Social Studies In Action: Making Bread Together


Watching the Video

Before You Watch Respond to the following questions: What are some economic principles or concepts that you teach (or could teach) in your curriculum? What concepts have you taught using hands-on activities? What are the challenges and benefits of this teaching strategy? How do you assess students' understanding when using hands-on activities? Watch the Video As you watch "Making Bread Together," take notes on Ms. Gonzalez's instructional strategies, especially how she breaks down abstract concepts. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson. Reflecting on the Video Review your notes, then respond to the following questions: What struck you about the classroom climate, background, preparation, strategies, and materials used in this lesson? How has Ms. Gonzalez prepared her students for the bread-making activity in the video? How does Ms. Gonzalez deal with any misconceptions her students have? How does Ms. Gonzalez use stories, role playing, and examples to illustrate economic concepts? How does Ms. Gonzalez assess students' understanding of the concepts presented in the lesson? Consider the ways in which this class is different from yours. What activities and concepts might you introduce in your own teaching? Looking Closer Let's take a second look at Ms. Gonzalez's class to focus on specific teaching strategies. Use the video images below to locate where to begin viewing.


		< < <		Developing a Needs and Wants Chart: Video Segment Go to this segment in the video by matching the image (to the left) on your TV screen. You'll find this segment approximately 18 minutes into the video. Watch for about 5 minutes.

Ms. Gonzalez and her students discuss the difference between needs and wants. They work together as a class to develop a model of a Needs and Wants chart. As you watch the students develop their own Needs and Wants chart, consider these questions:

What is the purpose of this activity?
What aspects of student understanding can Ms. Gonzalez assess, using this project?
How is the creation of a Needs and Wants chart similar to the assembly line activity? How is it different?


		< < <		Working on an Assembly Line: Video Segment Go to this segment in the video by matching the image (to the left) on your TV screen. You'll find this segment approximately 5 minutes into the video. Watch for about 7 minutes.

Ms. Gonzalez highlights the importance of each job on an assembly line. As you watch the students make bread, think about this question:

What is the purpose of this activity, and what aspects of the assembly line process will students better understand because of their participation?
What larger economic and/or social questions might be raised as a result of students participating in this activity?

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Watching the Video