Credit Simulation

I. Benchmark/Standard: USHG 7.1.2 Causes and Consequences of the Great

Depression- Explain and evaluate the multiple causes and consequences of the Great
Depression by analyzing the political, economic, environmental, and social causes of
the Great Depression including fiscal policy, overproduction, under consumption,
and speculation, the 1929 crash, and the Dust Bowl.
II. Behavioral/Objective:
A. Today I will be guiding my students through a credit simulation.
B. Student will be able to define and identify credit and installment buying by
completing the simulation and the guided notes that go with it.
C. I will assess my students by checking for understanding throughout the lesson. I
will ask questions, I will check their answers when going over the worksheets.
III. Anticipatory Set:
A. I will begin asking the class with a Brainstorm Activity. Students will write down
words, phrases, ideas and images that come to mind when they hear the term
credit or installment payment?
IV. Objective/Purpose: Today you will have the opportunity to participate in a credit
simulation through class discussion and guided notes. Furthermore, you will be able
to explain the advantages and disadvantages of buying goods/services on credit.
V. Input:
A. Task Analysis:
The learner will know the important features of the 1929 crash and Dust
Bowl
CNN Student News (10 minutes)
Go over objective and relevance of the lesson
Anticipatory Set: Brainstorm Activity-What words, phrases, images, ideas
come to mind when you hear the term credit or installment payment? (5
minutes)
To begin the class will define credit.
Then the class will go over the directions for the activity.
As a class, the students will have the opportunity to participate in a credit
simulation. Each student will fill out a chart related to the simulation.
Volunteers will fill out the class chart using the smart board.
Closure: I will ask students to write an exit slip listing the pros and cons of
buying goods/services on credit.


B. Thinking Levels:
1. Knowledge- Students will be able to define and identify credit and
installment buying.
2. Comprehension- Students will discuss what goods/services were brought in
the 1920s, what would be a need/want buy, and what would happen if a
person could not pay the bills.
3. Analyze- Students will analyze what possible consequences there would be
buying goods/services on credit.
C. Learning Styles and/or Accommodations:
1. I have students will 504 plans and IEPs. However, I broke up the lesson so I
will be able to see what each student has as an answer but afterwards as a
class we will discuss the correct answer and why it is correct which will help
all learners. Furthermore, the writing and reading materials are simple but
relevant which will help all learns.
D. Method/Materials:
1. Lecture, Discussion
2. Pencils/Pens, paper, smart board, worksheets, video
VI. Modeling
A. I will guide the students through the worksheets and discussions.
B. I will first read through the directions with the class. Then we go through the
procedures.
VII. Checking for Understanding:
A. Questions to be asked: Do you know anyone who has lost their job suddenly?
How did they cope with losing their job? Would you relocate to find better job
opportunities after you finish school? What is the role of the President in helping
to maintain a healthy economy? Banks failed during the Great Depression. Do
you trust banks today? Why or why not?
B. As they fill out the worksheet I will address any concerns or questions. I will
check his or her responses on the worksheet and discussion for understanding.
C. During the lecture I will ask questions throughout to check for understanding. I
will ask throughout whether or not the students have questions, comments, or
concerns. Furthermore, I will have students define these concepts at the end of
class.
VIII. Guided Practice:
A. I will guide them through the worksheets and the discussions.
IX. Independent Practice:
A. Students will be completely the worksheets individually.
X. Closure
A. I will ask a student to recap/summarize the lesson.
B. I will the reiterate the lesson.