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This instructional series is designed to enhance the teaching of U.S. history in middle and junior high school classes. This particular school resource package is comprised of three instructional videos, a teacher utilization video, a poster, and other related print materials. Each 20-minute instructional program focuses on an important issue typically taught in U.S. history courses. The video programs include: (1) "The Whiskey Rebellion: First Test of the Federal Power to Tax, 1794"; (2) "The Protective Tariff Issue, 1832"; and (3) "Fairness and the Income Tax, 1909." The programs feature characters of similar age and spirit to middle school students who explore the roles that taxation played in each of the three issues, specifically: (1) the government's need to raise revenues; (2) tax policy's influence on economic behavior; and (3) the issue of fairness in taxes. Lesson activities, discussion suggestions, and the instructional poster reinforce those issues. (EH)

Designed for high school teachers of economics, social studies, and business education, this teaching package provides materials for a course that combines study of basic economic concepts with an understanding of entrepreneurship. The teacher resource manual consists of three parts. Part 1 is an overview of the relationship between economics and entrepreneurship education. Part 2 contains 17 lessons. Topics include: entrepreneurs; characteristics of entrepreneurs; human capital; scarcity; economic systems; markets; entrepreneurial innovation; interdependence of entrepreneurial activities; demand; supply; market equilibrium; profits; business organization; borrowing; competitive markets; demand for labor; and government intervention. Contents of each lesson include: time required; concepts; instructional objectives; rationale; required materials; vocabulary (terms with definitions); procedures (suggestions for adapting activities for students of different ability levels); and evaluation (tests or activities to assess students' understanding). Reduced-print pages of student activities follow each lesson. Part 3 describes instructional practices that foster entrepreneurial behavior on the part of students. A complete set of blackline masters for student activities completes the package. (YLB)

This student activities book is intended for a model one-semester course for high school economics for eleventh- and twelfth-grade students. The seven units in the book are linked to content ordinarily found in microeconomic and macroeconomic courses. Each unit contains 5 to 11 lessons, an author's note to the students and classroom instructional materials. Each lesson contains a summary of economic content, an economic reasoning summary and student materials. The seven units in the activities book are: (1) "Why Economics Is Important"; (2) "Supply and Demand"; (3) "Consumers and Producers"; (4) "The Role of Government in Economics"; (5) "Macroeconomics"; (6) "Macroeconomics: Forecasting Our Economic Future"; and (7) "International Economics Issues." All relevant handouts are included in the unit. (EH)

Background information for teachers on inflation and self-contained learning activities to help students view inflation from both economic and political perspectives are provided. The introduction contains economics and political science frameworks for analyzing policy issues. How to integrate economics and political science is also discussed. Perspectives on inflation and an inflation bibliography are provided. Discussed are price indexes, what inflation is, the economic effects of inflation, and the causes of and the cures for inflation. These topics are the major foci of the student learning activities that follow. The activities can be used in economics, business, government, math, or any course in which the effects of inflation are studied. Students take an inflation pretest and are involved in many activities, including reading and analyzing handouts, playing games, and role playing. Classroom materials for duplication are provided. (RM)

Recent studies have revealed an appalling lack of knowledge on the part of our nation's youth about government and economics and the important relationship between the two. This guide offers the teacher of grades 7, 8, and 9 ideas on how to teach economics. Teaching units of any length as well as daily lesson plans can be constructed from the guide's suggested class activities, most of which are from the Calvin K. Kazanjian Foundation's Awards Program for the Teaching of Economics. The unit's major goal is to help students understand the vital role that government at all levels plays in the economy, how their various governmental units function, and what economic principles apply in important issues. Teaching strategies suggested include use of audiovisuals, questioning techniques, classroom discussion, community studies, field studies, field trips, simulations, and games. The guide contains the following: (1) 10 initiatory activities with which to arouse pupil interests, (2) 40 developmental activities to be used to develop the ideas introduced during the initiatory phase, (3) five culminating activities with which to conclude the unit, (4) evaluation techniques, and (5) a bibliography of print and nonprint student resource and reference materials. (Author/RM)

These publications are intended for secondary-level business educators who want to include more economics in their general and basic business courses. They can serve as curriculum development documents for those charged with redesigning course offerings. Part 1 of the first publication briefly discusses economic ideas to be developed in general business. Part 2 contains a general course outline of a full-year advanced business course and four sample instructional guides that outline behavioral objectives and suggested class and evaluative activities. The Appendices, which comprise about half of the document, contain ten tests and an economic attitude inventory. The second publication contains 75 class activities on economics which can be integrated into general and advanced business courses. Activities include classroom discussion, role playing, writing reports, guest speakers, and skits. (Author/RM)

This manual is intended to help high school teachers use a laboratory field trip approach to economic education. The information in the manual is based on experiences which were part of the Akron, Ohio, Public School pilot program in economics that combined classroom instruction with in-depth exposure to community resources. Part 1 of the manual outlines some of the ways field trips can become meaningful illustrations of educational concepts, discusses the use of guest speakers, and describes methods for involving students in the classroom learning resource center. Part 2 outlines the Akron pilot program experience and discusses the purpose, procedure, staffing, resources, and evaluation procedures of the project. Also provided are suggestions for classroom and field activities. The Pilot Project Economics Test is included. The Appendix contains sources of free economic materials and a bibliography of economic textbooks and audiovisuals. (Author/RM)

This special issue explores alternative approaches to teaching the college introductory economics course. Using insights gained from learning theory, suggestions from the Joint Council on Economic Education, and trial and error, several faculty members at the Florida State University experimented with various techniques and approaches designed to improve introductory economics. This journal describes the information gained from their experience. It also provides detailed course outlines which will enable college teachers to present macro- and microeconomics courses such as the ones described. (Author/RM)

This handbook is intended to help economic educators develop teacher training courses for demonstrating to classroom teachers how to teach economics to children, grades 1-9. Teachers enrolled in the course carry out their own pupil activities which teach economic ideas. These activities include problem solving, case studies, skits, making posters, viewing of films, and role playing. The teachers write a brief description of the concept the activity teaches and the teaching techniques used and share their experience with the activities in group discussion. The handbook material (1) provides a description of the topics to be covered in each session; (2) lists related films, filmstrips, handout materials, and other needed resources; and (3) gives a general description of how to organize each session. The handbook was originally published as a resource for Oregon teachers. This revised edition, however, can easily be used by teachers and educators in other states. (Author/RM)

Part of the Master Curriculum Guide Project, the document presents strategies for teaching economic concepts as related to basic business and consumer education in secondary schools. The objective is to provide detailed classroom lessons illustrating ways economic ideas can be taught at differing levels of difficulty. The 18 lessons are concept-based and can be modified for use in existing curriculum. They seek to develop economic literacy from the standpoint of the ways economic concepts are used in the decision-making processes of consumers and business managers, and how these decisions affect individuals as wage earners and citizens. Procedures such as group discussion, case study, comparison, analysis, simulation, systematic decision making, and evaluation are suggested. Sample lessons are entitled: "Consumer Marketplace Decisions,""Competing for the Consumer's Dollar,""Mass Markets, Advertising, and the Product Cycle,""Market Simulation-The Big Apple,""An Evaluation of Income Tax Provisions," and "Shaping the Budget of a Local Government." Title, time required, recommended grade level, major and related concepts, instructional objectives, rationale, materials needed, teaching procedures, evaluation, and student handout sheets are listed for each lesson. A glossary of concepts is appended, covering basic economic concepts, economic systems, problems, microeconomics, macroeconomics, the world economy, economic institutions, and measurement concepts. A bibliography suggesting supplementary materials and sources of information concludes the document. (CK)

Part of a series which offers educational resources and teaching techniques related to major social issues to high school social studies teachers, the booklet describes and reproduces a test measuring students' economic literacy. Part I is the test manual, which explains the objectives, value, development, and two-form structure of the test. It uses a content-cognitive schema which covers seven content categories (basic economic problems, economic systems, microeconomics, macroeconomics, world economy, economic institutions, and evaluation concepts), and two cognitive-level categorizations: one measuring student learning levels in terms of knowledge, comprehension, application, analysis, and evaluation; the other in terms of recognition-understanding, simple application, and complex application. The booklet presents five suggestions for use of the test, instructions for how to administer and score it, and details technical data such as standardization and norms, norm tables, item analysis, reliability, validity, correlation with general ability, and additional descriptive statistics. Part II consists of an explanation of the 72 questions in Form A and Form B. Each question and its four possible answers are reproduced, with the correct answer appearing in bold type. Other items include a rationale for each answer, and numbers recording the percentage of the norm with the correct answer (with and without economics background) and the discrimination coefficient. Appendices list the schools that participated in the test norming, handscoring keys, and an answer sheet. (CK)

This resource manual uses a general systems model for educational planning, instruction, and evaluation to describe a college introductory economics course. The goal of the manual is to help beginning or experienced instructors teach more effectively. The model components include needs, goals, objectives, constraints, planning and strategy, implementation, data collection, and evaluation, and are used to describe each part of the course as well as the entire course. Topics discussed are economics course content, learning theory, instructional objectives, lectures and classroom discussion techniques, essay questions and tests, multiple choice objective tests, organizing an economics course, development and evaluation of teaching skills through the use of videotapes, course and instructor evaluation, learning aids, microteaching, and interpersonal communication skills emphasizing empathy and genuineness. Three appendices include a program description of the 1973 Teacher Training Conference for Instructors of College Economics, a list of schools with training programs in teaching economics and selected sample syllabi, and description and ordering information for videotapes. (CK)

Part of a series which offers educational resources and teaching techniques related to major social issues to high school social studies classroom teachers, the guide focuses on government regulation. The document is presented in four major chapters. Chapter I explores how economic and political science frameworks can be used to analyze policy issues. Chapter II presents an overview of the relationship between the economy and government regulation. Topics discussed include the economic rationale for regulation, control of natural monopolies, prevention of destructive competition, protection of sellers and consumers, regulatory processes, and evaluation of regulatory policy. Chapter IV presents instructional activities which involve students in identifying and describing problems involving governmental regulatory action, class discussion, participating in small group tasks, compiling master lists of alternative costs and benefits of various regulatory actions, preparing position papers, and analyzing films. For each activity, information is presented on grade level, sequence within the unit, time and material required, rationale, concepts, instructional objectives, teaching strategies, and pupil activities. Student readings, bibliographic suggestions, and illustrative material such as advertisements are included in the unit. (DB)

First in a series which offers educational resources and teaching techniques related to major social issues to high school social studies classroom teachers, the guide focuses on political and economic aspects of health care in the United States. The document is presented in four major chapters. Chapter I explores how economic and political science frameworks can be used to analyze policy issues. Chapter II presents an overview of health care in the United States. Topics discussed include costs, availability of services, advantages of private and public health care, policy choices, and health care insurance rates. Chapter III outlines objectives for the health care unit, including that students should be able to interpret health care cost data, assess alternative policies, and understand values involved in the controversy over a national health care policy. Chapter IV presents instructional activities which involve students in defining terms, comparing data, discussing issues in groups and in class, analyzing insurance rates, analyzing filmstrips, role playing, and answering questions based on reading assignments. For each activity, information is presented on grade level, sequence within the unit, time and material required, rationale, concepts, instructional objectives, teaching strategies, and pupil activities. (DB)

Part of the Master Curriculum Guide Project, this guide presents concept-based activities in economics for use with students in grades nine through 12. The activities are related to global aspects of economic development. The objective is to provide detailed classroom lessons illustrating ways of applying economic analysis to world history and to the contemporary world scene. The 11 concept-based lessons can be modified for use in existing curriculum. They are designed to help students understand basic economic problems with which every economic system must contend. Sample lessons are entitled "A Primitive Economy,""The Game of Scarcity and Allocation,""Patterns of Economic Development,""Limits to Growth," and "Using Economic Data to Compare Types of Economic Systems." Activities involve students in map and globe work, filling in worksheets, class discussion, reading assignments, analyzing case studies, and writing brief essays. For each lesson, information is presented on time required, major and related concepts, objectives, rationale, material, procedure, and evaluation. An annotated listing of other resources concludes the document. (DB)

This guide contains 13 concept-based lessons in economics for use in secondary U.S. history courses. One component of a two part publication, the guide demonstrates how the conceptual structure of the economics discipline presented in the first publication (ED 148 648) can be used to help students develop basic economic concepts. Each lesson is self-contained. Students read and discuss short readings, analyze tables and maps, write essays, and take part in simulations. Lessons 1 through 3 deal with the Colonial Period. Lesson 1 applies the concept of scarcity of the factors of production to topics such as the hardships faced by the pilgrims and the use of indentured servants. Lesson 2 deals with the concept of opportunity costs. In lesson 3 students study voluntary trade, interdependence, and specialization. Lesson 4, on the Jacksonian Period, requires that students explore the meaning and function of money. In lesson 5 "Westward Expansion" students learn how economic incentives play a central role in explaining human behavior. The concept of comparative advantage is introduced in lesson 6, "Interregional Trade." Late 19th Century labor market conditions are examined in lesson 7. The concepts of competition, the market structure, and economies of scale are explained in lesson 8, "The Growth of the Corporation", and in lesson 9, "Changing Structure of American Industry." Lesson 10 treats government regulations. Lessons 11 and 12 discuss the role of government in the economy before and during the Great Depression. In lesson 13 students examine various forms of government intervention and their effects on the free functioning of market forces. (Author/RM)

This guide contains concept based lessons and activities in economics for use with students in grades 4-6. One component of a two-part publication, the guide demonstrates how the conceptual structure of the economics discipline presented in the first publication (ED 148 648) can be used to help students at the intermediate grade level make more effective economic decisions. By selecting lessons to supplement existing courses or texts, teachers will be able to upgrade the quantity and quality of economics instruction. The concepts taught are: scarcity, costs, property and economic systems, demand and supply, competition versus monopoly, money and banking, and inflation and deflation. Part One, which comprises about half of the publication, contains 16 classroom tested lessons. Most of the activities include group interaction and discussion, involving students in simulations and role playing situations. Each lesson contains a description of concepts to be taught, a rationale, objectives, specific teaching procedures, students materials, followup activities, and evaluation questions. Part two contains three units of study involving students in organizing a company, producing a product, and selling it to demanders; analyzing and critiquing economic commentaries made by political cartoonists; and building a town in the days of the Gold Rush. The third part of the guide describes an experience-based instructional system called Systems: The Mini-Society. In this activity students create their own society and make economic decisions the consequences of which affect their lives. (Author/RM)

This guide contains concept-based activities in economics for use with students in grades one through three. One component of a two-part publication, the guide demonstrates how the conceptual structure of the economics discipline presented in the first publication (ED 148 648) can be used to help students at the primary grade level make more effective economic decisions. By using these activities, teachers will be able to strengthen the elementary social studies textbook's treatment of economic content and introduce children to a number of relevant and important ideas which these texts omit. The economic content is expressed in the form of six economic generalizations, each of which focuses on two or three economic concepts and on important relationships among these concepts. The concepts include scarcity, choice making, opportunity cost, specialization, and division of labor. The activities are many and varied and involve students in playing games, listing examples, learning to discriminate between sensible and crazy sentences, setting up stores in the classroom, classifying pictures of goods and services, and analyzing and discussing pictures. For each activity the following information is provided: overview, rationale, objectives, description of materials needed, and specific teaching methods. To help the teacher who lacks formal preparation in economics, separate overviews are provided for each of the six economic generalizations. (Author/RM)

This document, the fourth in a series of resource guides emphasizing economic-political analysis of contemporary public policies and issues, focuses on crime control. Designed as a three-week unit for secondary school students, the guide is presented in three sections. The introduction presents an economic and a political science framework for policy analysis and discusses the integration of economics and political science. Topics in the second section include the incidence and costs of crime, attitudes toward crime and criminals, the economics of crime, punishment as deterrent, evidence on arrests, juvenile courts, resources for criminal justice, victimless crimes, and public-policy choices. The third section contains six learning activities. Students take a crime I.Q. test, discuss a filmstrip on the cost of crime, survey the prevalence of shoplifting among teenagers, compare ideas of criminologists and sociologists on crime control, plan a program to prevent crime in the school, and play a simulation, "Law, Enforcement, Money, and Politics." Reproducible materials are provided for each activity. (KC)

These materials are designed to help concerned people develop and improve the quality of business and economic education programming in their community school system. Cooperative curriculum planning and community resource sharing should involve professional educators and community members in order to obtain the broadest possible consensus for decision-making. There are 11 sections. Section one discusses the importance of economic education to the community, objectives and goals of economic education, and program evaluation. Section two presents facts about economic education. Criteria for economic education programming are presented in section three. Section four contains a sample letter for use with community leaders and groups interested in the development, maintenance, or improvement of local economic education programs. Promotion of economic education is discussed in section five. Section six, "Discussion Starters," contains answers to questions often asked by audiences about economic education programs. Benefits that a school system secures through a community action program are presented in section seven. Section eight contains tips for keeping the community informed. Specific steps for setting up a community economic education program are outlined in section nine. Section ten contains a flow chart for a community action program (CAP). Committees needed for CAP are presented in section 11. (RM)

This guide contains concept-based lessons and activities in economics for use with students in grades 7-9. One component of a two-part publication, the guide demonstrates how the conceptual structure of the economics discipline presented in the first publication (ED 148 648) can be used to help students at the junior high school level make more effective economic decisions. By selecting lessons to supplement existing courses or texts, teachers will be able to upgrade the quantity and quality of economics instruction. The concepts taught are: economic wants, scarcity, opportunity cost, productive resources, division of labor, interdependence, efficiency, exchange or trade, money, supply and demand, market price, price mechanisms, consumer price index, price level change, index numbers, inflation, and gross national product. The first part of the guide contains ten classroom tested lessons. Each lesson includes a description of the concepts to be taught, objectives, rationale, student materials, teaching procedures to be used, and evaluation methods. Most of the activities include group interaction and discussion and involving students in games and role playing. The second part of the guide contains a comprehensive unit based on a case study of the U.S. shoe industry. The unit consists of eight lessons that take a total of about two weeks to present. However, teachers can adapt it or shorten it according to their own requirements. The guide concludes with two appendices--a list of books, films, and other supplementary materials and a glossary of economic terms. (Author/RM)

This publication examines techniques for integrating consumer and economic education into the K-12 social studies curriculum. The intended audience includes school administrators, curriculum developers, and classroom teachers. Many practitioners have found that consumer education is an excellent area for developing the skills of economic analysis. Students find relevance in applying economic concepts to consumer situations since they have already assumed the role of consumers. Consumer education provides many opportunities to show how the public and private sectors allocate resources which are consumed by student and other individuals in the society. There are three major sections to the publication. The first section presents a rationale for including consumer economics in the curriculum. Discussed are the role of economics in consumer education, the multi-grade and multi-disciplinary thrust of consumer education, and the need for focusing on concepts. The second major section presents a methodology to help establish an appropriate sequence for the introduction of specific economic concepts. The third section contains a procedure by which consumer economics can be newly emphasized in the existing curriculum. Examined are the planning procedures for curriculum change, determining the implementation method, and the process of curriculum development and change. The appendices contain a glossary of concepts and a ranking procedure used to develop the hierarchy. (Author/RM)

A concise framework of basic concepts and generalizations for teaching economics for K-12 students is presented. The guide summarizes the basic structure and substance of economics and lists and describes economic concepts. Standard guidelines are provided to help school systems integrate economics into their on-going courses of study. Designed to be used by those working with teachers on curriculum development in economic education, the guide can also be used by methods instructors. Six major areas are defined as essential to economic understanding. First, students need to develop an objective, rational approach and be able to organize their thinking as they address economic issues and questions. Second, students need to master basic economic concepts and understand economic institutions, measurement concepts, and concepts for evaluating economic action and policies. Third, students need a simple overview of the American economic system so as to provide a structure for examining specific issues. Fourth, students need to possess the knowledge and skills to recognize the various types of economic issues they are likely to encounter such as market and government action. Fifth, students need to apply their economic understanding to particular issues relevant to their own lives, such as the scarcity of oil or the rising coffee prices. Sixth, students need to form their own judgments on economic issues based on their analysis of the issues, tempered by their own values. (Author/JR)