Abstract
Courses related to the inextricable relationship between money and society often challenge students in unique ways. One such course relies on a scaffolding design to support students as they develop the requisite vocabulary and understanding necessary to assess the claim that the U.S. financial crisis was an economic, political, social, and cultural event. As an instructional technique, scaffolding calls for the sequential review of component parts of a more complex topic. The units in Money and Society act as related building blocks, each becoming more complex on the students’ conceptual ascent to the financial crisis. This chapter presents select teaching tools, techniques, and sources in an effort to support educators teaching economic inequality and the U.S. financial crisis.
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Bradley, S.L. (2018). Overcoming Students’ Fear: Scaffolding to Teach Money and Society . In: Haltinner, K., Hormel, L. (eds) Teaching Economic Inequality and Capitalism in Contemporary America. Springer, Cham. https://doi.org/10.1007/978-3-319-71141-6_10
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DOI: https://doi.org/10.1007/978-3-319-71141-6_10
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