{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Making\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMaking Choices\n

\n
\n\nFor Teachers\n\n2nd\n
\n
\n
\nSecond graders explore financial decision making. In this introductory economics lesson, 2nd graders listen to the book Alexander, Who Used to be Rich Last Sunday by Judith Viorst, and discuss making financial choices based on wants and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Economic\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEconomic Reasoning: Why Are We A Nation Of Couch Potatoes?\n

\n
\n\nFor Teachers\n\n9th - 10th\n
\n
\n
\nStudents examine the visual aids of this lesson to study the costs and benefits of decisions about diet and exercise. They investigate human choice as it affects behavior and in turns effects economics and consequences.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video7:40
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nEmergent Order\n
\n

\nThe Economics of House of Cards\n

\n
\n\nFor Students\n\n10th - 12th\n\nStandards\n
\n
\n
\nHow does the modern television show House of Cards and its dramatization of a power-hungry congressman in American government illustrate public choice theory—the concept that politicians retain personal interests after being elected...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Give\n\n
\n
\n
\n
\nCurated OER\n
\n

\nGive and Take\n

\n
\n\nFor Teachers\n\n7th - 8th\n
\n
\n
\nStudents analyze a scheduling dilemma. In this opportunity cost and trade-offs lesson, students must schedule the school gym for basketball games, but there are not enough hours for all the games. Groups determine how time will be...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Economic Way of Thinking - About Everything\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents write their definitions of economics on index cards and revise them as the lesson continues. They discuss the principles of economic reasoning and after completing a quiz, use economic reasoning to solve \"real life\" mysteries.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Economics of Voting\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents examine the voting behavior of people during a presidential election to determine costs and the benefits of voting and how this behavior is influenced by incentives.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Lesson\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLesson on economic value of education\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents use economic reasoning to analyze both the short-term and long-term benefits and opportunity costs of educational choices, identify incentives that may influence students' career decisions and solve an \"economic mystery\"\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat is a Stock? or, Who Owns McDonald's?\n

\n
\n\nFor Teachers\n\n7th - 9th\n
\n
\n
\nStudents explore profit and risk. In this economics lesson, students read about McDonald's and Nabisco stock and discuss the risks and rewards of stock ownership. Printable worksheets ask questions about rights of stock owners and the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Choice,\n\n
\n
\n
\n
\nCurated OER\n
\n

\nChoice, Opportunity, Cost and Decisions\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents discuss the definition of scarcity and tradeoffs, and the differences between choice and cost. They create budgets and must provide tradeoffs for some of their choices.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Economics\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEconomics for Leaders Performance Assessment\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents participate in a scenerio in which they are assessed on the material in previous lessons. In groups, they prepare a presentation based on their solutions to the given problem. They develop their critical thinking skills applying...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Beach\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBeach Burgers\n

\n
\n\nFor Teachers\n\n12th\n
\n
\n
\nTwelfth graders develop economic literacy of basic economic problems confronting all societies. Economic decision making, scarcity to make choices, economic confronts, market system, prices, demand curves and supply curves are all covered.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video8:23
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Environmental\n\n
\n
\n
\n
\nCrash Course\n
\n

\nEnvironmental Econ\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nHow does the economy affect the environment—and vice versa? A video from Crash Course Economics discusses the ways supply and demand for products made with non-renewable resources can result in the Tragedy of the Commons, or even in the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"PRODUCTION,\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPRODUCTION, CONSUMPTION, AND INCENTIVES\n

\n
\n\nFor Teachers\n\n5th\n
\n
\n
\nFifth graders design a web page. They include features he or she would typically like to see when visiting web pages. They title the topic of the web page \"Features That Make a Great Web Site.\" They explain that there are incentives...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Incentives\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIncentives Matter\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents identify what motive people. They will learn about both positive, and negative incentives. They will use this knowledge to make predictions about how people will behave. They will apply this knowledge to economics.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Rebuild\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRebuild Your Community\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents explore the Gulf Coast disaster and what it took to rebuild the community surrounding it. In this economic development instructional activity, students watch a video from the Nightly Business Report and explore what all it takes...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat Works and What Doesn't: The Potential and Limitations of Fiscal Policy\n

\n
\n\nFor Teachers\n\n12th\n
\n
\n
\nTwelfth graders study micro- and macro-economies. They examine theories about fiscal policy and the relationships between consumption and output, tax policy and government spending changes. They also consider how economic perspectives...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Is\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIs Capitalism Good for the Poor? | How Incentives Affect Innovation\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHigh schoolers focus on the role played by a nation's institutions in generating creativity, invention and innovation, and analyzes how innovation promotes the economic growth that raises standards of living and alleviates poverty.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Marketing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMarketing Occupations\n

\n
\n\nFor Teachers\n\n11th - 12th\n
\n
\n
\nStudents identify and explain the variables effecting supply and demand in the marketing industry. Then they define the terms supply and demand and graph supply and demand curves on a standard grid. Students also formulate what happens...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"You\n\n
\n
\n
\n
\nCouncil for Economic Education\n
\n

\nYou Can BANK on This! (Part 4)\n

\n
\n\nFor Teachers\n\n3rd - 5th\n
\n
\n
\nLearners assess both negative and positive incentives associated with credit card use. They identify profit as an economic incentive for banks to offer credit cards.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Is\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIs the Tassle Worth the Hassle?\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents analyze the costs of college education. In this economics lesson plan, students discuss the concept of opportunity cost as it relates to obtaining a college degree to secure a job.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Basic\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBasic Trading\n

\n
\n\nFor Teachers\n\n2nd - 6th\n
\n
\n
\nYoung scholars review the basic ideas of exchange. In groups, they discover the incentives for trade and participate in a simulation. They are given a packet of stamps which are worth varying monetary amounts. They discover the concepts...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Economics:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEconomics: Actions of Government\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nStudents examine the susceptibility of legislators to agricultural lobbyists to support subsidy programs. In small groups, they role-play as members of interest groups that might be affected by inflation.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Is\n\n
\n
\n
\n
\nCurated OER\n
\n

\nIs the Tassel Worth the Hassle?\n

\n
\n\nFor Teachers\n\n8th - 10th\n
\n
\n
\nStudents examine the short and long term benefits of educational choices. They investigate incentives that influence student's career choices and solve and economic mystery using a web tool.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Tapped\n\n
\n
\n
\n
\nCouncil for Economic Education\n
\n

\nTapped Dry: How Do You Solve a Water Shortage?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents, after evaluating different allocation methods for water, determine the costs and benefits of each method.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}