Social Studies Week 27: March 24-28


We warmed up by comparing and contrasting supply and demand curves for goods with those for labor markets. This was a follow-up on part of Friday’s lesson. Students should take note that for a labor market, the negatively sloping demand curve refers to demand for workers by firms at given wages (in the Y axis). The supply means the labor force (=workers) who are willing to work at given wage rates. This can be confusing because in the curves for a good, supply refers to supply by firms/sellers at various prices whereas demand refers to consumer demand.

The bulk of class was spent in pairs using a web tool from the website Read Write Think. Students created digital timelines on 8 key political events which contributed to sectional tension (tension between north and south) leading up to the Civil War. The assignment is here: PreCivilWarTimelineDirections

HOMEWORK: Make one index cards on economics lessons from last week. Include anything you could find useful on a potential quiz or test. North vs south data, Industrial Rev history and vocab, and econ concepts should be included. Basically, refer back to last week’s slide show and any extra notes you took.


Students start off by comparing the timelines they made Monday with those made by other students. They write down questions or conflicts of understanding they have while they do this. They then got a little time to follow up on these questions with a bit more research. We then watched Crash Course U.S. #18, which covers precisely the same material and should help clarify and solidify understanding of these key events.

We then switched back to economics and students took time to practice drawing diagrams for their classmates in small groups while explaining what they were doing. This gave them informal presentation practice and a chance to work through their understanding of the economics materials. After a few more minutes of review, we then had a Special Surprise Activity! 😉

HOMEWORK: Make one index card on material related to the 8 political events we explored (i.e. on the timeline) that you could potentially use on a quiz or test.


We did some review and miscellaneous clarifying. Students then had a chance to browse books on the Civil War and started generating lists of questions and ideas for a potential project topic (for a Civil War Museum Project that will be introduced and started next week).

HOMEWORK: Develop, edit, and add to your list of questions about the Civil War (in notebook).

Comments are closed.

Font Resize