In a complex domain such as economics, elementary school students' knowledge of formal systems beyond their immediate experience is often too incomplete, superficial, and disorganized to function as schema or model. However, visual imagery is a good technique for teaching young children a network of 10 to 20 propositions and the relationships between those propositions in a single lesson with good recall and comprehension. In introductory lessons,u students are informed of objectives and they are shown how the content is applicable in authentic situations. Next, new information is presented in a memorable way. For example, a frequently used cue word or title is linked with a mnemonic device that prompts recall of a particular distinctive graphic feature in the mind. After explaining 8 to 10 propositions in this chained manner, the illustration is removed and students are prompted to process and practice material with guiding questions. The concept of the "Money Cycle Main Ideas" demonstrates the method. A number of observations, case studies, and quasi-experimental studies suggest promising outcomes resulting from the visual imagery approach. If students can remember images of all parts of a network of elements of an integrated system, the image appears to form a reconstruction and recall framework for subsequent lessons. A figure depicting the money cycle and a chart showing the fundamental relationships of economic knowledge are attached. (Contains 23 references.) (LH)