Building supplies

• 800 Pipe cleaners (100 for each of eight groups per class)
• 400 Miniature marshmallows (50 – about ½ cup – for each of 8 groups per class) A 10-ounce package of mini-marshmallows contains about 6 cups.
• Paper cups and coins to weight-test the bridges

Student Handouts

• Entrepreneurship Essay
• Handout A: Book Stand Group Task Sheets (one copy per class)
• Handout B: Book Stand Results (one copy per workgroup)
• Handout C: Bridge Group Task Sheets (one copy per class)
• Handout D: Bridge Results (one copy per workgroup)
• Handout E: Entrepreneurship Concluding Thoughts (one copy per student)

Cards are made from Task Sheets, Handouts A and C. Since these pages are to be cut apart into squares, you will need only one copy of Handouts A and C per class.

• entrepreneur
• economic freedom
• capitalism
• property

Teacher prepares materials. Recommendation: assemble each group’s supplies in zip-lock bags in advance to facilitate efficient distribution of supplies for each of the two tasks.

Task 1: Use Handout A to create an instruction card for each of 8 groups: cut apart the eight squares and place one card face-down on each work area. Provide about 100 pipe cleaners for each group.

Task 2: Use Handout C to create an instruction card for each of 8 groups: cut apart the eight squares and place one card face-down on each work area. Provide 50 (about 1/2 cup) mini-marshmallows and 100 toothpicks for each group. Also, give each group a half-sheet of paper representing water that the bridge must span.

When distributing these instruction cards, the groups that had political and economic freedom for Task 1, building the book stand, should have the cards limiting their freedom for Task 2, the bridge, and vice versa. That way, each group simulates the opportunity to work both with and without freedom.

Divide the class into 8 groups, or as is appropriate based on class size. Each group should have at least 3 or 4 students. Each group needs to appoint a spokesperson and a recorder.

Instructions to the class: You have 2 tasks before you today. First, you will build a book stand out of the pipe cleaners provided. It needs to hold the weight of your textbook. Because technological secrets are of utmost importance, you must not announce the information on your card nor talk loudly while completing your task, lest another group steal your ideas. You will have 15 minutes to complete this first task. It is recommended that you take the first 5 minutes to plan your structure, but that is up to you. Turn over your instruction card and take a few minutes to plan your strategy.

Start a timer for 15 minutes and let students know when the first 5 minutes recommended for planning has elapsed. When individual groups finish, and before a public testing, have each group work through the Think Sheet. The spokesperson will lead this discussion, and the recorder will take notes. This will prepare them for the self-evaluation/group presentation. Each group must finish its own evaluation prior to group demonstration.

Group demonstration, which consists of testing each book stand, and then each group (led by spokesperson) discussing for the class as a whole: What worked, and what didn’t? How might the group have been more successful? If they had to do it again, what would they do differently? Based on your instruction card, to what extent did you have the political and economic freedom necessary to complete your task? During this step, recorders will fill in Handout B: Book Stand Results to evaluate each group’s project.

For your second task, you will build a bridge using marshmallows and toothpicks. Again, follow the directions on your card and take about 5 minutes to plan. You have 15 minutes.

If you finish early, your group’s spokesperson will begin leading your discussion of the Think Sheet.

Group demonstration: weight-test each bridge. For weight testing, you might place a paper cup on the bridge, and add pennies until the bridge breaks. Have each group’s spokesperson explain for the class as a whole: What worked, and what didn’t? How was your experience in Task 2 different from your experience in Task 1? Based on your instruction card, to what extent did you have the political and economic freedom necessary to complete your task? During this step, recorders will fill in Handout D: Bridge Results to evaluate each group’s project.

Work groups talk through the quotes and questions on Handout E. As they work on this step, each group should pick one or two questions from Handout E that they want the whole class to discuss. After students have discussed Handout E, check with each group to get their recommendation for the most useful questions to discuss as a class, and then hold a whole-class conversation to wrap up.

Read Entrepreneurship Essay. Write a paragraph about the importance of Political and Economic Freedom in a free enterprise system.

Have all students try the bookshelf task again with complete freedom.