Tuesday as a class: http://www.teachervision.fen.com/tv/printables/TCR/1576901009_122.pdf Modeling Ask students to recall what they learned about stocks in the previous lesson. As a class, discuss the following questions. What they would do if the price of their stock kept rising higher and higher, and they thought the prices would keep rising, would they buy more? Tell the students that during the 1920s, many people were optimistic in believing that the prosperity of the decade would continue. This led people to invest so heavily, they even borrowed money from banks to invest in the stock market. Explain to students that you are going to do an activity to simulate the stock market crash of 1929.

Assessment: Checking for understanding Answer any questions the students have so far and explain further anything they do not understand. Guided Practice Divide the class into bankers and investors, with one-fourth of the class being bankers, one-half being investors, and one-fourth being neither. Give each investor $100 to invest and each other student $100 to place in the bank. Tell the investors that the stock prices are rising, and they can invest all of their money, and then borrow even more from the bank to invest also. Remind them that as far as they know, the stock prices are going to continue going up. Give the investors a couple minutes to invest more into stocks and borrow money if they choose. Now announce that the stocks have suddenly fallen, by the time the investors tried to sell their stocks, it was too late, most of the money was gone. Now tell the students with their money in the bank to try and withdraw their money from the bank. When they cannot do so, ask the bankers where the money has gone. Discuss with students how the investors cannot pay back their loans, because their stocks lost their value, and thats where their money was. Now the bank cannot pay back those who did not invest in stocks.

Independent Practice Using the following internet resources and books, students will write their own reports of the stock market crash in 1929. o Feinstein, Stephen The 1930s o Blumenthal, Karen Six Days in October: The Stock Market Crash of 1929 o Bolden, Tonya FDRs Alphabet Soup o http://library.thinkquest.org/J001569/st.html o http://www.education.com/study-help/article/us-history-great-depression-stock-marketcrash/ o http://www.pbs.org/wgbh/americanexperience/features/introduction/crash-introduction/ Students will answer the following questions in their reports. o When did the stock market crasher occur? o What were two events/reasons that led to the stock market crash occurred? o Who was effected by the crash? Differentiation: 1. Students that need more of a challenge will make their report at least one page long and include three events/reasons that led to the stock market crash of 1929. 2. Students that need more assistance only need to make their report half a page long and include one event/reason.

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Lesson 4 Prices Then and Now

Lesson Content: Students will compare the cost of living in the 1930s to the cost of living now. Lesson Objectives: 1. Students will be able to compare wages and cost of living today with that of the 1930s. 2. Students will be able to recognize the relationship between cost of living and wages/salary. Materials Needed: Newspaper ads Prices Then and Now worksheet (see resources) Prices Then and Now Questions to Consider sheet (see appendix) Pencils Fake dollar bills Estimated Time for Lesson: 40 Min Readiness: Anticipatory Set Ask students if they know how much money it costs to buy a hot dog at a baseball game today. Give them a chance to guess, and tell them a hot dog would cost around $3-$5. Ask students to guess how much a hot dog would cost in 1930. Allow them to guess again, and tell them it would cost about 5-10 cents. Tell students that today, they are going to learn why prices are so much more today than they were in the 1930s. Instruction: Input from Teacher Give each student 1$ in fake money. Tell the students that the money they have received is their wage for the week and they will not make any more money until the next week. Now tell them you have something to sell them. Show them a candy bar and offer to sell it to them for 50 cents. Thats not very much and sounds like a good deal, right? Students will most likely think that you are asking too much, but if they dont, remind them that they have to buy everything theyll need for the whole week with their one dollar. Explain to students that how much you have to pay for items is determined by how much workers get paid. The higher wages are, the higher prices on food and other products will be.

Modeling Break students into groups and assign one student from each to get a stack of ads. Tell students that they are going to complete a sheet comparing prices of goods and 11

services today with prices in the 1930s using newspaper ads and magazines. Assessment: Checking for understanding Allow students to ask questions and further explain if needed. Guided Practice In their groups, have students look through the ads to find current prices. After they complete the prices portion of the worksheet, have students use the wages then and now information to complete and discuss questions # 1 and # 2 on the Questions to Consider sheet. Independent Practice For homework, have students complete question #3 on the Questions to Consider sheet.

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Lesson 5 Investigating the Dust Bowl

Lesson Content: Students will investigate the factors that contributed to the Dust Bowl. Lesson Objectives: 1. Students will be able to explain the factors that contributed to the Dust Bowl in the United States. 2. Students will be able to articulate the importance of environmental responsibility and recognize its impact on all members of society. 3. Students will be able to list at least three ways that soil erosion can be prevented. Materials Needed: Sandler, Martin The Dust Bowl Through the Lens SmartBoard or projector Paper and Stapler (to create guide books) Colored pencils Poster Paper Estimated Time for Lesson: 50 min Readiness: Anticipatory Set Ask students to imagine having a blizzard, but instead of snow, dirt being the substance that covered everything. Imagine that days at a time are darkened by massive clouds of dirt that engulf entire farms and towns, burying everything with dirt. Tell students that this actually happened during the Dust Bowl in the United States during the 1930s and today you are going to learn what factors caused this to happen. Instruction: Input from Teacher Read students the section on causes of the Dust Bowl from The Dust Bowl Through the Lens by Sandler, Martin. While you read, have students take note of the human and natural causes of the Dust Bowl. With those causes in mind, have students watch Surviving the Dust Bowl (5 min) and continue to note any human or natural causes for the Dust Bowl.

Modeling After watching the video and reading the book, create a list of causes for the Dust Bowl, sorting them into human causes and natural causes. Lead students in a discussion/brain storming session of what kinds of things can be done to prevent something like the Dust Bowl from happening again in the future. Using their ideas, have students create their own soil erosion prevention guides. Each guide must include at least one illustration, three kinds of soil erosion prevention, and definitions for terms used. Assessment: Checking for understanding 13

 Allow students to ask questions concerning the project or content covered. Guided Practice Students will work on their guides while you walk around to provide guidance wherever necessary. Independent Practice Students will write a one page response to the question, o If early farming practices in the United States had addressed environmental responsibility, would the Dust Bowl have occurred? Why or why not? Multicultural Integration: Have students read about Native American agricultural practices in the plains states, and decide how their practices compare to the agricultural practices of European Americans. What could the Native Americans have taught the European Americans? o http://plainshumanities.unl.edu/encyclopedia/doc/egp.ag.052 o http://whyfiles.org/2012/farming-native-american-style/

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Lesson 6 Surviving the Dust Bowl

Lesson Content: Students will use maps to discover what states were affected by the Dust Bowl and where some went to escape the Dust Bowl. Lesson Objectives: 1. Students will be able to use maps to determine what states were affected by the Dust Bowl. 2. Students will be able to use maps to determine the migration routes of those trying to escape the effects of the Dust Bowl. Materials Needed: Computer for every 2-3 students Map of Dust Bowl States (See appendix) Map of Migration Routes (See appendix) Sandler, Martin The Dust Bowl Through the Lens Rulers Blank Map of the United States Estimated Time for Lesson: 50 min Readiness: Anticipatory Set Remind students that they have learned what caused the Dust Bowl to happen. Now the question is what states were impacted by the Dust Bowl and how did people respond to the effects of the Dust Bowl. Today we are going to answer that. Instruction: Input from Teacher Show students the map of the United States with the Dust Bowl region marked on it. Help the students determine the features of those states that made them susceptible to the effects of the Dust Bowl. Ask students where they would go if they were leaving the Dust Bowl States. Read the section on migration in The Dust Bowl Through the Lens by Martin Sandler. Study the map of migration routes as a class. Make a list of the states the majority of the migrants ended up in.

Modeling Put students into pairs and have them determine two things using the maps. o What is the area (in square miles) of land effected by the Dust Bowl. o How many miles did migrants have to travel on the different migration routes? Which was the farthest? Assessment: Checking for understanding Allow students to ask any questions about the content or the assignment. 15

Guided Practice Have one partner collect supplies for map work. Give the students time to work out the assigned questions while being available to answer questions and assist. Independent Practice Give students their own blank map of the United States and have them mark the following on it. o Draw migration routes from the Dust Bowl states. o Shade the states effected by the Dust Bowl. Differentiation: 1. Students that need more of a challenge can also find the percentage of land effected by the Dust Bowl in comparison to the total square miles of the United States. 2. Students that need extra assistance can continue to work with their partner during independent practice. Multicultural Integration: The people migrating out of the Dust Bowl states toward the west were not the only ones looking for work. Discuss with students the other people groups that were settled in California and other places that received a lot of migrant workers. For example, the majority of migrant farm laborers were either Latino or Asian, particularly of Mexican and Filipino descent. Article: Hispanic American Migrant Workers in the 1930s Have students listen to an interview with a Mexican migrant worker in El Rio, California. Interview Recording Link

o o

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Unit Post Test

Name_______________________________________ Date___________

Short Answer: Respond to each question in at least one full sentence.

1. List and briefly explain two reasons for the Dust Bowl..

2. Are the prices of good and services higher now than they were in the 1930s?

Why or Why not?

3. List 2 reasons for the stock market crash of 1929.

4. List three ways to prevent soil erosion.

Create a graphic organizer for one of the following:

1. The basic process of stock market investment 17

2. Causes and prevention of Soil Erosion

Map Work: Use the blank map of the United States attached to perform the following.
1. Label and shade the states that were impacted by the Dust Bowl. 2. Draw migration routes that people took while escaping from the Dust Bowl

and looking for Work.

Essay: Choose one question to respond to in at least one 5-sentence paragraph.

1. How did the mood in the United States change between the 1920s and the

1930s?
2. If agricultural practices in the plains states during the early 1900s had

observed environmental responsibility, as they do today, how would that have impacted the Dust Bowl?

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Post Unit Vocabulary Assessment: For each term, check either do not know, recognize, or know. If you know the term, define it to the best of your ability. Term Stock Dont know Recognize Know and can define it

Investment

Close Price Share Profit Risk NYSE Stock Broker Market Value

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Final Project
As a final project, students will choose a topic and method of demonstrating their knowledge of the topic to the class. Have students choose the format of their final project from the following list: Compose and deliver an oral reeport Write and perform a skit or Readers Theater Make a poster Write an All About Book Make a PowerPoint or Prezi to share with the class. Build a diorama and present it to the class. Note: All topics will be chosen by students from things they have learned about during the unit, but must be pre-approved by the teacher.

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Childrens Literature
Blumenthal, Karen Six Days in October: The Stock Market Crash of 1929 Bolden, Tonya FDRs Alphabet Soup Brown, Harriet Welcome to Kits World Cohen, Robert Dear Mrs. Roosevelt: Letters from Children of the Great Depression Curtis, Christopher Bud, Not Buddy Feinstein, Stephen The 1930s Freedman, Russell Children of the Great Depression Janke, Katelan Survival in the Storm Lasky, Kathryn Christmas After All Marrin, Albert Years of Dust Phelan, Matt The Storm in the Barn Sandler, Martin The Dust Bowl Through the Lens Seymour, J.M. Stock Market Pie: Grandma Helps Emily Make A Million

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Resources
Websites: http://www.teachervision.fen.com/tv/printables/TCR/1576901009_122.pdf http://library.thinkquest.org/J001569/st.html http://www.education.com/study-help/article/us-history-great-depression-stockmarket-crash/ http://www.pbs.org/wgbh/americanexperience/features/introduction/crashintroduction/ http://www.calisphere.universityofcalifornia.edu/calcultures/ethnic_groups/subtop ic3b.html http://memory.loc.gov/cgi-bin/query/D?toddbib:2:./temp/~ammem_ntrK:: Maps: http://www.fasttrackteaching.com/burns/Unit_9_1930s/Unit9_Map_of_Dust_Bo wl.html U.S. Climate (2001) http://www.eduplace.com/ss/maps/pdf/usclim.pdf

Worksheets: Prices Then and Now http://www.michigan.gov/documents/mhc_mhm_then_and_now_44047_7.pdf Videos: Roaring Twenties ttp://www.youtube.com/watch?v=SclJ94h2oyQ Blue Skies http://www.youtube.com/watch?v=V7cPcEa4e8I Brother Can You Spare a Dime http://www.youtube.com/watch?v=eih67rlGNhU

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Appendix
"Brother, Can You Spare a Dime," lyrics by Yip Harburg, music by Jay Gorney (1931) They used to tell me I was building a dream, and so I followed the mob, When there was earth to plow, or guns to bear, I was always there right on the job. They used to tell me I was building a dream, with peace and glory ahead, Why should I be standing in line, just waiting for bread? Once I built a railroad, I made it run, made it race against time. Once I built a railroad; now it's done. Brother, can you spare a dime? Once I built a tower, up to the sun, brick, and rivet, and lime; Once I built a tower, now it's done. Brother, can you spare a dime? Once in khaki suits, gee we looked swell, Full of that Yankee Doodly Dum, Half a million boots went slogging through Hell, And I was the kid with the drum! Say, don't you remember, they called me Al; it was Al all the time. Why don't you remember, I'm your pal? Buddy, can you spare a dime? Once in khaki suits, gee we looked swell, Full of that Yankee Doodly Dum, Half a million boots went slogging through Hell, And I was the kid with the drum! Say, don't you remember, they called me Al; it was Al all the time.

Say, don't you remember, I'm your pal? Buddy, can you spare a dime?

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Blue Skies, written by Irving Berlin (1926) I was blue, just as blue as I could be Ev'ry day was a cloudy day for me Then good luck came a-knocking at my door Skies were gray but they're not gray anymore Blue skies Smiling at me Nothing but blue skies Do I see Bluebirds Singing a song Nothing but bluebirds All day long Never saw the sun shining so bright Never saw things going so right Noticing the days hurrying by When you're in love, my how they fly Blue days All of them gone Nothing but blue skies From now on I should care if the wind blows east or west I should fret if the worst looks like the best I should mind if they say it can't be true I should smile, that's exactly what I do

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STOCK MARKET PIE WORKSHEET Name _______________________ 1) An investment is: ________________________________________________ _____________________________________________________________ ____ . 2) A stock is: ______________________________________________________ _____________________________________________________________ _____. 3) Emily and Grandma own stock. They are called ___________________ or _____________________. 4) Stock markets or stock exchanges are where: ________________________________________________ _____________________________________________________________ ____________________________. 5) Investors _____________ money when the company grows and makes a profit. Investors ____________ money when the company is not doing well and is earning less. 6) A bull market means: _____________________________________________________________ ______ . A bear market means: _____________________________________________________________ ________ .

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Checking Stocks Online Yahoo! Finance and Google Finance both have a stock search window.

Use the search window to locate a companys stock.

Type-in a company name until you see it in the list, then click on it.

1. Market 2. Ticker Name 3. Buy Price

For our activities we will use the Prev Close: value as the buying price on the first day we invest in our stocks.
http://myecoach.com/modules/custombuilder/popup_printable.php?id=10631

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Stock Investment Porfolio

Investor Name: _________________________

Stock Name

Quantity

Purchase Price Per Share

Purchase Price

Current Quote

Market Value

Gain/Loss ($)

Gain/Loss (%)

Date

Ex. Smith and Johnson Co. 100 $10.00 $1000.00 $15.00 $1500.00 $500.00 50% 1/1/13

Purchase Price = (Quantity) x (Purchase Price Per Share) Market Value = (Quantity) x (Current Quote) $ Gain/Loss = (Market Value) (Purchase Price) Percent Gain/Loss = (Market Value - Purchase Price)/(Purchase Price)

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Stock Market Vocabulary

Stock
Ownership in a publicly or privately held company. When a company sells stock to you, you buy a small piece of the company and hope the company grows and makes more money over time so you will also gain money. Sometimes you may get dividends and voting rights after buying stock in a company. A decline in dollar value of an investment. The highest dollar value of a stock share in a given time period (1 day or 52 weeks, etc). The lowest dollar value of a stock share in a given time period (1 day or 52 weeks, etc). A payment to a stockholder from profits a company has made. Dividends are issued on a regular basis and can either decrease or increase. A dividend = a share of the companys profit. An economic slowdown of a countrys economy. A recession results in increased unemployment, raising business failures, and slow economic growth. Usually in terms of a percentage return on an investment. Also factored by comparing how much money your investment makes over time (return) compared with the amount of money you invested in the beginning. Return on investment (in a stock) could be positive (you make money), flat (the value of your investment has not gone up or down), or negative (you lost money). A measure of the performance of stock prices in a session of trading. The Dow Jones Industrial Average is an average of the stocks of 30 of the biggest companies, and how they performed at the stock market for the day. Holdings of stocks and other investments by an individual investor, a company, or a bank. The last price per share for a stock when the trading day ends at an exchange, like the NYSE. The closing price or Prev Close of any stock can be found on financial websites, such as Yahoo! Finance and Google Finance. The Prev Close price remains until the next days close price replaces it. The New York Stock Exchange is considered the largest stock exchange in the world, and is located in New York City. The NYSE has four large trading floors where people trade (buy & sell) stocks of all kinds. Stocks of smaller companies from different parts of the USA make up the NASDAQ. Many of these stocks are in technology-related companies, and are traded via computers by

Depreciation High Low Dividend Recession Return on investment

Average

Portfolio Close Price

NYSE

NASDAQ

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DJIA

Ticker Symbol

Investment Risk Profit Loss Share holder Economy Trading session Share Price per share Go Public IPO

Stockbroker

people in many different locations rather than on one trading floor in one building. The Dow Jones Industrial Average consists of 30 of the largest, most heavily traded companies in the United States stock market. By tracking the profit and loss of these 30 company stocks, we get an index or picture of how well the overall stock market performed that day. Think of a ticker symbol as a short nickname for a stocks longer, full name. A ticker symbol usually consists of several letters, numbers, or a combination of both, which try to reflect the longer name, but not always! For example, Wal-Marts ticker name is WMT. Microsofts is MSFT. Kelloggs is just one letter, K. Putting money into a stock or other financial organization with the hope the value will grow. The chances that your investment might do well (make you a profit), or do poorly (cause you to loose money). The amount your investment or money increases. If you invest $100 in a companys stock and after one month it is worth $150, you made a $50 profit. The amount your investment or money decreases. If you invest $100 in a companys stock and after one month it is worth $60, you have a loss of $40. A person who owns shares of a companys stock. They own a small part of that company. A complex, large-scale system of human activity within a country related to services, buying, selling, trading and manufacturing. Usually during the day, Monday Friday, when a stock market is open for the buying and selling of stocks. The price unit for purchasing stock. A stocks share value can go up and down. The dollar amount to buy one share. A way of calculating the value of an investment and the cost to buy stock. When a private company goes public they are asking people to invest in them (buy stock) with the idea the company will be successful and grow and earn the stock holders money. IPO = initial public offering. It is the first time a company puts a new stock up for sale to the general public. By selling shares of stock to investors, the company can raise money needed to expand its business and make more money. In return, the stockholders own a part of that company and hope it will grow and earn them a good return on their investment. A stockbroker is a person with investment training, stock market knowledge, and a license to help people buy and sell stocks. We pay a broker to help guide us in what stocks to buy

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Historical Prices

and sell, and when to buy and sell them so we can make a profit over time. Historical prices refers to a recorded track record of an individual stocks daily performance, starting from the now (or yesterdays close price) and working backwards through time. The Yahoo! Finance and Google Finance web pages both have an Historical Prices hyperlink that displays the historical stock performance for any given company. It is a great place to look if you missed a stocks close price during this stock market tracking activity.

http://myecoach.com/modules/custombuilder/popup_printable.php?id=10631

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Then and Now Prices: Questions to Consider Name_________________________

1. Do people earn more or less now than they did in the 1930s?

2. How do the prices compare to the wages?

3. How many weeks would it take to buy each of the items on the table of prices*?

*If an item costs less than a week's wages, divide the week's wages by 40 to estimate the hourly wage and figure out how many hours it would take to earn the money to buy the item.

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