Grades Higher Education, 9-12
Register for the upcoming webinar Introducing the New 5th Edition AP Economics Curriculum on August 17th at 5pm ET
Students will be able to:
In this economics lesson plan, students explore how dissimilar financial circumstances of US households affects their recovery.
The recession that arrived on the coattails of the COVID-19 virus is unique because of the starkly contrasting experiences Americans are having during the pandemic. Recessions typically illuminate the income and human capital disparities that exist in our stratified economy, but generally all parties experience some economic hardship. In this case from an income angle, certain segments of society have seen their wealth augmented while others have suffered devastating financial losses that could alter the trajectory of their lives for years. There is no question that the health effects and loss of life have been felt universally. But the bifurcated economic impact of COVID-19 is unprecedented.
Explain to the students that they are going to explore the reasons why the pandemic has affected the financial well-being of households differently. The impact of the pandemic will make recovery more challenging for those already facing the greatest adversity.
Based on the number of laptops in the classroom, divide the students into pairs (preferable) or groups of three. Each group should have a copy of the multimedia text set on the screen and each student should have a copy of the Class notes sheet. Read the instructions in the class notes together with the students so that they clearly understand the freedom and latitude they have in exploring the text set. Emphasize the eight-minute time limit but also the randomness they can follow. Go over the multimedia text set (MMTS), click on a few links, and demonstrate that the students may look at the information in any order. They should always keep the essential question in their minds, but it is up to them to decide what evidence is most compelling. They may decide how they will work with their partners. Emphasize that they should not feel the need to hit each station on the document today. Remind the students that they should write down their discoveries on the notes sheet provided. The first box on the class note sheet provides suggestions for their line of inquiry. If all is clear, then give the students the remainder of the period to sift through the MMTS.
While students are exploring the multimedia text set, the teacher is free to connect with students and move around the classroom. During this time, study the students while they explore in order to conduct a formative assessment on student learning. Specifically,
Questions about the process of learning:
Questions about the content:
Have students complete the unfinished portion of the text set class notes for homework. Request that they bring their completed assignment to class the next time it convenes.
Multimedia Text Set Brief Descriptions:
The following is a summary of what students will find within each of the boxes on the MMTS.
Day Two – or Second Half of a 90 minute class
Bellringer for Day Two OR Transition into the Next Activity
Share the bellringer activity with each student and have them illustrate their comprehension of the data table by answering the three questions. (Possible answers to the questions follow. Question 1: -The younger workers appear to suffer the greatest hardship.
The teacher should present the Nearpod to the class. All students should connect to the student view of the Nearpod through a device so they may interact, respond, and receive feedback from their participation. The preparation students did in the group activity in exploring the text set and the class notes they constructed should make for clearer connections when presenting the content.
Open the Nearpod and provide students with the join code.
Display Slide 18 – The students will play the short Kahoot game utilizing a set of review questions as a final assessment.
In summation, the desired outcome from this lesson is that while the pandemic arrived at everyone’s door simultaneously, the students should recognize that the economic implications will be mild for some and persistent for others. The stage was set for this imparity because of the financial divergence that had been present for years. Millions of Americans have been left outside of the prosperity enjoyed by others. Disproportionately, the young, women, modestly educated, and people of color lacked the safeguards to protect them from the economic crisis. Too frequently, it was the jobs populated by these groups that were the most vulnerable. The question remains whether there will be a place for the affected in the post-Covid economy.
For an extension activity, pair students with someone they did not work with when they explored the multimedia text set. A new pairing will provide a fresh perspective on the issue of Covid impact. The students work together in a “Pass-Pass-Synthesize” exercise. Have the new partners position their desks so they face each other. They should have two sheets of notebook paper and a pen. Post this question on the whiteboard to remind everyone:
Essential Question #1:
Click on the link below to find a shorter activity based on this lesson.
Grades Higher Education, 9-12