In this lesson, students learn what goods and services are. They listen to the story Dr. Seuss's ABC: An Amazing Alphabet Book! They listen to the story again and identify letters and goods and services from the book that begin with those letters. They learn a song about goods and services, identify goods and services they use, and identify the first letter of their first or last names and draw a good or a service that starts with that letter. The extension activities provide opportunities for role-play and counting.

For this activity, students learn that a bank account offers security and a return on their savings.

In this lesson, students learn that economic forces have an impact beyond the financial world. First, they learn that Progressive Era public health reforms inspired a commercial response to the growing demand for sanitation through the rapid increase in bathroom-fixture production. Students then use FRED, economic data from Federal Reserve Bank of St. Louis, to analyze how bathroom-fixture production changed throughout the 1920s. They examine primary documents—1920s advertising—to see how companies fused the Progressive Era with the new consumer culture. Finally, students complete the lesson by responding to AP U.S. History-style short-answer questions.

In this lesson, students learn that money is a medium of exchange that facilitates economic activity. Next, students learn the relationship between the money supply and inflation by participating in an inflation auction using gold and silver notes to better understand the historic debate of the Free Silver Movement. Students then read William Jennings Bryan’s “Cross of Gold” speech to relate the historical context. The students use historical data to calculate income, fixed expenses, and variable expenses of a farmer to
further understand the historical argument presented by the Free Silver Movement. Finally, students analyze two political cartoons against the Free Silver Movement.

In this lesson, studnets learn about saving, spending, decision making and opportunity cost. They learn to use a decision-making grid to make decisions. Mathematics skills include learning about rows and columns in a grid.

Students listen to the book The Goat in the Rug, about a Navajo weaver named Glenmae who uses mohair from her goat Geraldine and a number of resources and intermediate goods to make a traditional Navajo rug. The students are placed in groups to learn about productive resources and intermediate goods. The students play a matching game and make posters to classify the natural resources, human resources, capital resources, and intermediate goods used in the story to produce the rug

In this video, an economic education specialist explains what GDP means, how it is calculated, how it is useful in determining whether and how quickly the economy is growing, and how GDP can be used as an indicator of standard of living.

No-Frills Money Skills is a video series that covers a variety of personal finance topics. The brief video uses clear, simple language and graphic elements so that students can better visualize the personal finance content being presented. This video episode explains compound interest. A set of discussion questions is provided.

In this lesson, students participate in two rounds of a role play to help them understand the role of banks in facilitating economic growth through loans. Round 1 is conducted without a bank. After the first round, students read excerpts from Secretary of the Treasury Alexander Hamilton’s 1790 report to Congress in which he proposes a national bank because the United States had few banks at the time. Students then conduct Round 2 of the role play with a bank. After the round, students read excerpts from and summaries of the statute creating a national bank, Thomas Jefferson’s opposition, and Hamilton’s rebuttal.

In this lesson, students will learn that characters in the book "A Chair for My Mother" are human resources who save part of the income they earn. Students will identify other human resources and state how the mental and physical work of those human resources allows them to earn an income. Finally, students name strategies to reach a savings goal.

In this lesson, students use data collected from the Internal Revenue Service for the tax year 2003 to become involved in an inquiry of individual federal income taxes.

In this lesson, students learn about saving, savings goals, and income. They listen to the book Just Saving My Money by Mercer Mayer, a story about how Little Critter saves his money to buy a skateboard. Students use clues in the book's text and pictures to answer questions. After listening to the story, students play a game where they each have a savings goal, earn income, and save money until that savings goal is met. Students write math sentences to determine whether they have saved enough to reach their goals. Students also set their own savings goals and tell how they could earn income to meet them.

This six-lesson unit corresponds to the book, Lawn Boy by Gary Paulsen, with each session related to specific chapters of the book.

In this lesson, students identify ways in which people invest in their human capital. Students use the Bureau of Labor Statistics Occupational Outlook Handbook to analyze unemployment, educational attainment, and median weekly income data for 2012. Then they will work with a partner to create a graphical representation of the data and share their examples with the class.

In this lesson, students learn about data used to measure an economy’s health—inflation/deflation
measured by the Consumer Price Index (CPI), output measured by Gross Domestic Product (GDP) and
unemployment measured by the unemployment rate. Students analyze graphs of these data, which
provide snapshots of the economy during the Great Depression. These graphs help students develop an
understanding of the condition of the economy, which is critical to understanding the Great Depression.

People suggest various causes for the Great Depression. In this lesson, students act as newspaper reporters
to learn about this time in history. These reporters look for information from fictitious letters that reflect actual problems and people’s concerns during this tragic time in our economic history. Based on what they learn through the letters, students construct a newsletter explaining the cause(s) of this economic catastrophe.

In this lesson, students participate in an activity that illustrates falling wages, rising unemployment and
falling prices. They learn about the role of the collapsing U.S. banking system in causing the Great
Depression. They participate in a simulation to learn what a bank failure is and how bank failures can
lead to bank panics. Finally, they observe the impact that many events occurring at the same time might
have on the economy

In this lesson, students examine statistical data related to the Great Depression, identify problems and offer solutions. Students reflect on the course of action taken by then-President Franklin Delano Roosevelt (FDR) and focus on New Deal programs. Students classify New Deal programs as relief, reform or recovery and analyze the effects of these programs on the unemployment rate, government spending, Gross Domestic Product (GDP) and the role of government in the economy.

The students will work with a partner to participate in a "Track Star" game to illustrate positive and negative spending behaviors.

In this lesson, students are given excerpts from Franklin Delano Roosevelt’s “fireside chats” and categorize
the excerpts according to economic problems. After identifying economic problems and FDR’s comments on the problems, students simulate a fireside chat by making a recording for the class. After listening to the recordings, students complete a simple consumer confidence survey concerning their reactions to the recording. To conclude the lesson, students identify and evaluate a current economic problem and apply the strategy of FDR to promote and build confidence in a proposed solution.