Economic - lesson 7

Lesson 7 MoneyMoney: Making Trade Easier
Teaching Objectives:1. To teach that the use of money as a medium of exchange is more efficient than barter because money reduces the cost of trade.
Economics Concepts \Vocabulary: Money, Trade, Exchange, Barter
Time Allowed: 25-30 minutes
Materials:
Enough play dough modeling compound for each student to make a sculpture
Articles of "capital" (pencils, scissors, rulers, etc.)
Play money
Discussion of Economic Concepts:
  Barter (direct exchange) is inefficient because there must first be a coincidence of wants.Each trading partner must want what the other one has, and must be willing to trade for it.Using money (indirect exchange) is much more efficient because a coincidence of wants isnot required. When trading, people accept money and then use the money to purchaseother goods and services.
  Using money as a medium of exchange greatly lowers the cost of trade by reducing the timeand resources required for finding a trading partner. This permits more time for the actualproduction of goods and services. By greatly reducing the costs of trade and therefore ex-panding the size of potential trading markets, the use of money encourages people to spe-cialize more in what they produce. This, in turn, results in much greater productivity and inmuch higher standards of living.
以物易物（直接交换）是低效的，因为必须先有欲望的巧合。每个贸易伙伴必须想其他的什么人都有，而且必须愿意为交易货币it.Using（间接交换）是更有效，因为欲望的巧合状态并没有要求。交易时，人们接受钱，然后用这笔钱购买其他商品和服务。
利用货币作为交换媒介大大降低了贸易，通过减少所需寻找一个贸易伙伴的时间和资源成本。这允许有更多的时间对商品和服务的实际生产。通过大大降低贸易成本，从而扩大潜在交易市场的大小，用钱鼓励人们SPE-业化更多的是他们生产。这，反过来，将导致更大的生产效率和生活的高得多的标准。
Teaching Tips:
1.Because this lesson builds on Lesson 6, it is best to teach it soon after Lesson 6 is completed.

Teaching Procedure:
1.Tell students that you are going to give them another chanceto produce and trade
goods. Pass out the play dough and let studentscreate goods as in Lesson 6. Stress thatas producers, they must produce goods that consumers (other students) want. Theyshould also produce a high quality product.
2. Let the students describe what they have produced. Theymay want to "advertise" whytheir product is the best one for a classmate to purchase.
3. Tell students that you realize that in the previous lesson,some of them had trouble trad-
ing for the exact good they wanted, and thatyou want to make it a bit easier for them.Ask students if they would like to havesome money to use while trading. Pass out $10 inplay money (one $5 and five $1 bills) to each student.
4. Give students about 5 minutes to trade. Tell themto make the best deals possible, using
any combination of goods or money to make trades. Students can make asmany tradesas they want, however, they do not have to trade.
5. After the trading session is over, discuss the following questions:
a.Did you get the good you wanted? Whyor why not?
b. Did using money make it easieror more difficult to make a trade? Why? (Using
money usually makes trade easier because both people do not have to want what theother has produced.)
c. When you made a trade or purchase, who benefited? (Both buyer and seller) Howdo you know? (Because if they did not expect to benefit, they wouldnot trade.)
d. What could you do the next time to bemore sure you get the good you want? (Be
careful to produce what the other students want, besure to produce a high qualitygood, etc.).
1.Tell的学生，你将会给他们另一个个机会农产品和贸易商品。传递出戏面团，让学生在课商品创造6.强调，由于生产商，他们必须生产出消费者（其他的学生）想要的商品。它们也应产生一个高品质的产品。
2.让学生们描述他们所产生的。他们可能要“宣传”为什么他们的产品是最好的一个同学购买。
3.告诉你意识到，在上一课，他们中的一些有困难的交易，他们想要的确切好学生，那你想对他们来说更容易一些。询问学生，如果他们想有一些钱使用，而交易。传递出10元打钱（一次500万美元和5 1元的零钞），给每个学生。
4.给学生约5分钟进行交易。告诉他们做最好的交易可能，使用商品或金钱的任意组合进行交易。学生可以使尽可能多的行业，因为他们想要的，但是，他们没有交易。
5.在交易时段结束时，讨论以下问题：
A。你得到你想要的好？为什么或者为什么不？
B。并用金钱更容易或更难以进行交易？为什么呢？ （使用
钱通常使贸易更加容易，因为两个人都没有想什么其他已经产生。）
C。当你做了交易或购买，谁获益？ （买方和卖方）何你知道吗？ （因为如果他们没有预料到的利益，他们不会交易。）
D。你该怎么办，下一次更确保你得到你想要的好？ （要
小心产生其他学生想要的东西，一定要生产出高品质的好，等）。
Follow-up and Extension Activities:
1.Discuss the various items that have been used formoney throughout history (Gold, sil-
ver, furs, shells, tobacco, wampum beads, rice, salt, etc.). What characteristics makeanitem useful as money? (Scarce, divisible, portable, durable)
2.Bring to class samples of money from other countries. Can thismoney be spent in the
U.S.? (No) Can our dollars be spent in other countries? (For themost part, no) Whatmust we do to get money to spend when we go to other countries? (Wemust purchasethe other country's motley with our dollars. When visitorscome to the U.S., they mustpurchase our dollars with their money.)
3.Let students design some money of theirown. Use their finished designs for a bulletinboard display.
跟进和推广活动：
1.讨论已被用于整个货币史（金，银，毛皮，贝壳，烟草，贝壳串珠珠，米，盐等）的各个项目。有什么特点使得一个项目有用钱？ （稀缺，整除，便携，耐用）
2.带来的资金来自其他国家的阶级样本。可以在这笔钱被花
美国？ （否）我们可以将美元在其他国家用了？ （在大多数情况下，没有）我们必须做些让钱花的时候，我们去其他国家？ （我们必须购买对方国家的杂牌与我们的美元。当游客来到美国，他们必须购买我们的美元用自己的钱。）
3.让学生自己设计的一些钱。用自己的设计成品为板载显示子弹。
Resource Materials:1. The film, "Why Money," from theTradeOffsseries is excellent for grades 3-5.
2.Strategies for Teaching Economics: PrimaryLevel has a section with various teaching ac-tivities on barter and money.
3. TheElementary Economistissue on "Money and Exchange" contains a variety of teach-ing activities for all elementary grades.
4. The short film, "Why We Use Money: The Fisherman Who Needed A Knife," is excel-
lent. While designed for upper elementary, it can be used in virtually all elementarygrades.
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