Beyond the Big 3: Part 2
Unit 3 · Lesson 3.18 · Last updated June 2026
A 45-minute lesson where students draw on their research from Lesson 3.17 to script and perform a realistic conversation about a novel economic indicator, then synthesize their understanding in a written summarizer.
Overview
Students draw on their research from Lesson 3.17 to script a conversation focused on an economic indicator outside of the "Big 3" (GDP growth, unemployment, and inflation). This exercise broadens student understanding of the data economists rely on and supports more sophisticated responses in Part 3 of the unit assessment. Note: This lesson is not essential to success on Parts 3 and 4 of the assessment — students absent for Part 1 or Part 2 of the assessment may use this time for makeup.
Learning Objective
- Explain the usefulness and limitations of key macroeconomic indicators.
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Materials
- Instruction Slides (display during class period)
- Student Handout (1 copy per student)
- Student Handout from Lesson 3.17 (students bring their completed research)
Lesson Sequence
Slides 2–3
- Display Slide 2 and instruct students to discuss the prompt with a peer. After approximately 90 seconds, call on 2–3 students to share their responses. (Additional educator tips and suggested answers are in the notes section throughout Instruction Slides.)
- Explain that students will use their activator responses to help them script — and possibly perform — a successful conversation about the economic indicator they researched in Lesson 3.17.
- Advance to Slide 3 and introduce the learning objective.
Slides 4–10
- Advance through Slide 4 and display Slide 5. Tell students to follow the instructions on the slide. Students who missed Lesson 3.17 can look at a neighbor's handout.
- After 1 minute, announce that students will move to a classroom location based on the indicator they researched. Assign a spot (e.g., by the door, by the windows, in the middle of the room) to each of the three indicators: Beige Book, Consumer Confidence/Sentiment, and Genuine Progress Indicator (GPI).
- Click to reveal the final line on Slide 5 directing students to move to their assigned location and pair up. Students may form a group of 3 if there is an uneven number for any indicator. Assign any students who missed Lesson 3.17 to another pair with strong communication skills.
- Instruct students to sit with their partner(s) and distribute 1 copy of Student Handout to each student.
- Display Slide 6. Read the "Introduction" from Student Handout aloud and explain that students' first task is to establish the setting and audience for their conversation. Direct students to their options for type of party and conversational partner profile. Give groups 1 minute to reach a consensus and circle their choices under "Setting and Audience."
- Read the instructions for "Let the Conversation Begin" aloud. Advance to Slide 7 and briefly review the guidance on the slide.
- Proceed to Slide 8 to illustrate the dialogue format and offer inspiration for a natural conversation opener.
- Tell students they have approximately 18 minutes to script their conversation. Explain that a few groups will have the opportunity to perform later in class. Circulate to offer assistance.
- After approximately 18 minutes, display Slide 9 and direct students to rehearse their conversation in their group, editing dialogue as needed. Allow 4 minutes.
- Advance to Slide 10. Request 1 volunteer group per indicator to perform for the class. After each performance, encourage students to voice questions about that indicator and allow anyone who researched it to respond. Students do not need to record notes about each indicator. Allow approximately 10 minutes for performances and follow-up discussion.
Slides 11–12
- Progress through Slides 11–12. Direct students to the "Summarizer" section of Student Handout. Tell students to fill in the blank with their chosen ending of the prompt from Slide 12 and then provide their response in the remaining space.
Aligned Standards
Voluntary National Content Standards in Economics
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