Capitalist Fundamentals Teacher Resources
Find Capitalist Fundamentals educational ideas and activities
Showing 1 - 20 of 37 resources
Students explore communism from historical and theoretical perspectives to present to fellow classmates at a teach-in. Each team of students be responsible for researching and presenting on one of the suggested topics in the activity.
In this delinquency worksheet, students read and complete ten different exercises, including providing examples of theories, matching ideas to theorists, writing about their opinions, and comprehension questions about the article.
Students explore Native American culture by examining their economy. In this financial history lesson, students define the European economies as capitalist while finding the opposite for Native Americans. Students research Montana Tribal websites for further information and define the different tribes that inhabited Montana.
Students examine the conditions that led to organized labor unions. In this 20th century America lesson, students compare and contrast the Knights of Labor Constitution, the American Federation of Labor Constitution, and the Industrial Workers of the World Preamble. Students analyze each of the primary sources and discuss their findings.
In this biology instructional activity, students engage in the reading of the rights of educators to teach concerning the issue of using animals for educational purposes.
In this The Jungle worksheet, students discuss the theme, symbolism, and political views presented in The Jungle by Upton Sinclair. Students construct essays related to the Sinclair's depiction of capitalism and socialism.
Students reflect on how many board games they've played have African Americans, their culture or history incorporated within. They identify four street games and three card games that appeal to African Americans. They play the "Prosperity" board game.
Students appreciate the colors, font types, font sizes, pictures, picture frames, backgrounds, box shapes and other graphics used in game production. They appreciate mathematical calculations (addition, subtraction, division, multiplication and percentage), and various currency denominations used.
High schoolers explore the foundations of "new societies" such as those created by figures like Jefferson & Ghandi, The evaluate the differences between what was intended and the actual reality of these societies including where the came from.
In this controversial issues worksheet, students read 15 famous quotations on controversial topics and identify who said each of them.
Using the variety of videos, articles, and other materials provided here, class members explore the importance of monuments, historical narratives, and shared memory. After reading and participating in a Socratic seminar, pupils choose a monument to research, write a paper about, and re-represent either with description or an actual physical product. An involved project that requires critical and creative historical thinking.
Although mainly review from previous videos, Sal goes further into depth on IPOs and explores reasons companies raise equity and others purchase it. As he describes the assets and equity of a business, note there is an error in his calculations around 2:30 of pre-money and post-money valuation; address this before moving on. Sal reviews investment liquidity and purposes for an IPO, explaining ticker symbols and trading. Like the last video, he details the role of investment banks. Learners investigate reasons people purchase shares in a company, introducing dividends and corporate buyouts.
From stagecoach to railroad tracks, your class will discover how advancements in travel in the United States during the nineteenth century played an integral role in the industrialization and development of American society. The main activity in this resource is an investment game where class members are given a unique identity and then, based on their knowledge of transportation in the period, are asked to invest in the best mode of transportation at various stages in the eighteen hundreds.
Young scholars complete a variety of activities as they examine the historical significance of the Transcontinental Railroad and the Golden Spike Ceremony in Promontory, Utah, which honored its completion. In one activity they plan and recreate a grander, more appropriate Golden Spike ceremony.
A comprehensive look at the prohibition debate through the lens of immigration gives scholars intriguing material for a debate and essay of their own. They watch four video clips (find these on the PBS website), discussing issues in small groups after each one. The viewing guide offers excellent prompts to get scholars critically thinking instead of just retaining. Use the debrief questions to facilitate a whole-group analysis, too. Next, groups discuss differing positions of various demographics. They are then assigned roles and given actual legislation to read and debate from various viewpoints. They vote to pass or veto each of the four bills. Finally, individuals write essays based on a given essential question relating anti-immigrant sentiment to prohibition enactment.
Review economic vocabulary, presidential election campaigns, and current campaign budgets (2004). Your class will determine how they feel about the amount of money spent on presidential campaigns, they will read an informational article, create a campaign finance timeline, and engage in a class discussion. This is an excellent resource!
Students examine the international conflicts that might have caused the terrorist attacks of 9/11. In groups, they research the similarities and differences between the three major religions and how they connect to 9/11. To end the lesson, they review public opinion surveys on the attacks and compare this attack to others in history.
In this online interactive reading comprehension worksheet, students respond to 25 multiple choice questions about Richard Wright's Black Boy. Students may submit their answers to be scored.
Learners study paintings, sculptures and of objects d'art as documents to study the 19th century Industrial Revolution. In this art history lesson, students study a chronological timeline of art during the Industrial Revolution. Learners read about the art and artists of this method and time.
Students determine who is responsible for the start of the Cold War. For this Cold War lesson, students conduct their own research about the evolution of the war and write essays that reveal their opinion on how the war began.