Financial Literacy Lesson Plan chc2P

An OHASSTA-OHHSSCA Collaborative Project

Ontario History and Social Sciences Teachers' Association

Funding from the Ontario Ministry of Education

2011

Financial Literacy Lesson Plan CHC2P

Connections to Financial Literacy Describe the financial literacy knowledge and skills which will be addressed and assessed in this lesson. Financial literacy knowledge and skills could include, but are not limited to: understanding needs and wants; consumer protection and consumer awareness; understanding the economy; planning for the future.
Unit: The 1970s Lesson: From Muscle Cars to compact cars: Driving through the 1970s Length: 3 – 4 days		Grade 10 Applied Canadian History: CHC 2P
Curriculum Expectations		Learning Goals
Change & Continuity Canada’s International Position − summarize Canada’s changing relationship with the United States (e.g., Lend-Lease Act; Alaska Highway; … St. Lawrence Seaway Agreement; Auto Pact; … Canada–U.S. Free Trade Agreement; …) Social, Economic, & Political Structures Influence of Economic Structures on Daily Life • explain changing economic conditions and patterns and how they have affected Canadians − compare economic conditions at selected times in Canada’s history and describe their impact on the daily lives of Canadians (e.g., boom periods of the 1920s, the 1950s– 1960s, the 1980s; the Great Depression; World War II; 1970s inflation; the oil crisis of 1973; the recession of the 1990s; the dot-com bubble of 2000) Methods of Historical Inquiry & Communication Research gather information on Canadian History & current events from a variety of sources (e.g., textbooks & reference books, newspapers, the Internet) found in various locations (e.g., school & public libraries, resource centres, museums, historic sites, community & government resources) Organize & record information gathered through research (e.g., using notes, lists, concept webs, timelines, charts, maps, graphs, mind maps) Interpretation & Analysis Analyse information, employing concepts & approaches appropriate to historical inquiry (e.g., chronology, cause & effect, short- & long-term consequences; adopting the perspectives of different participants in historical events) Communication Express ideas, arguments, & conclusions, as appropriate for the audience & purpose, using a variety of oral, written, & visual forms (e.g., reports, essays, biography projects, opinion pieces, feature articles, visual essays, oral reports, debates, role playing, group presentations) Use accepted form of documentation (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists) to acknowledge all sources of information, including electronic sources		At the end of this lesson, students will know, understand and/or be able to… Identify cars of the 60s, 70s, & today Discuss elements of the 70s (in terms of tackiness) Explain who Ralph Nader is & his impact on the auto industry Explain what OPEC is Outline the oil crisis of 1973 & its impact on cars, government policy, & suburbia Understand auto insurance & types of cars Use research to determine the type of car he/she would like to drive
Instructional Components and Context
Readiness This lesson is building on some elements of pop culture from the 1950s & 60s. Students need to be able to read & highlight information from class handouts. Students need to be able to make research notes, with documentation, while working on the computer or talking to an adult. (Remind students of when & where this is found – their notes, agenda, school website, etc.) Students need to know how to speak in front of a class & use visuals. Terminology Consumerism OPEC Oil Crisis National Energy Plan Pamphlet	Materials Students will need: Highlighters & writing tools Binder Access to computer time in class Teacher will need to: Book computer time 1960s/70s music & playing device Class copies of all handouts: BLM2.1 A Brief History of Automobile Insurance BLM2.2 Beautiful Cars BLM2.3 Ugly Cars BLM2.4 Ralph Nader BLM2.5 So what did oil prices mean BLM2.6 1970s – Highlights BLM2.7 The Rising Cost of Gas BLM2.8 What would you drive assignment BLM2.9 What would you drive rubric List all materials required by the teacher and the student for the lesson.

Minds On  Establishing a positive learning environment  Connecting to prior learning and/or experiences  Setting the context for learning	Connections Explicitly label: Assessment for learning Assessment as learning Assessment of learning Explicitly identify planned differentiation of content, process, or product based on readiness, interest, or learning
Whole Class  Driving Music Description As students arrive to class & for the first few minutes as attendance is being completed, play music from the late 60s or early 70s – The Guess Who, CCR, etc. Ask students why this music has such a hard sound to it? Discuss what in the 60s made music change? (Review with them the civil rights movement, Vietnam War, etc.) Ask them what they know about 70s music? What influenced it? Lastly, ask them what they would be driving if they were alive in the 1970s?	Assessment for learning This introduction activity allows the teacher to gage what information that students have on the 1970s, as well as where they got it from – parents, tv, etc.
Action!  Introducing new learning or extending/reinforcing prior learning  Providing opportunities for practice and application of learning (guided > independent)
Whole Class - What would you drive? Ask students to think about what kind of car they would like to drive – it can be anything. Give them a few minutes to think about it. Go through the class & generate a list of cars. Once the list is complete, add your own choice (e.g. 1957 Corvette or a 2011 Traverse LTZ). Ask students to explain the reasons for their choice & generate a list of factors on the board. If they are stuck, provide an example. Once the list of factors has been generated, ask anyone if they have changed their mind? If so, what has influenced them? Small Groups & Whole Class - Beautiful Cars vs Ugly Cars Show the class the pictures of “Beautiful Car” from the early 70s & then show them pictures of “Ugly Cars” from the end of the decade. In their groups of 2 or 3, have them generate questions about why the change from muscle cars to compact cars. After about 5 minutes, put the list of questions they have generated on the board. Whole Class – 1970s Have students get out their highlighters to use as the class works through information on the 1970s, & things that impacted the cars. Some worksheets have questions for class discussion included. Work through the following handouts: The 1970s – Highlights Ralph Nader (fill in the blank option available) The Rising Cost of Gas So what do oil prices mean… A Brief History of Automobile Insurance As necessary, return to the questions generated to clarify & answer them. Once the hand outs have been worked through, discuss with students how people in the 1970s dealt with their needs & wants – change in car size. Discuss how the economy, the oil crisis, impacted cost of living, car design & manufacturing. Discuss how these changes forced people to think about the future – the cost of insurance, the cost of commuting to work, etc. Lastly, discuss the impact of Ralph Nader on consumer awareness in the auto industry & in general. What do they think of his work?	Assessment as Learning As students are working through the various activities, they will be able to access what they learned against the information that they are getting. Students will require much of this information in their assignment, in which they will complete a checklist.
Consolidation  Providing opportunities for consolidation and reflection  Helping students demonstrate what they have learned
Individual – What would you drive? Description Hand out the assignment to students. Read over it as a class to answer any questions. At this point, remind students about note taking expectation & computer expectations. Give students 1 to 2 classes to research their cars & complete their pamphlets. Students will then present to the class & hand in all required materials. Note to teachers: All information for this assignment can be found online. Also, it is suggested that this assignment be recorded as an application mark. Lastly, if the rubric needs clarification, have students refer back to the assignment & the success criteria.	Assessment of Learning In order for students to make their decision they will have to research 3 cars & consider many factors, as discussed in the lesson. Once students have made a decision they will have to justify it to the class & teacher with their research, this will allow the teacher to determine what they have learned in this lesson.

BLM2.1

• 
  The invention of the car in the late 19^th century generated a need to protect people from potentially enormous financial loss from operating a car
  
• 
  Vehicles have changed the world; however, they can be dangerous instruments, inflict death, personal injury, & property damage
  
• 
  Vehicles can also be damaged &/or stolen
  
• 
  Thus, the potential economic losses associated with automobiles can be significant
  
• 
  Automobile insurance can be traced back to ancient mariners
  
• 
  In 3000 BC, merchants in China would spread cargo over several ships to avoid loss
  
• 
  The first written record of insurance was found in the Code of Hammurabi – known as “bottomry”
  
• 
  “Bottomry” was when a ship owner borrowed the full cost of his ship
  
• 
  When the ship returned successfully, he would repay the money with interest, including a premium to reflect the risk of loss
  
• 
  If the ship did not return, he repaid nothing
  
• 
  Ancient Greek, Indian, & Phoenician traders used “General Average” – a cooperative insurance whereby profits were shared, as well as losses
  
• 
  The first half of the 20^th century saw a surprising number of accidents on roadways
  
• 
  By the end of WWII, the automobile insurance industry was growing deal with the financial responsibility of driving & the mandatory insurance coverage laws for motorists
  
• 
  By the early 1970s, no fault auto insurance was becoming prominent due to increased costs of accidents from the powerful muscles cars & inexperienced drivers using them
  

BLM2.2 Beautiful Cars

Source: http://classic-car-2.blogspot.com/p/classic-american-muscle-cars-pictues.html

Source : http://1969-dodge-charger-pic.blogspot.com/2011/05/dodge-charger-1969.html

Source : http://www.goldeagle.com/event_marketing/coolridesonlinegallery11.aspx

Source : http://www.musclecardrive.com/specs/chevrolet/1966-chevrolet-nova.php

Source : http://www.aa1car.com/blog/favorite_cars.htm

Source : http://www.coronet500.at/cms/index.php/index.php?option=com_content&task=view&id=26&Itemid=1&PHPSESSID=231863004a045269a297b4e0c26b5d72

Source : http://www.hotrod.com/featuredvehicles/hrdp_0210_1971_plymouth_duster/photo_01.html

Source : http://www.computersupport.ca/Restoration/happening.htm

1977 Ford Mustang

Source: http://jalopnik.com/5238643/1977-mustang-ii-v8-for-5400

1977 Chevy Nova Hatchback

Source: http://ref-chevrolet.info/chevrolet-nova-hatchback-coupe-1977.html

1978 Oldsmobile Cutlass Salon

Source: http://justoldcars.com/?p=547

1984 Pontiac Acadian

Source: http://www.wktechnical.ca/acadian/

1976 Cheverolet Chevette

Source: http://www.time.com/time/specials/2007/article/0,28804,1658545_1658533_1658523,00.html

1975 AMC Gremlin

Source: http://allworldcars.com/wordpress/?p=2208

1976 Ford Pinto

Source: http://www.cargurus.com/Cars/Pictures-c16034-1976-Pinto.html

1975 AMC Pacer



http://stuckinmassachusetts.blogspot.com/2008/10/friday-fun-thread-ugly-cars-of-1970s.html

BLM2.4 Name __________

• 
  He was born on February 27, 1934 in Winsted, Connecticut
  
• 
  He attended Princeton University & Harvard
  
• 
  He began his law career in 1959 in Hartford, Connecticut
  
• 
  Ralph Nader has been named one of the 100 most influential figures in American History by The Atlantic
  
• 
  He has been named one of the 100 most influential Americans of the 20^th century by Time & Life magazines
  
• 
  His criticism of government & industry has created public awareness
  
• 
  Time also called him the “U.S.’s toughest customer”
  
• 
  For over 4 decades, he has exposed problems & organized millions
  
• 
  He has helped to frame laws, regulate agencies, improve the quality of life for many
  
• 
  He helped make cars safer, along with many other things
  
• 
  He first made headlines in 1965 when he published Unsafe at Any Speed – a book that attacked the auto industry for producing unsafe vehicles
  
• 
  He was only 31 when this book was published
  
• 
  The book specifically attacked General Motors Corvair
  

• 
  General Motors hired private detectives to dig up dirt on Nader, in order to discredit him
  
• 
  It is believed that the attention that Nader brought to the auto industry prevented hundreds of thousands of motor vehicle-related deaths & injuries
  
• 
  This book led to congressional hearings in the USA & new automobile safety laws being passed in 1966
  
• 
  Other issues that Nader has addressed: consumer protection, openness in government (he had much to say about the May 2, 2011 Canadian Federal Election), nuclear power safety, renewable energy, food & drug safety, air & water pollution, product liability, union democracy, consumer reforms in insurance, banking, & telecommunications
  

http://images.businessweek.com/ss/09/05/0528_gm_history/14.htm

• 
  He was born on February 27, 1934 in Winsted, Connecticut
  
• 
  He attended ____________ University & Harvard
  
• 
  He began his law career in 1959 in Hartford, Connecticut
  
• 
  Ralph Nader has been named one of the 100 most influential figures in American History by ______________
  
• 
  He has been named one of the 100 most influential Americans of the 20^th century by Time & Life magazines
  
• 
  His criticism of government & industry has created ______awareness
  
• 
  Time also called him the “U.S.’s toughest customer”
  
• 
  For over 4________, he has exposed problems & organized millions
  
• 
  He has helped to frame laws, regulate agencies, improve the quality of life for many
  
• 
  He helped make cars safer, along with many other things
  
• 
  He first made headlines in 1965 when he published __________________– a book that attacked the auto industry for producing unsafe vehicles
  
• 
  He was only 31 when this book was published
  
• 
  The book specifically attacked _________________ Corvair
  

• 
  General Motors hired private detectives to dig up dirt on Nader, in order to discredit him
  
• 
  It is believed that the attention that Nader brought to the auto industry ___________ hundreds of thousands of motor vehicle-related deaths & injuries
  
• 
  This book led to congressional hearings in the USA & new automobile safety laws being passed in 1966
  
• 
  Other issues that Nader has addressed: consumer protection, openness in government (he had much to say about the May 2, 2011 Canadian Federal Election), ___________ power safety, renewable energy, food & drug safety, air & water pollution, product liability, union democracy, consumer reforms in ____________, banking, & telecommunications
  

http://images.businessweek.com/ss/09/05/0528_gm_history/14.htm

• 
  As a result of the 1973-74 Oil Crisis, North American automobile manufacturers had to rethink the way they made cars …were muscle cars the right way to go?
  
• 
  “Gone were the days when bigger was better.” Ann Douglas
  
• 
  Skyrocketing gas prices were making it difficult for people to drive their gas guzzling muscle cars
  
• 
  People needed subcompact cars
  
• 
  The Ford Pinto was one of the new subcompact cars – sadly it tended to blow up in rear-end collisions because of the placement of the gas tank
  
• 
  The Chevy Vega was another new design
  
• 
  The North American automobile manufacturers had to re-design in order to compete with the cheap, dependable, energy-efficient imports
  
• 
  Some cars were simply shrunk, such as the 1975 Cadillac Seville – it was 1000 pounds lighter & 25 inches shorter than the 1974 Cadillac Seville; however, it cost more!
  

• 
  By the end of the 1970s, many people were moving back to the city
  
• 
  People were struggling because of the increased cost of living & the higher gas prices
  
• 
  Many families gave up two sizeable cars for one small car – it was too costly to operate & maintain two larger cars by the end of the decade!
  

“The seventies are the years that everyone loves to hate – a ten-year black hole during which tackiness reigned supreme.” Ann Douglas This was a decade that was dominated by suburban living & uniformity These middle class families were clones of each other, as much as their homes were – most suburbs had only 4 or 5 home designs So what made the decade so tacky? Its fashion, fads & music … Some fashion trends from the 1970s included: lycra & spandex - such as disco pants & swim suits; bright coloured jogging suits; fake leather & faux fur; toe socks; earth shoes; platform shoes; hot pants; gauchos; designer jeans; patches on jeans; overalls & painter’s pants; “cool” looks inspired by movies – such as Annie Hall, Saturday Night Fever, or Urban Cowboy; polyester leisure suits; &, the punk-rock look. Popular colours were rust, harvest gold, & avocado green Some fads from the 1970s included: CB Radios, 50s nostalgia – seen in shows like Happy Days & Laverne & Shirley, which were very popular in the 1970s; body & soul – getting healthy in body & spirit; hot tub parties; The microwave came out in 1972 Desk & pocket calculators came out in 1972 Digital watches came out in 1975 The home computer came out in 1978 Some popular movies of the decade included: Jaws (1975), Airport (1970), Airport 1975 (1974), Airport ’77 (1977) – all disaster films; Hearts & Minds (1974), The Deer Hunter (1978), & Apocalypse Now (1979) – all Vietnam War films; Rocky (1976), Star Wars (1977), Saturday Night Fever (1977). The Rocky Horror Picture Show (1973) became a cult hit The hottest music trend of the decade was disco – Blondie, the BeeGees Many were not fans of disco - one DJ from Chicago hated disco so much that he destroyed disco records to protest his station moving from all rock to disco Many music fans were sad when Elvis was found dead on August 16, 1977 Popular Canadian music of the 1970s included: Anne Murray, Bachmann Turner Overdrive, Rush, Joni Mitchell, & Buffy Sainte-Marie. Pierre Elliot Trudeau was prime minister & had to deal with the October Crisis of 1970 Canada won the 1972 Summit Series against the USSR The Oil Crisis of 1973 impacted the economy & the way Canadians lived Canada went metric in starting in 1977, the process was completed by 1980 There was growing regional discontent in Canada with Western Canada, the Atlantic provinces, & Quebec speaking out Montreal hosted the 1976 Summer Olympics In 1978, no name products were introduced (e.g. President’s Choice by Dave Nichol at Loblaws) “Yes, boys & girls, it was a scary time indeed…” Ann Douglas

BLM2.7

• 
  Oil prices had been relatively stable for about 100 years – under $5 per barrel
  
• 
  Prices had remained stable after WWII because of the major clout the USA had in the oil industry
  
• 
  From 1958 to 1970, prices had stayed at about $3 per barrel
  
• 
  In the early 1970s, the Organization of Petroleum Exporting Countries (OPEC) had started to gain strength
  
• 
  OPEC includes: Saudi Arabia, Nigeria, Algeria, Qatar, United Arab Emirates (UAE), Iraq, Iran, Angola, Libya, Kuwait, Ecuador, & Venezuela
  
• 
  Then in 1973 that changed – it was the first real oil shock to hit the world
  
• 
  This crisis was a political one because there was no oil shortage
  
• 
  The Arab countries decided to refuse to sell oil to the Western countries that had supported Israel in the Yom Kippur War in October 1973
  
• 
  As a result, oil prices quadrupled from $3 to $12 a barrel
  
• 
  This devastated the global economy
  
• 
  In 1979, oil prices jumped again from $15 to $35 per barrel because Iran toppled Shah (friend of the West) & the rule of the ayatollahs
  
• 
  In 1980, the federal government under Trudeau created the National Energy Program (NEP)
  
• 
  The NEP wanted make Canada more oil self-sufficient; to redistribute wealth to the federal government & consumers; & have more Canadian ownership in the oil industry – Petro Canada
  
• 
  Prices crashed in the early 80s to $20 per barrel because OPEC had underestimated the recession & demand
  
• 
  By 1990, prices had climbed to $30 per barrel because of Iraq’s invasion of Kuwait
  
• 
  Prices dropped back down to almost $10 per barrel in the late 90s
  
• 
  Sadly, price have continued to rise throughout the 21^st century – costing over $97 per barrel in the summer of 2011
  
• 
  Oil prices rise today because the supply is limited
  

BLM2.8

In the 1970s, people had to think about the future – gas prices, insurance costs, etc. This had an impact on the cars they drove. It impacted the design of cars too. Now you must put yourself in their shoes & decide what would you drive?

1. 
   Choose 3 cars that you would like to drive: one from 1967 to 1973, one from 1976 to 1980, & one from 2000 on. Your information can be taken from the internet, school databases, &/or library books.
   
2. 
   For each car you must research the following: car specifications – engine size, gas mileage, etc., and safety review/ratings.
   
3. 
   You must also get an insurance quote for each car – you may do so online in class from one of the many online insurance companies. (Possible sites includes: http://www4.bmo.com/vgn/insurance/index.html?adid=WGOIGKSFL00E, http://www.rbcinsurance.com/quote/rbc/personal/general-insurance-campaign-b.html?AFFCODE=308&CAMP=7826&V_TID=31179&ProspectID=BB551B0083F3436FA15C5B4837E6D19E, https://www.belairdirect.com/regionselect.html, http://find.allstate.ca/Car-Insurance/Ontario/Whitby?src=google&cmp=Whitby&adgrp=CarInsuranceOnline&gclid=COPW6dzaw6oCFUYCQAodSleQ6w .)
   
4. 
   You must discuss each automobile choice with an adult (e.g. parent, friend of the family, etc.). What do they think of your choices? What do you think of the advice they have offered?
   
5. 
   Consider what it will cost you drive this car – repairs, gas, etc.
   
6. 
   Print a picture of each car.
   
7. 
   Remember to document each source as you go.
   
8. 
   Finally, put together this information in a pamphlet to present to the class. You will have to showcase your vehicles & have a clear decision. (You may do your pamphlet on the computer – Publisher, or by hand.)
   

Are you ready to present checklist:

• 
  I have my research notes together with my name on them?
  
• 
  I have my pamphlet finished with 3 pictures, car information, insurance information, & adult advice in it?
  
• 
  My pamphlet clearly states my name?
  
• 
  I have made a decision about which car I want to drive?
  

Are you prepared to answer the following questions from your teacher in your presentation?

• 
  Is your decision a need or a want?
  
• 
  Are there any issues to be aware of this your car choice? (e.g. recalls, accidents, etc.)
  
• 
  Does the economy today have any impact on your decision? (e.g. cost of gas, cost of repairs, your job possibilities, etc.)
  
• 
  Can you afford to drive this car in 5 years