This publication contains six lessons for elementary, secondary, and high school classrooms developed by writers from Belarus, Bulgaria, Latvia, Lithuania, Poland, Ukraine, and the United States. The authors of these lessons were participants in the Training of Writers program developed and conducted by the National Council on Economic Education,…

This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a lesson description; appropriate age level; economic concepts; content standards and benchmarks; related subject areas; instructional objectives; time…

Seventh-graders studied inflation and other economic consumer concepts at a consumer convention. Preactivities, workshop sign-up day, and the convention schedule are discussed. A chart of the workshop design is included. (SR)

Describes the general characteristics of social and physical science models using the Malthusian model of population growth related to food supplies. Methods for assessing models and questions for classroom use are included. (KC)

Describes two secondary school courses: an economics and a Canadian Studies course. The economics course focuses on national events and uses a budget project and Canadian election simulation. The Canadian studies course combines history, politics, and economics. (KC)

Reviews research related to the following questions: (1) Can economic concepts be taught to young children and, if so, which concepts should be taught? (2) How is young children's knowledge of economic concepts best measured? (3) And what materials and instructional techniques are available for teaching economics to young children? (Author/RH)

Describes a stock market investing project for fifth graders. (SJL)

Economics, consumer education, and free enterprise education are all parts of basic business, according to the author. He provides a chart of the structure of basic business education content, arranged according to three areas of subject matter: problems area, foundational area, and relational area. (MF)

Presents a simplified method for teaching comparative advantage theory to undergraduate students through the use of algebraic language. (KC)

Contends that the analysis of intra-industry trade supplements the subject of trade theory in undergraduate economics courses. Intra-industry trade is the situation in which a country both exports and imports the products of a particular industry, e.g. automobiles. Questions for discussion are included. (KC)

This article describes an economics trail which aims to encourage elementary and secondary students to use their knowledge of economics in looking at their local surroundings. For availability, see SO 505 564. (Author/AV)

Described is a course in consumer education for elementary school pupils. Topics discussed are skills for young consumers, classroom activities, selected resources in elementary consumer education, and guidelines for evaluating consumer education media. (Author/DB)

Seeks to highlight women's labor so that classroom economics lessons will no longer maintain women's invisibility. Intends only to suggest issues for further study and topics for inclusion in lesson plans; not meant to be a conclusive explanation of a historically very complex and controversial topic. (DB)

Presents a compelling argument refuting Ian Pearce's eclectic approach to economic awareness. Focuses on three questions: (1) what is the purpose of economic awareness; (2) what does economic awareness entail for the classroom; and (3) what view of economics does the Ian Pearce's approach convey? Offers five reasons for rejecting the eclectic…

Asserts that members of cartels have tremendous incentives to cheat on production limits to maximize profits. Describes a classroom activity in which grading an examination using a "curve" permits students to establish "cartels." Provides instructions on how the activity is used in the classroom. (CFR)