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Social Studies in Action: A Teaching Practices Library, K-12

Professional Development > Social Studies in Action: A Teaching Practices Library, K-12 > 6. Making Bread Together

Social Studies & History

K-2, 3-5, 6-8, 9-12

Making Bread Together

Meylin Gonzalez is a kindergarten teacher in Tampa, Florida. Ms. Gonzalez uses this lesson to introduce her students to several economic concepts, including production and cooperation. Using a children's book as a guide, Ms. Gonzalez reviews with her students how people work cooperatively on an assembly line to make a product. The students then experience the concepts of production and distribution through an activity in which they create an assembly line in the classroom and prepare hand–made bread.

Video Summary: Kindergarten teacher Meylin Gonzalez brings economic concepts to life in the classroom by creating a hands-on assembly line in which her students make bread. Ms. Gonzalez begins by reading a book entitled Pasta, Please to help students understand how pasta is made and where commercially prepared food comes from. Then they discuss the production and marketing processes involved in making and selling bread. Students invent a fictitious company called Kinderbread, make advertisements for their bread, and discuss how people make decisions about what they buy.

Working in groups, students form assembly lines and begin the process of making bread by hand. Each student has a job to do, such as adding an ingredient or kneading the dough. The assembly line structure not only illustrates the different steps involved in making bread, but also underscores the importance of each step in the production process. Meanwhile, Ms. Gonzalez starts a batch of dough in a bread-making machine. While the dough rises, Ms. Gonzalez explains concepts like supply and demand by first defining needs and wants and asking students to distinguish between them with examples from their own lives. The lesson concludes with a snack of fresh-baked bread, during which students compare the efficiency of making bread by hand versus using a machine.

Class at a Glance

  • Teacher: Meylin Gonzalez
  • Grade: Kindergarten
  • School: Dickenson Elementary School
  • Location: Tampa, Florida

Themes and Standards Addressed in This Lesson

“Making Bread Together” highlights the following NCSS standards-based themes:

  • Science, Technology, and Society
  • Production, Distribution, and Consumption

Content Standards:

  • Economics

About the Class - Classroom Profile

“I wanted my students to develop a curiosity and understanding of how things are made, to know that things like bread don’t simply show up at the store. But I also wanted them to experience what it’s like for everyone to have a job, to work together, and to realize the value of each person’s job.”
— Meylin Gonzalez

Meylin Gonzalez teaches kindergarten at Dickenson Elementary School in Tampa, Florida. Situated in a cruise-ship port of central Florida, near the beaches of St. Petersburg, Tampa is home to a diverse population. Dickenson Elementary School is located in a suburban community that supports a variety of small businesses and service industries. Approximately one-third of the students are Spanish bilingual.

Ms. Gonzalez started the year with a unit called All About Me, then moved on to units on transportation, insects, Native Americans, holidays, the seasons and weather, Black History month, forest and jungle habitats, the farm, the solar system, and the ocean environment.

Year at a Glance

Units in Meylin Gonzalez’s Social Studies Year

  • All About Me
  • Transportation
  • Insects
  • Native Americans
  • Holidays, Seasons, and Weather
  • Black History Month
  • Forest and Jungle Habitats
  • The Farm and Its Products
  • The Solar System
  • The Ocean Environment

Making Bread Together fell within the unit The Farm and Its Products. Before the lesson, the class read Pasta, Please, a book that explores the process for making pasta. Next, the class invented a fictional bread company called Kinderbread, and replicated parts of the pasta production process to make bread. Ms. Gonzalez introduced basic concepts in business and economics by discussing how buying decisions get made, then had the class create advertisements for their product. Finally, students went to work making bread, assembly-line fashion. Each student had a job to do, without which the bread could not be made. Simultaneously, Ms. Gonzalez mixed, kneaded, and baked dough in a bread machine, so that students could also compare production methods.

As the lesson concluded, the class categorized different products according to whether they were “needs” or “wants.” She reviewed the role of individual jobs in the production process, then invited different people to speak to the class about their jobs in the community. She segued into the next unit (on the solar system) by talking about the importance of the sun for life on earth.

About the Class - Lesson Background

Read this information to better understand the lesson shown in the video.

Content: Economics
Economics is a social science that deals with the production, distribution, exchange, supply and demand, and consumption of goods and services. Even young learners encounter examples of economic concepts in their daily lives: scarcity of time and resources, the difference between needs and wants, making decisions about what to buy, and spending money. However, young children are also likely to have misconceptions about basic principles of economics. For example, they may not see a connection between jobs, work, and income, or they may believe that the value of money is related to its size and color.

Young students can build an economics vocabulary as they sort out labels that describe different economic processes. As they learn about the variety of jobs that exist in a healthy economy they also begin to understand the importance of cooperation and interdependence, competition, some of the factors that go into making business decisions, and the relationship between work and meeting one’s needs. Some of the ways young students can explore abstract economic principles are by doing hands-on activities like making bread or pasta and then creating advertisements for the products they make.

Teaching Strategy: Learning by Doing
Young children learn best when they have direct, hands-on experiences and when they can relate what they learn to what they already know. In this lesson, students explored basic principles of economics by making a product (bread) and writing advertisements for their product. Then they created their own Needs and Wants chart and discussed how buying decisions are made — something they may already have experienced.

In addition to teaching students about supply and demand, the assembly line activity reinforced the value of the individual’s contribution to a given process, the importance of working together, and the satisfaction that comes from seeing a job through to completion. It also encouraged social interaction, student engagement, and collaboration in meaningful work. As Ms. Gonzalez showed, learning by doing energizes students, sustains their interest, and exposes them to content from other subject areas like math, art, reading, and writing.

Watching the Video

Notes

As you reflect on these questions, write down your responses or discuss them as a group.

 

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 video 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 video 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?

Connecting to Your Teaching

 

Notes

As you reflect on these questions, write down your responses or discuss them as a group.

Reflecting on Your Practice

  • What is an especially difficult concept or set of concepts that you want your students to learn? How would you prepare them to learn these concepts?
  • Think of a hands-on activity that you have used or are considering using. What background information or advance preparation is needed to ensure that students learn? What major concepts are learned from doing the activity?
  • How do you assess student understanding when using hands-on activities?

Taking It Back to Your Classroom

  • After exploring a difficult concept or set of concepts, ask students to find examples in magazines or newspapers. For example, if students are learning about various types of jobs, ask them to look for pictures of people doing those jobs. Visual representations of concepts can reinforce learning and can help students link what they have learned to the world beyond the classroom.
  • Use a book (one example is A Chair for My Mother by Vera Williams) to explore how family members can work together to meet needs and wants.
  • Take students on a tour of the school cafeteria to look for economic principles in action: for example, the variety of jobs involved in preparing a large-scale meal, the delivery of “raw materials” (ingredients) to the cafeteria, how various items are priced, and so on.
  • Take a field trip to a nearby grocery store to give students a “behind the scenes” view of where food and household items come from.
  • Think of an important concept or set of concepts that you teach that might be better understood using a hands-on experience. Design the experience and determine in advance how you will assess understanding. Help students think about the criteria that will guide their work.

For related print materials and Web sites, see Resources.

Standards

NCSS Standards
Expectations of Excellence: Curriculum Standards for Social Studies defines what students should know and be able to do in social studies at each educational level. This lesson correlates to the following standards for elementary school students:

VII. Production, Distribution, and Consumption
Distinguish between needs and wants; identify examples of private and public goods and services; describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.

VIII. Science, Technology, and Society
Identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication.

Content Standards:
Economics

Resources

Print Resources

For Students

Berger, Melvin. Pasta, Please! Littleton, MA: Newbridge Educational Publishing, 1994.

Numeroff, Laura Joffe. If You Give a Mouse a Cookie. New York: HarperCollins Juvenile Books, 1985.

Williams, Vera B. A Chair for My Mother. Upper Saddle River, N.J.: Scott Foresman, 1984.

For Teachers

Phipps, B., with M.C. Hopkins, and R.L. Littrell. Teaching Strategies K-2. Master Curriculum Guides in Economics. New York: National Council on Economic Education, 1993.

 

Web Sites
For Teachers

Dallas Federal Reserve Bank
This site provides information about programs, online games, and other useful economics resources for students.

National Council on Economic Education program page
This NCEE source offers national standards, Internet-based lessons, economic news, and links for K-12 teachers and students.

National Council for the Social Studies
The NCSS provides teachers with an information service that includes curriculum content and assessment for ages 3 through 8.

Social Studies Standards in Economics: K-1
This site is a guide to economic lessons for kindergarten through first grade.

Series Directory

Social Studies in Action: A Teaching Practices Library, K-12

Credits

Produced by WGBH Educational Foundation. 2003.
  • Closed Captioning
  • ISBN: 1-57680-635-9

Sections

Supplementary: Making Bread Together

Making Bread Together

Programs

Program 1 Introduction to the Video Library

This program presents the purpose of the Social Studies in Action video library. It introduces all the components of the library, explains the goals of NCSS, and presents examples of classroom lessons throughout the library. This program also addresses a variety of ways in which the library can be used for enhancing the curriculum, teacher reflection, and best practices for teaching.

Program 2 A Standards Overview, K-5

This program includes K–5 classroom examples from across the country that define and illustrate the 10 NCSS thematic strands and present a variety of ways that they can be integrated into the K–5 curriculum. The primary grades begin to lay the foundation and groundwork for big ideas and concepts in social studies, such as a sense of place, time, community, and justice.

Program 3 Historical Change

David Kitts is a first–grade teacher on the Santo Domingo Indian Reservation in New Mexico. In his bilingual classroom, Native American students are studying the history of farming through a lesson that compares farming in eighteenth–century New England to current–day practices in the Midwest. The lesson uses literature and the study of various farming tools and products to illuminate the changes that have taken place in the industry over time and in different parts of the country. The lesson includes group activity and discussion.

Program 4 China Through Mapping

Mimi Norton teaches second grade at Solano Elementary School in Phoenix, Arizona. In this lesson, students learn about China's position on the globe and the location of important landmarks within the country. As a class, students create a giant map of China on the floor. Working in teams, students complete mapping tasks at classroom stations, focusing on the five themes of geography. As a culminating activity, students solve an interactive detective mystery created by Ms. Norton and work in small groups to solve problems based on their mastery of the map of China.

Program 5 Leaders, Community, and Citizens

Cynthia Vaughn teaches first grade at the Rooftop Alternative School in San Francisco, California. The objective of Ms. Vaughn's lesson is to help her students differentiate between the titles and roles of elected officials at city, state, and country levels. After a class discussion outlining the various roles of these elected officials, students work in pairs to complete a chart, matching specific names with job titles and buildings, and then discuss their work with the whole class. Then, the students build their own fictitious community and explore and present the issues facing the town.

Program 6 Making Bread Together

Meylin Gonzalez is a kindergarten teacher in Tampa, Florida. Ms. Gonzalez uses this lesson to introduce her students to several economic concepts, including production and cooperation. Using a children's book as a guide, Ms. Gonzalez reviews with her students how people work cooperatively on an assembly line to make a product. The students then experience the concepts of production and distribution through an activity in which they create an assembly line in the classroom and prepare hand–made bread.

Program 7 Caring for the Community

Debbie Lerner teaches grades 1–3 at Red Bridge Elementary School in Kansas City, Missouri. Red Bridge incorporates a personalized learning curriculum in which students stay in the same classroom for all three grade levels. Ms. Lerner's lesson focuses on the concept of community and explores how her students can help make a difference in each other's lives. Students review the concept of resources and interview their superintendent to understand how decisions are made that affect the school budget. Students then work in groups to brainstorm and create flyers to help prepare for their school's upcoming remodeling.

Program 8 Celebrations of Light

Eileen Mesmer teaches a combined kindergarten and first–grade class in Salem, Massachusetts, a diverse community outside Boston. Ms. Mesmer asks her students to explore the many ways the holidays are celebrated and to find commonalities among the various celebrations. Ms. Mesmer reads to the students from "The Winter Solstice," using it to help students understand the greater theme of community. Through math, writing, and drawing stations located throughout the classroom, students interact with the content in a variety of ways and through diverse learning styles.

Program 9 Explorers in North America

Rob Cuddi, a fifth–grade teacher at Winthrop Middle School in Winthrop, Massachusetts, has been teaching for almost 30 years and has recently taken an active role in restructuring the social studies curriculum to accommodate both state and national standards. Mr. Cuddi's lesson introduces the theme of exploration in North America, posing three essential questions: How have people in history affected our lives today?; How do the human and physical systems of the Earth interact?; and What role do economies play in the foundation of our history?

Program 10 California Missions

Osvaldo Rubio is a bilingual fourth–grade social studies teacher at Sherman Oaks Community Charter School in San Jose, California. Mr. Rubio's geography lesson focuses on the location and movement of California missions. In groups, students create artistic, oral, written, and other more sophisticated audio–visual presentations. Some students use the Internet to download images, while others use a digital camera and editing software to create their own presentations in the form of an I–Movie.

Program 11 State Government and the Role of the Citizen

Diane Kerr is a fourth–grade teacher at Butcher Greene Elementary School in the ethnically diverse community of Grandview, Missouri, a few miles outside Kansas City. Ms. Kerr presents a lesson on the state of Missouri and its three branches of government. Students work in groups and create posters that represent the legislative, executive, and judicial branches of government. The students also voice their concerns about what can be done to improve their lives. As a class, they then work to understand the process of how a bill becomes a law.

Program 12 Using Primary Sources

Kathleen Waffle teaches fifth grade at John Muir Elementary School in San Bruno, California, a working–class suburb of San Francisco. In a unit on Colonial America, students examine an eighteenth–century business through a case study of a successful silversmith who lived in Colonial Williamsburg. In small groups, students use primary source documents (advertisements) and artifacts to identify the business strategies used by the silversmith. They then translate a historic contract between a master and an apprentice and examine how colonial apprenticeships compare with present–day job pursuits.

Program 13 Making a Difference Through Giving

Darlene Jones–Inge is a fourth–grade teacher at O'Hearn Elementary School located in Boston's inner city. Ms. Jones–Inge, a teacher for 10 years, presents a complex lesson that focuses on the theme of giving. Ms. Jones–Inge has students work in teams to determine a meaningful service project addressing the needs within their school, community, country, or world. Through thoughtful voting and collaborative decision making, students must determine the goal and scale of their project.

Program 14 Understanding Stereotypes

Libby Sinclair is a fourth– and fifth–grade teacher at Alternative Elementary School #2 in Seattle, Washington. In her lesson, Ms. Sinclair asks her students to define the term "stereotype" from a variety of perspectives. At the beginning of the lesson, Ms. Sinclair has students brainstorm individually and in groups to understand how stereotypes have affected their lives and their learning. After recognizing that the contribution of Negro baseball leagues has been omitted from the history of baseball, students thoughtfully plan and execute a letter campaign to contact text publishers.

Program 15 A Standards Overview, 6-8

Lessons from grade 6–8 classrooms illustrate how the NCSS standards and themes can be integrated into the middle school curriculum. Middle school teachers explore a number of expectations and outcomes in their lessons and build on the fundamentals established in the elementary grades. Themes of civics, political science, and history begin to take on more meaning as the content in these lessons connects to students' lives.

Program 16 Explorations in Archeology and History

Gwen Larsen teaches sixth–grade social studies at Harbor School in Boston, Massachusetts. In her introductory lesson, Ms. Larsen guides students through an exploration of their family histories, leading to their place in the larger human family and the development of civilizations. Ms. Larsen's students work in groups to differentiate between fossils and artifacts. The lesson concludes with student presentations of their own family heirlooms.

Program 17 Exploring Geography Through African History

Lisa Farrow is a seventh–grade world cultures teacher at Shiloh Middle School in a suburb of Baltimore, Maryland. Ms. Farrow's lesson provides her students with an understanding of African history and geography. After creating a personal timeline, the students create a historical timeline of Africa, focusing on the Bantu migrations, the rise of Islam, the West African trading empires, the Turkish empire, the slave trade, and European colonialism. Students take an active role in group work as they create maps and captions that define each period. Ms. Farrow concentrates on the importance of the trading empires and their connection to Africa's history as a whole.

Program 18 The Amistad Case

Gary Fisher is a teacher at Timilty Middle School in the urban community of Roxbury, Massachusetts, part of the greater Boston area. In his eighth–grade U.S. history class, Mr. Fisher examines the history of African American slavery through a dramatic mock trial based on the Amistad case in 1839. Serving as the defense, prosecution, judges, and other historical characters in the trial, students develop their cases and present them in a formal court setting created in their classroom. In his class, Mr. Fisher collaborates with the Spanish teacher who provides special support for second–language learners.

Program 19 Population and Resource Distribution

Becky Forristal teaches seventh–grade economics at Rockwood Valley Middle School, 20 miles outside St. Louis, Missouri. Her lesson focuses on a population simulation that explores world economics, demonstrating the inequalities in land, food, energy, and wealth distribution in the world today. Using a global map on the classroom floor, students are able to visualize how resources are distributed in both wealthy and under–developed nations of the world.

Program 20 Landmark Supreme Court Cases

Wendy Ewbank teaches seventh and eighth grade at Madrona School in Bellevue, Washington. In a civics lesson on landmark Supreme Court cases, the students focus on the tension between the rights of the individual and the good of society. In the lesson, students work in groups, presenting various cases to the class in the form of a press conference. Key issues include the right to privacy, equal protection, and the First Amendment. On day two, students hold a town meeting to discuss whether the burning of the American flag is protected under the right to freedom of speech. Ms. Ewbank provides clear rubrics, which help students understand the expectations and goals for the lesson.

Program 21 The Middle East Conflict

Justin Zimmerman is a sixth-grade teacher at Magnolia School in Joppa, Maryland, about 30 miles north of Baltimore. Mr. Zimmerman explores the claims to land in the Middle East from three major religions — Islam, Christianity, and Judaism. After learning about the geography of the area, the students begin to explore the region's political unrest and discuss the controversy over control of the land of Israel. Through this lesson, the students begin to make connections that relate their own lives to the political and religious struggle.

Program 22 A Standards Overview, 9-12

This program shows a variety of complex topics from high school lessons, illustrating how the NCSS standards and themes can be integrated into teaching in grades 9–12. Teachers will be able to see how the curriculum can be expanded to address complex issues and content in meaningful ways and become much more sophisticated in exploring all areas of social studies.

Program 23 Public Opinion and the Vietnam War

Liz Morrison is a ninth–grade American history teacher at Parkway South High School in suburban St. Louis, Missouri. In a lesson on the Vietnam War, Ms. Morrison explores how public opinion was shaped by key events. Students create a timeline and work in groups to discover how public opinion changed from approval to disapproval. The students view television footage from this period and listen to popular music that reflects both sides of public opinion. Ms. Morrison helps her students make connections from the Vietnam War to their world today.

Program 24 Migration From Latin America

Mavis Weir teaches 10th–grade history at Casa Grande High School in Petaluma, California. In this lesson, students explore the various reasons people emigrate from their homeland. The class is broken up into six separate groups, each representing a different Latin American country with its own set of resources. Using both primary and secondary sources, students examine the economic, political, and environmental circumstances that cause people to emigrate. Each group presents their findings through a variety of creative presentations that include theatrical skits, artwork, and music.

Program 25 Competing Ideologies

Wendell Brooks is a teacher at the diverse Berkeley High School in Berkeley, California. Mr. Brooks' ninth–grade history class focuses on a variety of political ideologies present during the period of World War I. His class includes lively discussion on capitalism, communism, totalitarianism, and Nazism, as portrayed by leaders such as Hitler and Mussolini. In his lesson, Mr. Brooks incorporates a Socratic discussion into his lesson, as well as group activities and presentations.

Program 26 Economic Dilemmas and Solutions

Steven Page is a 12th–grade economics teacher at Vivian Gaither Senior High School in Tampa, Florida. In this lesson, students review and interpret the government's role in the economy. Working in groups, students examine economic dilemmas, including the implications of human cloning, year–round schooling, and drug legalization. Students then reach consensus on a "proper" economic decision and present their findings in the form of a skit, followed by a group discussion.

Program 27 Gender-Based Distinctions

Tim Rockey teaches 12th–grade American government and politics at Sunnyslope High School in Phoenix, Arizona. Mr. Rockey reviews the concept of civil rights, with a focus on women's rights. Students evaluate the "reasonableness" standard as set by the court and come to understand where the court has drawn the line for gender–based decisions. They explore the following questions: Can public taverns cater only to men? Can females be excluded from contact sports? And can a state military college exclude women? After examining Supreme Court cases, students render a judgment as to the validity of the standard of equal rights.

Program 28 The Individual in Society

Brian Poon is a teacher at Brookline High School in metropolitan Boston, Massachusetts. Mr. Poon's 12th–grade philosophy lesson focuses on the role of the individual in society. Based on readings by various philosophers, including Reinhold Niebuhr, Thomas Hobbes, Mao Zedong, Martha Nussbaum, and Plato, students apply the philosophers' viewpoints to solve the dilemmas of a fictitious nation called "Fenway." They then participate in a dynamic class discussion about how to integrate the best philosophical ideas to address Fenway's problems.

Program 29 Issues in Social Studies: Groups, Projects, and Presentations

This program examines how social studies teachers in any grade level can use groups, projects, and presentations to help students become actively involved in their learning. Topics range from structuring groups to creating scoring guides and rubrics. Through examples of cooperative learning, decision making, and problem solving, teachers can examine how to use groups, projects, and presentations to promote powerful learning.

Program 30 Issues in Social Studies: Unity and Diversity

This program examines how social studies teachers in any grade level can embrace both unity and diversity in their classrooms. Topics range from exploring democratic values to building awareness of student diversity. Through examples of students connecting with one another and embracing the different cultures within their community, teachers can reflect on how to best address issues of unity and diversity in their classroom.

Program 31 Issues in Social Studies: Dealing With Controversial Issues

This program examines how social studies teachers in any grade level can encourage open and informed discussions with their students while dealing with controversial issues. Topics range from stereotypes and gender–based discrimination to the conflict in the Middle East. Through clearly identifying issues, listening to multiple perspectives, and formulating personal positions, teachers can explore a variety of strategies that can be used to teach challenging issues such as these in their own classrooms.

Program 32 Issues in Social Studies: Creating Effective Citizens

This program explores how social studies teachers in any grade level can help their students develop the democratic values that will make them effective and responsible citizens. Teachers are shown helping students see their community in a broader sense and inspiring them to think about ways they can make a difference. The classroom lessons emphasize how civic processes work, how to discuss issues from multiple perspectives, and how teachers can inspire their students to take social action.

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