Red Trunk Project

sample Oaxaca trunk

Sample Lessons: MEXICAN CURRENCY

Some peso coins

Support materials:

Mini Docs:
1) How is money, both paper and coin, made?

2) What is the purpose of having a national currency?

3) What part of the government is responsible for making currency and controlling its production?

  • Explore the purpose of currency with students. What are alternatives to currency? Have students explore if there are rules for creating designs for currency. (e.g. In the United States, a person featured on currency must be deceased.) Using these parameters or make up their own, have students design a new currency. What denominations would the currency be? (Base 10, base 5, base 100, etc.?) What symbols would they keep? What new symbols would communicate the message they want to send about their country to its population and others around the world?How do such symbols remind students of emojis they see today?  (NYC SS 3.4; 3.5; 3.6; NYS Arts 1, 2)
  • Using images of currency from other countries, have students list all the things they see that are symbols on the currency. What might these designs represent? Look for symbols on the Mexican pesos and compare them to the symbols on the money from the United States and additional countries whose currencies have been brought to class. What’s similar/different? What might this mean? How do you think governments decide which symbols to put on their money? Are their similarities in these decisions? What does this suggest about the countries? How do you think money suggests ways in which countries are in contact with each other?  (NYC SS 3.4; 3.5; 3.6; NYS Arts 4)

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Red Trunk Project

Red Trunk Project

Some peso coins

Red Trunk Project

Some peso coins

Red Trunk Project®

Red Trunk Project

Some peso coins