The author provides a general model to incentivize student involvement in an economics course on an ongoing basis. Rather than presenting students with a discrete number of diverse experiments to illustrate different economic concepts, he opts for the adoption of a single experiment that lives for the duration of the semester. This approach…

This unit provides methods, materials, and activities for teaching about money in grades 4-6. It is divided into three sections: money and barter; disciplines and responsibilities; and organization and recordkeeping. Each section includes notes to aid the teacher in preparing and presenting the material, pre/post tests, and a series of one-page…

Asserts that, although teachers and history textbooks mention banks and money at several points in a typical U.S. history course, they are not accorded their proper significance. Discusses the role of banks and finance in U.S. history, with specific emphasis on the creation and impact of the Federal Reserve System. (CFR)

This publication presents a set of successfully field-tested teaching procedures for helping children in grades 3-6 generate a working economic system in their classroom. The developer believes that children will learn economic concepts through real, as opposed to vicarious, experience by playing active, rather than passive, roles in learning…

The selective, annotated bibliography provides junior high and secondary school teachers with an overview of current materials and resources in economics. Although the primary focus of the bibliography is on the teaching and learning of economics as a social science discipline, some materials also reflect trends in personal and consumer economics.…

Maintains that elementary teachers are encouraged to integrate the curriculum to motivate students. Describes an instructional unit in which students set up and run an "international store," in which the items are priced in foreign currency. Provides recommendations on designing the unit and operating the store. (CFR)