DOgUNENT "aim - Eric

108 Pages·2011·3.12 MB·English

DOgUNENT "aim
SO 012 598
ED 1.87 620
Nappi, Andrew T, Ed.; Suglia, Anthony. F.i Ed.'
,
AUTHOR'
Ecodomic Education Experiences 61 Enterprising
TITtE
.,-Tetphers. Volume 17. A.Report Developed'frdm the'
in tire International Piper Company
1.978-79. Entrie
-Foundation Awards Program for the Teaching of
'
.
.
Economics.
Joint Council'on Economic Education, New York;',
INSTITUTI4N
N.L.
PUB.DATE
'80
108p.; or.a related doCument, tee E'D 173'252.
NOTE
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Budgeting; Business; Class Activities; Conceptl
DESCRIPTORS
Teachin/; -CgAzumer Econo-mics-;-*Economics Education;
Educationl. Objectives; Educational.Television;
-.Eeementary Secondary Education; *Fundamental
Concepts; Instructional Innovation;
04
.
*Interdisciplinary ApproAch; Investment; *Learning
Activities; Marketimg; Money Management; Physical -
Disabilities;,Program Descriptions; SimulatiOn;
Social Stuits; *leacher DeVeloped Aaterials;
*Teaching M thods
ABSTRACT
Sixteen award-winning teacher-developed programs,
- .
projects, courses, and'materials in economics education ate
presented. The projects ire designed for use in.primary,-
intermediate, junior high, -and senior high schools and are .organized
'into four chapters: Chapter'I suggests ways to teach.econowic
concepts in grkdes K-3. Projects include an auction conducted by
,
classroom toystOre in which items are purchased with play
students,
Ni
money, a fi td tri-p based on the.story, ',The Little
Red Hen," -iind
a
year-long th rd grade project tot teaching basic economic ideas
through communication. Chapter II, for grades 4-6, iocuses on
'establishing a classroom."city,,I an economic gtudy centered around'.
energy, a study of industry, and a study of the ecbnomic history of
the Brandywine River in Delaware. Chapter III offers projects for
junior hiTh school studenti through incorporation of the
inistructional television series Trade-offs, an interdisciplinary
program in social studies and mathematiCs, a ',disco survey', of the
,economic impact Of American teehagers in the marketplace', add
'4OrMation of.4 business in a classroom of physi.cally handicapped
,
students. Chapter IV, projects for high school students, includes
marriage an0 chivldrearingiimulatlions to help students learn how to
design ational goals for living, a joint educational (Afort by
'ftnkers and educativrs, a mocFdrporation formed by students, and.an
inquiry apprbach tO,the Great Deprtssion. For.each project the grade
level, project background, time allotmento objectives, actiyities,
and evaluation are provided.
(KC)
.
4
S DEPARTMENT OF HEALTH,
EDUCATION S, WELFARE
NATIONAL INSTITUTE OF
EDUCATION
THIS
HAS BEEN REPRO-'
DOCUME N T
DUCED EXACTILY. AS RECEIVED F ROM
THE PERSON OR ORGANIZATION ORIGIN-
MINT, IT POINTS OF VIEW OW OPINIONS
STATED DO NOT NE( ESSARILY RE PRE
',ENTOFIICIM NAI IONAI INSTITUTE OF
EDUCATION POSITION OR PQ ICY
,
"PERMISSION TO REPRODUC THIS
MATERIAL IN MICROFICKE ONLY
HAS BEEN GRANTED i3Y
Aver
e
LA
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
Edited by Andrew T. Nappi MIA AnthonY
F Suglia
4
A report developed by the
VOLUME
Joint Council ontconomic
Education
From the 1978.79 entries in
17
The International Paper Company
Foundation
Awards Program for
.the Teaching of Economics
.jCEE CHECKLIST NO.
299
4
441.,
Economic Education
Joint Council on
1980
Americas
1212 Avenue of the
10031
New York, NY
I.
a
4
Contents
Foreword
V
Editor's IntroductiOn
vii
CHAPTER oNE-4-Primary Level: Grades
I Hear Twenty-Five, Who'll Bid Thirty?The
Economics of
Auctions (A Second-GradeEconothics Unlit)
;
Egetty Muench
'
1
Communication is Big Business (4 Third;aisde
Economics
Study)
Maureen Glynn and Joelyn Walk
6
The World of Marline (An Economics
Unit for Kin.dergarten
Students)
Dorothy J. Yohe
9
Little Red HenChamplon Producer (A Kindergarten
Economics Un(t)
.
Mary M. Wehmeyer
13
Appendix to Chapter ,OneGood Ideas in Brief: Primary
Level
CHAPTER Two-termedlate Level: .Grades 4-6
Getting Down to Business:EcoMbnic Development
In Polyester
(An Economics Unit for Fifth-Graders)
Billie M. Bryan and Mary Ellen Ellis
Bundles of 'Energy: A Drearra an Answer? (A
Fourth-Grade
Economics Project)
Barbara McKeever
26
Industry
The Amazinp Octopus (An Economics Unit for
.
.
.
.
Fifth-Graders)
Nita Dean, Annie Brown, Patsy Goolsby, Lou
Ray, and
Diane Wake
33
'
Big Wheels dn the Brandyivine (A Fifth-Grade
Economics Unit)
'Dorris Reed Morris and George P. Nickle
.16
Jr.
d
,
J
Appendix to Chapter TwoGood, ideas in
Brief: intermediate
Level
41
,
CHAPTER TH.REEJunlor High School: Grades 1-94-
Economics: Today, tomorrOW, the Future
Paul W. Theiss
40
.
,
Economics.
(An Eighth-Grade
Economics: A Connecting Link
Project)
51
°
Elizabeth Sheffer and Ruth Stewarf
,
the Economy
1
Disco Dollars: Teenagers In
55
G(er)e
1
Stephen Feldstein and Diane
)
f
Chocolate Factory
Thp Worldi Greatest
60
Jean -lamQd
'Kathy Berlin, Paula Darner, and
\s/
High
Ideas In Brief: Junior
ppendlx to Chapter ThreeGood
,
..
School Level
Grades 10-12
FowlSenior High School:
CHAPTER
High School
Consumer Economics in the
69
L. Arthur Worrier Jr.
in Alternative Economic
Bankirs and Educators: Partners
Education
74
John Joseph Kerrigan
Profits inc.
19
Cardwell"
Phyllis Bryant and Faye
Inquiry
and Fiscal Policy: An
The Great Depression7Monetary
Approach
84
Kathleen Ryan JohnstOn
Brret: High Schgol
In
Appendix- to Chapter pourgood Ideas
90
Le lie!
4,
Foreword
The need for economic educationthe need
for a*much beffer comprehenSion
of basic economics and how the American
economy functionsis almost
universally acknowledged..The
vast majority of Aittericans, including educa-
tors ranging from classroom teachers to
top school administratoCS, 1441ers
from the business and financial
sector, spokesmen from organized labor,
representatives from government, and officials .of
interest grqups, all have
voiced agreement on the need for economic
literacy, and during these times, the
voices have been increasing both .in number and
volume.
At least two important 'questions immediately
1
emerge as one disc sses the
need fbr economic education. The first of
these, the "why" question, se
s to be
answered rattly!. consistently, 'with such expressions
as responsible citizenship
and effective decision-making indicated
as intended Outcomes.
The second question, "What is economic
educationT seems far more
difficult to resolve. To some it mayte defined
as efforts to develop among our
young people the ability' to understand and analyze economic
problems and
issues facing themselves and sdciety, and
as individuals and members of society,
to make reasoned judgments arid rational decisions.
.
It may be, however, that the
most significant question relates to what
-
happens in the clas400rn in the nameof economic
education. In the space and
timexermitted, it would be most difficult
to provide answers which areboth
precise and satisfactory. A more appropriate
response would be to recommend
reading Economic -Education Everiences
of Enwprising Teachers: Volume
..17., Ai..tew brief examples
may serve to provide illustrations of the highly
creative and imaginative:approaches developed
by outstanding teachers:
4
.
tormation of productive enterprises in the classroom,
including the formad
tion of corporations as legol ehtities
on a1L,four levels of the Awards
'competition, .Students organize (Le., elect officers,
members of board of
directors, etc.), raise capittil through the
sole of stock and borrowing,
manufacture prOducts, conduct Market research, deterMine
prices, and
incur profits and losses.
Effectiye utilization bYall grades of community
resources with focus on the
study of the local economy,
e.g., polyester industry of North Carolina,
i
fishing in Massachusetts, export-import in the
state of Washington.
,
Ihfusion and integration of fconomics into
the existing curriculum of such
subject§ a4 language arts, science, math, and social studies.
It is not unusual
to,find t`teams" of teachers, each of whom is
responsible for a specific
subject, working ,in cooperation to develop
a coordinated program in
\
eeonomics..
4
.
.
While Volutne 17 was being planned,
an important decision was made in
keeping with our efforts to continuously improve
nd stimulate interest in all
aspects pf the National Awards Program. For t e first time, awardwinning
*
\
be included in
and university.professors will not
projects 'submitted by college
expand
in4a new publication designed to
this volume but will be presented
.
Program by those in highei.
involventent anCI intereit in the Nat' nal'Awards
education.
pleased to extend its
c Education is
The Joint touncil on Econo
tuPjudges
the op Landing individuals who serve
appreciation and recognition to
projeet
task of reading through each
-foil. the National Awards Program.
rid
extremely difficult responsibility,
recipients is a
and -determining awards
Regional Representative, Joint
gratitude tO 'George L. Fersh,
we extend our
of economics,
Myron L. Joseph, professor
Council on Economic EducatiOn;
University (on
Management, Carnegie-Megou
Graduate Scheol of industrial
Economic Education
director of the Center for
leave); Laurence E. Learner,
Delmas F.
University of-New York at Binghamton;
and Public Policy, State
Universif; Edward' e.
education, West 1Virgir0
Miller, visiting professor of
New York City
and economic educadon editor,
Prehn, social studies consultant
of
R'odney Tillman, professor, Sthool
Council on Economic Education;
emeritus
University; Henry Mud, professor
Education, Geqrge Washington"
University -of New
Econprifics Department, The City
and former chairman,
and
chairman, Departmerit of.Foundations
York; Philmore Wass, formeit
that
University of Connecticut. We expect
Curriculuin, School of Education,
been exempted
for the fact that this volume has
their attention will make up
of the Joint
by the Publications Committee
from the 'customary review
Council.
1
considerable
Council staff hive been of
Several individuals on the goint
Program. We are
of the National Awards
assistance in assuring .the success
Michael A. Mac-
excellent mipport provided by
pleased to acknowledge the
of John DeVita,
Council, as well as the efforts
Dowell, president of the Joint
Affiliated Councils
DeVita, secretai, in the
research associate, and Barbara
Edward
occasion to extend our appreCiation to
Division. We also take this
Prehn for' hig special assistance.
director of research, development,
/
r We also commend' Andrew T. Nappi,
editorial work in
State. University, for his
and community service at St. Cloud
the Awards
possible. Aided by 'his dedication to
making 'this publicatio
lishing an exemplary product. '
âsured that we are p
Program, we are always
predation to the International
Filially, we offer our special thanks an
president a'rnd direc'tor of educa-
'Paper C9mparity Foundation through its vic
.
National Awards
for its support of the
don programs, Sandra L. Kuntz,
econoMic
gratified by their commitment and interest in
Program. We are
erogram.
educatibn and the National Awards
Anthony F. Suglia
Division
Director, Affiliated Councils
Program
Coordinator, National Awards
for the, Teaching of Economics
"az
Editor's.IntrodUctiori
,
It nsver c,eases to
amaze me how tea0ers who have received recognition
through the A*wards Prograrii continue
to develop innovative and imaginative
approaches to the study of economics. There
appears to be mi unlimited sppply
of creative and dedicated teachers committed
to the,goal Of imProVing student
understanding of basic economics. Over the
years, the award-winning teachers
have demonstrated their ability to incorporate
key economic concepts, princi-
ples, and Practices/into their curricula.
As I revieWed the projects that have
appeared in this annual publication,
I was impressed with the variety of
instructional- methods,
resource materials, and learning activitiestmployed by
teachers to enhance economic understanding.
The quality of the 1978-79 entries, toomia
gratifyingly high, Indeed, there is
little doubt the teaching experiences
summarized in this year', engwetition will
help to stimulate continuous improvements
in economic education. We
can
certainly anticipate that next years
program will provide many examples of
how teachers add new dimensions to the teaching-learning
process.
It is hoped that the example ,of the teacher
efforts published here will
encourage other teadbers, not presently involved in the economic
education
movemeht, to formalize and submit descriptions bf their
classroom experi-
ences. It must be remembered that the rports pUblished in
this book. are'
condensed versions of the original projects and
that some of tA material
canpot be presented or even summarized easily. Readers of
Volume 17 will find
brief descriptions of the* winning entries whin
capture the essence Qj the
teaching experiences. J
an confidenuthgt teachers who are contemp7ting
submitting an entry to the Xwards Program,
and those
ho have submitted
projects but failed to win, will gain from S
generalize, descri tion of. the
witining entries. The characteristics of
a prize-winner are um arized below:
I. The project contains
a succinct statement of the
oals or learning
objectives. It is important
to stote the specific cognitive an'd affective Outcomes
that the teaching experience is directed
toward. It is not necessary to prepare
a
long list .of objectives. Rather, the objectives
!
should be tlearly articulired
an
related to the instructional
program. How can a reader judge a project unless
the important economic facts, skills, and
generalizations are defined?
2. The learning experience is related
to economic understanding. The
judges want to know how each Unit, lesson,
method, or activity included in the
project will help to,develop economic
concepts and generalizations. That does
not mean that math, writing, reading,
or other communication skills are not
important; but simply that.awards must
go to those who focus on the teaching
and learning, of economics.
3. A well-organized and clear description of the
steps; procedures, and
sequenceLof activities is presented. In ,this seaion
of the report, the emphasis
should be on the materials, the time scIttdule, initiation
procedures, assign-
ments given, activities or strategies used, and culminating
exPeriences. The
vii
LP
_
_
stated. Motivational
the materials should be
length of time required to teach
activities described in detail.
and instructidnal
techniques MUst by spelled out
4aught? How wasItie
pdpils interested in ideas to be
How did the teacher get the
should'be told at the very
subject initiated? The reader
lessdn, unit, Coin. Se, or
semester-long course, a
describes a year-long or a
beginning whether the project
lesson, or whatever. If
lasting two weeks, a single
fiye-week unit, a special study
into
how the project fitted
the author should shoW
it is less than ar fullicourse,
related to material that
being taught and how it was
the course or Curriculum
preceded or followed it.
clearly described
environment and class situation are
4. The instructional
What ages, ability levels, or
The judges want to know
in the winning entries:
deyeloped for a particular
If the project was
ecial characteristics apply.
judges need to be informed.
ic or ethnic group, the
ocioefa
It must be
teaching techniques is given.
-step account of
51
other
Awards Negpam is to help
basic purpose of the
remembered th
details of
if the author gives the
serve others only
teachers. These
144
speaker
ough simply to say that a resource
A
the methods employed.'
speaker
underAand exactly how the
reader shout
was used-Lche
'this
ctivities were conducted, how
what..follo
presented economic ideas,
Where
t was' evaluated, and so on.
project, hO
activity..fitted into the total
onl with such items as
should-be included,
appropriate, sampleksson 'plans
the
en prepared for
sheets that 'might have
"'assignment sheets, instruction
and material
cornplete'd'escription .of the human
students; 'and the like A
,
te included in the seport.
resources used should
ttin a rehash of
originalitynt should be more
6. The project Show§
entirely new "twist" to an
the' least it shotild,give an
someorte else's work. At
tend
capturtd awards in years past
Rivkin's Stag) Ideas Aiat
idea deieldped !t1 a
godd,. but simply
that they are not
tat." This does, not mean
to becorne ,:)Id
teaching
035
Adidev6lop'freth approaches to
t 0 thoSe
tha(the awaids alit St
Q
eionomics.
A
aitk
Work aye included.-Photographs
lihotOgraphs or Samplds of student
and other itemivhat
%able displays, Murals,
bulletin board arrangements,
subrrlit large posters or
It is not necessary to
re welcome.
cannot beshipped
send in
Neither is it necessary to
Otograph :will 'suffice.
bulky,linjects if
;
or two ,typical term
hav`e done., A few examplesone
eyerything re stud
doi
papers,Igt ifistafic:,
units
explained. Good wiling
brthe Unit projectis
" 8. me culmination
ionai activities, (21 develop-
initiatoty (and Motiv
haVe three filisic Tarts!. (I)
pupils
he first help4 to get the
tcnis.e(3):Culrninating activiti
.
mental activities.,
the ideas,
;
lesson; the second develops
.
rsted, In the unit, -project,. or
the third
and attitudes listed in the goals; and
cepts, skill, Understanding
applying what was taught.
close by summarizing and
nringS.the Operieheeto a
films or film-
field trips, the making of
.
'Plays;aolsembly,' programs, displayS,
culmination of
activities can be used as the
Op's, simulations, and many other
a unit.
Thesegenerally include tests of
always given.
9. 'Evaluation technique are
.
viii
all types (short-answer, essay, and performance examinations), but
can also
include less formal activities, such as self-evaluations by individuals, groups, Dr
the class; written or oral evaluations by outsiders; and observations of puil
,behavior. Sa Mroles of testing instruments should be submitted with the reports,
along with the results.
.
Finally, attention to the requirements set forth in the Awards Program
1,0.
application form, an orderly arrangement of are material; and simple neatness
are appreciated.
The educator whose submission has all ten cparacteristics outlined above
will have a good chance of winning. It should bg noted, however, that the
competition is keen, and that each year it becomes more difficult to win than in
the year before. Prospective entrants would be well advised to seek the
comments and criticisms of others befote submitting their projects. In particu-
lar, the teacher whose .formal preparation in economics is minimal should
consult an economist regarding the accuracy and appropriateness or the
economics contained in fhe report. Many projects that represent
an enormous
expenditure of time and effort, and.that contain superb ideas and maierials for
.
teaching, fail to capture an award simply becaUse they contain little
or no
economics or because the economic content is inaccurate.
Prior to writing the application, it might be well for the contestant to
_1
review the outline below. Almost any logical and descriptive outline for writing
the narrative section of the teaching project will do. The important thing is to
have an outline in mind and to write the narrative from it.
Preparing the Application
This section of the narrative is intended to introduce the
1. Introduction.
judges to what is to follow. It sets the stage, sd to speak, for the rest of the
project description. The introduction should be brief and should etntain
information about the overall purpose of the project.
This part of the' report may be used to give
Background information.
2.
the reviewers an understanding of the following points: Purpose and philoso-
phy of the curriculum; school locition and physical facilities', background and
capability, of students; brief history of the project and other information that
may inform the' judges of the applicant's readiness to teach the project.
Whereas the overall goals of the
3. Overall goals apd specific objectives.
project can be given in a rather generalized statement written in narrative style,
the instructioal objectives should be
and are usually presented in
very specific
list form. The overall goals may be thought of as long-range results. It is like
saying that once the specU1c objeCtives have been achieved, the overall railts or
goals will be met.
4.
Basically, the kinds of things reviewers will' want
Program description.
to learn from this section of the narrative are (a) what is to be done, (b) how it
is to be done, and (c) who will do it. The procedures should be ex.plained fully
and in great detail. It can 49 a serious mistake to assurne that the judges will
ix'
20