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.

In this lesson, students learn about the role and functions of the Federal Reserve System. They participate
in an activity to learn how the purchase or sale of U.S. Treasury securities affects the supply of money and
credit in the economy. Finally, they discuss what the Fed learned about implementing monetary policy as
a result of the Great Depression.

In this lesson, students review the elements of a contract. They discuss the characteristics of rent-to-own contracts and compare and contrast the cost of those contracts with the outright purchase of goods.

In this lesson, students learn and explain that everyone has wants that are satisfied by consuming goods and services. Lesson is found on pages 8-10 of the pdf.

Students will learn about the role of money in the colonial economy by participating in a trading activity in which they observe the effects of too little money on trade within a colony.

In this lesson, through a reader’s theater, students learn about the economics of the early United States and the debate between Alexander Hamilton and Thomas Jefferson over the founding of the first Bank of the United States. They examine quotations from Hamilton’s and Jefferson’s letters to President Washington and the arguments each man is trying to make about the need for and constitutionality of the bill to incorporate the bank. They read the booklet “The First Bank of the United States” to learn about the founding of the first Bank of the United States, the financial crisis associated with the bank’s stock subscription, the bank’s operations, and the way it influenced the early American economy. The students learn to read primary sources by examining letters written in the 1790s about the First Bank and its
operations. In the final activity, the students learn about the First Bank’s influence on the availability of credit in the early American economy by examining simple banking scenarios.

In this lesson, students listen to the story, Little Nino's Pizzeria and identify the inputs in a pizza, categorizing them as intermediate goods, natural resources, human resources, or capital resources. Students use a Venn diagram to sort attributes of each resturant mentioned in the story and the attributes they share.

In this lesson, students learn about consumers and producers and give examples from the book, The Little Red Hen Makes a Pizza. Students become producers by making bookmarks. Students draw pictures on their bookmarks of something that happened at the beginning, in the middle, and at the end of the story. They become consumers when they use their bookmarks to mark a page in a book they are reading.

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.

In this lesson, students work collaboratively to develop an understanding of monetary policy. Students will learn about the indicators the Fed uses to determine what changes, if any, should be made to the course of monetary policy. The groups play a card game to review the vocabulary associated with the economic indicators.

In this lesson, students listen to a story written in rhyme about a bunny that has a lot of money in her piggy bank. Students distinguish between spending and saving and goods and services. They play a matching game to review the content of the story and to practice rhyming words.

In this lesson, students listen to a story written in rhyme about a bunny that has a lot of money in her piggy bank. Students distinguish between spending and saving and goods and services. They play a matching game to review the content of the story and to practice rhyming words.

In this lesson, students listen to the story and identify the scarcity problem the monsters had—not enough chairs for every monster to have one. Students wear a picture of a want they have drawn and play a version of musical chairs in which the chairs are labeled goods. Students learn that a good can satisfy a want. They also learn that, because of scarcity, not everyone's wants are satisfied.

In this lesson, students learn about human capital and why it is important to improve theirs. They first observe a skit about a boy who could not read and then listen to a story about a moose who could not read or count. They then learn how investing in human capital helps both the boy and the moose achieve their goals. After thinking about their own human capital, students identify human capital needed by various workers to do their jobs. Students survey adults about their skills and investment in human capital and how and why the adults invested in their human capital in the past year. On Day Two they analyze the results of their surveys. Students draw generalizations about the skills the adults have and how and why they improve their human capital. They compare their own knowledge and skills with those of the adults they interviewed. Finally, students answer the question, "Why do we need to go to school?"