Students learn that economic forces have an impact beyond the financial world. First, they learn that Progressive Era public health reforms inspired a commercial response to the growing demand for sanitation through the rapid increase in bathroom-fixture production. Students then use FRED, economic data from Federal Reserve Bank of St. Louis, to analyze how bathroom-fixture production changed throughout the 1920s. They examine primary documents—1920s advertising—to see how companies fused the Progressive Era with the new consumer culture. Finally, students complete the lesson by responding to AP U.S. History-style short-answer questions.

Students learn how to analyze a research question by identifying its component subtopics through a concept mapping exercise. They watch a short demonstration of the concept mapping process and apply it to the class topic. In small groups, students identify stakeholders related to one of the subtopics identified. They then locate sample reports or datasets created by stakeholders and record their findings on the concept map, ending with a class discussion of their findings.

The five key elements of a data citation are author, title, distributor, date, and persistent identifier. In this interactive lesson, students learn about creating good data citations.

The FYE 105: Financial Literacy Curriculum Unit was developed for use in a First-Year Experience course to provide students with an understanding of: the relationship between human capital development and potential income and the chances of staying employed; budgeting; credit cards; and credit rights and responsibilities. The curriculum was implemented in an urban community college FYE course and was successful. We provide the curriculum for others who may wish to use it in a similar course.

Inflation, unemployment, recession, economic growth—these economic concepts affect people in very real ways. In two thought-provoking, interactive lessons, this course teaches students about fiscal policy, the avenue by which Congress and the president attempt to influence the economy. Graphs compliments of FRED.

This lesson requires two class periods. In the first class period, students are asked to think of a way to decide who gets 100 pennies and how many each person gets. They learn about the concept of allocation and about different resource allocation methods. They evaluate the different methods using a graphic organizer. Next they listen to different scenarios and try to determine which allocation method was used. Then, after listening to the story Four Feet, Two Sandals about two girls who face some resource allocation issues, they identify the methods used in the story. In the second class period, the students are placed into groups to act out skits illustrating a resource allocation method that their classmates then try to guess. Finally, they read a news article about a resource and write letters to a city council outlining the ways the city could allocate the resource.

Students work with data that represent the ages of 24 people to learn the difference between categorizing data in fractile intervals and equal intervals. Students discuss dividing bonus points among class members to understand what per capita means. Then students search for state-level data on personal income per person and visualize them in FRED. The goals are for students to customize a map, observe patterns in mapped data, and note differences across geographical areas.

Students learn that money is a medium of exchange that facilitates economic activity. Next, students learn the relationship between the money supply and inflation by participating in an inflation auction using gold and silver notes to better understand the historic debate of the Free Silver Movement. Students then read William Jennings Bryan's "Cross of Gold" speech to relate the historical context. The students use historical data to calculate income, fixed expenses, and variable expenses of a farmer to further understand the historical argument presented by the Free Silver Movement. Finally, students analyze two political cartoons against the Free Silver Movement. This lesson includes primary source documents obtained from FRASER¨.

GDP and Pizza: Economics for Life is designed to help students in civics, economics and other social studies classes grasp challenging economic content – and to explain why these topics are important for citizens to understand.

Using some form of credit is a necessity for most adults. Unfortunately, some misuse credit, and the consequences can be devastating. The earlier young people learn about credit, the more likely they are to use it responsibly as adults. In this short course from our Ella’s Adventures series, your students will learn what credit is, why people use credit, and how interest can affect the final cost of a good or service when bought on credit.

Students listen to the story, Glo Goes Shopping. They learn about saving, spending, decision making and opportunity cost. They learn to use a decision-making grid to make decisions. Mathematics skills include learning about rows and columns in a grid.

Students listen to the book The Goat in the Rug, about a Navajo weaver who uses a number of resources and intermediate goods to make a traditional Navajo rug. The students are placed in groups to learn about productive resources and intermediate goods. They play a matching game and make posters to classify the natural resources, human resources, capital resources and intermediate goods used in the story.

In this course, your students will play the role of a freshman lawmaker in the U.S. House of Representatives trying to serve his or her constituents' goals and the long-term goals of the United States. Along the way, they'll learn about the federal budget process and how federal government initiatives and programs are funded.

Students engage in an activity that matches programs for low-income people with the type of economic inequity the program addresses and observe an activity simulating tax payments and transfers.

Learn about the Great Depression using a crossword puzzle and word search. You can play online or print the activities. Also included are printable teacher's guides.

History holds many economic lessons. The Great Depression, in particular, is an event that provides the opportunity to teach and learn a great deal about economics-whether you're studying the economic reasons that the Depression took place, the factors that helped it come to an end or the impact on Americans who lived through it. This curriculum is designed to provide teachers with economic lessons that they can share with their students to help them understand this significant experience in U.S. history.

History holds many economic lessons. The Great Depression, in particular, is an event that provides the opportunity to teach and learn a great deal about economics-whether you're studying the economic reasons that the Depression took place, the factors that helped it come to an end or the impact on Americans who lived through it. This curriculum is designed to provide teachers with economic lessons that they can share with their students to help them understand this significant experience in U.S. history.

Learn about the Great Depression using a crossword puzzle and word search. You can play online or print the activities. Also included are printable teacher's guides.

In this course, superhero Jack of All Trades and his sidekick Andy are confronted by a villain that threatens to disrupt society and rob the world of the certainty people have come to expect. And this dastardly villain is...Inflation. Jack and Andy time travel to the period known as The Great Inflation to discover the truth about inflation. With the help of Dr. Equilibrium, professor of economics, they learn that inflation is the result of too much money chasing too few goods and that the Federal Reserve System plays a key role in maintaining stable prices.

In this lesson, students participate in two rounds of a role play to help them understand the role of banks in facilitating economic growth through loans. Round 1 is conducted without a bank. After the first round, students read excerpts from Secretary of the Treasury Alexander Hamilton’s 1790 report to Congress in which he proposes a national bank because the United States had few banks at the time. Students then conduct Round 2 of the role play with a bank. After the round, students read excerpts from and summaries of the statute creating a national bank, Thomas Jefferson’s opposition, and Hamilton’s rebuttal.