Monopolies and Trust
Goals and Objectives
Goal:
Students will be able to identify characteristics of the environments that helped create trusts.
Student Learning Objective:
Students will choose a modern industry in which they would make a trust and in small groups they will present four reasons why including two reasons based on the industry’s history and two reasons on their view of the future.
Students will be able to identify characteristics of the environments that helped create trusts.
Student Learning Objective:
Students will choose a modern industry in which they would make a trust and in small groups they will present four reasons why including two reasons based on the industry’s history and two reasons on their view of the future.
California State Content Standards
11.2.5. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.11-12.1.C
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Driving Historical Question
How do trusts in society affect us?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖
Time: 5 minutes (3 minutes for individual students to write down responses, 2 minutes for discussion)
After students would come into class, write down the objective, agenda and warm up prompt they would answer the question below. The question would be on the screen as well as a picture of the game Monopoly. The reason for this is to have students relate the term monopoly to the game. Monopoly is something most students can relate to but the term trust is not used as often. The goal here is assess whether students understand the main goal of the game or if they do not have any background knowledge about this game. If students are not familiar with the game then I would briefly describe the goal of the game and the importance of having property to charge the other player rent until they have no money.
The reason a stranger was included in the question was to identify and explain why people might act differently towards a best friend compared to a stranger. The main point is that best friends are trusted to behave a certain way, guided by societal norms. This would lead to the introduction of the term, trust. Since best friends are trusted to behave a certain way so are people who are in the same industry, if they want to survive they either work together and trust that they will both stay in business. If companies do not trust anyone then it will lead to companies behaving as if they were playing the game monopoly.
If you were playing the game Monopoly would you behave differently if you were playing against a stranger compared to your best friend? Explain how and why.
The reason a stranger was included in the question was to identify and explain why people might act differently towards a best friend compared to a stranger. The main point is that best friends are trusted to behave a certain way, guided by societal norms. This would lead to the introduction of the term, trust. Since best friends are trusted to behave a certain way so are people who are in the same industry, if they want to survive they either work together and trust that they will both stay in business. If companies do not trust anyone then it will lead to companies behaving as if they were playing the game monopoly.
If you were playing the game Monopoly would you behave differently if you were playing against a stranger compared to your best friend? Explain how and why.
Vocabulary (Content Language Development)
The vocabulary will be embedded throughout the lecture.
Monopoly
Trust
Robber Baron
Social Darwinism
laissez faire
Monopoly
Trust
Robber Baron
Social Darwinism
laissez faire
Content Delivery (Method of Instruction) ‖ Time:25 minutes
Lecture: The lecture contains information about examples of trusts and monopolies. It also includes information about the robber barons. The lecture contains brief stops to have whole class discussions about critical thinking questions.
Guided Notes:
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Student Engagement (Critical Thinking & Student Activities) Time:5 minutes
The lemonade stand activity is about the students taking into consideration what they would do if they had the option of forming a monopoly or trust with a competing lemonade stand. This would incorporate critical thinking skills because they would be forced to consider a real world example and discuss their reasons. Students will be required to do this activity in a think-write pair share, the reason for this is because students will move around and this will help them concentrate during the rest of the lecture.
Lesson Closure ‖ Time: 5 minutes
Students must answer the question:
What is the difference between monopolies and trusts? Explain which one you would rather have.
What is the difference between monopolies and trusts? Explain which one you would rather have.
Assessments (Formative and Summative)
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Formative Assessment: The formative assessment is the lemonade stand example. Students will explain what path they would take if another business was nearby and affecting the amount of profits they made.
Summative Assessment: The summative assessment is towards the end, students are required to come up with a modern day example of an industry that they would make either a trust or monopoly. They would be required to give two reason based on the industries’ past and two about the potential future they see. Students are to create groups of four to make a think tank and decide the industry as well as the reasons why they choose it. |
Accommodations for English Learners, Striving Readers and Students with Special Needs
The information of the lecture will be on the prezi presentation and it has pictures of the material that will be discussed to facilitate their comprehension. The lecture includes breaks in between that are created to use the information they are learning and make it easier for them to retain the information. The activities allow students to stand up, move around and help students with ADHD release some of the energy they have. The students will create groups or partners depending on the activity. Students that are English learners will have the opportunity to discuss their opinions and be able to check if they are on the right track by talking to another student. By encouraging students, all students, especially
English learners to get into groups and discuss they will be more willing to volunteer during whole class discussions.
English learners to get into groups and discuss they will be more willing to volunteer during whole class discussions.
Resources (Books, Websites, Handouts, Materials)
http://www.history.co.uk/biographies/andrew-carnegie
https://www.gilderlehrman.org/history-by-era/gilded-age/essays/robber-barons-or-captains-industry
http://www.pbs.org/wgbh/americanexperience/features/biography/rockefellers-john/
http://www.pbs.org/wgbh/amex/carnegie/peopleevents/pande01.html
http://www.philanthropyroundtable.org/almanac/hall_of_fame/john_d._rockefeller_sr
https://www.gilderlehrman.org/history-by-era/gilded-age/essays/robber-barons-or-captains-industry
http://www.pbs.org/wgbh/americanexperience/features/biography/rockefellers-john/
http://www.pbs.org/wgbh/amex/carnegie/peopleevents/pande01.html
http://www.philanthropyroundtable.org/almanac/hall_of_fame/john_d._rockefeller_sr