sharon's+lesson+plan

= New Color of Money = What 21st Century Skill Objectives does this activity/Lesson include? Mention that I am a retired Secret Service Agent and that I have gotten permission from the School Board and your teacher to do this presentation. Maybe you saw the flyers out in the hall. Originally, Secret Service Agents chased counterfeiters. When Abraham Lincoln was President, he reassigned Secret Service Agents to be body guards for the President. Then, I will pass the $1 bill, asking the class to tilt bill so that light can help locate the watermark. Explain the features on the bill to watch for and know: SECURITY THREAD (plastic strip): embedded in the paper and runs vertically to the right of the portrait. This thread glows yellow when held under ultraviolet light. WATERMARK: Faint image, part of paper itself, can be seen on both sides of the note. COLOR-SHIFTING INK: From green to black when bill is tilted. The actual color of the money, too, has changed. This is the MOST NOTICABLE difference. Newly designed currency has an additional subtle background of blue and red on both sides of the note. These blue and red threads are the same fibers used in Levi jeans. Symbols of Freedom: will differ for each denomination. PORTRAIT: moved up and shoulders have been extended. Then I would pass the “Know Your Money” transparency. DID YOU KNOW: 20% of all counterfeiting cases are juvenile offenders, tripe what it was a few years ago. These offenders are more tech-savvy || “Mark the Felon” says: “Yeah, it’s hip to print your own money. Yeah, it’s cool, doesn’t cost lots of money, to print your own money. Yeah, but when you get caught, printing your own money, the stigma’s there for the rest of your life, marked as a felon, trying to get over, printing your own money.” The integrity and stability of our paper currency is up to all of us.
 * Title: ||< New Color of Money ||
 * Subject: ||< Counterfeiting ||
 * Grade: ||< 6th, 7th ,8th ||
 * Time Frame: ||< How long will the activity/lesson/project take? 30 minutes ||
 * Essential Question || Why is it important to learn about our paper currency? ||
 * Summary: ||< I will pass around a $1 bill so that the students can actually take the time to feel the money. The greatest deterrent to counterfeiting is an informed public. Counterfeiting has risen dramatically in the last 10 years. Ninety percent of computer-generated counterfeiting can be eliminated if we look at our money and know what to look for. I will point out the features to look for and add colorful points of interest. ||
 * Objectives || This lesson meets Common Core Standards that go beyond assessment to validate the process and meet objectives of: information processing, historical aspects, global involvements and relevance to the audience.
 * 1) Communication. Verbal, visual, auditory
 * 2) Problem Solving. How to detect a counterfeit bill and the importance of preserving the integrity of our paper currency.
 * 3) Decision making. Will student make the decision to carefully scrutinize the money he comes in contact with?
 * 4) Reflection (The importance of our efforts to preserve the integrity of our money.)
 * 5) Global Aspect/Awareness. (North Korea counterfeits our $100 bills). ||
 * Tasks: Hook ||< Teacher Role: Dramatic Lead
 * ||  In 10 years, the amount of currency produced by technological means grew from approximately $1 million to $72 million. Counterfeiters no longer need engraving plates or offset printers or ink-stained hands. They push the start button on a Xerox machine and copy a $20 bill. They click print on a laser-jet printer and print a $100. Very appealing to the younger generation who can now make money in their bedroom. But juveniles fail to think ahead, like having exit strategies in place to keep from getting caught. “I’ll just get probation.” But: if convicted: marked as a felon for life! Then I pass the “Mark the Felon” transparency.

At the end of this Seminar, there will be a Q & A period. Assessing the students will be derived from the questions asked. This age group is old enough to grasp the import and old enough to take the message further, to family, friends and future destinations as bankers, economists, politicians, investors.

The students can readily transfer this learning experience into everyday life. Their peers are able to transfer this knowledge, too. It is a small snap-shot of, but also indicative of, current cultural and technological trends.

No tech resource tools needed.

Examples of props: Sun glasses, dollar bill, transparencies, flyer from the Post Office. || <span style="background-color: #ffff00; font-family: 'Arial Black',Gadget,sans-serif; font-size: 16px;">Student Tasks <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. In partners, students will prepare a list of interview questions for law enforcement professions which could include: secret service agents, judges, police officers, lawyers, FBI agents.The questions should deal with the ramifications of counterfeiting. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2. Students will ask the questions either in person if an expert comes to the room or online. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3. Complete a journal entry and share their key learnings. ||
 * || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">At this Seminar, I wear sun glasses and pretend to be a retired U.S. Secret Service Agent.

and student engagement. Include any **student feedback** about the activity. ||
 * Personalization/Differentiation ||< Students can write the questions and answers, computer word processor, record their questions and answers, Dragon dictation, use a flip camera and videotape the interview ||
 * Real-World Connection || See Student Tasks ||
 * Assessment: ||< Students will share their interview research by creating a PhotoStory. ||
 * Resources: ||< * PhotoStory
 * Email ||
 * Examples: ||< * Links to teacher or student examples. ||
 * Reflection: || Reflect on the experience with specific details about the instructional outcome, pedagogy, tool effectiveness,