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Lesson 4 2 Assignment Currency

The History of Money Lesson Plan - Teacher Copy


Students will read through “The History of Money” interactive timeline (located at: http://www.edu.uwo.ca/TeacherResources/index.html) and use the handouts provided below, to learn about the inception of currency and its evolution over time. This lesson will allow students to better understand the end results of supply and demand and to consider how technology has influenced economic practice.

Course Connections: Economics/Business/History/Math

Time line: Approximately 60-80 minutes (1-2 periods)

Grade: The lesson can be adapted for students in grades 7-12

Teacher Materials: Access to a computer lab and use of the website: http://www.edu.uwo.ca/TeacherResources/index.html

Student Materials: “History of Money” handout (see above), “History of Money Timeline (see above), pen, paper, and computer terminal with internet access

Expectations (Student Behaviors)

Students will:

  • Use hyperlinks to read through the “History of Money” online interactive;
  • Describe how and where money evolved over time;
  • Understand the concept of bartering;
  • Analyze an historical time diagram;
  • Decipher different periods of history;
  • Calculate the age of different currencies;
  • Add and subtract integers;
  • Use technology efficiently to learn and teach about the history of money.

Assessment Tools

  • Observation
  • Performance problems (see student handout)
  • Discussion
  • Student will be teaching concepts to a parent or guardian

Co-operative Group Strategies

  • Class Share
  • Numbered Heads
  • Pairs Explore
  • Pairs Share

Note that all strategies are described in detail on pages 19 to 22 of the introduction.

Activities (Sequence of Events)


Using ‘Numbered Heads', break students up into pairs and ask them to sit at a computer terminal together.


Instruct students to click through the “History of Money Interactive” located at http://www.edu.uwo.ca/TeacherResources/index.html and to take turns reading each hyperlink aloud to the other. (10 minutes)


Have students use the internet to find out what A.D., B.C., C.E., and B.C.E stand for and record the definitions in a glossary for future reference.
Information on "Coins that Span Almost 3000 Years" in their journals.


Provide a copy of 'The History of Money Handout' to every student and ensure that each student also has a paper print out of the pdf version of the timeline.


Review with students how to read the line graph and its related hash mark s (5 minutes)


Read "The History of Money" handout aloud to the class stopping to augment information, to ask questions and to make authentic connections where appropriate. (5 minutes)


Provide time for students to answer the questions provided on the "History of Money Handout" with their partner. (20 minutes)

8. Assign different pairings the task of showing their calculations to the rest of the class on an overhead (10-20 minutes). Ensure every question has been taken up and discussed.

Closure: Ask students to summarize the information in their classroom journals.
(10 minutes)


Homework: Assign the homework on the handout. Students are required to teach the concepts learned in the lesson to a parent or guardian and acquire a signature and comment from that person.


Discuss the following.

How do different beliefs such as political, social, religious, customs, etc. influence what a person considers to be "wealth" or "luxuries"? For example, why would money management be important to someone who has taken vows of poverty?

Enrichment Projects

  1. Create a research assignment where students are responsible for reporting on how Canadian money has changed over time.
  2. Have students research the money in a country of interest and present this information to the class.
  3. Ask students to develop their own currency using appropriate software. Ensure that they reflect on all the choices they have made on the back and front of their original money.

Teacher Notes

Always inform students of the expectations and how they will be evaluated before teaching a lesson. You may want to observe specific students rather than the whole class, particularly during think pair- share, to ensure each student is contributing equally.


Accommodate the unique learning styles of individual students by using the students' Individual Education Plan (IEP). The following is a list of general accommodations for students.

  • pairing with another student (mentor, tutor)
  • providing students with extra time and an alternative location(s) for successful completion of tasks
  • breaking down assignments into smaller more manageable tasks
  • providing students with appropriate frameworks to organize information and assignments
  • providing summary sheets of skills and concepts learned
  • locating students in the most suitable region of the room. This location will vary depending on visual or hearing acuity
  • offering extensions within each unit
  • allowing the use of lap top computers within the classroom


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