K.1

If You Give a Mouse a Cookie

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers.  1998. Ballwin, MO

The teacher reads the book, If You Give a Mouse a Cookie, about a mouse that has many wants that lead to other wants.  Then the students create a class “big book” and design a model classroom as they learn that people, like the mouse, have many wants.

K.1

A Chair for My Mother

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers.  1998. Ballwin, MO

The teacher reads the book, A Chair for My Mother, about a little girl whose family had lost their furniture in a fire, and now they have saved to buy a new chair for the mother.  Then the students discuss a possible choice between two chairs.

K.2

On Market Street

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers.  1998.  Ballwin, MO

The teacher reads the book, On Market Street, about a little boy who gets some money and goes shopping for many goods from A to Z.  Then the students make letters of the alphabet filled with goods.  They review this economic concept by learning the first verse of the song, Buying and Selling. 

K.2

What Do People Do All Day?

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers.  1998.  Ballwin, MO

The teacher reads the book, What Do People Do All Day?  about the animals in Busytown, many of whom perform services to keep the town’s economy running.  Then as the students learn about services, they play a guessing game to determine the services performed by their classmates.  They review this economics concept by learning the second verse of the song, Buying and Selling. 

Grade/Bench-mark

Lessons

K.2

Just Shopping with Mom

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers.  1998.  Ballwin, MO

The teacher reads the book, Just Shopping with Mom, and students discuss the activities of the critter family as they go on a shopping trip and become consumers.  Then students explore the goods and services that they consume, as they make consumer hands.  They review the economic concept by learning the song We Are Consumers!

K.2

We Are Consumers

Financial Fitness for Life:  Pocket Power, Grades K-2. National Council on Economic Education.  2001.  New York, NY.

Students discover that they are consumers.  As they fill their pockets with pictures of wants, students learn that consumers want both goods and services.  As they try to help Nicholas choose a pet, and reflect on his decision, students also learn that making spending decisions is not easy. 

1.1

Curious George Takes a Job

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers.  1998.  Ballwin, MO

The teacher reads the book, Curious George Takes a Job, about a curious little monkey who leaves the zoo, goes out into the world to get a job, and does well until he gets too curious.  Then the students learn about the work done by producers in the story, and the students create producer puzzles that they later use in a game.

1.1

The Goat in the Rug

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO

The teacher reads the book, The Goat in the Rug, about Geraldine, a goat who tells the story of a Navajo weaver who produces a rug using Geraldine’s mohair.  Then the students produce resource rugs.

1.2

Something from Nothing

Economics and Children’s Literature, Supplement 2.  SPEC Publishers.  1998.  Ballwin, MO

The teacher reads the book, Something from Nothing, about Joseph whose grandfather makes something new out of Joseph’s blanket.  With each new item, Joseph must give up an old one.  Then students create items from a paper blanket and identify what is given up with each new item produced.

Grade/Bench-mark

Lessons

1.2

The Great Pet Sale

Personal Finance and Children’s Literature.  SPEC Publishers.  2001. Ballwin, MO 

The teacher reads the book, The Great Pet Sale, about a young boy who visits a pet store where all the animals are on sale.  He has to decide how much money he has and which pet he can buy. 

1.3

How Much Is That Doggie in the Window?

Personal Finance and Children’s Literature.  SPEC Publishers.  2001. Ballwin, MO

The teacher reads the book, How Much Is That Doggie in the Window?, about a young boy who learns he doesn’t have enough money saved to buy a puppy.   He tries unsuccessfully to earn the money he needs and spends what he has saved on his family.

1.3

Money Lets Us Choose

Financial Fitness for Life:  Pocket Power, Grades K-2.  National Council on Economic Education.  2001. New York, NY.

Students listen to a short story introducing the difficulty of making choices.  They discuss and experience costs and benefits as they make a choice among alternatives, using a decision grid.  The class makes an apron, to be used as students make decisions in this and future lessons.  The students are introduced to the concept of saving. 

2.1

Little Nino’s Pizzeria

Economics and Children’s Literature.  SPEC Publishers.  1993. Ballwin, MO

The teacher reads the book, Little Nino’s Pizzeria, about a young boy named Tony who like to help his father at their small restaurant.  All this changes when Tony’s father opens a larger, fancier establishment.  Despite making more money, Tony’s father reopens the pizzeria and once again enjoys his work.

2.1

Pancakes, Pancakes!

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers. 1998. Ballwin, MO

The teacher reads the book, Pancakes, Pancakes! about a boy who wanted pancakes for breakfast and found that it took many resources to produce them.  Then the students make their own classroom pancakes, learn about the resources used in production, and make a mobile to illustrate them.

Grade/Bench-mark

Lessons

2.2

A New Coat for Anna

Economics and Children’s Literature.  SPEC Publishers. 1993.  Ballwin, MO

The teacher reads the book, A New Coat for Anna, about a little girl who wants a new coat.  The little girl’s mother has no money to purchase a coat; however, she does have things to trade.  She barters for a new coat for Anna.  The students assemble a coat puzzle to review trades made in the story.

2.2

One Fine Day

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers. 1998. Ballwin, MO

The teacher reads the book, One Fine Day, a story about a fox whose tail has been chopped off.  The fox wants his tail sewed back on, and must continue bartering to get the item needed to trade for the stitching.  After the story, the students work in groups to produce foxes.  But as they begin their project, they find that they must barter to get the resources necessary for production.  They conclude the lesson by learning about barter.

2.2

Round and Round the Money Goes

Economics and Children’s Literature 1994 Supplement.  SPEC Publishers. 1994. Ballwin, MO

The teacher reads the book, Round and Round the Money Goes, which describes the development of money from its origins in a barter system to its modern usage as cash and checks.  Students match sentence stems with sentence endings.  Each sentence describes an example of barter or monetary trade.

2.3

Why We Save

Financial Fitness for Life:  Pocket Power, Grades K-2.  National Council on Economic Education.  2001. New York, NY

Students create a banner depicting their own choices when a decision is made and an opportunity cost is incurred.  Then the class learns about saving to satisfy a want. 

2.3

Alexander, Who Used to Be Rich Last Sunday

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers. 1998. Ballwin, MO

The teacher reads the book, Alexander, Who Used to Be Rich Last Sunday, about a little boy who had a dollar, but spent it all, a little bit at a time.  After hearing the story, the students earn tokens that they can choose to spend or save.  Then they learn a song about spending and saving. 

Grade/Bench-mark

Lessons

2.3

Will Saves for the Stars

www.wisepockets.com, Clubhouse Section

Wisepockets and his pal, Money Mouse, help Will learn about saving.  After students hear or read the story, they can print pages for folding and making a bank in which they can save.

2.4

We Owe Money

Financial Fitness for Life:  Pocket Power, K-2.  National Council on Economic Education.  2001. New York, NY.

Students assume the role of the Wild Wanter and determine the amount of credit needed to satisfy their wants when income is limited.  They construct a Pay Box to show some of the ways consumers pay for goods and services. 

3.1

Earning Income

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001. New York, NY

Students play a guessing game to identify various occupations.  Then they consider some of the education, skills, and talents required for those occupations.  They analyze the connection between human capital and wages.

3.1

Music, Music for Everyone

Economics and Children’s Literature 1994 Supplement.  SPEC Publishers.  1994. Ballwin, MO

The teacher reads the book, Music, Music for Everyone, about a little girl who plays her accordion with her friends in the Oak Street Band and earns money to help her mother with expenses while her grandmother is sick.  The children learn that through practice the little girl can improve her human capital.

3.2

What, How, For Whom

Economics for the Elementary Classroom.  SPEC Publishers.  1992. Ballwin, MO

Students work in groups and produce products with resources provided.  They answer the three basic questions every society must answer:  what to produce with limited resources, how to produce with limited resources, and who receives what is produced.  They discuss the advantages and disadvantages of different methods of allocation.

Grade/Bench-mark

Lessons

3.2

What, How, and For Whom to Produce?

Roosters to Robots.  National Council on Economic Education.  2000. New York, NY

Students produce badges as rewards for the best economists in the class.  Through this production activity, they learn how command and market economies answer the basic economic questions:  What to produce?  How to produce?  For whom to produce?

3.3

Why? How? Where?

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001. New York, NY

Students set a savings goal, determine a strategy for saving, and decide how they will save to best achieve that goal.  They can also learn the basics of using savings accounts.

3.4

Sheep in a Shop

Personal Finance and Children’s Literature, SPEC Publishers.  2001. Ballwin, MO

The teacher reads the book, Sheep in a Shop about a group of sheep hunting for a birthday present.  After considering many possibilities, the sheep select the gift they want and discover they don’t have enough money to pay for it.  Students complete a math activity to earn money with which they can buy cotton balls to decorate a sheep outline.  They are also able to buy other decorative items or barter for other items. 

3.4

Helga’s Dowry – A Troll Love Story

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO

The teacher reads the book, Helga’s Dowry –  A Troll Love Story about Helga, a troll, who ventures into the world of people to earn her dowry to marry Lars.  Things do not work out the way Helga hopes.  Students learn about the trades Helga makes and write new verses to Helga’s story.

3.5

What If?

Economics and Children’s Literature, Special Third Supplement:  Storybooks for Primary Grades.  SPEC Publishers. 1998. Ballwin, MO

The teacher reads the book, What If? about some animals who are worried about their special jobs being taken over by a new kangaroo coming to the farm.  Then the students learn about specialization and interdependence and use this knowledge to specialize as they produce a farm mural and they keep the farm “up and running.” 

Grade/Bench-mark

Lessons

3.5

On the Other Side of the River

Economics and Children’s Literature.  SPEC Publishers. 1993. Ballwin, MO

The teacher reads the book, On the Other Side of the River about villagers on each side of a river who do not like one another until the bridge across the river is destroyed and they no longer have easy access to all the goods and services they want.  The students participate in an activity to reinforce their understanding of specialization and interdependence.

3.6

Why?  How?  Where?

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001. New York, NY.

This lesson provides some practical activities to extend students’ understanding about how to make saving choices.  Children set a goal, determine a strategy for saving, and decide how they will save to best achieve that goal.  They can also learn the basics of using savings accounts.

3.7

Managing Money

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001. New York, NY.

This lesson looks at a boy, Terrance, who has developed a budget – a plan for income, expenses, and saving.  He doesn’t have enough income to cover his expenses, so he must decide how to handle his budget problem.  Students examine the costs and benefits of different budget alternatives.

3.7

From the Mixed-up files of Mrs. Basil E. Frankweiler

www.wisepockets.com, Schoolhouse Section

In this lesson based on From the Mixed-up files of Mrs. Basil E. Frankweiler, students use the experiences of Claudia and Jamie to learn about income, expenses, and the budget process.

4.1

From the Mixed-up Files of Mrs. Basil E. Frankweiler

Economics and Children’s Literature, 1994 Supplement.  SPEC Publishers.  1994. Ballwin, MO

The teacher reads a book, From the Mixed-up Files of Mrs. Basil e. Frankweiler about a sister and brother who run away and hide in the Metropolitan Museum of Art.  Before they go home, the children face many problems and make many decisions.

Grade/Bench-mark

Lessons

4.1

To Buy or Not to Buy

The Louisiana Expansion.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  2002. St. Louis, MO

Students participate in a reader’s theatre play that outlines the events leading to the United States purchase of the Louisiana Territory.  In the context of the play, students learn about opportunity cost.

4.1

Yard Sale

www.wisepockets.com, Schoolhouse Section

After the teacher reads Yard Sale, the class discusses spending decisions of the animals in the story.  Students learn a decision-making process and how to identify their opportunity cost.

4.1

Something Special for Me

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO.

Students read or listen to the story, Something Special for Me.  In the story, a young girl named Rosa has difficulty choosing a special birthday present to buy with the coins her mother and grandmother have saved. 

4.2

Troop Trade-offs

Economics for the Elementary Classroom.  SPEC Publishers.  1992. Ballwin, MO

Students learn that sometimes decisions result in trading off some of one thing to get some of another thing.

4.2

Tarantula Shoes

www.wisepockets.com, Schoolhouse Section

Students read the book, Tarantula Shoes.  The book is about Ryan O’Keefe, a young man who wants a pair of basketball shoes promoted by a basketball star.  They learn about spending, saving, opportunity cost, and trade-offs as they study Ryan’s decisions throughout the book. 

4.3

Find a Market

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students play a game that helps them learn the conditions necessary for a market to exist.

Grade/Bench-mark

Lessons

4.3

Market Madness

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students participate in a simulation that helps them learn that prices are determined by the interaction of buyers and sellers.

4.4

Strega Nona Meets Her Match

Economics and Children’s Literature, 1994 Supplement.  SPEC Publishers.  1994.  Ballwin, MO

The students read a story about Strega Nona who uses old-fashioned potions and magic to help the villagers in Clabria.  Her friend Strega Amelia comes for a visit and sets up her shop, using the latest modern gadgets, offering sweets and cappuccino to all of Strega Nona’s regulars.

4.4

Why Do I Want All This Stuff?

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001.  New York, NY

Students learn about various types of advertising appeals, such as bandwagon, celebrity endorsement, and authority endorsement.  They analyze ads to decide the audience to which the ad is targeted, the type of advertisement appeal used, and the facts and opinions included in the ad.  Students create a display of ads.

4.5

Shoeshine Girl

Economics and Children’s Literature.  SPEC Publishers.  1993. Ballwin, MO

Students read the story, Shoeshine Girl, about a young girl who learns about working to earn income.  Students learn about human resources, human capital, and wages.  They select a want ad from the newspaper, complete a worksheet about the ad, and write a persuasive letter to the employer.

4.5

The Berenstain Bears’ Trouble with Money

www.wisepockets.com, Schoolhouse Section

Students read about the cubs’ spendthrift ways and how Mama and Papa Bear teach them to earn and save.  Students learn about figures of speech, and they create ”critter banks” in which they can begin to save.

4.5

A Gift for Mama

www.wisepockets.com, Schoolhouse Section

Students read a story about a young girl named Sara.  Sara has always made gifts for her family for special occasions.  For Mother’s Day, Sara decides she wants to buy a gift for her mother. 

Grade/Bench-mark

Lessons

4.6

Widget Production

Economics for the Elementary Classroom.  SPEC Publishers. 1992.  Ballwin, MO

Students participate in three rounds of a simulation to learn that workers can improve their human capital through investment in human capital, investment in capital resources, and specialization.

4.6

Shoes for Everyone:  A Story about Jan Matzeliger

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO

Students read a story about Jan Matzeliger who invented a machine that made the production of shoes quicker and cheaper.  They learn about factors that lead to increases in productivity.

4.6

The Giraffe and the Pelly and Me

Economics and Children’s Literature.  SPEC  Publishers.  1993.  Ballwin, MO

Students read a story about a giraffe, a pelican, and a monkey.  The animals use their special skills to form the Ladderless Window-Cleaning Company with their friend, Billy.

4.7

Credit Is Based on Trust

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001.  New York, NY

Students solve a puzzle to learn about trustworthiness.  They participate in a reader’s theater play and analyze the connection between trust and creditworthiness.

4.7

Four Dollars and Fifty Cents

www.wisepockets.com, Schoolhouse Section

Students use the book, Four Dollars and Fifty Cents, to discover ways that creditors can obtain payment from reluctant debtors.

4.7

Mr. Popper’s Penguins

www.wisepockets.com, Schoolhouse Section

Students read Mr. Popper’s Penguins and discuss the use of credit in the story.  They play a game that demonstrates the importance of responsible use of credit. 

Grade/Bench-mark

Lessons

4.7

Giving Vicki Credit

www.wisepockets.com, Clubhouse Section

Students read about a young girl, Vicki, who isn’t a very responsible borrower.  Wisepockets and Money Mouse help Vicki learn how she can become more responsible.

5.1

Consumers Want Goods and Services

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001.  New York, NY.

This lesson focuses on consumer spending decisions that students make and the different roles they assume in making those decisions.  The activities establish a rationale for studying personal finance decision making.

5.1

To Choose Is to Refuse

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001.  New York, NY.

In this lesson, students use the concept of opportunity cost to help decide which wants to satisfy with their limited income.  Practicing decision making helps build consumer skills and develop an understanding of the importance of good decision making.

5.1

Student Council Decides

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students use a decision-making process to help the student council at Grandview School decide what to buy with a $200 gift from the PTA.

5.2

Creative Toy Production

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Groups of students are given bags of resources and asked to produce toys.  Students describe the toys produced to the class and identify the resources used in production.

5.2

Be Resourceful

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Groups of students are given pictures of resources and are asked to list goods and services that could be produced with the resource.  Then they must decide on one good or service to produce from the list created. 

Grade/Bench-mark

Lessons

5.2

Waste Not, Want a Lot

Seas, Trees and Economies.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  1998.  St. Louis, MO.

Students play the role of producers, deciding what and how to produce in response to various incentives.

5.3

Cash, Check, Charge Simulation

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

In this lesson, students take roles as consumers or businesses and learn about using cash, checks, and credit cards.

5.3

How Would You Like to Pay?

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001.  New York, NY.

Students are introduced to various methods of payment such as cash, check, debit card, money order, and credit card.  They learn some of the advantages and disadvantages of each method of payment.

5.4

Urban Mouse & Rural Mouse

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001.  New York, NY

Students use an index of businesses for a fictitious community to learn that people provide goods and services in the community.  They read an adaptation of the fable “City Mouse, Country Mouse.”  Students use the story to learn about entrepreneurs, opportunity recognition, income, costs of production, and profit.

5.4

Eddie, Incorporated

Economics and Children’s Literature, Second Supplement.  SPEC Publishers.  1998.  Ballwin, MO

Students read a story about twelve-year-old boy, Eddie, who wanted a job.  He decided to go into business with two friends and learns that starting and running a business is not as easy as he thought it would be.

5.4

The First Four Years

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO

Students read The First Four Years about Laura and Manly’s lives together as farmers.  Students learn about the hardships the couple faced and the economic difficulties of farming.

Grade/Bench-mark

Lessons

5.5

The Real McCoy

Economics and Children’s Literature.  SPEC Publishers.  1998.  Ballwin, MO 

Students read about Elijah McCoy, an African-American inventor who successfully designed an automatic oil cup for trains.  The automatic oil cup helped increase the productivity of trains.

5.6

This One or That One?

Financial Fitness for Life:  Steps to Financial Fitness, Grades 3-5.  National Council on Economic Education.  2001.  New York, NY.

Students consider various factors that are important in comparison-shopping.  They compare prices and other factors for a particular product in order to make a decision.

5.6

Letter Perfect and Clean Enough

Seas, Trees and Economies.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  1998.  St. Louis, MO

Students learn about the types of natural resources (plant, animal, mineral, fossil fuel, and other) that the environment provides.  Then they are given a puzzle, practice their penmanship, and develop a scarcity slide that they use to illustrate trade-offs – letter perfect versus clean enough.

6.1

The Jabawa Trees of Island Breeze

Seas, Trees and Economies.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  1998.  St. Louis, MO

Students read a short story about a fictional natural resource, the great jabawa trees of Island Breeze.  Students discuss the various goods and services provided by the trees, draw pictures of the uses of the trees, and then conduct a role-play to demonstrate the effect of scarcity on a society.

6.1

Tuck Everlasting

Economics and Children’s Literature, 1994 Supplement.  SPEC Publishers.  1994.  Ballwin, MO

Students read the book, Tuck Everlasting about the Tuck family and a magic spring.  After reading the story, students participate in activities to learn about costs, benefits, natural resources and scarcity.

Grade/Bench-mark

Lessons

6.2

A Bad Deal for the Rain Forests

Seas, Trees and Economies.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  1998.  St. Louis, MO 

Students are given the opportunity to buy small snacks in three different situations.  The first involves a choice between two different goods that have the same price.  The second involves a choice between the same good offered at two different prices.  The third involves a choice when a good has public or “shared” versus private or “me-only” characteristics. 

6.2

Gateway City

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students learn what public goods and services are, why they exist, and how they are paid for.  Students test their understanding with a mapping activity.

6.3

Trading Circles

A Yen to Trade.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  1999.  St. Louis, MO

Students draw ever-larger circles on a chart to observe how the size of one’s trading area affects what goods and resources are available to them and how exports and imports are defined.  They produce a real-world set of trading circles by producing a map that embeds trading circles defined by their city/town, county, state, country, continent, and world.

6.3

Trading Connections

The Wide World of Trade.  National Council on Economic Education.  2003.  New York, NY

Students participate in a simulation to learn how trade benefits them as individuals and how trade benefits people in different regions and countries. Working in pairs, students learn about the major import and export partners for twelve countries.  They identify exports and imports for each country.  Then students draw a generalization about how trade benefits consumers.

6.4

What’s It Worth?

The Louisiana Expansion.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  2001.  St. Louis, MO

Students learn what Gross Domestic Product (GDP) is. They look at the GDP for the U. S. in 2000 and the GDP in 2000 for 13 states that developed from the Louisiana Territory and work in small groups to research additional information about the 13 states.  To provide differentiated learning, an optional activity on the circular flow of the economy is included.

Grade/Bench-mark

Lessons

6.4

Mystery Almanac

The Wide World of Trade.  National Council on Economic Education.  2003.  New York, NY

Working in groups, students participate in an activity to identify countries from around the world.  Based on what they learn about these countries, students complete an Information Resources Chart.  The goal is to have students recognize what information supplied about the countries can tell them about the countries’ resource endowments and standards of living.

6.5

An Island Economy

Focus:  Middle School Economics.  National Council on Economic Education.  New York, NY

Students participate in a reader’s theater play to learn about gross domestic product.

6.5

Mystery Almanac

The Wide World of Trade.  National Council on Economic Education.  2003.  New York, NY

Working in groups, students participate in an activity to identify countries from around the world.  Based on what they learn about these countries, students complete an Information Resources Chart.  The goal is to have students recognize what information supplied about the countries can tell them about the countries’ resource endowments and standards of living.

6.6

Managing Cash

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2002.  New York, NY

This lesson challenges students to create a reasonable budget based on an appropriate allocation of income in a number of categories, such as clothing, entertainment, food, etc.

6.6

Spreading the Budget

Money Math:  Lessons for Life.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  2001.  St. Louis, MO

Students develop a budget for a college student using a spreadsheet.  They examine the student’s fixed, variable, and periodic expenses and revise to adjust for cash flow problems that appear on the first spreadsheet. 

Grade/Bench-mark

Lessons

6.6

Where the Red Fern Grows

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO

Students read the book, Where the Red Fern Grows.  In the book, Billy works and saves his money for two years so that he can buy a pair of coon dogs.  Students discuss income, saving, savings, and interest.  They develop a financial plan for a friend who needs to learn to spend less than he makes and save the difference in order to meet his goals.

6.7

Choosing and Using a Checking Account

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY.

Students learn the fundamentals of maintaining a checking account by examining electronic banking methods, check writing, and entries in a check register.  Students examine the features and costs of a checking account to prepare them for the time when they acquire checking accounts of their own.

6.7

Cash or Credit?

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY.

Students are challenged to calculate the cost of credit, compare credit card agreements, and analyze case studies to determine whether credit is being used wisely. 

7.1

The Great Brain

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO

Students read the book, The Great Brain.  This is a story about Tom D. Fitzgerald, the Great Brain, as told by his brother.  After reading the story, the students focus on a discussion of chapter 5, “Greek Immigrant,” and identify economic incentives.

7.1

The Economic Way of Thinking

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students practice the economic way of thinking, a strategy for analyzing their own decisions as well as those of others.  Students engage in activities that require an analysis of choices, using the economic way of thinking.

Grade/Bench-mark

Lessons

7.2

Who Pays and Who Receives?

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY.

Students discover the factors that affect how money grows:  amount deposited, interest rate, and time.  Students calculate interest, both simple and compound, and they formulate a generalization about the difference between simple and compound interest. 

7.2

The Secret to Becoming a Millionaire

Money Math:  Lessons for Life. Center for Entrepreneurship and Economic Education, UM-St. Louis.  2001.  St. Louis, MO

Students learn how saving helps people become wealthy.  They develop “rules to become a millionaire” as they work through a series of exercises, learning that it is important to:  (1) save early and often, (2) save as much as possible, (3) earn compound interest, (4) try to earn a high interest rate, (5) leave deposits and interest earned in the account as long as possible, and (6) choose accounts for which interest is compounded often. 

7.3

Could You Earn a Million Dollars?

Mathematics and Economics:  Connections for Life, Grades 6-8.  National Council on Economic Education.  2002.  New York, NY

Students learn about the relationship between earnings and education.  Students use their mathematics skills to explore the relationship between earnings and education.  They also define earnings and human capital. 

7.3

Math and Taxes:  A Pair to Count On

Money Math:  Lessons for Life.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  2001.  St. Louis, MO

Students examine careers and reflect on how workers use math in their occupations.  They study selected occupations, learning about the work skills (human capital) that different workers possess and salaries that those workers earn.  Next, students learn about how taxes are paid on income that people earn and how income tax is calculated.

Grade/Bench-mark

Lessons

7.3

Career Choice Making

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students learn that career choices are easier to make if they understand the job market, recognize their own aptitudes, and realize the relationship between marketable skills and workplace success.  They begin by examining statistics projecting the future demand for various occupations.  Then they complete a self-assessment to identify career pathways that match their interests and abilities. 

7.3

Why Stay in School?

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students are encouraged to weigh costs and benefits when making decisions about education.  The students will recognize that, on average, the higher the educational attainment, the greater the level of income one can expect.  They also discover that as people advance in their education, they are less likely to suffer unemployment. 

7.4

How Many Will You Buy?

Focus:  Middle School Economics.  National Council on Economic Education.  1989.  New York, NY

Students participate in an activity to establish a demand schedule for a product.  They discuss the relationship between price and quantity, graph demand, and conduct a market survey. 

7.4

A Profusion of Confusion

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students participate in an activity that illustrates what happens to the amount people buy when price changes.

7.4

How Many Will You Buy?

www.ncee.net, E-connections Section

An on-line version of a print lesson.  Students participate in an activity to establish a demand schedule for a product.  They discuss the relationship between price and quantity, graph demand, and conduct a market survey.  The on-line lesson provides interactivity to enhance student understanding.

Grade/Bench-mark

Lessons

7.5

Souvenir Supply

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students participate in an activity to learn how price affects how much is offered for sale in a market.

7.5

Producers and Supply

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students analyze data for a student who baby-sits to determine the relationship between the prices of goods and services and the amount people are willing to produce and sell.

7.5

Job Supply

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

Students select classroom jobs and then make changes in their selection based on the price paid for the job.  Through the activity, students learn that there is a direct relationship between price and how much labor people are willing to supply.

7.6

Employee Benefits

www.umsl.edu/~econed

Students learn about the types of benefits employers offer employees.

7.7

People Pay Taxes

Financial Fitness for Life:  Shaping Up Your Financial Fitness, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students participate in an activity to help them understand that people pay taxes.  They learn about income, gross income, income taxes, and net income.  They also learn that governments provide goods and services with the taxes they collect.

7.7

What Taxes Affect You?

Financial Fitness for Life:  Shaping Up Your Financial Fitness, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students observe that they already pay taxes in the form of sales tax, and they will soon be obligated to pay income tax.  Students also gain understanding of the goods and services paid for by taxes.

Grade/Bench-mark

Lessons

7.7

Charting a Budget

Mathematics and Economics:  Connections for Life, Grades 6-8.  National Council on Economic Education.  New York, NY

Students learn what a budget is.  They construct a pie chart to show the distribution of expenses in a budget.  They learn about payroll deductions and determine the impact that payroll deductions have on a budget.  Finally, they learn that the U. S. federal government uses tax revenue to pay for the goods and services it uses and provides.  They construct graphs that represent the federal government’s budget of projected income and expenses for 2002.

7.8

Saving and Investing Are Risky Business

Financial Fitness for Life:  Shaping Up Your Financial Fitness, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students learn that savings and investment instruments carry various types of risk.  Students learn about the risks of inflation, interest rate fluctuation, and financial loss.  With any type of investment, there is at least one kind of risk.  They also learn that risk must be measured against reward.

7.8

Stocks and Mutual Funds

Financial Fitness for Life:  Shaping Up Your Financial Fitness, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students examine the nature of stocks including how stocks are issued, differences in their levels of risk, and the differences in possible returns.  Students also compare and contrast stocks with various savings plans provided by financial institutions.  The nature of mutual funds, which allows diversification and reduction of risk is also covered. 

8.1

Something’s in the Way:  Barriers to Trade

The Wide World of Trade.  National Council on Economic Education.  2003.  New York, NY

Students participate in two rounds of a trading activity.  The first round allows for free trade and the second imposes trade restrictions.  Then students work in groups and receive information about past and current trade barriers.  Groups share descriptions of the various trade barriers and identify gainers and losers.

Grade/Bench-mark

Lessons

8.1

Trading Hurdles

A Yen to Trade.  Center for Entrepreneurship and Economic Education, UM-St. Louis.  1998.  St. Louis, MO

Students represent goods being traded among countries.  As the students move in trade, they encounter physical barriers (hurdle, long jump, and limbo bar) that represent natural and government-imposed trade barriers.  Through their activity, students see that trade barriers reduce the flow of goods and services among countries, and as a result, reduce the gains from trade.

8.2

Productivity

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students examine ways to develop their human capital, that is, their value as a human resource.  They discover that by developing their human capital they make themselves more productive.  They also find that they can be more productive by using capital resources, the tools of their trade.  The more productive they become as a human resource, the more valuable they will become to their employer. 

8.3

Public Goods and Services

Old MacDonald to Uncle Sam.  National Council on Economic Education.  2002.  New York, NY

Students compare and define private and public goods.  They receive money and must make a decision about paying for the heat in the classroom.  This activity reinforces the concept of public goods and helps students identify and explain the free-rider problem. 

8.3

Where Does the Money Go? 

Focus:  Middle School Economics.  National Council on Economic Education.  1989.  New York, NY

Students learn about public goods and the portion of the federal budget devoted to various expenditures.  They create a pie chart representing these expenditures.

8.4

Where Does the Money Come From?

Focus:  Middle School Economics.  National Council on Economic Education.  1989.  New York, NY

This lesson provides students with information about sources of government revenue.  Students create a pie chart representing the various sources of revenue (personal income tax, corporate income tax, payroll taxes, excise and other miscellaneous taxes). 

Grade/Bench-mark

Lessons

8.4

Where Does the Money Go? 

Focus:  Middle School Economics.  National Council on Economic Education.  1989.  New York, NY

Students learn about public goods and the portion of the federal budget devoted to various expenditures.  They create a pie chart representing these expenditures. 

8.4

Uncle Sam’s Checkbook

Old MacDonald to Uncle Sam.  National Council on Economic Education.  2002.  New York, NY

Students learn about the components of federal income taxes and expenditures.  They also create and analyze political cartoons relevant to federal taxes and expenditures. 

8.4

Charting a Budget

Mathematics and Economics:  Connections for Life, Grades 6-8.  National Council on Economic Education.  New York, NY

Students learn what a budget is.  They construct a pie chart to show the distribution of expenses in a budget.  They learn about payroll deductions and determine the impact that payroll deductions have on a budget.  Finally, they learn that the U. S. federal government uses tax revenue to pay for the goods and services it uses and provides.  They construct graphs that represent the federal government’s budget of projected income and expenses for 2002.

8.5

Local Government Financing

Local Government CECH-UP.  Citizenship Education Clearing House.  UM-St. Louis, 1999.

Students learn about the different forms of taxes and fees and why they are necessary to generate revenue for local government.  They discuss other people’s opinions of taxation, calculate property tax and local personal income tax, and list their community’s public goods and services that are supported by user fees.

8.5

What Taxes Affect You?

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students observe that they already pay taxes in the form of sales tax, and they will soon be obligated to pay income tax.  Students also gain understanding of the goods and services provided by local, state, and federal governments with tax revenue.  

Grade/Bench-mark

Lessons

8.6

Inflation

Focus:  Middle School Economics.  National Council on Economic Education. 1989.  New York, NY

Students participate in two auction rounds to learn about inflation.

8.6

Auction Action

Economics for the Elementary Classroom.  SPEC Publishers.  1992.  Ballwin, MO

This lesson explains inflation and mathematics applications to help students understand the affect inflation has on people.

8.6

Constructing and Using a Consumer Price Index

Mathematics and Economics:  Connections for Life, Grades 6-8.  National Council on Economic Education.  2002.  New York, NY

Students look at data for baby-sitting wages (a price for labor) and the price of movie tickets over time.  They learn about Consumer Price Index and how to construct a price index.  They learn how a price index is used to compare incomes and prices of goods and services from year to year.  They define nominal and real prices and wages and analyze the affects of inflation on purchasing power. 

8.7

Unemployment Role Play

www.umsl.edu/~econed

Students participate in a role play to help them understand how unemployment and the resultant reduction in consumer spending contribute to economic instability. 

8.7

WhatDunit?  The Great Depression Mystery

United States History Eyes on the Economy, Volume 2:  Through the 20^th Century.  National Council on Economic Education.  1993.  New York, NY

Students read a brief passage posing the basic question about the Great Depression.  How did it happen?  A brief simulation activity shows how unemployment in one part of the economy can lead to unemployment in other parts of the economy. 

8.8

Jesse Jackson:  Still Fighting for the Dream

Economics and Children’s Literature.  SPEC Publishers.  1993.  Ballwin, MO

Students read the biography of Jesse Jackson.  After reading the book, they discuss the meaning of boycott, economic equity, taxes, transfer payments, and boycott.

Grade/Bench-mark

Lessons

8.9

Comparison Shopping

Financial Fitness for Life:  Shaping Up Your Financial Future, Grades 6-8.  National Council on Economic Education.  2001.  New York, NY

Students learn a seven-step approach to making a well-informed consumption decision.  They also learn to avoid consumer mistakes.

8.9

Fraud in the Market Place

Stock Market Unit.  Missouri Secretary of State’s Investor Education Project.

Students learn about consumer and investor fraud including Ponzi schemes.

9-11.1

Decision Making:  Scarcity, Opportunity Cost, and You, Personal Decision Making:  Focus on Economics.   National Council on Economic Education.   1996.   New York, NY

American consumers are bombarded with “free samples” and “free prizes” offers.   This lesson imitates the everyday phenomenon of “free” goods and illustrates that there is no such thing as a “free” lunch.

9-11.1

Indentured Servitude:  Why Sell Yourself into Bondage?

United States History:  Focus on Economics.   National Council on Economic Education.   1996.   New York, NY

In this lesson, students participate in class discussion and, in small groups, examine case studies of people choosing to become indentured servants.

9-11.2

Choice, Opportunity Costs, and Decisions

Focus:  High School Economics.   National Council on Economic Education.  2001.   New York, NY

This lesson provides examples of individual and group decision making with specific situations involving opportunity costs and trade-offs.

9-11.2

Collective Bargaining:  A Negotiation Simulation

Personal Decision Making:  Focus on Economics.    National Council on Economic Education.   1996.   New York, NY

Students form labor and management teams to negotiate a contract.   Two bargaining sessions take place, at the end of which a contract is negotiated or a strike or lockout occurs.

Grade/Bench-mark

Lessons

9-11.3

Trade Barriers

Focus:  International Economics.   National Council on Economic Education.  1998.   New York, NY

In this lesson, students read definitions of trade barriers, complete a short quiz on trade barriers, work through a short math problem illustrating how trade barriers can serve special interests, and discuss the specific barrier of safety standards for trucks from Mexico.

9-11.3

What Happens Here When Imports Are Banned?

Focus:  International Economics.  National Council on Economic Education.  1998.  New York, NY

In this lesson, students participate in a classroom exercise followed by a classroom discussion in which they act as producers and consumers in a two-country economy.   The exercise is designed to isolate the effects of import restrictions on production and consumption patterns.  

9-11.4

Trade and Specialization

Focus:  International Economics.  National Council on Economic Education.  1998.  New York, NY

In this lesson, students learn by participating in a classroom simulation about how economic welfare in increased by trade and specialization.   To explain this outcome, they must apply the principle of comparative advantage to their trading activity.  

9-11.4

World Trade

Focus:  International Economics.  National Council on Economic Education.  1998.  New York, NY

In this lesson, students observe the patterns and direction of trade.   These observations allow them to understand some of the forces that give rise to international trade.

9-11.5

A Classroom Market for Crude Oil

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students participate in a simulation to experience how a competitive market works.   Although most markets for goods and services are not as competitive as the market in this activity, by playing “A Market in Oil” students gain a better understanding of how the interaction of buyers and sellers determine prices in any market.

Grade/Bench-mark

Lessons

9-11.5

The Market Never Stands Still

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students complete several worksheets to study the factors (determinants) that affect the position of supply and demand curves in order to understand why market prices and output levels fluctuate.   After learning these determinants, students predict the effects of changes in the determinants on market prices and quantities.

9-11.6

Price Controls – Too High or Too Low

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students use supply-and-demand graphs to illustrate the effects of legal price controls in competitive markets.

9-11.6

Who Knows What Inefficiencies Lurk in the Hearts of Rent-Controlled Housing Markets?  The Shadow Market Knows

EconEdLink.  National Council on Economic Education.  2002.  New York, NY

http://www.econedlink.org/lessons/index.cfm?lesson=EM47

In this lesson, students explore the rent-controlled housing markets.  Imagine that you've just graduated from college and have been offered a position with a firm in New York City.  You can't wait to start living in your own apartment.  Your Aunt Bernice, who lives in Brooklyn Heights, has offered you a place to stay while you look for a place to begin living on your own.   

9-11.7

Boycotts and Labor Strikes

The Economics of Our Diverse Society.  Center for Entrepreneurship and Economic Education, UM-St. Louis. 1999.  St. Louis, MO

Students read and discuss an essay about the grape boycott let by Cesar Chavez and Dolores Huerta.   Students learn about the formation of the National Farm Workers Association and examine the economic impact of the nationwide grape boycott.

9-11.7

Labor Markets

Strategies for Teaching Economics:  United States History (Secondary).  Joint Council on Economic Education.  1980.  New York, NY

In this lesson, students describe the life of an average laborer in the United States in the late 1800s and state the costs and benefits of various options available to workers in the late 1800s that would have improved their working conditions.

Grade/Bench-mark

Lessons

9-11.8

Take Control of Debt

Building Wealth:  A Beginner’s Guide to Securing your Financial Future. Federal Reserve Bank of Dallas.  2001.  Dallas, Texas

In this lesson, students learn the reasons people get into trouble with debt and then learn wealth-building tips, including how to avoid credit card debt.   They also learn about predatory lending practices, credit reports, and prudent use of credit.

9-11.8

Interest Rates: An Introduction

Economic Education.  Federal Reserve Bank of New York.  2002.  New York, NY

www.ny.frb.org/pihome/educator/print.html

This reading offers a variety of information about interest rates including a discussion of variations in interest rates that result from differences in risk to the lender.

9-11.9

The Credit Connection

Personal Finance Economics, 9-12:  Wallet Wisdom.  National Council on Economic Education.  1996.  New York, NY

Students discuss the definitions of credit and interest and examine the price of a $2,000 loan.   Through interviews with classmates about their willingness to lend or borrow money at various interest rates, students learn that interest rates are determined by the interaction of supply and demand.  

9-11.9

Money, Interest, and Monetary Policy

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students participate in two simulations.   In the first, they discover the effects of excessive money creation on product prices.   In the second simulation, they learn how the Federal Reserve System uses different tools of monetary policy to adjust the amount of money in the economy.   Then they learn how monetary policies affect the economy as a whole.

9-11.10

Production Function

www.umsl.edu/~econed

In this lesson, students learn that firms employ labor-intensive or capital-intensive production methods based on the costs of labor and capital.

Grade/Bench-mark

Lessons

9-11.11

Regulation of Business

United States History:  Eyes on the Economy, Volume Two:  Through the 20^th Century.  National Council on Economic Education.  1998.  New York, NY

Students read and discuss handouts concerning farmer’s demands for government regulation of railroads and how the ensuing regulation created incentives which caused the Interstate Commerce Commission to become a “captured” agency.   They apply their analysis to the deregulation of airlines and trucking in the late 1970s.

9-11.11

Who Should Make the Food Safe?

United States History:  Focus on Economics.  National Council on Economic Education.  2001.  New York, NY

In this lesson, students role-play, participate in a class discussion, and analyze a graph depicting changes in a market to gain insight into ways in which government regulations affect the behavior of producers.

9-11.11

How Taxes Influence Behavior

2002 Understanding Taxes.  Internal Revenue Service, 2002.  Washington DC

http://www.irs.gov/app/understandingTaxes/jsp/whys/lp/IWT5L1lp.jsp

In this lesson, students describe the purpose of the sin tax, the gasoline excise tax, and the luxury tax and explain how such taxes affect the behaviors and choices of taxpayers.  

9-11.12

Getting More or Using Less

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students observe or participate in a pizza production simulation to determine the effects on labor productivity of specialization, the division of labor, and investment in human capital and capital goods.

9-11.12

How Do Saving and Investment Affect Economic Growth?

Learning from the Market:  Integrating the Stock Market Game™ across the Curriculum.  National Council on Economic Education.  1997.  New York, NY

In this lesson, students learn about the relationship between saving, investing, and economic growth.   Serving in the role of members of a worldwide investment firm, they predict which nations are likely to have the most prosperity.   They study factors related to economic growth including investing in human and physical capital and openness to trade.   Finally, they rate the risks associated with investment in several nations.

Grade/Bench-mark

Lessons

9-11.13

Centuries of Economic Growth:  From Feathers to Robotics

Roosters to Robots.  National Council on Economic Education.  2000.  New York, NY

Students read scenarios about the production of Bibles over five historical time periods.   Working in small groups, students create skits and develop a retrieval chart that is used to analyze factors that impact economic growth.

9-11.13

Getting More or Using Less

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

Students observe or participate in a pizza production simulation to determine the effects on labor productivity or specialization, the division of labor, and investment in human capital and capital goods.

9-11.14

The Buffalo Are Back

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students participate in a class discussion about the demise of the buffalo.   They work in small groups to examine the incentives related to conserving the buffalo.

9-11.14

Public Goods and Services

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students participate in a demonstration regarding the consumption of a private and public good and draw conclusions about their characteristics.   Then they conduct a taxpayer survey and make generalizations about people’s incentives to pay a share of the costs for goods and services they will receive whether or not they pay for them.

9-11.14

Third-Party Costs and Benefits

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students participate in a role-playing exercise that initially depicts a situation that may appear to involve externalities but does not.   They then act out further developments involving external costs in cases where transaction costs are first very low, and then much higher.  

Grade/Bench-mark

Lessons

9-11.14

When There Isn’t Pure Competition

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, a series of activities are used to explore:  1) demand and pricing decisions facing imperfectly competitive firms; 2) interdependence in situations where actions by one firm have a large effect on the remaining competitors in a market; 3) the tendency for firms with formal or informal pricing agreements to go through phases of colluding and them cheating on the collusive agreements, and; 4) public policy decisions over mergers when it is not clear whether a merger will result in more or less effective competition in an already concentrated industry.

9-11.15

Economic Growth and Development

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students investigate the causes of, and obstacles to, economic growth by comparing data for high, middle, and low-income nations.   Then they participate in an activity to see how changes in the quantity or quality in inputs can have different effects in different nations, depending on the nation’s current mix of resources, technology, and educational achievements.

9-11.15

Why Are Some Nations Wealthy?

Focus:  Economic Systems.  National Council on Economic Education.  2001.  New York, NY

Students work in pairs to examine data from several nations regarding size, natural resources, and population.   Using the data they predict which nations are likely to be below, at, or above the world average of per capita Gross Domestic Product (GDP).   GDP is the basic economic measure of national income, so per capita GDP is a key measure of a nation’s per person income.   Students check their predictions against actual per capita GDP data.

9-11.16

Central Banking With or Without Central Planning

Focus:  Economic Systems.  National Council on Economic Education.  2001.  New York, NY

Students participate in an auction to see how large increases in the money supply can cause inflation.   Then they examine data on the relationship between inflation and growth rates in the money supply in different countries.   The data analysis leads to a discussion of central banks and monetary policy.   Students discuss who is harmed and who is helped by unanticipated inflation.

Grade/Bench-mark

Lessons

9-11.16

Raising Inflation on the Farm

United States History:  Eyes on the Economy, Volume Two:  Through the 20^th Century.  National Council on Economic Education.  1998.  New York, NY

This lesson examines the financial situation of a hypothetical U.S. farmer in the 1890s.   It begins by posing an economic mystery about why farmers in the 1890s wanted inflation.   It proceeds by defining inflation, deflation, debtor, and creditor.   Then students complete a worksheet on farm finances during inflationary and deflationary times.   Students draw conclusions on how inflation and deflation influence people’s decisions to borrow or lend – to become debtors or creditors.

9-11.17

Why Does the Federal Government Overspend Its Budget?

United States History:  Eyes on the Economy, Volume Two:  Through the 20^th Century.  National Council on Economic Education.  1998.  New York, NY

The teacher presents a definition of “federal budget deficits” and provides an historical overview of deficits since 1960.   Students use economic principles to predict levels of support for different proposals to reduce the deficit.

9-11.18

Money, Interest, and Monetary Policy

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students participate in two simulations.   In the first, they discover the effects of excessive money creation on product prices.   In the second simulation, they learn how the Federal Reserve System uses different tools of monetary policy to adjust the amount of money in the economy.   Then they learn how monetary policies affect the economy as a whole.

9-11.18

Monetary Management and Imperial Power

Econ-Exchange, Spring 2002 Economics and Monetary Policy.  E.  Angus Powell Endowment for American Enterprise and the Federal Reserve Bank of Richmond.  2002.   Richmond, VA

http://www.ssa.gov/kids/teens.htm

This lesson integrates principles of macroeconomics in the teaching of world history.  The lesson develops an analysis of historical events based on a monetarist view of macroeconomic management.  The topics selected for analysis include causes of the rise and fall of great powers and the role of macroeconomic management in establishing hegemonic power during the evolution of the modern world system of international relations.  These topics are related to central themes of global education.

Grade/Bench-mark

Lessons

9-11.19

Economic Ups and Downs

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

In this lesson, students use economic data to learn about business cycles; to determine the relationships between GDP, inflation, and unemployment; and to understand how expansions and contractions in the economy can affect their own career goals.

9-11.20

Learn More, Earn More

Focus:  High School Economics.  National Council on Economic Education.   2001.  New York, NY

Working in small groups, students analyze data and generalize about the relationship between the level of workers’ education and their annual incomes.   Students then randomly draw occupations and representative income levels, and establish a monthly budget to see in much greater detail the relationship between a person’s education and standard of living.

9-11.20

Why Some Jobs Pay More Than Others

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

This lesson explains what income is and focuses on how investments in human capital can contribute to increased income.   The lesson culminates with an activity linking levels of education to the fastest-growing occupations.

9-11.21

Payroll Taxes and Federal Income Tax Withholding

2002 Understanding Taxes.  Internal Revenue Service.  2002.  Washington DC

http://www.irs.gov/app/understandingTaxes/jsp/hows/lp/IM01lp.jsp

In this lesson, students identify the types and uses of payroll taxes, explain how federal income taxes are used, distinguish between gross and net pay, describe how employers withhold and remit taxes, and explain the purpose of Form W-4. 

9-11.21

Taxes in U.S.  History:  The Social Security Act of 1935

2002 Understanding Taxes.  Internal Revenue Service.  2002.  Washington DC

http://www.irs.gov/app/understandingTaxes/jsp/whys/lp/IWT2L4lp.jsp

In this lesson, students explain the history of the Social Security Act and the FICA tax, describe what Social Security is and whom it is intended to help, and explain the purpose of the FICA tax.

Grade/Bench-mark

Lessons

9-11.21

Hot Questions for Cool Teens

Youthlink.  Social Security Administration.  2002

http://www.ssa.gov/kids/teens.htm

This on-line lesson walks students through the basic functions of Social Security.

9-11.22

Uncle Sam Takes a Bite

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

Young people are sometimes surprised to learn that the pay they earn is not the same as the pay they take home.   This lesson introduces students to the concepts of gross and net pay.   It teaches them how to compute simple deductions, using tax tables, and to determine the take-home pay for two employees.

9-11.22

The Role of Government:  Who Needs It?

Personal Decision Making:  Focus on Economics.   National Council on Economic Education.  1996.  New York, NY

In this lesson, students learn that they pay taxes on their income and on their consumption.   They identify major sources and uses of federal government taxes, evaluate costs and benefits of services provided by local governments, and analyze a hypothetical dilemma of conflicting goals faced by politicians. 

9-11.22

Wages and Tip Income

2002 Understanding Taxes.  Internal Revenue Service.  2002.  Washington DC

http://www.irs.gov/app/understandingTaxes/jsp/hows/lp/IM02lp.jsp

In this lesson, students explain that income from wages and tips is taxable and describe how wages and tip income is reported to employees.

9-11.23

The Politics of Taxation

2002 Understanding Taxes.  Internal Revenue Service.  2002.  Washington DC

http://www.irs.gov/app/understandingTaxes/jsp/whys/lp/IWT5L2lp.jsp

In this lesson, students explain why people of similar incomes often pay different tax rates.   They also discuss the role of lobbyists in the development of tax laws.  

Grade/Bench-mark

Lessons

9-11.23

Income Tax Facts

2002 Understanding Taxes.  Internal Revenue Service.  2002.  Washington DC

http://www.irs.gov/app/understandingTaxes/jsp/whys/lp/IWT4L3lp.jsp

In this lesson, students describe the "pay-as-you-earn" system of tax collection and explain that as the result of special tax treatment of certain activities and different sources of income, people with the same income may pay different amounts of taxes.

9-11.24

Plan Now for a Comfortable Retirement

NICE Mini-Lessons – Financial Management.  National Institute for Consumer Education.  2001.  Ypsilanti, MI

http://www.nice.emich.edu/att.html

In this lesson, students develop a plan for financial independence in retirement and consider federal credit laws that protect retirees.

9-11.24

Save and Invest

Building Wealth:  A Beginner’s Guide to Securing your Financial Future. Federal Reserve Bank of Dallas.  2001.  Dallas, TX

In this lesson, students work through a retirement saving simulation and learn about tax-deferred savings plans, such as Individual Retirement Accounts, including Roth IRAs and education IRAs; 401-Ks; and Keogh Plans.  

9-11.25

Managing Risk:  The Good News about Insurance

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

This lesson tells how insurance works and provides an overview of the different types of insurance.   Students participate in a simulation that allows them to practice their understanding of the costs and benefits associated with purchasing insurance.

9-11.25

Expect the Unexpected

Personal Finance Economics, 9-12:  Wallet Wisdom.  National Council on Economic Education.  1996.  New York, NY

Students learn how the purchase of insurance reduces the risk of financial disaster.   Through a simulation, students buy insurance and roll dice to see how well they’ve done.

Grade/Bench-mark

Lessons

9-11.26

Managing Your Money

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

This lesson introduces some of the basics of money management.   By means of a radio call-in show script, students learn about setting up a family budget and distinguishing between income and net worth.   To practice making budgeting decisions, the students make spending recommendations for a young family.

9-11.26

Wealth Creation:  Learn the Language

Building Wealth:  A Beginner’s Guide to Securing your Financial Future. Federal Reserve Bank of Dallas.  2001.  Dallas, TX

This is the first of several lessons in the Building Wealth publication addressing financial management, including budgeting, saving, and investing.

9-11.27

Taxes, Keeping Records and Contracts

Gateway to Financial Fitness.   University Outreach and Extension, University of MO.  2001.  Columbia, MO

Students learn the types of records and information they should keep and how long to keep them.   They learn how to review a contract before signing.   

9-11.28

The Credit Connection

Personal Finance Economics, 9-12:  Wallet Wisdom, National Council on Economic Education.  1996, New York, NY

Students discuss the definitions of credit and interest and examine the price of a $2,000 loan.   Through interviews with classmates about their willingness to lend or borrow money at various interest rates, students learn that interest rates are determined by the interaction of supply and demand.  

9-11.28

Shopping for Credit

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

The first part of this lesson emphasizes that credit cards differ from one another in terms of annual fees, annual percentage rates, grace periods, and credit limits.   In the second part of the lesson, students learn to read a credit card statement so they can see the real cost of charging goods and services.

9-11.29

My Credit Rating:  Why Should I Care?

EconEdLink.  National Council on Economic Education.  2002.  New York, NY

http://www.econedlink.org/lessons/index.cfm?lesson=MM188

Students engage in a web quest seeking information about credit reports: what’s included in these reports, how to obtain a credit report, what prospective creditors consider good or bad credit risks. 

9-11.29

Applying for Credit

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

This lesson explains what a credit report is and how to read one.   The students play the role of loan officers and review excerpts from the credit reports of loan applicants.   They evaluate each applicant’s credit history and use the information to determine whether to grant the loan request.

9-11.30

Getting Out of Debt

NICE Mini-Lessons – Financial Management.  National Institute for Consumer Education.  2001.  Ypsilanti, MI

http://www.nice.emich.edu/debtma1.html

In this lesson, students list the danger signals of too much debt, design a debt management plan, and consider loan consolidation and debt management tools. 

9-11.30

Bankruptcy- Fresh Start or Big Mistake?

NICE Mini-Lessons – Financial Management.  National Institute for Consumer Education.  2001.  Ypsilanti, Michigan

http://www.nice.emich.edu/bankrp.html

In this lesson, students consider the advantages disadvantages of declaring bankruptcy, list types of debts that are discharged in bankruptcy, distinguish between straight bankruptcy and wage-earner bankruptcy, and discuss services a bankruptcy lawyer may provide.

9-11.31

Auto Leasing

NICE Mini-Lessons – Cars and Housing.  National Institute for Consumer Education.  2001.  Ypsilanti, MI

http://www.nice.emich.edu/lease.html

In this lesson, define leasing terms, discuss advantages and disadvantages of leasing, review the steps in leasing an automobile, list and describe possible end-of-lease costs.

9-11.31

All about Interest

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

In order to compare the cost of different loans, students must understand finance charges and interest rates.   In this lesson, students learn how to compute finance charges, how to differentiate between add-on and annual percentage rates, and how the annual percentage rate and loan repayment period affect the cost of a loan.

9-11.31

Scams and Schemes

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

This lesson reminds students that while most credit transactions are completely legal, there are some that are not.   This lesson introduces scams and schemes, such as identity theft, loan scams, and credit repair loans.   The lesson also features legal but high-cost credit practices prevalent in urban areas such as payday loans and rent-to-own plans.

9-11.32

Plan Now for a Comfortable Retirement

NICE Mini-Lessons – Financial Management.  National Institute for Consumer Education.  2001.  Ypsilanti, MI

http://www.nice.emich.edu/att.html

In this lesson, students develop a plan for financial independence in retirement and consider federal credit laws that protect retirees.

9-11.32

How Long Is Your Life?

EconEdLink.  National Council on Economic Education.  2002.  New York, NY

http://www.econedlink.org/lessons/index.cfm?lesson=EM128

High school students have rarely been asked to look at their future beyond where they will be going to college or what job they think they will have.  This lesson asks you to think in a long-term perspective.  By using a timeline, something you should be familiar with from past history classes, you can map out the major events in your lives: when you start working full time, buy your first house, get married, retire and finally die.

9-11.33

What’s the Cost of Spending and Saving?

Financial Fitness for Life:  Bringing Home the Gold, Grades 9-12.  National Council on Economic Education.  2001.  New York, NY

This lesson examines the benefit and opportunity cost of spending and saving.   Students use a chart to learn how compound interest makes savings grow.   Compounding provides an incentive to save or invest early.   Because of compounding, the benefit of early saving and investing when you are young increases in greater proportion than the opportunity cost.

9-11.33

Time Value of Money

EconEdLink.  National Council on Economic Education.  2002.  New York, NY

http://www.econedlink.org/lessons/index.cfm?lesson=EM37

As a lesson introduction, students are asked the following question:  Suppose your brother or sister owed you $500.  Would you rather have this money repaid to you right away, in one payment, or spread out over a year in four installment payments? In this lesson, students examine the present value and future value of money, noting the opportunity cost of receiving money in one lump sum or allowing installment payments.   They examine the advantages of a lump sum payment placed in a savings account with compounding interest.  

9-11.34

Building a Stock Portfolio

Learning from the Market:  Integrating the Stock Market Game™ across the Curriculum.  National Council on Economic Education.  1997.  New York, NY

In this lesson, students learn about the advantages and disadvantages of diversification in a stock portfolio.