Active Learning Consultants, Richard Bernato Ed.D.

Active Learning Consultants offers a series of experiential publications that embrace our core belief; that none of us is as smart as all of us, unless we are smart together. Taken further this reflects Confucius' saying that " I do, and I understand." Classroom simulations / experiential learning strategies like Cutthroat, Ups And Downs, International Cutthroat, Which Way USA?, and Decision - Iraq, a Simulation of President George W. Bush's Decision to Invade Iraq, are a growing collection of publications ALC offers schools. Below, find a sample of the all inclusive Teacher's Guide to Ups and Downs.

UPS AND DOWNS

A simulation of economic prosperity, depression, and recovery

PURPOSE

UPS AND DOWNS is a simulation that allows students to participate in situations similar to those experienced by our American citizens during the 1920’s and 1930’s. As citizens of BERLAND, students will participate in personal and business economic decision making while they sell, buy, and invest in the BERLAND economy. Later they will develop governmental solutions that will either prevent or reduce the effects of an economic depression.

Please note that the author feels that UPS AND DOWNS will be far more effective when used before an American History teacher’s instruction about our own Great Depression. Since surprise is a key element, any pre-knowledge about a stock market crash might dilute the affective and cognitive elements of a boom and crash economy with your students. However, UPS AND DOWNS will still have teachers’ desired outcomes if you choose to implement the simulation after your own instruction about the Great Depression.

After experiencing the simulation your students will be able to;

Explain how an economic system of borrowing, lending, and investing works;

Offer theories about why an economy can experience highs and lows;

Explain problems people and countries may suffer during an economic depression;

Compare their experiences to the economic boom of the 1920’s’

Compare their experiences to the Great Depression;

Develop and offer solutions to the causes of a Depression;

Compare their “New Deal” to the New Deal of the 1930’s;

Practice and master processes of Decision Making and Creative Problem Solving.

NATIONAL COUNCIL OF SOCIAL STUDIES STANDARD VII: Production, Distribution, and Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.

OVERVIEW

UPS AND DOWNS is a simulation of a boom, depression, and recovering economy. Based loosely on the CUTTHROAT simulation, part of the Capitalist Dilemmas series, it is set in a fictional country of BERLAND. BERLAND’s economy, a very simplified version of the Industrial Era in our United States, has grown, adopted practices of investment, borrowing, and spending very similar to out own practices.

Your students will adopt the roles of WORKERS, BUSINESSPERSONS, STOCKBROKERS, and BANKERS within this simple economy. After you ensure that students have learned their roles and tasks your role as teacher will chiefly take the form of facilitator.

You will be guiding the students through up to three segments of the simulation:

PHASE I will recreate a 1920’s boom period as students within their roles, interact with each other in a buying and selling prosperous economy.

PHASE II will recreate the New Deal as students are regrouped to consider the causes of the depression and to formulate ways to avoid future depressions.

PHASE III will involve a debate over the role a government should play in regulating an economy.

Each of these phases stand alone and are optional although it is strongly recommended that you complete at least the first two phases. All three phases should take about 8 class periods; the first 3 to 4 periods, the second, 2 periods. The third should also take 2 periods. PHASES II and III have particular value in decision-making, problem solving, and critical thinking and civics expectations of any secondary social studies program.

The PHASE I simulation begins after the students have read the STUDENT GUIDE, and have been assigned and understand their roles. As BUSINESSPERSONS, STOCKBROKERS, WORKERS, AND BANKERS, they will;

Invest in the BERLAND market, often using a margin system;

Deposit savings in the bank;

Borrow money from the bank;

Buy GOODIES.

After the market suddenly crashes and the results of the ripple effect from this event are analyzed you will regroup the students for PHASE II into citizen study groups and into a Congress. You will play President as these study groups recommend bill to the Congress for passage. You will also be amazed at the quality of their ideas and their similarity to the actual New Deal.

The PHASE III debate will involve pro and con groups who will argue to another group of uncommitted students about the role a central government should play in a depressed economy.

For more information, contact us at richber1@optonline.net