Most students will feel that they had more control over expenditures.Over which did you feel you had more control – income or expenditure? Why?.Which changes were greater – changes in income or changes in expenditures?.Choice and opportunity cost still exist, even in the face of greater scarcity. Some were unwilling to make those choices because it meant giving up other benefits – like living in Butcherville. Point out that despite changing income circumstances, they still had choices: to change jobs, to spend savings, maybe even to move somewhere else. Most families will answer, “Yes.” This is a good opportunity to review scarcity, choice, and cost.If no family does, point out that it would be an option – for however long the savings held out. Some families may actually answer, “No” to this question, choosing to use their savings to maintain their lifestyle.Did your quality of life (or standard of living) change?.Ask each family to appoint a spokesperson and allow each spokesperson several minutes to report family decisions.Teacher Note: You may want to distribute overhead markers and transparencies of the Family Budget worksheets to facilitate the ensuing reporting out and class discussion.Distribute the individual role cards and Family Budget worksheets.Post the activity directions (overhead transparency #2) and review them with students.If you don’t quite have multiples of 5, ask some students to play 2 roles in the “family.” (Doubling up on the children’s roles is easiest.) Alternate Option: For larger classes, to ensure that all students have an active role in the discussion, create double the number of discussion groups, assigning each of the family roles to 2 groups.Distribute family background handouts and give students time to read them. Divide the class into “family” discussion groups of 5 students each.Post on the overhead (transparency #1) and read the description of Butcherville, the town students will be “living” in during the activity.1 sheet of butcher paper or poster board per group, wide point markers.
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