Minnesota Center for Social Studies Education (CSSE) - Economics

Economic Reasoning: Video with Transcript in Spanish

miaozhen.li — Thu, 16 Feb 2017 15:43:33 +0000

Length:

5:28

Narrador: ¡Hola Todos, conozcan a Pa y José!

Narrador: Esto es un cuento de cómo Pa y José usaron el proceso de toma de decisiones razonados para hacer una elección razonable. Haciendo elecciones es una habilidad importante en económica. Usando razonamiento para hacer elecciones es una habilidad importante que estudiantes practiquen en la escuela.

Narrador: ¿Qué debería hacer?

Narrador: Para hacer una elección informada, debes seguir un proceso de PENSAR sobre como llegaste ha una decisión de que hacer. ¿Cómo se ve una decisión razonada?

Narrador: Tienes que ver a los sacrificios - ¿Qué vas a renunciar?

Narrador: También vez los beneficios - ¿Qué va satisfacer tu deseo?

Narrador: ¿Cómo seguirías un proceso, para hacer una elección?

Narrador: Veremos a Pa y José mientras que trabajen con sus compañeros en hacer una decisión.

Maestra: Clase, ganaron 30 minutos de tiempo libre. ¿Como quieren usar su tiempo?

Maestra: Esta es una gran oportunidad para usar el proceso de la toma de decisiones razonadas. Vamos a usar los CINCO pasos en la cuadricula PACED (PASO) para hacer nuestra elección.

Sra. Adams: Pero antes, pensaremos sobre las elecciones que vamos hacer.

Sra. Adams: Es importante parar y pensar sobre lo que aprendió la clase de Sr. Nowlin la última vez que hicieron una elección de tiempo libre.

Pa: Algunos de los alumnos de su clase no pudieron ver la película.

Sra. Adams: Eso es correcto. ¿Y, que es algo que puede pasar con nuestra elección que es inesperada?

José: Podría llover durante nuestro tiempo libre.

Narrador: Otra cosa para considerar es esta pregunta: ¿Por qué diferentes personas o grupos—en esta situación, la clase—con las mismas opciones hacen elecciones diferentes?

Narrador: La gente tienen diferentes valores y creencias y eso puede resultar en diferentes elecciones.

Sra. Adams: Vamos a completar la cuadrícula PACED (PASO) juntos como una clase para hacer nuestra elección.

Sra. Adams: Nuestra problema es, “¿Cómo deberíamos usar los 30 minutos de tiempo libre que ganó nuestra clase?

Sra. Adams: Vamos a proponer cuarto ideas diferentes para nuestro tiempo libre…

Pa: Podemos jugar juegos de mesa o arreglar rompecabezas.

José: Podemos ver una película.

Pa: Podemos escuchar música y dibujar o pintar.

José: Podemos ir afuera al parque.

Sra. Adams: Criterio es el estándar que se usa para juzgar las alternativas.

Pa: Una cosa importante para mi es poder jugar con mis amigos.

José: Ejercicio es importante para me.

Sra. Adams: El último criterio es tiempo. ¿Cuánto tiempo ganó nuestra clase?

Pa: y José: 30 minutos

Sra. Adams: Sí, eso es el último criterio para evaluar las alternativas en el proceso de toma de decisiones razonada.

Narrador: La clase está lista para Evaluar cada alternativa de acuerdo de lo bien que coincide a cada criterio. Sra. Adams va usar el símbolo de + (suma) para notar que es una buena combinación o un símbolo de—(resta) para los que no son buenas combinaciones. Escucharemos al proceso…

Maestra: ¿Jugando juegos de mesa y hacer rompecabezas deja que juegues con amigos?

Pa: y José: Sí

Maestra: ¿Haces ejercicio viendo una película?

Pa: y José: No

Narrador: Escuchen todo el buen razonamiento—Razonando es cuando usas una criterio para PESAR el costo y los beneficios de cada alternativa.

Narrador: ¿Cómo uso la clase razonamiento para hacer una elección?

Narrador: En nuestro cuento pueden ver que algunas de las alternativas tuvieron positivos y negativos. La elección mejor es el que tienen la mayoría de … positivos.

Narrador: Como puedes ver en la cuadrícula completada de PASOS, la clase decidió usar su tiempo libre en el parque durante los 30 minutos de tiempo libre.

Narrador: ¡Todavía Pa y José no terminaron con el proceso de hacer sus elecciones! Es importante de comunicar lo que han aprendido con todos fuera de la clase.

Sra. Adams: Ahora que hemos usado el proceso de la toma de decisiones razonada, podemos decirles a la clase de Sr. Nowlin. Comunicando nuestro trabajo puede hacer una diferencia en nuestra comunidad y nuestro mundo.

Narrador: Este cuento es una parte de razonamiento para los estudiantes en nuestras escuelas. Estudiantes de quinto grado van ha aplicar el proceso de toma de decisiones razonadas para estudiar un evento que ha ocurrido en el pasado.

Narrador: ¡Vas a continuar de aprender sobre este proceso en el intermedio y la segundaria. Y tu vas a usar razonamiento para hacer elecciones en tu vida hoy y en el futuro!

Video Series:

Inquiry Process Videos

Grade Level:

Elementary Resources

Subjects:

Economics

Economic Reasoning: Video with Transcript in English

miaozhen.li — Mon, 09 Jan 2017 17:18:53 +0000

Length:

4:41

You can also see this video in Spanish.

Narrator: Hi Everyone, meet Pa and Jose!

[White Background that looks like crumpled paper. Two hands slide up from the bottom bringing two children, Pa and Jose. Both have text reading their names above their heads. Animated graphics appear of two fluffy clouds, daisies, a cat, and a sun. Text reading “Everyone meet…” is in the top left corner.]

Narrator: This is the story of how Pa and Jose used a reasoned decision-making process to make a choice. Making choices is an important economic skill. Using reasoning to make choices is a powerful skill for students to practice in school.

[Pa, Jose, and graphics slide out of view. A yellow explosion text bubble appears in middle of the screen with text on it reading “Reasoned Decision Making Process.” Pa and Jose appear back on the screen each holding a magnifying glass.]

[Text disappears and is replaced with a figure of a male with large muscles.

[A roller paint brush glides across the screen making everything white.]

Narrator: “What should I do?”

[Blue background appears. Pa and Jose stand in the lower right hand corner. A large white text bubble appears between them that reads “what should I do?”]

Narrator: To make an informed choice, you need to follow a process to THINK about how you come to a decision about what to do. What does a “reasoned” decision look like?

[Text in the bubble changed to “what does a reasoned decision look like?”]

Narrator: You have to look at the costs - what are you going to give up?

[A squeegee pulls down from the top making the screen white. Same blue background appears again. “What should I do?” is written across the top. Pa and Jose still stand in the corner. In the middle of the screen text reads “costs- what are you going to give up?”]

Narrator: You also look at the benefits - what will satisfy your want?

[More text appears below reading “benefits-what will satisfy your want?”]

Narrator: How might you follow a process to make a choice?

[Two hand reach up and pull down the screen revealing a yellow screen that reads “process” in the middle of the screen with red question marks surrounding it.]

Narrator: Let’s follow Pa and Jose as they work with their classmates to make a choice.

[Yellow background remains the same but scene moves to Ms. Adams classroom. Ms. Adams stands in front of her desk and Pa and Jose stand to the left of her with three other classmates. A white board is on the wall behind all of them.]

Teacher: Class, you have earned 30 minutes of “free” time. How do you want to spend your time?

Teacher: This is a great opportunity to use a reasoned decision-making process. We are going to work through the FIVE steps on the PACED grid to make our choice.

[A hand slides up and writes “Reasoned Decision-Making Process” on the whiteboard.]

[Text reading “5 steps on the paced grid” appears below previous text.]

Ms. Adams: But first, let’s think more about the choice we are going to make.

[Transition to a pink screen. A hand slides up and writes out “Preparing for the choice” and an image of a blue pen appears next to it.]

Ms. Adams: It is important to stop and think about what Mr. Nowlin’s class learned last time they made a choice for free time.

[Text disappears. Ms. Adams stands in the lower right corner and Pa and Jose stand in the lower left corner. Above them text reads “what are the possible consequences of different choices?” An animated graphic of a blue movie camera appears.]

Pa: Some of the students in his class could not watch the movie.

[A red ‘X’ appears over the movie camera.]

Ms. Adams: That’s right. Also, what might happen related to our choice that is unexpected?

Jose: It might be raining outside during our free time.

[An animated umbrella appears next to movie camera.]

Narrator: Another thing to consider is this question: Why do different people or groups - in this story, classrooms - with the same options make different choices?]

Narrator: Different people have different values or beliefs and this may result in different choices.

[New pink screen with text reading “why” across the top. Two figures of females appear. One has a thought bubble with a heart and a pizza while the other has a thought bubble with a heart and a hamburger.]

Ms. Adams: We will be completing the PACED grid together as a class to make our choice.

[A paint roller glides across the screen to make it white. It then transitions to a green background with a city skyline. A hand slides up and writes “using the grid.” There is also an animation of a paper and pencil.]

Ms. Adams: Our problem is “How should we spend the 30 minutes of free time our class has earned?”

[Ms. Adams stands on a new green background. A hand brings forward an image of the actual decision making grid. It reads “how should we spend the 30 minutes of ‘free’ time our class has earned?”]

Ms. Adams: The next step is to list the Alternatives - the different choices you can use to solve your problem.

[The image of the grid pops out of view. A hand appears and writes across the screen “list the alternatives.” Text below reads “The different choices you can use to solve your problem” with the word ‘problem’ emphasized in red.]

Ms. Adams: Let’s brainstorm four different choices for our “free” time …

[Blue background appears with text that reads “brainstorm.”]

Pa: We could play board games and fix puzzles.

[Pa appears with letter blocks in the upper left corner.]

Jose: We could watch a movie.

[Jose appears in the lower left corner with a pair of eyeglasses and a blue movie camera.]

Pa: We could listen to music and draw or paint.

[A second image of Pa appears in the upper right corner with a paint brush and palette.]

Jose: We could go outside on the playground.

[A second image of Jose appears with a red and yellow polka dot kickball.]

Ms. Adams: These are great alternatives! Next we need to list the criteria for our choice.

[Screen transitions to a white piece of paper on a wooden desk with a pair of scissors and an pencil laying on it. Text reads “list criteria.” There’s a graphic of a panda sitting at a computer in the upper right corner.]

Ms. Adams: Criteria are the standards used to judge the alternatives

[Text and graphics disappear. New text appears reading “criteria are the standards used to judge alternatives.” Ms. Adams sits in a chair with her laptop in the upper right corner and Pa and Jose stand in the lower right corner.]

Pa: One thing that is important to me is to be able to play with friends.

[Text changes to “1. Play with friends”]

Jose: Exercise is important to me.

[More text reading “2. Exercise” appears]

Pa and Jose: It has to be fun!

[Last additional text appears reading “3. Fun!”]

Ms. Adams: Our final criterion is the time; how much time did our class earn?

[Same paper screen. Two animated images of clocks appear along with the text that reads “how much time did our class earn?”]

Pa and Jose: 30 minutes

Ms. Adams: Yes, that is the final criterion we will use to evaluate the alternatives in our reasoned decision-making process.

Narrator: The class is ready to Evaluate each alternative according to how well it matches each criterion. Ms. Adams will use a + (plus sign) for a good match and a - (minus sign) for things that are NOT a good match. Let’s listen in on this process …

[New red screen. A hand writes across the screen “evaluate.”]

[Actual image of the decision making grid appears. The criteria read “play with friends, exercise, fun, 30 minutes” while the alternatives read “play board games or fix puzzles, watch a movie, listen to music and draw/paint, and go outside on the playground.”]

[Green plus sign appears on the left side. A yellow minus sign appears below it.]

Teacher: Do board games and puzzles allow you to play with friends?

Pa and Jose: Yes

[Green plus sign appears on the graph in the correlating square]

Teacher: Do you get exercise by watching a movie?

Pa and Jose: No

[Yellow minus sign appears on the graph in the correlating square]

Narrator: Listen to all of this great reasoning - Reasoning is when you use criteria to WEIGH the costs and benefits of each alternative.

[Blue background. A hand writes across it “reasoning is when you use criteria to weigh the costs and benefits of each alternative.”]

Narrator: How did the class use reasoning to make a choice?

Narrator: In our story, you can see that some of the alternatives had both pluses and minuses. The best choice is the alternative with the … most plus signs.

[The same decision making grid as before appears, on a yellow background, but with the pluses and minuses filled out.]

[A squeegee pulls down the screen to show the same grid but it is moved over to the left side of the screen. Text on the right side reads ‘most plus signs’ with a green plus sign above it.]

Narrator: As you can see on the completed PACED grid, the class decided to spend time on the playground during the 30 minutes of “free” time.

[A circle appears over the decision that reads “playground.” An arrow points from the circle to the right to text that reads “playground wins!”]

Narrator: Pa and Jose are not quite finished with the process of making a choice! It is important to communicate what you learned with others beyond your classroom.

[Yellow background with Pa, Jose and Ms. Adams standing to the left with text reading “communicate with others” across the top.]

Ms. Adams: Now that we have used a reasoned decision-making process, we are going to tell Mr. Nowlin’s class about it. Communicating our work can make a difference in our community and our world!

[Mr. Nowlin and three of his students appear on the right side. Graphics of paper and pencils appear between the classes.]

[Screen slide over to lined notebook paper. Text reads “you can make a difference!” across the top. Ms. Adams and Mr. Nowlin’s students appear at the bottom of the screen.]

Narrator: This story is one part of economic reasoning for students in schools. Fifth graders will apply a reasoned decision-making process to study an event that happened in the past.

[Kids and words slide off screen. Narrator’s words appear on screen as he says them. Graphics on a pen, pencil, and magnifying glass also appear.]

Narrator: You will continue learning about this process in middle school and high school. AND You will use reasoning to make choices in your lives today and in the future!

[Text “Use reasoning” appears at the top of the screen. Text reading “today” appears followed by an arrow pointing to the right at the word “future.”]

[Screen fades to dark blue with the Minnesota Center for Social Studies Education logo appears in the middle. The lower left corner has the Minnesota Historical Society logo and the lower right corner has the Minnesota Department of Education logo.]

Video Series:

Inquiry Process Videos

Grade Level:

Elementary Resources

Subjects:

Economics

Economics for Secondary Students Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 22:27:36 +0000

Length:

4:11

What is economics?

Economics is not a collection of facts to be copied down and memorized.

Nor is economics about a set of complex formulas to be solved or otherwise afraid of.

While economics can be very useful for running a business, is it is not all about business.

Rather, economics is the study of how people make choices under conditions of scarcity and the consequences of those choices for individuals and for the society as a whole.

We face scarcity in productive resources such as land, labor, and capital.

So economics provides us with a way of thinking about the world we live in through the lens of scarcity.

It helps us understand how we can optimize the outcome by economizing our scarce resources.

Know that, if there was no scarcity, there would be no need to economize and there would be no need to make choices and hence, there would be no need for the discipline of economics.

But the reality is that scarcity is everywhere.

Because we face scarcity in every aspect of our lives.

So why study economics?

Well, I will give you two reasons:

First, economics is everywhere and second, economics is useful on a personal level.

First, EIE … economics is everywhere.

SInce scarcity is everywhere, economics is everywhere.

So studying economics will allow you to bring economic solutions to real world problems and to improve people’s lives through better choices.

Are there solutions to world hunger and poverty?

What are the costs of invasive species and how to control them in a cost effective manner?

What is the potential for biofuel and the environment?

What is the impact of mega-retailers on worker compensation and wage?

How much health care do we need and how much can we afford?

How much will consumers pay for organic foods and to what extent can consumers demand for a product be affected by advertising and other social factors?

You see, economics is everywhere and it is applicable to a wide range of career options.

Graduates in economics can find jobs with international organizations such as the World Bank and FAO, Food and Agricultural Organization of the United Nations;

Or with government agencies such as the EPA, the Environmental Protection Agency, the BLS, Bureau of Labor Statistics of the United States Department of Labor, the Minnesota Department of Commerce;

Or with major corporations such as Cargill, General Mills, United Airlines, 3M;

Or with major financial institutions such as US Bank, TCF and Wells Fargo, just to name a few.

The second reason that you should study economics is that it is useful on a personal level.

Training in economics will provide you with the skill and knowledge to facilitate analytical thinking.

Not only will this open up many diverse career opportunities for you, but it will also help you navigate through your personal life for many years to come.

For example, by being mindful of the cost and benefit of an action or policy, you become a better manager of your own finance, a more productive worker of your company, and a more astute voter in choosing who to represent you in your community in various branches of the government.

Yes, E.I.E. - economics is everywhere.

Video Series:

Career Videos

Grade Level:

Secondary Resources

Subjects:

Economics

Economics for Elementary Students Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 22:19:44 +0000

Length:

2:56

Hi, Flat Donald, how are you today? Oh I am doing fine. I’m very happy that you can see me in such a short notice.

So you want to talk to me, what do you want to talk to me about? Well, I want to know what economics is all about and what can I do with economics?

Oh, Flat Donald, that is a very wonderful question and a very important question. As a matter of fact, economics is about making decisions under the conditions of scarcity. What is scarcity?

Well, scarcity means that we had limited resources such as materials, such as machinery, such as time. And so, because we have limited resources we can only produce so many goods and services. So you cannot have everything and you have to make choices about what you want.

So in making the decision, there are several things you’ve got to think about. For example you’ve got to think about what is the benefits of your action and what are the costs? And you have to assess trade off between the benefit and the cost. And you want to pursue an action only if the benefit is greater than the cost.

Another thing we want to pay attention to is the difference between needs and wants. Wants are something you can say no to and needs are something you cannot say no to. For example we need food, we need education, we need air. Economics is also very useful on a personal level.

So what can you do with economics? Well, economics is everywhere and so because it is everywhere, there’s a wide range of professions that require economics. For example, with economics training you can work for government, and you can work for non-profit organization, you can work for bank, you can work for company, you can study environment, you can study international relations and how to make peace with other countries, and you can even learn how to run your farms and your business firms. There are just many, many potentials.

So, you have to think about a cost, you have to think about a benefit of an action, of a policy, and you have to understand that economics is everywhere. E I E: Economics Is Everywhere.

Video Series:

Career Videos

Grade Level:

Elementary Resources

Subjects:

Economics

Elementary Economic Resources Video with Transcript

miaozhen.li — Fri, 06 Jan 2017 21:08:13 +0000

Length:

4:13

Hi I'm Jess Winkelaar from the Minnesota Center for Social Studies Education. Welcome to the elementary economic resources video. The purpose of this video is to share powerful resources with classroom teachers. I will walk you through three websites to highlight resources for teaching economics. Please pause this video as needed to write down a website address or discuss an idea with your teaching team.

[A woman, Jess, stands in front of a screen. The title of the screen reads “Elementary Economic Resources” in yellow.]

We will begin on the on the CSSE website MNCSSE.org.

[Screen changes to read mncsse.org]

The first resource on this website is a curriculum guide; it's the first thing under Popular Resources. This is a set of curriculum guides that offers a benchmark by benchmark explanation of economics and all the benchmarks along with an accompanying resource list.

Right below that is a video series called the Doing Social Studies Video Series, this is also a grade level specific benchmark by benchmark overview of what each benchmark asks students to be able to do and know and also it has suggested strategies.

[The screen changes to the website. A mouse moves across the screen locating the tabs as Jess talks about them. Page scrolls up and down.]

To get into economics we're going to start with a career video. Social Studies Career Videos are recorded by the experts in Minnesota and the elementary economics video features Professor Donald Liu and he introduces economics directly to elementary students and talks about how they might apply economic skills in future careers.

[Mouse clicks on Career videos and scrolls up and down the page.]

Getting into economic reasoning we have a visual and the visual at the very top, on the top menu bar, will lead you to this screen and what you'll do is click on the elementary economic visual and it will show you how to lead students through making economic choices.

[Screen changes to the Inquiry visuals page. Mouse clicks on one of the visuals and it opens in another screen. Visual is a circle surrounded by four colors: red, yellow, blue and green.]

This visual is accompanied by a Powtoon video which is featured right next to it, the economics video.

This features two students and they go through the economic reasoning process using a PACED grid.

This video has a guide for you as a teacher to lead your students through this decision making process.

[Screen returns to inquiry visuals page and clicks on powtoon video.]

The Minnesota Center for Social Studies Education you can link or go directly to a partner called the Minnesota Council on Economic Education.

[Screen changes and reads mcee.umn.edu]

This website features a wealth of opportunities and resources for classroom teachers. On this website we are going to start by letting you know about a professional development opportunity that's available for you to bring literature to life through economics.

And so under the professional development tab, right under “teachers”, you can see this workshop is listed. It's called ‘Using Children's Literature to Teach Economics’. This is an annual event that's a fantastic professional development opportunity.

[Screen changes to MCEE website. Mouse moves the page down to the tab.]

Going under the “teacher” tab to “resources” there are 2 items to highlight. The first one is the right on top, there are some award-winning economics lesson plans that are super accessible and really get the economic concepts and bring them to life for students.

[Mouse clicks on teacher tab at the top of the screen and then down to resources.]

If you scroll down to the bottom of the teacher resource page there's another curriculum guide that is specific for the economic benchmarks. And so this one is also to help you, as a teacher, really understand and lay out what the standards are asking students to know and be able to do when they are economists.

We're going to go to one other website called Classroom Clues. This is a great website that can take economic concepts. it's a searchable website that takes a particular concept, such as scarcity, and you can search it and it will bring up picture books, children's literature, that highlights that particular economic concept.

[Screen changes to read classroomclues.com. Transitions to home page of the website. Mouse scrolls up and down.]

So there are hundreds of picture books on the site and some of them even have some teaching ideas and strategies accompanied to them.

These economics websites give you resources as a teacher and also give your students some tools to think like economists.

[Screen changes to the original page from the beginning.]

Video Series:

Elementary Social Studies Videos

Grade Level:

Elementary Resources

Subjects:

Economics