Summary: Students begin the lesson by predicting the answer to the compelling question, How are 21st century jobs different from those in the past? To answer the compelling question, students will begin by answering three smaller supporting questions: How do economists measure work?; What is the role of education in the workforce?; and How are jobs changing? Students employ a variety of strategies including brainstorming, prediction, collaborative discussion, and pair-sharing to draft answers first for each of the supporting questions and finally for the compelling question.
Overarching Questions:
- ECONOMICS: How has technology (e.g., ships, canals, railroads, newspapers, telegraphs, radio, television, the internet and social media) spread ideas and influenced public opinion, the economy and/or the government? Did the changes strengthen or weaken democratic institutions?
- ECONOMICS: What is the proper role of government in the economy? (Especially with regard to economic crises, national defense/security, health and safety of the people, and economic development and practices.)
NJ Student Learning Standards for Social Studies:
- 6.1.12.EconNE.16.a: Make evidenced-base inferences regarding the impact of technology on the global workforce and on entrepreneurship.
- 6.1.12.EconNE.16.b: Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.
Link to Lesson: HOW ARE ... 21st Century Jobs DIFFERENT FROM THOSE IN THE PAST? (newyorkfed.org)