Describes a lesson plan which was used successfully to teach the basics of investment to students in a fifth-grade social studies class on economics education. Projects included in the unit included selling stock, pre-sales preparation, selling, profits, and investment. (DB)

The author of a controversial article on economic education which appeared in the Fall, 1977 issue of the J. Econ. Ed. replies to criticisms of his original statements. Topics discussed include goals of economic education, restatement of positions regarding economic education issues, and reliable test instruments. (DB)

The economics unit is presented to assist apprentices to acquire a general knowledge of economic issues and problems as they relate to working for a living. The unit consists of five modules: (1) how the American economic system operates, (2) current economic problems and alternative economic systems, (3) current issues relating to work and…

Reported on a survey in which several hundred economic educators, social scientists, economists, etc. answered a succession of questionnaires narrowing down to one goal of economic education which was supported by a majority of participants. The authors maintain that more effective and more effecient economic education will result from better…

Offers an analysis of the Joint Council's "Framework for Teaching Basic (Economic) Concepts" in the area of macroeconomics. Suggests that the "Framework" be altered to include economic history, competing macro economic theories, and the great economic theorists and the problems they faced. Concludes that students must learn…

Discusses Galbraith's (see SO516713) three major points, 1) that the Joint Council's "Framework" should not hide the fact that macroeconomics is messy and political; 2) that the emphasis in the "Framework" is misplaced; and 3) that in certain areas, such as aggregate supply and demand, it is wrong. (JDH)

Examines how home economics education can contribute to the cognitive and noncognitive objectives of a school through focusing on students' understanding of social problems and ways to deal with them, of democratic living, of the need to be employable, and of the importance of family. (CT)

Discusses the three domains of learning (cognitive, affective, and psychomotor) and the use of each domain in writing educational objectives for home economics. Also examines elements to consider when selecting software to foster higher levels of learning. (CT)

Teacher approaches to the controversial issue of the conflict between quality of life and economic growth are suggested for elementary and secondary grade levels. (KM)

Needed is a rigorous identification of what high school economics ought to be. Conceptual structures of economics will be given greater emphasis in economic curricula. (DB)

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)

Describes study which focused on the economic vocabulary used in national and international news magazines and papers. Compares findings with definitions of economic literacy proposed by economists and suggests that economics courses include economic news literacy. (KC)

Provides three sample lessons for teaching elementary school children about economic geography. Includes lessons dealing with natural resources, economic activity, and forests. Provides lesson objectives, focus, and instructional strategies. Offers a list of suggested readings from recent trade books. (SG)