| Upper Green River Rendezvous Site and Cleveland Arcade |
- Discuss how people in the United States exchanged goods and services before money was available. Discuss ways that people still barter today (e.g., house swap for a vacation, baseball cards, food from the garden). Why has money become such a popular means of exchange? Hint: money is easier to carry, almost anyone will accept it, and it can be saved. Discuss whether money might be replaced by something else in the future (e.g., debit or credit card)? [2-8+, economics, social studies]
- Ask students to bring small items to class (e.g., pens, crayons, puzzles, toys). Attach a price to each package. Set up a class store with play money where each student has an opportunity to make a purchase (buy) and make change (sell). [1-3: economics, math, social studies]
- Have students identify where people shop in your local community. Do you have a mall, shopping center or "main street" shops? Which are the oldest? Newest? What are the similarities and differences between the different kinds of shopping areas? What are the advantages and disadvantages of each? [K-6+: economics, social studies]
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| Bank of Italy |
- Explain that banks were established to help people protect and lend money. Why do people save or borrow money? Discuss who receives and who pays interest. Using math problems, explore what happens over time to money saved or borrowed. [1-8+: economics, math, social studies]
- Have students complete forms needed to open a savings account, write a check and take out a loan. As a class, open a bank account for a special project. [3-8+: economics, math, social studies]
- Invite a bank representative to visit class to discuss how banking has changed from earlier in history. Explore the advantages and disadvantages of electronic banking methods such as automated teller machines, direct deposits and withdrawals, debit and credit cards, and pay-by-phone systems. [4-6+: economics, social studies]
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| Highland Park Ford Plant
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- Prepare small slips of paper with the names of different types of adult occupations. Have each student select a slip and act out work they would do in the occupation they selected while other students guess who they are. After the class guesses, students should recommend what they would have to do to obtain such a job. What type of education or training is needed? What kind of special equipment or work area would they need? [3-8+: drama. economics, social studies]
- Have students mass produce and sell a product (e.g., cookies or greeting cards). Use the profit to help restore or preserve a local landmark. [3-12: economics, social studies]
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| Lucy the Margate Elephant
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- Prepare a list of the media used for advertisements. The list might include: billboards, newspapers, magazines, radio, television, logos on clothes and other products, signs on buildings and vehicles, store displays, bumper stickers, campaign buttons, direct mail flyers--even skywriting. Have students spend an evening looking for examples of ads using each media form. How many different types did you find? Ask students to prepare an advertising campaign for a fundraiser or other school event using a variety of media forms. [2-12: art, drama, economics, music, reading, social studies, writing]
- Explain to students that advertising is used by businesses, politicians and others to communicate information. Have students identify the types of information provided by ads (i.e., new products, special sales and events, tips on use, points of view). How much influence does advertising have on your decisions? On your attitudes toward other people? What are the advantages and disadvantages of advertising? [3-12: art, economics, reading, social studies]
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