This Fall 2001-Spring 2002 newsletter provides resources and information to educators, particularly economics, history, social studies, and business educators, throughout the western district of the Federal Reserve System. The goal of the newsletter is to highlight new Federal Reserve teaching materials and resources, including Web sites,…

Nevada's nine academic standards for economics call for specific educational outcomes in grades 2, 3, 5, 8, and 12. They contain performance level descriptors. Nevada's standards aim to help students develop fundamental economic concepts; learn about economic performance in the United States; demonstrate a knowledge of how investment,…

In this unit of study, students demonstrate a familiarity with the school's layout and the jobs people do there. The unit has students discuss jobs in the community and match simple descriptions of the work with the names of related jobs and with the equipment required for the jobs. They also compare and contrast jobs of today with jobs of long…

A better understanding of economics enables people to understand the forces that affect them every day and helps them identify and evaluate the consequences of private decisions and public policies. Learning how to reason about economic issues is important also because the analytic approach of economics differs in key respects from approaches…

An economics course for senior high school students which relies on cameras and cassette tape recorders in one locally developed project is described. A second is the effort by another high school to indicate a social studies curriculum meaningfully related to the real world. (Author/KM)

The purpose of the study was to describe the contribution made by the social studies curriculum, in general, and the Americanism vs. Communism course in particular, to the development of overall economic understanding among high school seniors in Southwest Florida. (Author/JH)

As a substitute for the conventional term papers, this project was designed to help freshmen learn to pick and analyze a specific topic within a given subject field, to develop the ability to find printed source material and knowledgeable people in the subject, and to evaluate their source material objectively. (Author/SN)

Based on a well defined structure of economics, the materials analyzed, for grades four through eight, focus on economic concepts which are taught mainly through teacher-student discussions and student readings. (SM)

Instructional Materials designed for junior high students in an attempt to bridge the gap between education and work by helping students develop an understanding of economic processes and the role of work in their lives are assessed. (SM)

Author describes how his fifth grade students learn economic principles by forming a community'' with its own currency and businesses. (SP)

The programs instigated by the Council are outlined: The DEEP Cooperating Schools Program, the Centers for Economic Education, the World of Work Economic Education Program, and the various publication, workshops, and teacher training programs. (JB)

Discusses a financial counseling clinic which utilizes undergraduate students as volunteer consultants. (SB)

Outlines the need and merits of a sabbatical for teachers. (RK)

A total of 75 members of the national Future Homemakers of America public relations committee responded to a survey concerned with the effects of society's problems on their future families. (SB)

Nearly 200 entries are given, some with annotations, of books, booklets, leaflets, newspapers, government publications and portions of journals. (MU)