The International Money Museum
http://edweb.sdsu.edu/courses/edtec596/Project1/Money.html
Richard Uris
This unit was found on the world wide web at http://ecedweb.unomaha.edu/museum.htm. I have not obtained any additional information about it, other than the outline provided on the web. I do not know any teachers who have worked with this unit, but it appears to have some promise at the high school level, which is where I hope to implement it.
Content Areas
This unit is anchored in economics, geography and history, but can readily incorporate or supplement units on math, language arts, science or sports.
Organizing Theme
The unit is tied together with international coins and currency which are used to spark interest in learning about countries and cultures.
Implementation
The unit appears to be of parallel design rather than interdisciplinary, as it purports to be. I envision teachers sequencing their lessons to correspond to lessons in the same area in the other fields. I find that the way in which my high school schedules classes, especially the required class in economic, makes it very difficult to use team teaching or in-depth integration. The unit will require coordination and sequencing by teachers who choose to participate. Thus, the money can be introduced in the economics class, the nations involved explored in world history, aspects of the cultures studied in music and art, literature of the country studied in language arts etc. The big problem is that only seniors take economics, and they do not take world history. Some may take music as an elective, but not all. Coordination will be a mess. I think it will be best if it is taught during a relatively brief period of approximately one week.
Outline of Activities
I'm not sure how to proceed in this section. I imagine that on day 1, the various coins and currencies might be introduced simultaneously in all participating classes. Then, in economics, we would begin to explore the role and characteristics of money. Subsequent days would involve research on the economic system of the country we are considering, economic problems, foreign trade concerns, and economic reforms we suggest. History would begin by analyzing the money for clues about the culture and time frame. Then, research could proceed about the country. Math could pursue an analysis of the physical characteristics of the coins and paper, and perhaps the mathematical significance of symbols or drawings, for example, a pyramid. Language arts could involve students with poetry or myths from the country; art could look at the artistic traditions. Phys Ed could even get into it with a look at Olympic participants from the country.
Student Products
Students can produce research papers, posters, collages etc. about the country.
Thinking Skills Engaged
The thinking skills engaged will be very similar to those emphasized in traditional discipline based programs. I suppose these include categorization, comparison, critical thinking etc. More importantly, though, the unit will encourage students to look for linkages among the various disciplines which show some unifying characteristics about the country. Is there something about the currency and coins which leads us to a better understanding of the myths and poetry. Can we anticipate the art work after analyzing the money and reading the literature. Can comparisons be drawn about countries with similarities in their coins and currency.
Lessons Learned
I know that the ninth grade teachers in my high school are desperately searching for a vehicle to introduce interdisciplinary teaching. I imagine that if they started with something like this they would be very enthusiastic about its prospects. My concern is that the school schedule is too inflexible for a true interdisciplinary unit.
This description was written by Rich Uris. Last updated on March 6, 1996.
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