MIME-Version: 1.0 Content-Location: file:///C:/A28DC090/MoneyMap.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" QUARTER 1

̶= 0;Universal” UNIT 4 Curriculum Map/Timeline

 

Course:  FLEX – Enrichment – Se= venth Grade - Money

 

QUARTER: Third

 

        =            Depending on the content area, maps will include

        =             &nb= sp;      one or more of the three columns below:

 

Unit or General Topic, Theme, or Content Focus

 

 

Specific Topics, Themes, or Content Focus

 

 

Skills Focus

 

Essential Questions & Enduring Understandings

 

District/Building

Resources

(Textbook, Supplementary, Videos, etc.)

 

 

Aligned Illinois Learning Standards, Performance Descriptors, & Assessment Frameworks<= o:p>

 

Interdisciplinary Connections

 

Differentiation Suggestions

 

Money

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 1=

(3 class periods)

 

 

 

 

 

 

Lesson 2=

(2 class periods)

 

 

 

 

Lesson 3 (1 class p= eriod)

 

 

 

 

 

Lesson 4 (2 class p= eriods)

 

 

 

Lesson 5 (1 class p= eriod)

 

 

Lesson 6=

(1 class period)

 

 

 

Lesson 7 (1 class p= eriod)

 

 

Lesson 8 (1 class p= eriod)

 

Lesson 9 (1 class p= eriod)

 

Lesson 10 (2 class = periods)

 

“Money” is a teacher created unit =

designed to allow students to explore

the history, production, and design

of the coins and currency they use everyday.

 

 

 

 

 

 

 

 

 

Students will learn a brief history of money.&nbs= p; Students will learn the following purposes of money:  a medium of exchange, a standard= of value, and a store of value.

Students will compare and contrast modern U.S. money with older versions of U.S. money.

 

Students will research information about the functions of the United States Depart= ment of the Treasury and the Federal Reserve System, and discover how these agencies monitor the money supply.

 

Students will examine coins currently in circulation to discover what the coins themselves can tell them about their history, production, and value.  Next, students will research information from the U.S. Mint and confirm or change their inferences.

 

Students will connect and explore the ways in which the symbols on the 50 State Quarters Program reflect the nation’s history, diversity, unity, and pride.

 

Students will investigate how currency has been designed in Europe to develop both regional and national identities.

 = ;

Students will design a school quarter depicting symbols that represent  school unity on the obverse side,= and symbols that represent their favorite school class or activity on the rev= erse side.

Students will examine United States currency and respond to question relevant to i= ts history, production, and use.

 

Students will discuss how to identity counterfeit money and how new bills are being created to be more secure.

 

Students will deter= mine if a statement about = United States coins and currency is true or false.

 

Students will desig= n the front and back for a new “updated” $1 note.=

 

Champaign Schools “Money” Teacher Guide.

 

Information from nu= merous Internet web sites, as cited in the unit.

 

Book – Eye= witness – Money, published by Dorling Kindersley

 

 

State Goal 1.C.3d

 

 

State Goal  14.B.3

 

 

 

 

 

State Goal 16.C.3a<= o:p>

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ELA – Read wi= th Understanding.

 

Social Studies R= 11; Political systems in the U.S. – Federal Reserve, Dept. of the Treasury.

 

Economics - History= of Money.

 

Extended research o= n how the Federal Reserve impacts interest rates.

 

Research into forei= gn currency (beyond euro) and exchange rates.

 

Research into Colon= ial money.