Teaching Economics at
the High School Level
Matt Gruber
ED 333
What Students Should Already
Know...
Recap of prerequisite information
 Key principles discussed in the Declaration of Independence
 Basic structure of the U.S. Government
 Three branches, separation of powers, and checks & balances
 Enlightenment period- influence on American ideology &
government
 Kansas geography, symbols, industry, and culture
 Basic geography skills
Standards
1.Choices have consequences.
2.Individuals have rights and responsibilities.
3.Societies are shaped by beliefs, idea, and diversity.
4.Societies experience continuity and change over time.
5.Relationships between people, place, idea, and environments are
dynamic.
About the units…
 “…educators have great flexibility in how instructional content is
organized. The units listed below are provided as a planning guide.”
 State performance assessments will measure students’ ability to
integrate content as part of their understanding of the Standards and
Benchmarks. It is this ability to use content in authentic ways that will be
assessed, not simply the content itself.
 Specific content in the units are not mandated
 Used as a suggested grade level scope and to help plan the lessons
and units”
 “It should be remembered that during this planning, emphasis must be
placed on the “doing” of economics rather than simple acquisition
of content knowledge.”
Economics in High School
 Two semester course set up outlined on ksde.org
 Units:
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Foundational Economic Concepts
Economic Systems
Economic Measurement Concepts and Methods
Macroeconomics
Microeconomics
International Economics
Personal Economics/Personal Finance
Lesson Plan
 Anticipatory set- Cinderella Man clip
 Looking for work clip
 https://www.youtube.com/watch?v=5IMbKdSAW7Y
 Begging for money clip
 https://www.youtube.com/watch?v=qYy_KOwAe-4
Lesson Plan (Cont.)
 Objectives: Wall Street, stock market crash (market failure), The Great
Depression, employment/unemployment, depression & recession
 Instructional Input: Discuss The Great Depression after having students
read text over the section
 Guided Practice/Check for understanding: Reading guide/check points
during movie. Stop & discuss
 Discuss The Great Depression & Recession of 21st century
 Independent Practice- After watching movie have students complete a
reflection paper outside of class
Independent Practice
 Potential questions to have students answer reflection essay
 Describe some of the examples that portrayed The Great Depression in
Cinderella Man.
 After examining what a depression looks like and being part of a
recession, compare and contrast the two.
 What part of the movie resonated with you the most in portraying the
severity of The Great Depression? Why?
 In the movie you see people several men who breakdown mentally
and/or emotionally. How do you think our country would have turned out
if there were not so many people like Braddock that were able to endure
the constant struggle and hardships the depression caused them?
Other options
 Roosevelt’s New Deal
 John Steibeck
 “The Grapes of Wrath”
 “Of Mice and Men”
Sources
 http://ksde.org/Portals/0/CSAS/Content%20Area%20(FL)/History,%20Government,%20and%20Social%20Studies/H
igh%20School%20Economics.pdf
 https://www.youtube.com/watch?v=5IMbKdSAW7Y
 https://www.youtube.com/watch?v=qYy_KOwAe-4