1. Topic-
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2. Content-
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| Students will learn the economic, social, and moral incentives found
in our every day lives. They will also have a good understanding of
why people act the way they do when money is involved. |
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3. Goals: Aims/Outcomes-
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1.I hope to clarify what economic incentives are to my students.
2. I aim to teach students to respect money and the control it can
have over a human being.
3.I also hope to encourage students to enter the money market and
manage their money successfully within it. |
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4. Objectives-
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1.Students will learn the topic of economic incentives.
2. Students will be able to apply what they learn in the real world.
3.Students will understand why consumers and business act the way
that they do.
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5. Materials and Aids-
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Software Applications: None
Computer Equipment: Laptop
Video Equipment: VCR, DVD, projector
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6. Procedures/Methods-
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A. Introduction-
1. I will begin the lesson by going over the definition of incentives.
Students will hear the difference between economic, social, and moral
incentives.
2.Each student will provide at least one example of how incentives
are used in their daily lives.
3.Each student will provide at least one example of how incentives
are used among big corporations and or businesses. |
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B. Development-
1.A showing of the film "Freakonomics" will follow the introduction
into incentives.
2.At the end of the movie I will ask the question "why do people cheat?"
Students will asked to recall specific examples from the film supporting
their answers. i.e. the sumo wrestlers. |
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C. Practice-
| 1.Students will be broken up into four separate groups. Group 1
will have people with economic incentives, group 2 will have people
with social incentives, and group 3 will have people with social incentives.
The fourth group will be our average consumers looking for a deal
or increase in income. Group 4 will be provided with tokens representing
money. No one has more than $1,000. Their goal is to walk around the
room and end up with the most money. Groups 1-3 are holding cards
I created with incentives on them such as bonuses, discounts, and
fines for economic incentive students, hosting parties and purchasing
newest Ipod for social incentive students, and advertising or donations
for moral incentive students. As Group 4 walks around the room they
must stop and talk to at least 1 person from each group. Whichever
card they select from the person they choose to talk to, they must
give up the money for it. Once everyone has walked around the room
once, the remaining money will be counted and the person with the
most money wins. |
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D. Independent Practice-
| 1.For homework I will request that the students bring in photos
of economic, social, and moral incentives. |
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E. Accommodations (Differentiated Instruction)-
| 1.After the day of playing the incentives game I will show clips
from various movies such as Confessions of a Shopaholic, The Joneses,
Taladega nights, and Caddy Shack. After showing certain clips from
movies I will ask the students to write the title of the movies we
watched and describe an instance in each one where either economic,
social, or moral incentives took place. |
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F. Checking for understanding-
| 1.I will give the students an essay prompt and give them 30 minutes
to complete it. They will need to define and provide specific examples
for the 3 different types of incentives. They will also need to answer
my question of "why do people cheat?" with at least 2 examples. |
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G. Closure-
| 1.After the students have had 30 minutes to write their essays,
I will give a closing lecture of incentives and mention that it is
always possible for incentives to be conflicting. |
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7. Evaluation-
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| 1.There will only be one exam for this lesson. The exam will be
in essay format and will be on the final day of our discussion on
incentives. |
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