Economics · Grade 10

Active learning ideas

The Role of Entrepreneurship

Active learning works for this topic because entrepreneurship thrives on application, iteration, and real-world problem solving. Students need to test ideas, receive feedback, and adjust strategies, which mirrors how entrepreneurs actually build businesses.

• Ontario Curriculum Expectations
• Ontario Curriculum, Canadian and World Studies (2018): CIE3M, Strand C. Business and the Economy, Describe the role of entrepreneurship in the economy
• Ontario Curriculum, Canadian and World Studies (2018): CIA4U, Strand C. Economic Models and Methods, Describe the role of entrepreneurship in the Canadian economy
• Ontario Curriculum, Canadian and World Studies (2018): CIA4U, Strand D. Economic Stability, Growth, and Global Interdependence, Analyse various factors that promote or hinder economic growth, including innovation

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Expert Panel
• 45 min · Small Groups

Case Study Carousel: Iconic Canadian Entrepreneurs

Prepare stations on entrepreneurs like Tobias Lütke of Shopify and Jim Balsillie of BlackBerry. Small groups spend 8 minutes per station noting innovations, risks taken, and economic impacts, then rotate. Conclude with a whole-class share-out of common patterns.

Explain how entrepreneurs contribute to economic growth and innovation.

Facilitation Tip

During the Case Study Carousel, assign each group a specific entrepreneur to research and prepare a 3-minute summary with key economic contributions.

What to look for

On an index card, ask students to write one sentence explaining how an entrepreneur contributes to economic growth. Then, have them list one specific government program or policy that aims to support entrepreneurs in Canada.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 02

• Expert Panel
• 35 min · Pairs

Elevator Pitch Challenge: Pairs

Pairs brainstorm an innovative product or service for a local need, then craft and deliver 60-second pitches to the class. Classmates score pitches on feasibility, innovation, and market potential using a simple rubric. Debrief on what makes a strong pitch.

Analyze the factors that foster or hinder entrepreneurship in different economies.

Facilitation Tip

For the Elevator Pitch Challenge, provide a rubric that students use to evaluate each other’s pitches, focusing on clarity, feasibility, and economic impact.

What to look for

Pose the question: 'What is the biggest risk an entrepreneur faces, and how can government policy help mitigate that risk?' Facilitate a class discussion, encouraging students to provide specific examples from their learning.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 03

• Expert Panel
• 50 min · Whole Class

Policy Debate Simulation: Whole Class

Divide class into teams arguing for or against government subsidies for startups. Provide data on programs like IRAP; teams prepare 3-minute opening statements and rebuttals. Vote and reflect on how policies influence entrepreneurship.

Justify the role of government in supporting entrepreneurial activity.

Facilitation Tip

In the Policy Debate Simulation, assign roles in advance and provide a list of Canadian government programs to research, ensuring students ground arguments in real policy examples.

What to look for

Provide students with a short case study of a fictional startup. Ask them to identify two potential barriers to the business's success and one way the government could realistically offer support. Review answers as a class.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

Activity 04

• Expert Panel
• 40 min · Small Groups

Risk-Reward Matrix: Small Groups

Groups receive startup scenarios with varying risks and rewards. They plot factors on a matrix, calculate potential returns, and recommend actions. Share matrices and discuss mitigating strategies like insurance or partnerships.

Explain how entrepreneurs contribute to economic growth and innovation.

What to look for

On an index card, ask students to write one sentence explaining how an entrepreneur contributes to economic growth. Then, have them list one specific government program or policy that aims to support entrepreneurs in Canada.

• Understand
• Apply
• Analyze
• Evaluate
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Research shows students grasp complex systems like economics best through iterative practice and peer feedback. Avoid lectures that separate theory from application. Instead, use activities that require students to apply concepts immediately, such as pitching or debating. Emphasize iterative improvement, where students revise ideas based on feedback, which aligns with how entrepreneurs succeed.

Successful learning looks like students confidently pitching ideas, identifying risks and rewards, and debating policies with evidence. They should connect classroom examples to Ontario’s economy and explain entrepreneurs’ broader impact on jobs and GDP.

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Watch Out for These Misconceptions

• During the Elevator Pitch Challenge, watch for students attributing success to luck rather than preparation.

  Use the pitch rubric to emphasize that market research, clear value propositions, and adaptability are measurable components of a successful pitch. Have students revise pitches based on peer feedback to reinforce this.

• During the Case Study Carousel, watch for students assuming entrepreneurship is limited to tech.

  Have groups present examples from non-tech sectors and facilitate a class discussion where students compare industries. Ask them to identify one trait common to all entrepreneurs, regardless of sector.

• During the Policy Debate Simulation, watch for students claiming government support always distorts markets.

  Provide case studies of successful government programs, such as the Industrial Research Assistance Program, and have students debate specific examples. Require evidence from these cases in their arguments.

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Methods used in this brief

• Expert Panel