Money, money, money. Dollars make sense in a wide-ranging economics lesson. (Editor)

This study compared the learning and retention of the "scarcity" and "opportunity cost" concepts by students in grades one, three, and six. Results suggest a need for empirical research on factors affecting the retention of economic concepts by students in the early primary grades. (JD)

Describes an ongoing evaluation of the Junior Achievement elementary school program that includes formative, summative, and longitudinal studies. The formative phase discovered that the curriculum was appropriate for urban and suburban children, for both genders, and for a diverse array of ethnic groups. The summative study showed the need to…

This document provides teaching guidelines and student material for a unit intended for use in fifth and sixth grade social studies and economics programs. Time allotment is from four to six hours. The objectives are to help students identify the difference between wants and needs, to distinguish between items that are scarce and abundant, to…

This publication is designed to help elementary teachers incorporate economics, including free enterprise education, in their curriculum. It is hoped that such instruction will help students acquire economic skills and knowledge for making decisions as citizens of their city, state, and nation. The publication consists of three major parts. Part I…

One of five McDonald's Action Packs, this learning package introduces intermediate grade students to basic economic concepts. The fourteen activities include the topics of consumption (4 activities), production (5), the market system (3), a pretest, and a posttest. Specific titles under consumption include The Wonderful Treasure Tree (introduction…

Investigates the teaching of concepts of work and profit to third graders in Rome. Students were interviewed before and after teaching of instructional units to ascertain their ideas on prices, profit, and product distribution. (PCB)

Presents an example of economics teaching in a "language arts format." The example shows how students might learn basic economics vocabulary by reading a story (supplied) and writing about its events. (GEA)

Conducted "Mini-Society," an experience-based economics instructional program with 938 children in grades three through six. Measured participants' perceptions of entrepreneurship, occupational stereotyping, and sex differences in risk-taking, persistence, and economic success. During the program, no sex differences occurred in the…

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 description of the lesson; appropriate age level; economic concepts; content standards and benchmarks; related subject areas; instructional objectives;…

This paper examines a specific educational game called "Popcorn Factory." First, it gives a detailed description of the game, then shifts the description into a critical hermeneutical framework, analyzing the deep structures at work in the "Popcorn Factory" according to the theories of Freud and Marcuse. (Author/SJL)

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)

Describes a mini-course in corporate structure for use in an economics unit in the the elementary social studies classroom. Course objectives, requirements, corporate personnel forms, and a certificate of stock are included in the article. For journal availability, see SO 505 448. (Author/DB)

Introduces the topic of economic and industrial education as it applies to early childhood education, pointing out that it is crucial for educators to gain sound economic and industrial experience to provide meaningful learning experiences to their students. (MDM)

Included in the description of an elementary level home economics program taught by the classroom teacher cooperating with a consultant are: broad goals and generalizations, programs guidelines, a brief curriculum guide, sample learning experiences for each grade level, one lesson plan, and an individualized instruction form. (AJ)