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SO 034 669

Economics, the Enterprise System, and Finance.

New York State Education Dept., Albany.2002-02-0041p.

New York State Education Department, 89 Washington Avenue,Albany, NY 12234. Web site: http://www.nysed.gov/.Guides Non-Classroom (055)EDRS Price MF01/PCO2 Plus Postage.*Academic Standards; Core Curriculum; *Economics; *EconomicsEducation; *Free Enterprise System; Secondary Education;Social Studies; *State Standards*Economic Concepts; Finance; *New York; PerformanceIndicators

The core curriculum for economics, the enterprise system, andfinance supports the New York State Education Department's efforts to raisestandards in social studies by focusing on Standard 4: Economics, in the"Learning Standards for Social Studies." This core curriculum reinforces thekey ideas and performance indicators for this standard and describes whatstudents should know and achieve in their study of economics and economicdecision making. It outlines the content, concepts, and skills that studentsshould understand and apply throughout their lives. This guide is intended tobe used to meet the curriculum mandate of the New York Board of Regents thatrequires all students to complete a half-unit course of study in economics orits equivalent as part of their for unit social studies requirement. Theguide is divided into eleven parts: (1) "Foreword"; (2) "Introduction"; (3)

"National Voluntary Standards for Teaching Economics"; (4) "Jump$tartCoalition Personal Financial Management Guidelines"; (5) "I. Living in aGlobal Economy"; (6) "II. The United States Economic System"; (7) "III. TheEnterprise System and the United States Economy"; (8) "IV. Labor and Businessin the United States"; (9) "V. Money, Finance, and Personal Finance"; (10)

"VI. Making Fiscal and Monetary Policy"; and (11) "VII. Impact ofGlobalization on the Economics of Other Nations." (BT)

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THE UNIVERSITY OF THE STATE OF NEW YORKRegents of The University

CARL T. HAYDEN, Chancellor, A.B., J.D. ElmiraADELAIDE L. SANFORD, Vice Chancellor, B.A., M.A., P.D. HollisDIANE O'NEILL MCGIVERN, B.S.N., M.A., Ph.D. Staten IslandSAUL B. COHEN, B.A., M.A., Ph.D. New RochelleJAMES C. DAWSON, A.A., B.A., M.S., Ph.D. PeruROBERT M. BENNETT, B.A., M.S. TonawandaROBERT M. JOHNSON, B.S., J.D. HuntingtonANTHONY S. BOTTAR, B.A., J.D. North SyracuseMERRYL H. TISCH, B.A., M.A. New YorkENA L. FARLEY, B.A., M.A., Ph.D. BrockportGERALDINE D. CHAPEY, B.A., M.A., Ed.D. Belle HarborARNOLD B. GARDNER, B.A., LL.B BuffaloCHARLOTTE K. FRANK, B.B.A., M.S.Ed., Ph.D. New YorkHARRY PHILLIPS, 3rd, B.A., M.S.F.S. HartsdaleJOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D AlbanyLORRAINE A. CORTES-VAZQUEZ, B.A., M.P.A Bronx

President of The University and Commissioner of EducationRICHARD P. MILLS

Chief Opierating OfficerRICHARD H. CATE

Deputy Commissioner for Elementary, Middle, Secondary, and ContinuingEducation

JAMES A. KADAMUS

Assistant Commissioner for Curriculum, Instruction, and AssessmentROSEANNE DEFABIO

Assistant Director for Curriculum and InstructionANNE SCHIANO

The State Education Department does not discriminate on the basis of age, color, religion, creed, disabil-ity, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, orsexual orientation in its educational programs, services and activities. Portions of this publication can bemade available in a variety of formats, including braille, large print or audio tape, upon request. Inquiriesconcerning this policy of nondiscrimination should be directed to the Department's Office for Diversity,Ethics, and Access, Room 530, Education Building, Albany, NY 12234.

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reWweli

his core curriculum for economics, the enterprise system, and finance supports the State EducationDepartment's efforts to raise standards in social studies by focusing on Standard 4: Economics, in the

,--, Learning Standards for Social Studies. This core curriculum reinforces the key ideas and performance indi-cators for this standard and describes what students should know and be able to do in their study of economics andeconomic decision making. It outlines the content, concepts, and skills that students should understand and applythroughout their lives. Decisions about what information to include reflect the collaborative efforts of leaders insocial studies education, business, finance, and economics education. These decisions were based on the need to pro-vide students with the economic knowledge and skills that will enable them to function as informed and economi-cally literate citizens in our democratic society and in the global marketplace. This new core curriculum includesinformation about business, entrepreneurship, the enterprise system, finance, and personal finance, in addition toeconomic theory.

Economics, the Enterprise System, and Finance is intended to be used to meet the curriculum mandate of the Board ofRegents that requires all students to complete a half-unit course of study in economics or its equivalent as part oftheir four-unit social studies requirement. Equivalent courses in economics must address Social Studies LearningStandard 4: Economics, specifically the key ideas and performance indicators that define this standard. This newcore curriculum also includes references to the National Voluntary Standards for Teaching Economics and to theJump$tart Coalition Personal Financial Management Guidelines.

The design and development of this core curriculum represented a unique partnership among leaders of businessand finance, economists, teachers of economics, and representatives from the Federal Reserve Bank of New York,Junior Achievement, Inc., and the New York and National Foundation for Teaching Entrepreneurship (NFTE). Inaddition, hundreds of social studies teachers and supervisors either attended informational sessions or providedwritten reviews of this core curriculum. The New York State Education Department wishes to recognize and thankthe following individuals and their organizations for their cooperation, assistance, and support for this importantcurriculum project. Inclusion of an individual's name and affiliation does not necessarily imply support for the con-tents of this core curriculum by that individual or affiliation.

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Acknowledgments

ADVISORY COMMITTEEECONOMICS AND ECONOMIC DECISION MAKING

Dr. Peter F. BellNew York State Council on Economic EducationSUNY PurchasePurchase, NY 10577

Mr. Richard BirdieGilder Lehrman Institute of American Historyformerly at:John F. Kennedy High School3000 Bellmore AvenueBellmore, NY 11710

Mr. Lloyd BrombergFederal Reserve Bank of New York33 Liberty Street, 2nd FloorNew York, NY 10045

Ms. Monique DarrisawNew York City Board of Education131 Livingston Street, Room 601Brooklyn, NY 11201

Ms. Barbara DragoSenior Vice PresidentNew York Institute for Entrepreneurship41 State Street, Suite 110MAlbany, NY 12207

Ms. Ann K. LupoAssociate Director, School Effectiveness ServicesErie I BOCES355 Harlem RoadWest Seneca, NY 14224

Professor Michael GordonDirector, Center for Economic EducationSUNY CantonCanton, NY 13617

Dr. Peter J. HarderSenior Vice President of EducationJunior AchievementNational HeadquartersOne Education WayColorado Springs, CO 80906

Dr. Steven MalinFederal Reserve Bank of New York33 Liberty Street, 2nd FloorNew York, NY 10045

Mr. Steve MarriottiNational Foundation for Teaching Entrepreneurship

(NFTE)120 Wall Street, 29th FloorNew York, NY 10005

Mr. Joe MorganWebster High School875 Ridge RoadWebster, NY 14580

Mr. Ronald PintuffShenendehowa Senior High School East970 Rt. 146Clifton Park, NY 12065-3688

Mr. Raymond T. PalmerSouth Shore High SchoolBrooklyn, NY 11236

Mr. Al Salesky7 Nansen CourtSpring Valley, NY 10977

Dr. John A. TribbleDirector, Capital Region Center for Economic

EducationSage College Troy Campus45 Ferry StreetTroy, NY 12180-4199

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Lloyd BrombergPhyllis Frankfort

Dr. Steven Malin

Glenn G. AdamsEileen AndrewsHerbert BrodskyDonna A. BrooksRegina CappielloDaniel CurtinVincent GaroneIrma HallerVirginia HarnischfegerWalter HarrisRuth HenahanJames KilloranPat KrenzerRichard LasselleRiza LaudinAlan LissauerJoseph MacalusoDr. Lewis MandellLaura M. McCueSheldon MeltznerSusan D. MillerGhandi M. MoussaLaurann PandelakisGlen PribekDr. Mark RothmanDavid SanossianAnne SapienzaStewart SingerFrank SodaMary TherrienJacqueline ThompsonRobert WiedenhoftDr. William C. WoodSusan WoodburyLeslie WrightDouglas N. Young

CONTENT EDITORS

Federal Reserve Bank of New YorkMerging Business and Academics; New York State

Financial Literacy CoalitionFederal Reserve Bank of New York

CONTENT REVIEWERS

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Spencerport High SchoolNiagara Falls School DistrictFreeport High SchoolPatchogue Medford UFSDValley Stream High SchoolReal Property Tax Administration System AllianceMassapequa Public SchoolsSidney High SchoolElwood-John Glenn High School, East NorthportNew York City High SchoolsReal Property Tax Administration System AllianceNew York City High SchoolsErie 2 BOCESReal Property Tax Administration System AllianceHerricks UFSDFreeport High SchoolReal Property Tax Administration System AllianceSUNY, BuffaloGeneral Douglas MacArthur High School, LevittownEdward R. Murrow High School, BrooklynJames Madison High School, BrooklynHigh School for Economics and Finance, New YorkHicksville High SchoolThe Wheatley SchoolPort Washington UFSDGarden City High SchoolReal Property Tax Administration System AllianceDivision Avenue High School, LevittownNiagara Falls School DistrictGrand Island High SchoolBroome Tioga BOCESGarden City High SchoolJames Madison UniversityMassapequa High SchoolSt. Joseph's Villa Campus SchoolCroton Harmon High School

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STATE EDUCATION DEPARTMENT

Dr. George M. Gregory, Project DirectorJan ChristmanJo Ann LarsonGary Warren

Curriculum and InstructionCurriculum and InstructionCurriculum and InstructionState Assessment

bile of Cosattgato

Foreword iii

Introduction 1

Why Study Economics? 1

Commissioner's Regulation 2

Social Studies Learning Standard 4: Economics 2

Social Studies Skills 4

Skill Development Procedures 10

How to Use This Core Curriculum 11

National Voluntary Standards for Teaching Economics 12

Jump$tart Coalition Personal Financial Management Guidelines 14

I. Living in a Global Economy 15

II. The United States Economic System 16

III. The Enterprise System and the United States Economy 18

IV. Labor and Business in the United States 22

V. Money, Finance, and Personal Finance 24

VI. Making Fiscal and Monetary Policy 29

VII. Impact of Globalization on the Economies of Other Nations 32

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he study of economics, perhaps more than any other social science, will have a significant and long-termimpact on the lives of students. Throughout their lives, students will encounter various economic con-cepts, principles, and issues. From personal income and property taxes to automobile loans to retirement

investments, students will need to apply the basic economic concepts, understandings, and skills included in thiscore curriculum. An understanding of basic economic concepts such as supply and demand, opportunity costs,recession, the business cycle, resources, scarcity, and economic growth will enable students to analyze local, state,national, and international economic questions and issues. In addition, as Federal Reserve Board Chairman AlanGreenspan has noted, "Improving basic financial education at the elementary and secondary school level is essentialto providing a foundation for financial literacy that can help prevent younger people from making poor financialdecisions that can take years to overcome."

As active, informed citizens in our democratic republic, students will also need to understand how economicprinciples influence local, state, national, and international policies. Students need to understand and analyze theeconomic implications involved in resolving local policy issues. For example, local and regional decisions about eco-nomic development, the environmental impacts of proposed projects, and potential employment opportunitiesrequire an understanding of economic content and concepts. Students need to be able to participate in the decision-making process by critically analyzing information related to these projects and proposals. They need to address thepotential effects these proposals might have on societal values and goals, resources, and quality of life.

On the global level, technology, computers, and access to the Internet will enable students of the 21st century tocommunicate and interact with individuals, groups, and institutions throughout the United States and the world.Through stock market clubs and competitions. e-trade transactions, and various websites, students can now partici-pate in the world of finance. At the same time, however, students also need to learn about the connections that linkvarious global economic issues and concerns such as resource depletion, global trade, population movements, air andwater pollution, inflation, and unemployment. Students need to be able to define these issues and problems; reviewalternative solutions by considering the economic, social, and political implications for each; and propose solutions.A study of economics should also help students better understand the operation of the interdependent world econo-my and the various roles played by consumers, workers, producers, investors, voters, and political leaders.

Economics provides a unique opportunity for students to combine knowledge of the theoretical with practical,real-life decisions about employment options, consumer choices, and personal finance. An understanding of basiceconomic concepts and principles will help students to become better informed and more active citizens. Theyshould become citizens who can participate in policy making at the local, state, and national levels concerningeconomic issues and priorities.

"If we are worried that our young people can't read or add and subtract, then we should also be seriouslyconcerned that they do not know how to manage their financial resources as workers, producers, saversand investors, nor how to address public policy issues as participants in a democratic society. A soundeducation in basic economic principles provides students with critical survival tools and important qualityof life skills. By failing to provide economic education for all our young people, we are failing them."

Robert F. Duval, President, National Council on Economic Education

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ommissioner 's Regulation 100.5 mandates that all students first entering grade 9 in 1985 and thereaftermust earn a half-unit of credit in economics or its equivalent. Equivalency means that students willchallenge Social Studies Learning Standard 4: Economics, at the commencement level, including the

key ideas and performance indicators that define that standard. An equivalent course of study should also addressthe economics content, concepts, and skills included in this core curriculum guide.

tudents will use a variety of intellectual skills to demonstrate their understanding of how the United Statesand other societies develop economic systems and associated institutions to allocate scarce resources, howmajor decision-making units function in the U.S. and other national economies, and how an economy

solves the scarcity problem through market and nonmarket mechanisms.

1. The study of economics requires an understanding of major economic concepts and systems, the principles ofeconomic decision making, and the interdependence of economies and economic systems throughout theworld.

Students:analyze the effectiveness of varying ways individuals, societies, nations, and regions of the worldattempt to satisfy their basic needs and wants by utilizing scarce resourcesdefine and apply basic economic concepts such as scarcity, supply/demand, opportunity costs,production, resources, money, economic growth, markets, costs, and competitionunderstand the nature of scarcity and how nations of the world make choices which involve economicand social costs and benefitsdescribe the ideals, principles, structure, practices, accomplishments, and problems related to the UnitedStates economic systemcompare and contrast the United States economic system with other national economic systems (focusingon the three fundamental economic questions)explain how economic decision making has become global as a result of an interdependent world economyunderstand the roles in the economic system of consumers, producers, workers, investors, and voters.

This is evident, for example, when students:A through the use of market case studies of the U.S. economy and the economies of other countries,

investigate how values and incentives influence people's choices, how the economic system affectspeople's incentives, how people gain from voluntary trade, and how people's choices influence the valueof a good or service

A examine current and historical economic data (e.g., workforce composition and participation, naturalresource deposits, industrial base, financial institutions, state's gross domestic product) to create aneconomic profile of the New York State and United States economies; investigate the role of government(state and national) with particular attention to services provided that foster economic activity andregulations designed to protect the environment

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A complete a case study of a nation or society, focusing on the fundamental economic questions, Whatgoods and services are produced and in what quantities? How are these goods and services produced?For whom are these goods and services produced?

A investigate one or more current economic issues in the United States, including their historicalantecedents; issues may include, but are not limited to: impact of fiscal policy, the role of Federal Reserveand monetary policy, corporate downsizing and unemployment, economic growth and the informationage, welfare policy, health care policy, the national debt, defense spending, foreign aid, affirmative action

A consider policy positions, and the possible conflicting goals of government, such as full employment,price stability, economic justice, economic freedom, and economic security

A recognize why international trade takes place (because of comparative advantage) and the role ofexchange rates in fostering or inhibiting trade; become familiar with the basics of the balance ofpayments and international capital flows; investigate the importance of New York City as a primaryworld financial center and how the City's financial role is enhanced by technology

A graph textbook or teacher-developed data to display supply/demand schedules. Interpret graphsidentifying prices and situations that would cause supply/demand schedules to change

A describe a list of economic decisions students will make during the coming year, explaining how theconcept of scarcity is involved in each decision. For each decision, discuss a possible opportunity costinvolved. Research newspapers, periodicals, and computer databases to compile a list of local, state, orfederal government economic decisions explaining how the concept of scarcity affected each decision

A interpret and analyze the graphic information included in the annual Economic Report of the President,describing federal and state expenditures

A analyze how traditional, command, market, and mixed economies would address the following issues:health care for individuals with special needs (i.e., elderly, people with disabilities), price supports forfarmers, aid to education, and environmental controls of industries

A examine the nature and functions of money in an economy; understand the basics of banking, includingthe role of the Federal Reserve System; investigate how forms of money and the nature of credit havechanged over time; recognize how technology increases the flow of financial information and increasesthe speed of financial transactions

A conduct an in-depth investigation and analysis of the economic and historical impact of one of thefollowing: the era of Adam Smith and the emergence of capitalism, the Industrial Revolution, Karl Marxand the emergence of communism, the fall of the Berlin Wall, and the "opening up" of former communistcountries to capitalism.

2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

Students:identify, locate, and evaluate economic information from standard reference works, the Internet,newspapers, periodicals, databases, textbooks, government publications, and other primary and second-ary sourcesuse economic information by identifying similarities and differences in trends; inferring relationshipsbetween various elements of an economy: organizing and arranging information in charts, tables, andgraphs; extrapolating and making conclusions about economic questions, issues, and problemsapply a problem-solving model to identify economic problems or issues, generate hypotheses, testhypotheses, investigate and analyze selected data, consider alternative solutions or positions, and makedecisions about the best solution or positionpresent economic information and conclusions in different formats including graphic representations,computer models, research reports, oral presentations, and business plans.This is evident, for example, when students:A analyze graphs and charts describing federal, state, and local government expenditures in different

categories (e.g., education, police and fire, health care, welfare, transportation) and design a graphicrepresentation or computer model that compares/contrasts these expenditures

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A construct a personal budget showing how they would spend a particular income for a period of months.Classify the expenditures and present this information in graphic form

A research the early struggles of organized labor including topics such as labor conditions in specificindustries in the 19th century, important pieces of labor legislation, and major labor conflicts. Prepare anoral or research report that summarizes the findings and evaluates the effectiveness of the solutions tothese problems, conflicts, or conditions

A list problems which affect the environment and the quality of life in the United States. Research federal,state, and local government programs developed to resolve these problems. Evaluate the costs andbenefits of each governmental action and propose additional actions

A prepare a series of questions for an interview with a commercial banker focusing on the relationship ofthat bank with the Federal Reserve System and how and why interest rates change. Graph interest ratesfor a two-year period and explain how and why they might have changed

A research periodicals, computer databases, and government publications to investigate different views onthe role of the government in the economy. Take and defend a position on what role government shouldplay in managing the economy.

Social Zamclo Mao

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he connecting activities in this core curriculum combine economic content, concepts, and understand-ings with skill development. Social studies skills are not learned in isolation but rather in context as

,--) students gather, organize, use, and present information. These skills are introduced, applied, reinforced,and remediated within the framework of the K-12 social studies program. Students understand the importance ofsocial studies skills as they use them to interpret, analyze, and evaluate social science concepts and understandings.Students aim for mastery of skill objectives at the same time that they pursue the other cognitive and affectiveobjectives of the social studies program.

Learning, practicing, applying, extending, and remediating social studies skills is a developmental process. Justas students who lack social studies facts and generalizations have difficulty in applying information to newsituations and analyzing new issues and historical problems, students with limited understanding of social studiesskills have great difficulty in processing information, reaching higher cognitive levels, and learning independently.The teaching of social studies skills needs to be built into every classroom activity so that students engage in asystematic and developmental approach to learning how to process information.

Social studies skills can be classified into thinking skills and thinking strategies. (See: Barry K. Beyer, Developinga Thinking Skills Program, Boston: Allyn and Bacon, 1988). Thinking skills include the ability to gather, interpret,organize, analyze, evaluate, and synthesize information. Thinking strategies involve processing information asstudents engage in problem solving, decision making, inquiry, and conceptualizing. The following skill chartsprovide examples of how thinking skills and strategies can be organized throughout the social studies curriculum,K-12. The social studies standards, performance indicators, and core curriculum provide additional examples of skilldevelopment strategies.

Source: Incorporating Skills into Social Studies Programs K-12. The New York State Education Department, Albany, NY.

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Chart A: Social Studies Skills

INFORMATION INFORMATION

Students shall be able to:

identify a variety of sources of information:multiple sources of the same types ofinformationvarying approaches, viewpoints,interpretationsreference works, newspapers, magazines,primary and secondary sourcestables, graphs, charts, diagramsmaps, globes, atlases, vocabularyvisuals, field trips, artifactslisteningobserving

recognize advantages and limitations of varioussources

locate sources of print and nonprint information:libraries (card catalogs, indices, library guidessuch as Reader's Guide to Periodical Literature)tables of contents, appendices, glossaries,bibliographies, and indicesmuseums, galleries, public and privatecollections, motion pictures, television, radio,recordings, conversations, interviews

identify the types and kinds of information needed:recognition of information that is relevant asdifferentiated from information that isirrelevantuse of subquestions and/or predictedconsequencesunderstanding of purposes for whichinformation is to be used

locate information in print and nonprint sources:main elementsmain ideassupportive elements

organize collected information:orderly, precise, summarized notescited sources

Students shall be able to:

classify and/or categorize data by:selecting appropriate headings for datadistinguishing between relevant andirrelevant information and eventsplacing ideas in order, chronological andotherdeveloping tables, charts, maps, and graphsto clarify data and ideasidentifying differences and similarities indata

evaluate data by:differentiating fact from opinionidentifying frames of referenceidentifying value-laden wordsdetecting evidence of propagandaevaluating author's or person's qualifications

draw inferences from data by:identifying relationships among the partsdetecting inconsistenciesweighing conflicting facts and statements

check on completeness of data and questionhypotheses based on sufficiency of evidence by:

using simple mathematical and statisticaldevices to analyze datatesting, refining, and eliminating hypothesesand working out new ones when necessarydrawing conclusions

generalize from data by:applying previously learned concepts andgeneralizations to the data or situationchecking reasoning against basic principles oflogic and looking for inconsistencies,limitations of data, and irrelevanciescreating a broad statement that encompassesfindings

scrutinize possible consequences of alternativecourses of action by evaluating them in light of basicvalues, listing arguments for and against suchproposals, and selecting courses of action most likelyto achieve goals

revise generalizations in the light of new data

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Chart A: Social Studies Skills

PRESENTING INFORMATION 0 PARTINPATINGGROUP RELATIONS

INTERPERSONA AND

Students shall be able to:

speak in an effective way by:spending sufficient time in planning andpreparing, whether it be for an individualoral report or as a member of a panel,debate, forum, etc.talking in complete sentenceskeeping to the topicusing appropriate visualslearning and developing the skills of being adiscussion leader or participant

use media and various visuals for communicatingideas by:

previewing such media and visualspreparing appropriate commentaryusing a variety of media forms: films,filmstrips, photographic essays, etc.constructing and using appropriate tables,charts, graphs, cartoons, etc.

write in an expository way by:thinking logicallycommunicating ideas coherentlyforming generalizations based onappropriate datasupporting such generalizations through theuse of relevant factual informationusing different forms of written exposition:investigative, informative, interpretive,argumentativefollowing an acceptable format that includesan introductory element, a body containingthe basis of the exposition, a conclusion

recognize and use nonverbal means ofcommunication by:

understanding the variety of kinds ofnonverbal communication: gestures,touching, eye language, etc.appreciating that the amount and kind ofnonverbal communication varies fromculture to culture

Students shall be able to:

incorporate a set of positive learning attitudes by:recognizing that others may have a differentpoint of viewobserving the action of othersbeing attentive to situational as well aspersonal causes of conflictlistening to reasonrecognizing and avoiding stereotypeswithholding judgment until the facts areknownobjectively assessing the reactions of otherpeople to one's own behavior

participate in group planning and discussion by:following democratic procedures in helpingto make group decisionsinitiating ideasgiving constructive criticismsuggesting means of group evaluationsuggesting ways of resolving groupdifferencesanticipating consequences of group action

assume responsibility for carrying out tasks:individualgroup

be alert to incongruities and recognize problems

define basic issues by:defining termsidentifying basic assumptionsidentifying values conflicts

set up hypotheses and/or alternative courses ofaction

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C lart B: Problem-Finding/Solving SkillsDeveloping skills in dealing with conflicts, incongruities, and problems facing individuals and soci-

eties has been recognized for a number of years as a major skill area. By learning to resolve problems ina classroom or a school setting, students are given practice in approaching problem tasks in a rationalmanner. It is hoped that by making this practice a continuing one, from kindergarten through grade 12,the process can be transferred by the students to their outside encounters. Pupils need practice in ration-al approaches to working out conflicts and problems. The steps in this process generally consist of hav-ing students:

1. define or identify a problem2. hypothesize and investigate data3. make a decision based upon step #24. recognize values conflicts5. redefine the decision in attempting to accommodate any conflicts in values.

Students should be helped to realize that while one problem may be resolved by taking one actionor another, the solution may well raise new problems. This realization should encourage students toweigh alternative solutions carefully.

Each person or group determines which solution to apply by a combination of rational thinking andsubjective judgments that may be intuitive, value-laden, or emotional. The process of problem solving isdevelopmental in nature; the solution of a problem or the changing of the decision gives the student theskills needed to approach another problem. If we conceptualize the basic steps in problem solving, wecan see how attempting to solve one problem will provide the student with the experiences and skillsneeded to solve another problem.

Chart B applies the skills found in Chart A in an attempt to specifically apply that material to socialstudies content: problem solving, conflict resolving, and decision making. The format is that of objec-tives which when followed would enable students to proceed through the process. People do not neces-sarily proceed step-by-step through the process, but may omit steps because of previous knowledge orintuitive reaction. Students without these advantages, for whatever the reason, should be given manyopportunities for application and practice.

Each of the steps in this process, as in the continuum, can be assessed, taught/learned, practiced,and used outside the problem context. But the student learns best when the skill is learned andpracticed in the context of real or vicarious experiences requiring resolution of some kind.

Ob"ective El

The student will be able to find problems.

The student will:

raise questions related to aproblem

question beyond the who,what, when, and where, andinclude the how and whygenerate ideas and questionsthat show originality,flexibility, and inventiveness

recognize that a problem existsidentify several aspects of aproblem area

- identify gaps or missing linksin the events and ideasrecognize conflicts in data

- point out relationshipsbetween conceptual areas notusually related

use higher level thinking skillsof comprehension, analysis,synthesis, and evaluation

establish a network of relatedfacts and conceptsorganize and bring structureto ideas, events, and thingsreach some tentativeconclusions or hypothesesdefine basic issues, terms,assumptions, values conflicts

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Ob eetiveThe student will be able to solve problems that are either presented by the teacher or identified by thestudent.

The student will:

write a sentence or paragraphthat states the problem

include a clear identificationof the problem

write a series of questions usingstems that indicate increasinglevels of complexity, for use as aguide for problem solvingdevelop a plan for problemsolving

include use of time, location,and date of completioninclude appropriate age level,the objective, and availableresourcesinclude alternative courses ofactionassume responsibility forcarrying out individual andgroup tasks

obtain information from avariety of sources by

using libraries (card catalogs,indices, library guides suchas Reader's Guide to PeriodicalLiterature)

- using reference works,newspapers, magazines, pri-mary and secondary sourcesusing tables of contents,appendices, glossaries,bibliographies, and indices

- identifying main ideas andsupportive elementsusing maps, globes, atlases,visuals, field trips, artifacts,tables, graphs, charts,diagrams, people, museums,galleries, public and privatecollections, motion pictures,television, radio, recordings,conversations, and interviews

evaluate the sources ofinformation by

using multiple sources of thesame types of informationvarying approaches,viewpoints, interpretationschecking on completeness ofdata

recognizing advantages andlimitations of various sourcestesting, refining, andeliminating questions andworking out new ones whennecessaryunderstanding purposes forwhich information wasprovideddifferentiating fact fromopinionidentifying frames ofreference and value-ladenwordsdetecting evidence ofpropagandaevaluating author's orperson's qualifications

- recognizing informationlikely to be relevant asdifferentiated from informa-tion likely to be irrelevant

organize and use data by- categorizing data

selecting appropriateheadings for datadistinguishing betweenrelevant and irrelevantinformation and eventsplacing ideas in order,chronological and otherdeveloping tables, charts,maps, and graphs to clarifydata and ideasidentifying differences andsimilarities in datadrawing inferences from dataseeing relationships amongthe partsrecognizing inconsistencies

- identifying conflicting viewsand statementschecking on completeness ofdata and questioninghypotheses based onsufficiency of evidenceusing simple mathematicaland statistical devices toanalyze datadrawing conclusions

generalizing from datadrawing on previouslylearned concepts andgeneralizationschecking reasoning againstbasic principles of logic andlooking for inconsistencies,limitations of data, andirrelevanciesscrutinizing possibleconsequences of alternativecourses of action byevaluating them in light ofbasic values, listingarguments for and againstsuch proposals, and selectingcourses of action most likelyto achieve goals

when necessary, redefine theoriginal problem or identify"new" problems by

arranging and recombiningdata to create new structuresfor looking at the problemthinking of new ways to useold or standard ideas andthingsthinking of novel, unique, orunusual possibilitiesthinking of different kinds ofpossibilities by manipulating,adapting, and modifyingideas

- embellishing the possibilitiesdevelop a product or conclusionthat summarizes theinformation and can be shared- orally: mini-lecture or debate

tapes of interviews ordiscussions, recordsvisually: chalkboard, maps,diagrams, charts,photographs, collages,modelsby demonstrationin writing: report, letter,article, poem, mock diary,story, drama

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Chart B: Problem-Finding/Solving Skills

L Otfective anThe student will be able to work with others engaged in problem-finding/solving skills.

The student will:

participate in group planningand discussion by

following democraticprocedures in helping tomake group decisionsinitiating ideasgiving constructive criticismsuggesting means of groupevaluationsuggesting ways of resolvinggroup differences

incorporate a set of positivelearning attitudes by

recognizing that others mayhave a different point of viewobserving the actions ofothersbeing attentive to situationalas well as personal causes ofconflictlistening to reasonrecognizing and avoidingstereotypeswithholding judgment untilthe facts are knownassessing the reactions ofother people to one's ownbehavior

recognize and use nonverbalmeans of communication by

understanding the variouskinds of nonverbalcommunication: gestures,touching, eye language, etc.appreciating that the amountand kind of nonverbalcommunications vary fromculture to culture

The student will be able to communicate orally, visually, and/or in writing the results of the problem-finding/solving effort.

The student will:

speak in an effective way byspending sufficient time inplanning and preparing,whether it be for anindividual oral report or as amember of a panel, debate,forum, etc.talking in complete sentenceskeeping to the topicusing appropriatevisuals/gestures, etc.learning and developing theskills of being a discussionleader or participant

use media and various visualsfor communicating ideas bypreviewing such media andvisuals

preparing appropriatecommentaryusing a variety of mediaforms: films, filmstrips,photographic essays, etc.constructing and usingappropriate tables, charts,graphs, cartoons, etc.

use different forms of writtenexpression:investigative/informative,interpretive, argumentative,narrative, and descriptive by

following an acceptableformat that includes anintroductory element, a bodycontaining the basis of thework, and a conclusionthinking creativelythinking logicallycommunicating ideascoherentlyforming generalizationsbased on appropriate datasupporting such generaliza-tions through the use ofrelevant factual information

U

rhe following diagram suggests a systematic procedure for skill development in the social studies.Teachers should determine at the beginning of each year the proficiency level of students in the variousskill areas.

Assess/Diagnose

Introduce Skill(Initial teaching using

familiar content and media appropri-ate for grade)

Practice

Remediate

Assess/Diagnose .

Extend and Refine(More difficult content,different media, more

demanding standards, etc.)

,Recycle

Practice

AssessRemediate

Apply

State Education DepartmentStudent Evaluation at Grade 5

INTERMEDIATE

Assess/Diagnose

Reinforce/Remediate

Apply

Extend and Refine

Practice --

Assess>-Remediate

Apply

Recycle

State Education DepartmentStudent Evaluation at Grade 8

COMMENCEMENT

Assess/Diagnose

Continuing Reinforcement,Practice, Assessment andRemediation as neededRefinement and ExtensionApplication

State Education DepartmentAssessment through Regentsexaminations in GlobalHistory and Geography andUnited States History andGovernment

Source: Social Studies 11: United States History and Government. The New York State Education Department, Albany, NY.

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mow gige WV* Core Coda ilum

his core curriculum was developed to assist economics teachers and curriculum developers to help planinstruction for the half-unit economics requirement. Formatted in three columns, the curriculum presentsr a content outline in the first column. This outline lists the major concepts, themes, and understandings

that students should study in economics and economic decision making. The second column of the curriculum iden-tifies the national standards to which the content is linked. Both economics and financial standards are included. Thethird column presents connecting activities that provide examples of learning experiences students may complete todemonstrate their understanding of the content and their mastery of various social studies skills. This column alsoincludes references to resources and websites that teachers and students may use to investigate the different topics,issues, and themes included in the core curriculum. Since this core curriculum represents a recommended course ofstudy, teachers should read the entire core and then plan lessons and student learning activities that best addresslocal requirements and meet the needs and interests of their students.

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Productive resources are limited. Therefore, people can not have all the goods and services they want; asa result, they must choose some things and give up others.

Effective decision making requires comparing the additional costs of alternatives with the additional ben-efits. Most choices involve doing a little more or a little less of something: few choices are "all or noth-ing" decisions.

Different methods can be used to allocate goods and services. People acting individually or collectivelythrough government, must choose which methods to use to allocate different kinds of goods and servic-es.

People respond predictably to positive and negative incentives.

Voluntary exchange occurs only when all participating parties expect to gain. This is true for trade amongindividuals or organizations within a nation, and usually among individuals or organizations in differ-ent nations.

When individuals, regions, and nations specialize in what they can produce at the lowest cost and thentrade with others, both production and consumption increase.

Markets exist when buyers and sellers interact. This interaction determines market prices and therebyallocates scarce goods and services.

Prices send signals and provide incentives to buyers and sellers. When supply or demand changes, mar-ket prices adjust, affecting incentives.

Competition among sellers lowers costs and prices, and encourages producers to produce more of whatconsumers are willing and able to buy. Competition among buyers increases prices and allocates goodsand services to those people who are willing and able to pay the most for them.

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Institutions evolve in market economies to help individuals and groups accomplish their goals. Banks,labor unions, corporations, legal systems, and not-for-profit organizations are examples of importantinstitutions. A different kind of institution, clearly defined and enforced property rights, is essential to amarket economy.

Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

Interest rates, adjusted for inflation, rise and fall to balance the amount saved with the amountborrowed, which affects the allocation of scarce resources between present and future uses.

Income for most people is determined by the market value of the productive resources they sell. Whatworkers earn depends, primarily, on the market value of what they produce and how productive theyare.

Entrepreneurs are people who take the risks of organizing productive resources to make goods andservices. Profit is an important incentive that leads entrepreneurs to accept the risks of business failure.

Investment in factories, machinery, new technology, and in the health, education, and training of peoplecan raise future standards of living.

There is an economic role for government in a market economy whenever the benefits of a governmentpolicy outweigh its costs. Governments often provide for national defense, address environmentalconcerns, define and protect property rights, and attempt to make markets more competitive. Mostgovernment policies also redistribute income.

Costs of government policies sometimes exceed benefits. This may occur because of incentives facingvoters, government officials, and government employees, because of actions by special interest groupsthat can impose costs on the general public, or because social goals other than economic efficiency arebeing pursued.

A nation's overall levels of income, employment, and prices are determined by the interaction ofspending and production decisions made by all households, firms, government agencies, and others inthe economy.

Unemployment imposes costs on individuals and nations. Unexpected inflation imposes costs on manypeople and benefits some others because it arbitrarily redistributes purchasing power. Inflation canreduce the rate of growth of national living standards because individuals and organizations useresources to protect themselves against the uncertainty of future prices.

Federal government budgetary policy and the Federal Reserve System's monetary policy influence theoverall levels of employment, output, and prices.

Copyright 1999. The National Council on Economic Education, 1140 Avenue of the Americas, New York, NY 10036. (800) 338-1192.http://www.ncee.net/

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IncomeStudents will be able to:A. Analyze how personal choices, education/training, technology, and other factors affect futureincome.B. Identify sources of income, including entrepreneurial activity.C. Explain how tax policies, personal taxes, and transfer payments affect disposable income.

Money ManagementStudents will be able to:A. Identify the opportunity cost of a financial decision as applied to income, spending, and saving.B. Establish and evaluate short- and long-term financial goals and plans regarding income, spending,

and saving.C. Develop, analyze, and revise a budget.D. Explain relationships among taxes, income, spending, and financial investment.E. Develop a risk-management plan that includes life, automobile, property, health, and income-

protection/disability insurance.F. Explain personal financial responsibility.G. Perform basic financial operations, such as using checking and savings accounts.

Spending and CreditStudents will be able to:A. Compare the advantages and disadvantages of spending now and spending later.B. Evaluate the benefits and costs of using different transaction instruments, such as cash, checking

accounts, debit cards, credit cards, money orders, electronic fund transfers, and other financial serv-ices.

C. Explain how the price of credit is affected by the risk level of the borrower.D. Explain how payment performance determines credit history and why credit records are maintained

and accessed.E. Describe the rights and responsibilities of buyers, sellers, and creditors under various consumer

protection laws.F. Use cost-benefit analysis to choose among spending alternatives, such as housing, transportation,

and consumer durables.G. Identify and analyze pros and cons of alternative actions to deal with credit over-extension or other

financial difficulties.

Saving and InvestingStudents will be able to:A. Compare the advantages and disadvantages of saving now and saving later.B. Explain the importance of short- and long-term saving and financial investment strategies.C. Identify and evaluate the risk, return, and liquidity of various saving and investment decisions.D. Explain how taxes, government policy/regulation, and inflation impact saving and investment

decisions.

See www.jumpstartcoalition.org

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COQ OMITCS 714

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NAFCF

I. Living in a Global EconomyA. Economics and finance in our lives

1. People have personal financial goals2. National economic goals impact on

individuals

B. Individuals have multiple roles in the globaleconomy: consumer, saver, investor, producer,earner, borrower, lender, taxpayer, andrecipient of government services

C. The conflict between unlimited wants butlimited resources forces both individuals andsocieties to make economic decisions1. What to produce?2. How to produce?3. Who will receive what is produced?

D. Productive resources help determine ourwealth and our nation's wealth1. Land2. Labor3. Capital4. Management

Key terms and concepts:scarcity, trade-offs, choices, opportunity costs,limited resources, unlimited wants, growth,stability, economic fairness, productivity,consumption

1*

II, III, IV

2, 3, 10I, IV

1, 2, 3

16, 18IV

Have students compare college choicesor work opportunities, using trade-offsand opportunity costs.

Have students develop a budget fortheir first year after high school, in col-lege, in the military, or in the workforce.

Have students develop three economicgoals that they feel are the most impor-tant for the United States (e.g., provid-ing a job for every worker; providing adecent income for all retirees; makingsure the government does not interferewith business).

Have students keep a journal for twoweeks indicating each time they actedas a consumer, saver, investor, producer,earner, taxpayer, borrower, or lender.Students can also collect news articlesthat report about these various roles.

Have students make a list of 10 thingsthey would want to purchase if moneywas no object. Why can't they haveeverything on the list in unlimitedquantities? Which of the things on thelist would they choose? What wouldthey have to give up in order to selecttheir top choice? How many wouldelect to save some of their money?What is the opportunity cost of savingsome of their money? Why would any-one ever choose to save?

" Numbers refer to the National Voluntary Standards for leaching Economics found on pp. 12-13; Roman numerals refer to Jtunpkart Coalition Pasonal Financial Management Guidelines found onpage 19. You can visit their websites at www.ncee.net or wwwjumpstartcoalition.org

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II. The United States Economic SystemA. Characteristics, pillars, and goals of the United

States economy (a mixed capitalist economy)profit motive, private property, competition,price system

1. Circular flow of the economy

2. Price system (i.e., all factors that worktogether to determine price) and the theoryof supply and demand

16

IV

19, 13IV

7, 13, 16, 18IV

7, 8

Have students search the local newspa-per, The New York Times, The Wall StreetJournal, Business Week, or some othermagazine for articles that describe thefeatures of a market-based economicsystem. Have students classify the arti-cles according to the features theydescribe.

Have student groups make lists of thecharacteristics of other economic sys-tems and compare and contrast thesecharacteristics with those of a marketeconomy.

Conduct a class debate on the followingissue: "Resolved: The well-being of theUnited States depends on the activeinvolvement of the government in alleconomic affairs."

Ask students to draw a circular flowmodel showing the roles of households,business, and government in a mixedcapitalistic economy.

Using the Internet:Have students contact students inanother major industrial nation orone of the many developing nations.Have the students report on the roleof the government in the economicaffairs of citizens in other countries.Then have them compare and con-trast it to the role of the UnitedStates government in our economy.

Have students identify three productswhose prices they will monitor once aweek over a two-month period. Eachweek have the students record the pricefor each product on a graph. After thetwo-month period, have them try toexplain any price changes. Have stu-dents determine where these productsare made.

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3. Competition in a market economy

B. Challenges for the United States and othermarket-based systems1. Unemployment2. Income and wealth gaps3. Other challenges: environmental pollution,

economic instability, and discrimination

Key terms and concepts:capitalism, property rights, consumersovereignty, producers' sovereignty,incentives, factors of production,invisible hand, elasticity, productivity

HOW SUPPLY AND DEMAND DETERMINEMARKET PRICE AND QUANTITY

QUANTITY Imillbn bu. pal month)

9, 14

7, 8, 9

Have students draw demand/supplyschedules and curves and determineequilibrium prices. Discuss surplusesand shortages and the effects of shifts indemand and/or supply curves.

Ask students to investigate the energyindustry (e.g., heating oil, gasoline, nat-ural gas, and electricity) in terms ofelasticity of demand. Have studentsexplain the income effects of productsfor which the demand is highly inelas-tic. Discuss how the income effect ofrising energy prices leads to a reductionin demand for products in otherindustries.

Conduct a classroom debate on the fol-lowing issue: "Resolved: Competition isthe best way for individuals to improvethemselves and for businesses toimprove their products."

Using the Internet:A source of employment data iswww.whitehouse.gov/fsbr/esbr.htmlA source for historical data onfamily income distribution iswww.census.gov/hhes/income/histinc/f02.htmlStudents could use the data from theUnited States Census Bureau tograph Lorenz Curves.See www.census.gov

17

III. The Enterprise System and the United StatesEconomyA. Features of the enterprise system

1. Freedom of enterprise2. Private property3. Profit motive4. Consumer sovereignty5. Competition6. Rule of law7. Antitrust legislation8. Investment through research, innovation,

and technology

B. Types of business organizations1. Sole proprietorship2. Partnership3. Corporation (profit and not-for-profit)4. Franchises5. Influences of cartels, monopolies,

oligopolies

C. Role of the entrepreneur1. Examples of entrepreneurs today2. Impact of entrepreneurs on the economy3. Impact of entrepreneurs on community

development

4, 7, 8, 9,10, 14I, IV

10, 14, 15

4, 14, 15, 18

Using the Internet:Students can visit the MalcolmBaldrige National Quality Awardswebsite at www.quality.nist.gov tolearn about companies that haveearned this award for their attentionto quality and performanceexcellence. Students can learn aboutthe characteristics of companies thathave won this honor.

Take students on a class trip to a localfactory or corporation in your city orarea. Have students shadow differentworkers in the firm. Have studentsshare their experiences with theirclassmates. Students can complete thissame activity for a small business orcompany.

Have students plan to open ahypothetical business. Ask them tostudy the different legal structures andexplain the differences between thefollowing types of enterprises: soleproprietorship, partnership,corporation, and nonprofitorganization. Have students comparethese enterprises from the perspectiveof ownership, taxation, legal structures,and profits. Have small groups ofstudents select a type of business andevaluate it in terms of strengths,weaknesses, opportunities, andchallenges.

Invite a panel of entrepreneurs to speakto the class about their businesssuccesses and challenges. Ask them todiscuss the market structure in whichtheir firms operate and theirconsiderations of costs in making deci-sions about output or production.

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CO:NM:MIN@ ACTIVI Bits

D. Starting and operating a business1. Recognizing opportunities2. Setting goals3. Developing a business plan4. Product development, purchasing and

inventory management, record keeping,and distribution

5. Production and delivery of goods andservices

6. Marketing7. Financing8. Assessing progress

E. The interactions between large and smallbusinesses1. Antitrust cases2. Implications for consumers3. Implications for business

F. Effects of globalization on business1. Multinational corporations2. Small businesses and their connections to

world trade

4, 7, 8, 9,14, 15

I

10, 14, 15IV

4, 10, 16

Following the panel discussion, havestudents write a newspaper articleabout the characteristics of a successfulentrepreneur.

Develop an entrepreneurial "Hall ofFame" by having students researchsuccessful entrepreneurs and develop-ing a list of criteria for selection into the"Hall." Students might visit the websitefor the National Foundation forTeaching Entrepreneurship (NFTE) atwww.nyie.org or students can call1-877-275-6943.

Have students prepare oral reports onthe role of venture capitalists in theeconomy and their relationship toentrepreneurs.

Have students report on localcompanies and businesses that operatein global markets. Specifically, havethem examine the effects of globaliza-tion on financing, product design,manufacturing, and distribution.

Have students trace the steps in thedesign, development, and manufactur-ing of a particular consumer product.

Have students research the economic,social, and political effects thatlobalization has had on various localbusinesses and/or industries. Havestudents investigate the effects ofcompanies that move theirmanufacturing processes to other partsof the world. Ask students to explainhow outsourcing or contracting out hasinfluenced the local labor market.

Have students identify some familiarlarge corporations (e.g., G.M.,Wal-Mart, McDonald's) and examinetheir size and the number of countriesin which they operate. Have the classdebate the positive and negative effectsof multinational corporations operatingin less-developed countries.

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G. Moral, ethical, and legal issues1. Business ethics2. Regulations for doing business3. "Corporate citizenship"

Key terms and concepts:capital, investment, absolute advantage,incentives, cost, markets, risk,cash flow, antitrust, profits,licenses

Using the Internet:Students can go online to the SmallBusiness Administration website atwww.sba.gov/starting/indexfaqs.htmlto find answers to frequently askedquestions about starting a smallbusiness.Students can visit www.amazon.comand www.barnesandnoble.com tocompare and contrast the sites'marketing strategies.Students can participate in asimulation about supply atwww.jatitan.lucos.default.asp Onthis site, students can take over acompany and make competitivedecisions about production, market-ing, price, plant investment, andproduct research and development.Students can prepare a business planand present it to the class. For anexample of an online plan, studentscan go to http://biztech.nfte.com

Students might view the award-winningdocumentary film Roger and Me in whichMichael Moore exposes the effects thatGeneral Motors had on Flint, Michigan.Students can compare and contrast theproblems of workers in the 19th centurywith workers today in various industriessuch as the garment and steel industries,railroads, and on farms that employmigrant laborers. Students mightinvestigate various labor strikes duringthe 19th and 20th centuries in terms oftheir causes and results.

Provide students with several casestudies about businesses orcorporations that ignored their moral,ethical, or social responsibilities. Thesemay be corporations or businesses thatpolluted the environment, fixed prices,or ignored unsafe or unhealthy workingconditions. Ask students to describe thecorporate action and propose remedies.Have students investigate how thecourts have dealt with these kinds ofbusiness practices.

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Students can investigate an interestingfictional case study concerning a corpo-ration that was charged with illegal dis-posal of hazardous waste materials.This case was used in the Law, Youth,and Citizenship Program's 2001Statewide High School Mock TrialTournament and can be found atwww.nysba.org/lyc/lyc.html

Using the Internet:Have students go online to one ofthe following websites for informa-tion about how some corporationsand business leaders give back totheir communities:The Social Venture Network at

http://www.svn.org/home.htmlVerizon Foundation at

http://www.foundation.verizon.com/index.html

Ben and Jerry's Ice Cream athttp://www.benjerry.com/foundation/index.html

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IV. Labor and Business in the United StatesA. Roles and responsibilities of workers

1. Evolving roles of workers in business (e.g.,providing input to management, workingin teams)

2. Matching worker qualifications and skillswith business needs

B. Composition of the workforce1. Changing roles of women, teenagers, the

elderly, and minorities2. Population and demographic trends3. Experience, location, and skill needs4. Affirmative action issues5. Changing skill mix and skill requirements6. Costs and benefits of hiring immigrants

C. Compensation and rewards1. Factors leading to job satisfaction versus

factors resulting in dissatisfaction2. Salary versus wages versus ownership3. Fringe benefits4. Employer-of-choice issues (e.g., benefits,

working conditions, incentives, flex time,corporate values)

D. Labor-management relations1. History of labor-management relations2. Labor unions and their changing roles over

time; collective bargaining3. Labor laws4. Programs promoting improved

labor-management relations5. Unemployment issues, including structural

unemployment6. International labor issueschild labor,

worker exploitation, and sweatshops7. Open borders, migrant workers, and com-

petition from new immigrants

13, 18

4, 11, 13I

Invite a representative from a localmanufacturing company or business tospeak to the class about the company'smanufacturing process or about theirbusiness. Ask the business person todiscuss the different job opportunitiesin the company. Have students preparesummaries about the manufacturingprocess or about the tasks involved inrunning a business.

Students can collect news articles aboutthe changing role of women, teenagers,minorities, and the elderly in the work-force.

Students might debate the topic:"Resolved: Affirmative action is animportant tool to allow women andminorities to gain greater access to edu-cation and employment."

Using the Internet:Students can visit the Census Bureauand Bureau of Labor Statistics web-sites to collect demographic infor-mation about the changing composi-tion of the United States workforce.The Census Bureau is atwww.census.gov while the Bureauof Labor Statistics can be found atwww.bls.gov

Have students write to different compa-nies to ask what they do to be consid-ered an "employer of choice" in theirrespective industry. After collecting thisinformation, students should analyze thedifferent corporate incentive packages todetermine the best features of each.

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Key terms and concepts:labor markets, full employment, comparableworth, productivity

Have students role-play managementand labor over an issue like improvedworking conditions, better wages andbenefits, or potential layoffs. Ask eachside to present its cases and then havestudents try to come to an agreement.

Have students investigate the pros andcons of low-wage factories or sweat-shops in less-developed countries.Students should also research childlabor and efforts to end it worldwide.One teacher resource is Lost Futures: TheProblem of Child Labor, available fromThe American Federation of Teachers,International Affairs Department,(202) 879-4400.

Using the Internet:Have students use the Bureau ofLabor Statistics website atwww.bls.gov to collect informationabout different kinds of occupationsin various industries.For information about labor organi-zations, students can visit the UnitedAutoworkers at www.uaw.org or theAFL-CIO at www.aflcio.org Studentsmight investigate and report about acurrent labor-management issue andpropose alternative solutions to theproblem.

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COO NNECTIN@ ACTIVITIES

V. Money, Finance, and Personal FinanceA. Money

1. Definition of money2. Characteristics and functions of money3. Money and the future: a cashless society?

B. Introduction to finance and personal finance1. Definition of finance2. Personal financial goals and strategies3. The role of finance in business and

government

II

2, 4, 13

IV

Students can investigate the history ofmoney by reviewing publications onthe Federal Reserve Bank of New Yorkwebsite at http://www.ny.frb.org, theUnited States Mint website atwww.usmint.org, and the Departmentof Treasury website atwww.treas.gov/usss

Have students develop a personalfinancial planner in which they indicatetheir financial goals, income needs, andinvestment strategies. Ask students toinclude how they will evaluateprogress toward their financial goals.Students should also respond to themessage:"You must spend less than you make."

Using the Internet:Students can find information on avariety of finance-related topics onthe Financial Pipeline home page atwww.finpipe.comEducational standards for personalfinancial literacy, lesson plans, andmany websites dealing with person-al financial literacy for young adultscan be found atwww.jumpstartcoalition.comStudents can find information aboutfinancial markets, investment choic-es, fraud, and unethical behavior atthe National Institute for ConsumerEducation at www.nice.emich.edu

Have students consider the followingdescription of consumer life cycles. Askstudents to review their personal finan-cial planners in terms of these cycles.Consumer life cycles: Individuals andfamilies pass through different con-sumer life cycles. Wise financial plan-ning is based on knowing about theselife cycles and the positive and nega-tive cash flows associated with eachcycle. For example, young people, sin-gles, and childless married couples areoften capable of saving in the form ofasset accumulation or by reducing their

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CONNECTPN@ Ac ITIEC

C. Instruments, institutions, financial markets,and investors1. Instruments

a. Equity (stocks)b. Debt (public and private)

2. Marketsa. Roles markets play in directing funds

from savers to investorsb. Effects markets have on individuals and

the economyc. Types of markets: equity, debt, stock,

bond, and commodity (e.g., New YorkStock Exchange, NASDAQ, bond,commodities, currencies)

d. Effects of current events on domesticand global markets

e. Risk

7, 16, 17IV

debt. However, if instead they accumu-late additional debt during this cycle,they often find it impossible to handletheir debt load in the next life cycle.Their next life cycle may include raisingchildren, which results in higherexpenses and a lower disposableincome. These known periods of nega-tive cash flow are a primary incentivefor voluntary savings or debt reduction,whenever possible.

Take students on a tour of the NewYork Stock Exchange on the Internet.Have students describe how theexchange operates and its importanceto the national economy. Visit the NewYork Stock Exchange atwww.nyse.com/about/about.html

The National Association of SecuritiesDealers, the parent organization ofNASDAQ, has created a website thatstudents can visit. Have students visitthe site and report on the differenttypes of financial instruments and onthe importance of NASDAQ. Studentscan visit this site atwww.investor.nasd.com/teach/default.hard

One of the best ways to learn aboutfinancial markets and their relationshipto the economy is to have students par-ticipate as investors in the "StockMarket Game." Have students visitwww.smgww.org orwww.virtualstockexchange.com to learnmore about this worthwhile activityand how they can participate. Teachersshould consider expanding the game'sinvestment options beyond equities toall those available to investors in thereal world.

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3. Banks: their role in the financial system andimportance to consumersa. Kinds of banks and other deposit-

taking institutions; savings accounts,checking accounts, and loans1) Commercial and savingsservingconsumers and businesses; issuesrelated to minorities and minority-owned businesses2) Investment banksraising capital

b. Banks and businessesc. Banks and the consumerd. Banks as financial intermediaries

4. Insurancea. Purpose of insuranceb. Kinds of insurancec. Shopping for insurance

5. Regulating the financial services industrya. Securities and Exchange Commissionb Federal Reservec. Office of the Comptroller of the Currencyd. State Banking and Insurance

Commissionse. F.D.I.C.

D. Interest and the cost of money1. Interest ratesthe cost of the temporary

use of somebody else's money2. Measuring interest ratesAPRs3. Short- and long-term ratesthe "yield

curve"4. Effects of raising and lowering rates5. Compounding and the rule of 726. Interest rate spread

10, 12, 13, 16II

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4, 8, 9, 11, 12III

Invite a representative from a localbank, credit union, insurance company,brokerage firm, or financial planningcompany to visit the class and discusstheir institution's different productsand services. Have students preparequestions before the presentation anddevelop a financial plan after it.

Using the Internet:Have students visit one of the fol-lowing websites to learn more aboutwhat services and products banksoffer their customers. Have studentsprepare oral presentations based onthe information they collect.Students can visitwww.bankofamerica.com;www.chase.com;www.citigroup.com; or www.db.com(Deutsche Bank)To learn more about how a majorstock brokerage firm operates, stu-dents can visit Merrill Lynch atwww.ml.comStudents can create their own portfo-lios by visiting Yahoo Finance athttp://www.yahoo or the SolomonSmith Barney Young Investors web-site atwww.solomonsmithbarneyyoung.com

Have students debate the issue of moralhazard as follows: "Resolved: Somebusinesses are too big and important tofail. Therefore, the government shouldtake all necessary steps to prevent itfrom happening."

Using the Internet:Students can learn more about thestructure and functions of theFederal Reserve Bank by visitingwww.newyorkfed.org Teachers canalso contact the Fed for informationabout their teaching materials bycalling 212-720-6130.

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COO NNIECTbN@ Ac IVIT ES

E. Credit1. Forms of credit (loans, credit cards,

commercial paper, Treasury notes, bills andbonds)

2. Benefits and costs of credit3. Credit and the consumerpersonal credit

reports and ratings, abuses of credit, abusesof creditors (e.g., predatory lending)

4. Short-term versus long-term credit5. Problems with credit and unsecured credit

1, 2, 4, 11, 12III

Students can learn more about inter-est rates at the Financial Pipelinewebsite at www.finpipe.comStudents can read about whyinterest rates change, interest ratecomponents, interest rateforecasting, and bond spreads. Afteraccessing the site, students shouldclick on "Bonds" and scroll down tothe desired topic.

Have students graph changes for 10-year and 30-year bond yields, the primerate, and federal funds rate over atwo-month period.

Have students define and apply thefollowing concepts and terms: liquidity,risk, compounding, rule of 72, assetallocation, and equity.

Have students create a spreadsheet tocompare the costs of borrowing $15,000to purchase an automobile at interestrates of 6%, 9%, and 10.5% over 36 and48 months.

Have students complete credit cardapplications and explain the benefitsand responsibilities of owning a creditcard. Have students compare differentcredit card offers to determine theadvantages and disadvantages of eachcredit card program. Students shouldbe able to define terms such as financecharge, minimum payment, and latepayment fee.

Have students examine the "spread"between rates on credit cards and therates on savings accounts. In a chart,have students show how the interestrates charged on credit cards and autoloans vary with changes in the bench-mark rates that are set by the FederalReserve.

27

F. Managing your money1. Strategies to achieve long-term goals2. Budgeting3. Personal savings and investing

a. Personal considerations (e.g., risktolerance, values, age, family situation)

b. Return on investmentc. Managing risk through diversificationd. Liquidity

4. Influence of advertising5. Tax sheltering

G. Careers in financial services industry

Key terms and concepts:managing risk, hedging, thrifts, prime rate,net asset value

1, 4, 11, 12II

Using the Internet:Students can learn more about creditby visiting one of the following con-sumer protection agency websites:Consumer Products SafetyCommission, at www.cpsc.gov;Federal Trade Commission, atwww.fda.gov; New York StateConsumer Protection Board, atwww.consumer.state.ny.us

Students can learn about credit cardsand the pitfalls of using credit cardsunwisely by visitingwww.studentcredit.com/learn.htm

28

3 6BEST COPY AVAILABLE

COO NNECTIN@ ACTIVITIES

VI. Making Fiscal and Monetary PolicyA. Macroeconomics and challenges facing

policy makers1. The business cycle: causes and effects of

fluctuations in the business cycle2. Unemployment

a. Causes: structural, seasonal, and cyclicalunemployment

b. Effects of unemployment3. Inflation

a. Causesb. Effects on economy, financial system,

and specific economic groupsc. Measuring inflation (CPI)d. Combating inflation

B. Economic growth1. Determinants of growth2. Measures of growth (GDP)3. Limits of growth (the speed limits of

growth)4. Effects of globalization on the United States

GDP5. Importance of productivity and the role of

technology6. Factors that explain why some countries

grow faster than others

16, 17, 20I, IV

16, 17, 20IV

Have student groups draw postersillustrating a typical business cycle.Students should brainstorm a list ofcauses for expansions and contractions.Have students define terms such asrecession, depression, aggregate output,and unemployment rate.

Have students debate the followingproposition: "Resolved: There is a neweconomy that has evolved and the busi-ness cycle as we know it is dead."

Using the Internet:Students can collect informationabout employment andunemployment statistics from theEconomics Briefing Room atwww.whitehouse.gov/fsbr/esbr.htmlOther sources include the CensusBureau at www.census.gov and theBureau of Labor Statistics atwww.bls.govThe Consumer Price Index is avail-able at the Bureau of Labor Statisticswebsite at http://stats.b1s.gov/cpihome.htmStudents can find an inflation calcu-lator at www.westegg.com/inflation

Have students explain how increases inlabor supply, physical capital, humancapital, and productivity result ineconomic growth. Ask students todebate the pros and cons of growth.

Ask students to prepare position paperson the following argument: Growth isprogress since it provides more choices,saves time, improves the standard ofliving, and ultimately improves condi-tions for the poor. (Adapted from: KarlE. Case and Ray C. Fair, Principles ofEconomics [Prentice Hall, 19941, p. 867)

Have students complete reports onvarious inventions and technologicalinnovations with an emphasis on howthey led to increased productivity andeconomic growth.

29

37

C. Fiscal policy1. The role of the President and Congress2. Setting spending priorities (e.g., national

defense, social services, rebuilding thenation's infrastructure, and education)

3. The federal budget process4. Tax policy

a. Purposes of taxes: to generate revenueand/or manage the economy andpromote social goals

b. Tax fairness: progressive, regressive, andproportional

c. Kinds of taxes: federal, state, local,including the real property tax

5. Understanding the income tax6. Understanding the social security tax7. Understanding the real property tax

a. Government services providedb. Taxing jurisdictionsc. Tax levy, tax rate, and tax bills (e.g.,

school, city, county, town)d. Assessments: collection of data and

computatione. Taxpayer challenges

16, 17, 18, 19IV

Using the Internet:Students can collect informationabout the federal budget atwww.access.gpo.gov/usbudget/fy2001Students can draw bar graphs illus-trating the various budget categoriesand allocations for each.

Students can find State and local taxinformation atwww.financenet.gov /financenet/state/stbudget.htmwww.census.gov/govs/www/estimate.html

Attend a meeting of a local governmentagency discussing an issue involvingtaxation (e.g., the board of public worksis proposing a new highway project).Have students publish a class newspa-per reporting on the event. Assign stu-dents the following roles: beat writers,feature story writers, editorialists, op-edjournalists, and interviewers.

Have students brainstorm a list of theroles or purposes of taxation. Explainhow taxes can be used to raise revenue,regulate behavior, redistribute income,or provide stimuli for economic activity.

Instruct the class on the basic formulafor taxation (base x rate = revenue).

Invite a representative from local gov-ernment to talk to the class about theissue of taxation and explain how taxesare collected and used at the local level.

Conduct a classroom simulation of alocal board of education meeting to pro-pose an increased school tax forincreased costs related to educationalprograms. Have students role-playmembers of different interest groupsincluding businesspeople, residentswith and without children, senior citi-zens, labor union representatives, teach-ers, school officials, and members of theparent-teacher organization.

30

3:

D. Monetary policy and the Federal Reserve1. Definition of monetary policy2. Goals of monetary policy3. Conditions leading to the creation of the

Federal Reserve4. Federal Reserve's structure, functions, and

goals (maintaining price stability and sus-tainable growth)

5. The role of the Fed in making andimplementing monetary policy

6. Effects of changing interest rates7. Fighting inflation and recession

Key terms and concepts:Non-accelerating inflation rate ofunemployment (NAIRU), Phillips Curve,easy money, tight money, federal funds rate

16, 20IV

If possible, schedule a trip to theFederal Reserve Bank of New York tosee the exhibit "Fed Works." While at theexhibit, students should complete someof the activities included in theFed Works Teacher's Guide.

Teachers can order a series of comicbooks about the role of the FederalReserve by visitingwww.newyorkfed.org Click on"Publications" and then on "EconomicEducation."Another source of information aboutthe Fed is atwww.FederalReserveEducation.org

The Fed Challenge is a competition thatinvites teams of high school students toresearch and make presentations aboutthe Federal Reserve's role in settingUnited States monetary policy. Studentgroups analyze economic and financialconditions and defend their recommen-dations to raise, lower, or keep interestrates unchanged. A panel of judgesquestions the team about their analyses,forecasts, and recommendations.Winning teams go to Washington, D.C.to compete for college scholarships.Teachers and schools also receiveawards. For more information about theFed Challenge, call 1-877-FEDCHLG(1-877-333-2454).

31

39

VII. Impact of Globalization on the Economies ofOther NationsA. Definition of globalization

1. Historical development of the globaleconomy

2. The impacts of trade flows, capital move-ments, direct foreign investment, tourism,and foreign trade

3. Positive and negative effects ofglobalization on developing andindustrialized nations

16, 17, 18 Have students create a mock televisionshow analyzing a global economic crisis(e.g., the Great Depression of 1929 orthe Asian Financial Crisis of 1997).Topics would include the causes, sug-gested solutions, and lasting effects.Students should be divided into groupsof researchers, writers, anchors, featurereporters, graphic designers, andeditorialists.

Have students participate in a simula-tion of a global economic forum inwhich class members assume the rolesof finance ministers from various indus-trial and developing countries.Participants would discuss and vote onresolutions of global importance (e.g.,Should the great industrial powers for-give all debt owed them by developingnations? Should developing nations beexcused from enforcing environmentalregulations? Should a nation's recordon human rights be a reason for vetoingits membership in global tradeorganizations?)

Have students examine the differentmeasures of development found in theWorld Bank and United Nationsreports. Students should collect data oncountries at very different income lev-els. Ask students to explain the UnitedNations' use of the categories "humandevelopment" and "gender develop-ment." This information can be foundat www.worldbank.org andwww.undp.org

A teacher resource is Thomas Friedman'sThe Locus and the Olive Tree (VintageAnchor Publishing, 2000). Friedmanestablishes a conceptual framework forthinking about and discussing thepost-Cold War erathe era of globaliza-tion. Another resource is BenjaminBarber's Jihad vs. Mc World (BallantineBooks, 1996).

32

40

B. Tradeeffects of globalization on theenterprise system1. Why do nations trade?2. Importance of trade3. Measuring trade4. Trade policy issues5. Global (WTO) and regional trading blocs

(EMU, NAFTA, ASEAN, and MERCOSUR-Common Market of the South)

C. Foreign exchange1. What are exchange rates?2. Reasons for exchange rate fluctuations3. Effects of exchange rate fluctuations

D. Foreign investment1. Portfolio capital flows2. Direct foreign investment

E. Global economic and financial issues andcrises1. Debt of developing nations2. Environmental issues and concerns3. Global financial crises (e.g., Asia 1997,

Russia 1998)4. Economic implications of national and

international crises (e.g., World TradeCenter, 2001)

Key terms and concepts:economic development, strong dollar versus

weak dollar, comparative advantage, G7nations

6, 7, 9

7, 11, 12

Have students debate the pros and consof globalization in terms of trade andinvestment.

Using the Internet:Students can find national andinternational economic informationat the United States Department ofCommerce website atwww.bea.doc.govObtain a copy of Teaching About theGlobal Economy Using the Internetfrom the Federal Reserve Bank ofN.Y. (212-720-6130). Have studentscomplete activities #1 and #2.Students can find governmentinformation on foreign trade athttp://www.census.gov (U.S. CensusBureau). Click on Foreign Trade.Students can use the WTO/GATThome page to learn about theseorganizations at www.gatt.orgFor information about NAFTA,students can research http://ucsu.colorado.edu/-slusarz/nafta/nafta Ii.htmFor an exchange rate calculator,students can visit www.x- rates.comor www.xe.net/ucc/

Students can find internationalfinancial information at Yahoo!'sInternational Finance Center. Seehttp://biz.yahoo.com/ifc/Students can find economicinformation about other nations inthe CIA World Factbook atwww.odci.gov/cia/publications/factbook/index.htmStudents can research the Asianfinancial crisis by going towww.megastories.com/seasia/crisis/crisis.htmStudents can find economic informa-tion about other nations in the CIAWorld Factbook atwww.odci.gov/cia/publications/factbook/index.htm

33

41

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