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Mini-Society

Mini-Society . Eunjung Kim ED434-01. Mini-Society . 3-5 th Grade 6-8 th Grade. IV: Individual, Development, and Identity V:Individuals, Groups, and Institutions VI: Power, Authority, and Governance VII: Production, Distribution, and Consumption X: Civic Ideas and Practices .

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Mini-Society

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  1. Mini-Society Eunjung Kim ED434-01

  2. Mini-Society • 3-5th Grade • 6-8th Grade • IV: Individual, Development, and Identity • V:Individuals, Groups, and Institutions • VI: Power, Authority, and Governance • VII: Production, Distribution, and Consumption • X: Civic Ideas and Practices

  3. MINI-SOCIETY=TOKEN ECONOMY • One way to bring the tents of democracy into the classroom is to create a microcosm of our larger society in which students deliberate about the concerns adult citizens deal with on a daily basis. • Everyone has rights and responsibilities that are discussed, agreed on, and clearly articulated. • Determine necessary service • Work for needs of community • Can establish private business that can help community

  4. What is your goal? • First, Students will See the interdependence inherent in every community and can examine how societies function through mini society. • If monetary profit is a goal, students and teacher can create real classroom business. • Providing products or service • If learning goal is to better understand how societies function, how individuals are interdependent, the role of power and authority, or the role of citizens, • Then a simulated society may better serve the purpose.

  5. Get into two group • There should be one teacher in each group. • The rest are students. • Follow each step. • Create a system of mini-society.

  6. How to apply? Steps! • Brainstorm (tasks) • What tasks must be carried out to keep the classroom running smoothly? • Ex) Returning graded papers, watering classroom plants, and etc. • Discuss the responsibilities of teacher and students. • Create jobs congruent with those tasks • Prepare necessary materials for the establishment and maintenance of a mini-society. • Ex) job application forms, banking forms (deposit slips, withdrawal slips, ledgers), paychecks, student checks, payment forms, coupons, invoices, and so on

  7. How to apply? Steps! (cont.) • Have at least one job available for each student. • Be sure to allow for choice among jobs. • Have students complete a form similar to a real job application. • Special talents and skills, prior experience, and references. • Sort through applications, check references, and interview prospective “employees” • After job selection, arrange for training for the jobs that require specialized skills. • Set-up of a classroom society may take up to 1 hour each day for about 2 weeks.

  8. How to apply? Steps! (cont.) • Encourage students to apply for new jobs approximately once each grading period. • If desired, arranged for students to earn a paycheck of simulated money. • As students earn paychecks, introduce basic concepts in economics. • If students are earning salary, they will also incur expense, such as desk and cubby rental and utilities. • Develop a system in which students may spend their earnings during periodic auctions of goods and services.

  9. REMEMBER! • Behavior management is not an explicit goal of a mini-society. Job Ideas: Paper passer, greeter, homework monitor, attendance taker, lunch monitor, safety monitor, recycler, librarian, telephone attendant, plant attendant, zookeeper… etc.

  10. If economy is also included, • Consider • Payroll clerk • Bank teller • Bank controller • Rent collector • Utility clerk • Tax collector

  11. If civics and government, • Mayor • Classroom council members • Assessment • Aside from the costs and benefits of quality job performance is unnecessary.

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