United States Currency: Primitive Imagery of an Industrialized Society
Guiding Question: Does the face of currency illustrate or reflect the growth of a nation?
Big Idea: Does the US tradition of an all-male currency keep us stuck in the past?
In this lesson, students will review a gallery wall of 6-10 banknotes from various countries that will be placed around the classroom with their historical background noted. They will compare and contrast the currency and participate in a discussion about US currency inspired by the exploration.
45-50 minutes
- Students will examine the imagery on United States’ currency and explore who is included on the face of this currency and why.
- Students should come away with the knowledge of which departments handle the printing and minting of money. They will also learn that imagery typically depicts individuals or moments in history that had a major impact on this nation. In addition, students will learn how to cite evidence to formulate an articulate argument.
- Other supporting questions:
- If the U.S. Constitution is considered a living document that changes to meet the demands of the nation, should currency reflect these changes as well?
- Discussions of placing a female figure on a U.S. banknote have been in the works since 2014 and have yet to come to fruition. Susan B. Anthony and Sacajawea are currently the only two women who appear on the silver dollar; a coin that is not in mainstream circulation. More recently, 20 women have been added to US quarters, which are in limited circulation. Why are women missing from mainstream currency? Do you think that an all-male currency is a traditional nod to the founding fathers? Do you think people in the US are unreceptive to the concept of women being reflected on banknotes?
- Is there a hierarchy in status from the imagery on banknotes to coinage? Is the latest introduction of a four-year implementation of women on the face of quarters a mere consolation prize? What happens when the four years are up?
Students will read the following articles for homework and summarize their readings in preparation for class:
- American Women Quarters Program | U.S. Mint (usmint.gov).
- BILLS 116hr1923enr.pdf (govinfo.gov)
- Nanny | Slavery and Remembrance
Note: Actual examples of a few quarters should be made available by the teacher.
- Nanny | Slavery and Remembrance, Jamaica’s $500 Bill, https://slaveryandremembrance.org/people/person/?id=PP023
- These 10 Countries Already Have Women on Their Currency | Money https://money.com/countries-women-currency/ (The teacher can print out the images and summaries of each foreign currency listed and use this to paste around the room as part of the gallery wall -or- since this is about primary documents, the teacher can access the banking institutions of each country and get copies of images. The ideal would be to have real examples of each bill, but reality makes the lesson rely on secondary sources) For the sake of time you may minimize the number of bills to six.
- American Women Quarters Program | U.S. Mint: https://www.usmint.gov/learn/coin-and-medal-programs/american-women-quarters
- The legislative act that gave life to the American Women Quarters Program: https://www.govinfo.gov/content/pkg/BILLS-116hr1923enr/pdf/BILLS-116hr1923enr.pdf
- The act of placing money in circulation or removing it is done by an act of Congress. Along with where our money is printed, this bill is an example of who is in charge of our currency.
- Susan B. Anthony Dollar | U.S. Mint (usmint.gov): https://www.loc.gov/resource/ppmsca.56597/
- Library of Congress’ Teaching with Primary Sources Tools:
- Venn Diagram for Mini-Lesson (UPLOAD HANDOUT HERE – Compare and Contrast Handout)
- Warm-up/Do Now:
- Students will watch a 3-minute video about the history of circulating coins to learn how coinage came into being in the United States at the US Mint. https://www.usmint.gov/learn/history/us-circulating-coins#video
- The teacher will then show students where paper currency is printed which is separate from coinage. The Bureau of Engraving and Printing https://www.bep.gov/ (Images of US banknotes can be found here) (5 minutes)
- Mini-Lesson (Compare and Contrast):
- Using a Venn diagram students will compare and contrast the figures selected for the American Women Quarters Program TM to the figures on the paper money. A discussion will follow. (10 minutes)
- Some questions that may be used are:
- Why do you believe the government only selected women for the quarters program?
- Can you think of an argument to support the idea that banknotes should be changed as well?
- Main Activity:
- In groups of 2-3 students will walk the gallery wall and jot down notes using the Library of Congress’ Teaching with Primary Sources “Observe-Reflect-Question” tool. Together they will craft an answer to the guided question using the evidence from the gallery wall. (10-15 minutes)
- Then the teacher will open the floor up for discussion by asking the guided/supporting questions and allowing students to openly debate amongst themselves. The teacher’s position at this point is to moderate the debate. (15 minutes)
Exit Ticket: Aside from the women who have been selected to appear on the quarters, name one significant historical event that you would like to appear on a quarter or banknote and state why.
Modifications: To meet the needs of various learners a teacher could use videos that provide the same information as the reading. The following website is designed specifically for children and delivers the same message through colorful videos, https://www.usmint.gov/learn/kids. The Venn diagram also incorporates compartmentalizing information which is included in the lesson.
C3 Standards:
- D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
- D2.His.2.9-12. Analyze change and continuity in historical eras.
This biography is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University. Content created and featured in partnership with the TPS program does not indicate an endorsement by the Library of Congress.
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