Overview of New Economic Systems

​Overview of New Economic Systems

By Isiah Jones

 Do Now: Evaluate for continuity and change over time

Read and complete the Do Now Questions (1-6)
Learning how to evaluate for continuity and change over time (which is often called CCOT) will help you develop your comparison and claim-making skills and enable you to evaluate how the same location, idea, or historical process either stayed the same or changed during a set period in history.

Draw

The list below contains items that have to do with schools. In the last 100 years, which of these do you think represent changes and which do you think represent continuities?

Highlight those that you think are changes. Underline those you think are continuities.

-Continuities: The things that have stayed the same over a set period in history.

-Changes: The things that have not stayed the same over a set period in history (these are often easier to identify).

Open Ended

Can you think of any more continuities and changes in schools in the last 100 years? Work with a partner, if possible.

Labelling

Continuities and changes in schools in the last 100 years

Drag labels to their correct position on the image

Grading systems (A–F, 0–100)

Remote learning

Extracurriculars (ex: sports and clubs)

Standardized testing

Whiteboards

Environmental studies classes

lockdown drills, school resource officer

Attendance requirements

Open Ended

Were there more changes or continuities? Explain why there were more of one than the other for this time period.

Overview of New Economic Systems

SWBAT analyze how financial innovations (banks, joint-stock companies) and economic policies (mercantilism) facilitated global trade, colonization, and the emergence of capitalism.

Essential Question: How did new financial systems and institutions drive the creation of a global economy and the rise of capitalism?

Overview of New Economic Systems: Vocab

• Credit: An agreement where a borrower receives something of value now and agrees to repay the lender later, often with interest.

• Joint-Stock Company: A business owned by investors who buy shares of stock, sharing both the risks and profits.

• Mercantilism: An economic policy where a country seeks to increase wealth by controlling trade and exporting more than it imports.

• Capitalism: An economic system where trade and industry are controlled by private owners for profit, rather than by the state.

Open Ended

Section: Innovations in finance

What was one key financial innovation? _________________

What was one major effect of this innovation? __________________

Open Ended

Section: Fibonacci’s Liber Abaci

What was one key financial innovation? _________________

What was one major effect of this innovation? __________________

Jigsaw Activity - Instructions

• We Do - Jigsaw Read

• Step 1: Expert Groups

  • Group A: "The First Modern Banks" (includes International Currency Exchange & Bonds)

  • Group B: "Colonialism and Joint-Stock Companies" (includes Empires as Businesses)

  • Group C: "Mercantilism & Capitalism" (includes A Global Competition & The Rise of the Middle Class)

• Your Expert Group Task: Read your assigned section and identify:

  1. One key financial innovation or policy.

  2. One major effect of that innovation.

Jigsaw Activity - Teaching Trios

• Step 2: Teaching Trios

• Regroup! Find two people who read the other sections.

• Your Task: Take turns teaching your section to your group.

  • Be the teacher! Explain your innovation and its effect.

  • Be the student! Listen and take notes for the graphic organizer.

• As a trio, complete your graphic organizer.

Open Ended

What was the main goal of mercantilism?

Open Ended

Why were banks so important for global trade?

Open Ended

The article says a 'middle class' began to emerge because of these changes. Why would bankers and merchants gaining wealth challenge the old social order?