<library>
	<publications>
			<pub id="147" pubtype="teacher" lang="en" isbn="978-1-56183-667-3">
			<title>Advanced Placement Economics: Macroeconomics Teacher Manual</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Advanced Placement Economics has become the go-to guide for helping teachers to prepare their students for the AP Microeconomics and Macroeconomics Exams administered by the College Board.]]></desc>
			<img>978-1-56183-667-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/advanced-placement-economics-4th-edition/</storeurl>
		</pub>
		<pub id="148" pubtype="teacher" lang="en" isbn="978-1-56183-669-7">
			<title>Advanced Placement Economics: Microeconomics Teacher Manual</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Advanced Placement Economics has become the go-to guide for helping teachers to prepare their students for the AP Microeconomics and Macroeconomics Exams administered by the College Board.]]></desc>
			<img>978-1-56183-669-7.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/advanced-placement-economics-4th-edition/</storeurl>
		</pub>
		<pub id="1" pubtype="teacher" lang="en" isbn="1-56183-515-3">
			<title>Capstone: Exemplary Lessons for High School Economics - Teacher's Guide</title>
			<parentof>22</parentof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains complete instructions for teaching the lessons in Capstone. When combined with a textbook, Capstone provides activities for a complete high school economics course. 45 exemplary lessons help students learn to apply economic reasoning to a wide range of real-world subjects.]]></desc>
			<img>1-56183-515-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/capstone-exemplary-lessons-for-high-school-economics/</storeurl>
		</pub>
		<pub id="22" pubtype="student" lang="en" isbn="1-56183-516-1">
			<title>Capstone: Exemplary Lessons for High School Economics - Student Activities</title>
			<childof>1</childof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains Capstone's student activities. ]]></desc>
			<img>1-56183-516-1.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/capstone-exemplary-lessons-for-high-school-economics/</storeurl>
		</pub>
		<pub id="14" pubtype="teacher" lang="en" isbn="1-56183-580-3">
			<title>Choices &amp; Changes: In Life, School, &amp; Work - Grades 2-4 - Teacher's Resource Manual</title>
			<parentof>28</parentof>
			<gradedisplay>2-4</gradedisplay>
			<gradelevel>2-4</gradelevel>
			<desc><![CDATA[This publication contains complete instructions for teaching the lessons in Choices and Changes, Grades 2-4. The Choices and Changes series is designed to help students understand how the U.S. economy works and their roles in the economy as consumers, savers and workers.]]></desc>
			<img>1-56183-580-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/choices-and-changes-in-life-school-and-work/</storeurl>
		</pub>
		<pub id="28" pubtype="student" lang="en" isbn="1-56183-581-1">
			<title>Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Student Journal</title>
			<childof>14</childof>
			<gradedisplay>2-4</gradedisplay>
			<gradelevel>2-4</gradelevel>
			<desc><![CDATA[This publication contains student activities for Choices and Changes, Grades 2-4.]]></desc>
			<img>1-56183-581-1.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/choices-and-changes-in-life-school-and-work/</storeurl>
		</pub>
		<pub id="10" pubtype="teacher" lang="en" isbn="1-56183-582-X">
			<title>Choices &amp; Changes: In Life, School, &amp; Work - Grades 5-6 - Teacher's Resource Manual</title>
			<parentof>27</parentof>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>5-6</gradelevel>
			<desc><![CDATA[This publication contains complete instructions for teaching the lessons in Choices and Changes, Grades 5-6. The Choices and Changes series is designed to help students understand how the U.S. economy works and their roles in the economy as consumers, savers and workers.]]></desc>
			<img>1-56183-582-X.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/choices-and-changes-in-life-school-and-work/</storeurl>
		</pub>
		<pub id="27" pubtype="student" lang="en" isbn="1-56183-583-8">
			<title>Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Student Journal</title>
			<childof>10</childof>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>5-6</gradelevel>
			<desc><![CDATA[This publication contains student activities for Choices and Changes, Grades 5-6.]]></desc>
			<img>1-56183-583-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/choices-and-changes-in-life-school-and-work/</storeurl>
		</pub>
		<pub id="12" pubtype="teacher" lang="en" isbn="1-56183-590-0">
			<title>Choices &amp; Changes: In Life, School, and Work - Grades 7-8 - Teacher's Resource Manual</title>
			<parentof>26</parentof>
			<gradedisplay>7-8</gradedisplay>
			<gradelevel>7-8</gradelevel>
			<desc><![CDATA[This publication contains complete instructions for teaching the lessons in Choices and Changes, Grades 7-8. The Choices and Changes series is designed to help students understand how the U.S. economy works and their roles in the economy as consumers, savers and workers.]]></desc>
			<img>1-56183-590-0.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/choices-and-changes-in-life-school-and-work/</storeurl>
		</pub>
		<pub id="26" pubtype="student" lang="en" isbn="1-56183-591-9">
			<title>Choices &amp; Changes: In Life, School, and Work - Grades 7-8 - Student Journal</title>
			<childof>12</childof>
			<gradedisplay>7-8</gradedisplay>
			<gradelevel>7-8</gradelevel>
			<desc><![CDATA[This publication contains student activities for Choices and Changes, Grades 7-8.]]></desc>
			<img>1-56183-591-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/choices-and-changes-in-life-school-and-work/</storeurl>
		</pub>
		<pub id="13" pubtype="teacher" lang="en" isbn="1-56183-592-7">
			<title>Choices &amp; Changes: In Life, School, and Work - Grades 9-10 - Teacher's Resource Manual</title>
			<parentof>25</parentof>
			<gradedisplay>9-10</gradedisplay>
			<gradelevel>9-10</gradelevel>
			<desc><![CDATA[This publication contains complete instructions for teaching the lessons in Choices and Changes, Grades 9-10. The Choices and Changes series is designed to help students understand how the U.S. economy works and their roles in the economy as consumers, savers and workers.]]></desc>
			<img>1-56183-592-7.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/search/?subject=general-economics</storeurl>
		</pub>
		<pub id="25" pubtype="student" lang="en" isbn="1-56183-593-5">
			<title>Choices &amp; Changes: In Life, School, and Work - Grades 9-10 - Student Journal</title>
			<childof>13</childof>
			<gradedisplay>9-10</gradedisplay>
			<gradelevel>9-10</gradelevel>
			<desc><![CDATA[This publication contains student activities for Choices and Changes, Grades 9-10.]]></desc>
			<img>1-56183-593-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/search/?subject=general-economics</storeurl>
		</pub>
		<pub id="104" pubtype="teacher" lang="en" isbn="1-56183-627-3">
			<title>The Classroom Mini-Economy</title>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<desc><![CDATA[A hands-on guide to starting and managing a successful classroom economy.]]></desc>
			<img>1-56183-627-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/the-classroom-mini-economy/</storeurl>
		</pub>
		<pub id="79" pubtype="teacher" lang="en" isbn="1-56183-498-X">
			<title>Connecting the Pieces: Building a Better Economics Lesson</title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This 8-chapter guide for curriculum developers and teachers covers integrating economics across the K-12 curriculum; effective teaching strategies; models for active teaching and learning; basics in lesson writing; and classroom assessment.]]></desc>
			<img>1-56183-498-X.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/connecting-the-pieces-building-a-better-economics-lesson/</storeurl>
		</pub>
		<pub id="119" pubtype="teacher" lang="en" isbn="978-1-56183-639-7">
			<title>Economics &amp; Entrepreneurship: Operating a Classroom Business in the Elementary and Middle School</title>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<desc><![CDATA[This revised and updated "how to" guide is a great way to start a classroom business with your students.]]></desc>
			<img>978-1-56183-639-7.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/economics-entrepreneurship/</storeurl>
		</pub>
		<pub id="95" pubtype="teacher" lang="en" isbn="1-56183-574-9">
			<title>Economics and the Environment: Ecodetectives</title>
			<gradedisplay>5-8</gradedisplay>
			<gradelevel>5-8</gradelevel>
			<desc><![CDATA[Students use economic reasoning to investigate 15 environmental mysteries.]]></desc>
			<img>1-56183-574-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/economics-and-the-environment-ecodetectives/</storeurl>
		</pub>
		<pub id="133" pubtype="teacher" lang="en" isbn="1-56183-636-2">
			<title>Economics from Here to There </title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This publication contains six lessons for K-12 classrooms. It is unique because each lesson was developed by teams of writers from Belarus, Bulgaria, Indonesia, Lithuania, Moldova, Poland, Russia, Slovakia, Uzbekistan
and the United States.]]></desc>
			<img>1-56183-636-2.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/search/?subject=general-economics</storeurl>
		</pub>
		<pub id="2" pubtype="teacher" lang="en" isbn="1-56183-086-0">
			<title>Economics in Action: 14 Greatest Hits for Teaching High School Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Economics in Action combines 14 favorite CEE simulations, role-playing activities, group activities and classroom demonstrations in one volume.]]></desc>
			<img>1-56183-086-0.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/14-greatest-hits-for-teaching-high-school-economics/</storeurl>
		</pub>
		<pub id="63" pubtype="teacher" lang="en" isbn="1-56183-484-X">
			<title>Economies in Transition: Command to Market</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[In these lessons students learn about the challenges facing Central European, Baltic and former Soviet countries during their transition to market economies.]]></desc>
			<img>1-56183-484-X.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="107" pubtype="teacher" lang="en" isbn="1-56183-628-1">
			<title>Energy, Economics, and the Environment: Case Studies and Teaching Activities for Elementary School</title>
			<gradedisplay>3-6</gradedisplay>
			<gradelevel>3-6</gradelevel>
			<desc><![CDATA[This publication helps elementary students analyze energy and environment issues from an economics perspective.]]></desc>
			<img>1-56183-628-1.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/energy-economics-and-the-environment/</storeurl>
		</pub>
		<pub id="110" pubtype="teacher" lang="en" isbn="1-56183-632-X">
			<title>Energy, Economics, and the Environment: Case Studies and Teaching Activities for High School</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication helps students analyze energy and environment issues from an economics perspective.]]></desc>
			<img>1-56183-632-X.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/energy-economics-and-the-environment/</storeurl>
		</pub>
		<pub id="150" pubtype="teacher" lang="en" isbn="978-1-56183-735-9">
			<title>Entrepreneurship Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[It is often said that today’s education curriculum is rooted in yesterday’s economy, and that a changing, entrepreneurial and technologically driven economy requires different educational approaches. The skill set needed to succeed in the 21st century workforce—one that values opportunity, creativity and agility—is quite different from the skill set needed during the last century. The key to success is an economic way of thinking, which should be a cornerstone of the nation’s efforts to reform the educational system.]]></desc>
			<img>978-1-56183-735-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/entrepreneurship-economics/</storeurl>
		</pub>
		<pub id="60" pubtype="teacher" lang="en" isbn="1-56183-485-8">
			<title>Entrepreneurship in the U.S. Economy: Teacher Resource Manual</title>
			<parentof>61</parentof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Designed for use in business and economics courses, these lessons help students develop the attitudes and skills of successful entrepreneurs while expanding their understanding of how our economy works.]]></desc>
			<img>1-56183-485-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="61" pubtype="student" lang="en" isbn="1-56183-486-6">
			<title>Entrepreneurship in the U.S. Economy: Student Book of Readings</title>
			<childof>60</childof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains student readings for Entrepreneurship in the U.S. Economy.]]></desc>
			<img>1-56183-486-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="15" pubtype="teacher" lang="en" isbn="1-56183-397-5">
			<title>Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual</title>
			<parentof>41</parentof>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[These lessons for elementary school provide economic content as students learn about their community.]]></desc>
			<img>1-56183-397-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="41" pubtype="student" lang="en" isbn="1-56183-398-3">
			<title>Exploring the Community Marketplace: The Community Publishing Company - Activity Book</title>
			<childof>15</childof>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[These lessons for elementary school provide economic content as students learn about their community.]]></desc>
			<img>1-56183-398-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="131" pubtype="teacher" lang="en" isbn="978-1-56183-690-1">
			<title>Financial Fitness for Life: K-2 - Teacher Guide</title>
			<parentof>130</parentof>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>K-2</gradelevel>
			<desc><![CDATA[This publication contains 16 stories that complement the K-2 Student Storybook. Specific to grades K-2 are a variety of activities, including making coins out of salt dough or cookie dough; a song that teaches students about opportunity cost and decisions; and a game in which students learn the importance of savings.]]></desc>
			<img>978-1-56183-690-1.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-k-2/</storeurl>
		</pub>
		<pub id="130" pubtype="student" lang="en" isbn="978-1-56183-691-8">
			<title>Financial Fitness for Life: K-2 - Student Storybook</title>
			<childof>131</childof>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>K-2</gradelevel>
			<desc><![CDATA[This publication contains 16 stories that complement the K-2 Teacher Resource Manual. Specific to grades K-2 are a variety of activities, including making coins out of salt dough or cookie dough; a song that teaches students about opportunity cost and decisions; and a game in which students learn the importance of savings.]]></desc>
			<img>978-1-56183-691-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-k-2/</storeurl>
		</pub>
		<pub id="134" pubtype="teacher" lang="en" isbn="978-1-56183-692-5">
			<title>Financial Fitness for Life: Grades 3-5 - Teacher Guide</title>
			<parentof>135</parentof>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[This publication contains 15 lessons that complement the 3-5 Student Workbook. Specific to grades 3-5 are a variety of activities, including a guessing game using clues to identify various occupations; the story Urban Mouse and Rural Mouse which teaches students about entrepreneurs and opportunity recognition; and a role-playing activity in which students learn which method of payment is appropriate in a variety of situations.]]></desc>
			<img>978-1-56183-692-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-3-5/</storeurl>
		</pub>
		<pub id="135" pubtype="student" lang="en" isbn="978-1-56183-693-2">
			<title>Financial Fitness for Life: Grades 3-5 - Student Workbook</title>
			<childof>134</childof>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[This publication contains 15 lessons that complement the 3-5 Teacher Resource Manual. Specific to grades 3-5 are a variety of activities, including a guessing game using clues to identify various occupations; the story Urban Mouse and Rural Mouse which teaches students about entrepreneurs and opportunity recognition; and a role-playing activity in which students learn which method of payment is appropriate in a variety of situations.]]></desc>
			<img>978-1-56183-693-2.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-3-5/</storeurl>
		</pub>
		<pub id="136" pubtype="teacher" lang="en" isbn="978-1-56183-694-9">
			<title>Financial Fitness for Life: Grades 6-8 - Teacher Guide</title>
			<parentof>137</parentof>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<desc><![CDATA[This publication contains 17 lessons that complement the 6-8 Student Workbook. Specific to grades 6-8 are a variety of activities, including developing criteria that students think would make a good graham cracker and taste-testing to determine which graham cracker meets their needs; deciding which activities are better suited to careers or hobbies; and learning how important planning is to the success of any goal or event. ]]></desc>
			<img>978-1-56183-694-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-6-8/</storeurl>
		</pub>
		<pub id="137" pubtype="student" lang="en" isbn="978-1-56183-695-6">
			<title>Financial Fitness for Life: Grades 6-8 - Student Workbook</title>
			<childof>136</childof>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<desc><![CDATA[This publication contains 17 lessons that complement the 6-8 Teacher Resource Manual. Specific to grades 6-8 are a variety of activities, including developing criteria that students think would make a good graham cracker and taste-testing to determine which graham cracker meets their needs; deciding which activities are better suited to careers or hobbies; and learning how important planning is to the success of any goal or event. ]]></desc>
			<img>978-1-56183-695-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-6-8/</storeurl>
		</pub>
		<pub id="138" pubtype="teacher" lang="en" isbn="978-1-56183-696-3">
			<title>Financial Fitness for Life: 9-12 - Teacher Guide</title>
			<parentof>139</parentof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains lessons for teaching personal finance concepts to 9-12 students. Lessons for older students illustrate certain uses of more abstract representations. ]]></desc>
			<img>978-1-56183-696-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-9-12/</storeurl>
		</pub>
		<pub id="139" pubtype="student" lang="en" isbn="978-1-56183-697-0">
			<title>Financial Fitness for Life: 9-12 - Student Workbook</title>
			<childof>138</childof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains lessons for teaching personal finance concepts to 9-12 students. Lessons for older students illustrate certain uses of more abstract representations. ]]></desc>
			<img>978-1-56183-697-0.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/financial-fitness-for-life-grades-9-12/</storeurl>
		</pub>
		<pub id="114" pubtype="teacher" lang="en" isbn="1-56183-621-4">
			<title>Focus: Economics - Grades K-2</title>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>K-2</gradelevel>
			<desc><![CDATA[This publication contains ten lessons that can be used with K-2 students to teach them basic economic concepts.]]></desc>
			<img>1-56183-621-4.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-economics-grades-k-2/</storeurl>
		</pub>
		<pub id="115" pubtype="teacher" lang="en" isbn="1-56183-535-8">
			<title>Focus: Economics - Grades 3-5</title>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[This publication contains fourteen lessons that use a unique blend of games, simulations, and role playing to illustrate economics in a way elementary students will enjoy.]]></desc>
			<img>1-56183-535-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-economics-grades-3-5/</storeurl>
		</pub>
		<pub id="74" pubtype="teacher" lang="en" isbn="1-56183-497-1">
			<title>Focus: Economic Systems</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Students use a comparative approach to explore concepts and materials that are frequently neglected in other economics courses. An introductory essay provides background information to the 12 classroom-ready lessons.]]></desc>
			<img>1-56183-497-1.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-economic-systems/</storeurl>
		</pub>
		<pub id="109" pubtype="teacher" lang="en" isbn="1-56183-635-4">
			<title>Focus: Globalization</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains 12 lessons to help you integrate globalization concepts into your Social Studies, Economics, or Global Studies course.]]></desc>
			<img>1-56183-635-4.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="39" pubtype="teacher" lang="en" isbn="1-56183-616-8">
			<title>Focus: Institutions and Markets</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication provides lessons that use history, civics, government and economics activities to bring to life the institutions students read and hear about everyday.]]></desc>
			<img>1-56183-616-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-institutions-and-markets/</storeurl>
		</pub>
		<pub id="69" pubtype="teacher" lang="en" isbn="1-56183-496-3">
			<title>Focus: International Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[The study of international economic systems teaches about global production and competition, exchange rates, international finance, free trade vs. protectionism and economic development.]]></desc>
			<img>1-56183-496-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-international-economics/</storeurl>
		</pub>
		<pub id="49" pubtype="teacher" lang="en" isbn="1-56183-493-9">
			<title>Focus: Middle School Economics</title>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<desc><![CDATA[Students apply economics concepts and economic reasoning to real-world situations in a series of interactive units pertaining to 6 societal roles.]]></desc>
			<img>1-56183-493-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-middle-school-economics/</storeurl>
		</pub>
		<pub id="152" pubtype="teacher" lang="en" isbn="978-1-56183-758-8">
			<title>Focus: Middle School World History</title>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<desc><![CDATA[This volume of lesson plans covers a large spectrum of world history. Our goal is to provide middle school history teachers with lessons that incorporate economics into a variety of world history topics. We began the project by surveying the coverage of world history in middle schools across the country. Naturally, we found wide variance in what was covered and when. However, most middle school courses focus on the earlier parts of world history—generally from the beginning of human history through the Roman Empire and sometimes quite a bit further. The rest of world history is then saved for high school. We decided to do lessons from the beginning of human history to 1776, which is the latest any middle school seemed to go. We also think that Adam Smith is an appropriate endpoint for the volume.]]></desc>
			<img>978-1-56183-758-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-middle-school-world-history/</storeurl>
		</pub>
		<pub id="118" pubtype="teacher" lang="en" isbn="978-1-56183-662-8">
			<title>Focus: Understanding Economics in Civics and Government</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains 20 lessons designed to provide an economic insight into topics typically covered in may civics and government classes.]]></desc>
			<img>978-1-56183-662-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-understanding-economics-in-civics-and-government/</storeurl>
		</pub>
		<pub id="105" pubtype="teacher" lang="en" isbn="1-56183-624-9">
			<title>Focus: Understanding Economics in U.S. History</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Focus: Understanding Economics in U.S. History uses a unique mystery-solving approach to teach U.S. economic history to your high school students.]]></desc>
			<img>1-56183-624-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/search/?subject=social-studies-economics</storeurl>
		</pub>
		<pub id="78" pubtype="teacher" lang="en" isbn="1-56183-487-4">
			<title>A Framework for Teaching Basic Economic Concepts: With Scope and Sequence Guidelines, K-12</title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This companion to the National Content Standards provides definitions and explanations of key economic concepts as well as scope and sequence guidelines for teaching economics concepts within the K-12 curriculum.]]></desc>
			<img>1-56183-487-4.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="64" pubtype="teacher" lang="en" isbn="1-56183-495-5">
			<title>From Plan to Market: Teaching Ideas for Social Studies, Economics, and Business Classes</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Drawing on data from the World Bank's "World Development Report 1996," this guide focuses on the transition from central planning to markets in Central and Eastern Europe, the independent states of the former Soviet Union and China.]]></desc>
			<img>1-56183-495-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="72" pubtype="teacher" lang="en" isbn="1-56183-491-2">
			<title>Geography: Focus on Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Two geographical perspectives--spatial and ecological--give students an understanding of patterns, processes, and the interrelationships of living and nonliving elements.]]></desc>
			<img>1-56183-491-2.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="45" pubtype="teacher" lang="en" isbn="1-56183-125-5">
			<title>The Great Economic Mysteries Book: A Guide to Teaching Economic Reasoning, Grades 4-8</title>
			<gradedisplay>4-8</gradedisplay>
			<gradelevel>4-8</gradelevel>
			<desc><![CDATA[This publication introduces students in grades 4-8 to an economic way of thinking through exploring the mysteries of everyday life. Students solve each mystery by responding to hints provided by simple true/false questions and by reference to a logical system of reasoning that applies basic economic principles.]]></desc>
			<img>1-56183-125-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/the-great-economic-mysteries-book/</storeurl>
		</pub>
		<pub id="66" pubtype="teacher" lang="en" isbn="1-56183-128-X">
			<title>The Great Economic Mysteries Book: A Guide to Teaching Economic Reasoning, Grades 9-12</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[High school students solve engaging mysteries about current events, government and the environment by responding to hints and by applying an economic way of thinking.]]></desc>
			<img>1-56183-128-X.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/the-great-economic-mysteries-book/0</storeurl>
		</pub>
		<pub id="151" pubtype="teacher" lang="en" isbn="978-1-56183-753-3">
			<title>High School Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[The third edition of High School Economics provides 28 lessons designed to enhance the teaching of economics in the high school classroom.]]></desc>
			<img>978-1-56183-753-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/high-school-economics-3rd-edition/</storeurl>
		</pub>
		<pub id="153" pubtype="teacher" lang="en" isbn="978-1-56183-537-9">
			<title>K Thru 2 Can Do! Math and Economics</title>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>K-2</gradelevel>
			<desc><![CDATA[Kindergarten, First and Second grade lesson plans integrating economics and mathematics. This guide was developed to provide developmentally appropriate lessons for students in Kindergarten through Second Grade.The lessons are active, varied and written to appeal to young students.]]></desc>
			<img>978-1-56183-537-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/k-thru-2-can-do-math-and-economics/</storeurl>
		</pub>
		<pub id="101" pubtype="teacher" lang="en" isbn="lei_online">
			<title>Learning, Earning and Investing: Grades 3-5 Lessons</title>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[These lessons are designed to teach students investment topics while paying special attention to math skills. The lessons are available for download from the Learning, Earning and Investing web site.]]></desc>
			<img>lei_online.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="146" pubtype="teacher" lang="en" isbn="978-1-56183-572-0">
			<title>Learning, Earning, and Investing for a New Generation</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Learning, Earning, and Investing for a New Generation introduces students to the world of investing, with its abundant opportunities and ever-present risks.]]></desc>
			<img>978-1-56183-572-0.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/learning-earning-and-investing-for-a-new-generation/</storeurl>
		</pub>
		<pub id="62" pubtype="teacher" lang="en" isbn="1-56183-423-8">
			<title>Master Curriculum Guide: Economics and Entrepreneurship</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication is designed for high school teachers of economics, social studies and business education who wish to combine a study of basic economic concepts with an understanding of entrepreneurship.]]></desc>
			<img>1-56183-423-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="16" pubtype="teacher" lang="en" isbn="1-56183-470-X">
			<title>Master Curriculum Guides in Economics: Teaching Strategies - K-2</title>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>K-2</gradelevel>
			<desc><![CDATA[The 25 lessons in this 5-part instructional guide are designed to build on the world in which young children live.]]></desc>
			<img>1-56183-470-X.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="58" pubtype="teacher" lang="en" isbn="1-56183-471-8">
			<title>Master Curriculum Guides in Economics: Teaching Strategies - 3-5</title>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[The 15 lessons in this 5-part instructional guide are designed to make teaching and learning economics exciting and rewarding by building on the world in which children in grades 3-5 live.]]></desc>
			<img>1-56183-471-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="59" pubtype="teacher" lang="en" isbn="1-56183-472-6">
			<title>Master Curriculum Guides in Economics: Teaching Strategies - 5-6</title>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>5-6</gradelevel>
			<desc><![CDATA[Tapping into their natural interest in business, this guide involves students in grades 5-6 in production activity, role-play and market simulations.]]></desc>
			<img>1-56183-472-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="102" pubtype="teacher" lang="en" isbn="1-56183-536-6">
			<title>Mathematics &amp; Economics: Connections for Life - 3-5</title>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[Mathematics & Economics: Connections for Life answers this question by using "real world" economics and personal finance applications to create a set of 12 hands-on and dynamic mathematics lessons for grades 3-5. ]]></desc>
			<img>1-56183-536-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/mathematics-and-economics-connections-for-life/
</storeurl>
		</pub>
		<pub id="3" pubtype="teacher" lang="en" isbn="1-56183-603-6">
			<title>Mathematics &amp; Economics: Connections for Life - 6-8</title>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<desc><![CDATA[Created specifically for middle school mathematics teachers, this publication shows how mathematics concepts and knowledge can be used to develop economic and personal financial understandings.]]></desc>
			<img>1-56183-603-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/mathematics-and-economics-connections-for-life/</storeurl>
		</pub>
		<pub id="11" pubtype="teacher" lang="en" isbn="1-56183-602-8">
			<title>Mathematics &amp; Economics: Connections for Life - 9-12</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[Created specifically for high school mathematics teachers, this publication shows how mathematics concepts and knowledge can be used to develop economic and personal financial understandings.]]></desc>
			<img>1-56183-602-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/mathematics-and-economics-connections-for-life/</storeurl>
		</pub>
		<pub id="53" pubtype="teacher" lang="en" isbn="1-56183-520-X">
			<title>Middle School World Geography: Focus on Economics</title>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<desc><![CDATA[This publication blends the disciplines of geography and economics through 9 activity-based lessons for middle school students.]]></desc>
			<img>1-56183-520-X.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/middle-school-world-geography-focus-on-economics/</storeurl>
		</pub>
		<pub id="149" pubtype="teacher" lang="en" isbn="978-1-56183-734-2">
			<title>National Standards for Financial Literacy</title>
			<gradedisplay>4,8,12</gradedisplay>
			<gradelevel>4-12</gradelevel>
			<desc><![CDATA[Students begin learning about the financial world at an early age. Long before they enter school, they have had the chance to observe the financial decisions made by their friends and families—occasions that allow them to begin to develop a financial mindset. But parents aren’t always the most effective models for personal financial decision making. Formal education in school about financial terms and concepts can significantly help prepare students for the financial opportunities and challenges they will face as adults.]]></desc>
			<img>978-1-56183-734-2.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/national-standards-for-financial-literacy/</storeurl>
		</pub>
		<pub id="132" pubtype="teacher" lang="en" isbn="nexus">
			<title>Nexus: Connections Between Economics and Civics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication specifies the major points of contact between civics and economics.]]></desc>
			<img>nexus.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="38" pubtype="teacher" lang="en" isbn="1-56183-133-6">
			<title>Old MacDonald to Uncle Sam: Lesson Plans from Writers around the World</title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This publication contains 6 lessons developed by writers from Belarus, Croatia, Hungary, Kyrgyzstan, Romania, Russia and the United States for elementary, middle and high school classrooms. ]]></desc>
			<img>1-56183-133-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="73" pubtype="teacher" lang="en" isbn="1-56183-494-7">
			<title>Personal Decision Making: Focus on Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication shows students how basic economics concepts relate to consumer, business, social and personal choices. The 15 lessons make connections between classroom learning and real-world experiences in budgeting, career planning, credit management and housing.]]></desc>
			<img>1-56183-494-7.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="145" pubtype="teacher" lang="en" isbn="978-1-56183-752-6">
			<title>Playful Economics</title>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<desc><![CDATA[Designed primarily for elementary and middle school students, each of the 15 lessons in this guide introduces an economics concept through activities with modeling clay.]]></desc>
			<img>978-1-56183-752-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/playful-economics/</storeurl>
		</pub>
		<pub id="76" pubtype="teacher" lang="en" isbn="1-56183-618-4">
			<title>Resources A to Z</title>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>K-5</gradelevel>
			<desc><![CDATA[This publication contains 6 lessons developed by writers from Belarus, Croatia, Kazakhstan, Kyrgyzstan, Latvia, Poland, Romania and the United States for elementary school classrooms .]]></desc>
			<img>1-56183-618-4.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/search/?subject=financial-literacy</storeurl>
		</pub>
		<pub id="37" pubtype="teacher" lang="en" isbn="1-56183-132-8">
			<title>Roosters to Robots: Lesson Plans from Writers around the World</title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This publication contains 6 lessons developed by writers from Belarus, Bulgaria, Latvia, Lithuania, Poland, Ukraine and the United States for elementary, middle and high school classrooms .]]></desc>
			<img>1-56183-132-8.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="116" pubtype="teacher" lang="en" isbn="1-56183-630-3">
			<title>Teaching Economics Using Children's Literature</title>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<desc><![CDATA[This interdisciplinary curriculum guide helps teachers introduce their students to economics using popular children's stories.]]></desc>
			<img>1-56183-630-3.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/teaching-economics-using-childrens-literature/</storeurl>
		</pub>
		<pub id="140" pubtype="teacher" lang="en" isbn="978-1-56183-742-7">
			<title>Teaching Financial Crises</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[<i>Teaching Financial Crises</i> is an eight lesson resource that provides an organizing framework in which to contextualize all of the media attention that has been paid to the recent financial crisis, as well as put it in a historical context. The current events stories, opinion pieces, and other popular media pieces that are today in great supply have generally not connected to educational objectives, historical analysis, and economic processes and concepts that are used in the high school classroom. In <i>Teaching Financial Crises</i>, teachers will find a non-partisan and non-ideological resource to help them simplify and offer balanced perspectives on this challenging subject matter.]]></desc>
			<img>978-1-56183-742-7.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="113" pubtype="teacher" lang="en" isbn="1-56183-648-6">
			<title>Teaching the Ethical Foundations of Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This publication contains 10 lessons that reintroduce an ethical dimension to economics in the tradition of Adam Smith, who believed ethical considerations were central to life.]]></desc>
			<img>1-56183-648-6.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/teaching-the-ethical-foundations-of-economics/</storeurl>
		</pub>
		<pub id="141" pubtype="teacher" lang="en" isbn="1-56183-663-5">
			<title>Trading Around the World</title>
			<gradedisplay>6-9</gradedisplay>
			<gradelevel>6-9</gradelevel>
			<desc><![CDATA[Created as a supplement to existing middle school world geography and world history courses, the 5 units in this guide introduce students to the basics of global trade.]]></desc>
			<img>1-56183-663-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/trading-around-the-world/</storeurl>
		</pub>
		<pub id="100" pubtype="teacher" lang="en" isbn="ve3_insurance">
			<title>Virtual Economics: Insurance Lessons</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[These lessons were developed for the Virtual Economics CD-ROM and cover various areas of insurance. The lessons were made possible through funding from State Farm.]]></desc>
			<img>ve3_insurance.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="142" pubtype="teacher" lang="en" isbn="978-1-56183-733-5">
			<title>Voluntary National Content Standards in Economics</title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This essential guide for curriculum developers, administrators, teachers, and education and economics professors, the standards were developed to provide a framework and benchmarks for the teaching of economics to our nation's children.]]></desc>
			<img>978-1-56183-733-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/wp/wp-content/uploads/2012/03/voluntary-national-content-standards-2010.pdf</storeurl>
		</pub>
		<pub id="117" pubtype="teacher" lang="en" isbn="1-56183-626-5">
			<title>What Economics Is About: Understanding the Basics of Our Economic System</title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This publication gives a very concise explanation of key economic concepts.]]></desc>
			<img>1-56183-626-5.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/what-economics-is-about-understanding-the-basics-of-our-economic-system/</storeurl>
		</pub>
		<pub id="128" pubtype="teacher" lang="en" isbn="978-1-56183-665-9">
			<title>What Personal Finance Is About: The Economics of Financial Decision Making</title>
			<gradedisplay>K-12</gradedisplay>
			<gradelevel>K-12</gradelevel>
			<desc><![CDATA[This thorough and concise guide on the fundamentals of personal finance is an ideal addition to K-12 classrooms. Elementary teachers can use this resource to walk their students through an introduction to personal finance, and middle and high school teachers can use it as a student reader. Using easy-to-understand examples, students explore important personal finance content and terminology, and discover how to apply today's economic principles to daily life.]]></desc>
			<img>978-1-56183-665-9.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/search/?subject=financial-literacy</storeurl>
		</pub>
		<pub id="9" pubtype="teacher" lang="en" isbn="1-56183-136-0">
			<title>The Wide World of Trade</title>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<desc><![CDATA[This publication has 11 lessons designed to teach middle school students the basics of world trade and international finance.]]></desc>
			<img>1-56183-136-0.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/the-wide-world-of-trade/</storeurl>
		</pub>
		<pub id="70" pubtype="teacher" lang="en" isbn="1-56183-490-4">
			<title>World History: Focus on Economics</title>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[With lessons combining economics and world history, students discover how people and nations developed as a result of making decisions based on maximizing local resources.]]></desc>
			<img>1-56183-490-4.jpg</img>
			<storeurl>http://www.councilforeconed.org/resource/focus-on-economics-world-history/</storeurl>
		</pub>
		<pub id="18" pubtype="teacher" lang="en" isbn="1-56183-068-2">
			<title>Your Credit Counts Challenge: Trainer's Guide</title>
			<parentof>19,20</parentof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This 6-unit publication provides a workshop to teach personal finance skills to adults so they can make wiser financial choices.]]></desc>
			<img>1-56183-068-2.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="19" pubtype="student" lang="en" isbn="1-56183-069-0">
			<title>Your Credit Counts Challenge: Participant's Guide</title>
			<childof>18</childof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This 6-unit publication provides a workshop to teach personal finance skills to adults so they can make wiser financial choices.]]></desc>
			<img>1-56183-069-0.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
		<pub id="20" pubtype="student" lang="sp" isbn="1-56183-070-4">
			<title>Your Credit Counts Challenge: Participant's Guide (Spanish)</title>
			<childof>18</childof>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<desc><![CDATA[This 6-unit publication in Spanish provides a workshop to teach personal finance skills to adults so they can make wiser financial choices.]]></desc>
			<img>1-56183-070-4.jpg</img>
			<storeurl>http://www.councilforeconed.org/resources/type/classroom-resources/</storeurl>
		</pub>
	</publications>
	<lessons>
		<lesson type="print" id="68286" publication="138" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>978-1-56183-696-3_front.pdf</url>
		</lesson>
		<lesson type="print" id="68287" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 1 - How to Really Be a Millionaire]]></title>
			<desc><![CDATA[This lesson is designed to get students interested in economics and personal finance. While financial planning may seem to be dull and time-consuming, finding out how to become a millionaire is a topic likely to stir up considerable interest. Of course the lesson does not pretend to offer a fail-safe procedure for achieving wealth. It emphasizes, instead, self-discipline, planning, and making sound choices-about getting a good education, spending wisely, saving early and often, and taking prudent risks. Nor does the lesson imply that the main goal in life is to become wealthy. Wealth, in itself, is no guarantee of happiness. But wealth can expand the range of choices available to people as they establish and pursue their life goals.<br><br><p><font color='#666666'>Concepts: </font><br>Compound interest, Income, Long-term investing, Saving versus spending</p>]]></desc>
			<concepts><![CDATA[compound interest,income,long-term investing,saving versus spending,compound interest,money management/budgeting,saving and investing,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student - Lesson 1,68311]]></altversions>
			<url>978-1-56183-696-3_01.pdf</url>
		</lesson>
		<lesson type="print" id="68288" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 2 - The Economic Way of Thinking]]></title>
			<desc><![CDATA[This lesson introduces a process of reasoning that is often referred to as the economic way of thinking. The process is summarized in The Handy Dandy Guide, a six-point primer on economic reasoning. Using the Handy Dandy Guide, the students analyze two situations.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Opportunity cost, Voluntary exchange</p>]]></desc>
			<concepts><![CDATA[incentives,opportunity cost,voluntary exchange,opportunity cost,trade,exchange and interdependence,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student - Lesson 2,68312]]></altversions>
			<url>978-1-56183-696-3_02.pdf</url>
		</lesson>
		<lesson type="print" id="68289" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 3 - Decision Making]]></title>
			<desc><![CDATA[The students learn to use a particular model for making decisions. They apply the model in exercises that call for choosing a college and buying a personal computer. The model focuses on explicit identification of problems, alternative possibilities for solving problems, criteria for evaluating those possibilities, and the opportunity cost of the decisions arising from the process. The need to make decisions is shown to be based in the condition of scarcity.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity cost, Decision-making model, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,decision-making model,scarcity,decision making/cost-benefit analysis,opportunity cost,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student - Lesson 3,68313]]></altversions>
			<url>978-1-56183-696-3_03.pdf</url>
		</lesson>
		<lesson type="print" id="68290" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 4 - Looking for a Job]]></title>
			<desc><![CDATA[Getting a job is fundamental to achieving economic success. Most people begin their work lives working for others. While obtaining a job can be a challenge, there are widely accepted practices in business and government that make the process less difficult. This lesson provides an overview of steps for finding job openings, writing a letter of application, preparing a resume, completing an application, and participating in an interview.<br><br><p><font color='#666666'>Concepts: </font><br>Job application, Job search, Resume</p>]]></desc>
			<concepts><![CDATA[job application,job search,resume,human capital,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student - Lesson 4,68314]]></altversions>
			<url>978-1-56183-696-3_04.pdf</url>
		</lesson>
		<lesson type="print" id="68291" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 5 - Making Your Own Job]]></title>
			<desc><![CDATA[Not everyone works for someone else. Some people make jobs for themselves. They are called entrepreneurs. This lesson focuses on entrepreneurs. It identifies characteristics of entrepreneurs, compares advantages and disadvantages of becoming an entrepreneur, and examines potential areas for success through entrepreneurship.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship, Incentives, Risk</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,incentives,risk,productive resources,entrepreneurs,risk and return,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student - Lesson 5,68315]]></altversions>
			<url>978-1-56183-696-3_05.pdf</url>
		</lesson>
		<lesson type="print" id="68292" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 6 - Why Some Jobs Pay More than Others]]></title>
			<desc><![CDATA[Why do some people earn more income than others? This lesson explores that question. It begins by clarifying what income is. Then it focuses on the relationship between human capital and income. It culminates with an activity linking levels of education to the fastest-growing occupations.<br><br><p><font color='#666666'>Concepts: </font><br>Determinants of income, Human capital, Sources of income</p>]]></desc>
			<concepts><![CDATA[determinants of income,human capital,sources of income,income distribution,human capital,productive resources,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student - Lesson 6,68316]]></altversions>
			<url>978-1-56183-696-3_06.pdf</url>
		</lesson>
		<lesson type="print" id="68293" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 7 - Uncle Sam Takes a Bite]]></title>
			<desc><![CDATA[Young people are sometimes surprised to learn that the pay they earn is not the same as the pay they take home. This lesson introduces students to the concepts of gross pay, net pay, marginal tax rate, income taxation, tax planning using pretax dollars for retirement savings and insurance, and the completion of Form 1040EZ. It teaches them how to compute tax savings from using pre-tax dollars for insurance and retirement plans. It asks the question, "Is it better to get a tax refund or to withhold lower tax payments throughout the year?" The students use paycheck stubs, W-2 forms, and tax tables to calculate taxable income, marginal tax rates, and taxes owed. They also complete a 1040EZ form.<br><br><p><font color='#666666'>Concepts: </font><br>Gross pay, Income taxation, Marginal tax rate, Net pay</p>]]></desc>
			<concepts><![CDATA[gross pay,income taxation,marginal tax rate,net pay,roles of government,money management/budgeting,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student - Lesson 7,68317]]></altversions>
			<url>978-1-56183-696-3_07.pdf</url>
		</lesson>
		<lesson type="print" id="68294" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 8 - Managing Your Money]]></title>
			<desc><![CDATA[This lesson introduces some basics of money management. By means of a radio call-in show script, students learn about setting up a family budget and distinguishing between income and net worth. To practice making budgeting decisions, the students make budgeting recommendations for a young family.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Disposable income, Fixed expense, Net worth, Variable expense</p>]]></desc>
			<concepts><![CDATA[budget,disposable income,fixed expense,net worth,variable expense,money management/budgeting,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student - Lesson 8,68318]]></altversions>
			<url>978-1-56183-696-3_08.pdf</url>
		</lesson>
		<lesson type="print" id="68295" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 9 - Banking Basics]]></title>
			<desc><![CDATA[This lesson provides an overview of four types of financial institutions. It invites the students to investigate services available from financial institutions in their own community. As an example of a common financial service, the lesson stresses checking accounts-their main features and the mechanics of using them.<br><br><p><font color='#666666'>Concepts: </font><br>Automated Teller Machine (ATM), Brokerage firm, Checking account, Commercial bank, Credit union, Debit card, Savings and loan associations (S & Ls)</p>]]></desc>
			<concepts><![CDATA[automated teller machine (atm),brokerage firm,checking account,commercial bank,credit union,debit card,savings and loan associations (s & ls),money management/budgeting,saving and investing,economic institutions,credit,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student - Lesson 9,68319]]></altversions>
			<url>978-1-56183-696-3_09.pdf</url>
		</lesson>
		<lesson type="print" id="68296" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 10 - Managing Risk]]></title>
			<desc><![CDATA[As people begin to earn an income and acquire assets, they begin to think about how to protect what they have against the risk of financial loss. Toward this end, many people buy insurance. This lesson explains how insurance works and provides an overview of different types of insurance. The students participate in a simulation activity that allows them to use their understanding of the costs and benefits in decisions about purchasing insurance.<br><br><p><font color='#666666'>Concepts: </font><br>Auto insurance, Disability insurance, Health insurance, Homeowner's insurance, Life insurance, Renter's insurance, Risk</p>]]></desc>
			<concepts><![CDATA[auto insurance,disability insurance,health insurance,homeowner's insurance,life insurance,renter's insurance,risk,insurance,risk and return,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student - Lesson 10,68320]]></altversions>
			<url>978-1-56183-696-3_10.pdf</url>
		</lesson>
		<lesson type="print" id="68297" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 11 - What Is Credit?]]></title>
			<desc><![CDATA[Decisions about credit loom large in the lives of adults as they consider buying big-ticket items- a home or a new car, for example. Young people often use credit, too-using credit cards to buy goods and services, for example, or taking out loans to pay for college expenses-and the decisions they make in these cases can have important consequences. This lesson introduces the concept of credit, with special attention paid to the advantages and disadvantages of using credit. It also describes particular types of loans including home mortgage loans, car loans, college loans, personal loans, and credit card loans.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Credit score, Interest, Risk</p>]]></desc>
			<concepts><![CDATA[credit,credit score,interest,risk,compound interest,saving and investing,risk and return,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student - Lesson 11,68321]]></altversions>
			<url>978-1-56183-696-3_11.pdf</url>
		</lesson>
		<lesson type="print" id="68298" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 12 - Making Credit Choices]]></title>
			<desc><![CDATA[In deciding whether to use credit, individuals must consider many factors. The considerations are often situation-specific and they are often subject to different interpretations by different prospective borrowers. The underlying question in each case is whether the advantages of using credit would outweigh the disadvantages. In this lesson, the students address that question in an examination of four hypothetical cases, acting as financial advisors to clients considering the use of credit.<br><br><p><font color='#666666'>Concepts: </font><br>Credit</p>]]></desc>
			<concepts><![CDATA[credit,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student - Lesson 12,68322]]></altversions>
			<url>978-1-56183-696-3_12.pdf</url>
		</lesson>
		<lesson type="print" id="68299" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 13 - Applying for Credit]]></title>
			<desc><![CDATA[This lesson explains what a credit report is and how to read one. To learn about credit reports, the students play the role of loan officers, reviewing excerpts from the credit reports and credit scores of loan applicants. They evaluate each applicant's credit history and use the information to determine whether to grant the loan requested.<br><br><p><font color='#666666'>Concepts: </font><br>Credit history, Credit report, Credit score</p>]]></desc>
			<concepts><![CDATA[credit history,credit report,credit score,credit,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student - Lesson 13,68323]]></altversions>
			<url>978-1-56183-696-3_13.pdf</url>
		</lesson>
		<lesson type="print" id="68300" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 14 - All About Interest]]></title>
			<desc><![CDATA[To compare the cost of different loans, students must understand finance charges and interest rates. In this lesson, the students learn how to compute finance charges, how to differentiate between add-on and annual percentage rates, and how the annual percentage rate and loan repayment period affect the cost of a loan.<br><br><p><font color='#666666'>Concepts: </font><br>Add-on interest rate, Annual percentage rate (APR), Finance charge, Interest rates</p>]]></desc>
			<concepts><![CDATA[add-on interest rate,annual percentage rate (apr),finance charge,interest rates,compound interest,credit,saving and investing,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student - Lesson 14,68324]]></altversions>
			<url>978-1-56183-696-3_14.pdf</url>
		</lesson>
		<lesson type="print" id="68301" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 15 - Shopping for a Credit Card]]></title>
			<desc><![CDATA[In 2007, nearly three-fourths of all U.S. families had at least one credit card. According to the Federal Reserve, 46 percent of families carried a balance on their cards. The median balance carried was $3,000. Americans are obviously in love with their credit cards, but they are not always well informed about them. They may not know that all credit cards are not created equal. The first part of this lesson emphasizes that credit cards differ from one another in terms of annual fees, annual percentage rates, grace periods, and credit limits. The second part shows students how to read a credit card statement so that they can see the real cost of charging goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Annual fee, Annual percentage rate (APR), Credit card, Credit limit, Grace period</p>]]></desc>
			<concepts><![CDATA[annual fee,annual percentage rate (apr),credit card,credit limit,grace period,credit,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student - Lesson 15,68325]]></altversions>
			<url>978-1-56183-696-3_15.pdf</url>
		</lesson>
		<lesson type="print" id="68302" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 16 - Shopping for a Mortgage]]></title>
			<desc><![CDATA[In this lesson, the students use a computer loan calculator to determine the monthly payment on different mortgage loans. Understanding how to use computer loan calculators is very important for mortgage calculations. There are many loan calculators on the Internet; many software packages, such as Quicken, also provide loan calculators.<br><br><p><font color='#666666'>Concepts: </font><br>Amortization, Mortgage loan</p>]]></desc>
			<concepts><![CDATA[amortization,mortgage loan,credit,money management/budgeting,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 16]]></version>
			<altversions><![CDATA[Student - Lesson 16,68326]]></altversions>
			<url>978-1-56183-696-3_16.pdf</url>
		</lesson>
		<lesson type="print" id="68303" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 17 - Shopping for an Auto Loan]]></title>
			<desc><![CDATA[Wise consumers shop for credit just as they might shop for a car or a computer. In this lesson, to begin learning the skills needed in shopping for credit, the students fill out a credit-comparison chart for a hypothetical auto loan. Then, using the same techniques, they shop online for a loan. Finally, they compare the cost of the same loan at various local lending institutions. In the course of these inquiries, they also take account of costs of automobile ownership over and above the purchase price and credit cost.<br><br><p><font color='#666666'>Concepts: </font><br>Annual percentage rate (APR), Auto loan, Credit</p>]]></desc>
			<concepts><![CDATA[annual percentage rate (apr),auto loan,credit,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 17]]></version>
			<altversions><![CDATA[Student - Lesson 17,68327]]></altversions>
			<url>978-1-56183-696-3_17.pdf</url>
		</lesson>
		<lesson type="print" id="68304" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 18 - Consumer Credit Protection]]></title>
			<desc><![CDATA[This lesson provides an overview of legal protection for those who use consumer credit. It stresses federal laws designed to protect consumers in the case of certain problems arising from credit transactions. The applicable laws include the Truth in Lending Act, the Fair Credit Reporting Act, the Equal Credit Opportunity Act, the Fair Credit Billing Act, the Fair Debt Collection Practices Act, the Electronic Funds Transfer Act, and the Fair and Accurate Credit Transactions Act.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer credit protection</p>]]></desc>
			<concepts><![CDATA[consumer credit protection,credit,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 18]]></version>
			<altversions><![CDATA[Student - Lesson 18,68328]]></altversions>
			<url>978-1-56183-696-3_18.pdf</url>
		</lesson>
		<lesson type="print" id="68305" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 19 - Scams and Schemes]]></title>
			<desc><![CDATA[While most credit transactions are completely legal, there are some that are not. This lesson introduces scams and schemes, including identify theft, loan scams, and credit-repair loans. The lesson also identifies legal but high-cost credit practices, such as payday loans and rent-to-own plans.<br><br><p><font color='#666666'>Concepts: </font><br>Identity theft, Payday loans, Rent-to-own plans</p>]]></desc>
			<concepts><![CDATA[identity theft,payday loans,rent-to-own plans,money management/budgeting,saving and investing,credit,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 19]]></version>
			<altversions><![CDATA[Student - Lesson 19,68329]]></altversions>
			<url>978-1-56183-696-3_19.pdf</url>
		</lesson>
		<lesson type="print" id="68306" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 20 - What's the Cost of Spending and Saving?]]></title>
			<desc><![CDATA[This lesson examines the benefits and opportunity cost of spending and saving. The students learn how compound interest makes savings grow. Compounding provides an incentive to save and invest early. The benefits of saving and investing when you are young can increase substantially over time when funds are allowed to compound.<br><br><p><font color='#666666'>Concepts: </font><br>Compounding, Interest rates, Investment, Opportunity cost, Rate of return, Rule of 72, Saving, Spending</p>]]></desc>
			<concepts><![CDATA[compounding,interest rates,investment,opportunity cost,rate of return,rule of 72,saving,spending,compound interest,credit,saving and investing,opportunity cost,risk and return,consumers,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 20]]></version>
			<altversions><![CDATA[Student - Lesson 20,68330]]></altversions>
			<url>978-1-56183-696-3_20.pdf</url>
		</lesson>
		<lesson type="print" id="68307" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 21 - There Is No Free Lunch in Investing]]></title>
			<desc><![CDATA[Risk is inherent in all investments. Some risks are ones investors cannot control. Other risks can be managed. The key is to develop a risk-reward ratio with which you are comfortable. The greater the risk, the higher the potential reward. Given that relationship, there is no free lunch in investing. Investors who choose low risk may earn meager returns. Investors who seek higher returns through high-risk investments may suffer big losses. In this lesson, the students learn about five types of risk, and they compare the risks and rewards associated with several frequently-used investment vehicles. The lesson provides an overview of the modern investment world.<br><br><p><font color='#666666'>Concepts: </font><br>Certificate of deposit, Financial risk, Fraud risk, Inflation risk, Liquidity risk, Market risk, Money market mutual funds, Nominal rate of return, Real estate, Real rate of return, Savings account, Stock index funds, Stock mutual funds, Stocks, U.S. government savings bonds</p>]]></desc>
			<concepts><![CDATA[certificate of deposit,financial risk,fraud risk,inflation risk,liquidity risk,market risk,money market mutual funds,nominal rate of return,real estate,real rate of return,savings account,stock index funds,stock mutual funds,stocks,u.s. government savings bonds,financial markets,risk and return,saving and investing,inflation,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 21]]></version>
			<altversions><![CDATA[Student - Lesson 21,68331]]></altversions>
			<url>978-1-56183-696-3_21.pdf</url>
		</lesson>
		<lesson type="print" id="68308" publication="138" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 22 - Internet Tools and Investing]]></title>
			<desc><![CDATA[This lesson provides an overview of basic investment options; it also introduces certain investment strategies. The lesson culminates with an activity that can be used to learn or review key economic and financial terms.<br><br><p><font color='#666666'>Concepts: </font><br>Bonds, Index funds, Mutual funds, Rule of 72, Stocks</p>]]></desc>
			<concepts><![CDATA[bonds,index funds,mutual funds,rule of 72,stocks,financial markets,saving and investing,compound interest,personal finance,978-1-56183-696-3,financial fitness for life: 9-12 - teacher guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 22]]></version>
			<altversions><![CDATA[Student - Lesson 22,68332]]></altversions>
			<url>978-1-56183-696-3_22.pdf</url>
		</lesson>
		<lesson type="print" id="68309" publication="138" lang="en" display="FALSE">
			<title><![CDATA[Notes]]></title>
			<desc><![CDATA[This section contains notes pages.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>978-1-56183-696-3_back.pdf</url>
		</lesson>
		<lesson type="print" id="68310" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Front]]></title>
			<desc><![CDATA[This contains the front material from the publication including acknowledgments and the table of contents.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>978-1-56183-697-0_front.pdf</url>
		</lesson>
		<lesson type="print" id="68311" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 1 - How to Really Be a Millionaire]]></title>
			<desc><![CDATA[This section contains Exercise 1.1, which corresponds to Lesson 1 of the Teacher Guide. It also contains an introduction to Theme 1.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,68287]]></altversions>
			<url>978-1-56183-697-0_01.pdf</url>
		</lesson>
		<lesson type="print" id="68312" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 2 - The Economic Way of Thinking]]></title>
			<desc><![CDATA[This section contains Exercise 2.1 and 2.2, which correspond to Lesson 2 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,68288]]></altversions>
			<url>978-1-56183-697-0_02.pdf</url>
		</lesson>
		<lesson type="print" id="68313" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 3 - Decision Making]]></title>
			<desc><![CDATA[This section contains Exercise 3.1 to 3.3, which correspond to Lesson 3 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,68289]]></altversions>
			<url>978-1-56183-697-0_03.pdf</url>
		</lesson>
		<lesson type="print" id="68314" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 4 - Looking for a Job]]></title>
			<desc><![CDATA[This section contains Exercise 4.1 to 4.3, which correspond to Lesson 4 of the Teacher Guide. It also contains an introduction to Theme 2.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,68290]]></altversions>
			<url>978-1-56183-697-0_04.pdf</url>
		</lesson>
		<lesson type="print" id="68315" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 5 - Making Your Own Job]]></title>
			<desc><![CDATA[This section contains Exercise 5.1 to 5.3, which correspond to Lesson 5 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 5]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,68291]]></altversions>
			<url>978-1-56183-697-0_05.pdf</url>
		</lesson>
		<lesson type="print" id="68316" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 6 - Why Some Jobs Pay More than Others]]></title>
			<desc><![CDATA[This section contains Exercise 6.1 and 6.2, which correspond to Lesson 6 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 6]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,68292]]></altversions>
			<url>978-1-56183-697-0_06.pdf</url>
		</lesson>
		<lesson type="print" id="68317" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 7 - Uncle Sam Takes a Bite]]></title>
			<desc><![CDATA[This section contains Exercise 7.1 to 7.4 and Illustration 7.1, which correspond to Lesson 7 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 7]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,68293]]></altversions>
			<url>978-1-56183-697-0_07.pdf</url>
		</lesson>
		<lesson type="print" id="68318" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 8 - Managing Your Money]]></title>
			<desc><![CDATA[This section contains Exercise 8.1 to 8.3, which correspond to Lesson 8 of the Teacher Guide. It also contains an introduction to Theme 3.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 8]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,68294]]></altversions>
			<url>978-1-56183-697-0_08.pdf</url>
		</lesson>
		<lesson type="print" id="68319" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 9 - Banking Basics]]></title>
			<desc><![CDATA[This section contains Exercise 9.1 to 9.4 and Illustration 9.1 to 9.5, which correspond to Lesson 9 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 9]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,68295]]></altversions>
			<url>978-1-56183-697-0_09.pdf</url>
		</lesson>
		<lesson type="print" id="68320" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 10 - Managing Risk]]></title>
			<desc><![CDATA[This section contains Exercise 10.1 and 10.2, which correspond to Lesson 10 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 10]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,68296]]></altversions>
			<url>978-1-56183-697-0_10.pdf</url>
		</lesson>
		<lesson type="print" id="68321" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 11 - What Is Credit?]]></title>
			<desc><![CDATA[This section contains Exercise 11.1 to 11.3, which correspond to Lesson 11 of the Teacher Guide. It also contains an introduction to Theme 4.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 11]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,68297]]></altversions>
			<url>978-1-56183-697-0_11.pdf</url>
		</lesson>
		<lesson type="print" id="68322" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 12 - Making Credit Choices]]></title>
			<desc><![CDATA[This section contains Exercise 12.1, which corresponds to Lesson 12 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 12]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,68298]]></altversions>
			<url>978-1-56183-697-0_12.pdf</url>
		</lesson>
		<lesson type="print" id="68323" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 13 - Applying for Credit]]></title>
			<desc><![CDATA[This section contains Exercise 13.1 to 13.3, which correspond to Lesson 13 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 13]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,68299]]></altversions>
			<url>978-1-56183-697-0_13.pdf</url>
		</lesson>
		<lesson type="print" id="68324" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 14 - All About Interest]]></title>
			<desc><![CDATA[This section contains Exercise 14.1, which corresponds to Lesson 14 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 14]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,68300]]></altversions>
			<url>978-1-56183-697-0_14.pdf</url>
		</lesson>
		<lesson type="print" id="68325" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 15 - Shopping for a Credit Card]]></title>
			<desc><![CDATA[This section contains Exercise 15.1 and 15.2, which correspond to Lesson 15 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 15]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,68301]]></altversions>
			<url>978-1-56183-697-0_15.pdf</url>
		</lesson>
		<lesson type="print" id="68326" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 16 - Shopping for a Mortgage]]></title>
			<desc><![CDATA[This section contains Exercise 16.1, which corresponds to Lesson 16 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 16]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,68302]]></altversions>
			<url>978-1-56183-697-0_16.pdf</url>
		</lesson>
		<lesson type="print" id="68327" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 17 - Shopping for an Auto Loan]]></title>
			<desc><![CDATA[This section contains Exercise 17.1 to 17.4, which correspond to Lesson 17 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 17]]></version>
			<altversions><![CDATA[Teacher - Lesson 17,68303]]></altversions>
			<url>978-1-56183-697-0_17.pdf</url>
		</lesson>
		<lesson type="print" id="68328" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 18 - Consumer Credit Protection]]></title>
			<desc><![CDATA[This section contains Exercise 18.1 to 18.3, which correspond to Lesson 18 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 18]]></version>
			<altversions><![CDATA[Teacher - Lesson 18,68304]]></altversions>
			<url>978-1-56183-697-0_18.pdf</url>
		</lesson>
		<lesson type="print" id="68329" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 19 - Scams and Schemes]]></title>
			<desc><![CDATA[This section contains Exercise 19.1 and 19.2, which correspond to Lesson 19 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 19]]></version>
			<altversions><![CDATA[Teacher - Lesson 19,68305]]></altversions>
			<url>978-1-56183-697-0_19.pdf</url>
		</lesson>
		<lesson type="print" id="68330" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 20 - What's the Cost of Spending and Saving?]]></title>
			<desc><![CDATA[This section contains Exercise 20.1 to 20.3, which correspond to Lesson 20 of the Teacher Guide. It also contains an introduction to Theme 5.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 20]]></version>
			<altversions><![CDATA[Teacher - Lesson 20,68306]]></altversions>
			<url>978-1-56183-697-0_20.pdf</url>
		</lesson>
		<lesson type="print" id="68331" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 21 - There Is No Free Lunch in Investing]]></title>
			<desc><![CDATA[This section contains Exercise 21.1 and 21.2, which correspond to Lesson 21 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 21]]></version>
			<altversions><![CDATA[Teacher - Lesson 21,68307]]></altversions>
			<url>978-1-56183-697-0_21.pdf</url>
		</lesson>
		<lesson type="print" id="68332" publication="139" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 22 - Internet Tools and Investing]]></title>
			<desc><![CDATA[This section contains Exercise 22.1 to 22.7, which correspond to Lesson 22 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 22]]></version>
			<altversions><![CDATA[Teacher - Lesson 22,68308]]></altversions>
			<url>978-1-56183-697-0_22.pdf</url>
		</lesson>
		<lesson type="print" id="68333" publication="152" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Parent Guide]]></title>
			<desc><![CDATA[This section contains Exercise 22.1 to 22.7, which correspond to Lesson 22 of the Teacher Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Lesson 22]]></version>
			<altversions><![CDATA[Teacher - Lesson 22,68308]]></altversions>
			<url>978-1-56183-699-4_22.pdf</url>
		</lesson>
		<lesson type="print" id="68196" publication="131" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<url>978-1-56183-690-1_front.pdf</url>
		</lesson>
		<lesson type="print" id="68197" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 1 - A Good Day for Money]]></title>
			<desc><![CDATA[The students listen to a short story introducing them to Penny and Nicholas, the "Money Kids." They discuss ways in which people receive money - through earning income or receiving gifts. They are introduced to the concept of human capital (work skills) and the relationship between people's ability to earn income and the education and training they have. The students also produce a paper chain representing ways in which they have received money.<br><br><p><font color='#666666'>Concepts: </font><br>Gift Money, Human Capital, Income, Producers</p>]]></desc>
			<concepts><![CDATA[gift money,human capital,income,producers,money management/budgeting,productive resources,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student - Story 1,68215]]></altversions>
			<url>978-1-56183-690-1_01.pdf</url>
		</lesson>
		<lesson type="print" id="68198" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 2 - Working for Income]]></title>
			<desc><![CDATA[The students discuss goods and services that satisfy people's wants, and they construct a spyglass to help them identify goods and services at school. They also construct Busy Town, a model business community. Using a puzzle, they are introduced to the concept of entrepreneurship and its relationship to the resources used to produce goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Capital resources, Economic wants, Entrepreneurs, Goods, Human capital, Human resources</p>]]></desc>
			<concepts><![CDATA[capital resources,economic wants,entrepreneurs,goods,human capital,human resources,productive resources,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student - Story 2,68216]]></altversions>
			<url>978-1-56183-690-1_02.pdf</url>
		</lesson>
		<lesson type="print" id="68199" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 3 - What Is Money?]]></title>
			<desc><![CDATA[This lesson focuses on two types of money: paper money and coins. The students identify money and its value (its buying power) while participating in a money-matching activity. They estimate the number of coins in a can; then they determine the exact number of coins and their value in terms of dollars and cents.<br><br><p><font color='#666666'>Concepts: </font><br>Choices, Coins, Economic wants, Human capital, Money, Paper money, Value of money</p>]]></desc>
			<concepts><![CDATA[choices,coins,economic wants,human capital,money,paper money,value of money,decision making/cost-benefit analysis,productive resources,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student - Story 3,68217]]></altversions>
			<url>978-1-56183-690-1_03.pdf</url>
		</lesson>
		<lesson type="print" id="68200" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 4 - Money Lets Us Choose]]></title>
			<desc><![CDATA[The students listen to a short story that introduces difficulties involved in making choices. Using a grid, the students discuss costs and benefits as they make choices. (The class uses an apron as a prop in making decisions, here and in future lessons.) The lesson introduces the concept of opportunity cost, defined as the best alternative given up when a choice is made.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Benefits, Choice, Costs, Decisions, Opportunity Cost, Saving, Spending</p>]]></desc>
			<concepts><![CDATA[alternatives,benefits,choice,costs,decisions,opportunity cost,saving,spending,decision making/cost-benefit analysis,saving and investing,consumers,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student - Story 4,68218]]></altversions>
			<url>978-1-56183-690-1_04.pdf</url>
		</lesson>
		<lesson type="print" id="68201" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 5 - Why We Save]]></title>
			<desc><![CDATA[The students create a banner depicting choices they make and the opportunity costs they incur. They learn about saving money in order to satisfy a want. They make and decorate a special vest. The vest serves as a prop which they use in considering choices and opportunity costs.<br><br><p><font color='#666666'>Concepts: </font><br>Banks, Choices, Deposits, Economic wants, Money, Opportunity Cost, Saving, Savings accounts, Spending, Withdrawals</p>]]></desc>
			<concepts><![CDATA[banks,choices,deposits,economic wants,money,opportunity cost,saving,savings accounts,spending,withdrawals,economic institutions,saving and investing,decision making/cost-benefit analysis,consumers,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student - Story 5,68219]]></altversions>
			<url>978-1-56183-690-1_05.pdf</url>
		</lesson>
		<lesson type="print" id="68202" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 6 - How We Save]]></title>
			<desc><![CDATA[The class hears a story about Nicholas's family as it copes with an unexpected expense. In an activity designed to simulate an experience of scarcity, the students try to fit themselves into a space that is too small to accommodate them. They learn about depositing and withdrawing money as they participate in a savings game. They learn that good savers often have a plan for how and when to save.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Choice, Deposits, Money, Opportunity cost, Saving, Scarcity, Spending, Withdrawals</p>]]></desc>
			<concepts><![CDATA[banking,choice,deposits,money,opportunity cost,saving,scarcity,spending,withdrawals,economic institutions,saving and investing,decision making/cost-benefit analysis,opportunity cost,consumers,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student - Story 6,68220]]></altversions>
			<url>978-1-56183-690-1_06.pdf</url>
		</lesson>
		<lesson type="print" id="68203" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 7 - Saving Makes Us Wait]]></title>
			<desc><![CDATA[In a simulation activity, the students set a goal and save money to achieve that goal. They discuss the costs and benefits of saving by completing a decision grid. Using a magic mirror, they gaze into the future and imagine things they will want to have when they are adults. They learn that people must plan for future wants.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs, Money, Opportunity cost, Saving, Savings goals, Wants</p>]]></desc>
			<concepts><![CDATA[benefits,costs,money,opportunity cost,saving,savings goals,wants,decision making/cost-benefit analysis,opportunity cost,saving and investing,money management/budgeting,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student - Story 7,68221]]></altversions>
			<url>978-1-56183-690-1_07.pdf</url>
		</lesson>
		<lesson type="print" id="68204" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 8 - We Are Consumers]]></title>
			<desc><![CDATA[The students discover that they are consumers. As they fill their pockets with pictures of things they want, they learn that consumers want both goods and services. As they try to help Nicholas choose a pet, and reflect on his decision, they also learn that making decisions about spending is not easy.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumers, Economic wants, Goods, Opportunity cost, Services</p>]]></desc>
			<concepts><![CDATA[choice,consumers,economic wants,goods,opportunity cost,services,decision making/cost-benefit analysis,opportunity cost,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student - Story 8,68222]]></altversions>
			<url>978-1-56183-690-1_08.pdf</url>
		</lesson>
		<lesson type="print" id="68205" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 9 - We Decide to Spend]]></title>
			<desc><![CDATA[The students create want webs (configurations of illustrations and notations) for a hamster and then for themselves. They simulate the experience of spending money in exchange for goods and services when they use dimes to become consumers at a school carnival.<br><br><p><font color='#666666'>Concepts: </font><br>Choices, Consumers, Goods, Money, Opportunity cost, Price, Services, Spending, Wants</p>]]></desc>
			<concepts><![CDATA[choices,consumers,goods,money,opportunity cost,price,services,spending,wants,decision making/cost-benefit analysis,opportunity cost,markets and prices,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student - Story 9,68223]]></altversions>
			<url>978-1-56183-690-1_09.pdf</url>
		</lesson>
		<lesson type="print" id="68206" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 10 - We Plan for Spending]]></title>
			<desc><![CDATA[The students explore planned and unplanned spending. They construct traffic lights and use them as props in describing consumers' spending decisions as planned or unplanned. They discuss the costs and benefits of spending decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Benefits, Choices, Costs, Planned spending, Unplanned spending</p>]]></desc>
			<concepts><![CDATA[alternatives,benefits,choices,costs,planned spending,unplanned spending,opportunity cost,decision making/cost-benefit analysis,money management/budgeting,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student - Story 10,68224]]></altversions>
			<url>978-1-56183-690-1_10.pdf</url>
		</lesson>
		<lesson type="print" id="68207" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 11 - Ads Make Us Spend]]></title>
			<desc><![CDATA[The students explore the role of advertising in the marketplace. They examine various forms of advertising and discover why companies advertise their products. They watch television commercials in order to answer questions about products advertised and consumer wants. They create their own commercials and present them to the class.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Benefits, Costs, Choice, Consumers, Spending, Wants</p>]]></desc>
			<concepts><![CDATA[advertising,benefits,costs,choice,consumers,spending,wants,profit,financial markets,decision making/cost-benefit analysis,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student - Story 11,68225]]></altversions>
			<url>978-1-56183-690-1_11.pdf</url>
		</lesson>
		<lesson type="print" id="68208" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 12 - We Are Borrowers]]></title>
			<desc><![CDATA[The students examine opportunities and responsibilities associated with borrowing. They experience an opportunity to borrow time for an extended activity and repay the borrowed time the next day. They analyze the borrowing decisions of Penny, Nicholas, and their classmates, determining who is a responsible borrower and who is not.<br><br><p><font color='#666666'>Concepts: </font><br>Borrowing, Credit, Goods, Services, Wants</p>]]></desc>
			<concepts><![CDATA[borrowing,credit,goods,services,wants,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student - Story 12,68226]]></altversions>
			<url>978-1-56183-690-1_12.pdf</url>
		</lesson>
		<lesson type="print" id="68209" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 13 - We Are Lenders]]></title>
			<desc><![CDATA[This lesson focuses on the relationship between borrowers and lenders, from the perspective of the lender. Using the Pocket Decision Apron as a prop, the students explore the costs and benefits of decisions about lending. In a simulated lending activity, they evaluate borrowers' credit history and discover the importance of trust between borrowers and lenders.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Borrowers, Costs, Credit, Lenders, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[benefits,borrowers,costs,credit,lenders,opportunity cost,decision making/cost-benefit analysis,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student - Story 13,68227]]></altversions>
			<url>978-1-56183-690-1_13.pdf</url>
		</lesson>
		<lesson type="print" id="68210" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 14 - We Owe Money]]></title>
			<desc><![CDATA[The students explore uses of credit. They assume the role of the Wild Wanter and determine the amount of credit needed to satisfy their wants when income is limited. They construct a Pay Cube to show some of the ways consumers pay for goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Borrower, Checks, Consumers, Credit, Credit Cards, Interest, Lender, Methods of payment</p>]]></desc>
			<concepts><![CDATA[borrower,checks,consumers,credit,credit cards,interest,lender,methods of payment,money,money management/budgeting,compound interest,saving and investing,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student - Story 14,68228]]></altversions>
			<url>978-1-56183-690-1_14.pdf</url>
		</lesson>
		<lesson type="print" id="68211" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 15 - We Make a Budget]]></title>
			<desc><![CDATA[The lesson introduces budgets and budgeting. The students participate in an activity in which they balance a budget by manipulating income and expense cards.<br><br><p><font color='#666666'>Concepts: </font><br>Balancing a budget, Budget, Money management</p>]]></desc>
			<concepts><![CDATA[balancing a budget,budget,money management,money management/budgeting,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student - Story 15,68229]]></altversions>
			<url>978-1-56183-690-1_15.pdf</url>
		</lesson>
		<lesson type="print" id="68212" publication="131" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 16 - We Manage Our Money]]></title>
			<desc><![CDATA[Participating in a game, the students demonstrate their knowledge of basic money management concepts, including income, spending, saving, and credit. They review these concepts and write about what they have learned, using a graphic organizer.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Income, Money management, Saving, Spending</p>]]></desc>
			<concepts><![CDATA[credit,income,money management,saving,spending,money management/budgeting,saving and investing,consumers,personal finance,978-1-56183-690-1,financial fitness for life: k-2 - teacher guide,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<version><![CDATA[Teacher - Lesson 16]]></version>
			<altversions><![CDATA[Student - Story 16,68230]]></altversions>
			<url>978-1-56183-690-1_16.pdf</url>
		</lesson>
		<lesson type="print" id="68213" publication="131" lang="en" display="FALSE">
			<title><![CDATA[Back]]></title>
			<desc><![CDATA[This section contains the book's glossary and notes pages.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<url>978-1-56183-690-1_back.pdf</url>
		</lesson>
		<lesson type="print" id="68163" publication="134" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>978-1-56183-692-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="68164" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 1 - Earning Income]]></title>
			<desc><![CDATA[The students play a guessing game, using clues to identify various occupations. They consider the education, skills, and talent required for those occupations, and, in doing so, analyze the connection between human capital and wages. They learn that income is payment people receive for selling or renting their productive resources -- their labor, for example, or their special knowledge.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Human capital, Human resources, Income, Investment in human capital, Services, Wages</p>]]></desc>
			<concepts><![CDATA[goods,human capital,human resources,income,investment in human capital,services,wages,productive resources,money management/budgeting,human capital,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student - Lesson 1,68181]]></altversions>
			<url>978-1-56183-692-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="68165" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 2 - Urban Mouse and Rural Mouse]]></title>
			<desc><![CDATA[The students use an index of businesses for a fictional community to learn why people create businesses to provide goods and services in their communities. They read an adaptation of the fable 'City Mouse, Country Mouse,' here titled 'Urban Mouse and Rural Mouse.' They use the story to learn about entrepreneurs, opportunity recognition, income, costs of production, and profit.<br><br><p><font color='#666666'>Concepts: </font><br>Costs of production, Entrepreneurs, Goods, Income, Opportunity recognition, Profit, Revenue, Services</p>]]></desc>
			<concepts><![CDATA[costs of production,entrepreneurs,goods,income,opportunity recognition,profit,revenue,services,competition and market structures,productive resources,money management/budgeting,trade,exchange and interdependence,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student - Lesson 2,68182]]></altversions>
			<url>978-1-56183-692-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="68166" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 3 - People Pay Taxes]]></title>
			<desc><![CDATA[The students participate in an activity designed to help them understand when and why people pay taxes. They learn about income and the differences between gross and net income. They learn that we pay taxes on income and that governments use tax revenue to provide goods and services. Many goods and services provided by government are particularly important because they are not likely to be provided by businesses.<br><br><p><font color='#666666'>Concepts: </font><br>Gross income, Income, Income taxes, Net income, Payroll taxes, Property taxes, Sales taxes, Taxes</p>]]></desc>
			<concepts><![CDATA[gross income,income,income taxes,net income,payroll taxes,property taxes,sales taxes,taxes,roles of government,money management/budgeting,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student - Lesson 3,68183]]></altversions>
			<url>978-1-56183-692-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="68167" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 4 - The Grasshopper and the Ant]]></title>
			<desc><![CDATA[In reading and discussing an adaptation of Aesop's fable 'The Grasshopper and the Ant,' the students learn about the trade-off between satisfying wants today and planning for the future. They use the fable to examine their own behavior and decisions about saving. They learn that interest payments provide an incentive to save. They compose fables of their own, expressing their ideas about the importance of decisions about consuming and saving.<br><br><p><font color='#666666'>Concepts: </font><br>Economic want, Interest, Opportunity cost, Savings, Spending, Trade-off</p>]]></desc>
			<concepts><![CDATA[economic want,interest,opportunity cost,savings,spending,trade-off,credit,compound interest,saving and investing,opportunity cost,consumers,decision making/cost-benefit analysis,scarcity,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student - Lesson 4,68184]]></altversions>
			<url>978-1-56183-692-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="68168" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 5 - Saving Starts with Wanting More]]></title>
			<desc><![CDATA[This lesson provides activities designed to help students think clearly about decisions related to saving money. The students set a goal, determine a strategy for saving, and decide how they will save to achieve their goals. They also learn the basics of using savings accounts.<br><br><p><font color='#666666'>Concepts: </font><br>Economic want, Incentive, Interest, Long-term goals, Savings, Short-term goals</p>]]></desc>
			<concepts><![CDATA[economic want,incentive,interest,long-term goals,savings,short-term goals,incentives,credit,compound interest,saving and investing,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student - Lesson 5,68185]]></altversions>
			<url>978-1-56183-692-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="68169" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 6 - Consumers Want More Goods and Services]]></title>
			<desc><![CDATA[This lesson focuses on spending decisions, particularly the decisions that students make as consumers. The activities establish a rationale for the study of financial decision making. The lesson is introduced on one day and completed after the students have collected information over a week-long period.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Consumer spending decisions, Economic want, Goods, Scarcity, Services</p>]]></desc>
			<concepts><![CDATA[consumers,consumer spending decisions,economic want,goods,scarcity,services,decision making/cost-benefit analysis,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student - Lesson 6,68186]]></altversions>
			<url>978-1-56183-692-5_06.pdf</url>
		</lesson>
		<lesson type="print" id="68170" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 7 - To Choose Is to Refuse]]></title>
			<desc><![CDATA[By participating in a readers' theater activity, the students learn about opportunity cost as a key factor in decision making. They use the concept of opportunity cost in a related simulation activity, deciding which wants to satisfy with limited income.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Income, Opportunity cost, Scarcity, Wages</p>]]></desc>
			<concepts><![CDATA[economic wants,income,opportunity cost,scarcity,wages,money management/budgeting,opportunity cost,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,georgia]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student - Lesson 7,68187]]></altversions>
			<url>978-1-56183-692-5_07.pdf</url>
		</lesson>
		<lesson type="print" id="68171" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 8 - How Would You Like to Pay?]]></title>
			<desc><![CDATA[The students are introduced to various methods of payment, such as cash, check, debit and credit cards, and electronic or online payments. They learn about the advantages and disadvantages of each method of payment. They also practice writing a check and recording information on a check register.<br><br><p><font color='#666666'>Concepts: </font><br>Check, Consumers, Credit card, Debit card, Electronic or online payment, Finance charge</p>]]></desc>
			<concepts><![CDATA[check,consumers,credit card,debit card,electronic or online payment,finance charge,money,money management/budgeting,credit,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student - Lesson 8,68188]]></altversions>
			<url>978-1-56183-692-5_08.pdf</url>
		</lesson>
		<lesson type="print" id="68172" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 9 - More About Methods of Payment]]></title>
			<desc><![CDATA[This lesson, which builds on Lesson 8, may be especially appropriate for older or advanced students. It engages students in a role-playing activity designed to develop their understanding of various methods of payment. It also calls on students to decide when each method could or should be used to make payments.<br><br><p><font color='#666666'>Concepts: </font><br>Check, Consumers, Credit card, Debit card, Electronic or online payment, Finance charge</p>]]></desc>
			<concepts><![CDATA[check,consumers,credit card,debit card,electronic or online payment,finance charge,money,money management/budgeting,credit,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student - Lesson 9,68189]]></altversions>
			<url>978-1-56183-692-5_09.pdf</url>
		</lesson>
		<lesson type="print" id="68173" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 10 - Why Do I Want All This Stuff?]]></title>
			<desc><![CDATA[The students learn about types of advertising appeals, such as bandwagon, celebrity endorsement, and authority endorsement. They analyze ads to identify target audiences, the types of appeal used, and the facts and opinions included in the ads. They create a display to illustrate types of ads.<br><br><p><font color='#666666'>Concepts: </font><br>Advertise, Advertisements, Consumers, Fact, Opinion, Price, Tastes and preferences</p>]]></desc>
			<concepts><![CDATA[advertise,advertisements,consumers,fact,opinion,price,tastes and preferences,markets and prices,demand,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student - Lesson 10,68190]]></altversions>
			<url>978-1-56183-692-5_10.pdf</url>
		</lesson>
		<lesson type="print" id="68174" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 11 - This One or That One?]]></title>
			<desc><![CDATA[The students learn about comparison shopping, considering prices and other factors that shoppers might use in making comparisons.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Comparison shopping, Criteria, Price, Unit price</p>]]></desc>
			<concepts><![CDATA[consumers,comparison shopping,criteria,price,unit price,decision making/cost-benefit analysis,markets and prices,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student - Lesson 11,68191]]></altversions>
			<url>978-1-56183-692-5_11.pdf</url>
		</lesson>
		<lesson type="print" id="68175" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 12 - Credit Is Based on Trust]]></title>
			<desc><![CDATA[The students solve a puzzle to learn about trustworthiness. They participate in a readers' theater activity and analyze the connection between trust and creditworthiness.<br><br><p><font color='#666666'>Concepts: </font><br>Collateral, Credit, Credit application, Credit report, Creditworthiness</p>]]></desc>
			<concepts><![CDATA[collateral,credit,credit application,credit report,creditworthiness,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student - Lesson 12,68192]]></altversions>
			<url>978-1-56183-692-5_12.pdf</url>
		</lesson>
		<lesson type="print" id="68176" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 13 - Buddy, Can You Spare a Dime?]]></title>
			<desc><![CDATA[The students decide how they would respond to various lending situations. In assessing these situations, they learn about what to consider in decisions about lending and borrowing. They analyze, from a lender's point of view, what qualities or capacity a borrower must present to qualify for receiving a loan. These are qualities they may wish to develop in their own lives to improve their qualifications to borrow in the future.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Cost, Credit, Debt, Interest</p>]]></desc>
			<concepts><![CDATA[benefit,cost,credit,debt,interest,decision making/cost-benefit analysis,compound interest,saving and investing,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student - Lesson 13,68193]]></altversions>
			<url>978-1-56183-692-5_13.pdf</url>
		</lesson>
		<lesson type="print" id="68177" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 14 - Managing Money]]></title>
			<desc><![CDATA[The students examine cases in which income is limited and people must therefore make choices about how to manage their money.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Budget, Cost, Expenses, Income, Savings</p>]]></desc>
			<concepts><![CDATA[benefit,budget,cost,expenses,income,savings,decision making/cost-benefit analysis,money management/budgeting,saving and investing,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student - Lesson 14,68194]]></altversions>
			<url>978-1-56183-692-5_14.pdf</url>
		</lesson>
		<lesson type="print" id="68178" publication="134" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 15 - It's a Balancing Act]]></title>
			<desc><![CDATA[The students use manipulatives to learn about income, expenses (fixed and variable), and budgeting.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Expenses, Fixed expenses, Human resources, Income, Net income, Savings, Taxes, Wages, Variable expenses</p>]]></desc>
			<concepts><![CDATA[budget,expenses,fixed expenses,human resources,income,net income,savings,taxes,wages,variable expenses,money management/budgeting,productive resources,saving and investing,roles of government,personal finance,978-1-56183-692-5,financial fitness for life: grades 3-5 - teacher guide,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student - Lesson 15,68195]]></altversions>
			<url>978-1-56183-692-5_15.pdf</url>
		</lesson>
		<lesson type="print" id="68179" publication="134" lang="en" display="FALSE">
			<title><![CDATA[Back]]></title>
			<desc><![CDATA[This section contains the book's glossary and notes pages.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>978-1-56183-692-5_back.pdf</url>
		</lesson>
		<lesson type="print" id="68180" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>978-1-56183-693-2_front.pdf</url>
		</lesson>
		<lesson type="print" id="68181" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 1 - Earning Income]]></title>
			<desc><![CDATA[This section contains Exercise 1.1 and 1.2, which correspond to Lesson 1 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,68164]]></altversions>
			<url>978-1-56183-693-2_01.pdf</url>
		</lesson>
		<lesson type="print" id="68182" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 2 - Urban Mouse and Rural Mouse]]></title>
			<desc><![CDATA[This section contains Exercise 2.1 to 2.4, which correspond to Lesson 2 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,68165]]></altversions>
			<url>978-1-56183-693-2_02.pdf</url>
		</lesson>
		<lesson type="print" id="68183" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 3 - People Pay Taxes]]></title>
			<desc><![CDATA[This section contains Exercise 3.1, which corresponds to Lesson 3 of the Teacher Guide. It also contains an Assessment for Lessons 1-3.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,68166]]></altversions>
			<url>978-1-56183-693-2_03.pdf</url>
		</lesson>
		<lesson type="print" id="68184" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 4 - The Grasshopper and the Ant]]></title>
			<desc><![CDATA[This section contains Exercise 4.1 to 4.3, which correspond to Lesson 4 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,68167]]></altversions>
			<url>978-1-56183-693-2_04.pdf</url>
		</lesson>
		<lesson type="print" id="68185" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 5 - Saving Starts With Wanting More]]></title>
			<desc><![CDATA[This section contains Exercise 5.1 to 5.7, which correspond to Lesson 5 of the Teacher Guide. It also contains an Assessment for Lessons 3-5.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 5]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,68168]]></altversions>
			<url>978-1-56183-693-2_05.pdf</url>
		</lesson>
		<lesson type="print" id="68186" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 6 - Consumers Want More Goods and Services]]></title>
			<desc><![CDATA[This section contains Exercise 6.1 to 6.4, which correspond to Lesson 6 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 6]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,68169]]></altversions>
			<url>978-1-56183-693-2_06.pdf</url>
		</lesson>
		<lesson type="print" id="68187" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 7 - To Choose Is to Refuse]]></title>
			<desc><![CDATA[This section contains Exercise 7.1, which corresponds to Lesson 7 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 7]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,68170]]></altversions>
			<url>978-1-56183-693-2_07.pdf</url>
		</lesson>
		<lesson type="print" id="68188" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 8 - How Would You Like to Pay?]]></title>
			<desc><![CDATA[This section contains Exercise 8.1 to 8.2, which correspond to Lesson 8 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 8]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,68171]]></altversions>
			<url>978-1-56183-693-2_08.pdf</url>
		</lesson>
		<lesson type="print" id="68189" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 9 - More About Methods of Payment]]></title>
			<desc><![CDATA[This section contains Exercise 9.1, which corresponds to Lesson 9 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 9]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,68172]]></altversions>
			<url>978-1-56183-693-2_09.pdf</url>
		</lesson>
		<lesson type="print" id="68190" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 10 - Why Do I Want All This Stuff?]]></title>
			<desc><![CDATA[This section contains Exercise 10.1 to 10.2, which correspond to Lesson 10 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 10]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,68173]]></altversions>
			<url>978-1-56183-693-2_10.pdf</url>
		</lesson>
		<lesson type="print" id="68191" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 11 - This One or That One?]]></title>
			<desc><![CDATA[This section contains Exercise 11.1 to 11.2, which correspond to Lesson 11 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 11]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,68174]]></altversions>
			<url>978-1-56183-693-2_11.pdf</url>
		</lesson>
		<lesson type="print" id="68192" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 12 - Credit Is Based on Trust]]></title>
			<desc><![CDATA[This section contains Exercise 12.1 to 12.2, which correspond to Lesson 12 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 12]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,68175]]></altversions>
			<url>978-1-56183-693-2_12.pdf</url>
		</lesson>
		<lesson type="print" id="68193" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 13 - Buddy, Can You Spare a Dime?]]></title>
			<desc><![CDATA[This section contains Exercise 13.1 to 13.2, which correspond to Lesson 13 of the Teacher Guide. It also contains an Assessment for Lessons 6-13.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 13]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,68176]]></altversions>
			<url>978-1-56183-693-2_13.pdf</url>
		</lesson>
		<lesson type="print" id="68194" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 14 - Managing Money]]></title>
			<desc><![CDATA[This section contains Exercise 14.1 and 14.2, which correspond to Lesson 14 of the Teacher Guide.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 14]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,68177]]></altversions>
			<url>978-1-56183-693-2_14.pdf</url>
		</lesson>
		<lesson type="print" id="68195" publication="135" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 15 - It's a Balancing Act]]></title>
			<desc><![CDATA[This section contains Exercise 15.1 and 15.2, which correspond to Lesson 15 of the Teacher Guide. It also contains an Assessment for Lessons 14-15.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Lesson 15]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,68178]]></altversions>
			<url>978-1-56183-693-2_15.pdf</url>
		</lesson>
		<lesson type="print" id="68231" publication="136" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>978-1-56183-694-9_front.pdf</url>
		</lesson>
		<lesson type="print" id="68232" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 1 - Resources Are Scarce]]></title>
			<desc><![CDATA[The students examine hypothetical companies that produce various goods made from wood. They discover that some companies do better than others at producing goods that people want to buy. The companies that produce goods that people want to buy at prices high enough for the producer to be profitable will be successful.<br><br><p><font color='#666666'>Concepts: </font><br>Capital resources, Human resources, Natural resources, Entrepreneur, Scarcity, Unlimited wants</p>]]></desc>
			<concepts><![CDATA[capital resources,human resources,natural resources,entrepreneur,scarcity,unlimited wants,productive resources,entrepreneurs,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student - Lesson 1,68251]]></altversions>
			<url>978-1-56183-694-9_01.pdf</url>
		</lesson>
		<lesson type="print" id="68233" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 2 - Making Decisions]]></title>
			<desc><![CDATA[This lesson builds on Lesson 1, introducing students to points 3 and 4 of The Economic Way of Thinking: People must make choices, and Every choice involves a cost. In activities related to these points, the students practice using the PACED decision-making process.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Cost/benefit analysis, Criteria, Decision-making, Opportunity cost, Trade-offs</p>]]></desc>
			<concepts><![CDATA[alternatives,cost/benefit analysis,criteria,decision-making,opportunity cost,trade-offs,opportunity cost,decision making/cost-benefit analysis,scarcity,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student - Lesson 2,68252]]></altversions>
			<url>978-1-56183-694-9_02.pdf</url>
		</lesson>
		<lesson type="print" id="68234" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 1: Lesson 3 - The Economic Way of Thinking]]></title>
			<desc><![CDATA[The students are introduced to the final two principles of the economic way of thinking: People's choices have consequences, and People respond to incentives.<br><br><p><font color='#666666'>Concepts: </font><br>Consequence, Incentive, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[consequence,incentive,opportunity cost,decision making/cost-benefit analysis,incentives,opportunity cost,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student - Lesson 3,68253]]></altversions>
			<url>978-1-56183-694-9_03.pdf</url>
		</lesson>
		<lesson type="print" id="68235" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 4 - Why Stay in School?]]></title>
			<desc><![CDATA[Against a background of information about the relationship between educational attainment, employment, and income levels, the students weigh decisions about education in light of costs and benefits.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs, Income, Marginal benefit, Opportunity cost, Wage</p>]]></desc>
			<concepts><![CDATA[benefits,costs,income,marginal benefit,opportunity cost,wage,decision making/cost-benefit analysis,money management/budgeting,opportunity cost,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student - Lesson 4,68254]]></altversions>
			<url>978-1-56183-694-9_04.pdf</url>
		</lesson>
		<lesson type="print" id="68236" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 5 - Choosing a Career]]></title>
			<desc><![CDATA[The lesson focuses on a deliberate approach to making career choices. The students examine statistics projecting future demand for workers in various occupations. They complete a self-assessment to identify career pathways that match their interests and abilities. After examining a number of job descriptions, they compare each job's requirements to the skills recommended by SCANS (Secretary's Commission on Achieving Necessary Skills). Finally, they consider entrepreneurship as a career option.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Human capital, Opportunity cost, Productivity</p>]]></desc>
			<concepts><![CDATA[entrepreneur,human capital,opportunity cost,productivity,entrepreneurs,productive resources,opportunity cost,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student - Lesson 5,68255]]></altversions>
			<url>978-1-56183-694-9_05.pdf</url>
		</lesson>
		<lesson type="print" id="68237" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 2: Lesson 6 - Productivity]]></title>
			<desc><![CDATA[The students examine ways to develop their human capital. They discover that they make themselves more productive by developing their human capital and by using capital resources, the tools of their trade. As they become more productive, they become more valuable to employers. As they become more valuable to employers, they gain earning power, thus improving their standard of living.<br><br><p><font color='#666666'>Concepts: </font><br>Capital resources, Human capital, Productivity, Wage</p>]]></desc>
			<concepts><![CDATA[capital resources,human capital,productivity,wage,productive resources,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student - Lesson 6,68256]]></altversions>
			<url>978-1-56183-694-9_06.pdf</url>
		</lesson>
		<lesson type="print" id="68238" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 7 - Managing Cash]]></title>
			<desc><![CDATA[Although most middle school and junior high students do not hold full-time jobs, many of them have money to spend, often from an allowance or a part-time job. As a group, they have discretionary income that totals, by some estimates, billions of dollars a year. Yet, while teens tend to be prolific consumers, most do not have a plan, or budget, for sensible spending and saving. This lesson challenges students to create a reasonable spending plan based on an appropriate allocation of income in a number of categories, such as clothing, entertainment, and food.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Fixed expenses, Opportunity cost, Periodic expenses, Periodic income, Planned expense, Trade-off, Unplanned expense, Variable expense</p>]]></desc>
			<concepts><![CDATA[budget,fixed expenses,opportunity cost,periodic expenses,periodic income,planned expense,trade-off,unplanned expense,variable expense,money management/budgeting,opportunity cost,decision making/cost-benefit analysis,scarcity,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student - Lesson 7,68257]]></altversions>
			<url>978-1-56183-694-9_07.pdf</url>
		</lesson>
		<lesson type="print" id="68239" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 8 - Choosing and Using a Checking Account]]></title>
			<desc><![CDATA[The students learn the fundamentals of maintaining a checking account. They examine electronic banking methods, the writing of checks, and using a check register. They examine the features and costs of checking accounts, in preparation for the time when they acquire checking accounts of their own.<br><br><p><font color='#666666'>Concepts: </font><br>ATM card, Checking account, Checkbook register, Credit union, Debit card, Direct Deposit, Online banking, Overdraft</p>]]></desc>
			<concepts><![CDATA[atm card,checking account,checkbook register,credit union,debit card,direct deposit,online banking,overdraft,money management/budgeting,credit,financial markets,saving and investing,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student - Lesson 8,68258]]></altversions>
			<url>978-1-56183-694-9_08.pdf</url>
		</lesson>
		<lesson type="print" id="68240" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 3: Lesson 9 - What Taxes Affect You?]]></title>
			<desc><![CDATA[This lesson focuses on taxes and the uses governments make of tax revenue. Tax revenue pays for public goods and services: roads, schools, court houses, police and fire protection, parks, national defense, and so on. Taxes are also used to fund transfer payments to people who receive Social Security, Medicare, disability, food stamp, and other benefits.<br><br><p><font color='#666666'>Concepts: </font><br>Income tax, Property tax, Public goods and services, Sales tax</p>]]></desc>
			<concepts><![CDATA[income tax,property tax,public goods and services,sales tax,roles of government,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student - Lesson 9,68259]]></altversions>
			<url>978-1-56183-694-9_09.pdf</url>
		</lesson>
		<lesson type="print" id="68241" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 10 - Why Save?]]></title>
			<desc><![CDATA[The students learn about saving and investing, and they consider the importance of setting short-term, medium-term, and long-term savings goals. They use math skills to solve problems and they play a game designed to emphasize the importance of setting goals and working toward a goal. Finally, they engage in a family activity that focuses on the opportunity cost of saving.<br><br><p><font color='#666666'>Concepts: </font><br>Investing, Long-term goals, Medium-term goals, Opportunity cost, Saving, Scarcity, Short-term goals</p>]]></desc>
			<concepts><![CDATA[investing,long-term goals,medium-term goals,opportunity cost,saving,scarcity,short-term goals,saving and investing,decision making/cost-benefit analysis,opportunity cost,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student - Lesson 10,68260]]></altversions>
			<url>978-1-56183-694-9_10.pdf</url>
		</lesson>
		<lesson type="print" id="68242" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 11 - Let Lenders and Borrowers Be]]></title>
			<desc><![CDATA[The students learn how financial intermediaries foster exchanges between savers and borrowers. They learn how savers and borrowers benefit from these exchanges; they also learn about the opportunity costs of saving and borrowing.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Financial intermediaries, Interest, Opportunity cost, Profit, Revenue, Supply</p>]]></desc>
			<concepts><![CDATA[demand,financial intermediaries,interest,opportunity cost,profit,revenue,supply,economic institutions,financial markets,credit,compound interest,saving and investing,opportunity cost,trade,exchange and interdependence,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student - Lesson 11,68261]]></altversions>
			<url>978-1-56183-694-9_11.pdf</url>
		</lesson>
		<lesson type="print" id="68243" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 12 - Types of Savings Plans and Investments]]></title>
			<desc><![CDATA[The students learn about various types of government-insured savings instruments, noting the advantages and disadvantages of each. They learn that savings and investment instruments carry various types of risk, including inflation risk, interest rate risk, and financial risk. They also learn that risk must be measured against reward.<br><br><p><font color='#666666'>Concepts: </font><br>Certificate of deposit, Financial risk, Inflation risk, Interest rate risk, Money market deposit account, Opportunity cost, Portfolio, Savings account, Savings instrument, U.S. Savings Bond</p>]]></desc>
			<concepts><![CDATA[certificate of deposit,financial risk,inflation risk,interest rate risk,money market deposit account,opportunity cost,portfolio,savings account,savings instrument,u.s. savings bond,financial markets,risk and return,inflation,compound interest,saving and investing,opportunity cost,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student - Lesson 12,68262]]></altversions>
			<url>978-1-56183-694-9_12.pdf</url>
		</lesson>
		<lesson type="print" id="68244" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 13 - Who Pays and Who Receives?]]></title>
			<desc><![CDATA[The students discover that three factors affect how money grows in savings accounts: the amount deposited, the interest rate, and the length of time the money is held on deposit. Students calculate interest and formulate a generalization about the difference between simple and compound interest.<br><br><p><font color='#666666'>Concepts: </font><br>Compounding, Compound interest, Interest, Interest rate, Opportunity cost, Rule of 72, Simple interest</p>]]></desc>
			<concepts><![CDATA[compounding,compound interest,interest,interest rate,opportunity cost,rule of 72,simple interest,compound interest,credit,saving and investing,opportunity cost,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student - Lesson 13,68263]]></altversions>
			<url>978-1-56183-694-9_13.pdf</url>
		</lesson>
		<lesson type="print" id="68245" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 4: Lesson 14 - Stocks and Mutual Funds]]></title>
			<desc><![CDATA[The students learn about stocks: how stocks are issued, different levels of risk, and differences in possible returns. In studying risk, the students also learn about mutual funds and diversification.<br><br><p><font color='#666666'>Concepts: </font><br>Capital gains, Diversification, Dividend, Equity, Mutual Funds, Risk, Stocks</p>]]></desc>
			<concepts><![CDATA[capital gains,diversification,dividend,equity,mutual funds,risk,stocks,financial markets,saving and investing,risk and return,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student - Lesson 14,68264]]></altversions>
			<url>978-1-56183-694-9_14.pdf</url>
		</lesson>
		<lesson type="print" id="68246" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 15 - Cash or Credit?]]></title>
			<desc><![CDATA[Most students are aware of the variety of payment options available to consumers. Cash, checks, debit cards, and credit cards are often used by their parents; however, the students probably do not understand the implications of each. This lesson examines the advantages and disadvantages of various payment methods and focuses especially on using credit. The students are challenged to calculate the cost of credit, compare credit card agreements, and analyze case studies<br><br><p><font color='#666666'>Concepts: </font><br>Annual fee, APR, Credit limit, Finance charge, Grace period, Inflation, Interest, Interest rate, Late fee, Minimum payment, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[annual fee,apr,credit limit,finance charge,grace period,inflation,interest,interest rate,late fee,minimum payment,opportunity cost,credit,compound interest,saving and investing,opportunity cost,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student - Lesson 15,68265]]></altversions>
			<url>978-1-56183-694-9_15.pdf</url>
		</lesson>
		<lesson type="print" id="68247" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 16 - Establishing Credit]]></title>
			<desc><![CDATA[Lenders are in business to grant loans to individuals and businesses. However, the applicant's ability to repay a loan can mean the difference between profit and loss for the lender. To reduce risk, the lender assesses the applicant's creditworthiness by reviewing his or her character, capacity for repayment and collateral. They also pay particular interest to the applicant's credit score. In this lesson, the students work through exercises to assess the three "Cs" of several loan applications. They discover how they can establish a credit record, and they learn about the rights and responsibilities they have as borrowers.<br><br><p><font color='#666666'>Concepts: </font><br>Credit history, Credit score, Character, Capacity, Collateral, The rights and responsibilities of borrowers</p>]]></desc>
			<concepts><![CDATA[credit history,credit score,character,capacity,collateral,the rights and responsibilities of borrowers,credit,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 16]]></version>
			<altversions><![CDATA[Student - Lesson 16,68266]]></altversions>
			<url>978-1-56183-694-9_16.pdf</url>
		</lesson>
		<lesson type="print" id="68248" publication="136" lang="en" display="TRUE">
			<title><![CDATA[Theme 5: Lesson 17 - Comparison Shopping]]></title>
			<desc><![CDATA[The students identify costs and benefits of comparison shopping. They learn about a seven step approach that can help consumers make well-informed choices, and they practice using it. They also learn to avoid certain mistakes that consumers often make.<br><br><p><font color='#666666'>Concepts: </font><br>Comparison shopping, Consumer protection</p>]]></desc>
			<concepts><![CDATA[comparison shopping,consumer protection,consumers,roles of government,personal finance,978-1-56183-694-9,financial fitness for life: grades 6-8 - teacher guide,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 17]]></version>
			<altversions><![CDATA[Student - Lesson 17,68267]]></altversions>
			<url>978-1-56183-694-9_17.pdf</url>
		</lesson>
		<lesson type="print" id="68249" publication="136" lang="en" display="FALSE">
			<title><![CDATA[Back]]></title>
			<desc><![CDATA[This section contains notes pages.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>978-1-56183-694-9_back.pdf</url>
		</lesson>
		<lesson type="print" id="68250" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>978-1-56183-695-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="68251" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 1 - Resources Are Scarce]]></title>
			<desc><![CDATA[This section contains Exercise 1.1 and 1.2, which correspond to Lesson 1 of the Teacher Guide.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,68232]]></altversions>
			<url>978-1-56183-695-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="68252" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 2 - Making Decisions]]></title>
			<desc><![CDATA[This section contains Exercise 2.1 to 2.3, which correspond to Lesson 2 of the Teacher Guide. It also contains an Assessment for Lesson 2.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,68233]]></altversions>
			<url>978-1-56183-695-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="68253" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 3 - The Economic Way of Thinking]]></title>
			<desc><![CDATA[This section contains Exercise 3.1 to 3.3, which correspond to Lesson 3 of the Teacher Guide. It also contains an Assessment for Lesson 3.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,68234]]></altversions>
			<url>978-1-56183-695-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="68254" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 4 - Why Stay in School?]]></title>
			<desc><![CDATA[This section contains Exercise 4.1 and 4.2, which correspond to Lesson 4 of the Teacher Guide.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,68235]]></altversions>
			<url>978-1-56183-695-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="68255" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 5 - Choosing a Career]]></title>
			<desc><![CDATA[This section contains Exercise 5.1 to 5.4, which correspond to Lesson 5 of the Teacher Guide. It also contains an Assessment for Lesson 5.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 5]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,68236]]></altversions>
			<url>978-1-56183-695-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="68256" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 6 - Productivity]]></title>
			<desc><![CDATA[This section contains Exercise 6.1, which corresponds to Lesson 6 of the Teacher Guide. It also contains an Assessment for Lesson 6.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 6]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,68237]]></altversions>
			<url>978-1-56183-695-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="68257" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 7 - Managing Cash]]></title>
			<desc><![CDATA[This section contains Exercise 7.1 and 7.2, which correspond to Lesson 7 of the Teacher Guide. It also contains an Assessment for Lesson 7.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 7]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,68238]]></altversions>
			<url>978-1-56183-695-6_07.pdf</url>
		</lesson>
		<lesson type="print" id="68258" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 8 - Choosing and Using a Checking Account]]></title>
			<desc><![CDATA[This section contains Exercise 8.1 to 8.2 and Reading 8.1 to 8.3, which correspond to Lesson 8 of the Teacher Guide. It also contains an Assessment for Lesson 8.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 8]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,68239]]></altversions>
			<url>978-1-56183-695-6_08.pdf</url>
		</lesson>
		<lesson type="print" id="68259" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 9 - What Taxes Affect You?]]></title>
			<desc><![CDATA[This section contains Exercise 9.1, which corresponds to Lesson 9 of the Teacher Guide. It also contains an Assessment for Lesson 9.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 9]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,68240]]></altversions>
			<url>978-1-56183-695-6_09.pdf</url>
		</lesson>
		<lesson type="print" id="68260" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 10 - Why Save?]]></title>
			<desc><![CDATA[This section contains Exercise 10.1 and 10.2, which correspond to Lesson 10 of the Teacher Guide. It also contains an Assessment for Lesson 10.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 10]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,68241]]></altversions>
			<url>978-1-56183-695-6_10.pdf</url>
		</lesson>
		<lesson type="print" id="68261" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 11 - Let Lenders and Borrowers Be]]></title>
			<desc><![CDATA[This section contains Exercise 11.1, which corresponds to Lesson 11 of the Teacher Guide. It also contains an Assessment for Lesson 11.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 11]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,68242]]></altversions>
			<url>978-1-56183-695-6_11.pdf</url>
		</lesson>
		<lesson type="print" id="68262" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 12 - Types of Savings Plans and Investments]]></title>
			<desc><![CDATA[This section contains Exercise 12.1 to 12.4, which correspond to Lesson 12 of the Teacher Guide. It also contains two Assessments for Lesson 12.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 12]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,68243]]></altversions>
			<url>978-1-56183-695-6_12.pdf</url>
		</lesson>
		<lesson type="print" id="68263" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 13 - Who Pays and Who Receives?]]></title>
			<desc><![CDATA[This section contains Exercise 13.1 to 13.4, which correspond to Lesson 13 of the Teacher Guide. It also contains an Assessment for Lesson 13.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 13]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,68244]]></altversions>
			<url>978-1-56183-695-6_13.pdf</url>
		</lesson>
		<lesson type="print" id="68264" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 14 - Stocks and Mutual Funds]]></title>
			<desc><![CDATA[This section contains Exercise 14.1 to 14.4, which correspond to Lesson 14 of the Teacher Guide.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 14]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,68245]]></altversions>
			<url>978-1-56183-695-6_14.pdf</url>
		</lesson>
		<lesson type="print" id="68265" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 15 - Cash or Credit?]]></title>
			<desc><![CDATA[This section contains Exercise 15.1 to 15.3, which correspond to Lesson 15 of the Teacher Guide. It also contains an Assessment for Lesson 15.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 15]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,68246]]></altversions>
			<url>978-1-56183-695-6_15.pdf</url>
		</lesson>
		<lesson type="print" id="68266" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 16 - Establishing Credit]]></title>
			<desc><![CDATA[This section contains Exercise 16.1 and Reading 16.1, which correspond to Lesson 16 of the Teacher Guide. It also contains an Assessment for Lesson 16.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 16]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,68247]]></altversions>
			<url>978-1-56183-695-6_16.pdf</url>
		</lesson>
		<lesson type="print" id="68267" publication="137" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 17 - Comparison Shopping]]></title>
			<desc><![CDATA[This section contains Exercise 17.1 to 17.4 and Reading 17.1 to 17.2, which correspond to Lesson 17 of the Teacher Guide. It also contains an Assessment for Lesson 17.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student - Lesson 17]]></version>
			<altversions><![CDATA[Teacher - Lesson 17,68248]]></altversions>
			<url>978-1-56183-695-6_17.pdf</url>
		</lesson>
		<lesson type="print" id="68268" publication="145" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-8</gradedisplay>
			<url>978-1-56183-752-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="68269" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Goods and Services - The Things We Want]]></title>
			<desc><![CDATA[Lesson 1 teaches students that goods and services are things that people want and the differences between the two.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Wants</p>]]></desc>
			<concepts><![CDATA[goods,services,wants,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="68270" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Production - How We Get the Goods and Services We Want]]></title>
			<desc><![CDATA[Students learn in lesson 2 that to get goods and services, people must engage in production. They learn that producers use productive resources to provide goods and services, and the difference between natural resources, human resources and capital resources.<br><br><p><font color='#666666'>Concepts: </font><br>Production, Producer, Consumer, Productive Resources, Natural Resources, Human Resources, Capital Resources, Entrepreneur</p>]]></desc>
			<concepts><![CDATA[production,producer,consumer,productive resources,natural resources,human resources,capital resources,entrepreneur,producers,consumers,entrepreneurs,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="68271" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Scarcity - We Can't Have Everything We Want]]></title>
			<desc><![CDATA[Lesson 3 teaches students about scarcity in relation to wants and price.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Wants, Price</p>]]></desc>
			<concepts><![CDATA[scarcity,wants,price,markets and prices,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="68272" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Opportunity Cost (Consumers) - The Best Alternative Not Chosen]]></title>
			<desc><![CDATA[In lesson 4, students learn what opportunity cost means and that there is an opportunity cost to every consumer choice. They then learn to identify the opportunity cost to every consumer choice.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Trade, Opportunity Cost, Consumer, Producer</p>]]></desc>
			<concepts><![CDATA[scarcity,trade,opportunity cost,consumer,producer,exchange and interdependence,consumers,producers,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="68273" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Opportunity Cost (Producers) - Producers Also Have To Choose]]></title>
			<desc><![CDATA[Lesson 5's objective is to teach that producers, as well as consumers, have to make choices about how to use scarce resources, and that these choices also have opportunity costs.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Opportunity Cost, Producer, Productive Resources, Trade-offs</p>]]></desc>
			<concepts><![CDATA[scarcity,opportunity cost,producer,productive resources,trade-offs,producers,decision making/cost-benefit analysis,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="68274" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Trade - Getting the Things We Want]]></title>
			<desc><![CDATA[In lesson 6 students learn that people trade to obtain most of the goods and services they want, and that in order to trade, one must produce a good or service that other people want. They also learn that both people benefit from a voluntary trade, and that trade without money is inefficient, since it is difficult finding someone who is willing to trade<br><br><p><font color='#666666'>Concepts: </font><br>Wants, Production, Trade, Barter, Consumer Sovereignty, Demand</p>]]></desc>
			<concepts><![CDATA[wants,production,trade,barter,consumer sovereignty,demand,exchange and interdependence,money,consumers,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="68275" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Money - Making Trade Easier]]></title>
			<desc><![CDATA[The objective of lesson 7 is to teach that the use of money as a medium of exchange is more efficient than barter because money reduces the cost of trade.<br><br><p><font color='#666666'>Concepts: </font><br>Money, Trade, Exchange, Barter</p>]]></desc>
			<concepts><![CDATA[money,trade,exchange,barter,exchange and interdependence,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_07.pdf</url>
		</lesson>
		<lesson type="print" id="68276" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Specialization and Division of Labor - Making Production More Efficient]]></title>
			<desc><![CDATA[In lesson 8, students learn that specialization and division of labor increase productivity, resulting in higher incomes. They also learn about some of the disadvantages of specialization and division of labor.<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Productivity, Division of Labor, Efficiency, Productive Resources, Output, Input</p>]]></desc>
			<concepts><![CDATA[specialization,productivity,division of labor,efficiency,productive resources,output,input,division of labor/specialization,competition and market structures,supply,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_08.pdf</url>
		</lesson>
		<lesson type="print" id="68277" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Capital - Making Work More Productive]]></title>
			<desc><![CDATA[Lesson 9 teaches students how using physical capital and technological improvements in capital increase productiviity.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Capital, Human Capital, Productivity</p>]]></desc>
			<concepts><![CDATA[productive resources,capital,human capital,productivity,saving and investing,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_09.pdf</url>
		</lesson>
		<lesson type="print" id="68278" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Saving and Investing - Planning for the Future]]></title>
			<desc><![CDATA[Lesson 10 teaches students that individuals either save or consume after-tax income and that saving has an opportunity cost - giving up current consumption. Students also learn consuming has an opportunity cost - giving up greater future consumption and that savings which are invested in the production or purchase of capital result in increased productivity, and create the possibility of greater future income.<br><br><p><font color='#666666'>Concepts: </font><br>Saving, Investment, Income, Consumption, Opportunity Cost, Choice, Productivity</p>]]></desc>
			<concepts><![CDATA[saving,investment,income,consumption,opportunity cost,choice,productivity,saving and investing,money management/budgeting,gdp,decision making/cost-benefit analysis,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_10.pdf</url>
		</lesson>
		<lesson type="print" id="68279" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - Market Price I - Changes in Supply]]></title>
			<desc><![CDATA[In lesson 11 students learn about the Law of Supply - that producers will supply more at high prices than at low prices and that they will supply less at low prices than at high prices. They also learn that an increase in supply of a good or service, with demand staying the same, will cause its price to fall and that a decrease in supply of a good or service, with demand staying the same, will cause its price to rise.<br><br><p><font color='#666666'>Concepts: </font><br>Production, Supply, Demand, Specialization, Market Price</p>]]></desc>
			<concepts><![CDATA[production,supply,demand,specialization,market price,division of labor/specialization,markets and prices,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_11.pdf</url>
		</lesson>
		<lesson type="print" id="68280" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Market Price II - Changes in Supply and Demand]]></title>
			<desc><![CDATA[Students learn in lesson 12 how changes in demand affect market price, what events would cause an increase or decrease in demand, and that the market price serves as a guide to help producers determine what to produce.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Demand, Market Price, Profit, Advertising</p>]]></desc>
			<concepts><![CDATA[supply,demand,market price,profit,advertising,markets and prices,financial markets,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_12.pdf</url>
		</lesson>
		<lesson type="print" id="68281" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13 - Costs and Profits - How Much Did We Really Make?]]></title>
			<desc><![CDATA[In lesson 13 students learn that costs must be subtracted from revenues to determine profit and that certain events cause costs to change, which can affect profits.<br><br><p><font color='#666666'>Concepts: </font><br>Profit, Cost, Productive Resources, Revenues</p>]]></desc>
			<concepts><![CDATA[profit,cost,productive resources,revenues,decision making/cost-benefit analysis,trade,exchange and interdependence,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_13.pdf</url>
		</lesson>
		<lesson type="print" id="68282" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14 - Inflation - When All Prices Rise]]></title>
			<desc><![CDATA[Lesson 14 teaches students that that inflation is an increase in the general price level of goods and services caused by the supply of money increasing relative to the supply of goods and services. Students also learn that an increase in money income does not necessarily mean an increase in one's ability to acquire goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price, Goods and Services, Income</p>]]></desc>
			<concepts><![CDATA[inflation,price,goods and services,income,markets and prices,money management/budgeting,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_14.pdf</url>
		</lesson>
		<lesson type="print" id="68283" publication="145" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15 - GDP - Measuring What We Produce]]></title>
			<desc><![CDATA[In lesson 15 students learn the meaning of Gross Domestic Product and that real GDP, not money GDP, is the more significant measure of GDP.<br><br><p><font color='#666666'>Concepts: </font><br>Gross Domestic Product, Nominal GDP, Real GDP, Money GDP, Inflation</p>]]></desc>
			<concepts><![CDATA[gross domestic product,nominal gdp,real gdp,money gdp,inflation,gdp,real vs. nominal,economics,978-1-56183-752-6,playful economics,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-752-6_15.pdf</url>
		</lesson>
		<lesson type="print" id="68284" publication="145" lang="en" display="FALSE">
			<title><![CDATA[Back]]></title>
			<desc><![CDATA[This document contains additional curriculum resources, a pre/post test with answers, and modeling clay recipe.]]></desc>
			<gradedisplay>K-8</gradedisplay>
			<url>978-1-56183-752-6_back.pdf</url>
		</lesson>
		<lesson type="print" id="68138" publication="141" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-12</gradedisplay>
			<url>1-56183-663-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="68139" publication="141" lang="en" display="TRUE">
			<title><![CDATA[Unit 1 - Economic Survival: Resources, Production, and Scarcity]]></title>
			<desc><![CDATA[As you study the history and geography of different countries of the world, you will have the opportunity to learn about the subject of economics. This is an important subject that affects you in many ways. It also affects people living in countries everywhere. Understanding basic economics will help you understand the history and cultures of the many countries you will study this year.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Economics, Entrepreneur, Human Resources, Production Process, Productive Resources, Natural Resource, Scarcity, Opportunity Cost, Using Map Features to Identify How People Work and Earn Income in a Community</p>]]></desc>
			<concepts><![CDATA[capital resources,economics,entrepreneur,human resources,production process,productive resources,natural resource,scarcity,opportunity cost,using map features to identify how people work and earn income in a community,entrepreneurs,international,1-56183-663-5,trading around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-663-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="68140" publication="141" lang="en" display="TRUE">
			<title><![CDATA[Unit 2 - Working and Living Together: The Importance of Trade]]></title>
			<desc><![CDATA[Do you remember studying about pioneer life in the United States? Life on the frontier was certainly not easy. Often it was a struggle merely to survive. One thing is for sure - the pioneers couldn't buy things at the local department store or supermarket! Instead, families had to produce most of what they needed themselves. In economics, we would say the pioneers were very self-sufficient. A typical farm family grew almost all its own food and made its own clothing. The family also produced furniture, butter, candles, and a wide variety of other items. Pioneer children sometimes attended school at home.<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Mutual Benefits of Trade, Interdependence, Free Trade, Climate, Export, Geography, Imports, Quota, Self-sufficient, Tariff, Trade, Trade Barriers</p>]]></desc>
			<concepts><![CDATA[specialization,mutual benefits of trade,interdependence,free trade,climate,export,geography,imports,quota,self-sufficient,tariff,trade,trade barriers,division of labor/specialization,benefits of trade/comparative advantage,exchange and interdependence,balance of trade and balance of payments,barriers to trade,international,1-56183-663-5,trading around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-663-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="68141" publication="141" lang="en" display="TRUE">
			<title><![CDATA[Unit 3 - Gross Domestic Product: Measuring a Country's Income]]></title>
			<desc><![CDATA[How do you measure a person's income? Typically, we measure how much money a person has. But money isn't really the most basic way to measure income since a person's money can be worthless unless there is something to buy. For example, in Germany after World War I a person with six trillion marks could only buy one loaf of bread! Money was so worthless that it was used as fuel to heat homes and cook food.<br><br><p><font color='#666666'>Concepts: </font><br>Computing GDP, GDP, Real vs. Current GDP, Problems with Making Comparisons using GDP Data, Underdeveloped countries, High-income Countries, Income, Inflation, Low-income Countries, Middle-income Countries</p>]]></desc>
			<concepts><![CDATA[computing gdp,gdp,real vs. current gdp,problems with making comparisons using gdp data,underdeveloped countries,high-income countries,income,inflation,low-income countries,middle-income countries,real vs. nominal,money management/budgeting,international,1-56183-663-5,trading around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-663-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="68142" publication="141" lang="en" display="TRUE">
			<title><![CDATA[Unit 4 - Productivity: The Key to Increasing a Country's Income]]></title>
			<desc><![CDATA[In Unit 3, we learned that some countries have a much higher standard of living (per capita GDP) than others. Why is this true? Why do the citizens of some countries enjoy the use of many goods and services, while citizens in other countries do not? In this unit we will begin to investigate this very important question.<br><br><p><font color='#666666'>Concepts: </font><br>Human capital, Input, Output, Productivity, Per Capita</p>]]></desc>
			<concepts><![CDATA[human capital,input,output,productivity,per capita,productive resources,supply,competition and market structures,international,1-56183-663-5,trading around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-663-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="68143" publication="141" lang="en" display="TRUE">
			<title><![CDATA[Unit 5 - Economic Systems: How A Country Organizes Its Economy]]></title>
			<desc><![CDATA[We have learned that all the different countries of the world specialize in the kinds of goods and services they produce. For example, Argentina specializes in producing beef, Israel in producing oranges, and Japan in producing automobiles. But who decides what each country will produce? And who decides how the goods and services will be produced and who will get to use them? The answer to these questions depends on what kind of economic system a country has.<br><br><p><font color='#666666'>Concepts: </font><br>Command Economy, Economic Systems, Market, Market Economy, Trade-Off, Traditional Economy</p>]]></desc>
			<concepts><![CDATA[command economy,economic systems,market,market economy,trade-off,traditional economy,markets and prices,decision making/cost-benefit analysis,scarcity,international,1-56183-663-5,trading around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-663-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="68144" publication="141" lang="en" display="FALSE">
			<title><![CDATA[Appendix A]]></title>
			<desc><![CDATA[This document contains the data tables that are referenced in the teaching activities.]]></desc>
			<gradedisplay>6-12</gradedisplay>
			<url>1-56183-663-5_back.pdf</url>
		</lesson>
		<lesson type="print" id="68103" publication="140" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>978-1-56183-742-7_front.pdf</url>
		</lesson>
		<lesson type="print" id="68104" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - A Comparison of the Panic of 1907 to the Crisis That Began in 2007]]></title>
			<desc><![CDATA[This lesson provides an overview of the similarities and differences between the Panic of 1907 and the financial crisis that began in 2007. Students will assess the financial systems, economic events, and government responses in both periods. They will organize their analysis through a compare-and-contrast organizer. Students will read a summary of events surrounding the San Francisco earthquake of 1906 and Hurricane Katrina in 2005 and resolve a mystery surrounding their impact on the nation's financial system. The students will participate in an oral reading illustrating the abandonment of traditional lending policies in the expansion of credit to 21st century borrowers.<br><br><p><font color='#666666'>Concepts: </font><br>The causes and effects of the Panic of 1907, The causes and effects of the Crisis of 2007-2009, Gold Standard, Risk, Interest Rates, Mortgage-backed Securities</p>]]></desc>
			<concepts><![CDATA[the causes and effects of the panic of 1907,the causes and effects of the crisis of 2007-2009,gold standard,risk,interest rates,mortgage-backed securities,risk and return,compound interest,credit,saving and investing,financial markets,personal finance,978-1-56183-742-7,teaching financial crises,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_01.pdf</url>
		</lesson>
		<lesson type="print" id="68105" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - How Economic Performance From 2007-2009 Compares to Other Periods in U.S. History]]></title>
			<desc><![CDATA[The students examine information and data about six recessions in the United States. In small groups, they use the information to make short presentations about the recessions, highlighting data on economic performance during the time periods, and then they present this information to the class. The students discuss similarities and differences between the various events and guess which years they correspond to.<br><br><p><font color='#666666'>Concepts: </font><br>Business Cycles, Depression, Real GDP, Inflation, Macroeconomic Indicators, Money Supply, Recession, Unemployment, Unemployment Rate</p>]]></desc>
			<concepts><![CDATA[business cycles,depression,real gdp,inflation,macroeconomic indicators,money supply,recession,unemployment,unemployment rate,gdp,real vs. nominal,monetary policy and the federal reserve,employment and unemployment,personal finance,978-1-56183-742-7,teaching financial crises,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_02.pdf</url>
		</lesson>
		<lesson type="print" id="68106" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Manias, Bubbles, and Panics in World History]]></title>
			<desc><![CDATA[This lesson addresses the psychology surrounding speculative manias, often referred to as bubbles. The class will be introduced to some of the theories behind bubbles and apply those concepts to the recent housing bubble. Students will then be introduced to five bubble events in world history: Tulipmania, the South Sea Bubble, the Roaring Twenties Stock Bubble, Japan's Bubble Economy, and the Dot-com Bubble. Students will participate in an activity to analyze the features of the five bubbles to find similarities. Each bubble era will be assigned a number (1-5) and each student a corresponding number (1-5). The like-numbered students will meet and analyze the basic issues. Then new groups will be formed. The students will acquire information about their bubble from one of the essays in the lesson package and arrange the similarities of these events.<br><br><p><font color='#666666'>Concepts: </font><br>Asymmetric Information, Bubble, Incentives, Prices, Speculation, Market Psychology, Negative Externalities, Moral Hazard</p>]]></desc>
			<concepts><![CDATA[asymmetric information,bubble,incentives,prices,speculation,market psychology,negative externalities,moral hazard,markets and prices,risk and return,market failures,personal finance,978-1-56183-742-7,teaching financial crises,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_03.pdf</url>
		</lesson>
		<lesson type="print" id="68107" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - The Japan Comparison]]></title>
			<desc><![CDATA[In this lesson, students play the role of economic advisors to the U.S. president. They learn about Japan's "Lost Decade," and then they compare economic data and policies to analyze the potential future of the U.S. economy.<br><br><p><font color='#666666'>Concepts: </font><br>GDP, Unemployment, Inflation, Deflation, Monetary Policy, Fiscal Policy</p>]]></desc>
			<concepts><![CDATA[gdp,unemployment,inflation,deflation,monetary policy,fiscal policy,employment and unemployment,monetary policy and the federal reserve,personal finance,978-1-56183-742-7,teaching financial crises,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_04.pdf</url>
		</lesson>
		<lesson type="print" id="68108" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Monetary Policy in the Recent Financial Crisis]]></title>
			<desc><![CDATA[Actions are taken by the Board of Governors of the Federal Reserve System (the Fed) to create a stable macroeconomy. Part 1 of the lesson places the student in the role of an economic analyst diagnosing the economy by viewing 2007-2009 data regarding the Consumer Price Index (CPI), unemployment, and real GDP growth. Students are likely to conclude from their analysis that monetary policy tools were needed to correct for the crisis. In Part 2 of the lesson, students will be introduced to tools historically available to the Fed as well as to new tools created by the Fed. Student teams will serve as members of the Board of Governors and make monetary policy decisions by choosing from among traditional and new tools. Students will evaluate the action by the Fed to pay interest on required and excess reserves held by banks and observe and analyze the effects of the monetary expansion on the Fed's balance sheet. For advanced students, three extension opportunities with supporting materials are provided.<br><br><p><font color='#666666'>Concepts: </font><br>Recession, Inflation, The Federal Reserve System, Monetary Policy, Traditional Monetary Policy Tools, New Monetary Policy Tools, Reserve Requirement, Discount Rate, Open Market Operations, Federal Funds Rate</p>]]></desc>
			<concepts><![CDATA[recession,inflation,the federal reserve system,monetary policy,traditional monetary policy tools,new monetary policy tools,reserve requirement,discount rate,open market operations,federal funds rate,business cycles,monetary policy and the federal reserve,personal finance,978-1-56183-742-7,teaching financial crises,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_05.pdf</url>
		</lesson>
		<lesson type="print" id="68109" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - The Role of Housing in the Financial Crisis of 2007-2009]]></title>
			<desc><![CDATA[Students begin by examining data on the rise and fall of home prices and use supply and demand to analyze potential causes of the price changes. Then students learn about changes in the mortgage industry and identify the incentive effects of these changes. Students take part in a demonstration of the effects of securitization on investing in the housing market. Finally students calculate the costs and benefits of engaging in leveraging.<br><br><p><font color='#666666'>Concepts: </font><br>Supply and Demand, Subprime Mortgages, Securitization, Mortgage-backed Securities, Leverage</p>]]></desc>
			<concepts><![CDATA[supply and demand,subprime mortgages,securitization,mortgage-backed securities,leverage,demand,supply,financial markets,personal finance,978-1-56183-742-7,teaching financial crises,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_06.pdf</url>
		</lesson>
		<lesson type="print" id="68110" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - The Instruments and Institutions of Modern Financial Markets]]></title>
			<desc><![CDATA[Students work in small groups to make flash cards to display terms commonly used in modern financial markets. Each group of students begins by learning one group of terms. The students pass their flash cards from group to group until everyone has had an opportunity to study all of the terms. The students then play an Instruments and Institutions of Modern Financial Markets quiz bowl game. Finally, students proceed to comprehend these terms in the context of mock newspaper articles. Knowing these terms can help students understand reports about modern financial markets as well as news stories explaining the causes of financial crises.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Institutions, Credit, Insurance, Financial Markets, Risk and Return, Moral Hazard</p>]]></desc>
			<concepts><![CDATA[economic institutions,credit,insurance,financial markets,risk and return,moral hazard,personal finance,978-1-56183-742-7,teaching financial crises,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_07.pdf</url>
		</lesson>
		<lesson type="print" id="68111" publication="140" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Understanding Financial Markets, 2007-2009]]></title>
			<desc><![CDATA[This lesson pulls together the events in financial markets from 2007 to 2009 by examining the persons and financial institutions that played key roles in the crisis, including why it occurred, who was affected, and the aftermath. How better to understand the complexities than for students to ask questions of certain people or entities concerning their complicity involving the crises? Students will do so in a mock trial, where witnesses such as Mr. Wally Banker and Mr. Mainy Street will be called to testify in The People v. Ulysses S. Economy. Because the people have been harmed, they have filed suit against the economy, personified by Ulysses S. Economy, who feels that he is the victim, not the instigator. The defendant is accused on four counts: the deterioration of consumer confidence, the failure to create jobs, the weakening of GDP growth, and the worsening turmoil in the global economy. Students with computer access can link to several sites that highlight the market turmoil. These supplemental sites, along with the trial transcript, will be used to complete an exercise that requires them to place 20 decisions and events that are associated with the 2007-2009 financial crisis in correct sequence, beginning with the changes in banking regulations and ending with questions and concerns beyond 2009. The goal is for students to be able to understand, describe, and demonstrate knowledge of this crisis.<br><br><p><font color='#666666'>Concepts: </font><br>Redlining, Subprime Mortgages, New Financial Instruments, Collateralized Debt Obligations, Mortgage-backed Securities, Credit Default Swaps, Deregulation, Fiscal Policy Stimulus Package, Monetary Policy Stimulus Tools</p>]]></desc>
			<concepts><![CDATA[redlining,subprime mortgages,new financial instruments,collateralized debt obligations,mortgage-backed securities,credit default swaps,deregulation,fiscal policy stimulus package,monetary policy stimulus tools,financial markets,credit,roles of government,fiscal policy,monetary policy and the federal reserve,personal finance,978-1-56183-742-7,teaching financial crises,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-742-7_08.pdf</url>
		</lesson>
		<lesson type="print" id="68214" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<url>978-1-56183-691-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="68215" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 1 - A Very Good Day]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 1 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,68197]]></altversions>
			<url>978-1-56183-691-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="68216" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 2 - Penny's New Business]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 2 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,68198]]></altversions>
			<url>978-1-56183-691-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="68217" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 1: Lesson 3 - What Is Money?]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 3 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,68199]]></altversions>
			<url>978-1-56183-691-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="68218" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 4 - Oh, What to Do?]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 4 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,68200]]></altversions>
			<url>978-1-56183-691-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="68219" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 5 - Spend or Save?]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 5 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 5]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,68201]]></altversions>
			<url>978-1-56183-691-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="68220" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 6 - A Savings Problem]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 6 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 6]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,68202]]></altversions>
			<url>978-1-56183-691-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="68221" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 2: Lesson 7 - Saving Requires Waiting]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 7 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 7]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,68203]]></altversions>
			<url>978-1-56183-691-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="68222" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 8 - Nicholas Has Many Wants]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 8 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 8]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,68204]]></altversions>
			<url>978-1-56183-691-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="68223" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 9 - Nicholas Decides to Spend]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 9 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 9]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,68205]]></altversions>
			<url>978-1-56183-691-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="68224" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 10 - The Shopping Trip]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 10 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 10]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,68206]]></altversions>
			<url>978-1-56183-691-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="68225" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 3: Lesson 11 - The Ad Made Me Do It]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 11 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 11]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,68207]]></altversions>
			<url>978-1-56183-691-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="68226" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 12 - The Young Borrowers]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 12 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 12]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,68208]]></altversions>
			<url>978-1-56183-691-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="68227" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 13 - The Young Lender]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 13 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 13]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,68209]]></altversions>
			<url>978-1-56183-691-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="68228" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 4: Lesson 14 - Empty Pockets]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 14 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 14]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,68210]]></altversions>
			<url>978-1-56183-691-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="68229" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 15 - A Budget for Nicholas]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 15 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 15]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,68211]]></altversions>
			<url>978-1-56183-691-8_15.pdf</url>
		</lesson>
		<lesson type="print" id="68230" publication="130" lang="en" display="FALSE">
			<title><![CDATA[Theme 5: Lesson 16 - Success!]]></title>
			<desc><![CDATA[This section contains a story which corresponds to Lesson 16 of the Teacher Guide.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<version><![CDATA[Student - Story 16]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,68212]]></altversions>
			<url>978-1-56183-691-8_16.pdf</url>
		</lesson>
		<lesson type="print" id="68115" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="68116" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 1 - Scarcity]]></title>
			<desc><![CDATA[This document contains Standard 1 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="68119" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 2 - Decision Making]]></title>
			<desc><![CDATA[This document contains Standard 2 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="68120" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 3 - Allocation]]></title>
			<desc><![CDATA[This document contains Standard 3 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="68121" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 4 - Incentives]]></title>
			<desc><![CDATA[This document contains Standard 4 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="68122" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 5 - Trade]]></title>
			<desc><![CDATA[This document contains Standard 5 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="68123" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 6 - Specialization]]></title>
			<desc><![CDATA[This document contains Standard 6 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_06.pdf</url>
		</lesson>
		<lesson type="print" id="68124" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 7 - Markets and Prices]]></title>
			<desc><![CDATA[This document contains Standard 7 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_07.pdf</url>
		</lesson>
		<lesson type="print" id="68125" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 8 - Role of Prices]]></title>
			<desc><![CDATA[This document contains Standard 8 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_08.pdf</url>
		</lesson>
		<lesson type="print" id="68126" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 9 - Competition and Market Structure]]></title>
			<desc><![CDATA[This document contains Standard 9 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_09.pdf</url>
		</lesson>
		<lesson type="print" id="68127" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 10 - Institutions]]></title>
			<desc><![CDATA[This document contains Standard 10 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_10.pdf</url>
		</lesson>
		<lesson type="print" id="68128" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 11 - Money and Inflation]]></title>
			<desc><![CDATA[This document contains Standard 11 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_11.pdf</url>
		</lesson>
		<lesson type="print" id="68129" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 12 - Interest Rates]]></title>
			<desc><![CDATA[This document contains Standard 12 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_12.pdf</url>
		</lesson>
		<lesson type="print" id="68130" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 13 - Income]]></title>
			<desc><![CDATA[This document contains Standard 13 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_13.pdf</url>
		</lesson>
		<lesson type="print" id="68131" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 14 - Entrepreneurship]]></title>
			<desc><![CDATA[This document contains Standard 14 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_14.pdf</url>
		</lesson>
		<lesson type="print" id="68132" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 15 - Economic Growth]]></title>
			<desc><![CDATA[This document contains Standard 15 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_15.pdf</url>
		</lesson>
		<lesson type="print" id="68133" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 16 - Role of Government and Market Failure]]></title>
			<desc><![CDATA[This document contains Standard 16 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_16.pdf</url>
		</lesson>
		<lesson type="print" id="68134" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 17 - Government Failure]]></title>
			<desc><![CDATA[This document contains Standard 17 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_17.pdf</url>
		</lesson>
		<lesson type="print" id="68135" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 18 - Economic Fluctuations]]></title>
			<desc><![CDATA[This document contains Standard 18 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_18.pdf</url>
		</lesson>
		<lesson type="print" id="68136" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 19 - Unemployment and Inflation]]></title>
			<desc><![CDATA[This document contains Standard 19 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_19.pdf</url>
		</lesson>
		<lesson type="print" id="68137" publication="142" lang="en" display="FALSE">
			<title><![CDATA[Standard 20 - Fiscal and Monetary Policy]]></title>
			<desc><![CDATA[This document contains Standard 20 from the Voluntary National Content Standards in Economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-733-5_20.pdf</url>
		</lesson>
		<lesson type="print" id="68026" publication="118" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>978-1-56183-662-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="68027" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - How Do Constitutions Shape Economic Systems?]]></title>
			<desc><![CDATA[In the first part of the lesson, the students examine the characteristics of a market economy and the economic provisions of the U.S. Constitution. Then they complete a grid which shows how the U.S Constitution establishes and supports those characteristics. In the second part of the lesson, the students consider a question: Why would North Korea and South Korea - two nations with much in common - experience very different economic outcomes? To answer this question, the students read excerpts from the constitutions of North Korea and South Korea and examine the differences between them.<br><br><p><font color='#666666'>Concepts: </font><br>Constitution, Incentives, Innovation, Private property, Taxation, Trade</p>]]></desc>
			<concepts><![CDATA[constitution,incentives,innovation,private property,taxation,trade,roles of government,entrepreneurs,property rights,exchange and interdependence,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="68028" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - The Relationship Between Economic Freedom and Political Freedom]]></title>
			<desc><![CDATA[To begin the lesson, students brainstorm examples of political and economic freedom. Then they examine several quotations describing the theoretical relationship between the two kinds of freedom, and they are asked if they believe such a relationship exists. In order to answer this question, the students examine the relationship by reference to evidence from two indices: the Freedom House Freedom in the World survey and the Wall Street Journal/Heritage Foundation Index of Economic Freedom. After a brief discussion of information from the indices, the students plot and analyze data for 30 randomly selected countries to determine whether a relationship between the two types of freedom exists.<br><br><p><font color='#666666'>Concepts: </font><br>Civil liberties, Economic freedom, Markets, Political freedom, Political rights</p>]]></desc>
			<concepts><![CDATA[civil liberties,economic freedom,markets,political freedom,political rights,economic systems,markets and prices,economic institutions,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="68029" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Voters and Elections]]></title>
			<desc><![CDATA[Students identify costs associated with voting. Then they make predictions about who might be more likely to vote based on their understanding of opportunity costs.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Elections, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[benefit,elections,opportunity cost,decision making/cost-benefit analysis,government failures/public-choice analysis,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="68030" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - What Are the Economic Functions of Government?]]></title>
			<desc><![CDATA[The teacher introduces six economic functions of government in a brief lecture. In a guided practice activity, the students classify newspaper headlines according to the six functions. A brief reading introduces "liberal" and "conservative" views of the proper scope of government economic activity. The lesson concludes with students working in groups to develop liberal and conservative arguments about one of the newspaper headlines.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Economic stabilization, Externality, Income redistribution, Public goods and services, Social and legal framework</p>]]></desc>
			<concepts><![CDATA[competition,economic stabilization,externality,income redistribution,public goods and services,social and legal framework,competition and market structures,economic systems,market failures,roles of government,income distribution,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="68031" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Government Spending]]></title>
			<desc><![CDATA[Through cooperative learning, the students identify patterns and trends in spending by government at the federal, state, and local levels. They analyze potential problems posed by the growth in federal mandatory spending.<br><br><p><font color='#666666'>Concepts: </font><br>Government spending, Mandatory and discretionary spending, Fiscal policy</p>]]></desc>
			<concepts><![CDATA[government spending,mandatory and discretionary spending,fiscal policy,roles of government,fiscal policy,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="68032" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Can Election Futures Markets Be More Accurate Than Polls?]]></title>
			<desc><![CDATA[The students examine results from opinion polls conducted near the end of the 2004 presidential campaign. They compare results from several national polls to those of the Iowa Electronic Markets (hereafter, the IEM), an online futures market, to predict the outcome of the 2004 race. They read and discuss a handout which allows them to compare the performance of opinion polls and the IEM in predicting election outcomes. Finally, the students learn how well the IEM performed in the presidential campaign of 2008.<br><br><p><font color='#666666'>Concepts: </font><br>Futures Markets, Incentives, Public Opinion Polls</p>]]></desc>
			<concepts><![CDATA[futures markets,incentives,public opinion polls,financial markets,government failures/public-choice analysis,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="68033" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Taxes Change Behavior]]></title>
			<desc><![CDATA[The students review the economic functions of government, noting that taxes are necessary to pay for government activities. Then they consider how the government can influence behavior through taxation, by taxing sources of pollution to reduce emissions, for example, or by decreasing tax rates to encourage people to spend more. Looking at other examples, the students identify ways in which various taxes may change the behavior of those to whom they apply. They learn that taxes create incentives, and that people's responses to these incentives may have unexpected results.<br><br><p><font color='#666666'>Concepts: </font><br>Excise Tax, Incentives, Income Tax, Property Tax</p>]]></desc>
			<concepts><![CDATA[excise tax,incentives,income tax,property tax,roles of government,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="68034" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Economic Misery and Presidential Elections]]></title>
			<desc><![CDATA[The students examine economic data in order to predict the results of presidential elections.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Misery Index, Real GDP, Real GDP per capita, Unemployment Voting & Elections</p>]]></desc>
			<concepts><![CDATA[inflation,misery index,real gdp,real gdp per capita,unemployment voting & elections,employment and unemployment,gdp,real vs. nominal,government failures/public-choice analysis,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="68035" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - The Market Goes to Court: Key Economic Cases and the United States Supreme Court]]></title>
			<desc><![CDATA[The students participate in a reader's theater activity. This activity conveys information about the role of the Supreme Court, and it introduces four types of economic cases heard by the Court. Then the students read four case studies (one of each type) and work in small groups to complete a data chart summarizing the four types of economic cases. This lesson can serve as a review/extension activity for a unit on the U.S. Supreme Court.<br><br><p><font color='#666666'>Concepts: </font><br>Maintaining Competition, Monopoly, Property Rights, Regulation, Role of Government</p>]]></desc>
			<concepts><![CDATA[maintaining competition,monopoly,property rights,regulation,role of government,competition and market structures,roles of government,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="68036" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - An Economic Analysis of Health Care Policy]]></title>
			<desc><![CDATA[The students discuss the strengths and weaknesses of health care in the United States. As "members" of the Surgeon General's Task Force on the Economics of Health Care Policies, they consider how the laws of supply and demand can be used to analyze and shape health care policy. They study four criteria for judging health care policies; then they apply these criteria in an examination of three general plans: Pay or Play, Tax Credits, and National Health Insurance. They draw conclusions, determining which plans accomplish which goals.<br><br><p><font color='#666666'>Concepts: </font><br>Conflicts among values and principles, Normal goods, Role of government in a market economy, Scarcity</p>]]></desc>
			<concepts><![CDATA[conflicts among values and principles,normal goods,role of government in a market economy,scarcity,demand,roles of government,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,Georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="68037" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - How Should Governments Structure the Tax System?]]></title>
			<desc><![CDATA[In a group activity, the students decide on a method of taxation for a hypothetical country. After they have developed a tax system, they discuss their reasons for designing the system they have created. They learn whether their system is progressive, regressive, or proportional.<br><br><p><font color='#666666'>Concepts: </font><br>Average tax rate, Horizontal equity, Marginal tax rate, Progressive tax, Proportional tax, Regressive tax, Taxation, Vertical equity</p>]]></desc>
			<concepts><![CDATA[average tax rate,horizontal equity,marginal tax rate,progressive tax,proportional tax,regressive tax,taxation,vertical equity,roles of government,income distribution,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="68038" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Federalism]]></title>
			<desc><![CDATA[Using a role-play activity about NCLB, students investigate the concept of federalism and the use of incentives by Congress to get states to follow national government priorities.<br><br><p><font color='#666666'>Concepts: </font><br>Federalism, Incentives</p>]]></desc>
			<concepts><![CDATA[federalism,incentives,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="68039" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13 - Government Failure: Using Public Choice Theory to Analyze Political Decisions]]></title>
			<desc><![CDATA[The students are introduced to the basics of public choice analysis by reference to two examples of government failure. They participate in mock elections and analyze the impact of special interest groups on legislators. They examine the costs of voting and assess those costs as disincentives that might discourage people from obtaining information before voting, or from voting at all. Finally, they examine the concept of log-rolling by roleplaying U.S. senators who are considering whether or not to support a particular bill.<br><br><p><font color='#666666'>Concepts: </font><br>Cost-benefit analysis, Government failure, Log-rolling, Rational ignorance, Special interest group effects</p>]]></desc>
			<concepts><![CDATA[cost-benefit analysis,government failure,log-rolling,rational ignorance,special interest group effects,decision making/cost-benefit analysis,government failures/public-choice analysis,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="68040" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14 - Economic Sanctions and U.S. Foreign Policy]]></title>
			<desc><![CDATA[The students analyze cases in which the United States has imposed economic sanctions on other countries. They examine the characteristics of successful economic sanctions and apply their knowledge to predict the likelihood of the success of U.S. economic sanctions in three countries.<br><br><p><font color='#666666'>Concepts: </font><br>Barriers to trade, Economic sanctions, Exports, Imports, Regulation, Role of government, Trade</p>]]></desc>
			<concepts><![CDATA[barriers to trade,economic sanctions,exports,imports,regulation,role of government,trade,barriers to trade,balance of trade and balance of payments,benefits of trade/comparative advantage,roles of government,exchange and interdependence,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="68041" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15 - The Judiciary and Eminent Domain: the Case of Kelo v. City of New London]]></title>
			<desc><![CDATA[The students learn about the importance of private property rights and the enforcement of those rights. They are introduced to the concept of eminent domain and its grounding in the Fifth Amendment to the U.S. Constitution. To explore issues of property rights, the students play roles in a simulated U.S. Supreme Court press conference attended by Justice Stevens and Justice O'Connor.<br><br><p><font color='#666666'>Concepts: </font><br>Due process of law, Property rights, Role of government, Takings clause</p>]]></desc>
			<concepts><![CDATA[due process of law,property rights,role of government,takings clause,property rights,roles of government,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_15.pdf</url>
		</lesson>
		<lesson type="print" id="68042" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16 - Economic Freedom in China and India]]></title>
			<desc><![CDATA[The students examine a table and two graphs to identify trends in political freedom worldwide, particularly in China and India. They are introduced to the concept of economic freedom, and they discuss examples of the concept. They discuss a graph that shows the positive relationship between high levels of economic freedom and high levels of per capita income. They work in groups to predict which economies might have higher levels of economic freedom and per capita income.<br><br><p><font color='#666666'>Concepts: </font><br>Economic freedom, GDP, Per capita income, Political freedom</p>]]></desc>
			<concepts><![CDATA[economic freedom,gdp,per capita income,political freedom,economic systems,economic institutions,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_16.pdf</url>
		</lesson>
		<lesson type="print" id="68043" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17 - Making Trade-Offs in Policy Decisions: The Patriot Act]]></title>
			<desc><![CDATA[Using a case study approach, the students weigh certain trade-offs associated with the Patriot Act. The class decides whether the trade-off of civil liberties for improved security is a good one. In addition, students consider how incentives might affect the behavior of government officials under the provisions of the Patriot Act.<br><br><p><font color='#666666'>Concepts: </font><br>Civil liberties, Security, Trade-offs, Incentives</p>]]></desc>
			<concepts><![CDATA[civil liberties,security,trade-offs,incentives,financial markets,decision making/cost-benefit analysis,scarcity,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_17.pdf</url>
		</lesson>
		<lesson type="print" id="68044" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 18 - Economic Indicators for Informed Citizens]]></title>
			<desc><![CDATA[This lesson introduces students to three basic economic indicators: real GDP, the inflation rate, and the unemployment rate. The students work in small groups to develop an economic forecast, using the three basic economic indicators. They participate in a simulation activity involving a fictional economic forecasting firm. The firm has taken on a client who wishes to start a new business and wants to know whether this is a good idea, given the current economic climate. To advise the client, the students produce a report based on research they conduct about the state of the economy, according to the three economic indicators.<br><br><p><font color='#666666'>Concepts: </font><br>Economic forecasting, GDP, Inflation, Unemployment</p>]]></desc>
			<concepts><![CDATA[economic forecasting,gdp,inflation,unemployment,business cycles,employment and unemployment,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,Georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_18.pdf</url>
		</lesson>
		<lesson type="print" id="68045" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 19 - Immigration]]></title>
			<desc><![CDATA[The students analyze legal and illegal immigration, creating concept maps to identify the incentives and disincentives that may influence prospective immigrants as they make their decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Immigration, Incentives, Markets</p>]]></desc>
			<concepts><![CDATA[immigration,incentives,markets,markets and prices,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_19.pdf</url>
		</lesson>
		<lesson type="print" id="68046" publication="118" lang="en" display="TRUE">
			<title><![CDATA[Lesson 20 - Economic Freedom and Rights]]></title>
			<desc><![CDATA[To get started, the students take note of the economic freedoms and rights they enjoy in the United States today. Then they examine how political and personal rights established by the Constitution may either reinforce or conflict with economic rights and freedoms. Finally, the students examine Franklin Delano Roosevelt's Economic Bill of Rights, presented in his State of the Union address in 1944.<br><br><p><font color='#666666'>Concepts: </font><br>Capitalism, Economic rights, Freedom, Personal Rights, Political rights</p>]]></desc>
			<concepts><![CDATA[capitalism,economic rights,freedom,personal rights,political rights,economic systems,civics,government,economics,978-1-56183-662-8,focus: understanding economics in civics and government,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-662-8_20.pdf</url>
		</lesson>
		<lesson type="print" id="68117" publication="128" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-665-9_front.pdf</url>
		</lesson>
		<lesson type="print" id="68118" publication="128" lang="en" display="FALSE">
			<title><![CDATA[Publication Content]]></title>
			<desc><![CDATA[This document contains the contents of the publication. This thorough and concise guide on the fundamentals of personal finance is an ideal addition to K-12 classrooms. ]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>978-1-56183-665-9_01.pdf</url>
		</lesson>
		<lesson type="print" id="68092" publication="119" lang="en" display="FALSE">
			<title><![CDATA[Front Material: Acknowledgements and Importance]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-8</gradedisplay>
			<url>978-1-56183-639-7_front.pdf</url>
		</lesson>
		<lesson type="print" id="68093" publication="119" lang="en" display="TRUE">
			<title><![CDATA[Chapter 1 - Getting Started]]></title>
			<desc><![CDATA[This chapter explains how to use this publication.]]></desc>
			<concepts><![CDATA[economics,business,978-1-56183-639-7,economics &amp; entrepreneurship: operating a classroom business in the elementary and middle school,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-639-7_01.pdf</url>
		</lesson>
		<lesson type="print" id="68094" publication="119" lang="en" display="TRUE">
			<title><![CDATA[Chapter 2 - Deciding What and How Many to Produce]]></title>
			<desc><![CDATA[This chapter has two major goals. The first goal is to decide what product(s) to produce and sell. The second goal is to estimate how many to produce.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Wants, Business, Consumer, Entrepreneur, Goods, Services, Producer, Criteria, Opportunity Cost, Profit, Risk, Demand, Demand Curve, Law of Demand, Market Survey, Price, Sales Revenues, Capital Resources, Human Resources, Natural Resources, Productive Resources, Scarcity, Costs, Rent, Wages, Interest</p>]]></desc>
			<concepts><![CDATA[economic wants,business,consumer,entrepreneur,goods,services,producer,criteria,opportunity cost,profit,risk,demand,demand curve,law of demand,market survey,price,sales revenues,capital resources,human resources,natural resources,productive resources,scarcity,costs,rent,wages,interest,economic institutions,consumers,entrepreneurs,producers,decision making/cost-benefit analysis,risk and return,markets and prices,money management/budgeting,credit,compound interest,saving and investing,economics,business,978-1-56183-639-7,economics &amp; entrepreneurship: operating a classroom business in the elementary and middle school,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-639-7_02.pdf</url>
		</lesson>
		<lesson type="print" id="68095" publication="119" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3 - Producing the Product]]></title>
			<desc><![CDATA[There are three major goals in this chapter. The first goal is to organize the business. The second goal is to determine how to finance the business. The final goal in this chapter is to actually produce the product.<br><br><p><font color='#666666'>Concepts: </font><br>Corporation, Partnership, Sole Proprietorship, Stockholders, Employee, Employer, Manager, Marketing, Business Savings, Dividend, Interest, Loan, Stock, Stockholder, Human Capital, Job Qualifications, Specialization, Assembly Line, Division of Labor, Interdependence, Labor Productivity, Production, Productivity, Quality Control</p>]]></desc>
			<concepts><![CDATA[corporation,partnership,sole proprietorship,stockholders,employee,employer,manager,marketing,business savings,dividend,interest,loan,stock,stockholder,human capital,job qualifications,specialization,assembly line,division of labor,interdependence,labor productivity,production,productivity,quality control,competition and market structures,financial markets,employment and unemployment,credit,compound interest,saving and investing,productive resources,division of labor/specialization,trade,exchange and interdependence,economics,business,978-1-56183-639-7,economics &amp; entrepreneurship: operating a classroom business in the elementary and middle school,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-639-7_03.pdf</url>
		</lesson>
		<lesson type="print" id="68096" publication="119" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4 - Marketing and Selling the Product]]></title>
			<desc><![CDATA[This chapter has two major goals. The first goal deals with marketing the product. The second and closely related goal concerns the actual selling of the product. Both of these goals are an important part of any classroom business project.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Demand, Specialization, Packaging, Promotions, Market Price, Sale, Shortage, Surplus, Salesperson, Benefits of Exchange/Trade</p>]]></desc>
			<concepts><![CDATA[advertising,demand,specialization,packaging,promotions,market price,sale,shortage,surplus,salesperson,benefits of exchange/trade,profit,financial markets,division of labor/specialization,incentives,markets and prices,supply,price ceilings and floors,benefits of trade/comparative advantage,economics,business,978-1-56183-639-7,economics &amp; entrepreneurship: operating a classroom business in the elementary and middle school,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-639-7_04.pdf</url>
		</lesson>
		<lesson type="print" id="68097" publication="119" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5 - Closing the Business]]></title>
			<desc><![CDATA[In this chapter, the students close their business. The first goal of the chapter deals with the concept of profit. A second goal of this chapter is to give teachers suggestions and ideas for making improvements in future business projects.<br><br><p><font color='#666666'>Concepts: </font><br>Costs, Interest, Profit, Sales Revenues, Choice, Dividends, Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[costs,interest,profit,sales revenues,choice,dividends,opportunity cost,scarcity,decision making/cost-benefit analysis,credit,compound interest,saving and investing,financial markets,economics,business,978-1-56183-639-7,economics &amp; entrepreneurship: operating a classroom business in the elementary and middle school,]]></concepts>
			<gradedisplay>K-8</gradedisplay>
			<gradelevel>K-8</gradelevel>
			<url>978-1-56183-639-7_05.pdf</url>
		</lesson>
		<lesson type="print" id="68098" publication="119" lang="en" display="FALSE">
			<title><![CDATA[Appendices A, B, and C]]></title>
			<desc><![CDATA[This document includes tests with varying difficulties with answers, an attitude survey, and a list of related literature.]]></desc>
			<gradedisplay>K-8</gradedisplay>
			<url>978-1-56183-639-7_back.pdf</url>
		</lesson>
		<lesson type="print" id="67845" publication="113" lang="en" display="FALSE">
			<title><![CDATA[Front: Foreword and Introductions]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-648-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="67849" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Does Science Need Ethics?]]></title>
			<desc><![CDATA[In this lesson the students see how biases may enter into the discovery of facts. Then they follow the progress of an economic researcher as she carries out a positive economic analysis.Finally, they come to appreciate that ethical judgments are central to scientific research,including economic analysis.<br><br><p><font color='#666666'>Concepts: </font><br>Economic model, Facts, Fiduciary duty, Ideology, Moral hazard, Normative economics, Positive economics, Values</p>]]></desc>
			<concepts><![CDATA[economic model,facts,fiduciary duty,ideology,moral hazard,normative economics,positive economics,values,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="67850" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - What Is the Difference Between Self-Interest and Greed?]]></title>
			<desc><![CDATA[In this lesson the students first explore the concepts of greed and self-interest through a class discussion. In pairs they play a famous game in economics and ethics: the Ultimatum Game. One of the pair is a Proposer who suggests how to divide 10 rewards (for example, M&Ms, hard candies, extra-credit points) with a partner, the Responder. The Proposer may suggest keeping from 0 to 10 rewards but must recognize that the Responder may reject highly unequal proposals. If the Responder rejects a proposal, neither participant gets any rewards.The students play four rounds of the game,and then the class discusses the strategies the students employed and the implications of the game for self-interest, greed, altruistic behavior and fairness in business.<br><br><p><font color='#666666'>Concepts: </font><br>Fairness, Greed, Prudence, Rational behavior, Self-interest</p>]]></desc>
			<concepts><![CDATA[fairness,greed,prudence,rational behavior,self-interest,decision making/cost-benefit analysis,property rights,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="67851" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Do Markets Need Ethical Standards?]]></title>
			<desc><![CDATA[The students participate in an exercise that demonstrates the motives of self-interest, duty and character in economic transactions. Playing the roles of doctors and patients, the students experience how asymmetric information can lead to a moral hazard. They experience how differing incentives and moral frameworks can alter the behavior of doctors. Based on the results of the role-play, the students will see how enlightened self-interest, duty and virtue play a role in improving economic efficiency in health-care and other markets.<br><br><p><font color='#666666'>Concepts: </font><br>Asymmetric information, Character, Competition, Duty, Enlightened self-interest, Fiduciary duty, Incentives, Moral hazard, Self-interest</p>]]></desc>
			<concepts><![CDATA[asymmetric information,character,competition,duty,enlightened self-interest,fiduciary duty,incentives,moral hazard,self-interest,credit,competition and market structures,property rights,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="67852" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Do Markets Make Us More Moral?]]></title>
			<desc><![CDATA[In this lesson the students discuss situations that demonstrate how markets reward moral behavior. Then they apply an economic analysis to discrimination on the basis of race, gender and religion. In doing so, they discuss how people in markets and people in government face different incentives regarding discrimination. Next, they read about and discuss several values that market systems encourage and non-market systems discourage. The students also learn that markets do not always function perfectly and aren't capable of handling all of our moral problems; other institutions play important roles in shaping moral values.<br><br><p><font color='#666666'>Concepts: </font><br>Accountability, Cooperation, Courtesy, Discipline, Discrimination, Enterprise, Honesty, Incentives, Invisible hand, Market, Responsibility, Self-interest, Tolerance</p>]]></desc>
			<concepts><![CDATA[accountability,cooperation,courtesy,discipline,discrimination,enterprise,honesty,incentives,invisible hand,market,responsibility,self-interest,tolerance,markets and prices,property rights,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="67853" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - What Are the Moral Limits of Markets?]]></title>
			<desc><![CDATA[The lesson begins with the students brainstorming ways to allocate a scarce good within a small group. Then they evaluate market and non-market mechanisms for allocating goods and services. This leads to a discussion of the moral limits of markets. The students then read and discuss an article by Paul Heyne, who examines moral criticisms of markets and explains why morality is necessary for markets to work. Finally, the students apply this information to debate the moral limitations of markets.<br><br><p><font color='#666666'>Concepts: </font><br>Civic virtue, Coercion, Competition, Corruption, Efficiency, Markets, Scarcity, Self-interest</p>]]></desc>
			<concepts><![CDATA[civic virtue,coercion,competition,corruption,efficiency,markets,scarcity,self-interest,competition and market structures,productivity,markets and prices,property rights,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="67854" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - What Should We Do About Sweatshops?]]></title>
			<desc><![CDATA[This lesson introduces the students to three main ways of analyzing moral problems. The students apply these approaches to evaluate sweatshops. First, the students discuss the elements that make up a sweatshop. Then they read an essay on economics and ethics that defines sweatshops, and discuss the reasons why sweatshops exist. Next the students answer questions that reinforce their knowledge of the structure of labor markets. They consider two opposing views about sweatshops and discuss the ethical implications of sweatshops for the workers themselves and for consumers in wealthier countries. Finally, the students discuss and evaluate three policy options for dealing with sweatshops.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Duty-based ethics, Exploitation, Gresham's law, Human rights, Justice, Outcomes-based ethics, Virtue-based ethics</p>]]></desc>
			<concepts><![CDATA[competition,duty-based ethics,exploitation,gresham's law,human rights,justice,outcomes-based ethics,virtue-based ethics,competition and market structures,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="67855" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Should We Allow a Market For Transplant Organs?]]></title>
			<desc><![CDATA[The students learn that there is a shortage of transplant organs in the United States. They explore ways to reduce the shortage, particularly by increasing the supply. First the students use supply and demand to analyze a market for kidneys. Then they learn how different ethical theories can help us evaluate policies for procuring organs to transplant. Finally, the students must decide which of four organ-transplant policy options they would support.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Duty-based ethics, Equilibrium price, Incentives, Outcomes-based ethics, Price ceiling, Supply, Virtue-based ethics</p>]]></desc>
			<concepts><![CDATA[demand,duty-based ethics,equilibrium price,incentives,outcomes-based ethics,price ceiling,supply,virtue-based ethics,markets and prices,price ceilings and floors,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_07.pdf</url>
		</lesson>
		<lesson type="print" id="67856" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Is Efficiency an Ethical Concept?]]></title>
			<desc><![CDATA[In this lesson the students discover how goals and value judgments affect decisions about efficiency and welfare. They also learn how economists measure efficiency. First, the students discuss the concepts of positive economics, normative economics, productive efficiency and allocative efficiency. Then they play the role of a doctor facing a critical shortage of lifesaving serum and discuss the role of efficiency in allocating this serum. They read an Activity and answer questions about how economists approach the issues of efficiency and welfare. Returning to the case of the doctor, the students see how economists analyze efficiency and welfare.<br><br><p><font color='#666666'>Concepts: </font><br>Allocative efficiency, Consumer welfare, Incentives, Normative economics, Positive economics, Productive efficiency, Welfare economics</p>]]></desc>
			<concepts><![CDATA[allocative efficiency,consumer welfare,incentives,normative economics,positive economics,productive efficiency,welfare economics,productivity,consumers,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_08.pdf</url>
		</lesson>
		<lesson type="print" id="67857" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Do Businesses Have A Social Responsibility?]]></title>
			<desc><![CDATA[The students read two viewpoints on the social responsibility of business: Milton Friedman, a Nobel laureate in economics, argues that businesses best fulfill their social responsibilities to society by focusing on increased profits. John Mackey, founder of Whole Foods Market, believes that a business's social responsibility goes beyond maximizing profits. The students evaluate these arguments and then decide whose opinion they support.<br><br><p><font color='#666666'>Concepts: </font><br>Fiduciary duty, Principal-agent agreement, Profit, Shareholder, Social responsibility of business, Stakeholder</p>]]></desc>
			<concepts><![CDATA[fiduciary duty,principal-agent agreement,profit,shareholder,social responsibility of business,stakeholder,financial markets,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_09.pdf</url>
		</lesson>
		<lesson type="print" id="67858" publication="113" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - What Is Economic Justice?]]></title>
			<desc><![CDATA[In this lesson the students explore basic ideas of justice through a class discussion. Then they play the Veil of Ignorance game. In the first round of the game, groups of students get Role Cards and vote for a slate of economic policies according to the interests of their assigned role: a teacher, a retiree, a high-income executive, a college student or an unemployed person. After the vote, each group explains how and why it chose the policies it supported. In the second round, all the groups receive an identical Role Card with no age, gender or economic status. They must now operate behind a "veil of ignorance," a term developed by the philosopher John Rawls. The groups cast new votes on economic policies without being able to pursue their narrow interests because they don't know who they are. The lesson closes with a debriefing of the game.<br><br><p><font color='#666666'>Concepts: </font><br>Economic inequality, Income, Fairness, Justice, Veil of ignorance, Wealth</p>]]></desc>
			<concepts><![CDATA[economic inequality,income,fairness,justice,veil of ignorance,wealth,income distribution,money management/budgeting,economics,ethics,,1-56183-648-6,teaching the ethical foundations of economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-648-6_10.pdf</url>
		</lesson>
		<lesson type="print" id="67859" publication="113" lang="en" display="FALSE">
			<title><![CDATA[Test Bank and Glossary]]></title>
			<desc><![CDATA[This section contains the book's test bank and glossary.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-648-6_back.pdf</url>
		</lesson>
		<lesson type="print" id="67723" publication="105" lang="en" display="FALSE">
			<title><![CDATA[Front: History Matters Essay and Introduction]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-624-9_front.pdf</url>
		</lesson>
		<lesson type="print" id="67727" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: The New World Was an Old World]]></title>
			<desc><![CDATA[This lesson introduces the Guide to Economic Reasoning. Students use the Guide to analyze certain practices of three Indian tribes at the time Europeans first encountered them. Students also use the Guide to solve two historic mysteries.<br><br><p><font color='#666666'>Concepts: </font><br>Economic systems, Opportunity cost, Scarcity, Specialization and trade</p>]]></desc>
			<concepts><![CDATA[economic systems,opportunity cost,scarcity,specialization and trade,economic systems,opportunity cost,division of labor/specialization,trade,exchange and interdependence,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_01.pdf</url>
		</lesson>
		<lesson type="print" id="67728" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Property Rights Among North American Indians]]></title>
			<desc><![CDATA[In their exploration of property rights among North American Indians, the students discuss the tragedy of the commons. They read a case study that explains how Indians developed ownership rights regarding horses. Then they examine other examples of property rights among various Indian groups.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Private ownership, Tragedy of the commons</p>]]></desc>
			<concepts><![CDATA[incentives,private ownership,tragedy of the commons,property rights,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_02.pdf</url>
		</lesson>
		<lesson type="print" id="67729" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Why Do Economies Grow?]]></title>
			<desc><![CDATA[The students examine information about former colonies and discuss factors associated with economic growth. They participate in a simulation activity, working in groups to recommend economic development policies for a newly discovered planet. Throughout history, some nations have grown economically while others have not. Historians point to many possible explanations including the influence of colonialism, the presence of natural resources, population, and economic systems and institutions including trade and private property ownership.<br><br><p><font color='#666666'>Concepts: </font><br>Economic freedom, Gross domestic product, Growth, Human capital, Incentives, Infrastructure, Investment, Physical capital, Private property rights</p>]]></desc>
			<concepts><![CDATA[economic freedom,gross domestic product,growth,human capital,incentives,infrastructure,investment,physical capital,private property rights,economic systems,gdp,economic growth,productive resources,economic development,saving and investing,property rights,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_03.pdf</url>
		</lesson>
		<lesson type="print" id="67730" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Understanding the Colonial Economy in a Global Context]]></title>
			<desc><![CDATA[The students discuss a mystery regarding economic growth in the American colonies, making inferences from statistics about trade and population in their effort to explain why the colonies prospered. The lesson includes an application exercise in which students use the concepts of specialization and trade to analyze choices arising in contemporary cases. It concludes with an activity that links the concepts of specialization and trade to colonial economic growth. Between 1585 and 1763, trade for furs, lumber, fabrics, cotton, shipping services, tobacco, whales and other products linked colonial America to people living in other parts of the globe. The colonists and their trading partners benefited from this trade. The colonists generated wealth by exporting products they could produce from available resources; in turn, they imported products not readily available to them from local sources. Production and consumption possibilities expanded, generating wealth at an unprecedented rate.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Gains from trade, Globalization, Imports, International trade, Specialization</p>]]></desc>
			<concepts><![CDATA[exports,gains from trade,globalization,imports,international trade,specialization,balance of trade and balance of payments,benefits of trade/comparative advantage,division of labor/specialization,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_04.pdf</url>
		</lesson>
		<lesson type="print" id="67731" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Indentured Servitude: Why Sell Yourself into Bondage?]]></title>
			<desc><![CDATA[Many workers in colonial North America were indentured servants -- people who signed contracts stating they would work for up to seven years in exchange for passage to North America, plus room and board in their new workplaces. In this lesson the students analyze case studies of indentured servitude and identify its costs and benefits for people of limited means.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Choice, Costs, Incentives</p>]]></desc>
			<concepts><![CDATA[benefits,choice,costs,incentives,decision making/cost-benefit analysis,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_05.pdf</url>
		</lesson>
		<lesson type="print" id="67732" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Specialization and Trade in the Thirteen Colonies]]></title>
			<desc><![CDATA[The students examine information about resources and opportunities for specialization among the New England, Middle and Southern colonies. They use a five-step process to examine the costs and benefits arising from specialization in these regions. By reference to the concepts of specialization, trade, and opportunity cost, the students examine one of the triangular trade routes that developed during the colonial period. As members of the British Empire, the 13 colonies produced wealth for Britain. In their efforts to do so, colonial producers operated on the basis of comparative advantage, allocating their limited resources to maximize the amount of goods and services they produced, while minimizing costs. Colonists, other members of the British Empire and their trading partners all benefited from these efforts. Despite the obligation to produce wealth or the mother country, colonial producers benefited from economic growth fostered by specialization, trade and investment.<br><br><p><font color='#666666'>Concepts: </font><br>Comparative advantage, Economic growth, Interdependence, Opportunity costs in production, Specialization, Trade, Decision Making/Cost-Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[comparative advantage,economic growth,interdependence,opportunity costs in production,specialization,trade,decision making/cost-benefit analysis,benefits of trade/comparative advantage,economic growth,exchange and interdependence,division of labor/specialization,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_06.pdf</url>
		</lesson>
		<lesson type="print" id="67733" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: The Costs and Benefits of American Independence]]></title>
			<desc><![CDATA[The students work in groups to discuss changes in the relationship between Britain and the American colonies. By the 1760s, the relationship between the British Parliament and the colonists was fraught with tension and resistance. Many colonists chose to take actions to separate from England in response to the Proclamation of 1763 and Parliament's decision to seek additional tax revenue to fund the costs of providing defense and protection in colonial America. Through the application of economic reasoning, this lesson explains why the colonists chose independence from the mother country.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Benefits, Costs, Taxation</p>]]></desc>
			<concepts><![CDATA[alternatives,benefits,costs,taxation,opportunity cost,decision making/cost-benefit analysis,roles of government,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_07.pdf</url>
		</lesson>
		<lesson type="print" id="67734" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Problems Under the Articles of Confederation]]></title>
			<desc><![CDATA[This lesson begins with a teacher-led discussion of economic problems facing the new nation under the Articles of Confederation. The students read and discuss information about these problems in a handout; then they consider possible responses and make predictions about how those responses would affect economic growth. The Articles of Confederation, adopted in 1781, represented the former colonists' first attempt to establish a new government after the Revolutionary War. These Articles provided for a weak central government. Because of the excesses of King George III, whose rule they had just overthrown, the Americans were reluctant to grant much economic power, or authority of any sort, to the central government. But urgent economic questions remained to be addressed. Should the war debt be paid by the new national government? If so, how would sufficient revenue be raised? How should interstate trade be governed? How important would it be for the new nation to develop a strong military force for national defense? If a strong military establishment were needed, how should it be paid for? The resolution of these issues could have a large influence on the economic future of the new nation.<br><br><p><font color='#666666'>Concepts: </font><br>Debt, Tariff, Tax, Trade</p>]]></desc>
			<concepts><![CDATA[debt,tariff,tax,trade,credit,barriers to trade,roles of government,exchange and interdependence,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_08.pdf</url>
		</lesson>
		<lesson type="print" id="67735" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: The US Constitution: Rules of the Game]]></title>
			<desc><![CDATA[The students examine key economic clauses in the U.S. Constitution. They read about contemporary examples where the application of these constitutional provisions would have important consequences.<br><br><p><font color='#666666'>Concepts: </font><br>Money, Incentives, Innovation, Private property, Taxation, Trade</p>]]></desc>
			<concepts><![CDATA[money,incentives,innovation,private property,taxation,trade,entrepreneurs,property rights,roles of government,exchange and interdependence,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_09.pdf</url>
		</lesson>
		<lesson type="print" id="67736" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Rising Living Standards in the New Nation]]></title>
			<desc><![CDATA[The students participate in a simulation that demonstrates an increase in productivity. They discuss ways in which productivity can be increased; then they learn how technology, exemplified by Eli Whitney's cotton gin (1793), increased productivity in cotton, which in turn had widespread effects on many aspects of American society early in the nineteenth century.<br><br><p><font color='#666666'>Concepts: </font><br>Division of labor, Productive resources, Productivity, Profit, Scarcity, Standard of living</p>]]></desc>
			<concepts><![CDATA[division of labor,productive resources,productivity,profit,scarcity,standard of living,division of labor/specialization,productive resources,economic systems,economic development,human capital,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_10.pdf</url>
		</lesson>
		<lesson type="print" id="67737" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: How Did Cotton Become King? The Economics of Cotton and Everything Else.]]></title>
			<desc><![CDATA[The students examine a series of visuals to learn how supply and demand analysis can be used to examine the change in cotton production in the American South. They construct graphs showing supply, demand and the market price of cotton. Then they construct a graph showing a change in demand. While growth continued, the American South experienced serious economic setbacks in the years following independence. Cotton appeared to be the hope of the future. Changes in technology in the South, particularly the cotton gin, and changes in textile technology and demand in Great Britain resulted in cotton becoming "King" in the American South.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Price, Supply</p>]]></desc>
			<concepts><![CDATA[demand,price,supply,markets and prices,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_11.pdf</url>
		</lesson>
		<lesson type="print" id="67738" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Francis Cabot Lowell and the New England Textile Industry]]></title>
			<desc><![CDATA[The teacher presents information about the characteristics of entrepreneurs. The students read a passage about Francis Cabot Lowell and the New England textile industry and identify the entrepreneurial activities exemplified by Lowell's founding of the first integrated textile mill in the United States. Then, on the basis of the Lowell reading and two first-hand narrative accounts, the students consider the motivation of the young women who were employed in Lowell's textile mills.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Incentives, Investment, Productive resources, Profit, Risk</p>]]></desc>
			<concepts><![CDATA[entrepreneur,incentives,investment,productive resources,profit,risk,entrepreneurs,saving and investing,productive resources,risk and return,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_12.pdf</url>
		</lesson>
		<lesson type="print" id="67739" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: Improving Transportation]]></title>
			<desc><![CDATA[The students study transportation-related mysteries and related information to learn how improvements in transportation in the first half of the nineteenth century reduced the cost of making goods available to consumers.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Costs, Incentives, Specialization, Supply</p>]]></desc>
			<concepts><![CDATA[competition,costs,incentives,specialization,supply,competition and market structures,decision making/cost-benefit analysis,division of labor/specialization,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_13.pdf</url>
		</lesson>
		<lesson type="print" id="67740" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: Investing In American Growth]]></title>
			<desc><![CDATA[This is a lesson about economic growth in the United States before the Civil War. It was a time in which many Americans became prosperous through the investments they made. This point is introduced through an example. The students read a passage about Peter Snyder, a young man of the early 1800s (fictional, but based on real cases) who invested his labor to develop a successful farm. They analyze the decisions Snyder made, taking note of what he had to give up as he worked to become successful. The students then turn to a wider range of examples, analyzing investments in other industries that contributed to the doubling of American standards of living in the pre-Civil War period.<br><br><p><font color='#666666'>Concepts: </font><br>Investment, Opportunity cost, Productive resources</p>]]></desc>
			<concepts><![CDATA[investment,opportunity cost,productive resources,saving and investing,opportunity cost,productive resources,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_14.pdf</url>
		</lesson>
		<lesson type="print" id="67741" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15:Why did the Indians of the Great Plains Invite White Americans Into Their Land?]]></title>
			<desc><![CDATA[The teacher introduces a mystery: Why would American Indians in the 1830s welcome contacts with white Americans? The students then participate in a simulation of trade activity among Indians, New Mexicans and American traders in the southern Great Plains region in the early nineteenth century. The nineteenth century is usually portrayed as a time of conflict between American Indians and white Americans. Early in the century, however, several Indian tribes including the Cheyenne, Comanche and Crows welcomed contacts with white Americans. The contacts involved trade, and trade brought benefits to the traders and the Indians.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Exchange</p>]]></desc>
			<concepts><![CDATA[competition,exchange,competition and market structures,trade,exchange and interdependence,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_15.pdf</url>
		</lesson>
		<lesson type="print" id="67742" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16: Andrew Jackson and the Second Bank of the United States]]></title>
			<desc><![CDATA[The students participate in a simulation that demonstrates how banks create money and facilitate exchange and economic growth. The simulation provides a basis for the students' subsequent examination of Andrew Jackson's veto of the recharter of the Second Bank of the United States. They read an account of events surrounding the veto and write a short essay stating their reasons for agreeing or disagreeing with Jackson's decision.<br><br><p><font color='#666666'>Concepts: </font><br>Financial intermediation, Fractional reserve banking, Medium of exchange, Money, Specialization and exchange</p>]]></desc>
			<concepts><![CDATA[financial intermediation,fractional reserve banking,medium of exchange,money,specialization and exchange,financial markets,monetary policy and the federal reserve,division of labor/specialization,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_16.pdf</url>
		</lesson>
		<lesson type="print" id="67743" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17: Free the Enslaved and Avoid the War]]></title>
			<desc><![CDATA[This lesson calls upon students to role-play people who were sympathetic to slaveholding. Be certain to remind the students not to confuse statements made during the role playing with the actual beliefs of the students assuming the roles. The intent of the activity is to analyze actions taken by people in 1799 as they attempted to end slavery. Government action and the Thirteenth Amendment to the Constitution of the United States were required in order to deal with the legal status of slavery in the United States. Yet, a government does not make decisions; only people, acting as government representatives, make decisions. Economic theory suggests that decisions made by political leaders and government officials can be described as responses to incentives. Political leaders respond to incentives in attempts to solve political conflicts in manners that promise to produce the highest expected benefits at the lowest possible costs.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs, Incentives, Opportunity costs</p>]]></desc>
			<concepts><![CDATA[benefits,costs,incentives,opportunity costs,decision making/cost-benefit analysis,opportunity cost,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_17.pdf</url>
		</lesson>
		<lesson type="print" id="67744" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 18: Why Did the South Secede?]]></title>
			<desc><![CDATA[The students examine information in a series of visuals about the strengths and weaknesses of the South and the North on the eve of the Civil War. They analyze alternative approaches to eliminating slavery, and they discuss the costs and benefits each side anticipated in choosing to fight the Civil War. In fighting the Civil War, the North had many clear advantages over the South including a larger population, more industries, more railroads, more farms and more financial institutions. Confederate wealth was largely held in the form of slaves and land.<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Benefits, Costs</p>]]></desc>
			<concepts><![CDATA[alternative,benefits,costs,opportunity cost,decision making/cost-benefit analysis,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_18.pdf</url>
		</lesson>
		<lesson type="print" id="67745" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 19:Economic Analysis of the Civil War]]></title>
			<desc><![CDATA[The students examine information presented in visuals and work in small groups to analyze the economic impact of the Civil War. The Civil
War ended slavery and the possibility of Southern secession. But did the war help or impede economic growth the United States? The evidence suggests that the costs of the war were very high and resulted in several economic setbacks.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Benefits, Costs, Counterfactual, Economic growth, Inflation, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[alternatives,benefits,costs,counterfactual,economic growth,inflation,opportunity cost,opportunity cost,decision making/cost-benefit analysis,economic growth,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_19.pdf</url>
		</lesson>
		<lesson type="print" id="67746" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 20:Was Free Land a Good Deal?]]></title>
			<desc><![CDATA[Students work in small groups to investigate the costs of taking up a homestead in the western United States shortly after the Homestead
Act was passed in 1862. In whole class discussion, the student groups explain their choices, using economic reasoning. They also discuss the
motives of the federal government in passing the Homestead Act.<br><br><p><font color='#666666'>Concepts: </font><br>Allocation, Benefits, Costs, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[allocation,benefits,costs,opportunity cost,decision making/cost-benefit analysis,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_20.pdf</url>
		</lesson>
		<lesson type="print" id="67747" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 21:Growth of the U.S. Economy After the Civil War]]></title>
			<desc><![CDATA[This lesson focuses on changes in the U.S. economy in the years following the Civil War. After examining tables of data and explanatory materials, the students use economic reasoning to identify sources of economic growth and development during the post-war years, noting especially the role of property rights in supporting technological advancement.<br><br><p><font color='#666666'>Concepts: </font><br>Economic growth, Incentives, Innovation, Institutions, Private property rights, Productivity, Profit</p>]]></desc>
			<concepts><![CDATA[economic growth,incentives,innovation,institutions,private property rights,productivity,profit,economic growth,entrepreneurs,economic institutions,property rights,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_21.pdf</url>
		</lesson>
		<lesson type="print" id="67748" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 22: The Demand for Immigrants]]></title>
			<desc><![CDATA[The students analyze information to solve a mystery about immigration. The teacher elaborates on their solution by using supply and
demand curves to illustrate the demand for and supply of labor in the United States from the end of the Civil War until the beginning of World War I.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Demand, Productive resources, Market, Supply, Trade, Wage</p>]]></desc>
			<concepts><![CDATA[benefits,demand,productive resources,market,supply,trade,wage,decision making/cost-benefit analysis,productive resources,markets and prices,exchange and interdependence,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_22.pdf</url>
		</lesson>
		<lesson type="print" id="67749" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 23: Bigger is Better: The Economics of Mass Production]]></title>
			<desc><![CDATA[The students examine a series of visuals that explain economies of scale. Volunteers are asked to do calculations regarding levels of production. The character of the United States economy changed late in the nineteenth century. Manufacturing, rather than agriculture, became its central feature. This lesson discusses the characteristics of mass production and demonstrates that increasing output lowers the cost of producing most goods.<br><br><p><font color='#666666'>Concepts: </font><br>Capital, Costs of production, Division of labor, Economies of scale, Financial capital, Fixed costs, Mass production, Variable costs
</p>]]></desc>
			<concepts><![CDATA[capital,costs of production,division of labor,economies of scale,financial capital,fixed costs,mass production,variable costs,productive resources,saving and investing,competition and market structures,division of labor/specialization,financial markets,productivity,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_23.pdf</url>
		</lesson>
		<lesson type="print" id="67750" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 24: Industrial Entrepreneurs or Robber Barons?]]></title>
			<desc><![CDATA[This lesson focuses on a group of nineteenth-century industrial entrepreneurs described in many history books as Robber Barons. It calls upon students to analyze the activities of these entrepreneurs in order to draw conclusions about the innovations and business practices for which they are known. To carry out this analysis, the students examine techniques of mass production, division of labor and vertical and horizontal integration, noting their effects on industrial output and other outcomes. They also read a case study on John D. Rockefeller and discuss the characterization of him as a Robber Baron. The nineteenth-century industrialists often described as Robber Barons include Andrew Carnegie of Carnegie Steel, John D. Rockefeller of Standard Oil, and Cornelius Vanderbilt, a railroad magnate. (The term Robber Baron was first used in a history book published by Matthew Josephson in 1934.) Accumulating great wealth through entrepreneurial activity and innovation, these men became recognized leaders in industry and business circles, known particularly for business consolidations on a large scale and for focusing sharply on innovative management practices. Their achievements yielded benefits and costs. The benefits flowed from a new emphasis on improving efficiency in the workplace. Innovators achieved this emphasis by replacing decentralized methods of production with mass production, developing specialized production techniques and cutting production costs through vertical and horizontal integration. The costs, also flowing from an emphasis on efficiency, included certain harmful effects of monopoly practices and conditions affecting workers.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs, Entrepreneurs, Horizontal integration, Mass production, Property rights, Vertical integration</p>]]></desc>
			<concepts><![CDATA[benefits,costs,entrepreneurs,horizontal integration,mass production,property rights,vertical integration,decision making/cost-benefit analysis,productive resources,division of labor/specialization,productivity,property rights,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_24.pdf</url>
		</lesson>
		<lesson type="print" id="67751" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 25: The Economic Effects of the Nineteenth-Century Monopoly]]></title>
			<desc><![CDATA[The students are introduced to the different types of business entities: the pure competitor, monopolist and cartel. They play a game that illustrates how difficult it can be for cartels or trusts to boost profits by colluding to reduce competition. The students read about the logic of monopoly prices and discuss whether workers on average were better off after industrialization. This lesson helps students understand monopolistic behavior and the conditions that gave rise to the Sherman Anti-Trust Act of 1890.<br><br><p><font color='#666666'>Concepts: </font><br>Cartel, Competition, Monopoly, Trusts</p>]]></desc>
			<concepts><![CDATA[cartel,competition,monopoly,trusts,competition and market structures,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_25.pdf</url>
		</lesson>
		<lesson type="print" id="67752" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 26: Could the U.S. Economy Have Grown Without the Railroads?]]></title>
			<desc><![CDATA[The students examine data about economic growth and the expansion of railroads in the United States after the Civil War. They assess ways in which the railroads may have contributed to economic growth in agriculture and the industrial sectors of the economy during the post-war years. They assess these contributions, in turn, by reference to the opportunity cost implicit in the economy's turn toward development of a nationwide railroad system.<br><br><p><font color='#666666'>Concepts: </font><br>Economic growth, Gross national product (GNP), Incentives, Labor productivity, Opportunity cost, Specialization, Technological change</p>]]></desc>
			<concepts><![CDATA[economic growth,gross national product (gnp),incentives,labor productivity,opportunity cost,specialization,technological change,economic growth,gdp,division of labor/specialization,productivity,opportunity cost,technology,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_26.pdf</url>
		</lesson>
		<lesson type="print" id="67753" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 27: Free Silver or a Cross of Gold?]]></title>
			<desc><![CDATA[The students view a series of visuals to learn about the money controversy of the last decades of the nineteenth century. They conduct a simulation activity designed to show why proponents of the Greenback and Free Silver movements believed that an increase in the money supply
would raise prices.<br><br><p><font color='#666666'>Concepts: </font><br>Deflation, Fixed cost, Gold standard, Index numbers, Inflation, Money</p>]]></desc>
			<concepts><![CDATA[deflation,fixed cost,gold standard,index numbers,inflation,money,competition and market structures,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_27.pdf</url>
		</lesson>
		<lesson type="print" id="67754" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 28: Money Panics and the Establishment of the Federal Reserve System]]></title>
			<desc><![CDATA[Several students perform a play that illustrates how an unregulated banking system contributed to a number of severe money panics in the late nineteenth century. The students then read a passage about the establishment of the Federal Reserve System and identify features of the new system that improved banking stability and the availability of credit. The Federal Reserve System was the United States' first central bank. It provided protection against bank failures by creating new reserves.<br><br><p><font color='#666666'>Concepts: </font><br>Bank, Bank reserves, Central banking system, Federal Reserve, Fractional Reserve Banking System, Money, Money panic</p>]]></desc>
			<concepts><![CDATA[bank,bank reserves,central banking system,federal reserve,fractional reserve banking system,money,money panic,economic institutions,monetary policy and the federal reserve,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_28.pdf</url>
		</lesson>
		<lesson type="print" id="67755" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 29: Who Should Make the Food Safe?]]></title>
			<desc><![CDATA[The students examine issues related to food safety. They role-play, participate in a class discussion and analyze a graph depicting changes in a market to gain insight into ways in which government regulations affect the behavior of producers. In the eighteenth and nineteenth centuries, most Americans produced their own food or obtained it directly from neighbors. While serious problems of food safety existed -- refrigeration and canning were not practical yet -- individual Americans were usually in a position to monitor (or take responsibility for) the safety of what they ate. This changed during the nineteenth century as mass production and more efficient transportation systems developed, enabling producers to offer a wide variety of new retail goods to Americans. Although the process was gradual and occurred at varying rates depending on the region of the country involved, most Americans by the twentieth century regularly bought most of their food and medicine from retail merchants.<br><br><p><font color='#666666'>Concepts: </font><br>Cost, Competition, Demand, Government regulation, Incentives, Price, Supply</p>]]></desc>
			<concepts><![CDATA[cost,competition,demand,government regulation,incentives,price,supply,decision making/cost-benefit analysis,competition and market structures,roles of government,markets and prices,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_29.pdf</url>
		</lesson>
		<lesson type="print" id="67756" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 30: Whatdunnit? The Great Depression Mystery]]></title>
			<desc><![CDATA[The students read a brief passage posing the basic question about the Great Depression: Why did it happen? A brief simulation activity shows how unemployment in one part of the economy can lead to unemployment in other parts of the economy. With the aid of a visual, the teacher compares the simulation to the business cycle. The teacher then uses another visual to introduce the role of bank failures in intensifying the depression, and the students fill out a worksheet that helps them understand how the decisions of foreign and domestic banks, the Federal Reserve System and individual depositors brought about the collapse of the American banking system in 1933.<br><br><p><font color='#666666'>Concepts: </font><br>Business cycle, Demand, Federal Reserve System, Income, Money, Multiplier</p>]]></desc>
			<concepts><![CDATA[business cycle,demand,federal reserve system,income,money,multiplier,business cycles,economic institutions,monetary policy and the federal reserve,money management/budgeting,fiscal policy,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_30.pdf</url>
		</lesson>
		<lesson type="print" id="67757" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 31: Did the New Deal Help or Harm the Recovery?]]></title>
			<desc><![CDATA[Note to the teacher: This lesson is closely tied to the preceding lesson, Whatdunnit? The Great Depression Mystery. The students in groups analyze the New Deal to determine whether individual policies helped end the depression by increasing aggregate demand or whether they retarded recovery. The students and the teacher then classify New Deal policies according to their main purposes: relief, recovery or reform.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate demand, Depression, Federal spending, Gross National Product (GNP), Income, Multiplier, Prices, Unemployment</p>]]></desc>
			<concepts><![CDATA[aggregate demand,depression,federal spending,gross national product (gnp),income,multiplier,prices,unemployment,aggregate demand,business cycles,fiscal policy,roles of government,gdp,money management/budgeting,markets and prices,employment and unemployment,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_31.pdf</url>
		</lesson>
		<lesson type="print" id="67758" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 32: We Shall Not Be Moved]]></title>
			<desc><![CDATA[In an examination of trends in union membership, the students read lyrics from a union song and analyze statistics on union membership in light of labor policy before and after 1930. New legislation in the 1930s changed the rules of the game for employers and workers.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentives, Rules of the economic system</p>]]></desc>
			<concepts><![CDATA[choice,incentives,rules of the economic system,decision making/cost-benefit analysis,economic systems,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_32.pdf</url>
		</lesson>
		<lesson type="print" id="67759" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 33: When the Boys Came Marching Home]]></title>
			<desc><![CDATA[The students are presented with a mystery about economic conditions in the United States after World War I and World War II. They solve the mystery in groups, using clues about the state of aggregate demand after each war.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate demand, Productive resources, Gross national product (GNP), Real gross national product</p>]]></desc>
			<concepts><![CDATA[aggregate demand,productive resources,gross national product (gnp),real gross national product,aggregate demand,productive resources,gdp,real vs. nominal,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_33.pdf</url>
		</lesson>
		<lesson type="print" id="67760" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 34: Women in the U.S. Workforce]]></title>
			<desc><![CDATA[The students examine information about changes in the number of women participating in the labor force during and immediately after World War II. They are asked to explain the increase in the number of women working outside the home. They examine basic economic measures of employment, unemployment and the labor force within the context of World War II.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentive, Labor force, Labor force participation, Unemployment</p>]]></desc>
			<concepts><![CDATA[choice,incentive,labor force,labor force participation,unemployment,decision making/cost-benefit analysis,incentives,employment and unemployment,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_34.pdf</url>
		</lesson>
		<lesson type="print" id="67761" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 35: The Economics of Racial Discrimination]]></title>
			<desc><![CDATA[The students examine Jim Crow segregation laws and discuss the costs of racial segregation. They examine an economic mystery about segregation, using the Guide to Economic Reasoning. Finally, they read and discuss an essay about Homer Plessy and Rosa Parks.
During the late 1800s and throughout the first half of the twentieth century, racial segregation was enforced throughout the South by legislation and by informal codes of culture. African Americans in the South resisted the legal and social codes that kept them poor and powerless, but they had relatively little success until the 1950s.<br><br><p><font color='#666666'>Concepts: </font><br>Segregation, Boycott, Jim Crow laws, Average income</p>]]></desc>
			<concepts><![CDATA[segregation,boycott,jim crow laws,average income,competition and market structures,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_35.pdf</url>
		</lesson>
		<lesson type="print" id="67762" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 36: The No-Good Seventies]]></title>
			<desc><![CDATA[The students read an explanation of the causes of inflation and unemployment, with special reference to the economic problems of the 1970s. They analyze unemployment and inflation rates and use their analyses, together with information from another reading assignment, to answer a series of questions about the economic policies of Presidents Richard Nixon, Gerald Ford and Jimmy Carter.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate demand, Cost-push inflation, Demand-pull inflation, Full employment, Monetary policy, Unemployment</p>]]></desc>
			<concepts><![CDATA[aggregate demand,cost-push inflation,demand-pull inflation,full employment,monetary policy,unemployment,aggregate demand,inflation,employment and unemployment,monetary policy and the federal reserve,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,Georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_36.pdf</url>
		</lesson>
		<lesson type="print" id="67763" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 37: The Hispanic Americans]]></title>
			<desc><![CDATA[The students read information about the Hispanic population in the Southwest. They examine tables documenting increases in the population of the Southwest and the rise of the Hispanic (or Latino) population throughout the country. Using information from these sources, they analyze a mystery and compose an essay to solve the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>incentives, Profit</p>]]></desc>
			<concepts><![CDATA[incentives,profit,incentives,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_37.pdf</url>
		</lesson>
		<lesson type="print" id="67764" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 38: The Knowledge and Technology-Based Economy of Today]]></title>
			<desc><![CDATA[The students examine information about knowledge workers and their impact on economic expansion. They discuss the opportunity cost and the benefits of investing in education beyond high school. From 1968 to the present, the knowledgebase sector of the U.S. economy has expanded, and its total shares of output and employment have increased. The shift from manual labor to knowledge-based jobs has placed increased emphasis on education, technical know-how, experience and skills. The resulting growth in technical know-how and scientific advancements have contributed to the rise in real output and improved the U.S. standard of living during the late twentieth century.<br><br><p><font color='#666666'>Concepts: </font><br>Economic growth, Human capital, Incentives, Knowledge, Technology</p>]]></desc>
			<concepts><![CDATA[economic growth,human capital,incentives,knowledge,technology,economic growth,productive resources,human capital,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_38.pdf</url>
		</lesson>
		<lesson type="print" id="67765" publication="105" lang="en" display="TRUE">
			<title><![CDATA[Lesson 39: The World Trade After WWII: The EU, NAFTA, and the WTO]]></title>
			<desc><![CDATA[The students participate in a trading simulation that illustrates the consequences of voluntary trade among individuals in increasingly large groups. They apply insights from this experience in an analysis of international trade after World War II, especially as it has been enhanced by the establishment of the European Union, the North American Free Trade Agreement and the World Trade Organization.<br><br><p><font color='#666666'>Concepts: </font><br>Voluntary trade, Tariff, Gross domestic product (GDP), Unemployment</p>]]></desc>
			<concepts><![CDATA[voluntary trade,tariff,gross domestic product (gdp),unemployment,trade,exchange and interdependence,barriers to trade,gdp,employment and unemployment,history,us history,economics,united states history,u.s. history,social studies,1-56183-624-9,focus: understanding economics in u.s. history,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-624-9_39.pdf</url>
		</lesson>
		<lesson type="print" id="67632" publication="109" lang="en" display="FALSE">
			<title><![CDATA[Front: Foreword, Acknowledgements and Preface]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-635-4_front.pdf</url>
		</lesson>
		<lesson type="print" id="67635" publication="109" lang="en" display="FALSE">
			<title><![CDATA[Introductory Essay]]></title>
			<desc><![CDATA[The Introductory Essay includes five main topics: What is Globalization, Why Countries Trade, Trade Policy, Losses from Trade in Factor Markets, and Trade and International Institutions.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-635-4_001.pdf</url>
		</lesson>
		<lesson type="print" id="67633" publication="109" lang="en" display="FALSE">
			<title><![CDATA[Appendix A: Critics of Globalization and the International Monetary Fund]]></title>
			<desc><![CDATA[Appendix A contains a short essay on Globalization and the International Monetary Fund.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-635-4_002.pdf</url>
		</lesson>
		<lesson type="print" id="67634" publication="109" lang="en" display="FALSE">
			<title><![CDATA[Appendix B: What Is a Trade Deficit?]]></title>
			<desc><![CDATA[Appendix B explains trade deficits and why they're important.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-635-4_003.pdf</url>
		</lesson>
		<lesson type="print" id="67636" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Why Is Globalization So Controversial?]]></title>
			<desc><![CDATA[This lesson provides an overview of the major issues that have been raised in the debate over globalization. After a brief introductory reading, students are assigned to various roles in a much longer reader's theater activity depicting protests that take place at a (fictional) future meeting of the World Trade Organization in New York. Following a brief discussion of this skit students collect and organize arguments on both sides of the debate, and then work in small groups to design and produce signs that might be carried at the protests, by either supporters or opponents of globalization.<br><br><p><font color='#666666'>Concepts: </font><br>Economic institutions, Barriers to trade, Voluntary exchange, Specialization, Factor endowments, Gains from trade</p>]]></desc>
			<concepts><![CDATA[economic institutions,barriers to trade,voluntary exchange,specialization,factor endowments,gains from trade,economic institutions,barriers to trade,trade,exchange and interdependence,division of labor/specialization,benefits of trade/comparative advantage,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_01.pdf</url>
		</lesson>
		<lesson type="print" id="67637" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Why People Trade, Domestically and Internationally]]></title>
			<desc><![CDATA[Students participate in a trading game and discuss why people trade. Then they apply the concept of comparative advantage to two hypothetical situations involving individuals and countries. They learn why both parties in voluntary trades can benefit by specializing in the production of one good and trading for the other good, even in most cases in which one party can produce more of either good than the other party.<br><br><p><font color='#666666'>Concepts: </font><br>Absolute advantage, Comparative advantage, Opportunity cost, Production possibilities table</p>]]></desc>
			<concepts><![CDATA[absolute advantage,comparative advantage,opportunity cost,production possibilities table,benefits of trade/comparative advantage,opportunity cost,productive resources,scarcity,economics,international,1-56183-635-4,focus: globalization,Georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_02.pdf</url>
		</lesson>
		<lesson type="print" id="67638" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Finding a Comparative Advantage, Including Your Own]]></title>
			<desc><![CDATA[Students examine trade data for U.S. exports to and imports from China, and use the data to identify both nations' comparative advantage in trading with each other. They discuss which of three possible sources of comparative advantage might lie behind these specific examples. Then they examine trade data for four "mystery countries," predicting what each nation's comparative advantage might be and trying to identity the nation. To apply the idea of comparative advantage students consider the specialized skills of a professional basketball player, Shaquille O'Neal, and discuss how these skills contribute to his success in basketball, but not necessarily to his success as a rap artist. Finally, students try to identify their own sources of comparative advantage by completing an inventory of skills they have (or will have when they complete their education), and comparing these skills to several job descriptions published by the U.S. Bureau of Labor Statistics.<br><br><p><font color='#666666'>Concepts: </font><br>Comparative advantage, Productive resources, Specialization, Exports, Imports, Human capital</p>]]></desc>
			<concepts><![CDATA[comparative advantage,productive resources,specialization,exports,imports,human capital,benefits of trade/comparative advantage,productive resources,division of labor/specialization,balance of trade and balance of payments,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_03.pdf</url>
		</lesson>
		<lesson type="print" id="67639" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Globalization and the U.S. Economy]]></title>
			<desc><![CDATA[In this lesson students investigate the impact of globalization - especially the effects of increased international trade - on local or national culture and traditions. Given a definition of culture as a shared system of behaviors and customs, students first provide examples of how their own culture has been affected by globalization. Then they explore the debate over the impact of globalization on cultures around the world, by considering a series of quotations from different observers and classifying them as either critical or supportive of greater openness to trade and globalization. Finally, students take and defend a position on this issue by writing a letter to the editor.<br><br><p><font color='#666666'>Concepts: </font><br>Culture, Gains from trade, Voluntary exchange, Interdependence</p>]]></desc>
			<concepts><![CDATA[culture,gains from trade,voluntary exchange,interdependence,benefits of trade/comparative advantage,trade,exchange and interdependence,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_04.pdf</url>
		</lesson>
		<lesson type="print" id="67640" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - U.S. and World Trade: Past and Present]]></title>
			<desc><![CDATA[Students conduct a class survey to learn which nations most people in their community believe are the leading U.S. trading partners, and what goods the United States exports and imports most. They then analyze current data on these questions and compare the data with the survey results. To learn about changes in patterns of trade over time, they examine U.S. trade data from 2005 and 1905, and draw conclusions about how and why trade patterns changed over that period.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Imports, Trade, Comparative advantage</p>]]></desc>
			<concepts><![CDATA[exports,imports,trade,comparative advantage,balance of trade and balance of payments,benefits of trade/comparative advantage,exchange and interdependence,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_05.pdf</url>
		</lesson>
		<lesson type="print" id="67641" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - The Impact of Globalization on Tradition and Culture]]></title>
			<desc><![CDATA[In this lesson students investigate the impact of globalization - especially the effects of increased international trade - on local or national culture and traditions. Given a definition of culture as a shared system of behaviors and customs, students first provide examples of how their own culture has been affected by globalization. Then they explore the debate over the impact of globalization on cultures around the world, by considering a series of quotations from different observers and classifying them as either critical or supportive of greater openness to trade and globalization. Finally, students take and defend a position on this issue by writing a letter to the editor.<br><br><p><font color='#666666'>Concepts: </font><br>Culture, Gains from trade, Voluntary exchange, Interdependence</p>]]></desc>
			<concepts><![CDATA[culture,gains from trade,voluntary exchange,interdependence,benefits of trade/comparative advantage,trade,exchange and interdependence,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_06.pdf</url>
		</lesson>
		<lesson type="print" id="67642" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Globalization and the Environment]]></title>
			<desc><![CDATA[A demonstration activity in which teams of students simulate a production process by shelling peanuts illustrates how "spillover" problems can affect people who are neither producers nor consumers of the product, sometimes including people who live in other countries. Dealing with international environmental problems is difficult for many reasons: national governments from many countries must agree on how to measure and deal with the effects of pollution, recognizing differences in national levels of output/income, in the amount and kind of pollution created, and in the amount of pollution people in different nations are willing to accept to maintain or increase employment and income levels. The idea that some nations may choose to become "pollution havens" is illustrated in the demonstration and analyzed. Market-based solutions to global environmental problems are discussed in the context of the Kyoto Protocol, which deals with emissions of greenhouse gases. The
lesson concludes with a review of the idea that environmental quality is a normal good, which people and nations demand more as their income levels rise.<br><br><p><font color='#666666'>Concepts: </font><br>Externalities, External costs, GDP, GDP per capita, Developed countries, Developing countries, Pollution havens, Market-based policies for, environmental quality</p>]]></desc>
			<concepts><![CDATA[externalities,external costs,gdp,gdp per capita,developed countries,developing countries,pollution havens,market-based policies for,environmental quality,market failures,roles of government,economic development,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_07.pdf</url>
		</lesson>
		<lesson type="print" id="67643" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Migration]]></title>
			<desc><![CDATA[In an introductory activity students take the roles of people who are affected - some positively and some negatively - by the migration of skilled and unskilled workers. The economic causes and effects of migration are analyzed and discussed in relation to several important public policy issues, including the impact of immigration on wages in the United States and "brain drain" in developing nations.<br><br><p><font color='#666666'>Concepts: </font><br>Human capital, Skilled workers, Unskilled workers, Emigration, Immigration, Brain drain</p>]]></desc>
			<concepts><![CDATA[human capital,skilled workers,unskilled workers,emigration,immigration,brain drain,productive resources,human capital,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_08.pdf</url>
		</lesson>
		<lesson type="print" id="67644" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Globalization and Standards of Living: Prediction and Measurement]]></title>
			<desc><![CDATA[In this lesson students consider ways to measure and then compare the degree of globalization and the standards of living in different countries. To introduce the idea of tracking complex social issues using different kinds of data, students plot recent changes in per capita technological connectivity - measured by the number of internet users and secure servers - for China, India, and other countries. Then a globalization index that uses the technological connectivity data as one indicator of globalization is presented. This index, developed by A.T. Kearney, Inc. and the Carnegie Endowment for International Peace, is calculated with data that represent four key aspects of globalization: economic, personal, technological, and political. Students identify which of these dimensions are highest for the five countries at the top of the globalization scale, measured by this index. Then students examine the relationship between levels of globalization and the United Nation's Human Development Index, which is often used to measure the standard of living in different nations.<br><br><p><font color='#666666'>Concepts: </font><br>Globalization, Globalization index (GI), International trade, Economic growth, Index numbers, GDP per capita, Human development index (HDI), Human poverty index (HPI-1), Standard of living</p>]]></desc>
			<concepts><![CDATA[globalization,globalization index (gi),international trade,economic growth,index numbers,gdp per capita,human development index (hdi),human poverty index (hpi-1),standard of living,benefits of trade/comparative advantage,economic growth,gdp,economic development,economic systems,productivity,human capital,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_09.pdf</url>
		</lesson>
		<lesson type="print" id="67645" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Protecting the U.S. Sugar Industry from Foreign Outsourcing: A Bittersweet Idea]]></title>
			<desc><![CDATA[Students participate in a small group activity - taking roles as consumers, producers, taxpayers, or workers - to review the costs and benefits of programs that keep U.S. prices for sugar two or three time higher than the world price. A class debate on the overall effectiveness of these programs is held, followed by a discussion of U.S. laws and policies that assist workers who are hurt by imports of foreign products or outsourcing of jobs to other countries. A brief activity then provides a summary measure of the high costs of protecting selected U.S. jobs from foreign competition.<br><br><p><font color='#666666'>Concepts: </font><br>Barriers to trade (tariffs&#44; quotas&#44; and subsidies), Competition, Special interest issues, Trade adjustment assistance, Imports, Exports, Domestic price, World price, Outsourcing, Offshoring</p>]]></desc>
			<concepts><![CDATA[barriers to trade (tariffs&#44; quotas&#44; and subsidies),competition,special interest issues,trade adjustment assistance,imports,exports,domestic price,world price,outsourcing,offshoring,barriers to trade,competition and market structures,government failures/public-choice analysis,balance of trade and balance of payments,benefits of trade/comparative advantage,markets and prices,economics,international,1-56183-635-4,focus: globalization,Georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_10.pdf</url>
		</lesson>
		<lesson type="print" id="67646" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - Limiting Trade - Who Gains, Who Loses?]]></title>
			<desc><![CDATA[This lesson introduces three types of trade barriers: tariffs, quotas, and subsidies. In a small group activity, students determine who wins and who loses when each type of trade barrier is imposed. A reading on agricultural subsidies provides students with a real-world glimpse of the complexity of international trade issues in the 21st century. An optional exercise is included for instructors who choose to develop these ideas in simple graphical models.<br><br><p><font color='#666666'>Concepts: </font><br>Closed economy, Open economy, Tariff, Quota, Subsidy, Opportunity cost, Comparative advantage</p>]]></desc>
			<concepts><![CDATA[closed economy,open economy,tariff,quota,subsidy,opportunity cost,comparative advantage,barriers to trade,opportunity cost,benefits of trade/comparative advantage,economics,international,1-56183-635-4,focus: globalization,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_11.pdf</url>
		</lesson>
		<lesson type="print" id="67647" publication="109" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Trade, Investment, and the Balance of Payments]]></title>
			<desc><![CDATA[Students use a balance of payments account between two countries, and a hands-on activity that demonstrates the relationship between the current account and the financial account, to understand the relationship between international trade and investment.<br><br><p><font color='#666666'>Concepts: </font><br>Balance of payments, Current account, Financial account, Balance of trade, Credits, Debits, Exports, Imports, Investment, Saving</p>]]></desc>
			<concepts><![CDATA[balance of payments,current account,financial account,balance of trade,credits,debits,exports,imports,investment,saving,balance of trade and balance of payments,benefits of trade/comparative advantage,saving and investing,economics,international,1-56183-635-4,focus: globalization,Georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-635-4_12.pdf</url>
		</lesson>
		<lesson type="print" id="68099" publication="107" lang="en" display="FALSE">
			<title><![CDATA[Front: Correlation of Standards]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-628-1_front.pdf</url>
		</lesson>
		<lesson type="print" id="67909" publication="107" lang="en" display="FALSE">
			<title><![CDATA[Rationale]]></title>
			<desc><![CDATA[The Rationale covers how students should be educated to deal with the issues covered in the publication.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-628-1_001.pdf</url>
		</lesson>
		<lesson type="print" id="67910" publication="107" lang="en" display="FALSE">
			<title><![CDATA[Overview]]></title>
			<desc><![CDATA[The Overview explains the purpose of the publication.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-628-1_002.pdf</url>
		</lesson>
		<lesson type="print" id="67911" publication="107" lang="en" display="FALSE">
			<title><![CDATA[EEE Curriculum Organization]]></title>
			<desc><![CDATA[The Curriculum Organization details the three elements of each unit and what is contained those elements.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-628-1_003.pdf</url>
		</lesson>
		<lesson type="print" id="67912" publication="107" lang="en" display="FALSE">
			<title><![CDATA[Introduction Part 1: A Framework for Analysis]]></title>
			<desc><![CDATA[Part 1 goes into detail about how to help improve the environment.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-628-1_004.pdf</url>
		</lesson>
		<lesson type="print" id="67913" publication="107" lang="en" display="FALSE">
			<title><![CDATA[Introduction Part 2: A Decision-Making Model: A Tool for Analysis]]></title>
			<desc><![CDATA[Part 2 introduces the Five-Step Decision Making Model and describes how to use it.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-628-1_005.pdf</url>
		</lesson>
		<lesson type="print" id="67914" publication="107" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Basic Economic Concepts]]></title>
			<desc><![CDATA[One of the main purposes of this Energy, Economics, and the Environment (EEE) curriculum is to help students understand the economic implications of basic public policy issues concerning forests, water, and energy. Unit 1 teaches the basic economic concepts that students should know to be able to do Units 2-4 effectively. The key concepts are goods and services, productive resources, scarcity, opportunity cost, trade-offs, and price. In each activity in this unit, students use play dough to help them learn the economic concepts. These motivating activities are adaptations of lessons found in the popular Play Dough Economics curriculum published by the Indiana Department of Education and distributed by the National Council on Economic Education (NCEE). See www.ncee.net.<br><br><p><font color='#666666'>Concepts: </font><br>Goods and Services, Productive Resources, Production, Natural Resources, Human Resources, Capital Resources, Energy Resources, Scarcity, Price, Relative Scarcity, Opportunity Cost, Trade-off, </p>]]></desc>
			<concepts><![CDATA[goods and services,productive resources,production,natural resources,human resources,capital resources,energy resources,scarcity,price,relative scarcity,opportunity cost,trade-off,,markets and prices,decision making/cost-benefit analysis economics,1-56183-628-1,energy,economics,and the environment: case studies and teaching activities for elementary school,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-628-1_01.pdf</url>
		</lesson>
		<lesson type="print" id="67915" publication="107" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Trees and Forests]]></title>
			<desc><![CDATA[Trees and forests are a vital natural resource and affect our lives in innumerable ways. Therefore, it is very important that we learn how to manage our forest resource effectively. Fortunately, forest management in the United States has improved greatly since the early part of this century when our forests were often abused. Forest growth is improving steadily, even in the face of increasing demand for wood products. Nevertheless, there is still a need for better forest management, and there are still controversial issues that confront policymakers. Your elementary students will enjoy learning about trees and forests and the difficult public policy issues surrounding them.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Price, Value, Market Price, Recycle, Productive Resources, Public vs. Private Ownership, Profit, Incentives, Opportunity Cost, Trade-offs</p>]]></desc>
			<concepts><![CDATA[scarcity,price,value,market price,recycle,productive resources,public vs. private ownership,profit,incentives,opportunity cost,trade-offs,markets and prices,demand,supply,market failures,roles of government,decision making/cost-benefit analysis,economics,1-56183-628-1,energy,economics,and the environment: case studies and teaching activities for elementary school,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-628-1_02.pdf</url>
		</lesson>
		<lesson type="print" id="67916" publication="107" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Water Resources]]></title>
			<desc><![CDATA[In this unit, students explore the value of our water resources. Students learn how water resources can become polluted and they investigate the costs involved in cleanup. Students also learn that it is impractical to have perfectly clean water, and that to some extent, all water is “polluted.” Students discover that the cost of getting our water cleaner and cleaner eventually becomes prohibitive. At that point, it is better to use our scarce productive resources for some other valuable purpose.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Opportunity Cost, Trade-off, Capital Resources, Price</p>]]></desc>
			<concepts><![CDATA[scarcity,opportunity cost,trade-off,capital resources,price,decision making/cost-benefit analysis,productive resources,markets and prices,economics,1-56183-628-1,energy,economics,and the environment: case studies and teaching activities for elementary school,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-628-1_03.pdf</url>
		</lesson>
		<lesson type="print" id="67917" publication="107" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Energy Resources]]></title>
			<desc><![CDATA[There has been a renewed interest recently in the topic of energy. One reason has been the increase in the price of oil and natural gas and the perceived vulnerability of the United States to an increasing dependence on foreign energy supplies. Higher energy prices have also renewed interest in non-fossil fuel sources of energy, such as wind, solar, and nuclear power. What are the advantages and disadvantages of different sources of energy? Will we run out of energy? Do fossil fuels damage the environment? Is it wise to maximize one’s energy efficiency? Your students will enjoy studying the answers to these and other interesting questions.<br><br><p><font color='#666666'>Concepts: </font><br>Price, Trade-off, Consumers, Imports, Producers, Scarcity, Productive Resources, Economic Efficiency, Recycle </p>]]></desc>
			<concepts><![CDATA[price,trade-off,consumers,imports,producers,scarcity,productive resources,economic efficiency,recycle,markets and prices,decision making/cost-benefit analysis,balance of trade and balance of payments,benefits of trade/comparative advantage,productivity,economics,1-56183-628-1,energy,economics,and the environment: case studies and teaching activities for elementary school,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-628-1_04.pdf</url>
		</lesson>
		<lesson type="print" id="67918" publication="107" lang="en" display="FALSE">
			<title><![CDATA[Back: EEE Resources]]></title>
			<desc><![CDATA[The Resources section contains web resources for each topic covered in the publication.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-628-1_back.pdf</url>
		</lesson>
		<lesson type="print" id="68100" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_front.pdf</url>
		</lesson>
		<lesson type="print" id="67662" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Correlation of Standards]]></title>
			<desc><![CDATA[This page contains a listing of the standards and shows which standards apply to each section of the publication.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_001.pdf</url>
		</lesson>
		<lesson type="print" id="67663" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Rationale]]></title>
			<desc><![CDATA[The Rationale covers how students should be educated to deal with the issues covered in the publication.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_002.pdf</url>
		</lesson>
		<lesson type="print" id="67664" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Overview]]></title>
			<desc><![CDATA[The Overview explains the purpose of the publication.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_003.pdf</url>
		</lesson>
		<lesson type="print" id="68101" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Curriculum Organization]]></title>
			<desc><![CDATA[The Curriculum Organization details the three elements of each unit and what is contained those elements.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_004.pdf</url>
		</lesson>
		<lesson type="print" id="67665" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Introduction Part 1: A Framework for Analysis]]></title>
			<desc><![CDATA[Part 1 goes into detail about how to help improve the environment.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Goods and Services, Producers, Consumers, Productive Resources, Opportunity Cost, Marginal Costs/Marginal Benefits, Incentives, Property rights, Role of Government</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_005.pdf</url>
		</lesson>
		<lesson type="print" id="67666" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Introduction Part 2: A Decision-Making Model: A Tool for Analysis]]></title>
			<desc><![CDATA[Part 2 introduces the Five-Step Decision Making Model and describes how to use it.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Goods and Services, Producers, Consumers, Productive Resources, Opportunity Cost, Marginal Costs/Marginal Benefits, Incentives, Property rights, Role of Government</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_006.pdf</url>
		</lesson>
		<lesson type="print" id="67667" publication="110" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Water Resources]]></title>
			<desc><![CDATA[In this unit, students confront the very real problem of the pollution of our lakes, rivers, streams, and groundwater. This pollution occurs because water resources are often commonly owned and, therefore, tend to be overused by businesses and individuals. Students also will confront the difficult question, “How clean do we want our waterways to be?” It may be possible to clean water resources to an almost perfect, pristine state - but would this be worth the cost, especially in terms of job losses and slowing economic growth? To analyze this situation, students will use the concept of marginalism discussed on page 13.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Opportunity Cost, Marginal Costs/Marginal Benefits, Goods and Services, Incentives, Role of price in market system, Property rights, Role of government</p>]]></desc>
			<concepts><![CDATA[scarcity,opportunity cost,marginal costs/marginal benefits,goods and services,incentives,role of price in market system,property rights,role of government,decision making/cost-benefit analysis,markets and prices,property rights,roles of government,economics,1-56183-632-x,energy,economics,and the environment: case studies and teaching activities for high school,Georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-632-X_01.pdf</url>
		</lesson>
		<lesson type="print" id="67668" publication="110" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Forest Resources]]></title>
			<desc><![CDATA[Forest management in the United States has improved greatly since the early part of this century when our forests were often abused. Forest growth today is improving steadily, even in the face of increasing demand for wood products. Nevertheless, there is always a need for better forest management and there are still controversial issues that confront policymakers. Your students will enjoy learning about forests and dealing with some of these issues.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Producers, Productive Resources, Opportunity Cost, Marginal Costs/Marginal Benefits, Goods and Services, Incentives, Markets, Role of price in market system, Property Rights, Profit, Entrepreneur, Role of Government </p>]]></desc>
			<concepts><![CDATA[scarcity,producers,productive resources,opportunity cost,marginal costs/marginal benefits,goods and services,incentives,markets,role of price in market system,property rights,profit,entrepreneur,role of government,decision making/cost-benefit analysis,markets and prices,entrepreneurs,roles of government,economics,1-56183-632-x,energy,economics,and the environment: case studies and teaching activities for high school,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-632-X_02.pdf</url>
		</lesson>
		<lesson type="print" id="67669" publication="110" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Renewable Energy Resources]]></title>
			<desc><![CDATA[For several reasons, there has been renewed interest in the topic of renewable energy. One reason has been the increase in the price of oil and natural gas and the perceived vulnerability of the United States to an increasing dependence on foreign energy supplies. Higher energy prices and citizens’ concerns about environmental quality have sparked interest in non-fossil fuel sources of energy, such as wind, solar, and nuclear power. What are the advantages and disadvantages of different sources of energy? Will we run out of energy? How much do fossil fuels damage the environment? Is it wise to always maximize one?s energy efficiency? Your students will enjoy studying the answers to these and other interesting questions.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Producers, Opportunity Cost, Marginal Costs/Marginal Benefits, Incentives, Role of price in market system, Property Rights, Profit, Entrepreneur, Role of Government, unemployment, inflation</p>]]></desc>
			<concepts><![CDATA[scarcity,producers,opportunity cost,marginal costs/marginal benefits,incentives,role of price in market system,property rights,profit,entrepreneur,role of government,unemployment,inflation,decision making/cost-benefit analysis,markets and prices,entrepreneurs,roles of government,employment and unemployment,inflation,economics,1-56183-632-x,energy,economics,and the environment: case studies and teaching activities for high school,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-632-X_03.pdf</url>
		</lesson>
		<lesson type="print" id="67670" publication="110" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Global Warming]]></title>
			<desc><![CDATA[In this unit students analyze the complex topic of global warming. Your students will discover that there remains some scientific uncertainty about global warming. This makes it challenging for public policy makers, who must decide whether or not to implement costly greenhouse gas reduction policies which may yield uncertain results far into the future.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Opportunity Cost, Marginal Costs/Marginal Benefits, Incentives, Property Rights, Role of Government</p>]]></desc>
			<concepts><![CDATA[scarcity,opportunity cost,marginal costs/marginal benefits,incentives,property rights,role of government,decision making/cost-benefit analysis,roles of government,economics,1-56183-632-x,energy,economics,and the environment: case studies and teaching activities for high school,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-632-X_04.pdf</url>
		</lesson>
		<lesson type="print" id="67671" publication="110" lang="en" display="FALSE">
			<title><![CDATA[Back: EEE Resources]]></title>
			<desc><![CDATA[The Resources section contains web resources for each topic covered in the publication.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-632-X_back.pdf</url>
		</lesson>
		<lesson type="print" id="68091" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Front: Table of Contents and Introduction]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_front.pdf</url>
		</lesson>
		<lesson type="print" id="67188" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Chapter 1: The Mini-Economy]]></title>
			<desc><![CDATA[This chapter introduces students to the mini-economy and presents seven reasons to use it.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_01.pdf</url>
		</lesson>
		<lesson type="print" id="67189" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Chapter 2: What Economics Is About]]></title>
			<desc><![CDATA[This chapter teaches about scarcity, economic systems, productivity, the Circular Flow Model, entrepreneurs and more.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_02.pdf</url>
		</lesson>
		<lesson type="print" id="67190" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Chapter 3: How to Start a Mini-Economy]]></title>
			<desc><![CDATA[This chapter details the five steps to creating a mini-economy and gives extra tips for being successful.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_03.pdf</url>
		</lesson>
		<lesson type="print" id="67191" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Chapter 4: Expanding Your Mini-Economy]]></title>
			<desc><![CDATA[This chapter describes ideas for expanding your mini-economy. If implemented gradually, these ideas will easily become an integral part of the classroom routine. Although an expanding, vibrant mini-economy may seem bewildering to the casual observer, it will be ?business as usual? for you and your students.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_04.pdf</url>
		</lesson>
		<lesson type="print" id="67192" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Chapter 5: Teaching Economics in the Mini-Economy Classroom]]></title>
			<desc><![CDATA[The mini-economy classroom provides a perfect setting for teaching students the basic economic concepts that are part of the social studies curriculum. Economics instruction can take place using: 1. The Actual Classroom Environment, 2. Existing Curriculum Materials, and 3. Specific Mini-Economy Activities.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_05.pdf</url>
		</lesson>
		<lesson type="print" id="67193" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Chapter 6: Making Your Mini-Economy More Effective]]></title>
			<desc><![CDATA[This chapter addresses questions and concerns that teachers frequently pose about implementing the mini-economy form of instruction. These questions and concerns usually fall under two basic categories. The first category deals with broader educational and instructional issues; the second addresses practical ?nuts and bolts? questions about operating a mini-economy.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_06.pdf</url>
		</lesson>
		<lesson type="print" id="67194" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Chapter 7: Using the Mini-Economy in the Middle School]]></title>
			<desc><![CDATA[Implementing the mini-economy in the middle school or junior high can pose special challenges, especially in departmentalized settings, where teachers usually see a particular group of students only once a day. This need not deter middle school teachers from implementing the mini-economy, however, since it can work well in a middle school setting.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_07.pdf</url>
		</lesson>
		<lesson type="print" id="67195" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Appendix A: Reproducible Mini-Economy Aids]]></title>
			<desc><![CDATA[This document contains printable aids for teaching with the publication.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_996.pdf</url>
		</lesson>
		<lesson type="print" id="68113" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Appendix B: Student Worksheets]]></title>
			<desc><![CDATA[This document contains student worksheets with answers listed at the end of the appendix.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_997.pdf</url>
		</lesson>
		<lesson type="print" id="68114" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Appendix C: Additional Curriculum Resources]]></title>
			<desc><![CDATA[This document contains a listing of online resources for teachers and students.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_998.pdf</url>
		</lesson>
		<lesson type="print" id="68112" publication="104" lang="en" display="FALSE">
			<title><![CDATA[Appendix D: In-Service Opportunities]]></title>
			<desc><![CDATA[This document contains a listing of three in-service opportunities and contact information.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-627-3_back.pdf</url>
		</lesson>
		<lesson type="print" id="67867" publication="115" lang="en" display="FALSE">
			<title><![CDATA[Front: Foreword, Content Standards, and Correlation with Lessons]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-535-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="67870" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Rolling for Resources]]></title>
			<desc><![CDATA[This lesson is designed to introduce the concept of productive resources as human resources, natural resources or capital resources (goods). By playing a game, the students practice identifying and categorizing various resources. The game allows the students to assess their knowledge of resources and can also be used as an enrichment-station activity.<br><br><p><font color='#666666'>Concepts: </font><br>Capital resources (goods), Human resources, Natural resources, Productive resources</p>]]></desc>
			<concepts><![CDATA[capital resources (goods),human resources,natural resources,productive resources,productive resources,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="67871" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Back-to-School Scarcity]]></title>
			<desc><![CDATA[While producing classroom decorations, student groups realize there is a scarcity of human resources. There are not enough students to produce the quantity of decorations the teacher requests in the time allowed. Because of scarcity each group must select one of the four decorations to produce. Groups use a decision-making grid to help them decide what to produce and then identify the opportunity cost of their decision.<br><br><p><font color='#666666'>Concepts: </font><br>Human resources, Natural resources, Opportunity cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[human resources,natural resources,opportunity cost,scarcity,productive resources,opportunity cost,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="67872" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - We've Got Goods]]></title>
			<desc><![CDATA[In this lesson, the students read about an elementary student and identify the goods and services she uses in a day. After categorizing goods and services as those that are privately produced or that are provided by government, the students work in groups to write their own stories. After each group writes a paragraph, the groups exchange stories, writing additional paragraphs and identifying the goods and services in each story as privately produced or government-provided.<br><br><p><font color='#666666'>Concepts: </font><br>Government-provided goods and services, Private goods and services, Taxes</p>]]></desc>
			<concepts><![CDATA[government-provided goods and services,private goods and services,taxes,roles of government,market failures,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="67873" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - A Taxing Situation]]></title>
			<desc><![CDATA[In this two-part lesson, the students learn the definition of income tax, sales tax and property tax, as well as a simple formula to determine the amount of each tax. In addition, the students conduct a survey and participate in an activity to calculate the amount of taxes owed in various situations.<br><br><p><font color='#666666'>Concepts: </font><br>Income tax, Property tax, Sales tax, Taxes</p>]]></desc>
			<concepts><![CDATA[income tax,property tax,sales tax,taxes,roles of government,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="67874" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Flagging Profits]]></title>
			<desc><![CDATA[In this lesson, the students work in groups to produce flags. Each group determines the total cost of its resources and intermediate goods and the unit cost of its flag. Then each group draws a card that determines the selling price for its flags. Using this information, the groups determine if they earned a profit or a loss.<br><br><p><font color='#666666'>Concepts: </font><br>Capital goods (resources), Human resources, Intermediate goods, Loss, Natural resources, Profit, Total cost, Total revenue, Unit cost</p>]]></desc>
			<concepts><![CDATA[capital goods (resources),human resources,intermediate goods,loss,natural resources,profit,total cost,total revenue,unit cost,productive resources,demand,competition and market structures,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="67875" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - My Problem, My Solution]]></title>
			<desc><![CDATA[Successful entrepreneurs recognize opportunities to solve problems. In this lesson, the students look at products that were invented to solve problems. They examine a product used to raise beds and thing about why this product was invented. Divided into groups, the students then receive pictures of different products and write stories describing how they think each product came to be invented as a solution to a problem. The NCEE is grateful to Miles Kimball Company for assistance with this lesson.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Innovation, Invention, Profit, Revenue</p>]]></desc>
			<concepts><![CDATA[entrepreneur,innovation,invention,profit,revenue,entrepreneurs,trade,exchange and interdependence,economics,1-56183-535-8,focus: economics - grades 3-5,georgia]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="67876" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - The Shape of Production]]></title>
			<desc><![CDATA[In this simulation, the students act as workers to produce two-dimensional shapes using toothpicks and marshmallows. Through the timed production process, the students learn that specialization of labor and specialization of production lead to increased productivity.<br><br><p><font color='#666666'>Concepts: </font><br>Human resources, Production, Productivity, Specialization of labor, Specialization of production</p>]]></desc>
			<concepts><![CDATA[human resources,production,productivity,specialization of labor,specialization of production,productive resources,division of labor/specialization,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="67877" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Competing for Buyers]]></title>
			<desc><![CDATA[In this lesson, the students consider ways in which sellers compete to attract consumers to buy various products, such as hamburgers, movie rentals and cereal. Through the activities, the students recognize that consumers benefit from competition because competition results in lower prices, higher product quality, greater variety and better customer service.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Price</p>]]></desc>
			<concepts><![CDATA[competition,price,competition and market structures,markets and prices,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="67878" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Bulletin-Board Banking]]></title>
			<desc><![CDATA[In this lesson, the students participate in activities that demonstrate the role of banks in a community. They learn that banks facilitate community growth by receiving funds from savers and transferring a portion of those funds to borrowers. They also learn that borrowed funds are used to buy large items such as cars and to construct new homes, buildings and factories; provide new equipment; and expand business in the community.<br><br><p><font color='#666666'>Concepts: </font><br>Borrowing, Income, Interest, Saving</p>]]></desc>
			<concepts><![CDATA[borrowing,income,interest,saving,credit,money management/budgeting,compound interest,saving and investing,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="67879" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - What Makes Money Acceptable]]></title>
			<desc><![CDATA[In this lesson, the students participate in a demonstration to identify the characteristics that make something a good form of money. Following the demonstration, the students learn about changes that were made to U.S. currency to protect the integrity of the currency by reducing the possibility of counterfeiting. For additional information about U.S. currency, teachers may want to visit www.moneyfactory.com, the Web site of the Bureau of Engraving and Printing. The NCEE is grateful to the Bureau of Engraving and Printing for its assistance with this lesson.<br><br><p><font color='#666666'>Concepts: </font><br>Characteristics of money, Money</p>]]></desc>
			<concepts><![CDATA[characteristics of money,money,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="67880" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - How Many Snacks Will the Students Buy?]]></title>
			<desc><![CDATA[In this lesson, the students role-play as consumers with a fixed amount to spend. They react to changes in price for a favorite snack food. The students use the data from this activity to describe the relationship between price and quantity demanded. They consider other examples and learn that the price-quantity relationship holds for most goods. They learn that this relationship is called the law of demand.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Law of demand, Price</p>]]></desc>
			<concepts><![CDATA[consumers,law of demand,price,demand,markets and prices,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="67881" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Neighborhood Producers and Consumers]]></title>
			<desc><![CDATA[In this lesson, students examine the story of "The Little Red Hen" to determine the types of activities that make someone a producer or a consumer. Students extend their knowledge of producers and consumers by identifying occasions on which members of the community act in the roles of producers and consumers.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Goods, Producers, Services</p>]]></desc>
			<concepts><![CDATA[consumers,goods,producers,services,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="67882" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13 - Moving in Economic Circles]]></title>
			<desc><![CDATA[In this lesson, the students experience the circular flow of economic activity by assuming the roles of households and businesses and seeking to make exchanges in both the market for resources and the market for goods and services. This lesson assumes prior knowledge of goods, services and resources.<br><br><p><font color='#666666'>Concepts: </font><br>Circular flow, Consumers, Producers</p>]]></desc>
			<concepts><![CDATA[circular flow,consumers,producers,trade,exchange and interdependence,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="67883" publication="115" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14 - Tic-Tac-Toe Trade]]></title>
			<desc><![CDATA[In this lesson, the students participate in an activity that demonstrates the benefits of specialization and voluntary exchange. The students are divided into two groups, representing two countries, and the students in each country produce "X's" and "O's" for their country's national sport, Tic-Tac-Toe. Then, the students are asked to specialize by producing only X's or O's. Finally, they are asked to trade.<br><br><p><font color='#666666'>Concepts: </font><br>Interdependence, Specialization, Trade</p>]]></desc>
			<concepts><![CDATA[interdependence,specialization,trade,exchange and interdependence,division of labor/specialization,economics,1-56183-535-8,focus: economics - grades 3-5,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-535-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="67884" publication="115" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This section contains the book's glossary.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-535-8_back.pdf</url>
		</lesson>
		<lesson type="print" id="67948" publication="116" lang="en" display="FALSE">
			<title><![CDATA[Front: Acknowledgements]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-630-3_front.pdf</url>
		</lesson>
		<lesson type="print" id="67919" publication="116" lang="en" display="FALSE">
			<title><![CDATA[Correlation With National Standards for Economics]]></title>
			<desc><![CDATA[This page contains a listing of the standards and shows which standards apply to each section of the publication.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-630-3_001.pdf</url>
		</lesson>
		<lesson type="print" id="67920" publication="116" lang="en" display="FALSE">
			<title><![CDATA[Introduction]]></title>
			<desc><![CDATA[This document contains an introduction to using children's literature and the curriculum.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-630-3_002.pdf</url>
		</lesson>
		<lesson type="print" id="67921" publication="116" lang="en" display="FALSE">
			<title><![CDATA[Part 1: Economic Concepts]]></title>
			<desc><![CDATA[This document contains and defines all of the terms listed in the publication.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-630-3_003.pdf</url>
		</lesson>
		<lesson type="print" id="67922" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Charlie Needs a Cloak]]></title>
			<desc><![CDATA[Charlie and his favorite sheep produce a good - a new cloak. Students learn about the different productive resources (natural, human, and capital) that Charlie uses. Charlie does not specialize in his production - he does all the production steps himself (unit production).<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Human Resources, Specialization, Natural Resources, Capital Resources</p>]]></desc>
			<concepts><![CDATA[productive resources,human resources,specialization,natural resources,capital resources,division of labor/specialization,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_01.pdf</url>
		</lesson>
		<lesson type="print" id="67923" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: The Giving Tree]]></title>
			<desc><![CDATA[This a tender story about a tree and a boy. The tree loves the boy so much that it is willing to give the boy everything that it has (apples, shade, branches, and trunk). This story represents the ultimate sacrifice of love and the serene acceptance of another's capacity to love in return.<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Scarcity, Economic Wants, Price</p>]]></desc>
			<concepts><![CDATA[natural resources,scarcity,economic wants,price,productive resources,markets and prices,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_02.pdf</url>
		</lesson>
		<lesson type="print" id="67924" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: The Doorbell Rang]]></title>
			<desc><![CDATA[The Doorbell Rang is a story that emphasizes the spirit of giving. It is an amusing story of two children about to eat a dozen cookies. Each time the children start to eat their cookies, the doorbell rings. Each ring of the doorbell brings more and more children. The cookies have to be redistributed each time. This lesson is an excellent way to introduce the concept of scarcity.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Productive Resources</p>]]></desc>
			<concepts><![CDATA[scarcity,productive resources,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_03.pdf</url>
		</lesson>
		<lesson type="print" id="67925" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Arthur's Pet Business]]></title>
			<desc><![CDATA[To prove he is responsible enough to own a pet and to repay a debt of money to his sister, Arthur decides to start a pet business - providing pet care service to community members. He advertises by putting up signs around the neighborhood. Business is very good. Arthur not only earns a wage (from which he pays his debt), but also gains a pet when one of his "clients" has puppies under his bed.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Income, Choices, Services, Wage, Entrepreneur, Profit</p>]]></desc>
			<concepts><![CDATA[goods,income,choices,services,wage,entrepreneur,profit,money management/budgeting,decision making/cost-benefit analysis,entrepreneurs,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_04.pdf</url>
		</lesson>
		<lesson type="print" id="67926" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Pancakes, Pancakes!]]></title>
			<desc><![CDATA[This is a story about a boy named Jack who wakes up with an enormous appetite for pancakes. His mother informs him that before she can make pancakes, he must first gather all the necessary ingredients. Jack must cut the wheat, take it to the miller, have the wheat ground, and gather the eggs - a step by step process for making pancakes the old fashioned way!<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Interdependence, Division of Labor, Productive Resources, Market</p>]]></desc>
			<concepts><![CDATA[specialization,interdependence,division of labor,productive resources,market,division of labor/specialization,trade,exchange and interdependence,markets and prices,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_05.pdf</url>
		</lesson>
		<lesson type="print" id="67927" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: The Goat in the Rug]]></title>
			<desc><![CDATA[Geraldine the goal literally puts her whole self into the weaving of a Navajo rug. After being sheared for her wool, she watches as Glenmae cleans, dries, combs, spins, and dyes her wool. Geraldine is so proud. A lot of her is in that rug. She hopes to grow her wool quickly so she can be a part of the next Navajo rug.<br><br><p><font color='#666666'>Concepts: </font><br>Unit Production, Assembly Line, Interdependence, Specialization, Division of Labor, Productivity</p>]]></desc>
			<concepts><![CDATA[unit production,assembly line,interdependence,specialization,division of labor,productivity,competition and market structures,division of labor/specialization,trade,exchange and interdependence,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_06.pdf</url>
		</lesson>
		<lesson type="print" id="67928" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Mitchell Is Moving]]></title>
			<desc><![CDATA[Mitchell the dinosaur is bored and wants to move away. His decision to move costs him something, something very important left behind. Mitchell solves the dilemma, builds a new home, and keeps an old friend.<br><br><p><font color='#666666'>Concepts: </font><br>Choices, Scarcity, Human Resources, Capital Resources, Opportunity Cost, Productive Resources, Natural Resources</p>]]></desc>
			<concepts><![CDATA[choices,scarcity,human resources,capital resources,opportunity cost,productive resources,natural resources,decision making/cost-benefit analysis,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_07.pdf</url>
		</lesson>
		<lesson type="print" id="67929" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Uncle Jed's Barbershop]]></title>
			<desc><![CDATA[Uncle Jed's Barbershop is a heartwarming story about a barber who travels the countryside cutting poor folks' hair. Uncle Jed has a kind heart and a giving spirit. He lives for the day that he can own his own barbershop. It takes a long time and many setbacks before his lifelong dream is fulfilled. This wonderful story that emphasizes the true spirit of sacrifice, love, and commitment to a dream.<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Opportunity Cost, Savings, Investing</p>]]></desc>
			<concepts><![CDATA[specialization,opportunity cost,savings,investing,division of labor/specialization,saving and investing,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_08.pdf</url>
		</lesson>
		<lesson type="print" id="67930" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Ant Cities]]></title>
			<desc><![CDATA[This is a nonfiction story about different kinds of ants and how they live and work together. Ants live in colonies, and all ants have particular jobs to do, much like workers in our cities. Working together, ants keep their "cities" growing and surviving almost anywhere.<br><br><p><font color='#666666'>Concepts: </font><br>Jobs, Workers, Taxes, Wages, Services, Government, Producers</p>]]></desc>
			<concepts><![CDATA[jobs,workers,taxes,wages,services,government,producers,roles of government,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_09.pdf</url>
		</lesson>
		<lesson type="print" id="67931" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Follow an Ice-Cream Cone Around the World]]></title>
			<desc><![CDATA[Travel around the world with the Green$treet kids as they discover what it takes to make ice cream. Through this story, the students will visit the places where the different ingredients (natural resources) in ice cream are found. There are many Billboards in the story that provide interesting facts pertaining to ice cream.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Market Price, Interdependence, Supply & Demand, Raw Materials</p>]]></desc>
			<concepts><![CDATA[productive resources,market price,interdependence,supply & demand,raw materials,demand,markets and prices,supply,trade,exchange and interdependence,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_10.pdf</url>
		</lesson>
		<lesson type="print" id="67932" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: My Rows and Piles of Coins]]></title>
			<desc><![CDATA[A Tanzanian boy saves his coins to buy a bicycle so that he can help his parents carry goods to market. He eventually discovers that in spite of all he has saved, he still does not have nearly enough money.<br><br><p><font color='#666666'>Concepts: </font><br>Saving, Spending, Delayed Benefits, Goods and Services</p>]]></desc>
			<concepts><![CDATA[saving,spending,delayed benefits,goods and services,saving and investing,consumers,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_11.pdf</url>
		</lesson>
		<lesson type="print" id="67933" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: To Market, To Market]]></title>
			<desc><![CDATA[This story, modeled after the familiar nursery rhyme about going to the market to buy a fat pig, illustrates the chaos that is created when the animals for purchase won't cooperate. Cooking a meal of homemade soup turns into quite a chore with a change in the menu!<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Raw materials, Consumers, Producers, Market, Productive resources (natural&#44; human&#44; capital)</p>]]></desc>
			<concepts><![CDATA[goods,services,raw materials,consumers,producers,market,productive resources (natural&#44; human&#44; capital),productive resources,markets and prices,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_12.pdf</url>
		</lesson>
		<lesson type="print" id="67934" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: The Tortilla Factory]]></title>
			<desc><![CDATA[The Tortilla Factory is a simple, yet enjoyable way to introduce the concept of production to your students. The book very simply explains the process of producing tortillas, from collecting the productive resources to marketing the final product. Students will learn the differences between the natural resources, capital resources, and human resources used in production.<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Capital Resources, Human Capital, Interdependence, Productive Resources, Human Resources, Investment, Interdependence</p>]]></desc>
			<concepts><![CDATA[natural resources,capital resources,human capital,interdependence,productive resources,human resources,investment,trade,exchange and interdependence,saving and investing,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_13.pdf</url>
		</lesson>
		<lesson type="print" id="67935" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: A Chair for My Mother]]></title>
			<desc><![CDATA[When all their possessions were burned in a fire, a little girl, her mother, and grandmother save all their extra money to buy a special chair. The characters make choices to save in order to obtain something important to them.<br><br><p><font color='#666666'>Concepts: </font><br>Human Resources, Savings, Scarcity, Wages, Consumers, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[human resources,savings,scarcity,wages,consumers,opportunity cost,productive resources,saving and investing,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_14.pdf</url>
		</lesson>
		<lesson type="print" id="67936" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: The Babe and I]]></title>
			<desc><![CDATA[The story is about a young boy growing up in New York during the Great Depression. He learns that his father is selling apples to support the family. The boy decides to help support the family by becoming a "newsie" - a street corner newspaper boy. He learns a great lesson about demand and market price - and also about the blessing of giving when Babe Ruth himself purchases a newspaper for $5.00, allowing the boy to see a Yankees game!<br><br><p><font color='#666666'>Concepts: </font><br>Demand/Supply, Income, Scarcity, Market Price, Profit, Money, Inflation</p>]]></desc>
			<concepts><![CDATA[demand/supply,income,scarcity,market price,profit,money,inflation,demand,supply,money management/budgeting,markets and prices,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_15.pdf</url>
		</lesson>
		<lesson type="print" id="67937" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16: The Three Little Pigs]]></title>
			<desc><![CDATA[Three little pigs are being threatened by a big, bad wolf. Each pig is forced to make a decision on how to protect himself from the wolf. What kind of house will each build?<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resource, Human Resources, Capital Resources, Scarcity, Trade-Offs</p>]]></desc>
			<concepts><![CDATA[natural resource,human resources,capital resources,scarcity,trade-offs,productive resources,decision making/cost-benefit analysis,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_16.pdf</url>
		</lesson>
		<lesson type="print" id="67938" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17: From the Mixed Up Files of Mrs. Basil Frankweiler]]></title>
			<desc><![CDATA[Eleven-year-old Claudia Kincaid feels that too much responsibility has been placed on her at home. To make her family appreciate her more, she decides to run away from home. Claudia persuades her younger brother, Jamie, to accompany her on a trip to a most unlikely place - the Metropolitan Museum of Art in New York City. (Chapter book)<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Savings, Price, inflation, Goods and Services, Opportunity Cost, Interdependence</p>]]></desc>
			<concepts><![CDATA[scarcity,savings,price,inflation,goods and services,opportunity cost,interdependence,saving and investing,markets and prices,inflation,trade,exchange and interdependence,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_17.pdf</url>
		</lesson>
		<lesson type="print" id="67939" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 18: The Sign of the Beaver]]></title>
			<desc><![CDATA[Matt and his father have traveled to the Maine wilderness to start a new settlement for their family. He and his father build a comfortable cabin. His father returns to the city to get the family and leaves Matt alone to protect the family cabin. Matt is befriended by an Indian clan leader and his grandson, who teach him how to survive alone in the wilderness. In return, Matt teaches the grandson English and, in the process, develops a close friendship with the Indian boy. (Chapter book)<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Scarcity, Opportunity Cost, Barter, Trade, Interdependence</p>]]></desc>
			<concepts><![CDATA[natural resources,scarcity,opportunity cost,barter,trade,interdependence,productive resources,money,exchange and interdependence,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_18.pdf</url>
		</lesson>
		<lesson type="print" id="67940" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 19: Stone Fox]]></title>
			<desc><![CDATA[Ten-year-old Little Willy faces a big job when his grandfather falls ill. It is up to him to save their potato farm from the tax collectors. Willy has a big economic problem - he needs five hundred dollars to pay his grandfather's back property taxes. When Willy sees a poster announcing a $500 prize for the National Dogsled Race, he decides to enter the race. But other people want to run the race, too, including Stone Fox, who has never lost a race! (Chapter book)<br><br><p><font color='#666666'>Concepts: </font><br>Taxes, Specialization, Capital Resources, Scarcity, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[taxes,specialization,capital resources,scarcity,opportunity cost,roles of government,division of labor/specialization,productive resources,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_19.pdf</url>
		</lesson>
		<lesson type="print" id="67941" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 20: Holes]]></title>
			<desc><![CDATA[Stanley Yelnats is under a curse begun by his "pig-stealing" great-great-grandfather years ago. Stanley finds himself in a detention camp for boys, where he was sent - unjustly - for stealing a pair of sneakers. Every day, each boy must learn character by digging a perfectly round hole - five feet wide and five feet deep - in the bottom of dried-up Camp Green Lake. Stanley soon realizes that the warden has other reasons besides character for digging the holes! But what could be buried under a dried-up lake? (Chapter book)<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Natural Resources, Opportunity Cost, Entrepreneur</p>]]></desc>
			<concepts><![CDATA[scarcity,natural resources,opportunity cost,entrepreneur,productive resources,entrepreneurs,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_20.pdf</url>
		</lesson>
		<lesson type="print" id="67942" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 21: Lunch Money]]></title>
			<desc><![CDATA[Greg is a sixth grader with a love for money. He had his first lemonade stand in second grade and is always looking for new ways to make money. Greg recently discovered that most students bring extra money to school each day, so he has decided it's the best place to make his fortune. (Chapter book)<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Saving/Investing, Competition, Price, Capital Resources, Insurance, Advertising, Profit, Specialization, Human Capital</p>]]></desc>
			<concepts><![CDATA[entrepreneur,saving/investing,competition,price,capital resources,insurance,advertising,profit,specialization,human capital,entrepreneurs,saving and investing,competition and market structures,markets and prices,productive resources,financial markets,division of labor/specialization,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_21.pdf</url>
		</lesson>
		<lesson type="print" id="67943" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 22: Island of the Blue Dolphin]]></title>
			<desc><![CDATA[Karana is an Indian girl stranded alone on an island for 18 years. When the rest of her tribe is forced to flee the island, she learns to use her human resources and the island's natural resources to survive. (Chapter book)<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Human Resources, Scarcity, Trade, Division of Labor, Capital Resources, Specialization, Conservation</p>]]></desc>
			<concepts><![CDATA[natural resources,human resources,scarcity,trade,division of labor,capital resources,specialization,conservation,productive resources,exchange and interdependence,division of labor/specialization,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_22.pdf</url>
		</lesson>
		<lesson type="print" id="67944" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 23: Beetles Lightly Toasted]]></title>
			<desc><![CDATA[The subject for this year's contest at school is "Conservation." Ten-year-old Andy Moller, who lives on an Iowa farm, and his cousin Jack are both determined to win the $50 prize. The two boys devise hilarious ways to conserve resources -- including eating insects and cooking hamburgers on a car engine.<br><br><p><font color='#666666'>Concepts: </font><br>Conservation, Productive Resources, Boycott, Role of Government, Scarcity, Price, Productivity</p>]]></desc>
			<concepts><![CDATA[conservation,productive resources,boycott,role of government,scarcity,price,productivity,roles of government,markets and prices,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_23.pdf</url>
		</lesson>
		<lesson type="print" id="67945" publication="116" lang="en" display="TRUE">
			<title><![CDATA[Lesson 24: Night of the Twister]]></title>
			<desc><![CDATA[This story, based on a real event, tells how the Hatch family and the people of Grand Island, Nebraska, survive a night of terror when their town is devastated by several tornadoes. Together they not only live through the tragedy but rebuild their lives and the community.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Government Agencies, Specialization, Scarcity, Taxes, Public Goods</p>]]></desc>
			<concepts><![CDATA[productive resources,government agencies,specialization,scarcity,taxes,public goods,roles of government,division of labor/specialization,reading,language arts,1-56183-630-3,teaching economics using children's literature,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-630-3_24.pdf</url>
		</lesson>
		<lesson type="print" id="67947" publication="116" lang="en" display="FALSE">
			<title><![CDATA[Handouts, Book Report and Literature Connection]]></title>
			<desc><![CDATA[This document contains handouts, book report materials, and a list of other books that can be used to teach economics.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-630-3_back.pdf</url>
		</lesson>
		<lesson type="print" id="68070" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Front: Acknowledgements and Rationale]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="68071" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Scarcity]]></title>
			<desc><![CDATA[The study of economics explains how productive resources are used to provide the goods and services that satisfy human wants. Because productive resources are limited, the goods and services that can be produced from them are also limited. In contrast, the goods and services wanted by individuals and societies are virtually unlimited.<br><br><p><font color='#666666'>Concepts: </font><br>Resources, Productivity, Services, Productive Resources, Natural Resources, Raw Materials, Human Resources, Capital Resources, Goods, Scarcity</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="68072" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Basic Economic Problem]]></title>
			<desc><![CDATA[The existence of scarcity creates the basic economic problem faced by every society, rich or poor: how to make the best use of limited productive resources to satisfy human wants.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="68073" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Economic Systems]]></title>
			<desc><![CDATA[Several fundamental types of economic systems exist to answer the three questions of what, how, and for whom to produce: traditional, command, market, and mixed.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="68074" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Opportunity Cost: There's No Such Thing as a Free Lunch!]]></title>
			<desc><![CDATA[Because of scarcity, any time a choice is made, there are alternatives that are not chosen. More precisely, there is always one next best alternative that is not chosen. In economics, the value of the next best alternative is called opportunity cost.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity Cost, Consumers, Producers</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="68075" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Productivity]]></title>
			<desc><![CDATA[Economic activity is directed toward a distinct goal: minimizing the pervasive effects of scarcity. In doing so, individuals and societies almost instinctively pursue economic activities which enable them to satisfy the most important of their wants using the fewest resources possible. This has never been an easy task and has been fraught with much toil and hardship. The progress that has been made in minimizing the effects of scarcity has been largely due to a more efficient use of the productive resources in the production process.<br><br><p><font color='#666666'>Concepts: </font><br>Production</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="68076" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Interdependence: The Result of Specialization]]></title>
			<desc><![CDATA[A major consequence of increased productivity due to specialization and exchange is interdependence. The more individuals and nations specialize and trade, the more dependent they become on each other to supply their basic wants. Few of us grow all our own food; we rely on farmers. Farmers, in turn, rely on other producers to provide clothing and farm machinery. The complex web of interdependence that develops from trade among individuals and nations creates a strong incentive for social cooperation and peaceful coexistence.<br><br><p><font color='#666666'>Concepts: </font><br>Division of Labor</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_06.pdf</url>
		</lesson>
		<lesson type="print" id="68077" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Money: Reducing the Costs of Trade]]></title>
			<desc><![CDATA[Money is an indispensable part of all modern economic systems. Money can be broadly defined as a medium of exchange. Since money is convenient to use and readily acceptable, individuals use it as payment when exchanging goods and services. Using money is much more efficient than barter (exchange without money) since money greatly reduces the transaction costs associated with simple barter. For example, in a barter economy an apple producer would have to devote valuable time and resources to finding other producers who are selling the goods and services that he desires and who are willing to trade for apples. Using money alleviates this problem. By greatly reducing the transaction costs of trade, the use of money increases the size of the market for goods and services. This promotes more specialization, which, in turn, leads to greater productivity.<br><br><p><font color='#666666'>Concepts: </font><br>Money, Barter, Transaction Costs, Scarcity</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_07.pdf</url>
		</lesson>
		<lesson type="print" id="68078" publication="117" lang="en" display="FALSE">
			<title><![CDATA[The Price System: How the Market Directs Economic Activity]]></title>
			<desc><![CDATA[Because of scarcity, all societies must determine how to use their limited productive resources to answer the basic economic questions of what, how, and for whom to produce. To one degree or another, societies rely on the price system to accomplish this task. Societies which rely primarily on the price system are often called market economies.<br><br><p><font color='#666666'>Concepts: </font><br>Market Economy, Price</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_08.pdf</url>
		</lesson>
		<lesson type="print" id="68079" publication="117" lang="en" display="FALSE">
			<title><![CDATA[The Circular Flow Model of a Market Economy]]></title>
			<desc><![CDATA[The Circular Flow Model (Figure 2-1) illustrates how a pure market economy works. Households and businesses are the major decision-makers in this simplified model. They interact with each other in three major markets, represented by the three circles. The circular arrows going in opposite directions illustrate two major flows. The inner arrow represents the flow of either goods and services or productive resources. The outer arrow represents the flow of money.<br><br><p><font color='#666666'>Concepts: </font><br>Wage, Savings, Supply, Demand, Interest Rate, Security</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_09.pdf</url>
		</lesson>
		<lesson type="print" id="68080" publication="117" lang="en" display="FALSE">
			<title><![CDATA[The Role of Government]]></title>
			<desc><![CDATA[The circular flow model is a simple illustration of a market economy governed entirely by prices. However, no society relies exclusively on markets to deal with the basic economic problem of scarcity. In command economies the government takes a leading role, while in market economies the role of government is more limited.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Maintaining Competition, Public Goods, Externalities, Income, Fiscal Policy, Gross Domestic Product, Transfer Payments, Taxes</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_10.pdf</url>
		</lesson>
		<lesson type="print" id="68081" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Making the Market Economy Work: Business and the Entrepreneur]]></title>
			<desc><![CDATA[In a command economy, government determines and directs economic activity. However, in a market (capitalist) economy, economic decisions are made primarily by millions of independent consumers and businesses responding to prices. Businesses attempt to satisfy the wants of consumers in order to earn profits. Those who successfully satisfy consumer wants will prosper; those who do not will suffer losses and fail.<br><br><p><font color='#666666'>Concepts: </font><br>Profits, Corporations, Savings, Bonds, Stock Markets, Entrepreneurship</p>]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_11.pdf</url>
		</lesson>
		<lesson type="print" id="68082" publication="117" lang="en" display="FALSE">
			<title><![CDATA[Additional Resources and Economic Principles]]></title>
			<desc><![CDATA[This document contains a listing of online resources for teachers and students.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-626-5_back.pdf</url>
		</lesson>
		<lesson type="print" id="68047" publication="132" lang="en" display="FALSE">
			<title><![CDATA[Front]]></title>
			<desc><![CDATA[Acknowledgements, Table of Contents, Foreward, Description & Rationale, Viewpoint, Nexus Points & Organization]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>nexus_front.pdf</url>
		</lesson>
		<lesson type="print" id="68048" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Rights]]></title>
			<desc><![CDATA[That individuals have rights is a basic assumption of the modern theory and practice of liberal democracy. Government has a responsibility to secure citizens' rights. Rights, including but not limited to property rights, are essential to a market-based system.<br><br><p><font color='#666666'>Concepts: </font><br>Legal and Social Framework, Mortgage, Borrower, Interest, Labor Union, Legal Forms of Business, Legal Foundations of a Market Economy, Nonprofit Organization, Property Rights, Banking, Externalities, Income, Natural Monopoly, Redistribution of Income, Role of Government, Taxation, Transfer Payments, Bonds, Distribution of Income, Income Tax, Maintaining Competition, Monopolies, Negative Externality, Non-clearing Markets, Positive Externality, Property Rights, Public Goods, Maintaining Regulation, Taxes, Regulation, Government Expenditures, Government Revenues</p>]]></desc>
			<concepts><![CDATA[legal and social framework,mortgage,borrower,interest,labor union,legal forms of business,legal foundations of a market economy,nonprofit organization,property rights,banking,externalities,income,natural monopoly,redistribution of income,role of government,taxation,transfer payments,bonds,distribution of income,income tax,maintaining competition,monopolies,negative externality,non-clearing markets,positive externality,public goods,maintaining regulation,taxes,regulation,government expenditures,government revenues,credit,money management/budgeting,compound interest,saving and investing,economic institutions,economic systems,market failures,roles of government,competition and market structures,income distribution,gdp,financial markets,demand,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_01.pdf</url>
		</lesson>
		<lesson type="print" id="68049" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Institutions]]></title>
			<desc><![CDATA[Institutions are arrangements and settled practices that have evolved or been established to perform political and economic functions for the benefit of the whole society or groups within it.<br><br><p><font color='#666666'>Concepts: </font><br>Legal and Social Framework, Mortgage, Borrower, Interest, Labor Union, Legal Forms of Business, Legal Foundations of a Market Economy, Nonprofit Organization, Property Rights, Banking</p>]]></desc>
			<concepts><![CDATA[legal and social framework,mortgage,borrower,interest,labor union,legal forms of business,legal foundations of a market economy,nonprofit organization,property rights,banking,credit,money management/budgeting,compound interest,saving and investing,economic institutions,economic systems,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_02.pdf</url>
		</lesson>
		<lesson type="print" id="68050" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Efficiency]]></title>
			<desc><![CDATA[One goal in both a market economy and a democratic society is efficiency. While there are numerous definitions of efficiency, one way to conceive of efficiency is this: for both the economy and political system generally to produce outcomes most desired by citizens.<br><br><p><font color='#666666'>Concepts: </font><br>Market Structure, Non-price Competition, Levels of Competition, Cost/Benefit Analysis, Benefit, Costs, Special Interest Group, Barriers to Trade</p>]]></desc>
			<concepts><![CDATA[market structure,non-price competition,levels of competition,cost/benefit analysis,benefit,costs,special interest group,barriers to trade,markets and prices,competition and market structures,decision making/cost-benefit analysis,government failures/public-choice analysis,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_03.pdf</url>
		</lesson>
		<lesson type="print" id="68051" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Decision Making]]></title>
			<desc><![CDATA[Economic resources used to produce goods and services are scarce, forcing individuals and governments to make choices about how to use those resources. All choices have costs, and analyzing costs incurred relative to benefits received is an important aspect of decision making in both the marketplace and in the voting booth. Often, both individual and government decision-making involve trade-offs - giving up some of one thing in order to get a little more of something else.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Choice, Consumer Economics, Consumers, Goods, Human Resources, Natural Resources, Opportunity Cost, Producers, Production, Productive Resources, Scarcity, Services, Wants, Entrepreneurship, Inventors, Entrepreneur, Factors of Production, Decision Making, Profit Motive, Benefit, Costs, Marginal Analysis, Profit, Profit Maximization, Cost/Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[capital resources,choice,consumer economics,consumers,goods,human resources,natural resources,opportunity cost,producers,production,productive resources,scarcity,services,wants,entrepreneurship,inventors,entrepreneur,factors of production,decision making,profit motive,benefit,costs,marginal analysis,profit,profit maximization,cost/benefit analysis,decision making/cost-benefit analysis,entrepreneurs,division of labor/specialization,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_04.pdf</url>
		</lesson>
		<lesson type="print" id="68052" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Stability]]></title>
			<desc><![CDATA[Liberal democracies seek to maintain stability through both the governmental and economic systems. By stability, we mean both the quality of dependability and the absence of extreme fluctuations in both government and the economy. For example, the governance and economic systems must function dependably and avoid extreme episodes of inflation and recession.<br><br><p><font color='#666666'>Concepts: </font><br>Types of Unemployment, Causes of inflation, Consumer Price Index (CPI), Deflation, Labor Force, Unemployment, Unemployment Rate, Inflation, National Debt, Tools of the Federal Reserve, Discount Rate, Federal Budget, Fiscal Policy, Monetary Policy, Open Market Operations, Reserve Requirements, Budget, Budget Deficit, Central Banking System, Budget Surplus</p>]]></desc>
			<concepts><![CDATA[types of unemployment,causes of inflation,consumer price index (cpi),deflation,labor force,unemployment,unemployment rate,inflation,national debt,tools of the federal reserve,discount rate,federal budget,fiscal policy,monetary policy,open market operations,reserve requirements,budget,budget deficit,central banking system,budget surplus,employment and unemployment,budget deficits and public debt,economic institutions,monetary policy and the federal reserve,money management/budgeting,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_05.pdf</url>
		</lesson>
		<lesson type="print" id="68053" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Market and Government Failure]]></title>
			<desc><![CDATA[The performance of both market economies and liberal democracies sometimes falls short of the ideal. These shortcomings are often referred to as market or government "failures."<br><br><p><font color='#666666'>Concepts: </font><br>Externalities, Income, Natural Monopoly, Redistribution of Income, Role of Government, Taxation, Transfer Payments, Bonds, Distribution of Income, Income Tax, Maintaining Competition, Monopolies, Negative Externality, Non-clearing Markets, Positive Externality, Property Rights, Public Goods, Maintaining Regulation, Taxes, Regulation, Government Expenditures, Government Revenues, Cost/Benefit Analysis, Benefit, Costs, Special Interest Group, Barriers to Trade</p>]]></desc>
			<concepts><![CDATA[externalities,income,natural monopoly,redistribution of income,role of government,taxation,transfer payments,bonds,distribution of income,income tax,maintaining competition,monopolies,negative externality,non-clearing markets,positive externality,property rights,public goods,maintaining regulation,taxes,regulation,government expenditures,government revenues,cost/benefit analysis,benefit,costs,special interest group,barriers to trade,market failures,roles of government,money management/budgeting,competition and market structures,income distribution,gdp,financial markets,saving and investing,demand,decision making/cost-benefit analysis,government failures/public-choice analysis,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_06.pdf</url>
		</lesson>
		<lesson type="print" id="68054" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Regulation]]></title>
			<desc><![CDATA[When markets fail to work ideally, government may take an active role in correcting such failures, such as imperfectly competitive markets or the presence of externalities. Often in these cases, government attempts to alter less than ideal economic outcomes through regulatory powers.<br><br><p><font color='#666666'>Concepts: </font><br>Market Structure, Non-price Competition, Levels of Competition, Externalities, Income, Natural Monopoly, Redistribution of Income, Role of Government, Taxation, Transfer Payments, Bonds, Distribution of Income, Income Tax, Maintaining Competition, Monopolies, Negative Externality, Non-clearing Markets, Positive Externality, Property Rights, Public Goods, Maintaining Regulation, Taxes, Regulation, Government Expenditures, Government Revenues, Cost/Benefit Analysis, Benefit, Costs, Special Interest Group, Barriers to Trade</p>]]></desc>
			<concepts><![CDATA[market structure,non-price competition,levels of competition,externalities,income,natural monopoly,redistribution of income,role of government,taxation,transfer payments,bonds,distribution of income,income tax,maintaining competition,monopolies,negative externality,non-clearing markets,positive externality,property rights,public goods,maintaining regulation,taxes,regulation,government expenditures,government revenues,cost/benefit analysis,benefit,costs,special interest group,barriers to trade,markets and prices,competition and market structures,market failures,roles of government,money management/budgeting,income distribution,gdp,financial markets,saving and investing,demand,decision making/cost-benefit analysis,government failures/public-choice analysis,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_07.pdf</url>
		</lesson>
		<lesson type="print" id="68055" publication="132" lang="en" display="TRUE">
			<title><![CDATA[Globalization]]></title>
			<desc><![CDATA[Today the world is organized into some 200 nation-states, each of which claims its own sovereignty. Nation-states do not exist in isolation - each is part of an interconnected world in whose development it plays a role. The sovereignty of nation-states, however, is being profoundly affected by the emergence of a global economic system, including recent rapid growth of international trade that stretches beyond the control of any single state and exerts economic, technological, and cultural influences on individual nations. Sovereignty also is being particularly affected by recent rapid growth of international trade.<br><br><p><font color='#666666'>Concepts: </font><br>Barriers to Trade, Barter, Exports, Imports, Voluntary Exchange, Exchange, Exchange Rate, Division of Labor, Production, Productive Resources, Specialization, Factor Endowments, Gains from Trade, Relative Price, Transaction Costs, Factors of Production, Full Employment, Cost/Benefit Analysis, Benefit, Costs, Special Interest Group</p>]]></desc>
			<concepts><![CDATA[barriers to trade,barter,exports,imports,voluntary exchange,exchange,exchange rate,division of labor,production,productive resources,specialization,factor endowments,gains from trade,relative price,transaction costs,factors of production,full employment,cost/benefit analysis,benefit,costs,special interest group,money,balance of trade and balance of payments,benefits of trade/comparative advantage,trade,exchange and interdependence,foreign currency markets/exchange rates,division of labor/specialization,markets and prices,employment and unemployment,decision making/cost-benefit analysis,government failures/public-choice analysis,civics,economics,nexus,nexus: connections between economics and civics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>nexus_08.pdf</url>
		</lesson>
		<lesson type="print" id="68056" publication="132" lang="en" display="FALSE">
			<title><![CDATA[Back]]></title>
			<desc><![CDATA[References]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>nexus_back.pdf</url>
		</lesson>
		<lesson type="print" id="68102" publication="133" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-636-2_front.pdf</url>
		</lesson>
		<lesson type="print" id="68057" publication="133" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Which One Do I Want More?]]></title>
			<desc><![CDATA[The students listen to a short story in which Anna must make a choice and learn about opportunity cost. Given a selection of paper bags containing small items, the students must select one bag and decide if they wish to keep the bag or exchange it for another. Once the students make their decision, they state their choice and identify their opportunity cost.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,decision making/cost-benefit analysis,opportunity cost,international,economics,1-56183-636-2,economics from here to there ,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-636-2_01.pdf</url>
		</lesson>
		<lesson type="print" id="68058" publication="133" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - The Candy Kids - Supply and Demand for Candy]]></title>
			<desc><![CDATA[The students participate in and discuss two games aimed at giving them an understanding that consumers and producers respond to incentives and behave according to the law of demand (as illustrated by the first game) and the law of supply (as illustrated by the second game).<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Incentives, Law of Demand, Law of Supply, Price, Producers</p>]]></desc>
			<concepts><![CDATA[consumers,incentives,law of demand,law of supply,price,producers,demand,supply,markets and prices,international,economics,1-56183-636-2,economics from here to there ,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-636-2_02.pdf</url>
		</lesson>
		<lesson type="print" id="68059" publication="133" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - The Classy Card Company]]></title>
			<desc><![CDATA[The students form the Classy Card Company to produce greeting cards. The company has orders for birthday cards from two different businesses. Because of scarcity, the Classy Card Company cannot produce enough cards to fill both orders. The workers at the Classy Card Company must make a decision about how to allocate the cards they produce.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Allocation</p>]]></desc>
			<concepts><![CDATA[scarcity,allocation,international,economics,1-56183-636-2,economics from here to there ,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-636-2_03.pdf</url>
		</lesson>
		<lesson type="print" id="68060" publication="133" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Rush Hour]]></title>
			<desc><![CDATA[Incentives that people face influence their everyday decisions. Using a road-map game board, the students simulate driving to work and choose driving routes based on incentives. The students analyze how changes in incentives cause changes in behavior. They also learn the difference between monetary and non-monetary incentives.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Monetary incentives, Non-monetary incentives</p>]]></desc>
			<concepts><![CDATA[incentives,monetary incentives,non-monetary incentives,international,economics,1-56183-636-2,economics from here to there ,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-636-2_04.pdf</url>
		</lesson>
		<lesson type="print" id="68061" publication="133" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Who Gets to See the Game?]]></title>
			<desc><![CDATA[Scarcity forces people to allocate goods and services in a variety of ways. In this lesson, the students use cost/benefit analysis to analyze various methods of allocation, first for tickets to a football game and then for organ transplants.<br><br><p><font color='#666666'>Concepts: </font><br>Allocation methods, Cost/benefit analysis</p>]]></desc>
			<concepts><![CDATA[allocation methods,cost/benefit analysis,decision making/cost-benefit analysis,international,economics,1-56183-636-2,economics from here to there ,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-636-2_05.pdf</url>
		</lesson>
		<lesson type="print" id="68062" publication="133" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Don't Be Discouraged!]]></title>
			<desc><![CDATA[The students develop a classification chart identifying which workers are employed and unemployed, determining which workers are counted as unemployed and classifying what type of unemployment each worker is experiencing. The students calculate the unemployment rate in a nation and learn why this is considered an imperfect measure of unemployment.<br><br><p><font color='#666666'>Concepts: </font><br>Labor force, Frictional unemployment, Structural unemployment, Cyclical unemployment, Seasonal unemployment, Unemployment rate, Discouraged worker</p>]]></desc>
			<concepts><![CDATA[labor force,frictional unemployment,structural unemployment,cyclical unemployment,seasonal unemployment,unemployment rate,discouraged worker,employment and unemployment,international,economics,1-56183-636-2,economics from here to there ,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-636-2_06.pdf</url>
		</lesson>
		<lesson type="print" id="68069" publication="102" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-536-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="67113" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: A Season of Goods]]></title>
			<desc><![CDATA[This lesson focuses on goods and services (economics) and basic operations (mathematics). The students review the four seasons of the year and brainstorm goods and services that people often purchase during each season. The students then participate in a matching game, pairing goods and services according to the seasons. Finally, the students work on an activity that requires them to act as consumers on a budget and make decisions to purchase goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Budgeting, Complementary goods and services, Consumers, Goods and services, Mathematics, Basic operations, Problem solving</p>]]></desc>
			<concepts><![CDATA[economics,budgeting,complementary goods and services,consumers,goods and services,mathematics,basic operations,problem solving,money management/budgeting,demand,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="67114" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Choices, Choices]]></title>
			<desc><![CDATA[This lesson focuses on decision making (economics) and introduces surveying as a method of data collection (mathematics). After analyzing data on a sample topic, the students use a decision-making grid to help them rank career choices and create fractions using the survey data. You can use this lesson as part of a career unit. It focuses on math-related careers, but you can modify it to cover all types of careers if this fits better into the grade-level curriculum.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Choice, Decision making, Opportunity cost, Mathematics, Data organization and display, Fractions, Reading a data table, Simple mathematical models</p>]]></desc>
			<concepts><![CDATA[economics,choice,decision making,opportunity cost,mathematics,data organization and display,fractions,reading a data table,simple mathematical models,decision making/cost-benefit analysis,opportunity cost,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="67115" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: What's Hot! What's Not!]]></title>
			<desc><![CDATA[This lesson focuses on exchange and trade (economics) and mean, median and temperatures (mathematics). The students review how to read temperatures on a thermometer and discuss activities associated with various temperatures. They estimate temperatures and find the median and mean of a group of temperatures. They participate in a trading simulation and experience the economic principle that voluntary exchange increases satisfaction.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Benefits of trade, Economic wants, Trade/Exchange, Mathematics, Estimation, Mean, Median, Reading number lines (temperature)</p>]]></desc>
			<concepts><![CDATA[economics,benefits of trade,economic wants,trade/exchange,mathematics,estimation,mean,median,reading number lines (temperature),benefits of trade/comparative advantage,trade,exchange and interdependence,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="67116" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Pizza on a Budget]]></title>
			<desc><![CDATA[This lesson focuses on budgeting (economics) and basic operations (mathematics). The students participate in a mouth-watering budget activity while they use estimating skills and practice identifying costs and benefits. Using a budget work sheet, they work in small groups to plan a class pizza party. They review basic operations skills using money as they make decisions about refreshments for the party.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Benefits, Budgeting, Choice, Costs, Mathematics, Estimation, Whole-number operations</p>]]></desc>
			<concepts><![CDATA[economics,benefits,budgeting,choice,costs,mathematics,estimation,whole-number operations,decision making/cost-benefit analysis,money management/budgeting,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="67117" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: The Math Factory]]></title>
			<desc><![CDATA[This lesson focuses on productivity (economics) and multiplication (mathematics). The students learn about physical capital and human capital as they create multiplication-fact review cards. In the first production round, groups of students produce as craftspeople and as specialists. In the second round, they continue to produce as craftspeople and specialists, but they also receive information that helps them to increase their human capital - their skills and knowledge - and their productivity. In the third round, the students get scissors; and this tool, along with their prior experience, once again increases their human capital and productivity.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Capital good, Division of labor, Human capital, Input, Output, Physical capital, Productivity, Specialization, Mathematics, Multiplication of whole numbers, Multiplication and division terminology, Factor, Product, Divisor, Dividend, Quotient</p>]]></desc>
			<concepts><![CDATA[economics,capital good,division of labor,human capital,input,output,physical capital,productivity,specialization,mathematics,multiplication of whole numbers,multiplication and division terminology,factor,product,divisor,dividend,quotient,productive resources,division of labor/specialization,supply,competition and market structures,financial markets,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="67118" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Bookmark Profit]]></title>
			<desc><![CDATA[This lesson focuses on profit (economics) and basic operations (mathematics). Working in small groups, the students act as companies and produce bookmarks. They decide which resources to purchase to produce their bookmarks. They calculate their costs of production and display their bookmarks for the class. The students then act as consumers and "buy" bookmarks. Based on their "sales," the student companies compute their profit or loss.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Costs of production, Entrepreneur, Profit and loss, Revenue, Mathematics, Addition of decimals, Equations, Inequalities, Subtraction and multiplication of decimals</p>]]></desc>
			<concepts><![CDATA[economics,costs of production,entrepreneur,profit and loss,revenue,mathematics,addition of decimals,equations,inequalities,subtraction and multiplication of decimals,competition and market structures,entrepreneurs,profit,trade,exchange and interdependence,income distribution,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="67119" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Go Fly a Kite]]></title>
			<desc><![CDATA[This lesson focuses on resources and barter (economics) and geometry (mathematics). After reviewing the concept of bartering, the students roll a four-sided dice to gather some of the resources they will need to build a tetrahedron kite, which is based on the shape of a platonic solid. Then they barter to get the rest of the materials they will need. During this process, the students identify the characteristics of intermediate goods and use these goods to build their kite.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Barter, Intermediate goods, Productive resources (natural resources capital goods and human resources), Trade, Mathematics, Equilateral, Geometry as related to two- and three-dimensional shapes, Metric measurement, Platonic solids, Tetrahedron, Vertex</p>]]></desc>
			<concepts><![CDATA[economics,barter,intermediate goods,productive resources (natural resources capital goods and human resources),trade,mathematics,equilateral,geometry as related to two- and three-dimensional shapes,metric measurement,platonic solids,tetrahedron,vertex,money,demand,productive resources,exchange and interdependence,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_07.pdf</url>
		</lesson>
		<lesson type="print" id="67120" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Doughnut Dreaming]]></title>
			<desc><![CDATA[This lesson focuses on demand (economics) and line graphs (mathematics). The students use a class survey to collect data about the quantity demanded of doughnuts at different prices. They use this data to construct a line graph. They discuss the law of demand and apply it to the graph to understand that at lower prices, the students will purchase more doughnuts.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Demand, Law of demand, Mathematics, Decimals, Line graphs, Operations</p>]]></desc>
			<concepts><![CDATA[economics,demand,law of demand,mathematics,decimals,line graphs,operations,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_08.pdf</url>
		</lesson>
		<lesson type="print" id="67121" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: How Much Time?]]></title>
			<desc><![CDATA[This lesson focuses on opportunity cost (economics) and graphs (mathematics). The students review terms related to measuring time and convert a time schedule into a pie chart, or circle graph. The students use the circle graph to assist them in making decisions about using time wisely to satisfy the requirements of a school-day schedule, and they consider the opportunity cost of their decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Alternatives, Choice, Goods, Opportunity cost, Services</p>]]></desc>
			<concepts><![CDATA[economics,alternatives,choice,goods,opportunity cost,services,opportunity cost,decision making/cost-benefit analysis,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_09.pdf</url>
		</lesson>
		<lesson type="print" id="67122" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Bunches of Brownies]]></title>
			<desc><![CDATA[This lesson focuses on resources (economics) and fractions (mathematics). The students use measuring cups to determine equivalent fractions for a recipe. Thinking economically, the students identify the productive resources they would use to make brownies and categorize them as natural resources, human resources or capital goods (resources). The students work in groups to decide how they would divide a pan of brownies equally. Finally, the students determine how much of each ingredient they would need if they wanted to produce additional batches of brownies.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Capital goods (resources), Human resources, Intermediate goods, Natural resources, Productive resources, Mathematics, Fractions</p>]]></desc>
			<concepts><![CDATA[economics,capital goods (resources),human resources,intermediate goods,natural resources,productive resources,mathematics,fractions,productive resources,demand,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_10.pdf</url>
		</lesson>
		<lesson type="print" id="67123" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: Plenty of Pennies]]></title>
			<desc><![CDATA[This lesson focuses on interest (economics) and percents (mathematics). The students use pennies to help them compute percents. They convert percent to decimals and figure interest amounts on savings or borrowed money. They role-play to understand that interest is payment for the use of money, and they discover that all financial choices have a cost.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Interest, Interest rate, Opportunity cost, Saving, Mathematics, Decimal, Percent, Problem solving, Using a formula</p>]]></desc>
			<concepts><![CDATA[economics,interest,interest rate,opportunity cost,saving,mathematics,decimal,percent,problem solving,using a formula,credit,compound interest,saving and investing,opportunity cost,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_11.pdf</url>
		</lesson>
		<lesson type="print" id="67124" publication="102" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Birdly Exchange]]></title>
			<desc><![CDATA[This lesson focuses on barter, money and characteristics of money (economics) and fractions and ratios (mathematics). The students will role-play a bartering activity and participate in trading simulations using feathers and birdles (a form of paper money) as mediums of exchange. They will compare their trading experiences to decide why medium of exchange is an important function of money. The students should have some grasp of fractions and ratios, because the lesson introduces exchange rate as a ratio and includes an activity in which the students calculate the exchange rate between U.S. dollars and birdles.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Bartering, Exchange rate, Medium of exchange, Money, Trade, Mathematics, Decimals, Fractions, Multiplication, Problem solving, Ratios</p>]]></desc>
			<concepts><![CDATA[economics,bartering,exchange rate,medium of exchange,money,trade,mathematics,decimals,fractions,multiplication,problem solving,ratios,foreign currency markets/exchange rates,exchange and interdependence,mathematics,1-56183-536-6,mathematics &amp; economics: connections for life - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-536-6_12.pdf</url>
		</lesson>
		<lesson type="print" id="67125" publication="102" lang="en" display="FALSE">
			<title><![CDATA[Glossary of Terms]]></title>
			<desc><![CDATA[This section contains the book's glossary.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-536-6_back.pdf</url>
		</lesson>
		<lesson type="print" id="66623" publication="95" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-574-9_front.pdf</url>
		</lesson>
		<lesson type="print" id="65755" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - The Problem of the Homeless Salmon]]></title>
			<desc><![CDATA[This lesson introduces the principles of EcoDetection, a key element of EcoDetectives. By reference to the principles of EcoDetection, the lesson describes the problem of declining wild salmon populations and calls upon students to compare the life cycle of a wild salmon to the life cycle of a farmed salmon. The students use the principles of EcoDetection to evaluate a program to restore fish habitat and to explain the mystery of the homeless salmon.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Choice, Costs, Incentives</p>]]></desc>
			<concepts><![CDATA[benefits,choice,costs,incentives,decision making/cost-benefit analysis,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_01.pdf</url>
		</lesson>
		<lesson type="print" id="65756" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Why Do Free Goods Disappear Quickly?]]></title>
			<desc><![CDATA[The teacher conducts a class discussion focused on how people tend to take better care of things they own and why they may be careless with things they do not own.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Private property</p>]]></desc>
			<concepts><![CDATA[incentives,private property,property rights,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_02.pdf</url>
		</lesson>
		<lesson type="print" id="65757" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Why Do We Have So Few Whales and So Many Chickens?]]></title>
			<desc><![CDATA[The students participate in a classroom simulation that demonstrates the tragedy of the commons. Next, the simulation is altered by an introduction of property rights, and the simulation outcome changes. Then the students solve the mystery of the whales and chickens by comparing their simulation experiences with actual practices regarding whale and chicken management.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentives, Property rights</p>]]></desc>
			<concepts><![CDATA[choice,incentives,property rights,decision making/cost-benefit analysis,property rights,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_03.pdf</url>
		</lesson>
		<lesson type="print" id="65758" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - The Environment: Who Loves Ya, Baby?]]></title>
			<desc><![CDATA[The students participate in a simulation activity that illustrates how incentives influence the behavior of people trying to earn income. In a variation of the simulation activity, they observe the effects of rule changes. When the rules change, the incentives change, and new issues of cost arise. Then the students apply a similar analysis to open-pit mining operations, taking note of a shift in costs, from internal to external, produced by new environmental regulations on mining.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, External cost, Incentives, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[choice,external cost,incentives,opportunity cost,decision making/cost-benefit analysis,market failures,roles of government,opportunity cost,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_04.pdf</url>
		</lesson>
		<lesson type="print" id="65759" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Cleaning the Lake Marginally]]></title>
			<desc><![CDATA[The students examine an example of what not to do while drinking water on a long hike. They use the concept of marginal analysis in analyzing the example. Then they examine the marginal costs and benefits of an environmental cleanup project, using marginal analysis to find an optimal environmental solution.<br><br><p><font color='#666666'>Concepts: </font><br>Marginal benefit, Marginal cost</p>]]></desc>
			<concepts><![CDATA[marginal benefit,marginal cost,decision making/cost-benefit analysis,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_05.pdf</url>
		</lesson>
		<lesson type="print" id="65760" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - How Can We Help Endangered Species?]]></title>
			<desc><![CDATA[The students are presented with information about the Endangered Species Act (ESA) and examples of species appearing on the protected list. They examine the history of species protection under the ESA. They are asked to imagine how the ESA would work if it were applied in the case of a dog living in their neighborhood. Finally, they assess the incentives created by the law and its enforcement procedures in order to decide whether the ESA helps or hinders efforts to protect endangered species.<br><br><p><font color='#666666'>Concepts: </font><br>Anticipated benefits, Anticipated costs, Incentives</p>]]></desc>
			<concepts><![CDATA[anticipated benefits,anticipated costs,incentives,decision making/cost-benefit analysis,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_06.pdf</url>
		</lesson>
		<lesson type="print" id="65761" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Can Incentives Protect Endangered Species?]]></title>
			<desc><![CDATA[The students discuss ways to protect fish placed on display in a science class. By viewing visuals, they learn about key provisions of the Endangered Species Act. They role-play international commissioners and make recommendations regarding policies to protect endangered species.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Private property rights</p>]]></desc>
			<concepts><![CDATA[incentives,private property rights,property rights,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_07.pdf</url>
		</lesson>
		<lesson type="print" id="65762" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - The Costs and Benefits of Having Children]]></title>
			<desc><![CDATA[The students analyze data about rich and poor countries in order to examine the impact of economic wealth on population growth. Then they read a letter written by a Wisconsin farmer in 1854 regarding the work done by children in his household. They compare the value that children bring to a household in poor countries today with the value the children brought to the Wisconsin farm in 1854. Finally, they draw conclusions about the impact of economic growth on a family's decisions about having children.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Incentives, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[benefits,incentives,opportunity cost,decision making/cost-benefit analysis,opportunity cost,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_08.pdf</url>
		</lesson>
		<lesson type="print" id="65763" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Why Do Oil Reserves Keep Increasing?]]></title>
			<desc><![CDATA[The students view a visual regarding oil reserves and consumption. They calculate how many years it will take us to run out of oil at a given rate of consumption. The teacher then explains that the numbers on the visual were from 1970 and that in the meanwhile we have not run out of oil. How can this be? The students learn the meaning of provable reserves of petroleum and use economic reasoning to explain why we have not run out of oil.<br><br><p><font color='#666666'>Concepts: </font><br>Incentive, Price, Supply</p>]]></desc>
			<concepts><![CDATA[incentive,price,supply,incentives,markets and prices,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_09.pdf</url>
		</lesson>
		<lesson type="print" id="65764" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Why Drive When You Can Ride?]]></title>
			<desc><![CDATA[The students examine data showing that many Americans prefer to drive their own automobiles rather than use mass public transit. They analyze this preference by reference to the costs and benefits of driving. In light of the external costs generated by automobile travel, the students evaluate market-oriented proposals for decreasing those costs.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Cost, Externality</p>]]></desc>
			<concepts><![CDATA[benefit,cost,externality,decision making/cost-benefit analysis,market failures,roles of government,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_10.pdf</url>
		</lesson>
		<lesson type="print" id="65765" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - If We Grow More Food, Won't We Degrade the Environment?]]></title>
			<desc><![CDATA[The students examine evidence about the impact of modern farming. They analyze the costs and benefits of modern agricultural practices, noting that the benefits derive from improved productivity. They assess the possibility that continued improvements in productivity will soften the environmental impact of modern farming by enabling farmers to produce more food while cultivating less land. To the extent that this occurs, more land will be available for wildlife habitat and recreational activity.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Incentives, Private property rights, Productivity</p>]]></desc>
			<concepts><![CDATA[competition,incentives,private property rights,productivity,competition and market structures,property rights,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_11.pdf</url>
		</lesson>
		<lesson type="print" id="65766" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Recycling or Landfill Disposal: What Is the Best Way to Protect the Environment?]]></title>
			<desc><![CDATA[The students investigate four proposed recycling programs (curbside recycling, newspaper recycling, recycling of aluminum cans, and banning disposable diapers from landfills) and decide whether the programs should be adopted or not. They use principles of economic reasoning to defend their positions and explain positions held by others.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Choice, Cost, Incentives</p>]]></desc>
			<concepts><![CDATA[benefit,choice,cost,incentives,decision making/cost-benefit analysis,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_12.pdf</url>
		</lesson>
		<lesson type="print" id="65767" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13 - Forest Fires: Natural Catastrophes or Monsters We Have Created?]]></title>
			<desc><![CDATA[The students examine information about the ongoing threat of catastrophic fires facing many forests in the United States, especially national forests in the West. They analyze possible explanations for the threat posed by fires and use economic reasoning to assess the explanations.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Private property ownership, Profits</p>]]></desc>
			<concepts><![CDATA[incentives,private property ownership,profits,property rights,profit,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_13.pdf</url>
		</lesson>
		<lesson type="print" id="65768" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14 - How Could We Cut Back on the Garbage We Produce?]]></title>
			<desc><![CDATA[Students discuss the concept of price and investigate how prices can influence people's decisions to buy groceries and generate garbage, depending on what sort of price system is used. Then students apply what they know about prices in an effort to solve a garbage collection mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost, Incentives, Price</p>]]></desc>
			<concepts><![CDATA[choice,cost,incentives,price,decision making/cost-benefit analysis,markets and prices,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_14.pdf</url>
		</lesson>
		<lesson type="print" id="65769" publication="95" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15 - How Private Efforts Can Improve Environmental Quality]]></title>
			<desc><![CDATA[The students examine case studies showing how various uses of private property affect environmental quality. They analyze these cases in order to identify conditions under which private property ownership and the profit motive create incentives for environmental protection.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs, Incentives, Private property, Profits, Voluntary exchange</p>]]></desc>
			<concepts><![CDATA[benefits,costs,incentives,private property,profits,voluntary exchange,decision making/cost-benefit analysis,property rights,profit,trade,exchange and interdependence,science,environmental economics,1-56183-574-9,economics and the environment: ecodetectives,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-574-9_15.pdf</url>
		</lesson>
		<lesson type="print" id="65740" publication="100" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Why Insurance and How Does It Work?]]></title>
			<desc><![CDATA[This lesson uses readings and group work to describe the risks that are a part of everyone's life. It then elaborates on five ways to handle risk. Two of these ways are to share and transfer risk, which is the purpose of insurance.<br><br><p><font color='#666666'>Concepts: </font><br>Avoiding risk, Decision making, Insurance, Opportunity cost, Premium, Probability, Reducing risk, Retaining risk, Risk, Sharing risk, Transferring risk</p>]]></desc>
			<concepts><![CDATA[avoiding risk,decision making,insurance,opportunity cost,premium,probability,reducing risk,retaining risk,risk,sharing risk,transferring risk,decision making/cost-benefit analysis,opportunity cost,risk and return,personal finance,life skills,ve3_insurance,virtual economics: insurance lessons,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>ve3_insurance_01.pdf</url>
		</lesson>
		<lesson type="print" id="65741" publication="100" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - The Basics of Life Insurance]]></title>
			<desc><![CDATA[This lesson focuses on basic information that everyone should know and be able to apply when they purchase life insurance. This knowledge is especially important for recent high school graduates who are approached to buy life insurance.<br><br><p><font color='#666666'>Concepts: </font><br>Beneficiary, Cash-value life-insurance policy, Endowment policy, Face value, Limited-payment policy, Term-life insurance, Whole-life policy</p>]]></desc>
			<concepts><![CDATA[beneficiary,cash-value life-insurance policy,endowment policy,face value,limited-payment policy,term-life insurance,whole-life policy,insurance,financial markets,personal finance,life skills,ve3_insurance,virtual economics: insurance lessons,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>ve3_insurance_02.pdf</url>
		</lesson>
		<lesson type="print" id="65742" publication="100" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Everything You Ever Wanted to Know About Automobile Insurance]]></title>
			<desc><![CDATA[The topic of automobile insurance is important to most high school students because of their interest in owning and operating a car or truck. But many teenagers think vehicle insurance is esoteric and mysterious. This lesson provides some basic information about auto insurance to help the students make better choices when they buy these policies.<br><br><p><font color='#666666'>Concepts: </font><br>Bodily-injury liability coverage, Collision coverage, Comprehensive coverage, Deductible, Fault insurance, Financial-responsibility law, Liability, Medical-payments coverage, No-fault insurance, Personal-injury coverage, Property-damage liability coverage, Uninsured and underinsured, motorist coverage</p>]]></desc>
			<concepts><![CDATA[bodily-injury liability coverage,collision coverage,comprehensive coverage,deductible,fault insurance,financial-responsibility law,liability,medical-payments coverage,no-fault insurance,personal-injury coverage,property-damage liability coverage,uninsured and underinsured,motorist coverage,insurance,personal finance,life skills,ve3_insurance,virtual economics: insurance lessons,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>ve3_insurance_03.pdf</url>
		</lesson>
		<lesson type="print" id="65743" publication="100" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Why Renter's Insurance?]]></title>
			<desc><![CDATA[This lesson focuses on a question that many of your students will face in college and/or in their first job as they live in apartments: Should they buy renter's insurance? Many students do not know what renter's insurance covers or even that it is available.<br><br><p><font color='#666666'>Concepts: </font><br>Cash-value coverage, Deductible, Depreciation, Landlord, Liability, Renter's insurance, Replacement-cost coverage, Tenant</p>]]></desc>
			<concepts><![CDATA[cash-value coverage,deductible,depreciation,landlord,liability,renter's insurance,replacement-cost coverage,tenant,insurance,money management/budgeting,personal finance,life skills,ve3_insurance,virtual economics: insurance lessons,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>ve3_insurance_04.pdf</url>
		</lesson>
		<lesson type="print" id="61982" publication="101" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Stock Prices]]></title>
			<desc><![CDATA[Newspaper and Internet listings of stock prices provide important information for investors. Gathering and understanding information found in the stock listings is an important life skill, and also a useful skill for students participating in stock market simulations. This lesson introduces information typically found in stock listings, focusing on the basic elements.<br><br><p><font color='#666666'>Concepts: </font><br>Decimal, Diversification, Fraction, Mixed number, Stock, Whole number</p>]]></desc>
			<concepts><![CDATA[decimal,diversification,fraction,mixed number,stock,whole number,financial markets,saving and investing,personal finance,lei_online,learning,earning and investing: grades 3-5 lessons,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>lei_online_01.pdf</url>
		</lesson>
		<lesson type="print" id="61983" publication="101" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Savings Accounts and U.S. Savings Bonds]]></title>
			<desc><![CDATA[People who want to save money can do so in various ways. One method is to use a savings account; another is to buy U. S. Savings Bonds. In this lesson, the students learn about these two methods of saving.<br><br><p><font color='#666666'>Concepts: </font><br>Decimal, Face value, Interest, Interest rate, Percent, Savings account, U.S. Savings Bond</p>]]></desc>
			<concepts><![CDATA[decimal,face value,interest,interest rate,percent,savings account,u.s. savings bond,financial markets,credit,compound interest,saving and investing,personal finance,lei_online,learning,earning and investing: grades 3-5 lessons,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>lei_online_02.pdf</url>
		</lesson>
		<lesson type="print" id="61984" publication="101" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: What Happens When a Bank Makes a Loan?]]></title>
			<desc><![CDATA[The students play roles in a simulation activity designed to show how bank loans made to individuals can have an impact on others in the community. Then, working in small groups, the students analyze other hypothetical loans, using flow charts or other diagrams to describe the probable impact of each.<br><br><p><font color='#666666'>Concepts: </font><br>Bank, Income, Interest, Loan, Profit</p>]]></desc>
			<concepts><![CDATA[bank,income,interest,loan,profit,economic institutions,monetary policy and the federal reserve,money management/budgeting,credit,compound interest,saving and investing,personal finance,lei_online,learning,earning and investing: grades 3-5 lessons,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>lei_online_03.pdf</url>
		</lesson>
		<lesson type="print" id="61985" publication="101" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Why Do People Go to School?]]></title>
			<desc><![CDATA[The students look at a simple chart relating education level with average annual income. From the data the students generalize that people with more education usually earn more income. They learn that human capital refers to the knowledge, skills, talent, health, values and experience that people bring to the workplace. Working in small groups, the students receive information about the budgets of various families whose members have different levels of education. They learn about fixed and variable expenses and note that level of education can affect people's standard of living.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Expenses, Fixed expenses, Human capital, Income, Variable expenses</p>]]></desc>
			<concepts><![CDATA[budget,expenses,fixed expenses,human capital,income,variable expenses,money management/budgeting,productive resources,personal finance,lei_online,learning,earning and investing: grades 3-5 lessons,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>lei_online_04.pdf</url>
		</lesson>
		<lesson type="print" id="66629" publication="53" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-520-X_front.pdf</url>
		</lesson>
		<lesson type="print" id="60331" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - What Are Productive Resources?]]></title>
			<desc><![CDATA[In this lesson, the students become economic detectives and try to determine how economists categorize productive resources. Working in groups, the students sort cards into categories they create and then specify the characteristics of each category. Given a new set of characteristics, the students divide their cards into the three types of productive resources: natural resources, capital goods (resources) and human resources. The groups then select a product they use, list the productive resources used to make the product and identify each as a natural resource, human resource or capital good. The students brainstorm a list of goods they could produce with a given list of resources and explain why they must choose only one good for actual production. They select a product they could produce in a fictitious country and determine where to locate a company to produce it.<br><br><p><font color='#666666'>Concepts: </font><br>Productive resources, Natural resources, Human resources, Capital goods (resources), Scarcity</p>]]></desc>
			<concepts><![CDATA[productive resources,natural resources,human resources,capital goods (resources),scarcity,productive resources,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_01.pdf</url>
		</lesson>
		<lesson type="print" id="60332" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - How Much Depends on Where]]></title>
			<desc><![CDATA[In this lesson, the students learn how the geography of a country can influence where goods are produced. The students use a map of a fictitious country to enhance their map skills. They derive geographic information from the map, use a scale to determine distances and areas, construct isolines representing points of equal annual rainfall, identify regions and color the map to show the areas where two goods are produced. They discover how geographic characteristics can affect the production of these goods and use this knowledge to determine the opportunity cost of producing goods in various regions. The students apply this in constructing a table showing the various combinations of two goods that the people of a country can produce and where the people would need to produce these goods to obtain the greatest output.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Opportunity cost, Production possibilities schedules</p>]]></desc>
			<concepts><![CDATA[economics,opportunity cost,production possibilities schedules,opportunity cost,scarcity,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_02.pdf</url>
		</lesson>
		<lesson type="print" id="60333" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Economics and Population Demographics]]></title>
			<desc><![CDATA[In this lesson, the students use data and graphs to analyze and compare the populations and standards of living for different countries. The students begin by building a population pyramid of the children in their families over three generations. They then analyze population pyramids to describe the demographic structure of different countries' populations and to analyze the implications of these data. Studying spider graphs, the students learn about the education and health of the populations of different countries and the linkages among investment in human capital, productivity and increased standards of living.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Gross domestic product, Gross domestic product per capita, Standard of living, Labor productivity, Human capital, Intermediate goods</p>]]></desc>
			<concepts><![CDATA[economics,gross domestic product,gross domestic product per capita,standard of living,labor productivity,human capital,intermediate goods,gdp,economic systems,productivity,economic development,human capital,division of labor/specialization,productive resources,demand,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_03.pdf</url>
		</lesson>
		<lesson type="print" id="60334" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Why Do People Move?]]></title>
			<desc><![CDATA[In this lesson, the students learn that costs and benefits influence people's decisions about moving. The students review U.S. Census data to discuss possible reasons why people move. They analyze the costs and benefits of moving. They are introduced to the geographic terms push and pull factors of migration. Working in groups, the students read about a family that chooses to migrate to another country. The students identify costs and benefits for the family and then determine whether push or pull factors had the greatest influence. Finally, the students look at some current data about migration to the United States.<br><br><p><font color='#666666'>Concepts: </font><br>Economics, Costs, Benefits, Decision making</p>]]></desc>
			<concepts><![CDATA[economics,costs,benefits,decision making,decision making/cost-benefit analysis,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_04.pdf</url>
		</lesson>
		<lesson type="print" id="60335" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Economic Freedom: How Important Is It?]]></title>
			<desc><![CDATA[In this lesson, the students participate in activities that help them understand the correlation between economic freedom and a country's standard of living. First the students decide whether they agree or disagree with rules and laws that affect teenagers. They discuss how rules and laws affect their economic freedom and then hypothesize about how economic freedom affects a country's standard of living and the welfare of its citizens. They hypothesize about the extent of economic freedom in less-developed countries relative to more-developed countries. Using data for a number of economic and geographic indicators, the students test their hypotheses. (NOTE: The relationships among data reviewed in this lesson are correlational not causal.)<br><br><p><font color='#666666'>Concepts: </font><br>Gross domestic product, Gross domestic product per capita, Standard of living, Economic freedom</p>]]></desc>
			<concepts><![CDATA[gross domestic product,gross domestic product per capita,standard of living,economic freedom,gdp,economic systems,productivity,economic development,human capital,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_05.pdf</url>
		</lesson>
		<lesson type="print" id="60336" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Joining Together That Which Has Drifted Apart]]></title>
			<desc><![CDATA[In this lesson, the students learn about the physical forces that move people on different continents further apart and the economic forces that bring them together. They read about the formation and breakup of two great continents, Laurasia and Gondwana, over 150 million years ago. They learn that continents are still moving today. They take the role of workers on these two continents who are producing pizzas and rugs. The students discover through their own calculations that even though the workers of Laurasia (representing more-developed countries) are more productive than those of Gondwana (representing less developed countries), the workers on both continents can benefit from trade.<br><br><p><font color='#666666'>Concepts: </font><br>Productivity, Production possibilities, Opportunity cost, Absolute advantage, Comparative advantage , Specialization</p>]]></desc>
			<concepts><![CDATA[productivity,production possibilities,opportunity cost,absolute advantage,comparative advantage,specialization,scarcity,opportunity cost,benefits of trade/comparative advantage,division of labor/specialization,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_06.pdf</url>
		</lesson>
		<lesson type="print" id="60337" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - What a Difference a Tool Makes!]]></title>
			<desc><![CDATA[In this lesson, the students use problem solving skills to make decisions about using productive resources. The students observe a simple production activity that gradually requires the use of more and more tools. After a short discussion regarding the use of capital goods (resources) and their importance in making workers more productive, the students participate in a group activity. Each group will role play being placed in a different physical environment to see what capital goods they might best use or create to survive. Following the simulation, the students speculate about what they think were the most important capital goods for their physical location and why.<br><br><p><font color='#666666'>Concepts: </font><br>Productive resources, Capital goods (resources), Human resources, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[productive resources,capital goods (resources),human resources,opportunity cost,productive resources,opportunity cost,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_07.pdf</url>
		</lesson>
		<lesson type="print" id="60338" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Ideas That Changed the World]]></title>
			<desc><![CDATA[In this lesson, the students learn about productivity and its connection to the standard of living. They learn about inventions that changed the world. The students make predictions about recent inventions and the impact of these inventions on productivity, standard of living and quality of life.<br><br><p><font color='#666666'>Concepts: </font><br>Technological change, Productivity, Capital goods (resources), Human capital, Standard of living</p>]]></desc>
			<concepts><![CDATA[technological change,productivity,capital goods (resources),human capital,standard of living,technology,productive resources,economic systems,economic development,human capital,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_08.pdf</url>
		</lesson>
		<lesson type="print" id="60339" publication="53" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - The Cost of Ignoring Economics and Geography]]></title>
			<desc><![CDATA[In this lesson, the students learn how geography affects the costs of achieving an environmental goal. They remodel the classroom using a map showing several companies located along a river. They participate in a simulation that shows the impact of putting waste into the river. They are given the task of determining the least-costly way to reduce this impact. The task is complicated by the fact that the costs of reducing waste aren't the same for all the companies, nor is the impact of their waste downstream. The students discover that when they take these factors into account, the cost of achieving an environmental goal can be greatly reduced.<br><br><p><font color='#666666'>Concepts: </font><br>Least-costly alternative, Incentive</p>]]></desc>
			<concepts><![CDATA[least-costly alternative,incentive,decision making/cost-benefit analysis,incentives,geography,social studies,1-56183-520-x,middle school world geography: focus on economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-520-X_09.pdf</url>
		</lesson>
		<lesson type="print" id="66630" publication="53" lang="en" display="FALSE">
			<title><![CDATA[Glossary of Terms]]></title>
			<desc><![CDATA[This document contains the publication's glossary of terms.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-520-X_back.pdf</url>
		</lesson>
		<lesson type="print" id="66633" publication="18" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-068-2_front.pdf</url>
		</lesson>
		<lesson type="print" id="56529" publication="18" lang="en" display="TRUE">
			<title><![CDATA[Section 1: Income and Choices]]></title>
			<desc><![CDATA[Participants will understand the importance of spending less than they receive. Participants will understand how competition based on productivity determines the wages and salaries that people receive. Participants will analyze a list of expenditures and make recommendations on how to begin a budget.<br><br><p><font color='#666666'>Concepts: </font><br>Income, Gift money, Work skills (human capital), workers (producers)</p>]]></desc>
			<concepts><![CDATA[income,gift money,work skills (human capital),workers (producers),money management/budgeting,human capital,producers,personal finance,life skills,1-56183-068-2,your credit counts challenge: trainer's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Trainer's Guide]]></version>
			<altversions><![CDATA[Participant's Guide,65775|Participant's Guide (Spanish),65783]]></altversions>
			<url>1-56183-068-2_01.pdf</url>
		</lesson>
		<lesson type="print" id="56530" publication="18" lang="en" display="TRUE">
			<title><![CDATA[Section 2: Financial Institutions]]></title>
			<desc><![CDATA[Participants identify the advantages and disadvantages of using financial services from alternative financial institutions and services from mainstream banks. Participants identify the services provided by mainstream financial institutions including banks, credit unions, brokerage firms, and so forth. Participants identify insurance (including homeowner's, renter's, health, and auto insurance) as a way to manage risk. Participants analyze scams and identify safeguards against them.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Goods, Services, Entrepreneurs, Productive resources (natural capital and human resources), Work skills (human capital), Income</p>]]></desc>
			<concepts><![CDATA[economic wants,goods,services,entrepreneurs,productive resources (natural capital and human resources),work skills (human capital),income,productive resources,human capital,money management/budgeting,personal finance,life skills,1-56183-068-2,your credit counts challenge: trainer's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Trainer's Guide]]></version>
			<altversions><![CDATA[Participant's Guide,65776|Participant's Guide (Spanish),65784]]></altversions>
			<url>1-56183-068-2_02.pdf</url>
		</lesson>
		<lesson type="print" id="56531" publication="18" lang="en" display="TRUE">
			<title><![CDATA[Section 3: Managing Credit]]></title>
			<desc><![CDATA[Participants will identify the advantages and disadvantages of using credit. Participants will recognize what credit is, what it costs, and the basic steps involved in obtaining credit. Participants will identify the key features of a credit report and credit scoring. Participants will examine ways to improve their credit scores. Participants will make distinctions between debit cards and credit cards. Participants will analyze cases of people seeking credit and decide whether obtaining credit is a good idea in each case.<br><br><p><font color='#666666'>Concepts: </font><br>Money, Economic wants, Coins, Paper money, The value of money, Functions of money, Choices, Work skills (human capital)</p>]]></desc>
			<concepts><![CDATA[money,economic wants,coins,paper money,the value of money,functions of money,choices,work skills (human capital),decision making/cost-benefit analysis,human capital,personal finance,life skills,1-56183-068-2,your credit counts challenge: trainer's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Trainer's Guide]]></version>
			<altversions><![CDATA[Participant's Guide,65777|Participant's Guide (Spanish),65785]]></altversions>
			<url>1-56183-068-2_03.pdf</url>
		</lesson>
		<lesson type="print" id="56532" publication="18" lang="en" display="TRUE">
			<title><![CDATA[Section 4: A Roof Over Your Head]]></title>
			<desc><![CDATA[Participants will understand the benefits and drawbacks of homeownership. Participants will understand the process of buying a home, from before house-hunting to closing and occupancy. Participants will understand the risks of speculating with money being saved toward a down payment and the risks presented by refinancing with predatory lenders.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Benefits, Costs, Choice, Decisions, Opportunity cost, Spending, Saving</p>]]></desc>
			<concepts><![CDATA[alternatives,benefits,costs,choice,decisions,opportunity cost,spending,saving,opportunity cost,decision making/cost-benefit analysis,consumers,saving and investing,personal finance,life skills,1-56183-068-2,your credit counts challenge: trainer's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Trainer's Guide]]></version>
			<altversions><![CDATA[Participant's Guide,65778|Participant's Guide (Spanish),65786]]></altversions>
			<url>1-56183-068-2_04.pdf</url>
		</lesson>
		<lesson type="print" id="56533" publication="18" lang="en" display="TRUE">
			<title><![CDATA[Section 5: Strategies for Wealth Building]]></title>
			<desc><![CDATA[Participants will understand the concept of net wealth and how the decisions they make can cause their own net wealth to increase or decrease. Participants will explain why an early start in saving and investing increases a household's ability to build its wealth. Participants will understand that buying and holding financial assets leads to a greater long-term net wealth than frequent trading of assets. Participants will understand how diversification protects them from changes in the value of any one asset or asset class.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Choices, Opportunity cost, Money, Spending, Saving, Savings accounts, Banks, Deposits, Withdrawals</p>]]></desc>
			<concepts><![CDATA[economic wants,choices,opportunity cost,money,spending,saving,savings accounts,banks,deposits,withdrawals,decision making/cost-benefit analysis,opportunity cost,consumers,saving and investing,economic institutions,personal finance,life skills,1-56183-068-2,your credit counts challenge: trainer's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Trainer's Guide]]></version>
			<altversions><![CDATA[Participant's Guide,65779|Participant's Guide (Spanish),65787]]></altversions>
			<url>1-56183-068-2_05.pdf</url>
		</lesson>
		<lesson type="print" id="56534" publication="18" lang="en" display="TRUE">
			<title><![CDATA[Section 6: The Basics of a Market Economy]]></title>
			<desc><![CDATA[Participants will identify the characteristics of people who build wealth. Participants will recognize the primary features of a market economy including voluntary exchange, private ownership, a price system, the profit motive, competition, and financial institutions.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Choice, Opportunity cost, Banking, Deposits, Withdrawals, Saving, Spending, Money</p>]]></desc>
			<concepts><![CDATA[scarcity,choice,opportunity cost,banking,deposits,withdrawals,saving,spending,money,decision making/cost-benefit analysis,opportunity cost,economic institutions,saving and investing,consumers,personal finance,life skills,1-56183-068-2,your credit counts challenge: trainer's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Trainer's Guide]]></version>
			<altversions><![CDATA[Participant's Guide,65780|Participant's Guide (Spanish),65781]]></altversions>
			<url>1-56183-068-2_06.pdf</url>
		</lesson>
		<lesson type="print" id="66755" publication="19" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-069-0_front.pdf</url>
		</lesson>
		<lesson type="print" id="65775" publication="19" lang="en" display="FALSE">
			<title><![CDATA[Section 1: Income and Choices]]></title>
			<desc><![CDATA[This document corresponds with Section 1 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide]]></version>
			<altversions><![CDATA[Trainer's Guide,56529|Participant's Guide (Spanish),65783]]></altversions>
			<url>1-56183-069-0_01.pdf</url>
		</lesson>
		<lesson type="print" id="65776" publication="19" lang="en" display="FALSE">
			<title><![CDATA[Section 2: Financial Institutions]]></title>
			<desc><![CDATA[This document corresponds with Section 2 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide]]></version>
			<altversions><![CDATA[Trainer's Guide,56530|Participant's Guide (Spanish),65784]]></altversions>
			<url>1-56183-069-0_02.pdf</url>
		</lesson>
		<lesson type="print" id="65777" publication="19" lang="en" display="FALSE">
			<title><![CDATA[Section 3: Managing Credit]]></title>
			<desc><![CDATA[This document corresponds with Section 3 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide]]></version>
			<altversions><![CDATA[Trainer's Guide,56531|Participant's Guide (Spanish),65785]]></altversions>
			<url>1-56183-069-0_03.pdf</url>
		</lesson>
		<lesson type="print" id="65778" publication="19" lang="en" display="FALSE">
			<title><![CDATA[Section 4: A Roof Over Your Head]]></title>
			<desc><![CDATA[This document corresponds with Section 4 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide]]></version>
			<altversions><![CDATA[Trainer's Guide,56532|Participant's Guide (Spanish),65786]]></altversions>
			<url>1-56183-069-0_04.pdf</url>
		</lesson>
		<lesson type="print" id="65779" publication="19" lang="en" display="FALSE">
			<title><![CDATA[Section 5: Strategies for Wealth Building]]></title>
			<desc><![CDATA[This document corresponds with Section 5 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide]]></version>
			<altversions><![CDATA[Trainer's Guide,56533|Participant's Guide (Spanish),65787]]></altversions>
			<url>1-56183-069-0_05.pdf</url>
		</lesson>
		<lesson type="print" id="65780" publication="19" lang="en" display="FALSE">
			<title><![CDATA[Section 6: The Basics of a Market Economy]]></title>
			<desc><![CDATA[This document corresponds with Section 6 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide]]></version>
			<altversions><![CDATA[Trainer's Guide,56534|Participant's Guide (Spanish),65781]]></altversions>
			<url>1-56183-069-0_06.pdf</url>
		</lesson>
		<lesson type="print" id="66637" publication="39" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-616-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="60251" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Markets and the Market System]]></title>
			<desc><![CDATA[This lesson introduces students to the primary economic institution in a market economy, markets. As described in the introductory essay to this volume, markets are an institution that emerges spontaneously from the interaction of self-interested buyers and sellers, establishing prices for goods and services that provide key incentives and signals. The first activity in this lesson stresses the decentralized nature of decision-making in competitive markets, and shows how self-interested behavior by individuals in these markets regularly leads to efficient outcomes. Next, the links between different types of markets are explored through a circular flow activity. Finally, the importance of prices that are free to rise or fall to achieve market equilibrium is demonstrated.<br><br><p><font color='#666666'>Concepts: </font><br>Product markets, Factor markets, Allocative efficiency, Circular flow model, Shortage, Surplus, Market prices, Law of demand, Law of supply</p>]]></desc>
			<concepts><![CDATA[product markets,factor markets,allocative efficiency,circular flow model,shortage,surplus,market prices,law of demand,law of supply,trade,exchange and interdependence,division of labor/specialization,productive resources,productivity,price ceilings and floors,demand,markets and prices,supply,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="60252" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Property Rights and Contracts as Economic Institutions]]></title>
			<desc><![CDATA[Students consider the importance of a system of defining, recording and protecting property rights in a market-based economy. Students differentiate between private and communal property, they consider various methods for recording property ownership, and they examine one institution - The United States Patent and Trademark Office - created to define and protect property rights. Finally, students examine a timely case involving questions of property rights - Napster vs. Metallica.<br><br><p><font color='#666666'>Concepts: </font><br>Private property, Communal property, Intellectual property, Market economy, Incentives, Legal foundations of a market economy, Contracts</p>]]></desc>
			<concepts><![CDATA[private property,communal property,intellectual property,market economy,incentives,legal foundations of a market economy,contracts,property rights,economic systems,economic institutions,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="60253" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Business Organizations]]></title>
			<desc><![CDATA[Students first look at a list of business names and discuss what the various abbreviations that are often used as part of businesses' names mean. In a reading, students learn about three types of business organizations - sole proprietorships, partnerships, and corporations. They compare the advantages and disadvantages of each type of business organization, including problems that arise when the objectives of a firm's owners' (principals) differ from the objectives of the firm's managers (agents) and other employees.<br><br><p><font color='#666666'>Concepts: </font><br>Corporations, Partnerships, Sole proprietorships, Limited liability, Principal-agent problems, Economic institutions, Economies of scale</p>]]></desc>
			<concepts><![CDATA[corporations,partnerships,sole proprietorships,limited liability,principal-agent problems,economic institutions,economies of scale,competition and market structures,financial markets,economic institutions,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="60254" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Financial Systems]]></title>
			<desc><![CDATA[Students participate in a brief simulation to demonstrate the important role financial intermediaries play in promoting investment and economic growth in market economies. Through direct instruction, students learn some specialized terms related to financial markets. Then students participate in an activity to help them identify other financial institutions in a market economy.<br><br><p><font color='#666666'>Concepts: </font><br>Saving, Investment, Financial institutions, Interest rate, Financial/personal investment, Primary market, Secondary market, Economic growth, Technological change</p>]]></desc>
			<concepts><![CDATA[saving,investment,financial institutions,interest rate,financial/personal investment,primary market,secondary market,economic growth,technological change,saving and investing,financial markets,compound interest,credit,economic growth,technology,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="60255" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Maintaining Competition]]></title>
			<desc><![CDATA[This lesson introduces the rationale for maintaining and strengthening competition, and illustrates the U.S. experience with antitrust laws and other government regulations and agencies. But there are costs and limits to the scope of these government programs, too. A classroom simulation is used to illustrate how difficult it is to maintain collusion designed to limit competition, even in a market where there are only a few producers and no anti-trust enforcement. <br><br><p><font color='#666666'>Concepts: </font><br>Collusion, Oligopoly, Antitrust legislation and enforcement, Economies of scale, Mergers (horizontal vertical and conglomerate), Herfindahl-Hirshman Index, Concentration ratios</p>]]></desc>
			<concepts><![CDATA[collusion,oligopoly,antitrust legislation and enforcement,economies of scale,mergers (horizontal vertical and conglomerate),herfindahl-hirshman index,concentration ratios,competition and market structures,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="60256" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Too Much Regulation?]]></title>
			<desc><![CDATA[In this lesson, students first read an excerpt from The Jungle, written by Upton Sinclair in 1906. Then they learn about the numerous regulations that govern the production and sales of a hamburger today, and about some government regulatory offices and agencies. Finally, they consider the question: How much regulation is enough?<br><br><p><font color='#666666'>Concepts: </font><br>Government regulation, Costs, Benefits, Cost-Benefit analysis</p>]]></desc>
			<concepts><![CDATA[government regulation,costs,benefits,cost-benefit analysis,roles of government,decision making/cost-benefit analysis,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="60257" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Public Goods and Externalities]]></title>
			<desc><![CDATA[This lesson gives students an opportunity to identify the nature of public and private goods, classify them according to the characteristics of rivalry and excludability, experience the impact of free riders and other external benefits and costs, and demonstrate that market-based solutions to externalities are often superior to inflexible government regulations.<br><br><p><font color='#666666'>Concepts: </font><br>Non-rival products, Non-excludable products, Pure private goods and services, Pure public goods and services, External benefits and costs, Free riding</p>]]></desc>
			<concepts><![CDATA[non-rival products,non-excludable products,pure private goods and services,pure public goods and services,external benefits and costs,free riding,roles of government,market failures,government failures/public-choice analysis,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="60258" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: The Scope and Size of Government, and Other Institutions That Affect Economic Freedom]]></title>
			<desc><![CDATA[ Students compare U.S. federal government expenditures for two distinct periods spanning 40 years, and note changes in the levels and kinds of spending. The budget relationship between government spending, taxing, and borrowing is introduced, and then students consider the effects of proportional, progressive, and regressive systems of government tax and spending programs. Two additional activities use Heritage Foundation data to construct fiscal burden indexes and illustrate the relationship between tax rates and freedom indexes for many different countries. Students then review other components of the Heritage Foundation Freedom Index to identify institutions that can allow markets to operate more openly and efficiently, which are missing or underdeveloped in many nations.<br><br><p><font color='#666666'>Concepts: </font><br>Government expenditures, Taxes, Progressive tax and expenditure programs, Proportional tax and expenditure programs, Regressive tax and expenditure programs, Marginal tax rates</p>]]></desc>
			<concepts><![CDATA[government expenditures,taxes,progressive tax and expenditure programs,proportional tax and expenditure programs,regressive tax and expenditure programs,marginal tax rates,roles of government,income distribution,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="60259" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: The Distribution of Income and Investments in Human Capital]]></title>
			<desc><![CDATA[This lesson introduces students to some key facts about the distribution of income in the United States, and provides some information and tools for analyzing changes in the distribution of income over the last three decades. Students' intuition about who earns more or less, and why, is the basis for several activities; but in some cases their intuition will likely be challenged.<br><br><p><font color='#666666'>Concepts: </font><br>Investment in human capital, Factor income, Functional distribution of income, Personal distribution of income</p>]]></desc>
			<concepts><![CDATA[investment in human capital,factor income,functional distribution of income,personal distribution of income,productive resources,human capital,division of labor/specialization,income distribution,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="60260" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Macroeconomic Stabilization Policies and Institutions]]></title>
			<desc><![CDATA[This lesson begins by reviewing the discovery and adoption of Keynesian fiscal policies in the United States and other nations following World War II. Students then participate in several exercises to ascertain their understanding of appropriate demand-side tools of fiscal policy, which is conducted by national legislative and executive branches of government, and tools of monetary policy, which is conducted by a nation's central bank (in the United States, the Federal Reserve System). <br><br><p><font color='#666666'>Concepts: </font><br>Unemployment, Inflation, Fiscal policy, Automatic stabilizers, Monetary policy, Central banks, Discount rate, Reserve requirement, Open market operations</p>]]></desc>
			<concepts><![CDATA[unemployment,inflation,fiscal policy,automatic stabilizers,monetary policy,central banks,discount rate,reserve requirement,open market operations,employment and unemployment,fiscal policy,monetary policy and the federal reserve,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="60261" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: "Hey, Hey! Ho, Ho! Why Do We Need the WTO?"]]></title>
			<desc><![CDATA[Several activities are used to introduce students to six international institutions that play important economic roles, especially in the areas of international trade, finance, and development: the World Trade Organization (WTO), the International Monetary Fund (IMF), the Organization for Economic Cooperation and Development (OECD), the United Nations Department of Economic and Social Affairs (UNDESA), the International Bank for Reconstruction and Development (The World Bank), and the International Court of Justice (The World Court). The WTO is examined in greater depth, and students explore issues related to recent global protests of the WTO.<br><br><p><font color='#666666'>Concepts: </font><br>International economic institutions, Gains from trade, Tariffs, Public goods, Market failures, Monetary policy, Property rights, Competition</p>]]></desc>
			<concepts><![CDATA[international economic institutions,gains from trade,tariffs,public goods,market failures,monetary policy,property rights,competition,economic institutions,economic development,benefits of trade/comparative advantage,barriers to trade,roles of government,market failures,monetary policy and the federal reserve,property rights,competition and market structures,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="60262" publication="39" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Social Capital: Norms and Networks That Support Markets]]></title>
			<desc><![CDATA[Students are introduced to the idea of "social capital," and learn how to distinguish it from physical capital. The importance of social capital in promoting economic growth and allowing a market economy to operate more efficiently is considered in several activities, including a "rigged" card game (BLOOG) and short surveys of the students and their parents or guardians. Finally, students investigate several kinds of voluntary consumer and civic associations and discuss how they can also represent examples of social capital.<br><br><p><font color='#666666'>Concepts: </font><br>Social capital, Incentives</p>]]></desc>
			<concepts><![CDATA[social capital,incentives,economic systems,international,1-56183-616-8,focus: institutions and markets,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-616-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="66639" publication="38" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-133-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="60313" publication="38" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Old MacDonald Went to Trade]]></title>
			<desc><![CDATA[Students sing the familiar tune, "Old MacDonald Had a Farm." They identify goods on the farm and suggest services that Farmer MacDonald might have provided or wanted. Acting as farmers, they write two new verses for their farm. One verse identifies a good and the other identifies a service. They draw pictures of their goods and services and trade them for goods and services that other farmers in the class want to trade.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Goods, Services</p>]]></desc>
			<concepts><![CDATA[barter,goods,services,money,economics,1-56183-133-6,old Macdonald to uncle sam: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-133-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="60314" publication="38" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Goods and Services: Some Are Private, Some Are Not]]></title>
			<desc><![CDATA[Students make construction paper cutouts of businesses and structures and create a community map bulletin board. Students analyze the goods and services available in their community to determine that some are privately produced and governments provide others. Students learn that taxes, fees, and loans pay for government goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Government goods, Government services, Private goods, Private services, Taxes</p>]]></desc>
			<concepts><![CDATA[government goods,government services,private goods,private services,taxes,roles of government,economics,1-56183-133-6,old Macdonald to uncle sam: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-133-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="60315" publication="38" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Productivity in the Fertile Crescent]]></title>
			<desc><![CDATA[In this lesson, students participate in three rounds of a simulation in which they are merchants who must keep written records on their trades. In Round 1 they do not have some required skills or knowledge and are unable to produce written records. They must rely on scribes. In Round 2 the merchants use new information about Babylonia numerals and the Phoenician alphabet and receive training in using these. New technology is introduced in Round 3. After each round, students explain the effect of new information and technology on the productivity of workers.<br><br><p><font color='#666666'>Concepts: </font><br>Labor productivity, Human capital, Technological change, Capital goods</p>]]></desc>
			<concepts><![CDATA[labor productivity,human capital,technological change,capital goods,division of labor/specialization,productivity,productive resources,technology,economics,1-56183-133-6,old macdonald to uncle sam: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-133-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="60316" publication="38" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Uncle Sam's Checkbook]]></title>
			<desc><![CDATA[Students learn about the components of federal income taxes and expenditures. They also create and analyze political cartoons relevant to federal taxes and expenditures.<br><br><p><font color='#666666'>Concepts: </font><br>Income, Tax, Federal tax revenue, Payroll tax, Federal expenditures, Personal income tax</p>]]></desc>
			<concepts><![CDATA[income,tax,federal tax revenue,payroll tax,federal expenditures,personal income tax,money management/budgeting,roles of government,economics,1-56183-133-6,old macdonald to uncle sam: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-133-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="60317" publication="38" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Scarcity and Choice]]></title>
			<desc><![CDATA[In this lesson, students participate in a role play as producers of two goods, allowing students to experience scarcity. They make choices about using their scarce resource to produce both or one of two goods. Then they construct production-possibilities curves, compute opportunity costs, and conclude that scarcity requires choice and every choice has an opportunity cost.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Productive resources, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[scarcity,productive resources,opportunity cost,productive resources,opportunity cost,economics,1-56183-133-6,old macdonald to uncle sam: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-133-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="60318" publication="38" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Public Goods and Services]]></title>
			<desc><![CDATA[Students compare and define private and public goods. They receive money and must make a decision about paying for the heating in the classroom. This activity reinforces the concept of public goods and helps students identify and explain the free-rider problem. This lesson should be taught when the weather is cooler or cold.<br><br><p><font color='#666666'>Concepts: </font><br>Private goods, Private services, Public goods, Public services, Non-exclusion, Shared consumption, Free-rider, Taxes</p>]]></desc>
			<concepts><![CDATA[private goods,private services,public goods,public services,non-exclusion,shared consumption,free-rider,taxes,roles of government,government failures/public-choice analysis,economics,1-56183-133-6,old macdonald to uncle sam: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-133-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="66641" publication="1" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-515-3_front.pdf</url>
		</lesson>
		<lesson type="print" id="17795" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 1 - Economic Reasoning: Why Are We A Nation of Couch Potatoes?]]></title>
			<desc><![CDATA[Students examine visuals to identify an economic mystery regarding exercise and diet. They use the Guide to Economic Reasoning to analyze the costs and benefits of decisions about diet and exercise. They discover that human behavior is influenced by choices, costs, incentives, rules, voluntary exchange, and future consequences, even in decisions about diet and exercise.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Economic systems, Future consequences, Incentives, Opportunity cost, Voluntary trade</p>]]></desc>
			<concepts><![CDATA[choice,economic systems,future consequences,incentives,opportunity cost,voluntary trade,decision making/cost-benefit analysis,economic systems,opportunity cost,trade,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student - Activity 1,65788]]></altversions>
			<url>1-56183-515-3_01.pdf</url>
		</lesson>
		<lesson type="print" id="17796" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 2 - Scarcity and Abundance]]></title>
			<desc><![CDATA[The lesson provides students with two definitions of the term scarcity. They apply these definitions to several examples of human behavior. In the second part of the lesson they use the definitions to explain why people may treat scarce resources as if they were not scarce.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Choice, Scarcity</p>]]></desc>
			<concepts><![CDATA[alternatives,choice,scarcity,opportunity cost,decision making/cost-benefit analysis,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student - Activity 1,65789|Student - Activity 2,65790]]></altversions>
			<url>1-56183-515-3_02.pdf</url>
		</lesson>
		<lesson type="print" id="17797" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 3 - Economic Magic: Creating Something from Nothing]]></title>
			<desc><![CDATA[Students participate in a small-group survival activity designed to illustrate the basic economic decisions people in every economy must address. They must decide which resources are scarce and they must answer three basic questions: What to produce? How to produce it? For whom will it be produced?<br><br><p><font color='#666666'>Concepts: </font><br>Distribution, Economics, Production, Resources, Scarcity</p>]]></desc>
			<concepts><![CDATA[distribution,economics,production,resources,scarcity,income distribution,productive resources,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student - Activity 1,65791]]></altversions>
			<url>1-56183-515-3_03.pdf</url>
		</lesson>
		<lesson type="print" id="17798" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 4 - To Choose or Not to Choose? That Is Not the Question]]></title>
			<desc><![CDATA[Students make a decision after identifying the alternatives and their anticipated costs and benefits.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Choices, Economizing behavior, Scarcity</p>]]></desc>
			<concepts><![CDATA[alternatives,choices,economizing behavior,scarcity,opportunity cost,decision making/cost-benefit analysis,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student - Activity 1,65792]]></altversions>
			<url>1-56183-515-3_04.pdf</url>
		</lesson>
		<lesson type="print" id="17799" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 5 - Rules Influence Economic Behavior]]></title>
			<desc><![CDATA[The lesson begins with a demonstration of how rules and incentives influence students' behavior in the classroom. Then students apply the same analysis to behavior in the larger economy. (WARNING: Given the unusual grading procedure specified in Procedure 5, this lesson may be hazardous to teacher's health.)<br><br><p><font color='#666666'>Concepts: </font><br>Choices, Incentives, Interdependence</p>]]></desc>
			<concepts><![CDATA[choices,incentives,interdependence,decision making/cost-benefit analysis,trade,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student - Activity 1,65793|Student - Activity 2,65794|Student - Activity 3,65795|Student - Activity 4,65796]]></altversions>
			<url>1-56183-515-3_05.pdf</url>
		</lesson>
		<lesson type="print" id="17800" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 6 - Why Did Communism Collapse?]]></title>
			<desc><![CDATA[Students examine and discuss visuals to solve an economic mystery regarding the command system of the Soviet Union.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Command economy, Economic systems, Market economy, Incentives</p>]]></desc>
			<concepts><![CDATA[choice,command economy,economic systems,market economy,incentives,decision making/cost-benefit analysis,economic systems,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student - Activity 1,65797]]></altversions>
			<url>1-56183-515-3_06.pdf</url>
		</lesson>
		<lesson type="print" id="17801" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 7 - A Silver Market]]></title>
			<desc><![CDATA[Students participate in a simulation activity that shows how a competitive market works. Although most markets for goods and services are not as competitive as the silver commodity market, the example helps students gain an understanding of how prices are set in any market.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Competition, Consumer surplus, Demand, Incentives, Market-clearing price or equilibrium price, Markets, Producer surplus, Supply</p>]]></desc>
			<concepts><![CDATA[choice,competition,consumer surplus,demand,incentives,market-clearing price or equilibrium price,markets,producer surplus,supply,decision making/cost-benefit analysis,competition and market structures,markets and prices,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student - Activity 1,65798|Student - Activity 2,65799|Student - Activity 3,65800]]></altversions>
			<url>1-56183-515-3_07.pdf</url>
		</lesson>
		<lesson type="print" id="17802" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 8 - A Picture Is Worth a Thousand Words: Demand]]></title>
			<desc><![CDATA[This lesson asks students to analyze the relationship between changing prices and changes in consumer behavior, to create and understand the demand schedule graph, and to identify how various determinants of demand change the relative location of the demand schedule.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Determinants of demand, Price</p>]]></desc>
			<concepts><![CDATA[demand,determinants of demand,price,markets and prices,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<url>1-56183-515-3_08.pdf</url>
		</lesson>
		<lesson type="print" id="17803" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 9 - A Picture Is Worth a Thousand Words: Supply]]></title>
			<desc><![CDATA[Students analyze the relationship between changing prices and changes in producer behavior. They create a supply schedule graph to represent this relationship. They observe changes in determinants of supply and note the effect of those changes on the supply schedule and the corresponding price-quality relationship.<br><br><p><font color='#666666'>Concepts: </font><br>Determinants of supply, Incentive, Price, Supply</p>]]></desc>
			<concepts><![CDATA[determinants of supply,incentive,price,supply,incentives,markets and prices,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student - Activity 1,65801|Student - Activity 2,65802]]></altversions>
			<url>1-56183-515-3_09.pdf</url>
		</lesson>
		<lesson type="print" id="17804" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 10 - Equilibrium Prices and Equilibrium Quantities]]></title>
			<desc><![CDATA[In examining a visual about the market for yo-yos, students think through the process of mutual accommodation among buyers and sellers that results in an equilibrium price. Students then complete an activity plotting supply and demand curves in the market for Frisbees, identifying the equilibrium price and quantity under different conditions.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Equilibrium price, Quantity demanded, Quantity supplied, Shortage, Supply, Surplus</p>]]></desc>
			<concepts><![CDATA[demand,equilibrium price,quantity demanded,quantity supplied,shortage,supply,surplus,markets and prices,price ceilings and floors,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student - Activity 1,65803]]></altversions>
			<url>1-56183-515-3_10.pdf</url>
		</lesson>
		<lesson type="print" id="17805" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 11 - Do Prices Matter to Consumers?]]></title>
			<desc><![CDATA[This lesson demonstrates how people use prices when they weight expected costs and expected benefits in making economic decisions. It helps students see how choosing a second-best good or service can in some cases improve their overall well-being.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Choice, Costs, Incentives, Price, Substitutes</p>]]></desc>
			<concepts><![CDATA[benefits,choice,costs,incentives,price,substitutes,decision making/cost-benefit analysis,markets and prices,demand,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student - Activity 1,65804]]></altversions>
			<url>1-56183-515-3_11.pdf</url>
		</lesson>
		<lesson type="print" id="17806" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 12 - How Do Prices Influence My Behavior? Price Elasticity]]></title>
			<desc><![CDATA[Students review consumer and producer behavior in light of changing prices. They predict consumers' and producers' responses to changes in prices, product characteristics, costs of production, time and technology factors.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentives, Price, Price elasticity, Substitutes</p>]]></desc>
			<concepts><![CDATA[choice,incentives,price,price elasticity,substitutes,decision making/cost-benefit analysis,markets and prices,elasticity of demand,demand,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student - Activity 1,65805]]></altversions>
			<url>1-56183-515-3_12.pdf</url>
		</lesson>
		<lesson type="print" id="17807" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 13 - How Markets Allocate Resources]]></title>
			<desc><![CDATA[Students read I, Pencil, by Leonard Read, to gain an understanding of Adam Smith's concept of the invisible hand of the marketplace. Students see that a system of market prices brings about cooperation without coercion. Then students use supply and demand analysis to explain how a change in one market tends to affect related markets.<br><br><p><font color='#666666'>Concepts: </font><br>Complements, Invisible hand of the marketplace, Markets and prices, Secondary effects, Substitutes, Supply and demand</p>]]></desc>
			<concepts><![CDATA[complements,invisible hand of the marketplace,markets and prices,secondary effects,substitutes,supply and demand,demand,markets and prices,supply,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student - Activity 1,65806|Student - Activity 2,65807]]></altversions>
			<url>1-56183-515-3_13.pdf</url>
		</lesson>
		<lesson type="print" id="17808" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 14 - Secondary Effects: Price Ceilings and Floors]]></title>
			<desc><![CDATA[Students investigate the consequences of price controls in markets for silver, rock concerts, automobiles, razor clams, and school textbooks. (It would be best to use this lesson after students have participated in the silver market game [Unit 2, Lesson 7]<br><br><p><font color='#666666'>Concepts: </font><br>Price ceiling, Price floor, Secondary effects, Shortages, Surpluses</p>]]></desc>
			<concepts><![CDATA[price ceiling,price floor,secondary effects,shortages,surpluses,price ceilings and floors,markets and prices,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student - Activity 1,65808]]></altversions>
			<url>1-56183-515-3_14.pdf</url>
		</lesson>
		<lesson type="print" id="17809" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 15 - Why Do Some People Earn More Than Others?]]></title>
			<desc><![CDATA[Students examine and discuss visuals to identify an economic mystery regarding differences in income. They use the Guide to Economic Reasoning to analyze the problem and reach a tentative solution.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Economic system, Future consequences, Human capital, Incentives, Opportunity cost, Voluntary trade</p>]]></desc>
			<concepts><![CDATA[choice,economic system,future consequences,human capital,incentives,opportunity cost,voluntary trade,decision making/cost-benefit analysis,economic systems,productive resources,opportunity cost,trade,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student - Activity 1,65809]]></altversions>
			<url>1-56183-515-3_15.pdf</url>
		</lesson>
		<lesson type="print" id="17810" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 16 - Making Choices About Saving and Investing]]></title>
			<desc><![CDATA[This lesson introduces the distinction between savings and the investment. It demonstrates how the price of money -- the interest rate -- is critical to making the right savings and investment choices. It explains when, under various conditions, it is or is not in people's best interest to save.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Inflation, Interest, Investment, Loanable funds market, Purchasing power, Real interest, Savings</p>]]></desc>
			<concepts><![CDATA[choice,inflation,interest,investment,loanable funds market,purchasing power,real interest,savings,decision making/cost-benefit analysis,credit,compound interest,saving and investing,monetary policy and the federal reserve,gdp,real vs. nominal,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 16]]></version>
			<altversions><![CDATA[Student - Activity 1,65810]]></altversions>
			<url>1-56183-515-3_16.pdf</url>
		</lesson>
		<lesson type="print" id="17811" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 17 - Creating and Using a Budget]]></title>
			<desc><![CDATA[This lesson focuses on using budgeting to maximize consumer satisfaction. It describes a flexible view of budgets, linking them to markets and market information, and demonstrates how and why budgets should be reviewed and modified often.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Diminishing marginal utility, Income, Marginal analysis, Price, Substitute, Utility</p>]]></desc>
			<concepts><![CDATA[budget,choice,diminishing marginal utility,income,marginal analysis,price,substitute,utility,money management/budgeting,decision making/cost-benefit analysis,demand,markets and prices,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 17]]></version>
			<altversions><![CDATA[Student - Activity 1,65811]]></altversions>
			<url>1-56183-515-3_17.pdf</url>
		</lesson>
		<lesson type="print" id="17812" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 18 - Credit Management]]></title>
			<desc><![CDATA[This lesson is designed to help students make good consumer-credit decisions. Although using credit is beneficial at times, it often carries higher costs than many people realize. This lesson discusses the costs of credit in a manner that helps students calculate those costs and integrate them in short- and long-term decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Debt, Economic wants, Income, Interest, Secured debt, Unsecured debt</p>]]></desc>
			<concepts><![CDATA[choice,debt,economic wants,income,interest,secured debt,unsecured debt,decision making/cost-benefit analysis,credit,money management/budgeting,compound interest,saving and investing,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 18]]></version>
			<altversions><![CDATA[Student - Activity 1,65812]]></altversions>
			<url>1-56183-515-3_18.pdf</url>
		</lesson>
		<lesson type="print" id="17813" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 19 - Earning an Income]]></title>
			<desc><![CDATA[Students examine the concept of income. They identify factors that generate in come, including entrepreneurial traits and changing conditions in labor markets. In learning how income is generated, students plan and make choices to enhance their own income-generating capacity.<br><br><p><font color='#666666'>Concepts: </font><br>Capital, Entrepreneurship, Human capital, Income, Labor, Land, Profit</p>]]></desc>
			<concepts><![CDATA[capital,entrepreneurship,human capital,income,labor,land,profit,productive resources,saving and investing,entrepreneurs,money management/budgeting,division of labor/specialization,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 19]]></version>
			<altversions><![CDATA[Student - Activity 1,65813|Student - Activity 2,65814]]></altversions>
			<url>1-56183-515-3_19.pdf</url>
		</lesson>
		<lesson type="print" id="17814" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 20 - Why Helping Yourself Helps Others]]></title>
			<desc><![CDATA[Students examine and discuss visuals to identify an economic mystery regarding greed and self-interest. They use economic reasoning to analyze the mystery and reach a tentative explanation.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Competition, Economic system, Future consequences, Incentives, Market economy, Opportunity cost, Voluntary trade</p>]]></desc>
			<concepts><![CDATA[choice,competition,economic system,future consequences,incentives,market economy,opportunity cost,voluntary trade,decision making/cost-benefit analysis,competition and market structures,economic systems,opportunity cost,trade,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 20]]></version>
			<altversions><![CDATA[Student - Activity 1,65815]]></altversions>
			<url>1-56183-515-3_20.pdf</url>
		</lesson>
		<lesson type="print" id="17815" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 21 - Productivity, Diminishing Marginal Returns, and the Demand for Labor]]></title>
			<desc><![CDATA[Students produce greeting cards with a fixed number of scissors and markers, and a variable number of workers. They discuss factors affecting workers productivity and the law of diminishing marginal returns. With a partner, they use marginal analysis to solve a problem about how many workers a firm should hire.<br><br><p><font color='#666666'>Concepts: </font><br>Law of diminishing marginal returns, Productivity, Specialization</p>]]></desc>
			<concepts><![CDATA[law of diminishing marginal returns,productivity,specialization,competition and market structures,supply,division of labor/specialization,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 21]]></version>
			<altversions><![CDATA[Student - Activity 1,65816]]></altversions>
			<url>1-56183-515-3_21.pdf</url>
		</lesson>
		<lesson type="print" id="17816" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 22 - How Competitive Is the Industry?]]></title>
			<desc><![CDATA[Using a local example, students discuss the benefits of competition. In small groups they read descriptions of the markets for cucumbers, haircuts, cereal, and diamonds (prior to 2000). They use this information to fill in a chart that summarizes characteristics of competition, monopolistic competition, oligopoly and monopoly.<br><br><p><font color='#666666'>Concepts: </font><br>Barriers to entry, Collusion, Competition, Concentration ratio, Monopoly, Monopolistic competition, Non-price competition, Oligopoly</p>]]></desc>
			<concepts><![CDATA[barriers to entry,collusion,competition,concentration ratio,monopoly,monopolistic competition,non-price competition,oligopoly,barriers to trade,competition and market structures,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 22]]></version>
			<altversions><![CDATA[Student - Activity 1,65817|Student - Activity 2,65818]]></altversions>
			<url>1-56183-515-3_22.pdf</url>
		</lesson>
		<lesson type="print" id="17817" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 23 - Make a Profit: Do the Math]]></title>
			<desc><![CDATA[Working as consultant teams, students use basic math to compute fixed costs, total costs, marginal costs, total revenues, marginal revenues, and profits (or losses) for a business. They determine the profit-maximizing quantity of output for the business, and analyze their results in terms of marginal revenues and marginal costs.<br><br><p><font color='#666666'>Concepts: </font><br>Incentive, Marginal analysis, Marginal cost, Marginal revenue, Profit, Total cost, Total revenue</p>]]></desc>
			<concepts><![CDATA[incentive,marginal analysis,marginal cost,marginal revenue,profit,total cost,total revenue,incentives,decision making/cost-benefit analysis,competition and market structures,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 23]]></version>
			<altversions><![CDATA[Student - Activity 1,65819|Student - Activity 2,65820]]></altversions>
			<url>1-56183-515-3_23.pdf</url>
		</lesson>
		<lesson type="print" id="17818" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 24 - Government and the Environment]]></title>
			<desc><![CDATA[Students examine and discuss visuals to identify an economic mystery regarding the failure of the Endangered Species Act. They are introduced to the concepts of market failure and government failure. Using the Guide to Economic Reasoning, they focus on positive and negative externalities in analyzing the Endangered Species Act as an example of government failure.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Economic system, Externalities, Future consequences, Government failure, Incentives, Market failure, Opportunity cost, Voluntary trade</p>]]></desc>
			<concepts><![CDATA[choice,economic system,externalities,future consequences,government failure,incentives,market failure,opportunity cost,voluntary trade,decision making/cost-benefit analysis,economic systems,market failures,roles of government,government failures/public-choice analysis,opportunity cost,trade,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 24]]></version>
			<altversions><![CDATA[Student - Activity 1,65821|Student - Activity 2,65822]]></altversions>
			<url>1-56183-515-3_24.pdf</url>
		</lesson>
		<lesson type="print" id="17819" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 25 - The Economics of the U.S. Constitution]]></title>
			<desc><![CDATA[Students discuss why the American economy grew in the period following the American Revolution. After reading an essay by Douglass North and examining the U.S. Constitution, they identify the economic features of the Constitution.<br><br><p><font color='#666666'>Concepts: </font><br>Market economy</p>]]></desc>
			<concepts><![CDATA[market economy,economic systems,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 25]]></version>
			<altversions><![CDATA[Student - Activity 1,65823|Student - Activity 2,65824]]></altversions>
			<url>1-56183-515-3_25.pdf</url>
		</lesson>
		<lesson type="print" id="17820" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 26 - Public versus Private Goods]]></title>
			<desc><![CDATA[Students discuss the role of government in the economy. They complete an activity in which they classify goods and services as public or private.<br><br><p><font color='#666666'>Concepts: </font><br>Free rider, Non-exclusion, Public good, Private good, Shared consumption</p>]]></desc>
			<concepts><![CDATA[free rider,non-exclusion,public good,private good,shared consumption,government failures/public-choice analysis,roles of government,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 26]]></version>
			<altversions><![CDATA[Student - Activity 1,65825]]></altversions>
			<url>1-56183-515-3_26.pdf</url>
		</lesson>
		<lesson type="print" id="17821" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 27 - The Economics of Special Interest Groups]]></title>
			<desc><![CDATA[Students learn about the diverse nature of special interest groups and read examples that show how incentives influence the actions of elected officials.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Incentives, Interest group</p>]]></desc>
			<concepts><![CDATA[competition,incentives,interest group,competition and market structures,government failures/public-choice analysis,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 27]]></version>
			<altversions><![CDATA[Student - Activity 1,65826]]></altversions>
			<url>1-56183-515-3_27.pdf</url>
		</lesson>
		<lesson type="print" id="17822" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 28 - The Economics of Voting]]></title>
			<desc><![CDATA[Students examine a visual to identify patterns of voter turnout in U.S. presidential elections. They analyze the costs and benefits of voting and discuss how people's voting behavior is influenced by incentives.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentives, Rational ignorance</p>]]></desc>
			<concepts><![CDATA[choice,incentives,rational ignorance,decision making/cost-benefit analysis,government failures/public-choice analysis,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 28]]></version>
			<url>1-56183-515-3_28.pdf</url>
		</lesson>
		<lesson type="print" id="17823" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 29 - Can Taxes Be Incentives?]]></title>
			<desc><![CDATA[Students examine different types of taxes and criteria for determining a fair tax. Students work in pairs to predict how changes in taxes will change people's behavior.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Substitutes, Taxes</p>]]></desc>
			<concepts><![CDATA[incentives,substitutes,taxes,demand,roles of government,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 29]]></version>
			<altversions><![CDATA[Student - Activity 1,65827|Student - Activity 2,65828]]></altversions>
			<url>1-56183-515-3_29.pdf</url>
		</lesson>
		<lesson type="print" id="17824" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 30 - Poverty and Income Inequality]]></title>
			<desc><![CDATA[Students take part in an activity that simulates the unequal distribution of income in the United States, based on U.S. Census data. They discuss how equal distribution of income would affect incentives to work hard, especially for high-income earners. They discuss measures of poverty, who is most likely to be poor in the United States, and causes of income inequality and poverty.<br><br><p><font color='#666666'>Concepts: </font><br>Causes of income inequality, Income inequality, Poverty</p>]]></desc>
			<concepts><![CDATA[causes of income inequality,income inequality,poverty,income distribution,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 30]]></version>
			<url>1-56183-515-3_30.pdf</url>
		</lesson>
		<lesson type="print" id="17825" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 31 - Measuring Unemployment: A Labor Market Mystery]]></title>
			<desc><![CDATA[Students examine an economic mystery regarding employment and unemployment statistics. They learn how the Bureau of Labor Statistics measures employment and unemployment. They use the Guide to Economic Reasoning and some arithmetic to solve the mystery of how employment and unemployment can increase at the same time. <br><br><p><font color='#666666'>Concepts: </font><br>Choice, Employment rate, Incentives, Labor force, Unemployment rate</p>]]></desc>
			<concepts><![CDATA[choice,employment rate,incentives,labor force,unemployment rate,decision making/cost-benefit analysis,employment and unemployment,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 31]]></version>
			<altversions><![CDATA[Student - Activity 1,65829]]></altversions>
			<url>1-56183-515-3_31.pdf</url>
		</lesson>
		<lesson type="print" id="17826" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 32 - The Effects of Inflation]]></title>
			<desc><![CDATA[Students examine recent inflation rates in the United States and discuss the interpretation of inflation rates. They read about the inflation-related experiences of teachers in the former Soviet Union and Eastern Europe and use these experiences as a basis for identifying the effects of high rates of inflation.<br><br><p><font color='#666666'>Concepts: </font><br>Effects of inflation, Hyperinflation, Inflation</p>]]></desc>
			<concepts><![CDATA[effects of inflation,hyperinflation,inflation,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 32]]></version>
			<altversions><![CDATA[Student - Activity 1,65830]]></altversions>
			<url>1-56183-515-3_32.pdf</url>
		</lesson>
		<lesson type="print" id="17827" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 33 - Gross Domestic Product (GDP) and How to Measure It]]></title>
			<desc><![CDATA[Students examine GDP. They distinguish between nominal and real GDP. They study how GDP is comprised of household spending on consumption goods and services (C), business investment spending (I), government spending on goods and services (G), and net exports (X-M). They participate in a simulation in which they classify economic events into the categories C, I, G, or (X-M), and predict whether the event will lead to an increase or decrease in GDP.<br><br><p><font color='#666666'>Concepts: </font><br>Consumption, Exports, Gross domestic product (GDP), Government spending on goods and services, Imports, Investment, Net exports</p>]]></desc>
			<concepts><![CDATA[consumption,exports,gross domestic product (gdp),government spending on goods and services,imports,investment,net exports,gdp,balance of trade and balance of payments,benefits of trade/comparative advantage,roles of government,saving and investing,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 33]]></version>
			<url>1-56183-515-3_33.pdf</url>
		</lesson>
		<lesson type="print" id="17828" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 34 - Money and Monetary Policy]]></title>
			<desc><![CDATA[The concept of money creation by banks is often not intuitive for students, but it is important to their understanding of the role of the Federal Reserve. In this lesson, students first discuss money, its functions, and why the money supply is important in the economy. The they take part in a short activity to learn how banks create money and affect the money supply. They then apply the concepts from the activity to an analysis of monetary policy.<br><br><p><font color='#666666'>Concepts: </font><br>Federal Reserve, Fractional reserve banking system, Money, Monetary policy, Money supply</p>]]></desc>
			<concepts><![CDATA[federal reserve,fractional reserve banking system,money,monetary policy,money supply,economic institutions,monetary policy and the federal reserve,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 34]]></version>
			<url>1-56183-515-3_34.pdf</url>
		</lesson>
		<lesson type="print" id="17829" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 35 - Fiscal Policy: A Two-Act Play]]></title>
			<desc><![CDATA[Groups of students are given outlines for one of two acts in a play describing either expansionary or contractionary fiscal policy. After choosing parts and preparing lines for their roles, two groups are chosen to perform the play. Events in the play are discussed by reference to concepts of fiscal policy. More advanced classes may then discuss current debates about the effectiveness of fiscal policy.<br><br><p><font color='#666666'>Concepts: </font><br>Contractionary fiscal policy, Crowding out (optional), Expansionary fiscal policy, Fiscal policy, Multiplier effects, Supply-side fiscal policy</p>]]></desc>
			<concepts><![CDATA[contractionary fiscal policy,crowding out (optional),expansionary fiscal policy,fiscal policy,multiplier effects,supply-side fiscal policy,fiscal policy,budget deficits and public debt,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 35]]></version>
			<altversions><![CDATA[Student - Activity 1,65831]]></altversions>
			<url>1-56183-515-3_35.pdf</url>
		</lesson>
		<lesson type="print" id="17830" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 36 - Should We Worry About the National Debt?]]></title>
			<desc><![CDATA[Students discuss the size of the current national debt and what this means. A class discussion covers the causes of the debt, how it is financed, definitions of a budget deficit and budget surplus, and the difference between a budget deficit and a trade deficit. Students then participate in an activity presenting different perspectives on whether the national debt is a problem of major concern.<br><br><p><font color='#666666'>Concepts: </font><br>Bonds, Budget deficit, Budget surplus, National (public) debt</p>]]></desc>
			<concepts><![CDATA[bonds,budget deficit,budget surplus,national (public) debt,financial markets,saving and investing,budget deficits and public debt,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 36]]></version>
			<url>1-56183-515-3_36.pdf</url>
		</lesson>
		<lesson type="print" id="17831" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 37 - Can Government Manage the National Economy?]]></title>
			<desc><![CDATA[Although economists agree much more often than they disagree, the opinions of prominent economists on economic policy often conflict. This lesson seeks to clarify why economists disagree. Understanding the reasons for disagreement among experts may help students to make their own judgments about economic policies. The lesson concludes by having students compare and contrast the major macroeconomic theories, which are Keynesian and New Classical. New Classical economics includes the Monetarist and Rational Expectations theories.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate demand, Aggregate supply, Assumptions, Fiscal policy, Keynesian theory, Monetarist theory, Monetary policy, New Classical theory, Rational Expectations theory</p>]]></desc>
			<concepts><![CDATA[aggregate demand,aggregate supply,assumptions,fiscal policy,keynesian theory,monetarist theory,monetary policy,new classical theory,rational expectations theory,aggregate demand,aggregate supply,fiscal policy,monetary policy and the federal reserve,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 37]]></version>
			<altversions><![CDATA[Student - Activity 1,65832|Student - Activity 2,65833|Student - Activity 3,65834]]></altversions>
			<url>1-56183-515-3_37.pdf</url>
		</lesson>
		<lesson type="print" id="17832" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 6: Lesson 38 - Aggregate Demand and Aggregate Supply]]></title>
			<desc><![CDATA[Students build their understanding of aggregate demand and aggregate supply. They use their new skills to analyze the effects of events and government monetary and fiscal policies on inflation, unemployment, and economic growth. In the first two Activities, students identify different components of AD and AS and the factors that shift AD and AS. In the last two Activities, students use AD and AS analysis to predict the effect of events and government monetary and fiscal policies on inflation, unemployment, and economic growth.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate demand and shifting, Aggregate supply and shifting, Fiscal policy, Macroeconomic equilibrium, Monetary policy, Price level, Real gross domestic product</p>]]></desc>
			<concepts><![CDATA[aggregate demand and shifting,aggregate supply and shifting,fiscal policy,macroeconomic equilibrium,monetary policy,price level,real gross domestic product,aggregate demand,aggregate supply,fiscal policy,monetary policy and the federal reserve,inflation,gdp,real vs. nominal,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 38]]></version>
			<altversions><![CDATA[Student - Activity 1,65835|Student - Activity 2,65836|Student - Activity 3,65837|Student - Activity 4,65838]]></altversions>
			<url>1-56183-515-3_38.pdf</url>
		</lesson>
		<lesson type="print" id="17833" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 7: Lesson 39 - Why Go Global?]]></title>
			<desc><![CDATA[Students examine an economic mystery regarding the importance of U.S. participation in the global economy. They participate in a demonstration regarding imported clothing. They use the Guide to Economic Reasoning to explain that, while exports and imports may be a relatively small part of the U.S. economy, international trade benefits the United States and its trade partners.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Economic system, Future consequences, Incentives, Opportunity cost, Voluntary trade</p>]]></desc>
			<concepts><![CDATA[choice,economic system,future consequences,incentives,opportunity cost,voluntary trade,decision making/cost-benefit analysis,economic systems,opportunity cost,trade,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 39]]></version>
			<altversions><![CDATA[Student - Activity 1,65839]]></altversions>
			<url>1-56183-515-3_39.pdf</url>
		</lesson>
		<lesson type="print" id="17834" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 7: Lesson 40 - Why Do People Trade Across National Borders?]]></title>
			<desc><![CDATA[This lesson involves students in a trading simulation that grows in complexity. Students use this experience to investigate the consequences of voluntary trade among individuals in increasingly larger groups.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs, Incentives, Trade</p>]]></desc>
			<concepts><![CDATA[benefits,costs,incentives,trade,decision making/cost-benefit analysis,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 40]]></version>
			<url>1-56183-515-3_40.pdf</url>
		</lesson>
		<lesson type="print" id="17835" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 7: Lesson 41 - Why People Trade: Comparative Advantage]]></title>
			<desc><![CDATA[The students decide why people buy foreign goods, and they practice measuring the comparative advantage of different producers.<br><br><p><font color='#666666'>Concepts: </font><br>Comparative advantage, Opportunity cost, Specialization, Trade</p>]]></desc>
			<concepts><![CDATA[comparative advantage,opportunity cost,specialization,trade,benefits of trade/comparative advantage,opportunity cost,division of labor/specialization,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 41]]></version>
			<altversions><![CDATA[Student - Activity 1,65840|Student - Activity 2,65841|Student - Activity 3,65842]]></altversions>
			<url>1-56183-515-3_41.pdf</url>
		</lesson>
		<lesson type="print" id="17836" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 7: Lesson 42 - Foreign Currencies and Foreign Exchange]]></title>
			<desc><![CDATA[Students participate in a simulated foreign exchange market. The exercise provides an opportunity for students to use supply and demand analysis to explain how flexible exchange rates are established in currency markets.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Exchange rate, Foreign exchange markets, Supply</p>]]></desc>
			<concepts><![CDATA[demand,exchange rate,foreign exchange markets,supply,foreign currency markets/exchange rates,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 42]]></version>
			<altversions><![CDATA[Student - Activity 1,65843]]></altversions>
			<url>1-56183-515-3_42.pdf</url>
		</lesson>
		<lesson type="print" id="17837" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 7: Lesson 43 - Why Are Some Nations Wealthy?]]></title>
			<desc><![CDATA[Students work in groups to examine data from several nations regarding size, natural resources, and population. Using these data, they try to identify the nations and predict whether each nation is rich or poor. Students rank the nations from richest to poorest. After the mystery nations are revealed, students discuss economists' findings about the factors that contribute most to long-term economic growth.<br><br><p><font color='#666666'>Concepts: </font><br>Economic growth, Economic development, Natural resources, Physical capital, Productivity, Property rights, Saving and investment policy, Trade</p>]]></desc>
			<concepts><![CDATA[economic growth,economic development,natural resources,physical capital,productivity,property rights,saving and investment policy,trade,economic growth,economic development,productive resources,property rights,saving and investing,exchange and interdependence,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 43]]></version>
			<altversions><![CDATA[Student - Activity 1,65844]]></altversions>
			<url>1-56183-515-3_43.pdf</url>
		</lesson>
		<lesson type="print" id="17838" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 7: Lesson 44 - World Environmental Issues: Is the Market at Fault?]]></title>
			<desc><![CDATA[Students study for short case studies. They identify similarities and differences across these five case studies. After noting this information, they assess several environmental policy solutions. They must decide which policies set up incentives that encourage good stewardship of the resources.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Markets, Private property ownership, Scarcity, Tragedy of the commons</p>]]></desc>
			<concepts><![CDATA[incentives,markets,private property ownership,scarcity,tragedy of the commons,markets and prices,property rights,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 44]]></version>
			<altversions><![CDATA[Student - Activity 1,65845|Student - Activity 2,65846]]></altversions>
			<url>1-56183-515-3_44.pdf</url>
		</lesson>
		<lesson type="print" id="17839" publication="1" lang="en" display="TRUE">
			<title><![CDATA[Unit 7: Lesson 45 - International Trade: How Do We Measure Trades Across Political Borders?]]></title>
			<desc><![CDATA[Many popular misconceptions evolve from reading balance of payments reports. Newspaper stories warn us of the perils of a deficit in the U.S. trade balance and a surplus in the Chinese trade balance of payments reports and help them draw accurate conclusions about the economy from these reports.<br><br><p><font color='#666666'>Concepts: </font><br>Balance of payments, Capital account, Current account, Deficit, Surplus</p>]]></desc>
			<concepts><![CDATA[balance of payments,capital account,current account,deficit,surplus,balance of trade and balance of payments,economic growth,saving and investing,budget deficits and public debt,price ceilings and floors,economics,1-56183-515-3,capstone: exemplary lessons for high school economics - teacher's guide,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 45]]></version>
			<altversions><![CDATA[Student - Activity 1,65847|Student - Activity 2,65848|Student - Activity 3,65849]]></altversions>
			<url>1-56183-515-3_45.pdf</url>
		</lesson>
		<lesson type="print" id="66642" publication="1" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This document contains the publication's glossary.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-515-3_back.pdf</url>
		</lesson>
		<lesson type="print" id="66725" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-516-1_front.pdf</url>
		</lesson>
		<lesson type="print" id="65788" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 1 - Activity 1 - Why Are We a Nation of Couch Potatoes?]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 1.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,17795]]></altversions>
			<url>1-56183-516-1_01.pdf</url>
		</lesson>
		<lesson type="print" id="65789" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 2 - Activity 1 - Which Examples Illustrate Scarcity?]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 2.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,17796|Student - Activity 2,65790]]></altversions>
			<url>1-56183-516-1_02.pdf</url>
		</lesson>
		<lesson type="print" id="65790" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 2 - Activity 2 - Are People Treating Scarce Resources as Scarce?]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 2.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,17796|Student - Activity 1,65789]]></altversions>
			<url>1-56183-516-1_03.pdf</url>
		</lesson>
		<lesson type="print" id="65791" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 3 - Activity 1 - Survival]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 3.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,17797]]></altversions>
			<url>1-56183-516-1_04.pdf</url>
		</lesson>
		<lesson type="print" id="65792" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 4 - Activity 1 - Alternatives and Choices]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 4.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,17798]]></altversions>
			<url>1-56183-516-1_05.pdf</url>
		</lesson>
		<lesson type="print" id="65793" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 5 - Activity 1 - Quiz]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 5.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,17799|Student - Activity 2,65794|Student - Activity 3,65795|Student - Activity 4,65796]]></altversions>
			<url>1-56183-516-1_06.pdf</url>
		</lesson>
		<lesson type="print" id="65794" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 5 - Activity 2 - First Answer Sheet]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 5.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,17799|Student - Activity 1,65793|Student - Activity 3,65795|Student - Activity 4,65796]]></altversions>
			<url>1-56183-516-1_07.pdf</url>
		</lesson>
		<lesson type="print" id="65795" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 5 - Activity 3 - Second Answer Sheet]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 5.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,17799|Student - Activity 1,65793|Student - Activity 2,65794|Student - Activity 4,65796]]></altversions>
			<url>1-56183-516-1_08.pdf</url>
		</lesson>
		<lesson type="print" id="65796" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 1: Lesson 5 - Activity 4 - How Rules Influence Economic Activity]]></title>
			<desc><![CDATA[This activity goes with Unit 1: Lesson 5.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,17799|Student - Activity 1,65793|Student - Activity 2,65794|Student - Activity 3,65795]]></altversions>
			<url>1-56183-516-1_09.pdf</url>
		</lesson>
		<lesson type="print" id="65797" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 6 - Activity 1 - Why Did Communism Collapse?]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 6.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,17800]]></altversions>
			<url>1-56183-516-1_10.pdf</url>
		</lesson>
		<lesson type="print" id="65798" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 7 - Activity 1 - How to Play a Silver Market]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 7.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,17801|Student - Activity 2,65799|Student - Activity 3,65800]]></altversions>
			<url>1-56183-516-1_11.pdf</url>
		</lesson>
		<lesson type="print" id="65799" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 7 - Activity 2 - Student Score Sheet for a Silver Market]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 7.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,17801|Student - Activity 1,65798|Student - Activity 3,65800]]></altversions>
			<url>1-56183-516-1_12.pdf</url>
		</lesson>
		<lesson type="print" id="65800" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 7 - Activity 3 - Supply and Demand Schedules for Silver]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 7.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,17801|Student - Activity 1,65798|Student - Activity 2,65799]]></altversions>
			<url>1-56183-516-1_13.pdf</url>
		</lesson>
		<lesson type="print" id="65801" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 9 - Activity 1 - How Many Hours Are You Willing to Work?]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 9.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,17803|Student - Activity 2,65802]]></altversions>
			<url>1-56183-516-1_14.pdf</url>
		</lesson>
		<lesson type="print" id="65802" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 9 - Activity 2 - The Amazing Farmer Jones]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 9.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,17803|Student - Activity 1,65801]]></altversions>
			<url>1-56183-516-1_15.pdf</url>
		</lesson>
		<lesson type="print" id="65803" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 10 - Activity 1 - Equilibrium Prices and Equilibrium Quantities]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 10.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,17804]]></altversions>
			<url>1-56183-516-1_16.pdf</url>
		</lesson>
		<lesson type="print" id="65804" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 11 - Activity 1 - Do Prices Matter to Consumers?]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 11.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,17805]]></altversions>
			<url>1-56183-516-1_17.pdf</url>
		</lesson>
		<lesson type="print" id="65805" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 12 - Activity 1 - Picturing and Calculating Elasticity]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 12.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,17806]]></altversions>
			<url>1-56183-516-1_18.pdf</url>
		</lesson>
		<lesson type="print" id="65806" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 13 - Activity 1 - I, Pencil]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 13.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,17807|Student - Activity 2,65807]]></altversions>
			<url>1-56183-516-1_19.pdf</url>
		</lesson>
		<lesson type="print" id="65807" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 13 - Activity 2 - How Markets Allocate Resources]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 13.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,17807|Student - Activity 1,65806]]></altversions>
			<url>1-56183-516-1_20.pdf</url>
		</lesson>
		<lesson type="print" id="65808" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 2: Lesson 14 - Activity 1 - What Will Happen If?]]></title>
			<desc><![CDATA[This activity goes with Unit 2: Lesson 14.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,17808]]></altversions>
			<url>1-56183-516-1_21.pdf</url>
		</lesson>
		<lesson type="print" id="65809" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 3: Lesson 15 - Activity 1 - Why Do Some People Earn More than Others?]]></title>
			<desc><![CDATA[This activity goes with Unit 3: Lesson 15.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,17809]]></altversions>
			<url>1-56183-516-1_22.pdf</url>
		</lesson>
		<lesson type="print" id="65810" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 3: Lesson 16 - Activity 1 - Making Choices about Saving and Investing]]></title>
			<desc><![CDATA[This activity goes with Unit 3: Lesson 16.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,17810]]></altversions>
			<url>1-56183-516-1_23.pdf</url>
		</lesson>
		<lesson type="print" id="65811" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 3: Lesson 17 - Activity 1 - Financial Planning Document]]></title>
			<desc><![CDATA[This activity goes with Unit 3: Lesson 17.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 17,17811]]></altversions>
			<url>1-56183-516-1_24.pdf</url>
		</lesson>
		<lesson type="print" id="65812" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 3: Lesson 18 - Activity 1 - Buying on Credit]]></title>
			<desc><![CDATA[This activity goes with Unit 3: Lesson 18.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 18,17812]]></altversions>
			<url>1-56183-516-1_25.pdf</url>
		</lesson>
		<lesson type="print" id="65813" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 3: Lesson 19 - Activity 1 - What Will People Be Doing in 2010?]]></title>
			<desc><![CDATA[This activity goes with Unit 3: Lesson 19.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 19,17813|Student - Activity 2,65814]]></altversions>
			<url>1-56183-516-1_26.pdf</url>
		</lesson>
		<lesson type="print" id="65814" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 3: Lesson 19 - Activity 2 - Who Are the Entrepreneurs?]]></title>
			<desc><![CDATA[This activity goes with Unit 3: Lesson 19.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 19,17813|Student - Activity 1,65813]]></altversions>
			<url>1-56183-516-1_27.pdf</url>
		</lesson>
		<lesson type="print" id="65815" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 4: Lesson 20 - Activity 1 - A Visit with Adam Smith]]></title>
			<desc><![CDATA[This activity goes with Unit 4: Lesson 20.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 20,17814]]></altversions>
			<url>1-56183-516-1_28.pdf</url>
		</lesson>
		<lesson type="print" id="65816" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 4: Lesson 21 - Activity 1 - Diminishing Marginal Returns and the Demand for Labor]]></title>
			<desc><![CDATA[This activity goes with Unit 4: Lesson 21.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 21,17815]]></altversions>
			<url>1-56183-516-1_29.pdf</url>
		</lesson>
		<lesson type="print" id="65817" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 4: Lesson 22 - Activity 1 - Examples of Four Models of Market Structure]]></title>
			<desc><![CDATA[This activity goes with Unit 4: Lesson 22.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 22,17816|Student - Activity 2,65818]]></altversions>
			<url>1-56183-516-1_30.pdf</url>
		</lesson>
		<lesson type="print" id="65818" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 4: Lesson 22 - Activity 2 - Characteristics of Four Market Structures]]></title>
			<desc><![CDATA[This activity goes with Unit 4: Lesson 22.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 22,17816|Student - Activity 1,65817]]></altversions>
			<url>1-56183-516-1_31.pdf</url>
		</lesson>
		<lesson type="print" id="65819" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 4: Lesson 23 - Activity 1 - Andrea's Software Business]]></title>
			<desc><![CDATA[This activity goes with Unit 4: Lesson 23.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 23,17817|Student - Activity 2,65820]]></altversions>
			<url>1-56183-516-1_32.pdf</url>
		</lesson>
		<lesson type="print" id="65820" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 4: Lesson 23 - Activity 2 - Andrea's Software Business: Do the Math]]></title>
			<desc><![CDATA[This activity goes with Unit 4: Lesson 23.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 23,17817|Student - Activity 1,65819]]></altversions>
			<url>1-56183-516-1_33.pdf</url>
		</lesson>
		<lesson type="print" id="65821" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 24 - Activity 1 - Externalities: How Actions Affect Others]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 24.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 24,17818|Student - Activity 2,65822]]></altversions>
			<url>1-56183-516-1_34.pdf</url>
		</lesson>
		<lesson type="print" id="65822" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 24 - Activity 2 - The Vanishing Wildlife Mystery]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 24.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 24,17818|Student - Activity 1,65821]]></altversions>
			<url>1-56183-516-1_35.pdf</url>
		</lesson>
		<lesson type="print" id="65823" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 25 - Activity 1 - The Econimics of the U.S. Constitution]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 25.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 25,17819|Student - Activity 2,65824]]></altversions>
			<url>1-56183-516-1_36.pdf</url>
		</lesson>
		<lesson type="print" id="65824" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 25 - Activity 2 - An Examination of the Economic Features of the U.S. Constitution]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 25.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 25,17819|Student - Activity 1,65823]]></altversions>
			<url>1-56183-516-1_37.pdf</url>
		</lesson>
		<lesson type="print" id="65825" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 26 - Activity 1 - Public versus Private Goods]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 26.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 26,17820]]></altversions>
			<url>1-56183-516-1_38.pdf</url>
		</lesson>
		<lesson type="print" id="65826" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 27 - Activity 1 - The Econimics of Special Interest Groups]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 27.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 27,17821]]></altversions>
			<url>1-56183-516-1_39.pdf</url>
		</lesson>
		<lesson type="print" id="65827" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 29 - Activity 1 - What Is a Fair Tax?]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 29.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 29,17823|Student - Activity 2,65828]]></altversions>
			<url>1-56183-516-1_40.pdf</url>
		</lesson>
		<lesson type="print" id="65828" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 5: Lesson 29 - Activity 2 - The National Commission of Taxation Makes Its Annual Forecasts]]></title>
			<desc><![CDATA[This activity goes with Unit 5: Lesson 29.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 29,17823|Student - Activity 1,65827]]></altversions>
			<url>1-56183-516-1_41.pdf</url>
		</lesson>
		<lesson type="print" id="65829" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 31 - Activity 1 - Solving the Labor Market Mystery]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 31.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 31,17825]]></altversions>
			<url>1-56183-516-1_42.pdf</url>
		</lesson>
		<lesson type="print" id="65830" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 32 - Activity 1 - Living With Inflation in the Former Soviet Union]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 32.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 32,17826]]></altversions>
			<url>1-56183-516-1_43.pdf</url>
		</lesson>
		<lesson type="print" id="65831" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 35 - Activity 1 - Fiscal Policy: A Two-Act Play]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 35.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 35,17829]]></altversions>
			<url>1-56183-516-1_44.pdf</url>
		</lesson>
		<lesson type="print" id="65832" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 37 - Activity 1 - Analyzing Diverse Viewpoints: Understanding Why Economists Disagree]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 37.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 37,17831|Student - Activity 2,65833|Student - Activity 3,65834]]></altversions>
			<url>1-56183-516-1_45.pdf</url>
		</lesson>
		<lesson type="print" id="65833" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 37 - Activity 2 - Listening in on a Discussion of Economists]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 37.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 37,17831|Student - Activity 1,65832|Student - Activity 3,65834]]></altversions>
			<url>1-56183-516-1_46.pdf</url>
		</lesson>
		<lesson type="print" id="65834" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 37 - Activity 3 - Sorting through Macroeconomic Theories]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 37.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 37,17831|Student - Activity 1,65832|Student - Activity 2,65833]]></altversions>
			<url>1-56183-516-1_47.pdf</url>
		</lesson>
		<lesson type="print" id="65835" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 38 - Activity 1 - Introducing Aggregate Demand]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 38.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 38,17832|Student - Activity 2,65836|Student - Activity 3,65837|Student - Activity 4,65838]]></altversions>
			<url>1-56183-516-1_48.pdf</url>
		</lesson>
		<lesson type="print" id="65836" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 38 - Activity 2 - Introducing Aggregate Supply]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 38.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 38,17832|Student - Activity 1,65835|Student - Activity 3,65837|Student - Activity 4,65838]]></altversions>
			<url>1-56183-516-1_49.pdf</url>
		</lesson>
		<lesson type="print" id="65837" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 38 - Activity 3 - The Effects of Shifts in Aggregate Demand and Supply]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 38.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 38,17832|Student - Activity 1,65835|Student - Activity 2,65836|Student - Activity 4,65838]]></altversions>
			<url>1-56183-516-1_50.pdf</url>
		</lesson>
		<lesson type="print" id="65838" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 6: Lesson 38 - Activity 4 - Economist for a Day]]></title>
			<desc><![CDATA[This activity goes with Unit 6: Lesson 38.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 38,17832|Student - Activity 1,65835|Student - Activity 2,65836|Student - Activity 3,65837]]></altversions>
			<url>1-56183-516-1_51.pdf</url>
		</lesson>
		<lesson type="print" id="65839" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 39 - Activity 1 - Solving the Mystery of the Global Economy]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 39.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 39,17833]]></altversions>
			<url>1-56183-516-1_52.pdf</url>
		</lesson>
		<lesson type="print" id="65840" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 41 - Activity 1 - Why People and Nations Trade]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 41.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 41,17835|Student - Activity 2,65841|Student - Activity 3,65842]]></altversions>
			<url>1-56183-516-1_53.pdf</url>
		</lesson>
		<lesson type="print" id="65841" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 41 - Activity 2 - Why Do People Buy Foreign Goods?]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 41.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 41,17835|Student - Activity 1,65840|Student - Activity 3,65842]]></altversions>
			<url>1-56183-516-1_54.pdf</url>
		</lesson>
		<lesson type="print" id="65842" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 41 - Activity 3 - The Home-Building Mystery]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 41.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 41,17835|Student - Activity 1,65840|Student - Activity 2,65841]]></altversions>
			<url>1-56183-516-1_55.pdf</url>
		</lesson>
		<lesson type="print" id="65843" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 42 - Activity 1 - Foreign Currencies and Foreign Exchange]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 42.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 42,17836]]></altversions>
			<url>1-56183-516-1_56.pdf</url>
		</lesson>
		<lesson type="print" id="65844" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 43 - Activity 1 - Rich Nation/Poor Nation]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 43.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 43,17837]]></altversions>
			<url>1-56183-516-1_57.pdf</url>
		</lesson>
		<lesson type="print" id="65845" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 44 - Activity 1 - Environmental Case Studies]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 44.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 44,17838|Student - Activity 2,65846]]></altversions>
			<url>1-56183-516-1_58.pdf</url>
		</lesson>
		<lesson type="print" id="65846" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 44 - Activity 2 - Environmental Policies]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 44.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 44,17838|Student - Activity 1,65845]]></altversions>
			<url>1-56183-516-1_59.pdf</url>
		</lesson>
		<lesson type="print" id="65847" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 45 - Activity 1 - Measuring Trade across Borders]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 45.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 45,17839|Student - Activity 2,65848|Student - Activity 3,65849]]></altversions>
			<url>1-56183-516-1_60.pdf</url>
		</lesson>
		<lesson type="print" id="65848" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 45 - Activity 2 - How to Calculate the Current Account]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 45.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 45,17839|Student - Activity 1,65847|Student - Activity 3,65849]]></altversions>
			<url>1-56183-516-1_61.pdf</url>
		</lesson>
		<lesson type="print" id="65849" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Unit 7: Lesson 45 - Activity 3 - U.S. Balance of Payments, 2000]]></title>
			<desc><![CDATA[This activity goes with Unit 7: Lesson 45.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Activity 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 45,17839|Student - Activity 1,65847|Student - Activity 2,65848]]></altversions>
			<url>1-56183-516-1_62.pdf</url>
		</lesson>
		<lesson type="print" id="66726" publication="22" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This section contains the book's glossary.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-516-1_back.pdf</url>
		</lesson>
		<lesson type="print" id="66643" publication="2" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-086-0_front.pdf</url>
		</lesson>
		<lesson type="print" id="15422" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Why People Trade]]></title>
			<desc><![CDATA[Students participate in a trading simulation and use this experience to discover the benefits of free trade. In a class discussion, they relate the simulation to concepts of regional versus universal trade, trade barriers and diminishing marginal value. They explain why both parties benefit from the trade.<br><br><p><font color='#666666'>Concepts: </font><br>Barriers to trade, Benefits of trade, Incentives, Trade, Voluntary exchange, (Optional) Utility</p>]]></desc>
			<concepts><![CDATA[barriers to trade,benefits of trade,incentives,trade,voluntary exchange,(optional) utility,barriers to trade,benefits of trade/comparative advantage,exchange and interdependence,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_01.pdf</url>
		</lesson>
		<lesson type="print" id="15423" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Economic Decision Making]]></title>
			<desc><![CDATA[Students brainstorm ways to allocate a scarce good within the classroom. Then they work with a decision-making model that helps them make a decision about this allocation by showing them how to evaluate the merits of each alternative. Finally, students classify examples of market, traditional and command economic systems.<br><br><p><font color='#666666'>Concepts: </font><br>Allocation, Choices, Economic systems, Economizing behavior, Opportunity cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[allocation,choices,economic systems,economizing behavior,opportunity cost,scarcity,decision making/cost-benefit analysis,economic systems,opportunity cost,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_02.pdf</url>
		</lesson>
		<lesson type="print" id="15424" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Using Economic Reasoning To Solve Mysteries]]></title>
			<desc><![CDATA[Students ponder an economic mystery: Why do professional athletes, many of whom never finish college, earn far higher salaries than people who perform worthy services such as teachers and firefighters? The students discuss various explanations for this seemingly nonsensical inequity and then examine a set of clues and the principles of economic reasoning to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Economic reasoning, Incentives, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[choice,economic reasoning,incentives,opportunity cost,decision making/cost-benefit analysis,opportunity cost,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_03.pdf</url>
		</lesson>
		<lesson type="print" id="15425" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Property Rights in a Market Economy]]></title>
			<desc><![CDATA[Students discuss private property, free enterprise, self-interest, competition, a system of markets and prices, and limited government as characteristics of market economies. They participate in or observe an activity demonstrating that property rights affect incentives and behavior. They conclude that it is important to have clearly defined property rights so resources are not wasted.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Free enterprise, Limited government, Private property (property rights), Self-interest, System of markets and prices</p>]]></desc>
			<concepts><![CDATA[competition,free enterprise,limited government,private property (property rights),self-interest,system of markets and prices,competition and market structures,property rights,economic systems,markets and prices,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_04.pdf</url>
		</lesson>
		<lesson type="print" id="15426" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - The Role of Government In a Market Economy]]></title>
			<desc><![CDATA[Students brainstorm suggestions about which functions government should perform in a market economy and compare their suggestions with categories economists frequently use. They participate in a quiz activity that shows the characteristics of public goods and explains why certain public goods are best provided by the government. They next participate in or observe a short play to determine when negative externalities exist and suggest solutions for the problem. Note: The two activities in this lesson may be conducted separately in different lessons.<br><br><p><font color='#666666'>Concepts: </font><br>Externality, Market failure, Private-property rights, Public goods, Role of government in a market economy</p>]]></desc>
			<concepts><![CDATA[externality,market failure,private-property rights,public goods,role of government in a market economy,market failures,roles of government,property rights,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_05.pdf</url>
		</lesson>
		<lesson type="print" id="15427" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - The Economic Way of Thinking: Three Activities to Demonstrate Marginal Analysis]]></title>
			<desc><![CDATA[This lesson consists of three activities that demonstrate different applications of marginal analysis. You may use the activities separately or do them together in one class period. In the first activity, the students produce a good and demonstrate the law of diminishing marginal returns. In the second activity, a student consumes a good and demonstrates the law of diminishing marginal utility. In the third activity, the students participate in an environmental-cleanup project that demonstrates the importance of comparing marginal benefits with marginal costs when making decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Diminishing marginal returns, Diminishing marginal utility, Marginal analysis, Marginal benefits and marginal costs, Opportunity cost, Scarcity, Specialization and division of labor</p>]]></desc>
			<concepts><![CDATA[diminishing marginal returns,diminishing marginal utility,marginal analysis,marginal benefits and marginal costs,opportunity cost,scarcity,specialization and division of labor,decision making/cost-benefit analysis,supply,demand,opportunity cost,division of labor/specialization,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_06.pdf</url>
		</lesson>
		<lesson type="print" id="15428" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - A Market in Wheat]]></title>
			<desc><![CDATA[Students participate as buyers or sellers in a simulation that shows how a competitive market works. They determine individual profits or losses from market transactions. They use data from the simulation to plot and interpret a graph showing supply and demand. Note: This activity requires a class of at least 20 students to be effective. Up to 50 students can participate if your room is large enough.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Market, Market-clearing price, equilibrium price, Shortage, Supply, Surplus</p>]]></desc>
			<concepts><![CDATA[demand,market,market-clearing price,equilibrium price,shortage,supply,surplus,markets and prices,price ceilings and floors,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_07.pdf</url>
		</lesson>
		<lesson type="print" id="15429" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Productivity]]></title>
			<desc><![CDATA[Working in small groups, the students participate in a production simulation to determine the effects of specialization on labor productivity, the division of labor, and investment in human capital and capital goods.<br><br><p><font color='#666666'>Concepts: </font><br>Investment in capital goods, Investment in human capital, Productivity, Specialization and division of labor</p>]]></desc>
			<concepts><![CDATA[investment in capital goods,investment in human capital,productivity,specialization and division of labor,productive resources,human capital,division of labor/specialization,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_08.pdf</url>
		</lesson>
		<lesson type="print" id="15430" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - The Invention Convention]]></title>
			<desc><![CDATA[Working in small groups, the students simulate firms creating and producing new products. Using budget guidelines, they must decide which inputs they will purchase. They calculate their costs of production and then display their products to the class, discovering how many units they can "sell." They then calculate the profit or loss for their firm and compare results across the class.<br><br><p><font color='#666666'>Concepts: </font><br>Costs of production, Loss, Profit, Total revenue</p>]]></desc>
			<concepts><![CDATA[costs of production,loss,profit,total revenue,competition and market structures,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_09.pdf</url>
		</lesson>
		<lesson type="print" id="15431" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - The Circular Flow of Economic Activity]]></title>
			<desc><![CDATA[In this lesson, the students read about market interactions and participate in a simulation. "Econoland" involves transactions between businesses and households in two kinds of markets: product markets and resource (or input) markets. They discuss how the government fits into this model and translate their conclusions into a circular-flow diagram. <br><br><p><font color='#666666'>Concepts: </font><br>Circular flow, Interdependence, Productive resources (natural human capital), Resource payments (wages and salaries rent interest profit)</p>]]></desc>
			<concepts><![CDATA[circular flow,interdependence,productive resources (natural human capital),resource payments (wages and salaries rent interest profit),trade,exchange and interdependence,productive resources,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_10.pdf</url>
		</lesson>
		<lesson type="print" id="15432" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - Money and Inflation]]></title>
			<desc><![CDATA[Students observe a simple demonstration to determine the functions that money performs. They next participate in two rounds of an auction illustrating how increases in the money supply lead to inflation. They view an active demonstration of the equation MV = PQ to understand the relationship among the variables and the intent of monetary policy. This lesson may be used as either an introduction to or a review of monetary policy and the role of the Federal Reserve System. The three activities may be done separately or together.<br><br><p><font color='#666666'>Concepts: </font><br>Federal Reserve System, Functions of money, Inflation, Monetary policy, Money, MV = PQ</p>]]></desc>
			<concepts><![CDATA[federal reserve system,functions of money,inflation,monetary policy,money,mv = pq,economic institutions,monetary policy and the federal reserve,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_11.pdf</url>
		</lesson>
		<lesson type="print" id="15433" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Fiscal Policy: A Two-Act Play]]></title>
			<desc><![CDATA[Groups of students are given outlines for one of two acts in a play describing either expansionary or contractionary fiscal policy. After the students choose parts and prepare lines for their roles, two groups are chosen to perform the play. Students then discuss the events in the play using a Visual that defines concepts related to fiscal policy. More advanced classes may then discuss current debates about the effectiveness of fiscal policy.<br><br><p><font color='#666666'>Concepts: </font><br>Contractionary fiscal policy, Expansionary fiscal policy, Fiscal policy, Multiplier effects, Supply-side fiscal policy, (Optional) Crowding out</p>]]></desc>
			<concepts><![CDATA[contractionary fiscal policy,expansionary fiscal policy,fiscal policy,multiplier effects,supply-side fiscal policy,(optional) crowding out,fiscal policy,budget deficits and public debt,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_12.pdf</url>
		</lesson>
		<lesson type="print" id="15434" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13 - Comparative Advantage and Trade in a Global Economy]]></title>
			<desc><![CDATA[Students observe or participate in a role-play situation in which one person is better at both of two activities. They complete a work sheet that leads to the conclusion that specialization and exchange make both people better off. Then they apply this situation to international trade and to the concepts of absolute advantage and comparative advantage. In small groups, they identify winners and losers from free trade and restricted trade.<br><br><p><font color='#666666'>Concepts: </font><br>Absolute advantage, Barriers to trade, Comparative advantage, Opportunity cost, Specialization, Voluntary trade</p>]]></desc>
			<concepts><![CDATA[absolute advantage,barriers to trade,comparative advantage,opportunity cost,specialization,voluntary trade,benefits of trade/comparative advantage,barriers to trade,opportunity cost,division of labor/specialization,trade,exchange and interdependence,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_13.pdf</url>
		</lesson>
		<lesson type="print" id="15435" publication="2" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14 - Exchange Rates: Money Around the World]]></title>
			<desc><![CDATA[Students participate in two auctions to demonstrate the determination of flexible exchange rates and the need for foreign currency to purchase goods from other countries. In the first auction, the students may buy goods produced only in their own countries. In the second auction, the students may buy foreign goods but must first exchange currency in order to do so. They discuss the results of the auctions and the average rate of exchange between the two forms of money used in the auctions. Students then participate in a small-group activity to determine the price of a bundle of American-made goods in Japanese yen, Canadian dollars and British pounds during two time periods.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange rates, Fixed exchange rates, Flexible (floating) exchange rates, Foreign-exchange markets, Supply and demand for foreign currency</p>]]></desc>
			<concepts><![CDATA[exchange rates,fixed exchange rates,flexible (floating) exchange rates,foreign-exchange markets,supply and demand for foreign currency,foreign currency markets/exchange rates,economics,1-56183-086-0,economics in action: 14 greatest hits for teaching high school economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-086-0_14.pdf</url>
		</lesson>
		<lesson type="print" id="66645" publication="9" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-136-0_front.pdf</url>
		</lesson>
		<lesson type="print" id="20763" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: There's Never Enough]]></title>
			<desc><![CDATA[Working in groups that represent countries, students randomly draw cards from boxes labeled natural resources, human resources, and capital goods. The groups use their available resources to provide for their citizens by satisfying their wants for food, clothing, housing, medical care, education, and entertainment for one year. The task is medical care, education, and entertainment for one year. The task is complicated when some countries learn that their resources are inadequate to produce as much as they had originally planned. No one country is able to satisfy all wants, so it must make choices. Students generate ways countries might deal with their scarcity problems.<br><br><p><font color='#666666'>Concepts: </font><br>Natural resources, Capital goods, Human resources, Scarcity, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[natural resources,capital goods,human resources,scarcity,opportunity cost,productive resources,opportunity cost,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_01.pdf</url>
		</lesson>
		<lesson type="print" id="20764" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Special Friends]]></title>
			<desc><![CDATA[Pairs of students play the roles of two friends who have chores to complete before they can spend time together. Through trial-and-error, students discover the benefits of specialization and trade. A second activity identifies reasons why people, businesses, and countries gain by specializing in the production of some goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Specialization</p>]]></desc>
			<concepts><![CDATA[exchange,specialization,trade,exchange and interdependence,division of labor/specialization,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_02.pdf</url>
		</lesson>
		<lesson type="print" id="20765" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Everyone Is Interdependent]]></title>
			<desc><![CDATA[In this lesson, students learn about resources from around the world that are used in the production of a specific product -- Hershey's Kisses. Students then determine the identity of a mystery product using clues about world resources that are used to produce it. In both activities, students use world maps to identify trade flow patterns. Through the activities, they learn about economic interdependence and the benefits of trade. <br><br><p><font color='#666666'>Concepts: </font><br>Productive resources, Exchange, Specialization, Interdependence, Benefits of trade</p>]]></desc>
			<concepts><![CDATA[productive resources,exchange,specialization,interdependence,benefits of trade,productive resources,trade,exchange and interdependence,division of labor/specialization,benefits of trade/comparative advantage,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_03.pdf</url>
		</lesson>
		<lesson type="print" id="20766" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Resources and Trade]]></title>
			<desc><![CDATA[Student groups represent people in different countries. Each group receives a packet of materials that represents productive resources. People in each country use the resources to provide food, clothing, shelter, businesses, and education. Because resources are unevenly distributed, people in the countries must trade in order to satisfy their wants.<br><br><p><font color='#666666'>Concepts: </font><br>Voluntary exchange, Interdependence, Standard of living</p>]]></desc>
			<concepts><![CDATA[voluntary exchange,interdependence,standard of living,trade,exchange and interdependence,economic systems,productivity,economic development,human capital,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_04.pdf</url>
		</lesson>
		<lesson type="print" id="20767" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Mystery Almanac]]></title>
			<desc><![CDATA[Working in groups, students participate in an activity to identify countries from around the world. Based on what they learn about these countries, students complete an Information Resources Chart. The goal is to have students recognize what information supplied about the countries can tell them about the countries' resource endowments and standards of living.<br><br><p><font color='#666666'>Concepts: </font><br>Productive resources, Economic system, Natural resources, Human resources, Capital goods, Human capital, Investment in human capital, Gross domestic product, Per capita gross domestic product</p>]]></desc>
			<concepts><![CDATA[productive resources,economic system,natural resources,human resources,capital goods,human capital,investment in human capital,gross domestic product,per capita gross domestic product,productive resources,economic systems,human capital,gdp,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_05.pdf</url>
		</lesson>
		<lesson type="print" id="20768" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Trading Connections]]></title>
			<desc><![CDATA[Students participate in a simulation to learn how trade benefits them as individuals and how trade benefits people in different regions and countries. Working in pairs, students learn about the major import and export partners for twelve countries. They identify exports and imports for each country. Using this information, students draw a generalization about how trade benefits consumers.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Imports, Exports</p>]]></desc>
			<concepts><![CDATA[exchange,imports,exports,trade,exchange and interdependence,balance of trade and balance of payments,benefits of trade/comparative advantage,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_06.pdf</url>
		</lesson>
		<lesson type="print" id="20769" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Mutual (and Comparative) Advantages]]></title>
			<desc><![CDATA[Using numerical examples and bar graphs, students see why it benefits two countries to specialize in the production of one of two products and then trade with each other, even if one country has the resources and technology to produce more of either good than the other country. The last section of this lesson can be used as a challenge activity. <br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Specialization, Opportunity cost, Comparative advantage</p>]]></desc>
			<concepts><![CDATA[exchange,specialization,opportunity cost,comparative advantage,trade,exchange and interdependence,division of labor/specialization,opportunity cost,benefits of trade/comparative advantage,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_07.pdf</url>
		</lesson>
		<lesson type="print" id="20770" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Something's in the Way]]></title>
			<desc><![CDATA[The class is divided into two groups that participate in a simulation making two types of postcards. In the first round, each group specializes and then considers possible results from trading for the postcard it didn't produce. In the second round, trade restrictions force each group to produce both types of postcards. Students see how free trade increases worldwide material standards of living and the effects of trade barriers. Different types of trade barriers are defined and examples of each type of trade barrier are presented.<br><br><p><font color='#666666'>Concepts: </font><br>Imports, Exports, Trade Barriers, Tariff, Quota, Embargo, Subsidy, Standard, Specialization</p>]]></desc>
			<concepts><![CDATA[imports,exports,trade barriers,tariff,quota,embargo,subsidy,standard,specialization,balance of trade and balance of payments,benefits of trade/comparative advantage,barriers to trade,division of labor/specialization,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_08.pdf</url>
		</lesson>
		<lesson type="print" id="20771" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Why Restrict Trade?]]></title>
			<desc><![CDATA[Students learn some things about steel and identify a variety of products that are produced with steel. They participate in an activity to help them analyze the costs and benefits of a tariff. Students learn about special-interest groups and consider the arguments people and organizations use to support the imposition of trade barriers.<br><br><p><font color='#666666'>Concepts: </font><br>Trade barriers, Special interest groups, Interdependence, Cost-benefit analysis</p>]]></desc>
			<concepts><![CDATA[trade barriers,special interest groups,interdependence,cost-benefit analysis,barriers to trade,government failures/public-choice analysis,trade,exchange and interdependence,decision making/cost-benefit analysis,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_09.pdf</url>
		</lesson>
		<lesson type="print" id="20772" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Why Trade Money?]]></title>
			<desc><![CDATA[In this lesson, students imagine a visit to the Mall of the World, a large international mall with shops that are owned and operated by people in other countries. Students choose items to eat at the Wide World of Taste, an international food court. Prices are stated in the currencies used by the countries represented, and students must use exchange rates to determine how much their lunches will cost. Students then learn about appreciation and depreciation of currencies.<br><br><p><font color='#666666'>Concepts: </font><br>Foreign exchange, Exchange rate, Currency appreciation, Currency depreciation</p>]]></desc>
			<concepts><![CDATA[foreign exchange,exchange rate,currency appreciation,currency depreciation,foreign currency markets/exchange rates,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_10.pdf</url>
		</lesson>
		<lesson type="print" id="20773" publication="9" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: Why Are There Foreign Currency Markets?]]></title>
			<desc><![CDATA[After listing some of their own buying and selling activities, students recognize that most people and families are both buyers and sellers who make exchanges in different kinds of markets. The relationship between output markets for goods and services and input markets for productive resources is shown in the simplest picture or model of a market economy - the circular flow of income. Buying and selling goods and services from or to people and organizations in other countries is not really different from the market exchanges that are shown in the circular flow model, except for the complication of using different national currencies. After completing a matching activity that reviews the different names for money in different nations, the class looks at a diagram to understand why people in one country who want to buy currency from another country and other people would want to sell it. This explains why currency exchange markets for international currencies exist.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Circular flow, International trade, Imports, Exports, Currency exchange</p>]]></desc>
			<concepts><![CDATA[markets,circular flow,international trade,imports,exports,currency exchange,markets and prices,trade,exchange and interdependence,benefits of trade/comparative advantage,balance of trade and balance of payments,foreign currency markets/exchange rates,international,1-56183-136-0,the wide world of trade,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-136-0_11.pdf</url>
		</lesson>
		<lesson type="print" id="66761" publication="20" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-070-4_front.pdf</url>
		</lesson>
		<lesson type="print" id="65783" publication="20" lang="en" display="FALSE">
			<title><![CDATA[Sección 1: Ingresos y elecciones]]></title>
			<desc><![CDATA[This document corresponds with Section 1 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide (Spanish)]]></version>
			<altversions><![CDATA[Trainer's Guide,56529|Participant's Guide,65775]]></altversions>
			<url>1-56183-070-4_01.pdf</url>
		</lesson>
		<lesson type="print" id="65784" publication="20" lang="en" display="FALSE">
			<title><![CDATA[Sección 2: Instituciones financieras]]></title>
			<desc><![CDATA[This document corresponds with Section 2 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide (Spanish)]]></version>
			<altversions><![CDATA[Trainer's Guide,56530|Participant's Guide,65776]]></altversions>
			<url>1-56183-070-4_02.pdf</url>
		</lesson>
		<lesson type="print" id="65785" publication="20" lang="en" display="FALSE">
			<title><![CDATA[Sección 3: Gestión del crédito]]></title>
			<desc><![CDATA[This document corresponds with Section 3 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide (Spanish)]]></version>
			<altversions><![CDATA[Trainer's Guide,56531|Participant's Guide,65777]]></altversions>
			<url>1-56183-070-4_03.pdf</url>
		</lesson>
		<lesson type="print" id="65786" publication="20" lang="en" display="FALSE">
			<title><![CDATA[Sección 4: Hogar, dulce hogar]]></title>
			<desc><![CDATA[This document corresponds with Section 4 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide (Spanish)]]></version>
			<altversions><![CDATA[Trainer's Guide,56532|Participant's Guide,65778]]></altversions>
			<url>1-56183-070-4_04.pdf</url>
		</lesson>
		<lesson type="print" id="65787" publication="20" lang="en" display="FALSE">
			<title><![CDATA[Sección 5: Estrategias para la creación de riqueza]]></title>
			<desc><![CDATA[This document corresponds with Section 5 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide (Spanish)]]></version>
			<altversions><![CDATA[Trainer's Guide,56533|Participant's Guide,65779]]></altversions>
			<url>1-56183-070-4_05.pdf</url>
		</lesson>
		<lesson type="print" id="65781" publication="20" lang="en" display="FALSE">
			<title><![CDATA[Sección 6: Los fundamentos de la economía de mercado]]></title>
			<desc><![CDATA[This document corresponds with Section 6 from the Trainer's Guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Participant's Guide (Spanish)]]></version>
			<altversions><![CDATA[Trainer's Guide,56534|Participant's Guide,65780]]></altversions>
			<url>1-56183-070-4_06.pdf</url>
		</lesson>
		<lesson type="print" id="66647" publication="76" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<url>1-56183-618-4_front.pdf</url>
		</lesson>
		<lesson type="print" id="62625" publication="76" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: From Boxes to Sheep]]></title>
			<desc><![CDATA[Productive resources are the natural resources, human resources, and capital goods (capital resources) available to make goods and services. In this lesson, students participate in two group activities that involve distinguishing among types of resources and identifying intermediate goods (ingredients) used in production. Through the activities students also learn that people use resources in different ways to produce different goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Human Resources, Natural Resources, Capital Goods (Capital Resources), Intermediate Goods</p>]]></desc>
			<concepts><![CDATA[productive resources,human resources,natural resources,capital goods (capital resources),intermediate goods,demand,economics,1-56183-618-4,resources a to z,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-618-4_01.pdf</url>
		</lesson>
		<lesson type="print" id="62626" publication="76" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Pyramids in Production]]></title>
			<desc><![CDATA[The Egyptians built pyramids for their rulers with four sloping outside walls shaped like triangles. These structures were tombs and could take twenty or more years to build. Workers used sleds, wooden rollers, and levers to move heavy stones of about 5,000 pounds. The fine stones for the outside walls of the pyramids came from as far away as Nubia and were loaded on barges and carried along the Nile River. In this lesson, students analyze the use of human, capital, and natural resources in the pyramid construction.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Human Resources, Natural Resources, Capital Goods (Capital Resources), Intermediate Goods</p>]]></desc>
			<concepts><![CDATA[productive resources,human resources,natural resources,capital goods (capital resources),intermediate goods,demand,economics,1-56183-618-4,resources a to z,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-618-4_02.pdf</url>
		</lesson>
		<lesson type="print" id="62627" publication="76" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Porridge from an Ax]]></title>
			<desc><![CDATA[In this lesson, students learn about natural, human, and capital resources, as well as ingredients (intermediate goods). They classify various resources and ingredients. Students listen to a Kyrgyz folk tale, learn about the resources used in the folk tale, and classify those resources.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Human Resources, Natural Resources, Capital Goods (Capital Resources), Intermediate Goods (Ingredients)</p>]]></desc>
			<concepts><![CDATA[productive resources,human resources,natural resources,capital goods (capital resources),intermediate goods (ingredients),economics,1-56183-618-4,resources a to z,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-618-4_03.pdf</url>
		</lesson>
		<lesson type="print" id="62628" publication="76" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Entrepreneurs Exist Everywhere]]></title>
			<desc><![CDATA[Students consider how many goods and services were created to make their lives better. This lesson examines the role of inventions, innovations, and entrepreneurs in our economy. Working in groups, students engage in problem solving and think about innovations to make people's lives better.<br><br><p><font color='#666666'>Concepts: </font><br>Invention, Innovation, Economic Value, Entrepreneur</p>]]></desc>
			<concepts><![CDATA[invention,innovation,economic value,entrepreneur,entrepreneurs,economics,1-56183-618-4,resources a to z,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-618-4_04.pdf</url>
		</lesson>
		<lesson type="print" id="62629" publication="76" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Dacian Masks]]></title>
			<desc><![CDATA[After learning about the Dacians who lived about 2000 years ago in the area now known as Romania, students make ancient Dacian masks. Students classify the different productive resources used to produce masks as natural resources, human resources, and capital goods, and identify the intermediate goods they used in the production process. Although this lesson focuses on Dacian masks, other ancient masks may be substituted to fit with cultures students may be studying.<br><br><p><font color='#666666'>Concepts: </font><br>Producers, Productive Resources, Human Resources, Natural Resources, Capital Goods (Capital Resources), Intermediate Goods</p>]]></desc>
			<concepts><![CDATA[producers,productive resources,human resources,natural resources,capital goods (capital resources),intermediate goods,demand,economics,1-56183-618-4,resources a to z,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-618-4_05.pdf</url>
		</lesson>
		<lesson type="print" id="62630" publication="76" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Work Pays]]></title>
			<desc><![CDATA[Discussing parent jobs and reading a story help students learn about human resources. Students work at home and produce goods and services by helping their families. They receive beans from the teacher as income for their work. This experience allows students to link the idea that income is received for work performed.<br><br><p><font color='#666666'>Concepts: </font><br>Human Resources, Goods, Services, Income</p>]]></desc>
			<concepts><![CDATA[human resources,goods,services,income,productive resources,money management/budgeting,economics,1-56183-618-4,resources a to z,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-618-4_06.pdf</url>
		</lesson>
		<lesson type="print" id="66649" publication="3" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-603-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="15846" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Happy Deal?]]></title>
			<desc><![CDATA[In this lesson, the students learn about currencies used in selected countries. They compare the prices of a Big Mac&#169; in different countries and convert the prices into U.S. dollars, using exchange rates. The students determine in which country a Big Mac&#169; is cheapest (a Happy Deal) and most expensive, in terms of U.S. dollars. Finally, the students calculate the percentage of daily income (per capita GDP per day) that is required in each country to purchase a Big Mac&#169; in terms of the local currency.<br><br><p><font color='#666666'>Concepts: </font><br>Gross domestic product (GDP), Price, Exchange rates, Currency</p>]]></desc>
			<concepts><![CDATA[gross domestic product (gdp),price,exchange rates,currency,gdp,markets and prices,foreign currency markets/exchange rates,money,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="15847" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Vacation Vexation]]></title>
			<desc><![CDATA[In this lesson, the students listen to the story of an American girl who is planning a trip to Mexico. They learn about foreign exchange and compare exchange rates to determine if one currency has appreciated or depreciated against another currency. Using proportional reasoning, they determine the monetary effects of currency appreciation and depreciation. They analyze how changes in exchange rates affect the prices of goods and services from another country.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange rates, Foreign exchange market, Currency</p>]]></desc>
			<concepts><![CDATA[exchange rates,foreign exchange market,currency,foreign currency markets/exchange rates,money,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="15848" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Baby-sitting Wages and Movie Prices]]></title>
			<desc><![CDATA[Through an analysis of data for baby-sitting wages (a price for labor) and the price of movie tickets since 1945, this lesson introduces the students to the idea that prices for goods, services, and resources change over time. The lesson provides the foundation for lessons on inflation and its impact on purchasing power over time. (See Lesson 4.) Students plot and analyze data to determine correlation, and recognize the difference between correlation and cause and effect. The economics involved in the lesson will require the students to define wage, price, and income.<br><br><p><font color='#666666'>Concepts: </font><br>Income, Price, Wage</p>]]></desc>
			<concepts><![CDATA[income,price,wage,money management/budgeting,markets and prices,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="15849" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Constructing and Using a Consumer Price Index]]></title>
			<desc><![CDATA[In this lesson, the students look at data for baby-sitting wages (a price for labor) and the price of movie tickets over time. They learn about the Consumer Price Index and how to construct a price index. They learn how a price index is used to compare incomes and prices of goods and services from year to year. They define nominal and real prices and wages.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price, Wage</p>]]></desc>
			<concepts><![CDATA[inflation,price,wage,markets and prices,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="15850" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Why Is Everyone so Crazy About Cell Phones?]]></title>
			<desc><![CDATA[This lesson is designed to introduce students to the benefits of competition utilizing proportions to compare different rates. The students will explore the market for cell phones in two activities. In activity one, the students are asked to solve for the unit rate of several cell phone providers and draw conclusions about the relative prices. In activity two, the students take on the role of a cell phone service provider and put together a monthly plan to sell to customers. The lesson concludes with the students graphing the unit rates for cell phone airtime over several periods and summarizing their findings.<br><br><p><font color='#666666'>Concepts: </font><br>Competition</p>]]></desc>
			<concepts><![CDATA[competition,competition and market structures,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="15851" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - How Much is That Bike?]]></title>
			<desc><![CDATA[This lesson demonstrates the utility of percentages in comparing fractions of unequal size; it also provides students with practice in using percent to calculate simple interest. Students are introduced to the idea of buying on credit and the additional resources required to service the debt. The concept of costs and benefits is examined as students compare the additional costs of borrowing money to purchase the bike versus the additional benefits of getting the bike right now.<br><br><p><font color='#666666'>Concepts: </font><br>Interest, Interest rate, Cost/benefit analysis, Costs, Benefit, Choice</p>]]></desc>
			<concepts><![CDATA[interest,interest rate,cost/benefit analysis,costs,benefit,choice,credit,compound interest,saving and investing,decision making/cost-benefit analysis,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="15852" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Which Pet is Right for You?]]></title>
			<desc><![CDATA[This lesson focuses on a topic that is at the heart of economics, that of decision making. Decision making from an economic perspective requires individuals to consider both the benefits and costs for each alternative. Human nature, however, often makes this benefit-cost analysis a foregone conclusion as people emphasize the benefits of what they think they want and ignore or minimize the costs of what they think is the less attractive alternative. The students will apply several important mathematics skills in the process of learning about economic decision making. Activity 7.1 calls for the students, working in pairs, to develop selection factors and a weighting scheme to select a particular type of pet. In Activity 7.2, the students work through the process of ranking the desirability of owning a goldfish. The lesson concludes with the students ranking and graphing six pet alternatives and making a pet selection decision. Student teams then present their decisions to the class.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Costs, Cost/benefit analysis, Opportunity cost, Choice, Decision making</p>]]></desc>
			<concepts><![CDATA[benefit,costs,cost/benefit analysis,opportunity cost,choice,decision making,decision making/cost-benefit analysis,opportunity cost,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_07.pdf</url>
		</lesson>
		<lesson type="print" id="15853" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Could You Earn a Million Dollars?]]></title>
			<desc><![CDATA[This lesson is designed to acquaint students with the relationship between earnings and education. The data are very clear regarding one's earning potential and educational attainment. That is, the more education an individual has the greater his or her earning potential. This is an important lesson for the students to explore as they begin forming opinions about the value of school and their own education. The students will use their mathematics skills to explore the relationship between earnings and education. They will also define earnings and human capital.<br><br><p><font color='#666666'>Concepts: </font><br>Human capital</p>]]></desc>
			<concepts><![CDATA[human capital,productive resources,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_08.pdf</url>
		</lesson>
		<lesson type="print" id="15854" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Deserted Island]]></title>
			<desc><![CDATA[This lesson is designed to introduce students to the idea that not all skills are valued equally in the marketplace. The students will explore these differences using their mathematics skills to create box and whisker plots. They will generate their own data on the value of skills by using a bidding activity. The students are given a budget and instructed to purchase the skills needed to survive on a deserted island.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Labor market, Labor</p>]]></desc>
			<concepts><![CDATA[budget,labor market,labor,money management/budgeting,productive resources,human capital,division of labor/specialization,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_09.pdf</url>
		</lesson>
		<lesson type="print" id="15855" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Where Does the Price of Pizza Come From? Part 1]]></title>
			<desc><![CDATA[This lesson challenges students to identify the source of market prices. The students will complete a series of activities that represent supply and demand. In Activity 10.1, the students are asked to plot points, connect the points through a straight line, and write the equation for the line. The two sets of data represent supply and demand for pizza in the small town of Pizzaville. In Activity 10.2, the students compare and contrast the two linear equations. Finally, in Activity 10.3, the students combine the supply and demand curves to find the intersection point and identify that point as the market price. The formal terms of supply, demand, and equilibrium are introduced.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Supply, Demand, Equilibrium price</p>]]></desc>
			<concepts><![CDATA[markets,supply,demand,equilibrium price,markets and prices,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_10.pdf</url>
		</lesson>
		<lesson type="print" id="15856" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - Where Does the Price of Pizza Come From? Part 2]]></title>
			<desc><![CDATA[In this lesson students continue to examine where prices come from (see Lesson 10), applying the concepts of supply, demand, and equilibrium. Students will examine changes within a market for pizza utilizing linear equations as the vehicle for examining shifting supply and demand equations. Transformation of linear equations and calculating the new intersection will provide students with the framework for exploring the dynamics of a market.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Supply, Demand, Equilibrium price</p>]]></desc>
			<concepts><![CDATA[markets,supply,demand,equilibrium price,markets and prices,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_11.pdf</url>
		</lesson>
		<lesson type="print" id="15857" publication="3" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Charting a Budget]]></title>
			<desc><![CDATA[In this lesson, students learn what a budget is. They construct a pie chart to show the distribution of expenses in a budget. They learn about payroll deductions and determine the impact that payroll deductions have on a budget. Finally, they learn that the U.S. federal government uses tax revenue to pay for the goods and services it uses and provides. They construct graphs that represent the federal government's budget of projected income and expenses for 2002.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Taxes, Government revenue, Budget surplus, Government expenditures</p>]]></desc>
			<concepts><![CDATA[budget,taxes,government revenue,budget surplus,government expenditures,money management/budgeting,roles of government,budget deficits and public debt,mathematics,algebra,geometry,calculus,1-56183-603-6,mathematics &amp; economics: connections for life - 6-8,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-603-6_12.pdf</url>
		</lesson>
		<lesson type="print" id="66731" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-593-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="66561" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-1, A Problem I Have]]></title>
			<desc><![CDATA[This activity goes with Lesson 2 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 2-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20852]]></altversions>
			<url>1-56183-593-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="66562" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-1, Choices I Have Made]]></title>
			<desc><![CDATA[This activity goes with Lesson 3 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 3-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20853]]></altversions>
			<url>1-56183-593-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="66563" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-1, Positive and Negative Incentives]]></title>
			<desc><![CDATA[This activity goes with Lesson 4 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 4-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20854|Student Activity 4.2,66564]]></altversions>
			<url>1-56183-593-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="66564" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-2, Cooperative Skills Checklist A]]></title>
			<desc><![CDATA[This activity goes with Lesson 4 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 4.2]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20854|Student Activity 4-1,66563]]></altversions>
			<url>1-56183-593-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="66565" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-1, My History]]></title>
			<desc><![CDATA[This activity goes with Lesson 6 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 6-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20856]]></altversions>
			<url>1-56183-593-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="66566" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-1, My Human Capital Inventory]]></title>
			<desc><![CDATA[This activity goes with Lesson 7 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 7-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20857]]></altversions>
			<url>1-56183-593-5_06.pdf</url>
		</lesson>
		<lesson type="print" id="66567" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 8-1, Someone I Admire]]></title>
			<desc><![CDATA[This activity goes with Lesson 8 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 8-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,20858]]></altversions>
			<url>1-56183-593-5_07.pdf</url>
		</lesson>
		<lesson type="print" id="66568" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 10-1, Cooperative Skills Checklist B]]></title>
			<desc><![CDATA[This activity goes with Lesson 10 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 10-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,20860]]></altversions>
			<url>1-56183-593-5_08.pdf</url>
		</lesson>
		<lesson type="print" id="66569" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 11-1, My Personal Timeline]]></title>
			<desc><![CDATA[This activity goes with Lesson 11 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 11-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,20861]]></altversions>
			<url>1-56183-593-5_09.pdf</url>
		</lesson>
		<lesson type="print" id="66570" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 12-1, My Ideal Work Environment]]></title>
			<desc><![CDATA[This activity goes with Lesson 12 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 12-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20862]]></altversions>
			<url>1-56183-593-5_10.pdf</url>
		</lesson>
		<lesson type="print" id="66571" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 13-1, Staying Ahead of the Game]]></title>
			<desc><![CDATA[This activity goes with Lesson 13 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 13-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,20863]]></altversions>
			<url>1-56183-593-5_11.pdf</url>
		</lesson>
		<lesson type="print" id="66572" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 15-1, My Action Plan]]></title>
			<desc><![CDATA[This activity goes with Lesson 15 from the Teacher's Resource Manual.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student Activity 15-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20865]]></altversions>
			<url>1-56183-593-5_12.pdf</url>
		</lesson>
		<lesson type="print" id="66573" publication="25" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This section contains the glossary.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Glossary]]></version>
			<url>1-56183-593-5_back.pdf</url>
		</lesson>
		<lesson type="print" id="66733" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-591-9_front.pdf</url>
		</lesson>
		<lesson type="print" id="66539" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 1-1 - Examples of Goods and Services]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 1 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 1-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,20833]]></altversions>
			<url>1-56183-591-9_01.pdf</url>
		</lesson>
		<lesson type="print" id="66540" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-1 - What is An Economy]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 2 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 2-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20834]]></altversions>
			<url>1-56183-591-9_02.pdf</url>
		</lesson>
		<lesson type="print" id="66541" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-1 - Goods, Services, and Work in an Economy]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 3-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20835|Student Activity 3-2,66542|Student Activity 3-3,66543]]></altversions>
			<url>1-56183-591-9_03.pdf</url>
		</lesson>
		<lesson type="print" id="66542" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-2 - Taking Inventory of My Human Capital]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 3-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20835|Student Activity 3-1,66541|Student Activity 3-3,66543]]></altversions>
			<url>1-56183-591-9_04.pdf</url>
		</lesson>
		<lesson type="print" id="66543" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-3 - My Skills Inventory]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 3-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20835|Student Activity 3-1,66541|Student Activity 3-2,66542]]></altversions>
			<url>1-56183-591-9_05.pdf</url>
		</lesson>
		<lesson type="print" id="66544" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 5-1 - Never Enough]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 5 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 5-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,20837|Student Activity 5-2,66545]]></altversions>
			<url>1-56183-591-9_06.pdf</url>
		</lesson>
		<lesson type="print" id="66545" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 5-2 - My Story about Scarcity]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 5 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 5-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,20837|Student Activity 5-1,66544]]></altversions>
			<url>1-56183-591-9_07.pdf</url>
		</lesson>
		<lesson type="print" id="66546" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-1 - What's in the Box?]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 6 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 6-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20838]]></altversions>
			<url>1-56183-591-9_08.pdf</url>
		</lesson>
		<lesson type="print" id="66547" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-1 - Choices Are Based on Performance]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 7-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20839]]></altversions>
			<url>1-56183-591-9_09.pdf</url>
		</lesson>
		<lesson type="print" id="66548" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 8-1 - Six Common Ways of Making Choices]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 8 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 8-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,20840]]></altversions>
			<url>1-56183-591-9_10.pdf</url>
		</lesson>
		<lesson type="print" id="66549" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-1 - Timothy's Science Project]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 9-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20841|Student Activity 9-2,66550]]></altversions>
			<url>1-56183-591-9_11.pdf</url>
		</lesson>
		<lesson type="print" id="66550" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-2 - Choices Affect Others]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 9-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20841|Student Activity 9-1,66549]]></altversions>
			<url>1-56183-591-9_12.pdf</url>
		</lesson>
		<lesson type="print" id="66551" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 10-1 - Interview Questions and Answers]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 10 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 10-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,20842|Student Activity 10-2,66552]]></altversions>
			<url>1-56183-591-9_13.pdf</url>
		</lesson>
		<lesson type="print" id="66552" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 10-2 - Learning from Interviews]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 10 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 10-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,20842|Student Activity 10-1,66551]]></altversions>
			<url>1-56183-591-9_14.pdf</url>
		</lesson>
		<lesson type="print" id="66553" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 11-1 - It is your decision. What are the consequences?]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 11 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 11-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,20843]]></altversions>
			<url>1-56183-591-9_15.pdf</url>
		</lesson>
		<lesson type="print" id="66554" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 12-1 - Consequences of Graduating from High School]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 12 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 12-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20844|Student Activity 12-2,66555]]></altversions>
			<url>1-56183-591-9_16.pdf</url>
		</lesson>
		<lesson type="print" id="66555" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 12-2 - Letter to Younger Students]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 12 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 12-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20844|Student Activity 12-1,66554]]></altversions>
			<url>1-56183-591-9_17.pdf</url>
		</lesson>
		<lesson type="print" id="66556" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 13-1 - Influences on Our Choices]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 13 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 13-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,20845|Student Activity 13-2,66557]]></altversions>
			<url>1-56183-591-9_18.pdf</url>
		</lesson>
		<lesson type="print" id="66557" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 13-2 - Interview Questions on Influences]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 13 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 13-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,20845|Student Activity 13-1,66556]]></altversions>
			<url>1-56183-591-9_19.pdf</url>
		</lesson>
		<lesson type="print" id="66558" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 14-1 - Choices Made By Others Affect Me]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 14 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 14-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20846]]></altversions>
			<url>1-56183-591-9_20.pdf</url>
		</lesson>
		<lesson type="print" id="66559" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 15-1 - I Can Make Good Choices]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 15 from Choices &amp; Changes: In Life, School and Work - Grades 7-8 - Teacher's Resource Manual]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Student Activity 15-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20847]]></altversions>
			<url>1-56183-591-9_21.pdf</url>
		</lesson>
		<lesson type="print" id="66560" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This section contains the glossary.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<version><![CDATA[Glossary]]></version>
			<url>1-56183-591-9_22.pdf</url>
		</lesson>
		<lesson type="print" id="66734" publication="26" lang="en" display="FALSE">
			<title><![CDATA[Back Material]]></title>
			<desc><![CDATA[This section contains the glossary.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-591-9_back.pdf</url>
		</lesson>
		<lesson type="print" id="66659" publication="12" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-590-0_front.pdf</url>
		</lesson>
		<lesson type="print" id="20833" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 1 - Exchanging Goods and Services]]></title>
			<desc><![CDATA[Through a barter activity, students experience barter as a means of exchange; the activity shows students that they are participants in the economy.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Goods, Market economy, Services</p>]]></desc>
			<concepts><![CDATA[barter,goods,market economy,services,money,economic systems,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student Activity 1-1,66539]]></altversions>
			<url>1-56183-590-0_01.pdf</url>
		</lesson>
		<lesson type="print" id="20834" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 2 - You in the Economy]]></title>
			<desc><![CDATA[Students participate in a consumer-testing activity to learn that they weight costs and benefits when they make economic decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Consumer, Cost, Economy, Exchange, Market</p>]]></desc>
			<concepts><![CDATA[benefit,consumer,cost,economy,exchange,market,decision making/cost-benefit analysis,consumers,trade,exchange and interdependence,markets and prices,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student Activity 2-1,66540]]></altversions>
			<url>1-56183-590-0_02.pdf</url>
		</lesson>
		<lesson type="print" id="20835" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 3 - People Use Their Human Capital]]></title>
			<desc><![CDATA[Students take inventory of their own human capital and learn the necessity for acquiring skills and knowledge.<br><br><p><font color='#666666'>Concepts: </font><br>Economic value, Human capital, Knowledge, Skills, Worker</p>]]></desc>
			<concepts><![CDATA[economic value,human capital,knowledge,skills,worker,productive resources,human capital,producers,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student Activity 3-1,66541|Student Activity 3-2,66542|Student Activity 3-3,66543]]></altversions>
			<url>1-56183-590-0_03.pdf</url>
		</lesson>
		<lesson type="print" id="20836" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 4 - I am Part of the Economy]]></title>
			<desc><![CDATA[Through case study and discussion, students explore the human capital needed in a job. In an extension activity involving use of the Internet, students are introduced to youth employment.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumer, Economy, Human capital, Market economy</p>]]></desc>
			<concepts><![CDATA[choice,consumer,economy,human capital,market economy,decision making/cost-benefit analysis,consumers,productive resources,economic systems,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<url>1-56183-590-0_04.pdf</url>
		</lesson>
		<lesson type="print" id="20837" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 5 - Economic Choice and Opportunity Cost]]></title>
			<desc><![CDATA[Through a reading, students learn how scarcity makes choices necessary and results in opportunity cost.<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Economic want, Opportunity cost, Scarcity, Cost</p>]]></desc>
			<concepts><![CDATA[alternative,economic want,opportunity cost,scarcity,cost,opportunity cost,decision making/cost-benefit analysis,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student Activity 5-1,66544|Student Activity 5-2,66545]]></altversions>
			<url>1-56183-590-0_05.pdf</url>
		</lesson>
		<lesson type="print" id="20838" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 6 - Choices Have Benefits and Costs]]></title>
			<desc><![CDATA[In a simulation, "What's in the Box?" students examine the benefits and costs of alternative choices.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Cost, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[benefit,cost,opportunity cost,decision making/cost-benefit analysis,opportunity cost,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student Activity 6-1,66546]]></altversions>
			<url>1-56183-590-0_06.pdf</url>
		</lesson>
		<lesson type="print" id="20839" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 7 - My Choices Are Based on My Preferences]]></title>
			<desc><![CDATA[Participating in a forced-choice scarcity activity, students learn that choices are based on preferences.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[opportunity cost,scarcity,opportunity cost,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student Activity 7-1,66547]]></altversions>
			<url>1-56183-590-0_07.pdf</url>
		</lesson>
		<lesson type="print" id="20840" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 8 - Ways to Make Choices]]></title>
			<desc><![CDATA[Students are introduced to six methods for making choices and decide in small groups the most appropriate way(s) to make certain choices.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Choice, Costs</p>]]></desc>
			<concepts><![CDATA[benefits,choice,costs,decision making/cost-benefit analysis,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student Activity 8-1,66548]]></altversions>
			<url>1-56183-590-0_08.pdf</url>
		</lesson>
		<lesson type="print" id="20841" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 9 - My Choices Affect Others]]></title>
			<desc><![CDATA[Creating a chain-of-events diagram, students learn how the choices made by one person can affect other people.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Preferences</p>]]></desc>
			<concepts><![CDATA[choice,preferences,decision making/cost-benefit analysis,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student Activity 9-1,66549|Student Activity 9-2,66550]]></altversions>
			<url>1-56183-590-0_09.pdf</url>
		</lesson>
		<lesson type="print" id="20842" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 10 - Choices Make a Difference: Worker Interviews]]></title>
			<desc><![CDATA[Students interview adults about their work and consumer choices.<br><br><p><font color='#666666'>Concepts: </font><br>choices, decision making</p>]]></desc>
			<concepts><![CDATA[choices,decision making,decision making/cost-benefit analysis,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student Activity 10-1,66551|Student Activity 10-2,66552]]></altversions>
			<url>1-56183-590-0_10.pdf</url>
		</lesson>
		<lesson type="print" id="20843" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 11 - Choices Have Consequences]]></title>
			<desc><![CDATA[In a paired writing activity, students identify potential actions and outcomes from brief life situations, and they learn that choices have consequences.<br><br><p><font color='#666666'>Concepts: </font><br>Consequence, Alternatives, Choice</p>]]></desc>
			<concepts><![CDATA[consequence,alternatives,choice,decision making/cost-benefit analysis,opportunity cost,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student Activity 11-1,66553]]></altversions>
			<url>1-56183-590-0_11.pdf</url>
		</lesson>
		<lesson type="print" id="20844" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 12 - Long- and Short-Term Consequences]]></title>
			<desc><![CDATA[With information from a guest speaker, students analyze the short- and long-term consequences of dropping out of, or graduating, from high school. Students conduct an Internet search to find and graph the most recent data on earning, education, and (un)employment.<br><br><p><font color='#666666'>Concepts: </font><br>choices, decision making, human capital</p>]]></desc>
			<concepts><![CDATA[choices,decision making,human capital,decision making/cost-benefit analysis,productive resources,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student Activity 12-1,66554|Student Activity 12-2,66555]]></altversions>
			<url>1-56183-590-0_12.pdf</url>
		</lesson>
		<lesson type="print" id="20845" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 13 - What Influences My Choices?]]></title>
			<desc><![CDATA[Students conduct paired interviews to learn what kinds of influences affect their choices.<br><br><p><font color='#666666'>Concepts: </font><br>Disincentive, Incentive</p>]]></desc>
			<concepts><![CDATA[disincentive,incentive,incentives,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student Activity 13-1,66556|Student Activity 13-2,66557]]></altversions>
			<url>1-56183-590-0_13.pdf</url>
		</lesson>
		<lesson type="print" id="20846" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 14 - Choices Made by Others Affect Me]]></title>
			<desc><![CDATA[Reading and analyzing a dilemma, students learn to recognize how other people's choices can affect them. Students respond to a series of events, indicating how they may or may not have been affected.<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Choice, Consequence</p>]]></desc>
			<concepts><![CDATA[alternative,choice,consequence,opportunity cost,decision making/cost-benefit analysis,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student Activity 14-1,66558]]></altversions>
			<url>1-56183-590-0_14.pdf</url>
		</lesson>
		<lesson type="print" id="20847" publication="12" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 15 - I Can Make Good Choices]]></title>
			<desc><![CDATA[Students prepare and present their final projects, advertisements to influence students to graduate from high school.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Choice</p>]]></desc>
			<concepts><![CDATA[benefits,choice,decision making/cost-benefit analysis,life skills,1-56183-590-0,choices &amp; changes: in life,school,and work - grades 7-8 - teacher's resource manual,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student Activity 15-1,66559]]></altversions>
			<url>1-56183-590-0_15.pdf</url>
		</lesson>
		<lesson type="print" id="66660" publication="12" lang="en" display="FALSE">
			<title><![CDATA[Back Material]]></title>
			<desc><![CDATA[This document contains the glossary and test instructions, masters and keys.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-590-0_back.pdf</url>
		</lesson>
		<lesson type="print" id="66661" publication="13" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-592-7_front.pdf</url>
		</lesson>
		<lesson type="print" id="20851" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 1 - Making Choices]]></title>
			<desc><![CDATA[Students are introduced to the nature of choice making by confronting thorny problems individually and in groups.<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Choice, Opportunity cost, Scarcity, Value</p>]]></desc>
			<concepts><![CDATA[alternative,choice,opportunity cost,scarcity,value,opportunity cost,decision making/cost-benefit analysis,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<url>1-56183-592-7_01.pdf</url>
		</lesson>
		<lesson type="print" id="20852" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 2 - Choosing Among Alternatives]]></title>
			<desc><![CDATA[Benefits and costs are defined and students use benefit/cost analysis to arrive at a group decision.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit analysis, Cost analysis, Benefits, Costs</p>]]></desc>
			<concepts><![CDATA[benefit analysis,cost analysis,benefits,costs,decision making/cost-benefit analysis,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student Activity 2-1,66561]]></altversions>
			<url>1-56183-592-7_02.pdf</url>
		</lesson>
		<lesson type="print" id="20853" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 3 - Choices: Benefits and Costs]]></title>
			<desc><![CDATA[In a family-type role-playing, students decided what to do with a $500 windfall.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Cost</p>]]></desc>
			<concepts><![CDATA[benefit,cost,decision making/cost-benefit analysis,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student Activity 3-1,66562]]></altversions>
			<url>1-56183-592-7_03.pdf</url>
		</lesson>
		<lesson type="print" id="20854" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 4 - What Influences Choices?]]></title>
			<desc><![CDATA[Given a hypothetical situation, students explore positive and negative incentives of making specific choices.<br><br><p><font color='#666666'>Concepts: </font><br>Negative incentive, Positive incentive</p>]]></desc>
			<concepts><![CDATA[negative incentive,positive incentive,incentives,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student Activity 4-1,66563|Student Activity 4.2,66564]]></altversions>
			<url>1-56183-592-7_04.pdf</url>
		</lesson>
		<lesson type="print" id="20855" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 5 - Which Job Would You Choose?]]></title>
			<desc><![CDATA[Given several job alternatives, students explore positive and negative incentives.<br><br><p><font color='#666666'>Concepts: </font><br>Positive incentives, Negative incentives</p>]]></desc>
			<concepts><![CDATA[positive incentives,negative incentives,incentives,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<url>1-56183-592-7_05.pdf</url>
		</lesson>
		<lesson type="print" id="20856" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 6 - Changing Productivity]]></title>
			<desc><![CDATA[In a production simulation, students experience several ways of producing something; they also measure productivity.<br><br><p><font color='#666666'>Concepts: </font><br>Division of labor, Human capital, Production, Productivity, Specialization</p>]]></desc>
			<concepts><![CDATA[division of labor,human capital,production,productivity,specialization,division of labor/specialization,productive resources,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student Activity 6-1,66565]]></altversions>
			<url>1-56183-592-7_06.pdf</url>
		</lesson>
		<lesson type="print" id="20857" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 7 - Human Capital and Productivity]]></title>
			<desc><![CDATA[In a math demonstration, students demonstrate how capital resources and improvements in human capital can increase productivity.<br><br><p><font color='#666666'>Concepts: </font><br>Capital goods, Human capital, Productivity</p>]]></desc>
			<concepts><![CDATA[capital goods,human capital,productivity,productive resources,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student Activity 7-1,66566]]></altversions>
			<url>1-56183-592-7_07.pdf</url>
		</lesson>
		<lesson type="print" id="20858" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 8 - My Human Capital]]></title>
			<desc><![CDATA[Through a self-assessment, students explore knowledge and skills as important dimensions of human capital.<br><br><p><font color='#666666'>Concepts: </font><br>Labor force</p>]]></desc>
			<concepts><![CDATA[labor force,employment and unemployment,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student Activity 8-1,66567]]></altversions>
			<url>1-56183-592-7_08.pdf</url>
		</lesson>
		<lesson type="print" id="20859" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 9 - What Employers Want]]></title>
			<desc><![CDATA[In a job interview role-playing activity, students learn about criteria employers use in deciding to hire employees.<br><br><p><font color='#666666'>Concepts: </font><br>Transferable skills, Benefit, Cost, Productivity</p>]]></desc>
			<concepts><![CDATA[transferable skills,benefit,cost,productivity,decision making/cost-benefit analysis,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<url>1-56183-592-7_09.pdf</url>
		</lesson>
		<lesson type="print" id="20860" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 10 - What Do Want Ads Mean?]]></title>
			<desc><![CDATA[Through an analysis of help-wanted ads, students explore ways in which they can develop transferable skills and examine entry-level job skill requirements.<br><br><p><font color='#666666'>Concepts: </font><br>Entry-level job</p>]]></desc>
			<concepts><![CDATA[entry-level job,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student Activity 10-1,66568]]></altversions>
			<url>1-56183-592-7_10.pdf</url>
		</lesson>
		<lesson type="print" id="20861" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 11 - My Personal Timeline]]></title>
			<desc><![CDATA[In preparation for thinking about a preferred future, students create their personal timelines.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs, Entry-level job</p>]]></desc>
			<concepts><![CDATA[benefits,costs,entry-level job,decision making/cost-benefit analysis,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student Activity 11-1,66569]]></altversions>
			<url>1-56183-592-7_11.pdf</url>
		</lesson>
		<lesson type="print" id="20862" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 12 - Planning to Choose]]></title>
			<desc><![CDATA[Through a case study and Internet search, students explore changes in the job market. They also explore changes in the job market. They also explore the nature of entrepreneurship.<br><br><p><font color='#666666'>Concepts: </font><br>Derived demand, Entrepreneurship, Labor intensive, Technology</p>]]></desc>
			<concepts><![CDATA[derived demand,entrepreneurship,labor intensive,technology,demand,productive resources,entrepreneurs,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student Activity 12-1,66570]]></altversions>
			<url>1-56183-592-7_12.pdf</url>
		</lesson>
		<lesson type="print" id="20863" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 13 - My Human Capital: A Job Application]]></title>
			<desc><![CDATA[Following a study of two realistic dilemmas, students complete a resume and assess their own qualifications for actual jobs.<br><br><p><font color='#666666'>Concepts: </font><br>Benefit, Cost, Disincentive, Human capital, Incentive</p>]]></desc>
			<concepts><![CDATA[benefit,cost,disincentive,human capital,incentive,decision making/cost-benefit analysis,incentives,productive resources,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student Activity 13-1,66571]]></altversions>
			<url>1-56183-592-7_13.pdf</url>
		</lesson>
		<lesson type="print" id="20864" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 14 - A Preferred Future: Images of Potential]]></title>
			<desc><![CDATA[Students are asked to think about a five-year future and to develop images of potential.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits, Costs</p>]]></desc>
			<concepts><![CDATA[benefits,costs,decision making/cost-benefit analysis,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<url>1-56183-592-7_14.pdf</url>
		</lesson>
		<lesson type="print" id="20865" publication="13" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 15 - Planning for Action: A Contract with Myself]]></title>
			<desc><![CDATA[Students make commitments to themselves by developing action plans after setting goals.<br><br><p><font color='#666666'>Concepts: </font><br>Goal, Benefit, Cost</p>]]></desc>
			<concepts><![CDATA[goal,benefit,cost,decision making/cost-benefit analysis,life skills,1-56183-592-7,choices &amp; changes: in life,school,and work - grades 9-10 - teacher's resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student Activity 15-1,66572]]></altversions>
			<url>1-56183-592-7_15.pdf</url>
		</lesson>
		<lesson type="print" id="66662" publication="13" lang="en" display="FALSE">
			<title><![CDATA[Back Material]]></title>
			<desc><![CDATA[This document contains the glossary and the test instructions, masters and keys.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-592-7_back.pdf</url>
		</lesson>
		<lesson type="print" id="67886" publication="114" lang="en" display="FALSE">
			<title><![CDATA[Front: Foreword and Correlation of Standards]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<url>1-56183-621-4_front.pdf</url>
		</lesson>
		<lesson type="print" id="67888" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - The ABCs of Goods and Services]]></title>
			<desc><![CDATA[The students will distinguish between goods and services and act out scenes to identify goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Goods, Services</p>]]></desc>
			<concepts><![CDATA[economic wants,goods,services,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_01.pdf</url>
		</lesson>
		<lesson type="print" id="67889" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - A Mystery Bag of Wants]]></title>
			<desc><![CDATA[In this lesson, the students consider picture clues in a "Mystery Bag of Wants" to determine what the teacher wants for the classroom. The students create individual Mystery Want bags and use the bags in a small-group activity to reinforce their understanding of economic wants and their position as consumers in the economy. A threepart assessment provides various levels of student skill development.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer, 
Economic wants</p>]]></desc>
			<concepts><![CDATA[consumer,economic wants,consumers,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_02.pdf</url>
		</lesson>
		<lesson type="print" id="67890" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Gifts from Mother Nature]]></title>
			<desc><![CDATA[The students will explore the gifts of nature around them and make a book, a bulletin board and a mobile to illustrate natural resources and how they are used to produce goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, 
Natural resources, 
Services</p>]]></desc>
			<concepts><![CDATA[goods,natural resources,services,productive resources,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_03.pdf</url>
		</lesson>
		<lesson type="print" id="67891" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - We Are Human Resources - We Have Human Capital]]></title>
			<desc><![CDATA[The students play a quiz game to learn about jobs/careers, the goods and services people produce when they work at their jobs, and special characteristics of different jobs. The students learn what human capital is and brainstorm the human capital needed for different jobs. Finally, the students and teacher develop a bulletin board that reflects the human capital of students in the class.<br><br><p><font color='#666666'>Concepts: </font><br>Capital good, 
Goods, 
Human capital, 
Human resource, 
Services</p>]]></desc>
			<concepts><![CDATA[capital good,goods,human capital,human resource,services,productive resources,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_04.pdf</url>
		</lesson>
		<lesson type="print" id="67892" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Running for Capital Goods]]></title>
			<desc><![CDATA[In this lesson, the students discover how capital goods (sometimes called "capital resources") are used to make a person's job easier. The students participate in a puzzle relay race that will help them identify capital goods used by a variety of human resources. Each student will create his or her own capital goods puzzle to be used by the class. In addition, the students select a human resource and identify capital goods the human resource uses in his or her job.<br><br><p><font color='#666666'>Concepts: </font><br>Capital goods (resources), 
Human resources</p>]]></desc>
			<concepts><![CDATA[capital goods (resources),human resources,productive resources,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_05.pdf</url>
		</lesson>
		<lesson type="print" id="67893" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Should We Produce Bread or Muffins?]]></title>
			<desc><![CDATA[In this lesson, the students use resource cards to identify resources and their uses, then determine that resources are scarce.<br><br><p><font color='#666666'>Concepts: </font><br>Producer;
Productive resources;
Natural resources;
Human resources;
Capital goods;
Scarcity</p>]]></desc>
			<concepts><![CDATA[producer;
productive resources;
natural resources;
human resources;
capital goods;
scarcity,productive resources,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_06.pdf</url>
		</lesson>
		<lesson type="print" id="67894" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Let's Make Choices]]></title>
			<desc><![CDATA[The students explore choices made as consumers and as producers. They evaluate alternative treats, reviewing the costs and benefits of each. As each
student makes his or her choice, both the choice and the opportunity cost are identified.<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, 
Choice, 
Consumer, 
Costs and benefits, 
Opportunity cost, 
Producer</p>]]></desc>
			<concepts><![CDATA[alternative,choice,consumer,costs and benefits,opportunity cost,producer,opportunity cost,decision making/cost-benefit analysis,consumers,producers,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_07.pdf</url>
		</lesson>
		<lesson type="print" id="67895" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - We Specialize - We Are Interdependent]]></title>
			<desc><![CDATA[In this lesson the students interview specialists in their school. They create a paper-doll streamer of the specialists and develop stories about the "crazy, mixed-up school day," when one specialist is mysteriously missing from his or her job. The students discuss who they depend on in their community and brainstorm specialized jobs they do in their households.<br><br><p><font color='#666666'>Concepts: </font><br>Human resource, 
Interdependence, 
Specialization</p>]]></desc>
			<concepts><![CDATA[human resource,interdependence,specialization,productive resources,trade,exchange and interdependence,division of labor/specialization,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_08.pdf</url>
		</lesson>
		<lesson type="print" id="67896" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Exchanging for Goods and Services]]></title>
			<desc><![CDATA[Working in small groups, the students use barter exchanges and monetary exchanges to produce a classroom banner. A tic-tac-toe game will reinforce the differences between monetary and barter exchanges. In addition, the students will use age-appropriate assessments to identify and describe exchanges as either monetary or barter.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, 
Exchange, 
Money</p>]]></desc>
			<concepts><![CDATA[barter,exchange,money,trade,exchange and interdependence,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_09.pdf</url>
		</lesson>
		<lesson type="print" id="67897" publication="114" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Markets Are Everywhere]]></title>
			<desc><![CDATA[The familiar nursery rhyme, "To market, to market to buy a fat pig / Home again, home again, jiggityjig" is used to introduce the students to a variety of markets. A small-group game allows the students to apply math skills as they decide which direction to move on a game board to collect "market cards." A two-part assessment is provided. Part "A" is appropriate for students with emerging reading and writing skills. Part "B" is suitable for students with greater proficiency.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, 
Services, 
Markets</p>]]></desc>
			<concepts><![CDATA[goods,services,markets,markets and prices,economics,1-56183-621-4,focus: economics - grades k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-621-4_10.pdf</url>
		</lesson>
		<lesson type="print" id="67898" publication="114" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This section contains the book's glossary.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<url>1-56183-621-4_back.pdf</url>
		</lesson>
		<lesson type="print" id="66665" publication="10" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<url>1-56183-582-X_front.pdf</url>
		</lesson>
		<lesson type="print" id="20798" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 1 - What If I Do Not Have the Skills and Knowledge I Need to Produce?]]></title>
			<desc><![CDATA[Teams of students use their limited knowledge to accomplish a challenging task. Most of the student teams will not be successful until they acquire the necessary knowledge. The students read one of two selected books in which the main character faces problems as a result of having limited skills and knowledge.<br><br><p><font color='#666666'>Concepts: </font><br>Abuelo, Barter, Benefits, Costs, Dodecagon, Human capital, Natural resources, Physical capital, Polygon, Produce, Production, Resources, Work ethic</p>]]></desc>
			<concepts><![CDATA[abuelo,barter,benefits,costs,dodecagon,human capital,natural resources,physical capital,polygon,produce,production,resources,work ethic,money,decision making/cost-benefit analysis,productive resources,producers,human capital,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student Activity 1-1,66574]]></altversions>
			<url>1-56183-582-X_01.pdf</url>
		</lesson>
		<lesson type="print" id="20799" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 2 - How Can I Improve My Human Capital?]]></title>
			<desc><![CDATA[Students read about the experiences of Prince Henry the Navigator of Portugal 600 years ago. He organized a way to improve human capital, enabling him to accomplish his goals and enabling others to seek greater economic opportunities.<br><br><p><font color='#666666'>Concepts: </font><br>Human capital, Navigation, Physical capital, Specialist, Technology</p>]]></desc>
			<concepts><![CDATA[human capital,navigation,physical capital,specialist,technology,productive resources,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student Activity 2-1,66575|Student Activity 2-2,66576]]></altversions>
			<url>1-56183-582-X_02.pdf</url>
		</lesson>
		<lesson type="print" id="20800" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 3 - What Results When People Improve Their Human Capital?]]></title>
			<desc><![CDATA[Students read 1998 U.S. labor-market data, compare education and income levels, then graph and analyze the data.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurs, Human capital, Income, Natural resources, Physical capital, Producer</p>]]></desc>
			<concepts><![CDATA[entrepreneurs,human capital,income,natural resources,physical capital,producer,productive resources,money management/budgeting,producers,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student Activity 3-1,66577|Student Activity 3-2,66578|Student Activity 3-3,66579]]></altversions>
			<url>1-56183-582-X_03.pdf</url>
		</lesson>
		<lesson type="print" id="66618" publication="10" lang="en" display="FALSE">
			<title><![CDATA[Unit One Assessment]]></title>
			<desc><![CDATA[This document contains the assessment for Unit 1.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Teacher - Assessment]]></version>
			<altversions><![CDATA[Student - Unit 1 Assessment 1,66580|Student - Unit 1 Assessment 2,66581]]></altversions>
			<url>1-56183-582-X_04.pdf</url>
		</lesson>
		<lesson type="print" id="20801" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 4 - How Can I Make Decisions About My Future?]]></title>
			<desc><![CDATA[In the mid-1700s thousands of Europeans traveled to North America seeking adventure, freedom, and economic opportunity. The risk of deciding to travel across the Atlantic Ocean in a wooden ship was great, but the potential rewards were even greater.<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Benefit, Choice, Cost, Emigrate, Immigrate, Indenture, Primogeniture, Risk</p>]]></desc>
			<concepts><![CDATA[alternative,benefit,choice,cost,emigrate,immigrate,indenture,primogeniture,risk,opportunity cost,decision making/cost-benefit analysis,risk and return,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student Activity 4-1,66582|Student Activity 4-2,66583|Student Activity 4-3,66584|Student Activity 4-4,66585|Student Activity 3-5,66586|Student Activity 4-6,66587|Student Activity 4-7,66588]]></altversions>
			<url>1-56183-582-X_05.pdf</url>
		</lesson>
		<lesson type="print" id="20802" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 5 - How Can I Improve My Ability to Produce What People Want?]]></title>
			<desc><![CDATA[Students read about the life and career decisions of Philip Simmons, a blacksmith and artist from Charleston, South Carolina. They analyze the skills and knowledge Mr. Simmons used to make different products throughout his career.<br><br><p><font color='#666666'>Concepts: </font><br>Blacksmith, Consumer, Demand, Goods and services, Human capital, Incentives, Income, Producer, Productive resources, Wrought iron</p>]]></desc>
			<concepts><![CDATA[blacksmith,consumer,demand,goods and services,human capital,incentives,income,producer,productive resources,wrought iron,consumers,productive resources,money management/budgeting,producers,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student Activity 5-1,66589]]></altversions>
			<url>1-56183-582-X_06.pdf</url>
		</lesson>
		<lesson type="print" id="20803" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 6 - What Results When People Can Produce More?]]></title>
			<desc><![CDATA[Students become components of their circular flow model, representing the producer and consumer sectors, while making exchanges in resource and product markets. Productive resources, goods and services, consumer spending, and income move around the flow model. As more resources are added to the flow, more goods and services are produced, more income is earned, and consumers purchase more goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Circular flow model, Consumer, Consumer/household sector, Goods and services, Human capital, Income, Producer, Producer/business sector, Product market, Resource, Resource market, Revenue</p>]]></desc>
			<concepts><![CDATA[circular flow model,consumer,consumer/household sector,goods and services,human capital,income,producer,producer/business sector,product market,resource,resource market,revenue,trade,exchange and interdependence,consumers,productive resources,money management/budgeting,producers,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student Activity 6-1,66590|Student Activity 6-2,66591|Student Activity 6-3,66592|Student Activity 6-4,66593]]></altversions>
			<url>1-56183-582-X_07.pdf</url>
		</lesson>
		<lesson type="print" id="66619" publication="10" lang="en" display="FALSE">
			<title><![CDATA[Unit Two Assessment]]></title>
			<desc><![CDATA[This document contains the assessment for Unit 2.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Teacher - Assessment]]></version>
			<altversions><![CDATA[Student - Unit 2 Assessment,66594]]></altversions>
			<url>1-56183-582-X_08.pdf</url>
		</lesson>
		<lesson type="print" id="20804" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 7 - Can I Produce Something People Want?]]></title>
			<desc><![CDATA[Students use common objects to produce goods they think people will use to satisfy wants. They read a biography of inventor George Washington Carver, learning how Carver helped tenant farmers in the South improve the soil and how he invented many products that could be produced using peanuts.<br><br><p><font color='#666666'>Concepts: </font><br>Derived demand, Goobers, Goods and services, Human capital, Invention, Inventor, Natural resources, Physical capital, Productive resources, Sharecropper, Tenant farmer, Wants</p>]]></desc>
			<concepts><![CDATA[derived demand,goobers,goods and services,human capital,invention,inventor,natural resources,physical capital,productive resources,sharecropper,tenant farmer,wants,demand,productive resources,entrepreneurs,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student Activity 7-1,66595|Student Activity 7-2,66596|Student Activity 7-3,66597|Student Activity 7-4,66598]]></altversions>
			<url>1-56183-582-X_09.pdf</url>
		</lesson>
		<lesson type="print" id="20805" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 8 - Can I Use Physical Capital to Produce More Things People Want?]]></title>
			<desc><![CDATA[Groups of students form companies to produce five-pointed stars. Workers in the four companies use different combinations of physical capital in production. Students demonstrate ways in which using physical capital improves their ability to produce goods and services. Students learn how improvements in the quality of physical capital affect the quality of production and the good being produced.<br><br><p><font color='#666666'>Concepts: </font><br>Average cost, Consumer, Cost, Fixed cost, Physical capital, Price, Producer, Production, Profit, Variable cost</p>]]></desc>
			<concepts><![CDATA[average cost,consumer,cost,fixed cost,physical capital,price,producer,production,profit,variable cost,competition and market structures,consumers,decision making/cost-benefit analysis,productive resources,markets and prices,producers,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student Activity 8-1,66599]]></altversions>
			<url>1-56183-582-X_10.pdf</url>
		</lesson>
		<lesson type="print" id="20806" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 9 - What Results When People Use Improved Physical Capital Resources?]]></title>
			<desc><![CDATA[Students learn that using technologies increase production during a business simulation.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship, Human capital, Industrial Revolution, Invention, Physical capital, Production, Technology</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,human capital,industrial revolution,invention,physical capital,production,technology,productive resources,entrepreneurs,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student Activity 9-1,66600|Student Activity 9-2,66601|Student Activity 9-3,66602|Student Activity 9-4,66603|Student Activity 9-5,66604]]></altversions>
			<url>1-56183-582-X_11.pdf</url>
		</lesson>
		<lesson type="print" id="66620" publication="10" lang="en" display="FALSE">
			<title><![CDATA[Unit Three Assessment]]></title>
			<desc><![CDATA[This document contains the assessment for Unit 3.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Teacher - Assessment]]></version>
			<url>1-56183-582-X_12.pdf</url>
		</lesson>
		<lesson type="print" id="20807" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 10 - What Are the Advantages of Working with Others to Produce?]]></title>
			<desc><![CDATA[Students read historical fiction set in 1855 in the Oregon Territory. The story illustrates the results of people working interdependently. The students identify ways in which the characters in the story worked together.<br><br><p><font color='#666666'>Concepts: </font><br>Division of labor, Homestead, Human capital, Interdependence, Produce, Specialization</p>]]></desc>
			<concepts><![CDATA[division of labor,homestead,human capital,interdependence,produce,specialization,division of labor/specialization,productive resources,trade,exchange and interdependence,producers,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student Activity 10-1,66605]]></altversions>
			<url>1-56183-582-X_13.pdf</url>
		</lesson>
		<lesson type="print" id="20808" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 11 - Can I Learn to Work with Others to Produce?]]></title>
			<desc><![CDATA[In a large group, students attempt to accomplish a task that requires working interdependently with others. They identify the human capital they used to produce a service. Then they identify the human capital they used as the speed and complexity of production increase and become more difficult.<br><br><p><font color='#666666'>Concepts: </font><br>Human capital, Interdependence, Produce, Service</p>]]></desc>
			<concepts><![CDATA[human capital,interdependence,produce,service,productive resources,trade,exchange and interdependence,producers,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student Activity 11-1,66606]]></altversions>
			<url>1-56183-582-X_14.pdf</url>
		</lesson>
		<lesson type="print" id="20809" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 12 - What Results When People Work Together to Produce?]]></title>
			<desc><![CDATA[Students read about the settlers at Jamestown in 1607 and the signers of the Mayflower Compact, focusing on why they agreed to cooperate to survive when they settled in North America.<br><br><p><font color='#666666'>Concepts: </font><br>Compact, Incentive, Interdependence, Produce</p>]]></desc>
			<concepts><![CDATA[compact,incentive,interdependence,produce,incentives,trade,exchange and interdependence,producers,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student Activity 12-1,66607|Student Activity 12-2,66608|Student Activity 12-3,66609]]></altversions>
			<url>1-56183-582-X_15.pdf</url>
		</lesson>
		<lesson type="print" id="66621" publication="10" lang="en" display="FALSE">
			<title><![CDATA[Unit Four Assessment]]></title>
			<desc><![CDATA[This document contains the assessment for Unit 4.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Teacher - Assessment]]></version>
			<url>1-56183-582-X_16.pdf</url>
		</lesson>
		<lesson type="print" id="20810" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 13 - Why Should I Set Goals and Plan to Achieve My Goals?]]></title>
			<desc><![CDATA[Students create lists of their personal goals and prioritize the goals on their lists. They identify the goals that will require development of their human capital. They identify ways in which they will be interdependent with others as they achieve their goals.<br><br><p><font color='#666666'>Concepts: </font><br>Goal, Human capital, Interdependence, Priority</p>]]></desc>
			<concepts><![CDATA[goal,human capital,interdependence,priority,decision making/cost-benefit analysis,productive resources,trade,exchange and interdependence,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student Activity 13-1,66610]]></altversions>
			<url>1-56183-582-X_17.pdf</url>
		</lesson>
		<lesson type="print" id="20811" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 14 - How Can I Overcome Obstacles to Achieve My Goals?]]></title>
			<desc><![CDATA[Students play The Road to Success game. While playing the game, they identify obstacles and ways to overcome obstacles to achieve a goal. They identify the incentives they respond to when they make choices and the opportunity cost of their choices.<br><br><p><font color='#666666'>Concepts: </font><br>Character trait, Cost, Creativity, Curiosity, Goal, Incentives, Motivation, Obstacle, Persistence, Problem solving</p>]]></desc>
			<concepts><![CDATA[character trait,cost,creativity,curiosity,goal,incentives,motivation,obstacle,persistence,problem solving,decision making/cost-benefit analysis,human capital,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student Activity 14-1,66611|Student Activity 14-2,66612|Student Activity 14-3,66613]]></altversions>
			<url>1-56183-582-X_18.pdf</url>
		</lesson>
		<lesson type="print" id="20812" publication="10" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 15 - What Results When People Set Goals and Plan to Achieve Their Goals?]]></title>
			<desc><![CDATA[Students read biographies of leaders, inventors, entrepreneurs, or workers to identify the character traits of successful persons. They identify the personal characteristics and human capital the successful persons used to achieve their goals. They compare and contrast them to the personal characteristics and human capital they would like to develop in the future.<br><br><p><font color='#666666'>Concepts: </font><br>Creativity, Entrepreneur, Goal, Incentives, Motivation, Persistence, Problem solving</p>]]></desc>
			<concepts><![CDATA[creativity,entrepreneur,goal,incentives,motivation,persistence,problem solving,entrepreneurs,decision making/cost-benefit analysis,life skills,reading,language arts,children's literature,1-56183-582-x,choices &amp; changes: in life,school,&amp; work - grades 5-6 - teacher's resource manual,]]></concepts>
			<gradedisplay>5-6</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student Activity 15-1,66614|Student Activity 15-2,66615]]></altversions>
			<url>1-56183-582-X_19.pdf</url>
		</lesson>
		<lesson type="print" id="66622" publication="10" lang="en" display="FALSE">
			<title><![CDATA[Unit Five Assessment]]></title>
			<desc><![CDATA[This document contains the assessment for Unit 5.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Teacher - Assessment]]></version>
			<altversions><![CDATA[Student - Unit 5 Assessment,66616|Student - Unit 5 Home Connection,66617]]></altversions>
			<url>1-56183-582-X_20.pdf</url>
		</lesson>
		<lesson type="print" id="66666" publication="10" lang="en" display="FALSE">
			<title><![CDATA[Appendix 1-4]]></title>
			<desc><![CDATA[This document contains the glossary, information about using decision grids and information about the circular flow model.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<url>1-56183-582-X_back.pdf</url>
		</lesson>
		<lesson type="print" id="66667" publication="11" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-602-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="20815" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: The Nature of Demand]]></title>
			<desc><![CDATA[This lesson develops the economic tool of demand. Demand is determined by the value that people attach to a product (a good or a service). A demand curve is a graph with a negative slope that lies in the first quadrant. It illustrates the inverse relationship between the quantity of a product demanded and the price that people are willing and able to pay. A demand curve is most accurately derived from a demand schedule, which is a table of values relating prices to quantities demanded. To make this lesson appropriate for algebra I students, it will be restricted to the study of linear demand curves.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Law of demand, Quantity demanded</p>]]></desc>
			<concepts><![CDATA[demand,law of demand,quantity demanded,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="20816" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: The Nature of Supply]]></title>
			<desc><![CDATA[This lesson develops the economic tool of supply. Supply is determined by the willingness and ability of producers to sell a product (a good or a service) at different prices. A supply curve is a graph with a positive slope in the first quadrant. It illustrates the direct relationship between the price of a product and the amount of product available for sale at each price. A supply curve is most accurately derived from a supply schedule, which is a table of values relating prices and quantities supplied. To make this lesson appropriate for algebra I students, it will be restricted to the study of linear supply curves.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Law of supply, Quantity supplied</p>]]></desc>
			<concepts><![CDATA[supply,law of supply,quantity supplied,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="20817" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Equilibrium: Determining Prices and Quantities]]></title>
			<desc><![CDATA[Supply and demand affect the prices people pay and the quantities they exchange in a market economy. Equilibrium is said to occur at the point at which quantity supplied equals quantity demanded. This point is at the intersection of the supply and demand curves. The point can also be found by solving the equations of the demand and supply curves simultaneously.<br><br><p><font color='#666666'>Concepts: </font><br>Equilibrium price, Quantity demanded, Quantity supplied, Surplus</p>]]></desc>
			<concepts><![CDATA[equilibrium price,quantity demanded,quantity supplied,surplus,markets and prices,demand,supply,price ceilings and floors,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="20818" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Understanding the Mathematics of Changes in Supply and Demand]]></title>
			<desc><![CDATA[This lesson asks students to look at the factors that cause a change in supply and/or a change in demand. Many factors influence the amount of a product that people are willing and able to purchase at each and every price. Such factors as income, tastes and preferences, the prices of related goods, the number of buyers, and expected future prices influence the demand for a product. When we observe a change in any of these factors, we normally expect to experience a change in demand for the product. A change in demand causes a parallel shift (or translation) of the demand curve. This is distinct from a movement along the demand curve, which (as noted in Lesson 1) is called a change in quantity demanded. A change in quantity demanded can only be caused by a change in the price of the product.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Demand</p>]]></desc>
			<concepts><![CDATA[supply,demand,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="20819" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: The Gains From Trade]]></title>
			<desc><![CDATA[This lesson is an application of the supply and demand tools developed in lessons 1-4. In the earlier lessons, models of supply and demand were introduced to show students how (equilibrium) prices are determined in markets. This analysis was also used to help students explain factors that caused a variation in market prices because of shifts in supply and/or demand curves. In this lesson, students learn that voluntary exchange between buyers and sellers results in gains for both. These gains from trade can be interpreted graphically as areas between the supply and demand curves. These regions are triangular when the curves are linear, which means the gains from trade can be calculated by finding the areas of triangles.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Demand, Economic efficiency, Taxation</p>]]></desc>
			<concepts><![CDATA[supply,demand,economic efficiency,taxation,productivity,roles of government,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="20820" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: The Mathematics of Linear Economic Shapes: Slopes and Elasticities]]></title>
			<desc><![CDATA[As was noted in Lessons 1 - 4, a demand curve is used to describe the willingness and ability of buyers to purchase various quantities of goods and services at alternative prices. The visual representation of this relationship is a linear function in the first quadrant with a negative slope. This lesson explores a different way of representing the strength of the economic relationship between changes in price and quantity demanded along demand curves with different slopes.<br><br><p><font color='#666666'>Concepts: </font><br>Elasticity, Price elasticity of demand</p>]]></desc>
			<concepts><![CDATA[elasticity,price elasticity of demand,elasticity of demand,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="20821" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: The Mathematics of Nonlinear Economic Shapes: The Production Possibilities Curve]]></title>
			<desc><![CDATA[Because the resources (such as raw materials, minerals, energy, labor, equipment, machinery, etc.) that are used to produce goods and services are limited in their availability, we cannot have all that we want. When limited resources come into conflict with unlimited wants, scarcity is said to exist. Without scarcity, we could have all that we want, and we would not need to make difficult and costly choices. Because of scarcity, we must make choices, and choices are costly. In economics, cost (also referred to as opportunity cost) is defined as the highest valued alternative that must be forgone as a result of making a choice. For example, if one of your students is considering whether or not to join the school drum line, she must weigh the other alternatives that must be forfeited as a result of making this choice. These might include giving up a weekend job, having less time to do homework, or being unable to join the stage crew for the school play. The highest valued of these alternatives is the opportunity cost of joining the drum line. So, if the most valued alternative to joining the school drum line is having less time to do homework, then the student's opportunity cost of joining the drum line is giving up time to work on her studies.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Choice, Opportunity cost, Efficiency, Economic growth</p>]]></desc>
			<concepts><![CDATA[scarcity,choice,opportunity cost,efficiency,economic growth,decision making/cost-benefit analysis,opportunity cost,productivity,economic growth,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="20822" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: The Mathematics of Nonlinear Economic Shapes: The Cubic Cost Function]]></title>
			<desc><![CDATA[Careful control of total cost is essential for a firm if it wishes to maximize profits. While many firm managers prefer to concentrate on the more glamorous activity of marketing and selling the company's product, many companies have gone bankrupt because of a lack of attention paid to the cost side of the profit-loss statement. In a world or scarcity, it is necessary for firms to economize on their use of precious productive resources. For a given level of production, the reward for success in containing costs in the marketplace is a profit. The penalty for failing to recognize the importance of limiting costs is an economic loss that could lead to bankruptcy.<br><br><p><font color='#666666'>Concepts: </font><br>Total cost, Fixed costs, Variable costs, Marginal cost, Law of diminishing marginal returns</p>]]></desc>
			<concepts><![CDATA[total cost,fixed costs,variable costs,marginal cost,law of diminishing marginal returns,competition and market structures,decision making/cost-benefit analysis,supply,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="20823" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Profit Mathematics]]></title>
			<desc><![CDATA[Most businesses in a market economy try to maximize profits. Economic profits are the difference between total revenue (the value of total sales for the business) and total cost (how much it costs the business to produce its goods or services). When total revenue exceeds total cost, then firms have earned a profit. Break even is said to occur when total revenue and total cost are equal. An economic loss arises when total cost is greater than total revenue.<br><br><p><font color='#666666'>Concepts: </font><br>Total profit, Total revenue, Total cost, Profit, Price, Quantity, Marginal revenue, Marginal cost</p>]]></desc>
			<concepts><![CDATA[total profit,total revenue,total cost,profit,price,quantity,marginal revenue,marginal cost,competition and market structures,markets and prices,decision making/cost-benefit analysis,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="20824" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Powerball Economics]]></title>
			<desc><![CDATA[In games of chance, such as a lottery, economists refer to a fair game as one in which the expected return from the game equals the amount that one must pay to play the game. If a lottery costs one dollar to play and the expected return from the play is one dollar, then it is a fair game. Most games of chance, such as state lotteries and casino games, are not fair in the sense that the payouts to winners are less than that which is taken in by the organizers of the contest. Most people prefer less risk to more risk. This helps to explain our willingness to pay for car, home, health, and other forms of insurance. We are willing to pay to be protected against the possibility that a low probability event (such as a fire, accident, or catastrophic illness) will occur. In competitive markets, insurance policies are likely to be fair in the sense that premiums equal the expected payout for the insured event. Thus people are willing to pay to insure against uncertainty, but they also appear to be willing to pay small amounts for the possibility (at extremely low probabilities) of winning very large sums of money. This is the principle upon which many state lottery games are based. This lesson looks at the economics of one such game, Powerball.<br><br><p><font color='#666666'>Concepts: </font><br>Decision making</p>]]></desc>
			<concepts><![CDATA[decision making,decision making/cost-benefit analysis,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="20825" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: Cash or Annuity?]]></title>
			<desc><![CDATA[Jackpot winners of state lotteries may have the choice of receiving their winnings in the form of cash or an annuity. An annuity is a financial instrument that provides income at regular intervals over a specified time period. For example, New York's Lotto and California's SuperLotto offer an annuity with an annual payment for 26 years, and the multi-state Powerball lottery has a 25-year annuity option. Not many people will be lucky enough to win a lottery grand prize, but a great number of us will have a cash versus annuity option for receiving retirement distributions. These choices also exist for a number of other financial options, such as bonds and insurance accumulations. It is therefore important that students understand the economics of alternative payment options.<br><br><p><font color='#666666'>Concepts: </font><br>Compound interest</p>]]></desc>
			<concepts><![CDATA[compound interest,compound interest,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="20826" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Autonomics]]></title>
			<desc><![CDATA[This lesson develops the idea of opportunity cost by examining the costs of owning and operating an automobile. Opportunity cost is the value of the next best alternative when a choice is made.<br><br><p><font color='#666666'>Concepts: </font><br>Total cost, Variable costs, Fixed costs, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[total cost,variable costs,fixed costs,opportunity cost,competition and market structures,opportunity cost,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="20827" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: Tax Math]]></title>
			<desc><![CDATA[People pay a variety of taxes. Among the different types of taxes that we pay are the federal income tax and the payroll tax. How these taxes are applied has interesting economic implications. The income tax is a progressive tax. When a tax is progressive, the average rate of taxation is higher for higher-income earners than it is for lower-income earners. The payroll tax has two parts (Social Security and Medicare) and is primarily a proportional tax. For the most part, everyone pays the same tax rate on the payroll tax regardless of his/her level of income. However, since there is an earnings limit applied to one portion of the payroll tax, it is also a regressive tax over a range of earnings. That is, the average rate of taxation is higher for low-income earners than it is for high income earners.<br><br><p><font color='#666666'>Concepts: </font><br>Taxes</p>]]></desc>
			<concepts><![CDATA[taxes,roles of government,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="20828" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: The Mathematics of Savings]]></title>
			<desc><![CDATA[Because of interest compounding, establishing a commitment to personal savings early in one's professional career can yield large long-run benefits. This lesson looks at the mathematics that underlie the computations of the future value of savings. These computations are now commonly found at many on-line financial calculators. Students will see that relatively modest savings, when compounded over many years at rates of interest that appear to be historically achievable, can lead to the student being a multi-millionaire by the end of his or her working lifetime. The key is, of course, that students abstain from spending and commit to saving early on in their working life.<br><br><p><font color='#666666'>Concepts: </font><br>Compound interest</p>]]></desc>
			<concepts><![CDATA[compound interest,compound interest,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="20829" publication="11" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: The Mathematics of Credit Card Interest and Fixed Payments]]></title>
			<desc><![CDATA[It is common for a high school student to receive multiple invitations to enroll for a credit card. In fact, an increasing number of high school students even carry credit cards. One goal of this lesson is to try to uncover some of the mathematics that underlies the calculation of numbers that are found on a monthly credit card statement. While these calculations are done using technology, it will likely help students understand the cost of maintaining balances on a credit card if they are to work out the numbers on their own. The first part of this lesson looks at the computation of the average daily balance on a credit card as well as monthly finance charges. It illustrates how hard it is to pay down a credit card balance when finance charges are carried from month to month and the minimum monthly payment is made. It also illustrates how paying down a credit card balance becomes even more difficult when the card is used to obtain additional credit from one month to the next.<br><br><p><font color='#666666'>Concepts: </font><br>Interest</p>]]></desc>
			<concepts><![CDATA[interest,credit,compound interest,saving and investing,mathematics,algebra,geometry,calculus,1-56183-602-8,mathematics &amp; economics: connections for life - 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-602-8_15.pdf</url>
		</lesson>
		<lesson type="print" id="66669" publication="14" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<url>1-56183-580-3_front.pdf</url>
		</lesson>
		<lesson type="print" id="20914" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 1 - Scarcity]]></title>
			<desc><![CDATA[It is a paradox that people who learn to accept and deal with scarcity often achieve much more than those who don't accept it. The inability to deal with scarcity leads to problems with money, education, skill development, and many other areas. If children accept scarcity, they can then develop the skills necessary to minimize its impact on their lives. They will realize, for example, that credit provides only a postponement of the results of scarcity, not its elimination. Acceptance of scarcity may also prompt people to discover alternatives that can minimize its effects.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity</p>]]></desc>
			<concepts><![CDATA[scarcity,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student Activity 1-1,66499]]></altversions>
			<url>1-56183-580-3_01.pdf</url>
		</lesson>
		<lesson type="print" id="20915" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 2 - Alternatives]]></title>
			<desc><![CDATA[In working on Choices and Changes, students should learn that they can ordinarily respond to events in their lives by alternative means, and that it is up to them in these cases to find an alternative that will result in a beneficial outcome. In Lesson 2, students begin to develop the skill of discovering alternatives. The point to be grasped is that people who find alternatives are more active and powerful than those who merely "let things happen to them." The more alternatives that can be discovered in a given case, the greater the students' ability to deal with scarcity.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Goal, Obstacle</p>]]></desc>
			<concepts><![CDATA[alternatives,goal,obstacle,opportunity cost,decision making/cost-benefit analysis,human capital,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student Activity 2-1,66500|Student Activity 2-2,66501|Student Activity 2-3,66502|Student Activity 2-4,66503]]></altversions>
			<url>1-56183-580-3_02.pdf</url>
		</lesson>
		<lesson type="print" id="20916" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 3 - Alternatives Have Advantages and Disadvantages]]></title>
			<desc><![CDATA[In this lesson students will: Realize that alternatives have advantages and disadvantages; Accept responsibility for advantages and disadvantages of alternatives selected; And identify the advantages and disadvantages of alternatives before making choices.<br><br><p><font color='#666666'>Concepts: </font><br>Advantage, Consequence, Disadvantage</p>]]></desc>
			<concepts><![CDATA[advantage,consequence,disadvantage,decision making/cost-benefit analysis,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student Activity 3-1,66504|Student Activity 3-2,66505|Student Activity 3-3,66506|Student Activity 3-5,66507]]></altversions>
			<url>1-56183-580-3_03.pdf</url>
		</lesson>
		<lesson type="print" id="20917" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 4 - Choice]]></title>
			<desc><![CDATA[In this lesson, students should recognize that they have the power to choose and that they do make many choices. Many people feel powerless because they think they don't make choices.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Responsibility</p>]]></desc>
			<concepts><![CDATA[choice,responsibility,decision making/cost-benefit analysis,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student Activity 4-1,66508]]></altversions>
			<url>1-56183-580-3_04.pdf</url>
		</lesson>
		<lesson type="print" id="20918" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 5 - Opportunity Cost]]></title>
			<desc><![CDATA[In this lesson students will: Recognize the importance of identifying the opportunity cost of a potential choice; Use the concept of opportunity cost before making decisions; Avoid using the word "free."<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity cost</p>]]></desc>
			<concepts><![CDATA[opportunity cost,opportunity cost,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<url>1-56183-580-3_05.pdf</url>
		</lesson>
		<lesson type="print" id="20919" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 6 - Decision Making]]></title>
			<desc><![CDATA[Students will learn that making decisions without thinking them through and collecting sufficient information can learn to consequences they did not anticipate. They will learn to find out about others before they decide how to treat them. They will learn the importance of stopping to reconsider a decision in cases in which new information relevant to that decision comes to light.<br><br><p><font color='#666666'>Concepts: </font><br>Decision making, Goal, Re-evaluate</p>]]></desc>
			<concepts><![CDATA[decision making,goal,re-evaluate,decision making/cost-benefit analysis,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student Activity 6-1,66509|Student Activity 6-2,66510]]></altversions>
			<url>1-56183-580-3_06.pdf</url>
		</lesson>
		<lesson type="print" id="20920" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 7 - Goods and Services, Work and Workers]]></title>
			<desc><![CDATA[Both men and women do work and it is done in the home and outside the home. In this lesson, students begin to understand and value work in all of its forms.<br><br><p><font color='#666666'>Concepts: </font><br>Good, Service, Work, Worker</p>]]></desc>
			<concepts><![CDATA[good,service,work,worker,producers,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student Activity 7-1,66511|Student Activity 7-2,66512|Student Activity 7-3,66513|Student Activity 7-4,66514|Student Activity 7-5,66515|Student Activity 7-6,66516|Student Activity 7-7,66517]]></altversions>
			<url>1-56183-580-3_07.pdf</url>
		</lesson>
		<lesson type="print" id="20921" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 8 - The Work I Do]]></title>
			<desc><![CDATA[Too often, children don't understand why they are in school. They begin to think about this more as they grow older. In this lesson, children learn that their activities in school are work, and their work is as important as work done by adults.<br><br><p><font color='#666666'>Concepts: </font><br>Work, Worker</p>]]></desc>
			<concepts><![CDATA[work,worker,producers,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student Activity 8-1,66518|Student Activity 8-2,66519|Student Activity 8-3,66520]]></altversions>
			<url>1-56183-580-3_08.pdf</url>
		</lesson>
		<lesson type="print" id="20922" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 9 - I Am a Bundle of Human Capital]]></title>
			<desc><![CDATA[Students will recognize that they have many skills.<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Human capital, Knowledge, Skill</p>]]></desc>
			<concepts><![CDATA[alternative,human capital,knowledge,skill,opportunity cost,productive resources,human capital,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student Activity 9-1,66521|Student Activity 9-2,66522]]></altversions>
			<url>1-56183-580-3_09.pdf</url>
		</lesson>
		<lesson type="print" id="20923" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 10 - School Is an Investment in Human Capital]]></title>
			<desc><![CDATA[Students will recognize that development of human capital increases the quantity and quality of alternatives available to them now and in the future. They will also take responsibility for their education.<br><br><p><font color='#666666'>Concepts: </font><br>Human capital, Investment in human capital, Knowledge, Skills</p>]]></desc>
			<concepts><![CDATA[human capital,investment in human capital,knowledge,skills,productive resources,human capital,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student Activity 10-1,66523]]></altversions>
			<url>1-56183-580-3_10.pdf</url>
		</lesson>
		<lesson type="print" id="20924" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 11 - Workers Use Other Resources]]></title>
			<desc><![CDATA[Students will define resources as things that people can use to produce goods or services. They will identify human capital as a resource, identify examples of land, and identify examples of physical capital. Students will also recognize how capital resources help workers do their jobs faster, easier, and/or better.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Entrepreneurship, Human capital, Land resources, Physical capital, Resources</p>]]></desc>
			<concepts><![CDATA[entrepreneur,entrepreneurship,human capital,land resources,physical capital,resources,entrepreneurs,productive resources,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student Activity 11-1,66524]]></altversions>
			<url>1-56183-580-3_11.pdf</url>
		</lesson>
		<lesson type="print" id="20925" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 12 - Inputs, Plan, Outputs]]></title>
			<desc><![CDATA[Students will take pride in their ability to produce something.<br><br><p><font color='#666666'>Concepts: </font><br>Intermediate goods, Inputs, Output, Production, Production plan</p>]]></desc>
			<concepts><![CDATA[intermediate goods,inputs,output,production,production plan,demand,supply,competition and market structures,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student Activity 12-1,66525]]></altversions>
			<url>1-56183-580-3_12.pdf</url>
		</lesson>
		<lesson type="print" id="20926" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 13 - Learning to Produce]]></title>
			<desc><![CDATA[Students will increase their self-confidence by discovering their ability to learn skills.<br><br><p><font color='#666666'>Concepts: </font><br>Creativity, Improve</p>]]></desc>
			<concepts><![CDATA[creativity,improve,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student Activity 13-1,66526]]></altversions>
			<url>1-56183-580-3_13.pdf</url>
		</lesson>
		<lesson type="print" id="20927" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 14 - Practice]]></title>
			<desc><![CDATA[Students will become accustomed to practice as part of the learning process.<br><br><p><font color='#666666'>Concepts: </font><br>Practice</p>]]></desc>
			<concepts><![CDATA[practice,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student Activity 14-1,66527]]></altversions>
			<url>1-56183-580-3_14.pdf</url>
		</lesson>
		<lesson type="print" id="20928" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 15 - Teaching Others Builds Human Capital]]></title>
			<desc><![CDATA[Students will see the power that a teacher has to help others and connect teaching and learning.<br><br><p><font color='#666666'>Concepts: </font><br>Lesson plan</p>]]></desc>
			<concepts><![CDATA[lesson plan,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student Activity 15-1,66528|Student Activity 15-2,66529|Student Activity 15-3,66530]]></altversions>
			<url>1-56183-580-3_15.pdf</url>
		</lesson>
		<lesson type="print" id="20929" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 16 - Entrepreneurs and the Interdependence of Buyers and Sellers]]></title>
			<desc><![CDATA[People often think of themselves as consumers, but not as producers. In this lesson, students will meet business owners, managers, and entrepreneurs so that they can identify with them and perhaps aspire to start their own business someday. Students should recognize that business owners depend on consumers to help them earn a living. Students should come away from this lesson realizing that "We are all in this together."<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Choice, Consequence, Consumer, Entrepreneur, Human capital, Innovation, Interdependence, Invention, Interview, Opportunity cost, Physical capital, Production, Work</p>]]></desc>
			<concepts><![CDATA[alternative,choice,consequence,consumer,entrepreneur,human capital,innovation,interdependence,invention,interview,opportunity cost,physical capital,production,work,opportunity cost,decision making/cost-benefit analysis,consumers,entrepreneurs,productive resources,trade,exchange and interdependence,producers,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 16]]></version>
			<altversions><![CDATA[Student Activity 16-1,66531|Student Activity 16-2,66532|Student Activity 16-3,66533]]></altversions>
			<url>1-56183-580-3_16.pdf</url>
		</lesson>
		<lesson type="print" id="20930" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 17 - Markets and Exchange]]></title>
			<desc><![CDATA[Students will feel empowered when they make voluntary exchanges.<br><br><p><font color='#666666'>Concepts: </font><br>Market</p>]]></desc>
			<concepts><![CDATA[market,markets and prices,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 17]]></version>
			<altversions><![CDATA[Student Activity 17-1,66534]]></altversions>
			<url>1-56183-580-3_17.pdf</url>
		</lesson>
		<lesson type="print" id="20931" publication="14" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 18 - The Labor Market: My Human Capital Pays Off]]></title>
			<desc><![CDATA[Students will envision themselves as future workers, business owners or managers, professionals, or entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Labor market</p>]]></desc>
			<concepts><![CDATA[labor market,productive resources,human capital,life skills,reading,language arts,children's literature,1-56183-580-3,choices &amp; changes: in life,school,&amp; work - grades 2-4 - teacher's resource manual,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 18]]></version>
			<altversions><![CDATA[Student Activity 18-1,66535|Student Activity 18-2,66536|Student Activity 18-3,66537|Student Activity 18-4,66538]]></altversions>
			<url>1-56183-580-3_18.pdf</url>
		</lesson>
		<lesson type="print" id="66735" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<url>1-56183-583-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="66574" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 1-1 - Mind Map]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 1 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 1-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,20798]]></altversions>
			<url>1-56183-583-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="66575" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-1 - The Navigation School at Sagres]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 2 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 2-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20799|Student Activity 2-2,66576]]></altversions>
			<url>1-56183-583-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="66576" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-2 - I Am a Teacher at Sagres]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 2 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 2-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20799|Student Activity 2-1,66575]]></altversions>
			<url>1-56183-583-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="66577" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-1 - What Is It Worth? Data]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 3-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20800|Student Activity 3-2,66578|Student Activity 3-3,66579]]></altversions>
			<url>1-56183-583-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="66578" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-2 - What Is It Worth? Graph]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 3-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20800|Student Activity 3-1,66577|Student Activity 3-3,66579]]></altversions>
			<url>1-56183-583-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="66579" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-3 - What Is It Worth? Questions]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 3-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20800|Student Activity 3-1,66577|Student Activity 3-2,66578]]></altversions>
			<url>1-56183-583-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="66580" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Unit One Assessment 1 - Home and Community Education Survey]]></title>
			<desc><![CDATA[Assessment used in conjunction with unit one from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student - Unit 1 Assessment 1]]></version>
			<altversions><![CDATA[Teacher - Assessment,66618|Student - Unit 1 Assessment 2,66581]]></altversions>
			<url>1-56183-583-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="66581" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Unit One Assessment 2 - Home and Community Education Survey Comparison]]></title>
			<desc><![CDATA[Assessment used in conjunction with unit one from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student - Unit 1 Assessment 2]]></version>
			<altversions><![CDATA[Teacher - Assessment,66618|Student - Unit 1 Assessment 1,66580]]></altversions>
			<url>1-56183-583-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="66582" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-1 - Seth and Mary's Dilemma]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 4-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20801|Student Activity 4-2,66583|Student Activity 4-3,66584|Student Activity 4-4,66585|Student Activity 3-5,66586|Student Activity 4-6,66587|Student Activity 4-7,66588]]></altversions>
			<url>1-56183-583-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="66583" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-2 - Virginia Colony Land Advertisement]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 4-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20801|Student Activity 4-1,66582|Student Activity 4-3,66584|Student Activity 4-4,66585|Student Activity 3-5,66586|Student Activity 4-6,66587|Student Activity 4-7,66588]]></altversions>
			<url>1-56183-583-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="66584" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-3 - Benefits and Costs of Immigrating to the Colonies]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 4-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20801|Student Activity 4-1,66582|Student Activity 4-2,66583|Student Activity 4-4,66585|Student Activity 3-5,66586|Student Activity 4-6,66587|Student Activity 4-7,66588]]></altversions>
			<url>1-56183-583-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="66585" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-4 - The Proclamation of 1763]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 4-4]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20801|Student Activity 4-1,66582|Student Activity 4-2,66583|Student Activity 4-3,66584|Student Activity 3-5,66586|Student Activity 4-6,66587|Student Activity 4-7,66588]]></altversions>
			<url>1-56183-583-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="66586" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-5 - Steps for Decision Making]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 3-5]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20801|Student Activity 4-1,66582|Student Activity 4-2,66583|Student Activity 4-3,66584|Student Activity 4-4,66585|Student Activity 4-6,66587|Student Activity 4-7,66588]]></altversions>
			<url>1-56183-583-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="66587" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-6 - Seth and Mary's Decision]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 4-6]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20801|Student Activity 4-1,66582|Student Activity 4-2,66583|Student Activity 4-3,66584|Student Activity 4-4,66585|Student Activity 3-5,66586|Student Activity 4-7,66588]]></altversions>
			<url>1-56183-583-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="66588" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-7 - My Future Decision]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 4-7]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20801|Student Activity 4-1,66582|Student Activity 4-2,66583|Student Activity 4-3,66584|Student Activity 4-4,66585|Student Activity 3-5,66586|Student Activity 4-6,66587]]></altversions>
			<url>1-56183-583-8_15.pdf</url>
		</lesson>
		<lesson type="print" id="66589" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 5-1 - Human Capital for Production]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 5 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 5-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,20802]]></altversions>
			<url>1-56183-583-8_16.pdf</url>
		</lesson>
		<lesson type="print" id="66590" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-1 - The Circular Flow Model]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 6 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 6-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20803|Student Activity 6-2,66591|Student Activity 6-3,66592|Student Activity 6-4,66593]]></altversions>
			<url>1-56183-583-8_17.pdf</url>
		</lesson>
		<lesson type="print" id="66591" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-2 - Consumer Tally Sheet]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 6 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 6-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20803|Student Activity 6-1,66590|Student Activity 6-3,66592|Student Activity 6-4,66593]]></altversions>
			<url>1-56183-583-8_18.pdf</url>
		</lesson>
		<lesson type="print" id="66592" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-3 - Understanding the Circular Flow Model]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 6 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 6-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20803|Student Activity 6-1,66590|Student Activity 6-2,66591|Student Activity 6-4,66593]]></altversions>
			<url>1-56183-583-8_19.pdf</url>
		</lesson>
		<lesson type="print" id="66593" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-4 - Circular Flow Riddle]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 6 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 6-4]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20803|Student Activity 6-1,66590|Student Activity 6-2,66591|Student Activity 6-3,66592]]></altversions>
			<url>1-56183-583-8_20.pdf</url>
		</lesson>
		<lesson type="print" id="66594" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Unit Two Assessment - Decision-Making Organizer]]></title>
			<desc><![CDATA[Assessment used in conjunction with unit two from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student - Unit 2 Assessment]]></version>
			<altversions><![CDATA[Teacher - Assessment,66619]]></altversions>
			<url>1-56183-583-8_21.pdf</url>
		</lesson>
		<lesson type="print" id="66595" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-1 - I Can Produce Something People Want]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 7-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20804|Student Activity 7-2,66596|Student Activity 7-3,66597|Student Activity 7-4,66598]]></altversions>
			<url>1-56183-583-8_22.pdf</url>
		</lesson>
		<lesson type="print" id="66596" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-2 - Story Map]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 7-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20804|Student Activity 7-1,66595|Student Activity 7-3,66597|Student Activity 7-4,66598]]></altversions>
			<url>1-56183-583-8_23.pdf</url>
		</lesson>
		<lesson type="print" id="66597" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-3 - Consumer Wants Derive Demand for Resources]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 7-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20804|Student Activity 7-1,66595|Student Activity 7-2,66596|Student Activity 7-4,66598]]></altversions>
			<url>1-56183-583-8_24.pdf</url>
		</lesson>
		<lesson type="print" id="66598" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-4 - Peanut Products Created by George Washington Carver]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 7-4]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20804|Student Activity 7-1,66595|Student Activity 7-2,66596|Student Activity 7-3,66597]]></altversions>
			<url>1-56183-583-8_25.pdf</url>
		</lesson>
		<lesson type="print" id="66599" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 8-1 - Star Company Production Report]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 8 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 8-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,20805]]></altversions>
			<url>1-56183-583-8_26.pdf</url>
		</lesson>
		<lesson type="print" id="66600" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-1 - New Technologies Change How People Work]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 9-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20806|Student Activity 9-2,66601|Student Activity 9-3,66602|Student Activity 9-4,66603|Student Activity 9-5,66604]]></altversions>
			<url>1-56183-583-8_27.pdf</url>
		</lesson>
		<lesson type="print" id="66601" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-2 - Industrial Revolution Timeline]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 9-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20806|Student Activity 9-1,66600|Student Activity 9-3,66602|Student Activity 9-4,66603|Student Activity 9-5,66604]]></altversions>
			<url>1-56183-583-8_28.pdf</url>
		</lesson>
		<lesson type="print" id="66602" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-3 - The Industrial Revolution]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 9-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20806|Student Activity 9-1,66600|Student Activity 9-2,66601|Student Activity 9-4,66603|Student Activity 9-5,66604]]></altversions>
			<url>1-56183-583-8_29.pdf</url>
		</lesson>
		<lesson type="print" id="66603" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-4 - The Mill Girls]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 9-4]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20806|Student Activity 9-1,66600|Student Activity 9-2,66601|Student Activity 9-3,66602|Student Activity 9-5,66604]]></altversions>
			<url>1-56183-583-8_30.pdf</url>
		</lesson>
		<lesson type="print" id="66604" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-5 - What Will You Do?]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 9-5]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20806|Student Activity 9-1,66600|Student Activity 9-2,66601|Student Activity 9-3,66602|Student Activity 9-4,66603]]></altversions>
			<url>1-56183-583-8_31.pdf</url>
		</lesson>
		<lesson type="print" id="66605" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 10-1 - Interdependence at Work]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 10 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 10-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,20807]]></altversions>
			<url>1-56183-583-8_32.pdf</url>
		</lesson>
		<lesson type="print" id="66606" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 11-1 - My Future Career]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 11 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 11-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,20808]]></altversions>
			<url>1-56183-583-8_33.pdf</url>
		</lesson>
		<lesson type="print" id="66607" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 12-1 - Survival Means Working Together]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 12 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 12-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20809|Student Activity 12-2,66608|Student Activity 12-3,66609]]></altversions>
			<url>1-56183-583-8_34.pdf</url>
		</lesson>
		<lesson type="print" id="66608" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 12-2 - The Mayflower Compact]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 12 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 12-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20809|Student Activity 12-1,66607|Student Activity 12-3,66609]]></altversions>
			<url>1-56183-583-8_35.pdf</url>
		</lesson>
		<lesson type="print" id="66609" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 12-3 - Working Together]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 12 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 12-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20809|Student Activity 12-1,66607|Student Activity 12-2,66608]]></altversions>
			<url>1-56183-583-8_36.pdf</url>
		</lesson>
		<lesson type="print" id="66610" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 13-1 - My Goals]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 13 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 13-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,20810]]></altversions>
			<url>1-56183-583-8_37.pdf</url>
		</lesson>
		<lesson type="print" id="66611" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 14-1 - The Road to Success-Scorecard]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 14 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 14-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20811|Student Activity 14-2,66612|Student Activity 14-3,66613]]></altversions>
			<url>1-56183-583-8_38.pdf</url>
		</lesson>
		<lesson type="print" id="66612" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 14-2 - A Web of Traits]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 14 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 14-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20811|Student Activity 14-1,66611|Student Activity 14-3,66613]]></altversions>
			<url>1-56183-583-8_39.pdf</url>
		</lesson>
		<lesson type="print" id="66613" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 14-3 - Reaching My Future Goal]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 14 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 14-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20811|Student Activity 14-1,66611|Student Activity 14-2,66612]]></altversions>
			<url>1-56183-583-8_40.pdf</url>
		</lesson>
		<lesson type="print" id="66614" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 15-1 - Trait for Success]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 15 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 15-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20812|Student Activity 15-2,66615]]></altversions>
			<url>1-56183-583-8_41.pdf</url>
		</lesson>
		<lesson type="print" id="66615" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 15-2 - A Successful Person]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 15 from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student Activity 15-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20812|Student Activity 15-1,66614]]></altversions>
			<url>1-56183-583-8_42.pdf</url>
		</lesson>
		<lesson type="print" id="66616" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Unit Five Assessment - Deborah Sampson: A Success Story]]></title>
			<desc><![CDATA[Assessment used in conjunction with unit five from Choices &amp; Changes: In Life, School, and Work - Grades 5-6 - Teacher's Resource Manual]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student - Unit 5 Assessment]]></version>
			<altversions><![CDATA[Teacher - Assessment,66622|Student - Unit 5 Home Connection,66617]]></altversions>
			<url>1-56183-583-8_43.pdf</url>
		</lesson>
		<lesson type="print" id="66617" publication="27" lang="en" display="FALSE">
			<title><![CDATA[Unit Five Home and Community Connection]]></title>
			<desc><![CDATA[This document contains an activity on how to overcome obstacles and achieve a family goal.]]></desc>
			<gradedisplay>5-6</gradedisplay>
			<version><![CDATA[Student - Unit 5 Home Connection]]></version>
			<altversions><![CDATA[Teacher - Assessment,66622|Student - Unit 5 Assessment,66616]]></altversions>
			<url>1-56183-583-8_44.pdf</url>
		</lesson>
		<lesson type="print" id="66737" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<url>1-56183-581-1_front.pdf</url>
		</lesson>
		<lesson type="print" id="66499" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 1-1 - Some Examples of Scarcity, People Can't Have Everything They Want]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 1 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 1-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,20914]]></altversions>
			<url>1-56183-581-1_01.pdf</url>
		</lesson>
		<lesson type="print" id="66500" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-1 - Frank's Alternatives]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 2 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 2-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20915|Student Activity 2-2,66501|Student Activity 2-3,66502|Student Activity 2-4,66503]]></altversions>
			<url>1-56183-581-1_02.pdf</url>
		</lesson>
		<lesson type="print" id="66501" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-2 - Service Learning Alternative]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 2 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 2-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20915|Student Activity 2-1,66500|Student Activity 2-3,66502|Student Activity 2-4,66503]]></altversions>
			<url>1-56183-581-1_03.pdf</url>
		</lesson>
		<lesson type="print" id="66502" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-3 - An Alternative Tree for the Service-Learning Project]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 2 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 2-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20915|Student Activity 2-1,66500|Student Activity 2-2,66501|Student Activity 2-4,66503]]></altversions>
			<url>1-56183-581-1_04.pdf</url>
		</lesson>
		<lesson type="print" id="66503" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 2-4 - Alternatives I would Select]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 2 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 2-4]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20915|Student Activity 2-1,66500|Student Activity 2-2,66501|Student Activity 2-3,66502]]></altversions>
			<url>1-56183-581-1_05.pdf</url>
		</lesson>
		<lesson type="print" id="66504" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-1 - Decision-Making Apron]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 3-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20916|Student Activity 3-2,66505|Student Activity 3-3,66506|Student Activity 3-5,66507]]></altversions>
			<url>1-56183-581-1_06.pdf</url>
		</lesson>
		<lesson type="print" id="66505" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-2 - Obstacles and Alternatives]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 3-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20916|Student Activity 3-1,66504|Student Activity 3-3,66506|Student Activity 3-5,66507]]></altversions>
			<url>1-56183-581-1_07.pdf</url>
		</lesson>
		<lesson type="print" id="66506" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-3 - Alternatives, Advantages, and Disadvantages]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 3-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20916|Student Activity 3-1,66504|Student Activity 3-2,66505|Student Activity 3-5,66507]]></altversions>
			<url>1-56183-581-1_08.pdf</url>
		</lesson>
		<lesson type="print" id="66507" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 3-5 - Our Service-Learning Project]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 3 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 3-5]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20916|Student Activity 3-1,66504|Student Activity 3-2,66505|Student Activity 3-3,66506]]></altversions>
			<url>1-56183-581-1_09.pdf</url>
		</lesson>
		<lesson type="print" id="66508" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 4-1 - My Alternatives]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 4 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 4-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20917]]></altversions>
			<url>1-56183-581-1_10.pdf</url>
		</lesson>
		<lesson type="print" id="66509" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-1 - A Decision]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 6 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 6-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20919|Student Activity 6-2,66510]]></altversions>
			<url>1-56183-581-1_11.pdf</url>
		</lesson>
		<lesson type="print" id="66510" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 6-2 - Our Service-Learning Decision]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 6 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 6-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,20919|Student Activity 6-1,66509]]></altversions>
			<url>1-56183-581-1_12.pdf</url>
		</lesson>
		<lesson type="print" id="66511" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-1 - Goods and Services]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 7-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20920|Student Activity 7-2,66512|Student Activity 7-3,66513|Student Activity 7-4,66514|Student Activity 7-5,66515|Student Activity 7-6,66516|Student Activity 7-7,66517]]></altversions>
			<url>1-56183-581-1_13.pdf</url>
		</lesson>
		<lesson type="print" id="66512" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-2 - Workers, Workers, Workers]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 7-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20920|Student Activity 7-1,66511|Student Activity 7-3,66513|Student Activity 7-4,66514|Student Activity 7-5,66515|Student Activity 7-6,66516|Student Activity 7-7,66517]]></altversions>
			<url>1-56183-581-1_14.pdf</url>
		</lesson>
		<lesson type="print" id="66513" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-3 - Workers, Workers, Workers]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 7-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20920|Student Activity 7-1,66511|Student Activity 7-2,66512|Student Activity 7-4,66514|Student Activity 7-5,66515|Student Activity 7-6,66516|Student Activity 7-7,66517]]></altversions>
			<url>1-56183-581-1_15.pdf</url>
		</lesson>
		<lesson type="print" id="66514" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-4 - Alvin's Homework]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 7-4]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20920|Student Activity 7-1,66511|Student Activity 7-2,66512|Student Activity 7-3,66513|Student Activity 7-5,66515|Student Activity 7-6,66516|Student Activity 7-7,66517]]></altversions>
			<url>1-56183-581-1_16.pdf</url>
		</lesson>
		<lesson type="print" id="66515" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-5 - Alvin's Homework]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 7-5]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20920|Student Activity 7-1,66511|Student Activity 7-2,66512|Student Activity 7-3,66513|Student Activity 7-4,66514|Student Activity 7-6,66516|Student Activity 7-7,66517]]></altversions>
			<url>1-56183-581-1_17.pdf</url>
		</lesson>
		<lesson type="print" id="66516" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-6 - Alvin's Homework]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 7-6]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20920|Student Activity 7-1,66511|Student Activity 7-2,66512|Student Activity 7-3,66513|Student Activity 7-4,66514|Student Activity 7-5,66515|Student Activity 7-7,66517]]></altversions>
			<url>1-56183-581-1_18.pdf</url>
		</lesson>
		<lesson type="print" id="66517" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 7-7 - Alvin's Homework]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 7 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 7-7]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,20920|Student Activity 7-1,66511|Student Activity 7-2,66512|Student Activity 7-3,66513|Student Activity 7-4,66514|Student Activity 7-5,66515|Student Activity 7-6,66516]]></altversions>
			<url>1-56183-581-1_19.pdf</url>
		</lesson>
		<lesson type="print" id="66518" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 8-1 - Work]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 8 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 8-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,20921|Student Activity 8-2,66519|Student Activity 8-3,66520]]></altversions>
			<url>1-56183-581-1_20.pdf</url>
		</lesson>
		<lesson type="print" id="66519" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 8-2 - The Work I Do]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 8 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 8-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,20921|Student Activity 8-1,66518|Student Activity 8-3,66520]]></altversions>
			<url>1-56183-581-1_21.pdf</url>
		</lesson>
		<lesson type="print" id="66520" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 8-3 - The Work I Did Today]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 8 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 8-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,20921|Student Activity 8-1,66518|Student Activity 8-2,66519]]></altversions>
			<url>1-56183-581-1_22.pdf</url>
		</lesson>
		<lesson type="print" id="66521" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-1 - My Human Capital Inventory: Things I Know and Things I Can Do]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 9-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20922|Student Activity 9-2,66522]]></altversions>
			<url>1-56183-581-1_23.pdf</url>
		</lesson>
		<lesson type="print" id="66522" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 9-2 - Human Capital Inventory]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 9 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 9-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,20922|Student Activity 9-1,66521]]></altversions>
			<url>1-56183-581-1_24.pdf</url>
		</lesson>
		<lesson type="print" id="66523" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 10-1 - A Capital Resource]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 10 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 10-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,20923]]></altversions>
			<url>1-56183-581-1_25.pdf</url>
		</lesson>
		<lesson type="print" id="66524" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 11-1 - Resources I Have Discovered]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 11 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 11-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,20924]]></altversions>
			<url>1-56183-581-1_26.pdf</url>
		</lesson>
		<lesson type="print" id="66525" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 12-1 - Inputs, Plan, Output]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 12 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 12-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20925]]></altversions>
			<url>1-56183-581-1_27.pdf</url>
		</lesson>
		<lesson type="print" id="66526" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 13-1 - Using My Human Capital to Make a Good]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 13 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 13-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,20926]]></altversions>
			<url>1-56183-581-1_28.pdf</url>
		</lesson>
		<lesson type="print" id="66527" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 14-1 - Practice Improves My Human Capital]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 14 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 14-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20927]]></altversions>
			<url>1-56183-581-1_29.pdf</url>
		</lesson>
		<lesson type="print" id="66528" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 15-1 - Teaching Others Builds Human Capital]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 15 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 15-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20928|Student Activity 15-2,66529|Student Activity 15-3,66530]]></altversions>
			<url>1-56183-581-1_30.pdf</url>
		</lesson>
		<lesson type="print" id="66529" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 15-2 - Teaching Others Builds Human Capital]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 15 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 15-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20928|Student Activity 15-1,66528|Student Activity 15-3,66530]]></altversions>
			<url>1-56183-581-1_31.pdf</url>
		</lesson>
		<lesson type="print" id="66530" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 15-3 - My Teaching Experience]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 15 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 15-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20928|Student Activity 15-1,66528|Student Activity 15-2,66529]]></altversions>
			<url>1-56183-581-1_32.pdf</url>
		</lesson>
		<lesson type="print" id="66531" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 16-1 - Some Questions I Can Ask]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 16 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 16-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,20929|Student Activity 16-2,66532|Student Activity 16-3,66533]]></altversions>
			<url>1-56183-581-1_33.pdf</url>
		</lesson>
		<lesson type="print" id="66532" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 16-2 - Planning and Conducting My Interview]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 16 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 16-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,20929|Student Activity 16-1,66531|Student Activity 16-3,66533]]></altversions>
			<url>1-56183-581-1_34.pdf</url>
		</lesson>
		<lesson type="print" id="66533" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 16-3 - Remembering My Interview]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 16 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 16-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,20929|Student Activity 16-1,66531|Student Activity 16-2,66532]]></altversions>
			<url>1-56183-581-1_35.pdf</url>
		</lesson>
		<lesson type="print" id="66534" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 17-1 - Goods and Services That I Have Seen Exchanged]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 17 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 17-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 17,20930]]></altversions>
			<url>1-56183-581-1_36.pdf</url>
		</lesson>
		<lesson type="print" id="66535" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 18-1 - Careers and Skills]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 18 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 18-1]]></version>
			<altversions><![CDATA[Teacher - Lesson 18,20931|Student Activity 18-2,66536|Student Activity 18-3,66537|Student Activity 18-4,66538]]></altversions>
			<url>1-56183-581-1_37.pdf</url>
		</lesson>
		<lesson type="print" id="66536" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 18-2 - The Decision-Making Apron]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 18 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 18-2]]></version>
			<altversions><![CDATA[Teacher - Lesson 18,20931|Student Activity 18-1,66535|Student Activity 18-3,66537|Student Activity 18-4,66538]]></altversions>
			<url>1-56183-581-1_38.pdf</url>
		</lesson>
		<lesson type="print" id="66537" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 18-3 - Me As a Worker/Entrepreneur]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 18 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 18-3]]></version>
			<altversions><![CDATA[Teacher - Lesson 18,20931|Student Activity 18-1,66535|Student Activity 18-2,66536|Student Activity 18-4,66538]]></altversions>
			<url>1-56183-581-1_39.pdf</url>
		</lesson>
		<lesson type="print" id="66538" publication="28" lang="en" display="FALSE">
			<title><![CDATA[Student Activity 18-4 - Skills and Knowledge I Will Use in My Career]]></title>
			<desc><![CDATA[Student Activity used in conjunction with lesson 18 from Choices &amp; Changes: In Life, School, and Work - Grades 2-4 - Teacher's Resource Manual]]></desc>
			<gradedisplay>K-5</gradedisplay>
			<version><![CDATA[Student Activity 18-4]]></version>
			<altversions><![CDATA[Teacher - Lesson 18,20931|Student Activity 18-1,66535|Student Activity 18-2,66536|Student Activity 18-3,66537]]></altversions>
			<url>1-56183-581-1_40.pdf</url>
		</lesson>
		<lesson type="print" id="66671" publication="74" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-497-1_front.pdf</url>
		</lesson>
		<lesson type="print" id="63111" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Broad Social Goals of Economic Systems]]></title>
			<desc><![CDATA[Students create their own utopian society by rating five broad social goals. They learn about characteristics of command economies and market economies and make judgments about the goals that are most valued in each type of system. Finally, using data measure various kinds of national economic performance, they evaluate the economic systems of different countries using the five social goals.<br><br><p><font color='#666666'>Concepts: </font><br>Broad Social Goals (Efficiency Equity Freedom Growth Stability), Command Economy, Market Economy</p>]]></desc>
			<concepts><![CDATA[broad social goals (efficiency equity freedom growth stability),command economy,market economy,economic systems,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_01.pdf</url>
		</lesson>
		<lesson type="print" id="63112" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Who Decides?]]></title>
			<desc><![CDATA[Working in groups students determine how command and market economies use different procedures to make resource allocation decisions. With this information, students explore how both types of economies might respond to various events that are presented as newspaper headlines.<br><br><p><font color='#666666'>Concepts: </font><br>Resource Allocation, Market Economy, Command Economy</p>]]></desc>
			<concepts><![CDATA[resource allocation,market economy,command economy,competition and market structures,economic systems,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_02.pdf</url>
		</lesson>
		<lesson type="print" id="63113" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Property Rights, the Tragedy of the Commons, and the Coase Theorem]]></title>
			<desc><![CDATA[Students participate in simulations of a collective farm and an equal-shares society. Then they use simple numerical examples to demonstrate the relationship between collective ownership and the tragedy of the commons. Finally, they analyze a case of financial damages to see that when property rights are low, efficient outcomes will be achieved, regardless of who is assigned property rights or the legal liability for damages to someone else's property.<br><br><p><font color='#666666'>Concepts: </font><br>Property Rights, Tragedy of the Commons, Coase Theorem</p>]]></desc>
			<concepts><![CDATA[property rights,tragedy of the commons,coase theorem,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_03.pdf</url>
		</lesson>
		<lesson type="print" id="63114" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Sparta, Athens, Cuba and the United States: Ancient and Modern Examples of Command and Market Economies]]></title>
			<desc><![CDATA[Students compare the economies of ancient Sparta and Athens using primary sources of speeches and other historical accounts. Students then compare the current economic systems of the United States and Cuba, using passages from their respective national constitutions.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Institutions, Market Economy, Command Economy, Economic Freedom, Property Rights</p>]]></desc>
			<concepts><![CDATA[economic institutions,market economy,command economy,economic freedom,property rights,economic institutions,economic systems,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_04.pdf</url>
		</lesson>
		<lesson type="print" id="63115" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Anything Planners Do, Markets Do]]></title>
			<desc><![CDATA[Students assume roles as decision-makers and allocate resources in the framework of both a command and market economy. In the first round, students role-play members of GrossComm, a central planning committee responsible for determining what (how many) goods will be produced and how resources will be combined to produce them. In the second round, students role-play resource owners and producers of goods in a market economy, making decisions about what (how many) to produce and identifying the least-cost method of production.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Market Economy, Command Economy, Resource Allocation, Technology</p>]]></desc>
			<concepts><![CDATA[scarcity,market economy,command economy,resource allocation,technology,economic systems,competition and market structures,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_05.pdf</url>
		</lesson>
		<lesson type="print" id="63116" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: What (and How Much) Should Government Do?]]></title>
			<desc><![CDATA[Students receive cards that describe either a personal goal or a broad social goal that, to some degree, involves a role for government. They trade cards in an attempt to obtain one for which they agree with the government program or level of government involvement. Through discussion, the cards are used to identify the functions of government and to analyze the costs and benefits of government programs in command and market economies.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Command Economy, Market Economy, Market Economy</p>]]></desc>
			<concepts><![CDATA[role of government,command economy,market economy,roles of government,economic systems,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_06.pdf</url>
		</lesson>
		<lesson type="print" id="63117" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Shady Creatures and the Problem of Special Interest Groups]]></title>
			<desc><![CDATA[A trading simulation is first used to demonstrate the benefits of free trade. In a later round trade is restricted, which helps a small group of people but hurts many more. Students use basic arithmetic to see why it would be in the economic interest of the small number of people to support the trade restrictions, but not in the interests of most other people to spend much time, effort, or money to actively oppose the trade barriers. Other examples of special interest issues in different types of economies are then discussed.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits of Trade, Restrictions on Trade (Tariffs Non-tariff barriers Import Quotas Voluntary Export Restrictions), Public Choice Theory, Special Interest Groups</p>]]></desc>
			<concepts><![CDATA[benefits of trade,restrictions on trade (tariffs non-tariff barriers import quotas voluntary export restrictions),public choice theory,special interest groups,benefits of trade/comparative advantage,barriers to trade,government failures/public-choice analysis,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_07.pdf</url>
		</lesson>
		<lesson type="print" id="63118" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Central Banking With or Without Central Planning]]></title>
			<desc><![CDATA[Students participate in an auction to see how large increases in the money supply can cause inflation. Then they examine data on the relationship between inflation and growth rates in the money supply in different countries. That leads to a discussion of central banks and monetary policy. Finally, students plot a scatter diagram to investigate the relationship between the political independence of central banks in different nations and historical data on inflation in those nations.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Monetary Policy, Central Bank</p>]]></desc>
			<concepts><![CDATA[inflation,monetary policy,central bank,monetary policy and the federal reserve,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_08.pdf</url>
		</lesson>
		<lesson type="print" id="63119" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: The Mysteries of Unemployment: How Can You Hide Something So Macro?]]></title>
			<desc><![CDATA[Students learn how economists measure the labor force, unemployment and labor productivity and see how international differences in national employment goals and procedures for measuring unemployment can make it difficult to compare the performance of different economic systems. Students then participate in a classroom simulation to experience some of the causes and effects of underemployment.<br><br><p><font color='#666666'>Concepts: </font><br>Labor Force, Labor Productivity, Unemployment, Underemployment</p>]]></desc>
			<concepts><![CDATA[labor force,labor productivity,unemployment,underemployment,employment and unemployment,division of labor/specialization,productivity,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_09.pdf</url>
		</lesson>
		<lesson type="print" id="63120" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Why Are Some Nations Wealthy?]]></title>
			<desc><![CDATA[Students work in pairs to examine data from several nations regarding size, natural resources, and population. Using these data they make predictions about which nations are likely to be below, at, or above the world average of per capita Gross Domestic Product (GDP). GDP is the basic economic measure of national income, so per capita GDP is a key measure of a nation's per person income. Students check their predictions against actual per capita GDP data. They then review and discuss economists' findings about the factors that contribute most to long-term economic growth.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Productivity, Property Rights, Saving and Investment, Physical Capital and Human Capital, Natural Resources, Trade</p>]]></desc>
			<concepts><![CDATA[economic growth,productivity,property rights,saving and investment,physical capital and human capital,natural resources,trade,saving and investing,productive resources,exchange and interdependence,international,1-56183-497-1,focus: economic systems,georgia]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_10.pdf</url>
		</lesson>
		<lesson type="print" id="63121" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: No Sacrifice Is Too Great for Someone Else to Make]]></title>
			<desc><![CDATA[In this lesson, students are engaged in a production simulation that demonstrates different production decisions about the use of resources under different types of economic systems. Students analyze the results of the simulation to discover that the failure to make producers or consumers pay all of the costs of using the environment leads to pollution in all types of economic systems. That establishes an economic role for government, to reduce pollution up to the point where the additional benefits from pollution reduction are no greater than the additional costs of continuing to clean up the environment.<br><br><p><font color='#666666'>Concepts: </font><br>Incentive, Externality</p>]]></desc>
			<concepts><![CDATA[incentive,externality,incentives,market failures,roles of government,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_11.pdf</url>
		</lesson>
		<lesson type="print" id="63122" publication="74" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Income Distribution and Redistribution Policies]]></title>
			<desc><![CDATA[Students learn how Lorenz curves and Gini coefficients are used to show the degree of income inequality in a national economy. These measures are then used to discuss such questions as: How much income equality is desirable? Do government policies that redistribute income affect incentives and economic efficiency? How much income redistribution occurs when an economy changes from a command system to a market system?<br><br><p><font color='#666666'>Concepts: </font><br>Lorenc Curve, Income Distribution, Gini Coefficient, Government Redistribution Policies</p>]]></desc>
			<concepts><![CDATA[lorenc curve,income distribution,gini coefficient,government redistribution policies,roles of government,international,1-56183-497-1,focus: economic systems,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-497-1_12.pdf</url>
		</lesson>
		<lesson type="print" id="66673" publication="37" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-132-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="61968" publication="37" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - A Rooster and a Bean Seed]]></title>
			<desc><![CDATA[In this lesson, students hear a folk tale and participate in a simulation that helps them recognize problems with barter and benefits of monetary exchange.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Exchange, Money</p>]]></desc>
			<concepts><![CDATA[barter,exchange,money,trade,exchange and interdependence,economics,1-56183-132-8,roosters to robots: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-132-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="61969" publication="37" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Folding Our Way to Productivity]]></title>
			<desc><![CDATA[Students role-play workers producing origami cups. They participate in two production rounds, one without training and one with training. Students<br><br><p><font color='#666666'>Concepts: </font><br>Productive resources, Income, Productivity</p>]]></desc>
			<concepts><![CDATA[productive resources,income,productivity,productive resources,money management/budgeting,economics,1-56183-132-8,roosters to robots: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<url>1-56183-132-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="61970" publication="37" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Gross Domestic Pizza]]></title>
			<desc><![CDATA[This lesson explores how gross domestic product (GDP) is determined. The major components of GDP are described. Students create and compare GDP pie charts for the countries of Pepperonia and Anchovia.<br><br><p><font color='#666666'>Concepts: </font><br>GDP, Consumer goods, Investment goods, Government spending</p>]]></desc>
			<concepts><![CDATA[gdp,consumer goods,investment goods,government spending,consumers,roles of government,economics,1-56183-132-8,roosters to robots: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-132-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="61971" publication="37" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - What, How and For Whom to Produce?]]></title>
			<desc><![CDATA[Students produce badges as rewards for the best economists in the class. Through this production activity, they learn how command and market economies answer the basic economic questions: What to produce? How to produce? For whom to produce?<br><br><p><font color='#666666'>Concepts: </font><br>Productive resources, Command economy, Market economy, Basic economic questions</p>]]></desc>
			<concepts><![CDATA[productive resources,command economy,market economy,basic economic questions,productive resources,economic systems,economics,1-56183-132-8,roosters to robots: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-132-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="61972" publication="37" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Clothes from Grain: A Miracle or a Problem?]]></title>
			<desc><![CDATA[Students read two fables about entrepreneurs who buy grain and turn the grain into clothing or resell the grain and use the proceeds to import clothing. Students use the information from the fables to determine why people trade and to analyze the costs and benefits of protectionist trade policies.<br><br><p><font color='#666666'>Concepts: </font><br>Voluntary exchange, Imports, Exports, Tariff, Quota</p>]]></desc>
			<concepts><![CDATA[voluntary exchange,imports,exports,tariff,quota,trade,exchange and interdependence,balance of trade and balance of payments,benefits of trade/comparative advantage,barriers to trade,economics,1-56183-132-8,roosters to robots: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-132-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="61973" publication="37" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Centuries of Economic Growth: From Feathers to Robotics]]></title>
			<desc><![CDATA[Students read scenarios about the production of Bibles over five historical time periods. Working in small groups, students create skits and develop a retrieval chart that is used to analyze factors that impact economic growth.<br><br><p><font color='#666666'>Concepts: </font><br>Economic growth, Labor productivity</p>]]></desc>
			<concepts><![CDATA[economic growth,labor productivity,economic growth,division of labor/specialization,productivity,economics,1-56183-132-8,roosters to robots: lesson plans from writers around the world,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<url>1-56183-132-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="66675" publication="45" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-125-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="67080" publication="45" lang="en" display="FALSE">
			<title><![CDATA[Chapter 1: Economic Reasoning for Kids: An Overview]]></title>
			<desc><![CDATA[This document contains an overview of economic reasoning.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-125-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="67081" publication="45" lang="en" display="FALSE">
			<title><![CDATA[Chapter 2: Using the Mysteries: A Teacher's Guide]]></title>
			<desc><![CDATA[This document contains an explanation of how to use the teacher's guide.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-125-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="62199" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 1 - The Eye Glasses Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="62200" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 2 - Why Stay Up Late When It Wipes You Out the Next Day?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Incentives</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,incentives,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="62201" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 3 - The Mystery of the Lost and Found That's Always Stocked]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Incentives</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,incentives,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="62202" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 4 - The Homework Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_06.pdf</url>
		</lesson>
		<lesson type="print" id="62203" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 5 - Could Buying Trees at Christmas Be Forest-Friendly?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Markets and Prices, Productive Resources, Profit</p>]]></desc>
			<concepts><![CDATA[markets and prices,productive resources,profit,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_07.pdf</url>
		</lesson>
		<lesson type="print" id="62204" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 6 - What Genius Figured Out How to Get Food from the Farms to The Market?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Markets and Prices, Profit</p>]]></desc>
			<concepts><![CDATA[markets and prices,profit,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_08.pdf</url>
		</lesson>
		<lesson type="print" id="62205" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 7 - The Mystery of the Alien Bananas]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Markets and Prices, Profit</p>]]></desc>
			<concepts><![CDATA[markets and prices,profit,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_09.pdf</url>
		</lesson>
		<lesson type="print" id="62206" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 8 - The Mystery of the Wasted Food]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_10.pdf</url>
		</lesson>
		<lesson type="print" id="62207" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 9 - Why Do the Cups Disappear from Room 103?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Property Rights</p>]]></desc>
			<concepts><![CDATA[property rights,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_11.pdf</url>
		</lesson>
		<lesson type="print" id="62208" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 10 - Sherri Rejects a Sure Thing]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Saving and Investing</p>]]></desc>
			<concepts><![CDATA[saving and investing,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_12.pdf</url>
		</lesson>
		<lesson type="print" id="62209" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 11 - How Can You Have Sea Shells When You Don't Live by the Sea?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Trade Exchange and Interdependence</p>]]></desc>
			<concepts><![CDATA[trade exchange and interdependence,trade,exchange and interdependence,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_13.pdf</url>
		</lesson>
		<lesson type="print" id="62210" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 12 - Why Is the School Lunchroom Always Dirty?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Property Rights</p>]]></desc>
			<concepts><![CDATA[property rights,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_14.pdf</url>
		</lesson>
		<lesson type="print" id="62211" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 13 - Why Throw Away the Lunch Your Mom Made?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_15.pdf</url>
		</lesson>
		<lesson type="print" id="62212" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 14 - Why Did the English Colonies Prosper?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Property Rights, Trade Exchange and Interdependence</p>]]></desc>
			<concepts><![CDATA[property rights,trade exchange and interdependence,trade,exchange and interdependence,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_16.pdf</url>
		</lesson>
		<lesson type="print" id="62213" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 15 - Mariah Visits a Petting Zoo]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Profit</p>]]></desc>
			<concepts><![CDATA[profit,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_17.pdf</url>
		</lesson>
		<lesson type="print" id="62214" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 16 - The Big Piggy Bank Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Profit, Saving and Investing</p>]]></desc>
			<concepts><![CDATA[profit,saving and investing,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_18.pdf</url>
		</lesson>
		<lesson type="print" id="62215" publication="45" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 17 - How the People of Churchill Came to Be Fond of Polar Bears]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations of it. They use economic principles and true/false clues in reasoning out a solution to the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Profit</p>]]></desc>
			<concepts><![CDATA[incentives,profit,economics,1-56183-125-5,the great economic mysteries book: a guide to teaching economic reasoning,grades 4-8,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<url>1-56183-125-5_19.pdf</url>
		</lesson>
		<lesson type="print" id="67079" publication="45" lang="en" display="FALSE">
			<title><![CDATA[Chapter 4: Writing Your Own Mysteries]]></title>
			<desc><![CDATA[This document goes into detail on how to write your own mysteries.]]></desc>
			<gradedisplay>3-8</gradedisplay>
			<url>1-56183-125-5_20.pdf</url>
		</lesson>
		<lesson type="print" id="66677" publication="66" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-128-X_front.pdf</url>
		</lesson>
		<lesson type="print" id="67075" publication="66" lang="en" display="FALSE">
			<title><![CDATA[Chapter 1: Economic Reasoning for Kids: An Overview]]></title>
			<desc><![CDATA[This document contains an overview of economic reasoning.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-128-X_01.pdf</url>
		</lesson>
		<lesson type="print" id="67076" publication="66" lang="en" display="FALSE">
			<title><![CDATA[Chapter 2: Using the Mysteries: A Teacher's Guide]]></title>
			<desc><![CDATA[This document contains an explanation of how to use the teacher's guide.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-128-X_02.pdf</url>
		</lesson>
		<lesson type="print" id="62164" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 1 - The Case of the Pampered Chickens]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Productivity</p>]]></desc>
			<concepts><![CDATA[incentives,productivity,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_03.pdf</url>
		</lesson>
		<lesson type="print" id="62165" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 2 - The Credit Card Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Incentives, Markets and Prices</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,incentives,markets and prices,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_04.pdf</url>
		</lesson>
		<lesson type="print" id="62166" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 3 - Unsafe at Any Level of Protection]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_05.pdf</url>
		</lesson>
		<lesson type="print" id="62167" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 4 - Why Airborne Infants Aren't Required to Buckle Up]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives</p>]]></desc>
			<concepts><![CDATA[incentives,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_06.pdf</url>
		</lesson>
		<lesson type="print" id="62168" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 5 - Having Many Children or Few]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,opportunity cost,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_07.pdf</url>
		</lesson>
		<lesson type="print" id="62169" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 6 - Scarce Health Care in the Inner Cities]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_08.pdf</url>
		</lesson>
		<lesson type="print" id="62170" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 7 - Why Boris Couldn't Buy Much with His Rubles]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Systems</p>]]></desc>
			<concepts><![CDATA[economic systems,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_09.pdf</url>
		</lesson>
		<lesson type="print" id="62171" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 8 - Why Would Mexico Want to Trade with the United States and Canada?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Benefits of Trade/Comparative Advantage, Voluntary Exchange</p>]]></desc>
			<concepts><![CDATA[benefits of trade/comparative advantage,voluntary exchange,trade,exchange and interdependence,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_10.pdf</url>
		</lesson>
		<lesson type="print" id="62172" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 9 - The Heart Throb Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Incentives</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,incentives,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_11.pdf</url>
		</lesson>
		<lesson type="print" id="62173" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 10 - The Gift-Giving Mystery: Why Not Just Send Money?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Money</p>]]></desc>
			<concepts><![CDATA[incentives,money,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_12.pdf</url>
		</lesson>
		<lesson type="print" id="62174" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 11 - The Mystery of the Crazy Quilt Air Fares]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Elasticity of Demand</p>]]></desc>
			<concepts><![CDATA[demand,elasticity of demand,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_13.pdf</url>
		</lesson>
		<lesson type="print" id="62175" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 12 - Why the Kid Who Skipped College Earns Big Bucks Playing Games]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Markets and Prices, Supply</p>]]></desc>
			<concepts><![CDATA[demand,markets and prices,supply,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_14.pdf</url>
		</lesson>
		<lesson type="print" id="62176" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 13 - What's in a Name?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_15.pdf</url>
		</lesson>
		<lesson type="print" id="62177" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 14 - Why Don't All Students Study Hard at School?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Human Capital, Incentives</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,human capital,incentives,productive resources,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_16.pdf</url>
		</lesson>
		<lesson type="print" id="62178" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 15 - Why Are ATMs Everywhere?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Profit</p>]]></desc>
			<concepts><![CDATA[incentives,profit,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_17.pdf</url>
		</lesson>
		<lesson type="print" id="62179" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 3: Lesson 16 - Why Everything but the Kitchen Gets Stashed in the Overhead Luggage Bins on Airplanes]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Property Rights</p>]]></desc>
			<concepts><![CDATA[incentives,property rights,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_18.pdf</url>
		</lesson>
		<lesson type="print" id="62180" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 1 - The Electoral College Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis, Incentives, Roles of Government</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,incentives,roles of government,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_19.pdf</url>
		</lesson>
		<lesson type="print" id="62181" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 2 - Where Did the Mortgages Go?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Price Ceilings and Floors</p>]]></desc>
			<concepts><![CDATA[price ceilings and floors,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_20.pdf</url>
		</lesson>
		<lesson type="print" id="62182" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 3 - The Mystery of the Politicians Who Can't Say No]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_21.pdf</url>
		</lesson>
		<lesson type="print" id="62183" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 4 - Is Parking Really Free in Fargo?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[opportunity cost,scarcity,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_22.pdf</url>
		</lesson>
		<lesson type="print" id="62184" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 5 - The Mystery of the Missing Pubs]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_23.pdf</url>
		</lesson>
		<lesson type="print" id="62185" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 6 - How We Almost Got a Sixth Great Lake]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_24.pdf</url>
		</lesson>
		<lesson type="print" id="62186" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 7 - The Mystery of the Voters Who Don't Vote]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis, Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_25.pdf</url>
		</lesson>
		<lesson type="print" id="62187" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 8 - The Corny Fuel Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_26.pdf</url>
		</lesson>
		<lesson type="print" id="62188" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 9 - The Urban Housing Mystery]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Price Ceilings and Floors</p>]]></desc>
			<concepts><![CDATA[price ceilings and floors,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_27.pdf</url>
		</lesson>
		<lesson type="print" id="62189" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 10 - The Mystery of the Unwanted Melons]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis, Incentives</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,incentives,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_28.pdf</url>
		</lesson>
		<lesson type="print" id="62190" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 4: Lesson 11 - Why Can't You Buy A Car on Sunday?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[opportunity cost,scarcity,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_29.pdf</url>
		</lesson>
		<lesson type="print" id="62191" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 1 - Why Haven't We Run Out of Natural Resources?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Markets and Prices</p>]]></desc>
			<concepts><![CDATA[incentives,markets and prices,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_30.pdf</url>
		</lesson>
		<lesson type="print" id="62192" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 2 - Why Air Condition the Air in the Desert?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Price Ceilings and Floors</p>]]></desc>
			<concepts><![CDATA[price ceilings and floors,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_31.pdf</url>
		</lesson>
		<lesson type="print" id="62193" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 3 - Why Grow Rice in the Desert?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis, Price Ceilings and Floors</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,price ceilings and floors,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_32.pdf</url>
		</lesson>
		<lesson type="print" id="62194" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 4 - The Tragedy of the Commons]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Property Rights</p>]]></desc>
			<concepts><![CDATA[property rights,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_33.pdf</url>
		</lesson>
		<lesson type="print" id="62195" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 5 - The Dark Side of Curbside Recycling]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_34.pdf</url>
		</lesson>
		<lesson type="print" id="62196" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 6 - The Bright Side of Urban Sprawl]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making/Cost-Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[decision making/cost-benefit analysis,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_35.pdf</url>
		</lesson>
		<lesson type="print" id="62197" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 7 - How Can Trading Emissions Rights Reduce Pollution?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Property Rights</p>]]></desc>
			<concepts><![CDATA[property rights,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_36.pdf</url>
		</lesson>
		<lesson type="print" id="62198" publication="66" lang="en" display="TRUE">
			<title><![CDATA[Chapter 5: Lesson 8 - Why Are Our National Parks Crumbling?]]></title>
			<desc><![CDATA[Students describe an economic mystery and discuss various explanations. They use an Activity sheet with a list of clues to help them arrive at a solution for the mystery.<br><br><p><font color='#666666'>Concepts: </font><br>Government Failures/Public-Choice Analysis, Property Rights</p>]]></desc>
			<concepts><![CDATA[government failures/public-choice analysis,property rights,economics,1-56183-128-x,the great economic mysteries book: a guide to teaching economic reasoning,grades 9-12,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-128-X_37.pdf</url>
		</lesson>
		<lesson type="print" id="67077" publication="66" lang="en" display="FALSE">
			<title><![CDATA[Chapter 6: Writing Your Own Mysteries]]></title>
			<desc><![CDATA[This document goes into detail on how to write your own mysteries.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-128-X_38.pdf</url>
		</lesson>
		<lesson type="print" id="66679" publication="15" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-397-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="20934" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: A Community Success Story]]></title>
			<desc><![CDATA[This lesson provides an overview of the activities in the entire unit. The students listen to a story entitled "Our Success Story," which is about a group of children who live in the community of Communityville. The children in the story did research about their community, wrote reports about their findings, formed a publishing business, and compiled their reports into a book. They then decide how to produce, advertise, and sell their book.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Community, Interdependence, Marketplace, Services</p>]]></desc>
			<concepts><![CDATA[business,community,interdependence,marketplace,services,economic institutions,trade,exchange and interdependence,consumers,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student - Activity 1,67035]]></altversions>
			<url>1-56183-397-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="20935" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Community Resources]]></title>
			<desc><![CDATA[This lesson aims to develop an understanding of natural, human, and capital goods resources through a mapping exercise. The students study a map of a model community and begin to understand that a community is a place where people live, work, and play. In addition, the students list goods and services available to the people in the Communityville and discuss how these goods and services satisfy the economic wants of community members.<br><br><p><font color='#666666'>Concepts: </font><br>Capital resources, Economic wants, Goods, Human resources, Natural resources, Resources, Services</p>]]></desc>
			<concepts><![CDATA[capital resources,economic wants,goods,human resources,natural resources,resources,services,productive resources,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student - Activity 2,67036|Student - Activity 3,67037]]></altversions>
			<url>1-56183-397-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="20936" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Communities Change]]></title>
			<desc><![CDATA[Students analyze how Communityville has grown by examining another map of the town. The students locate new resources that provide goods and services to the people of Communityville.<br><br><p><font color='#666666'>Concepts: </font><br>Capital resources, Economic wants, Goods, Human resources, Natural resources, Resources, Services</p>]]></desc>
			<concepts><![CDATA[capital resources,economic wants,goods,human resources,natural resources,resources,services,productive resources,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student - Activity 4,67038|Student - Activity 5,67039]]></altversions>
			<url>1-56183-397-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="20937" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Communities Today]]></title>
			<desc><![CDATA[Students study how resources change in communities by comparing the maps of Communityville. This lesson summarizes the two previous map lessons and helps students become familiar with the suppliers of goods and services to the people of Communityville.<br><br><p><font color='#666666'>Concepts: </font><br>Capital resources, Economic wants, Goods, Human resources, Natural resources, Resources, Services</p>]]></desc>
			<concepts><![CDATA[capital resources,economic wants,goods,human resources,natural resources,resources,services,productive resources,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student - Activity 6,67040|Student - Activity 7,67041]]></altversions>
			<url>1-56183-397-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="20938" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: My Community]]></title>
			<desc><![CDATA[This lesson provides an opportunity for students to explore their own community by naming places in it that provide goods and services. Working in small groups, the students discuss and list this information and then enter it in a Community Notebook.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Community, Consumer, Goods, Marketplace, Producer, Services</p>]]></desc>
			<concepts><![CDATA[business,community,consumer,goods,marketplace,producer,services,economic institutions,consumers,producers,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student - Activity 8,67042]]></altversions>
			<url>1-56183-397-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="20939" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Our Community]]></title>
			<desc><![CDATA[The students study their own community while creating a display on the bulletin board. Using the lists prepared in Lesson 5, students discuss the places that produce goods and services in the community. The students select a place that produces a good or service from the list. They then draw a picture of it, cut it out, and display it on the bulletin board.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Economic wants, Goods, Services</p>]]></desc>
			<concepts><![CDATA[business,economic wants,goods,services,economic institutions,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<url>1-56183-397-5_06.pdf</url>
		</lesson>
		<lesson type="print" id="20940" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Community Interdependence]]></title>
			<desc><![CDATA[In this lesson students learn about the interdependence that exists among people and places in their community. The students listen to "The Communityville Tour" and associate the information in it with their own community.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Community, Goods, Interdependence, Marketplace, Services, Economic wants</p>]]></desc>
			<concepts><![CDATA[business,community,goods,interdependence,marketplace,services,economic wants,economic institutions,trade,exchange and interdependence,consumers,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student - Activity 6,67040|Student - Activity 8,67042]]></altversions>
			<url>1-56183-397-5_07.pdf</url>
		</lesson>
		<lesson type="print" id="20941" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Mini-Mall]]></title>
			<desc><![CDATA[Students participate in a market simulation. They assume the roles of consumers and producers as they buy and sell goods and/or services in the marketplace.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer, Choice, Marketplace, Opportunity cost, Producer</p>]]></desc>
			<concepts><![CDATA[consumer,choice,marketplace,opportunity cost,producer,consumers,decision making/cost-benefit analysis,opportunity cost,producers,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student - Activity 9,67043]]></altversions>
			<url>1-56183-397-5_08.pdf</url>
		</lesson>
		<lesson type="print" id="20942" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Visiting a Business]]></title>
			<desc><![CDATA[A study trip can enhance the learning value of this unit by providing students with an opportunity to observe a business. When planning the trip, try to select a business such as a bookstore; a shop engaged in graphic design, typesetting, printing, or binding; or possibly an advertising agency.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Choice, Interdependence</p>]]></desc>
			<concepts><![CDATA[business,choice,interdependence,economic institutions,decision making/cost-benefit analysis,trade,exchange and interdependence,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<url>1-56183-397-5_09.pdf</url>
		</lesson>
		<lesson type="print" id="20943" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: The Pencil Choice]]></title>
			<desc><![CDATA[In this lesson the students assume the role of consumers and choose among three pencils. They discuss wants, acceptable substitutes, and other factors that influence consumer decisions such as price, personal satisfaction, and knowledge of alternatives.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity cost, Price</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,price,decision making/cost-benefit analysis,opportunity cost,markets and prices,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student - Activity 10,67044]]></altversions>
			<url>1-56183-397-5_10.pdf</url>
		</lesson>
		<lesson type="print" id="20944" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: The Badge Factory]]></title>
			<desc><![CDATA[The students participate in a production-line simulation. They produce a badge that will be given to the people they interview and to those who buy their books. The students discover the need for specialization during production and learn how people depend on one another.<br><br><p><font color='#666666'>Concepts: </font><br>Producer, Specialization</p>]]></desc>
			<concepts><![CDATA[producer,specialization,producers,division of labor/specialization,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<url>1-56183-397-5_11.pdf</url>
		</lesson>
		<lesson type="print" id="20945" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Interviewing People in the Community]]></title>
			<desc><![CDATA[Students learn how to conduct an interview to collect information about people and places in their community. Students practice their interviewing skills by interviewing each other, with the students taking turns playing the roles of community worker and of interviewer. It is assumed that students know how to take notes. At the conclusion of the lesson, students make Community Research Buttons to be worn during their community interviews.<br><br><p><font color='#666666'>Concepts: </font><br>Community, Goods, Marketplace, Services</p>]]></desc>
			<concepts><![CDATA[community,goods,marketplace,services,consumers,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student - Activity 11,67045|Student - Activity 12,67046]]></altversions>
			<url>1-56183-397-5_12.pdf</url>
		</lesson>
		<lesson type="print" id="20946" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: Results of the Community Interviews]]></title>
			<desc><![CDATA[Students review their Community Notebooks and interview forms to help them form generalizations about their community.<br><br><p><font color='#666666'>Concepts: </font><br>Community, Goods, Marketplace, Production, Services</p>]]></desc>
			<concepts><![CDATA[community,goods,marketplace,production,services,consumers,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student - Activity 12,67046|Student - Activity 13,67047]]></altversions>
			<url>1-56183-397-5_13.pdf</url>
		</lesson>
		<lesson type="print" id="20947" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: Finding the Main Ideas]]></title>
			<desc><![CDATA[Students select and organize the main ideas for their reports by analyzing their interviews and their Community Notebooks.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student - Activity 14,67048|Student - Activity 15,67049|Student - Activity 16,67050]]></altversions>
			<url>1-56183-397-5_14.pdf</url>
		</lesson>
		<lesson type="print" id="20948" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: Beginning Sentences and Descriptive Words]]></title>
			<desc><![CDATA[Students focus on writing beginning sentences for their reports and selecting descriptive words. NOTE: It is assumed that students can write complete sentences and have had prior experience with descriptive words before beginning this lesson.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student - Activity 17,67051|Student - Activity 18,67052]]></altversions>
			<url>1-56183-397-5_15.pdf</url>
		</lesson>
		<lesson type="print" id="20949" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16: Paragraph Writing and Closing Sentences]]></title>
			<desc><![CDATA[This lesson reinforces paragraph writing skills as students begin to write their community reports.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 16]]></version>
			<altversions><![CDATA[Student - Activity 11,67045|Student - Activity 12,67046|Student - Activity 16,67050|Student - Activity 17,67051|Student - Activity 18,67052|Student - Activity 19,67053]]></altversions>
			<url>1-56183-397-5_16.pdf</url>
		</lesson>
		<lesson type="print" id="20950" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17: Editing]]></title>
			<desc><![CDATA[The focus of this lesson is on the editing of the community report.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 17]]></version>
			<url>1-56183-397-5_17.pdf</url>
		</lesson>
		<lesson type="print" id="20951" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 18: Preparing the Final Draft]]></title>
			<desc><![CDATA[As writers in the Community Publishing Company, students work to produce a product that consumers will want to buy. Therefore, they should use their best penmanship in writing the final draft of their reports so that people will be able to read them.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 18]]></version>
			<url>1-56183-397-5_18.pdf</url>
		</lesson>
		<lesson type="print" id="20952" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 19: Symbols for the Reports]]></title>
			<desc><![CDATA[If the class is to design symbols for the reports, proceed with this lesson. Otherwise, go directly to Lesson 20. The symbol represents the main person, place, thing, or idea in an individual's report. In this lesson students decide on a symbol for their reports, practice making the symbol, and then trace it on the report.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 19]]></version>
			<url>1-56183-397-5_19.pdf</url>
		</lesson>
		<lesson type="print" id="20953" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 20: Illustrations for the Reports]]></title>
			<desc><![CDATA[If the class is to illustrate the reports, proceed with this lesson. Line, shape, and size are introduced as "drawing helpers." Students practice illustrating their reports and then draw their pictures on their reports.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 20]]></version>
			<url>1-56183-397-5_20.pdf</url>
		</lesson>
		<lesson type="print" id="20954" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 21: Resources for the Publishing Company]]></title>
			<desc><![CDATA[In this lesson, you and your class begin to make decisions about the kid of book you will produce. The class also speculates on the resources necessary to produce the book and the cost of the resources.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Consumer, Opportunity cost, Producer, Production, Resources</p>]]></desc>
			<concepts><![CDATA[business,consumer,opportunity cost,producer,production,resources,economic institutions,consumers,opportunity cost,producers,productive resources,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 21]]></version>
			<url>1-56183-397-5_21.pdf</url>
		</lesson>
		<lesson type="print" id="20955" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 22: Production Questions]]></title>
			<desc><![CDATA[In this lesson you and your class discuss the production questions that must be answered before a classroom book can be produced. As owners of the publishing company, your students must discuss how much people will pay for the book and how many books should be produced. <br><br><p><font color='#666666'>Concepts: </font><br>Business, Consumer, Entrepreneur, Marketplace, Market survey, Partnership, Price, Profit</p>]]></desc>
			<concepts><![CDATA[business,consumer,entrepreneur,marketplace,market survey,partnership,price,profit,economic institutions,consumers,entrepreneurs,markets and prices,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 22]]></version>
			<altversions><![CDATA[Student - Activity 20,67054]]></altversions>
			<url>1-56183-397-5_22.pdf</url>
		</lesson>
		<lesson type="print" id="20956" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 23: Production and Pricing Decisions]]></title>
			<desc><![CDATA[You and your class make the final decisions regarding the production costs and price of the book. The Market Survey results are discussed and analyzed to help make these decisions. The use of three transparencies aids the teacher in explaining pricing and production decisions. If computers are available, we suggest you develop a simple computer program for students use in determining production costs and the price of books.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer, Market survey, Profit, Resources, Sales</p>]]></desc>
			<concepts><![CDATA[consumer,market survey,profit,resources,sales,consumers,productive resources,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 23]]></version>
			<url>1-56183-397-5_23.pdf</url>
		</lesson>
		<lesson type="print" id="20957" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 24: Obtaining Resources on Credit]]></title>
			<desc><![CDATA[You must decide whether the publishing company will obtain the resources (materials) from the school principal on credit, or obtain a loan from a bank to buy the resources. If you decide to obtain the resources from the school principal, proceed with this lesson. Otherwise, move directly to lesson 25.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Credit fee, Price</p>]]></desc>
			<concepts><![CDATA[credit,credit fee,price,markets and prices,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 24]]></version>
			<url>1-56183-397-5_24.pdf</url>
		</lesson>
		<lesson type="print" id="20958" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 25: Obtaining a Bank Loan]]></title>
			<desc><![CDATA[This and the following lesson are designed to familiarize students with that process of obtaining a loan from a bank. You may choose either to invite a banker to visit the classroom or take a study trip to a bank to obtain a loan. Either of these lessons can replace Lesson 24.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Credit, Interest, Loan</p>]]></desc>
			<concepts><![CDATA[business,credit,interest,loan,economic institutions,compound interest,saving and investing,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 25]]></version>
			<altversions><![CDATA[Student - Activity 21,67055]]></altversions>
			<url>1-56183-397-5_25.pdf</url>
		</lesson>
		<lesson type="print" id="20959" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 26: Study Trip]]></title>
			<desc><![CDATA[This optional lesson gives students the experience of visiting a bank to obtain a loan for their business. The lesson requires advance planning.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Credit, Interest, Loan</p>]]></desc>
			<concepts><![CDATA[business,credit,interest,loan,economic institutions,compound interest,saving and investing,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 26]]></version>
			<altversions><![CDATA[Student - Activity 21,67055]]></altversions>
			<url>1-56183-397-5_26.pdf</url>
		</lesson>
		<lesson type="print" id="20960" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 27: Job Application]]></title>
			<desc><![CDATA[The students discuss the jobs on the production line that will be necessary to produce the books. They consider personal strengths and abilities that would qualify them for particular jobs. They also complete a job application form.<br><br><p><font color='#666666'>Concepts: </font><br>Human resources, Productivity, Specialization, Interdependence</p>]]></desc>
			<concepts><![CDATA[human resources,productivity,specialization,interdependence,productive resources,division of labor/specialization,trade,exchange and interdependence,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 27]]></version>
			<altversions><![CDATA[Student - Activity 22,67056|Student - Activity 23,67057]]></altversions>
			<url>1-56183-397-5_27.pdf</url>
		</lesson>
		<lesson type="print" id="20961" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 28: Preparation for Production]]></title>
			<desc><![CDATA[This lesson prepares the class for assembling the books. You will review the steps in production with the class. The students will then develop a list of rules for the workers to follow. At the conclusion of the lesson the workers will make the identification cards they will wear in the next lesson.<br><br><p><font color='#666666'>Concepts: </font><br>Human resources, Productivity, Specialization</p>]]></desc>
			<concepts><![CDATA[human resources,productivity,specialization,productive resources,division of labor/specialization,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 28]]></version>
			<url>1-56183-397-5_28.pdf</url>
		</lesson>
		<lesson type="print" id="20962" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 29: The Production Process]]></title>
			<desc><![CDATA[Students produce their class book and thereby experience first-hand how people specialize and cooperate in a business. The children discuss the results of the production process and relate the experience to other businesses in their community.<br><br><p><font color='#666666'>Concepts: </font><br>Human resources, Interdependence, Productivity, Specialization</p>]]></desc>
			<concepts><![CDATA[human resources,interdependence,productivity,specialization,productive resources,trade,exchange and interdependence,division of labor/specialization,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 29]]></version>
			<altversions><![CDATA[Student - Activity 24,67058]]></altversions>
			<url>1-56183-397-5_29.pdf</url>
		</lesson>
		<lesson type="print" id="20963" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 30: Advertising]]></title>
			<desc><![CDATA[In this lesson, the students write an advertisement to help sell the community book. They also write a slogan about their product. They discuss reasons for advertising and what should be included in a successful advertisement.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Business, Demand</p>]]></desc>
			<concepts><![CDATA[advertising,business,demand,profit,financial markets,economic institutions,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 30]]></version>
			<altversions><![CDATA[Student - Activity 25,67059|Student - Activity 26,67060]]></altversions>
			<url>1-56183-397-5_30.pdf</url>
		</lesson>
		<lesson type="print" id="20964" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 31: Selling the Book]]></title>
			<desc><![CDATA[Students study how to be good sales people by practicing a sales speech. The students discuss the steps for selling the book and prepare to sell it.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 31]]></version>
			<altversions><![CDATA[Student - Activity 27,67061]]></altversions>
			<url>1-56183-397-5_31.pdf</url>
		</lesson>
		<lesson type="print" id="20965" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 32: Choice Making]]></title>
			<desc><![CDATA[Once the books have been sold, the class decides what to do with the money left over (if any) after paying back the loan or credit and any other expenses incurred in the business. The teacher emphasizes that the money left over is payment to the class for all its hard work in the company. The students consider what choices are available to them, for such as charity or to buy more or new educational materials for the classroom, or a division of the money among all the members of the book company for their personal use. Insofar as possible the students rather than the teacher should make the decision. It is a basic economic principle of a market price system that people should make choices about how to spend their own money.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Credit, Interest, Investment, Loan, Opportunity cost, Profit</p>]]></desc>
			<concepts><![CDATA[choice,credit,interest,investment,loan,opportunity cost,profit,decision making/cost-benefit analysis,compound interest,saving and investing,opportunity cost,language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 32]]></version>
			<altversions><![CDATA[Student - Activity 28,67062]]></altversions>
			<url>1-56183-397-5_32.pdf</url>
		</lesson>
		<lesson type="print" id="20966" publication="15" lang="en" display="TRUE">
			<title><![CDATA[Lesson 33: Annual Report]]></title>
			<desc><![CDATA[Students assemble in small groups and review what they have learned in the unit. They also complete an annual report activity sheet designed to help them in applying what they have learned to other experiences.]]></desc>
			<concepts><![CDATA[language arts,1-56183-397-5,exploring the marketplace: the community publishing company - teacher resource manual,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<version><![CDATA[Teacher - Lesson 33]]></version>
			<altversions><![CDATA[Student - Activity 29,67063|Student - Activity 29,67063]]></altversions>
			<url>1-56183-397-5_33.pdf</url>
		</lesson>
		<lesson type="print" id="66681" publication="59" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-472-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="62346" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Choosing a House]]></title>
			<desc><![CDATA[Economics is a decision-making science based on the concept of scarcity. Scarcity occurs when economic wants are greater than the resources available to satisfy them. Scarcity requires decision making, and economizing is the process of choosing among alternatives in order to achieve particular goals.<br><br><p><font color='#666666'>Concepts: </font><br>Alternatives, Criteria, Opportunity cost, Trade-off</p>]]></desc>
			<concepts><![CDATA[alternatives,criteria,opportunity cost,trade-off,opportunity cost,decision making/cost-benefit analysis,scarcity,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="62347" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: What? How? For Whom?]]></title>
			<desc><![CDATA[An economic system is the way society organizes the production and consumption of goods and services. Every economic system answers three basic economic questions: What to produce? How to produce? And For whom to produce? How a society answers the three basic economic questions determines the society's economic system.<br><br><p><font color='#666666'>Concepts: </font><br>Economic system, Basic economic questions</p>]]></desc>
			<concepts><![CDATA[economic system,basic economic questions,economic systems,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="62348" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Dandy Dollars Takes a Trip]]></title>
			<desc><![CDATA[A market (price) system coordinates economic activity through markets. There are hundreds of thousands of different markets that are interrelated and usually dependent upon one another. The circular flow of economic activity is a model of the flow of goods and services and resources in the marketplace.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Resources, Market, Circular flow of economic activity, Income, Revenue</p>]]></desc>
			<concepts><![CDATA[goods,services,resources,market,circular flow of economic activity,income,revenue,productive resources,markets and prices,trade,exchange and interdependence,money management/budgeting,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="62349" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: A Profusion of Confusion]]></title>
			<desc><![CDATA[There are many misconceptions about the meaning of the term "demand" in everyday life. Demand is a set of possible prices at which consumers are willing and able to purchase a product. The demand schedule indicates the amount consumers will buy at all available prices.<br><br><p><font color='#666666'>Concepts: </font><br>Quantity demanded, Demand, Law of Demand</p>]]></desc>
			<concepts><![CDATA[quantity demanded,demand,law of demand,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="62350" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Graphing Demand]]></title>
			<desc><![CDATA[The concept of demand is sometimes easier to grasp when looking at a picture. A demand curve is a picture of the information in a demand schedule. When drawing a demand curve, price is traditionally placed on the vertical axis and quantity demanded is placed on the horizontal axis. Each point on the demand curve represents a possible price and the quantity demanded at that price.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Law of demand</p>]]></desc>
			<concepts><![CDATA[demand,law of demand,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="62351" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Demand Changes]]></title>
			<desc><![CDATA[Price is an important factor influencing consumer purchases of goods and services. There are, however, other important determinants of demand. In constructing the demand schedule or curve, these determinants are assumed to be unchanging. Once demand has been established, we can consider the effects of a change in one of these influences.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Determinants of demand, Changes in demand, Substitutes, Complements</p>]]></desc>
			<concepts><![CDATA[demand,determinants of demand,changes in demand,substitutes,complements,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="62352" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Widget Production]]></title>
			<desc><![CDATA[In order to produce an output of goods or services, a firm needs inputs or factors of production. Businesses must purchase natural, human, and capital resources. Entrepreneurship is provided by the owner or manager of the firm. These inputs can be combined in different ways to produce the firm's product.<br><br><p><font color='#666666'>Concepts: </font><br>Factors of production, Productivity, Increasing productivity, Opportunity cost, Division of labor, Specialization, Investment</p>]]></desc>
			<concepts><![CDATA[factors of production,productivity,increasing productivity,opportunity cost,division of labor,specialization,investment,division of labor/specialization,productive resources,opportunity cost,saving and investing,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_07.pdf</url>
		</lesson>
		<lesson type="print" id="62353" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Creative Toy Production]]></title>
			<desc><![CDATA[In a market (price) system, economic decisions are made in the marketplace through the interaction of consumers and producers. Businesses produce and sell the goods and services consumers desire. Firms buy factors of production (resources or inputs), such as labor, capital goods, and supplies, and produce goods and services to sell so they may earn profit--the reward to the entrepreneur.<br><br><p><font color='#666666'>Concepts: </font><br>Cost of production, Total revenue, Profit, Loss</p>]]></desc>
			<concepts><![CDATA[cost of production,total revenue,profit,loss,competition and market structures,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_08.pdf</url>
		</lesson>
		<lesson type="print" id="62354" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Producers and Supply]]></title>
			<desc><![CDATA[Producers are the sellers (or suppliers) of output in a market. In the circular flow of economic activity, businesses are suppliers in the market for goods and services; individuals and households are the suppliers in the market for resources. Sellers make production decisions about what, how, and how much to produce in order to make as great a profit as possible. Costs of production are an important influence in determining the supply of any product.<br><br><p><font color='#666666'>Concepts: </font><br>Producers, Supply, Quantity supplied</p>]]></desc>
			<concepts><![CDATA[producers,supply,quantity supplied,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_09.pdf</url>
		</lesson>
		<lesson type="print" id="62355" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Supply Changes]]></title>
			<desc><![CDATA[Price is a very important factor that influences how much will be produced and available for sale in a market. There are, however, important determinants of supply in addition to price. In constructing the supply schedule or curve, these determinants are assumed to remain the same. Once supply has been established, we can consider the effects of a change in one of these influences.<br><br><p><font color='#666666'>Concepts: </font><br>Changes in supply, Determinants of supply</p>]]></desc>
			<concepts><![CDATA[changes in supply,determinants of supply,supply,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_10.pdf</url>
		</lesson>
		<lesson type="print" id="62356" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: Market Balance]]></title>
			<desc><![CDATA[The market (price) system answers the basic economic questions of what, how, and for whom to produce in the marketplace. The demand decisions of consumers and the supply decisions of producers interact to establish prices and quantities exchanged. Demand and supply analysis is useful to explain how a price system guides these decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Market, Market equilibrium, Shortage, Surplus</p>]]></desc>
			<concepts><![CDATA[market,market equilibrium,shortage,surplus,markets and prices,price ceilings and floors,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_11.pdf</url>
		</lesson>
		<lesson type="print" id="62357" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Market Madness]]></title>
			<desc><![CDATA[The market (price) system answers the basic economic questions of what, how and for whom to produce in the marketplace. The demand decisions of consumers and the supply decisions of producers interact to establish prices and quantities exchanged. Demand and supply analysis is useful to explain how a price system guides these decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Market equilibrium, Shortage, Surplus</p>]]></desc>
			<concepts><![CDATA[market equilibrium,shortage,surplus,markets and prices,price ceilings and floors,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_12.pdf</url>
		</lesson>
		<lesson type="print" id="62358" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: Mind Your P's and Q's]]></title>
			<desc><![CDATA[Market-clearing prices and quantities exchanged can change if fluctuations in demand or supply or both occur. Demand and supply will change when the non-price determinants change. How these changes affect the equilibrium price and quantity exchanged in the market are described below.<br><br><p><font color='#666666'>Concepts: </font><br>Changes in market equilibrium</p>]]></desc>
			<concepts><![CDATA[changes in market equilibrium,demand,markets and prices,supply,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_13.pdf</url>
		</lesson>
		<lesson type="print" id="62359" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: If This, Then That]]></title>
			<desc><![CDATA[In the U.S. economy, markets function to establish prices and quantities for goods, services, and resources. Through this price system, scarce resources are allocated to the production of goods and services most desired by consumers who are able to pay for them. Governments, however, cannot be ignored since they play a critical role in our economy.<br><br><p><font color='#666666'>Concepts: </font><br>Economic government policies, Costs, Benefits</p>]]></desc>
			<concepts><![CDATA[economic government policies,costs,benefits,roles of government,decision making/cost-benefit analysis,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_14.pdf</url>
		</lesson>
		<lesson type="print" id="62360" publication="59" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: Regulation Rigmarole]]></title>
			<desc><![CDATA[Decisions about what, how, and for whom to produce depend on the economic goals of a society. Since resources are limited, Americans must examine alternatives regarding production, consumption, and distribution of goods and services as terms of their economic goals.<br><br><p><font color='#666666'>Concepts: </font><br>Government regulation, Costs, Benefits</p>]]></desc>
			<concepts><![CDATA[government regulation,costs,benefits,roles of government,decision making/cost-benefit analysis,social studies,1-56183-472-6,master curriculum guides in economics: teaching strategies - 5-6,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-472-6_15.pdf</url>
		</lesson>
		<lesson type="print" id="66683" publication="58" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-471-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="62313" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Everybody Wants Everything]]></title>
			<desc><![CDATA[Scarcity is the basic economic problem. Because human wants are unlimited and resources are limited, people cannot have all of the goods and services they want. Scarcity requires people to make choices about which wants they satisfy.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Wants, Resources, Goods, Services</p>]]></desc>
			<concepts><![CDATA[scarcity,wants,resources,goods,services,productive resources,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="62314" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Service with a Smile]]></title>
			<desc><![CDATA[People satisfy relatively unlimited wants by consuming goods and services produced with limited resources. A good is something tangible, such as a book or an apple. A service is something that one person does for someone else. Productive resources are used to produce a good or services.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Productive resources, Natural resources, Human resources, Capital resources</p>]]></desc>
			<concepts><![CDATA[goods,services,productive resources,natural resources,human resources,capital resources,productive resources,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="62315" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Wooden Opportunities]]></title>
			<desc><![CDATA[Opportunity cost is the highest valued alternative given up when another option is chosen. Because people can't have everything they want, there is always an opportunity cost when they choose to buy a good or service. The same is true for productive resources. When people choose to use a resource to produce a good or service, the opportunity cost is not being able to use the resource to produce the next most valued good or service.<br><br><p><font color='#666666'>Concepts: </font><br>Resources, Alternative, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[resources,alternative,opportunity cost,productive resources,opportunity cost,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="62316" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Olympic-Minded Decisions]]></title>
			<desc><![CDATA[The basic economic question is how do people use their scarce resources to satisfy their unlimited wants wisely. They must make choices.<br><br><p><font color='#666666'>Concepts: </font><br>Decision making, Opportunity cost, Alternatives, Criteria</p>]]></desc>
			<concepts><![CDATA[decision making,opportunity cost,alternatives,criteria,decision making/cost-benefit analysis,opportunity cost,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="62317" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Getting More Out of Less]]></title>
			<desc><![CDATA[Many decisions must be made to produce a good or service. For example, producers must make decisions about what to produce, what kind of building and tools are needed, what workers are needed, what materials are needed, what the costs of acquiring these resources will be, and what price to charge for the finished product.<br><br><p><font color='#666666'>Concepts: </font><br>Productivity, Specialization, Division of labor</p>]]></desc>
			<concepts><![CDATA[productivity,specialization,division of labor,division of labor/specialization,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="62318" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Circles within Circles]]></title>
			<desc><![CDATA[A market is a setting in which people buy and sell goods and services and resources. A market economy is an economic system in which most goods, services, and resources are exchanged by private households and businesses. Prices are determined by buyers and sellers making exchanges in private markets. Americans live in a market-oriented economy.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Resources, Market, Income, Revenue, Consumers, Producers, Profit</p>]]></desc>
			<concepts><![CDATA[goods,services,resources,market,income,revenue,consumers,producers,profit,productive resources,markets and prices,money management/budgeting,trade,exchange and interdependence,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="62319" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Let's Trade]]></title>
			<desc><![CDATA[Barter is the direct exchange of goods and services between people, without using money. People voluntarily exchange goods and services because they expect to be better off after the exchange. When people use barter to facilitate exchange, a "double coincidence of wants" must occur, that is, a person who wants to trade a good or service must find a trading partner who wants that good or service and who also has something to trade that the first person desires.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Specialization, Interdependence</p>]]></desc>
			<concepts><![CDATA[barter,specialization,interdependence,money,division of labor/specialization,trade,exchange and interdependence,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="62320" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Money Is What Money Does]]></title>
			<desc><![CDATA[The basic purpose of money is to facilitate the exchange of goods and services. For money to have value, it must be acceptable by a large number of people. Money serves as a medium of exchange; that is, people exchange money for goods and services and resources. Money also functions as a measure of value. People compare the value of goods and services by the prices charged for those items. Since money makes it easy for us to save, it also stores value.<br><br><p><font color='#666666'>Concepts: </font><br>Money, Barter, Exchange, Functions of money, Medium of exchange, Standards of value, Store of value</p>]]></desc>
			<concepts><![CDATA[money,barter,exchange,functions of money,medium of exchange,standards of value,store of value,trade,exchange and interdependence,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="62321" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: A Cracker Jack Lesson]]></title>
			<desc><![CDATA[The basic consumer problem is how to achieve maximum satisfaction given limited resources. Consumers see many goods and services they want to buy, but constraints force them to choose. Many factors influence consumer decisions, such as personal preferences, prices, and convenience.<br><br><p><font color='#666666'>Concepts: </font><br>Price, Consumer, Costs of production, Profit</p>]]></desc>
			<concepts><![CDATA[price,consumer,costs of production,profit,markets and prices,consumers,competition and market structures,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="62322" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: A Taxing Situation]]></title>
			<desc><![CDATA[Some goods and services are provided by government. There are over 87,000 different governments in the Unites States, ranging from the federal government, to state governments, to many types of local governments (such as county, city, and township governments, as well as school districts). All of these governments are permitted to spend money on goods and services and resources and to raise revenue to pay for these expenditures through different types of taxes.<br><br><p><font color='#666666'>Concepts: </font><br>Taxes, Sales tax, Income tax, Property tax, Excise tax</p>]]></desc>
			<concepts><![CDATA[taxes,sales tax,income tax,property tax,excise tax,roles of government,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="62323" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: Those Golden Jeans]]></title>
			<desc><![CDATA[Supply and demand are concepts that students can easily understand when the concepts are demonstrated with products familiar to them. The Law of Demand states that consumers are willing and able to buy less of a product at higher prices and more of a product at lower prices. The demand curve is a graphic representation of the quantity of a product consumers are willing and able to buy at different prices during a given time period.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Demand, Consumer, Businesses, Price, Equilibrium price, Shortage, Surplus</p>]]></desc>
			<concepts><![CDATA[supply,demand,consumer,businesses,price,equilibrium price,shortage,surplus,consumers,markets and prices,price ceilings and floors,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="62324" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: A Classy Competition]]></title>
			<desc><![CDATA[People experience competition every day. Competition challenges people to try harder, practice more, and invest more time and energy in order to do their best. Competition not only encourages individuals to do their best, it also encourages businesses to do their best to gain more customers and thus make greater profits.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Incentives</p>]]></desc>
			<concepts><![CDATA[competition,incentives,competition and market structures,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="62325" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: The Working World]]></title>
			<desc><![CDATA[Human capital consists of the skills, knowledge, and other factors, such as health, that improve an individual's ability to produce goods and services. One reason people earn different incomes for different jobs is that they differ in the quantity and quality of their human capital.<br><br><p><font color='#666666'>Concepts: </font><br>Work, Employment, Human capital, Unemployment</p>]]></desc>
			<concepts><![CDATA[work,employment,human capital,unemployment,producers,employment and unemployment,productive resources,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="62326" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: Orange Juice Jubilee]]></title>
			<desc><![CDATA[The simulation is a two-lesson unit designed to serve as a culminating activity for the review of economic concepts taught in the pervious thirteen lessons.<br><br><p><font color='#666666'>Concepts: </font><br>Division of labor, Decision making, Productive resources, Human capital, Interdependence, Market economy, Supply, Demand, Price, Collateral, Interest, Entrepreneurship</p>]]></desc>
			<concepts><![CDATA[division of labor,decision making,productive resources,human capital,interdependence,market economy,supply,demand,price,collateral,interest,entrepreneurship,division of labor/specialization,decision making/cost-benefit analysis,productive resources,trade,exchange and interdependence,economic systems,markets and prices,credit,compound interest,saving and investing,entrepreneurs,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="62327" publication="58" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: An Entrepreneurial Experience Extraordinaire]]></title>
			<desc><![CDATA[In the previous lesson students established a company and participated in various preproduction activities. This lesson involves the implementation of production, marketing, and distribution decisions for Orange Juice Jubilee. Students will conclude the lesson by evaluating their entrepreneurial experiences.<br><br><p><font color='#666666'>Concepts: </font><br>Division of labor, Decision making, Profit, Incentives, Entrepreneurship</p>]]></desc>
			<concepts><![CDATA[division of labor,decision making,profit,incentives,entrepreneurship,division of labor/specialization,decision making/cost-benefit analysis,productive resources,entrepreneurs,social studies,1-56183-471-8,master curriculum guides in economics: teaching strategies - 3-5,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<url>1-56183-471-8_15.pdf</url>
		</lesson>
		<lesson type="print" id="66685" publication="69" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-496-3_front.pdf</url>
		</lesson>
		<lesson type="print" id="65585" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Why Do People Trade?]]></title>
			<desc><![CDATA[Students participate in a trading activity. In a debriefing session, they discuss their actions and compare their behavior with trading behavior that occurs in the economy.<br><br><p><font color='#666666'>Concepts: </font><br>Trade, Voluntary Exchange, Costs, Benefits</p>]]></desc>
			<concepts><![CDATA[trade,voluntary exchange,costs,benefits,exchange and interdependence,decision making/cost-benefit analysis,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_01.pdf</url>
		</lesson>
		<lesson type="print" id="65586" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Why People and Nations Trade]]></title>
			<desc><![CDATA[Students read and discuss a brief article on why nations trade, and they complete two activities applying the concept of comparative advantage. One activity involves exchange between two students; the second activity involves a hypothetical example of international trade.<br><br><p><font color='#666666'>Concepts: </font><br>International Trade, Specialization, Comparative Advantage, Gains from Trade, Cost</p>]]></desc>
			<concepts><![CDATA[international trade,specialization,comparative advantage,gains from trade,cost,benefits of trade/comparative advantage,division of labor/specialization,decision making/cost-benefit analysis,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_02.pdf</url>
		</lesson>
		<lesson type="print" id="65587" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Trade and Specialization]]></title>
			<desc><![CDATA[In this lesson students learn by participating in a classroom simulation how economic welfare is increased by trade and specialization. To explain this outcome they must apply the principle of comparative advantage to their trading activity. Students pick particular professions, trade with one another in a series of trading rounds, and discover that living standards improve when people specialize in producing what they produce most efficiently and trade for other things they want.<br><br><p><font color='#666666'>Concepts: </font><br>Comparative Advantage, Specialization, Trade</p>]]></desc>
			<concepts><![CDATA[comparative advantage,specialization,trade,benefits of trade/comparative advantage,division of labor/specialization,exchange and interdependence,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_03.pdf</url>
		</lesson>
		<lesson type="print" id="65588" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Trading Around the World]]></title>
			<desc><![CDATA[Students first analyze and discuss information on the major U.S. trading partners. Then they identify the parent countries of businesses that produce familiar brand name products. Finally, students participate in an activity to identify the countries where clothing and other items seen in their classroom were produced.<br><br><p><font color='#666666'>Concepts: </font><br>Trade, Specialization, Interdependence, Free Trade, Trade Barriers</p>]]></desc>
			<concepts><![CDATA[trade,specialization,interdependence,free trade,trade barriers,exchange and interdependence,division of labor/specialization,benefits of trade/comparative advantage,barriers to trade,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_04.pdf</url>
		</lesson>
		<lesson type="print" id="65589" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Interpreting Trade Data: Graphs and Charts]]></title>
			<desc><![CDATA[In this lesson students are given short readings and asked to interpret graphs displaying information about international trade. The twofold purpose is to learn how to read graphs and to understand the breadth and scope of world trade.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Imports, Real Gross Domestic Product</p>]]></desc>
			<concepts><![CDATA[exports,imports,real gross domestic product,balance of trade and balance of payments,benefits of trade/comparative advantage,gdp,real vs. nominal,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_05.pdf</url>
		</lesson>
		<lesson type="print" id="65590" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: The United States and World Trade]]></title>
			<desc><![CDATA[Like Lesson Five, this lesson stresses how to read tables, graphs, and statistics that relate to U.S. trade. Students examine graphs on U.S. exports and imports; they use this information to begin to understand the economic factors that influence changes in exports and imports.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Imports, Opportunity Cost, Cultural and Political Constraints</p>]]></desc>
			<concepts><![CDATA[exports,imports,opportunity cost,cultural and political constraints,balance of trade and balance of payments,benefits of trade/comparative advantage,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_06.pdf</url>
		</lesson>
		<lesson type="print" id="65591" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: World Trade]]></title>
			<desc><![CDATA[In this lesson students observe the patterns and direction of trade. These observations allow them to understand some of the forces that give rise to international trade.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Imports, Comparative Advantage, Specialization, Economizing Behavior</p>]]></desc>
			<concepts><![CDATA[exports,imports,comparative advantage,specialization,economizing behavior,balance of trade and balance of payments,benefits of trade/comparative advantage,division of labor/specialization,decision making/cost-benefit analysis,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_07.pdf</url>
		</lesson>
		<lesson type="print" id="65592" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Trade Barriers]]></title>
			<desc><![CDATA[Students read definitions of trade barriers, complete a short quiz on trade barriers, work through a short math problem illustrating how trade barriers can serve special interests, and discuss the specific barrier of safety standards for trucks from Mexico.<br><br><p><font color='#666666'>Concepts: </font><br>Tariff, Quota, Subsidies, Trade Barriers</p>]]></desc>
			<concepts><![CDATA[tariff,quota,subsidies,trade barriers,barriers to trade,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_08.pdf</url>
		</lesson>
		<lesson type="print" id="65593" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Ripples: Trade Barriers and Unintended Consequences]]></title>
			<desc><![CDATA[First in small groups and then in two large groups, students try to identify which people and organizations would support, or oppose, trade barriers on sugar imports into the United States. When these lists have been completed, the students are given a one-page reading based on a series of Wall Street Journal articles dealing with the actual consequences of such trade barriers from 1985-1990. All of the effects are easy to understand after the fact, and some of them were easy enough to predict (these may be reflected in the students' lists). Other effects are much more surprising, affecting markets, people, and organizations seemingly unrelated to the U.S. sugar market. As a general principle, students should recognize that because changes in one market typically lead to a chain reaction in many other markets, it is difficult for policy makers to anticipate all of the effects of trade barriers or other policies that attempt to regulate market activities.<br><br><p><font color='#666666'>Concepts: </font><br>Trade Barriers (e.g., Tariffs and Quotas), Supply and Demand, Special-Interest Effects</p>]]></desc>
			<concepts><![CDATA[trade barriers (e.g.,tariffs and quotas),supply and demand,special-interest effects,barriers to trade,demand,supply,government failures/public-choice analysis,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_09.pdf</url>
		</lesson>
		<lesson type="print" id="65594" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: What Happens Here When Imports Are Banned?]]></title>
			<desc><![CDATA[Students participate in a classroom exercise followed by a classroom discussion in which they act a producers and consumers in a two-country economy. The exercise is designed to isolate the effects of import restrictions on production and consumption patterns. Students assume roles as either consumers or producers in one of two countries, country A or country B. Producers in either country can choose to produce one of two commodities: chocolate bars or boxes of raisins. Producers in country A are more efficient producers of chocolate bars than producers in country B. Producers in country B are more efficient producers of raisins than producers in country A. Consumers in both countries want to purchase both products. Producers in both countries would like to sell their products at the highest prices they can.<br><br><p><font color='#666666'>Concepts: </font><br>Import Quotas, Free Trade, Production, Consumption</p>]]></desc>
			<concepts><![CDATA[import quotas,free trade,production,consumption,barriers to trade,benefits of trade/comparative advantage,gdp,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_10.pdf</url>
		</lesson>
		<lesson type="print" id="65595" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: Balance of Payments]]></title>
			<desc><![CDATA[Students learn the basic components of the balance of payments and what it means to have a balance of trade surplus or deficit, a current account surplus or deficit, a capital account surplus or deficit, a balance of payments surplus or deficit, and how deficits are ultimately paid for. They see that a current account deficit results when imports exceed exports, or when capital inflows exceed capital outflows. Overheads or readings with balance of payments accounts are given to students. Then, in question and discussion sessions, students learn about the various components of these accounts.<br><br><p><font color='#666666'>Concepts: </font><br>Balance of Payments, Current Accounts, Capital Account Deficits and Surpluses</p>]]></desc>
			<concepts><![CDATA[balance of payments,current accounts,capital account deficits and surpluses,balance of trade and balance of payments,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_11.pdf</url>
		</lesson>
		<lesson type="print" id="65596" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Factors Influencing Balance of Payments]]></title>
			<desc><![CDATA[Students read a list of various events and transactions. They determine how the events and transactions influence the balance of payments. By reference to Visuals 1 and 2 in Lesson 11, they determine how different transactions influence the demand for and supply of dollars.<br><br><p><font color='#666666'>Concepts: </font><br>Comparative Advantage, Specialization, Trade</p>]]></desc>
			<concepts><![CDATA[comparative advantage,specialization,trade,benefits of trade/comparative advantage,division of labor/specialization,exchange and interdependence,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_12.pdf</url>
		</lesson>
		<lesson type="print" id="65597" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: Where to Build a Factory]]></title>
			<desc><![CDATA[Through discussion in small groups and reports to the full class, students evaluate the factors that influence decisions about where to invest abroad.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Costs, Demand, Markets, Profits</p>]]></desc>
			<concepts><![CDATA[productive costs,demand,markets,profits,markets and prices,profit,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_13.pdf</url>
		</lesson>
		<lesson type="print" id="65598" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: Foreign Exchange Rates]]></title>
			<desc><![CDATA[Students are shown various newspaper headlines referring to the value of the dollar in foreign exchange markets. They learn what exchange rates are, and they participate in a simulation where they discover answers to 10 frequently-asked questions about foreign exchange rates.<br><br><p><font color='#666666'>Concepts: </font><br>Foreign Exchange Rates, Fixed Exchange Rates, Floating Exchange Rates, Currency Appreciation, Currency Depreciation</p>]]></desc>
			<concepts><![CDATA[foreign exchange rates,fixed exchange rates,floating exchange rates,currency appreciation,currency depreciation,foreign currency markets/exchange rates,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_14.pdf</url>
		</lesson>
		<lesson type="print" id="65599" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: Foreign Currency and Foreign Exchange]]></title>
			<desc><![CDATA[Visuals 1-4 explain the demand for and supply of foreign exchange in international currency markets. This is mostly discussion led by the teacher, but there is an optional panel discussion at the end of the lesson.<br><br><p><font color='#666666'>Concepts: </font><br>Floating Exchange Rates, Managed Exchange Rates, Devaluation and Appreciation, Currency Price Floors</p>]]></desc>
			<concepts><![CDATA[floating exchange rates,managed exchange rates,devaluation and appreciation,currency price floors,foreign currency markets/exchange rates,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_15.pdf</url>
		</lesson>
		<lesson type="print" id="65600" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16: Trade with Japan: How Fair Is It?]]></title>
			<desc><![CDATA[This lesson focuses on the U.S. trade relationship with Japan, and more specifically on the free trade vs. fair trade controversy. Students discuss some of the historical reasons why the Japanese economy has been so successful and then analyze some of the key points in the current controversy over U.S.-Japanese trade. Students also learn why the Japanese economy has faltered in recent years.<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Comparative Advantage, Balance of Trade, Trade Deficit, Competition, Trade Barriers, Rules of Trade</p>]]></desc>
			<concepts><![CDATA[specialization,comparative advantage,balance of trade,trade deficit,competition,trade barriers,rules of trade,division of labor/specialization,benefits of trade/comparative advantage,balance of trade and balance of payments,competition and market structures,barriers to trade,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_16.pdf</url>
		</lesson>
		<lesson type="print" id="65601" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17: Should a Developing Country Have Free Trade?]]></title>
			<desc><![CDATA[Students play the role of newspaper reporters in a hypothetical Latin American country; they form opinions about a protective tariff in order to write an editorial for a newspaper in the country's capital.<br><br><p><font color='#666666'>Concepts: </font><br>Developing Countries, Trade Barriers, Tariffs, Imports, Exports</p>]]></desc>
			<concepts><![CDATA[developing countries,trade barriers,tariffs,imports,exports,economic development,barriers to trade,balance of trade and balance of payments,benefits of trade/comparative advantage,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_17.pdf</url>
		</lesson>
		<lesson type="print" id="65602" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 18: The NAFTA Debate]]></title>
			<desc><![CDATA[In this lesson, students use supply and demand curves to study the effects of tariffs. They start with an equilibrium situation and work through the price and quantity effects of a tariff. They also learn to identify who gained and who lost when the North American Free Trade Agreement was implemented.<br><br><p><font color='#666666'>Concepts: </font><br>Free Trade Agreements, Tariffs, Trade Policy</p>]]></desc>
			<concepts><![CDATA[free trade agreements,tariffs,trade policy,benefits of trade/comparative advantage,barriers to trade,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_18.pdf</url>
		</lesson>
		<lesson type="print" id="65603" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 19: Privatization Around the World]]></title>
			<desc><![CDATA[In this lesson, students review and evaluate the approaches most widely used to privatize public enterprises and services. They also review some international comparisons on the success of these programs in different nations. In the assessment section, references to several articles on privatization that have appeared in recent issues of The Economist magazine are provided to enable teachers and students to learn more about specific examples of privatization programs in many different countries and industries.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Competition, Institutions, Property Rights, Privatization</p>]]></desc>
			<concepts><![CDATA[incentives,competition,institutions,property rights,privatization,competition and market structures,economic institutions,economic systems,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_19.pdf</url>
		</lesson>
		<lesson type="print" id="65604" publication="69" lang="en" display="TRUE">
			<title><![CDATA[Lesson 20: Catching Up or Falling Behind? International Comparisons of National Income and Economic Growth]]></title>
			<desc><![CDATA[Student teams participate in several rounds of a production simulation to discover the causes of convergence in output and income levels in industrialized nations. Before the simulation, they examine historical evidence on these patterns of convergence. After the simulation. they examine historical evidence on these patterns of convergence. After the simulation, they see historical evidence on the divergence between output and income levels in industrialized and less developed nations, and consider reasons for that divergence.<br><br><p><font color='#666666'>Concepts: </font><br>National Income (GDP per capital), Productivity, Saving, Investments in Physical and Human Capital, Diminishing Returns to Capital, International Capital Flows, Technology Transfers</p>]]></desc>
			<concepts><![CDATA[national income (gdp per capital),productivity,saving,investments in physical and human capital,diminishing returns to capital,international capital flows,technology transfers,gdp,saving and investing,human capital,economic development,technology,international,1-56183-496-3,focus: international economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-496-3_20.pdf</url>
		</lesson>
		<lesson type="print" id="66689" publication="63" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-484-X_front.pdf</url>
		</lesson>
		<lesson type="print" id="65717" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: A Parking Lot Full of Incentives]]></title>
			<desc><![CDATA[Students become familiar with the profit motive of market economies through a newspaper story about parking lot prices and whether government should intervene to control them. Next students play the role of parking lot managers in a command economy. In the role-play, different output targets are shown to lead to certain behavior - some of them very strange. Finally, the results and problems with both systems are summarized.<br><br><p><font color='#666666'>Concepts: </font><br>Market Economy, Command Economy, Incentives, Profit</p>]]></desc>
			<concepts><![CDATA[market economy,command economy,incentives,profit,economic systems,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_01.pdf</url>
		</lesson>
		<lesson type="print" id="65718" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Who Decides?]]></title>
			<desc><![CDATA[Members of the class play roles in two different economic systems. Some are central planners of a command economy; others are resource owners and producers in a market economy. Both groups are given the same endowment of resource called "nech": and must ultimately determine how much of this resource to allocate to each of two goods: vesto and carbo. Students compare and evaluate the results on the basis of social goals, such as allocative efficiency and equity.<br><br><p><font color='#666666'>Concepts: </font><br>Market Economy, Command Economy, Incentives, Profit</p>]]></desc>
			<concepts><![CDATA[market economy,command economy,incentives,profit,economic systems,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_02.pdf</url>
		</lesson>
		<lesson type="print" id="65719" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: A Tale of Two Countries]]></title>
			<desc><![CDATA[In this lesson, students use time lines and fact sheets to compare the historical development, both political and economic, in two former Soviet republics. Based on their analyses, they draw conclusions about the historical experience of a country and the successful development of a market economy.<br><br><p><font color='#666666'>Concepts: </font><br>Command Economy, Market Economy, Natural Resources, Capital Resources</p>]]></desc>
			<concepts><![CDATA[command economy,market economy,natural resources,capital resources,economic systems,productive resources,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_03.pdf</url>
		</lesson>
		<lesson type="print" id="65720" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Klips And Kupons]]></title>
			<desc><![CDATA[The students participate in the Klips and Kupons simulation. During the simulation, they discover how a change in the money supply can cause changes in the price level. They formalize this discovery by relating the equation of exchange to their simulation results. Some of the consequences of inflation and hyperinflation are examined.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Hyperinflation, Equation of Exchange, Nominal Gross Domestic Product, Real Gross Domestic Product</p>]]></desc>
			<concepts><![CDATA[inflation,hyperinflation,equation of exchange,nominal gross domestic product,real gross domestic product,monetary policy and the federal reserve,fiscal policy,real vs. nominal,gdp,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_04.pdf</url>
		</lesson>
		<lesson type="print" id="65721" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Economic Transition: The Role of the State]]></title>
			<desc><![CDATA[Students in small groups, write the rules of a simple game - Tic-Tac-Toe. They then consider the more complicated rules and regulations appropriate for a market economy. Students examine legislation designed to move some agricultural markets away from federal price supports to a more market-based approach. Finally, students consider the difficulties that economies in transition face in establishing rules and regulations to support a market economy.<br><br><p><font color='#666666'>Concepts: </font><br>Economic System, Command Economy, Market Economy</p>]]></desc>
			<concepts><![CDATA[economic system,command economy,market economy,economic systems,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_05.pdf</url>
		</lesson>
		<lesson type="print" id="65722" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: All for One, One for All - Well Maybe: Problems Within a Tightly Controlled Industrial Structure]]></title>
			<desc><![CDATA[Students engage in two simulations. The first simulation introduces the concept of monopoly. Students discuss the consequences of monopolistic markets. In the second simulation, students experience the effects of price controls and identify how shortages are eliminated in a market economy. Students use this knowledge to analyze the problems of transition in the former Soviet republics and Eastern Europe.<br><br><p><font color='#666666'>Concepts: </font><br>Monopoly, Market Economy, Economies of Scale, Price Controls</p>]]></desc>
			<concepts><![CDATA[monopoly,market economy,economies of scale,price controls,competition and market structures,economic systems,price ceilings and floors,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_06.pdf</url>
		</lesson>
		<lesson type="print" id="65723" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: The Money Maze]]></title>
			<desc><![CDATA[In this lesson, students use "greenbacks" to purchase the spring for a ballpoint pen from the teacher. They are required to use the pen to complete a worksheet. In order to purchase the spring, they must find someone in the school who will lend them "greenbacks." Students then learn about the importance of financial markets and the lack of these markets in many transition economies.<br><br><p><font color='#666666'>Concepts: </font><br>Financial Intermediaries, Financial Capital Market, Capital, Investment</p>]]></desc>
			<concepts><![CDATA[financial intermediaries,financial capital market,capital,investment,economic institutions,financial markets,productive resources,saving and investing,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_07.pdf</url>
		</lesson>
		<lesson type="print" id="65724" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Public to Private]]></title>
			<desc><![CDATA[Students analyze proposals to privatize the public school system in the United States. Students then consider the difficulties of privatization of state property in the Baltics, eastern Europe and the republics of the former Soviet Union.<br><br><p><font color='#666666'>Concepts: </font><br>Privatization</p>]]></desc>
			<concepts><![CDATA[privatization,economic systems,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_08.pdf</url>
		</lesson>
		<lesson type="print" id="65725" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Worker Woes: Labor Transition Challenges]]></title>
			<desc><![CDATA[Students examine unemployment rates in the United States and the former Soviet Union. Students learn how employment was managed in the former Soviet Union. They also learn about the sources of unemployment in the U.S. The difficulties of transition in labor markets in newly independent states are presented. The role of economic incentives is explained.<br><br><p><font color='#666666'>Concepts: </font><br>Frictional Unemployment, Structural Unemployment, Cyclical Unemployment, Incentive</p>]]></desc>
			<concepts><![CDATA[frictional unemployment,structural unemployment,cyclical unemployment,incentive,employment and unemployment,incentives,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_09.pdf</url>
		</lesson>
		<lesson type="print" id="65726" publication="63" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Market or Command: Which Is Best for the Environment?]]></title>
			<desc><![CDATA[Members of the class play the roles of entrepreneurs in a market economy and managers in a command economy. They make decisions about how to make their product, widgets, given information on cost and availability of the resources used to produce widgets. The effect of ignoring opportunity costs in both systems is discussed.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[opportunity cost,international,1-56183-484-x,economies in transition: command to market,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-484-X_10.pdf</url>
		</lesson>
		<lesson type="print" id="66691" publication="64" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-495-5_front.pdf</url>
		</lesson>
		<lesson type="print" id="65684" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: The Legacy of Soviet Communism]]></title>
			<desc><![CDATA[A lecture, a reading, a simulation, and a research assignment are used to describe the record of Soviet communism and its effects on transition economics formerly in the Soviet bloc.<br><br><p><font color='#666666'>Concepts: </font><br>Market, Command, Traditional Economic Systems, Resource Allocation, Secondary Effects</p>]]></desc>
			<concepts><![CDATA[market,command,traditional economic systems,resource allocation,secondary effects,markets and prices,economic systems,competition and market structures,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_01.pdf</url>
		</lesson>
		<lesson type="print" id="65685" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Different Paths to Reform: Case Studies of Poland, China, and Russia]]></title>
			<desc><![CDATA[Students read a case study on a country in transition from a command to a market economic system (Poland, China, or Russia). In groups students compare their findings.<br><br><p><font color='#666666'>Concepts: </font><br>Command Economic System, Market Economic System, Approaches to Economic Reform, Privatization, Economies in Transition</p>]]></desc>
			<concepts><![CDATA[command economic system,market economic system,approaches to economic reform,privatization,economies in transition,economic systems,economic development,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_02.pdf</url>
		</lesson>
		<lesson type="print" id="65686" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Political and Economic Freedoms]]></title>
			<desc><![CDATA[Students participate in a teacher-led class discussion, view visuals, and analyze a figure showing the relationship between economic liberalization and economic growth.<br><br><p><font color='#666666'>Concepts: </font><br>Political Freedom, Economic Freedom, Liberalization, Market Prices, Incentives, Trade, Voluntary Exchange</p>]]></desc>
			<concepts><![CDATA[political freedom,economic freedom,liberalization,market prices,incentives,trade,voluntary exchange,economic institutions,economic systems,demand,markets and prices,supply,exchange and interdependence,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_03.pdf</url>
		</lesson>
		<lesson type="print" id="65687" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: How to Privatize?]]></title>
			<desc><![CDATA[By reference to property rights, students discuss the solution to the problem of the mess in the school cafeteria. They work in cooperative groups to identify advantages and disadvantages of alternative approaches to privatization. In class discussion, they analyze the strengths and weaknesses of all four approaches to privatization.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Property Rights, Privatization</p>]]></desc>
			<concepts><![CDATA[incentives,property rights,privatization,economic systems,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_04.pdf</url>
		</lesson>
		<lesson type="print" id="65688" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Monopoly Is Not Just a Game]]></title>
			<desc><![CDATA[Students learn about the benefits of competition through a group activity, a U.S. case study, and a Russian case study.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Seller, Buyer</p>]]></desc>
			<concepts><![CDATA[competition,seller,buyer,competition and market structures,producers,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_05.pdf</url>
		</lesson>
		<lesson type="print" id="65689" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Why Trade?]]></title>
			<desc><![CDATA[Students participate in two rounds of a trading simulation, comparing severely restricted trade under the dictates of a central planner with open or global trade. They read a short article spelling out benefits of trade for transition economies.<br><br><p><font color='#666666'>Concepts: </font><br>Trade, Gains from Trade, Command Economic System, Market Economic System</p>]]></desc>
			<concepts><![CDATA[trade,gains from trade,command economic system,market economic system,exchange and interdependence,benefits of trade/comparative advantage,economic systems,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_06.pdf</url>
		</lesson>
		<lesson type="print" id="65690" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Why Middlemen Matter: The Role of Financial Institutions in a Market Economy]]></title>
			<desc><![CDATA[Students participate in a simulation and analyze two case studies emphasizing the importance of the development of financial institutions in the transition economies.<br><br><p><font color='#666666'>Concepts: </font><br>Banks, Financial Institutions, Interest Rates, Investment, Search Costs, Middlemen</p>]]></desc>
			<concepts><![CDATA[banks,financial institutions,interest rates,investment,search costs,middlemen,economic institutions,saving and investing,financial markets,compound interest,credit,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_07.pdf</url>
		</lesson>
		<lesson type="print" id="65691" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Resisting the Siren Song of Inflation]]></title>
			<desc><![CDATA[Students participate in a simulation, use a demonstration to illustrate the causes of inflation, and apply their new knowledge about the transition economies by answering questions related to two readings.<br><br><p><font color='#666666'>Concepts: </font><br>Prices, Inflation, Money Supply, Monetary Equation of Exchange, Redistributional Effects of Inflation</p>]]></desc>
			<concepts><![CDATA[prices,inflation,money supply,monetary equation of exchange,redistributional effects of inflation,markets and prices,monetary policy and the federal reserve,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_08.pdf</url>
		</lesson>
		<lesson type="print" id="65692" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Brother, Can You Spare a Ruble?]]></title>
			<desc><![CDATA[Students are introduced to business cycles through a classroom demonstration in which students are employed and unemployed. Students analyze data and think critically about why the transition economies experienced economic decline after 1989.<br><br><p><font color='#666666'>Concepts: </font><br>Business Cycle, Real Gross Domestic Product, Recession, Expansion, Liberalization, Planned Economy</p>]]></desc>
			<concepts><![CDATA[business cycle,real gross domestic product,recession,expansion,liberalization,planned economy,business cycles,gdp,real vs. nominal,economic systems,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_09.pdf</url>
		</lesson>
		<lesson type="print" id="65693" publication="64" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Distribution of Income: Different Ways to Slice the Pie]]></title>
			<desc><![CDATA[In this lesson, students investigate some of the advantages and disadvantages of market and command economic systems by participating in a simulation and reading about the experiences of people living in Ukraine in 1997. The pains of transition are evident, as in the hope of many for a better future when the transition to a market system is complete.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Economic Systems, Income Distribution, Productivity</p>]]></desc>
			<concepts><![CDATA[incentives,economic systems,income distribution,productivity,international,1-56183-495-5,from plan to market: teaching ideas for social studies,economics,and business classes,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-495-5_10.pdf</url>
		</lesson>
		<lesson type="print" id="66692" publication="64" lang="en" display="FALSE">
			<title><![CDATA[Introduction to Selected World Development Indicators]]></title>
			<desc><![CDATA[This documents contains information on World Development Indicators.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-495-5_back.pdf</url>
		</lesson>
		<lesson type="print" id="66840" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_front.pdf</url>
		</lesson>
		<lesson type="print" id="66841" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 1 - What is K-12 Economics?]]></title>
			<desc><![CDATA[To help teachers and school districts determine the economics every student ought to know and when it should be taught, a set of world-class standards have been developed by the Council for Economic Education. These voluntary national standards, based on principles of central importance in economics, constitute a proposal about what it is that all students ought to know when leaving high school.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_01.pdf</url>
		</lesson>
		<lesson type="print" id="66842" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 2 - Economics Across the Curriculum]]></title>
			<desc><![CDATA[In recent years, the idea of an integrated curriculum has been revisited. For the purposes of this handbook, integration is viewed in a broad sense as the process of relating content, skills, and applications within and across content areas in a way that makes sense to students.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_02.pdf</url>
		</lesson>
		<lesson type="print" id="66843" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 3 - Thinking Skills, Learning Skills, and More]]></title>
			<desc><![CDATA[There are so many issues that could be studied in economics that the big decision for the lesson writer is what to emphasize. Lessons should draw upon and highlight the essence of econoimcs - the essence, not every detail.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_03.pdf</url>
		</lesson>
		<lesson type="print" id="66844" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 4 - Models for Active Teaching and Learning]]></title>
			<desc><![CDATA[Economics can be taught in a variety of ways. Some ways are more effective than others. The purpose of this chapter is to introduce four well-researched models for teaching and learning that have been found to be highly effective.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_04.pdf</url>
		</lesson>
		<lesson type="print" id="66845" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 5 - Determining What Students Have Learned]]></title>
			<desc><![CDATA[Every good economics lesson has an assessment component. Assessment is important for several reasons. Students deserve to know how they are doing so they can make changes that will improve their performance. Teachers need feedback in order to alter and improve their lessons and to know to what degree each student is achieving each objective.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_05.pdf</url>
		</lesson>
		<lesson type="print" id="66846" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 6 - Generating Great Teaching Ideas]]></title>
			<desc><![CDATA[The next step in developing lessons is to generate an idea or ideas around which a lesson can be created; it contains two components. The first step of the two is establishing the parameters of focus of the lesson. The second step is the actual idea generation.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_06.pdf</url>
		</lesson>
		<lesson type="print" id="66847" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 7 - Lesson Writing Basics]]></title>
			<desc><![CDATA[Challenges are abound in the construction of a lesson plan. There are many things to be considered carefully and thoughtfully. A great deal of effort must be expended on a well-written lesson.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_07.pdf</url>
		</lesson>
		<lesson type="print" id="66848" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Chapter 8 - Flight Testing Lessons]]></title>
			<desc><![CDATA[Will your lessons "fly" in the classroom? How can you gain assurance that the lessons you have written will work? One way is by setting up an adequate "flight test" for the new lessons. This chapter suggests several steps you might take to get off the ground.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_08.pdf</url>
		</lesson>
		<lesson type="print" id="66849" publication="79" lang="en" display="FALSE">
			<title><![CDATA[References]]></title>
			<desc><![CDATA[This document contains a listing of every resource referenced in the publication.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_09.pdf</url>
		</lesson>
		<lesson type="print" id="66850" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Appendix A]]></title>
			<desc><![CDATA[This document lists each of the 20 national content standards and explains how the standards are taught to students with this publication.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_10.pdf</url>
		</lesson>
		<lesson type="print" id="66851" publication="79" lang="en" display="FALSE">
			<title><![CDATA[Appendix B]]></title>
			<desc><![CDATA[This document explains how standard 3 and its benchmarks are taught to students with this publication.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-498-X_11.pdf</url>
		</lesson>
		<lesson type="print" id="66695" publication="49" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-493-9_front.pdf</url>
		</lesson>
		<lesson type="print" id="62631" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - The Path Not Taken]]></title>
			<desc><![CDATA[Students create a decision/opportunity cost flowchart for Madam C. J. Walker.<br><br><p><font color='#666666'>Concepts: </font><br>Choices, Alternatives, Entrepreneur, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[choices,alternatives,entrepreneur,opportunity cost,decision making/cost-benefit analysis,entrepreneurs,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_01.pdf</url>
		</lesson>
		<lesson type="print" id="62632" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Give and Take]]></title>
			<desc><![CDATA[After reading about a problem, students identify alternative solutions, trade-offs make in choosing each alternative, and the opportunity cost of selecting each option. Students describe trade-offs and create a graphic to represent alternatives and trade-offs.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity Cost, Alternatives, Trade-offs</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,alternatives,trade-offs,decision making/cost-benefit analysis,scarcity,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_02.pdf</url>
		</lesson>
		<lesson type="print" id="62633" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - To Market, Which Market?]]></title>
			<desc><![CDATA[In this lesson, students consider how markets gave changed throughout history, describe the markets where they exchange goods and services, and predict new markets that may develop.<br><br><p><font color='#666666'>Concepts: </font><br>Market, Goods, Services, Exchange</p>]]></desc>
			<concepts><![CDATA[market,goods,services,exchange,markets and prices,trade,exchange and interdependence,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_03.pdf</url>
		</lesson>
		<lesson type="print" id="62634" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - How Many Will You Buy?]]></title>
			<desc><![CDATA[In this lesson students participate in an activity to establish a demand schedule for a product. They discuss the relationship between price and quantity, graph demand, and conduct a market survey.<br><br><p><font color='#666666'>Concepts: </font><br>Price, Quantity Demanded, Demand</p>]]></desc>
			<concepts><![CDATA[price,quantity demanded,demand,markets and prices,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_04.pdf</url>
		</lesson>
		<lesson type="print" id="62635" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Demand Shifters]]></title>
			<desc><![CDATA[This lesson gives students the opportunity to study the nonprice determinants of demand and their effect on the demand for products.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Quantity Demanded, Nonprice Determinants of Demand</p>]]></desc>
			<concepts><![CDATA[demand,quantity demanded,nonprice determinants of demand,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_05.pdf</url>
		</lesson>
		<lesson type="print" id="62636" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Inflation]]></title>
			<desc><![CDATA[In this lesson, students participate in two auction rounds to learn about inflation.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation</p>]]></desc>
			<concepts><![CDATA[inflation,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_06.pdf</url>
		</lesson>
		<lesson type="print" id="62637" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - The T-riffic T's Company: Production Decisions]]></title>
			<desc><![CDATA[Students help the managers of a T-shirt company make business decisions about the production process. They analyze the costs and benefits of investing in new capital equipment in order to increase productivity.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Natural Resources, Human Resources, Capital Resources, Productivity, Investment in capital goods</p>]]></desc>
			<concepts><![CDATA[productive resources,natural resources,human resources,capital resources,productivity,investment in capital goods,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_07.pdf</url>
		</lesson>
		<lesson type="print" id="62638" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - How Many Should We Sell?]]></title>
			<desc><![CDATA[Students learn to predict the impact on supply of nonprice determinants and to differentiate between changes in supply and changes in quantity supplied.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Quantity Supplied, Price, Nonprice Determinants of Supply</p>]]></desc>
			<concepts><![CDATA[supply,quantity supplied,price,nonprice determinants of supply,markets and prices,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_08.pdf</url>
		</lesson>
		<lesson type="print" id="62639" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - The Profit Puzzle]]></title>
			<desc><![CDATA[Students help Pierre determine which items to continue to sell in his bakery, based on identifying the most profitable items. The concepts are reinforced as students make similar decisions for opening a school snack bar.<br><br><p><font color='#666666'>Concepts: </font><br>Accounting Profit, Economic Profit, Costs of Production</p>]]></desc>
			<concepts><![CDATA[accounting profit,economic profit,costs of production,profit,competition and market structures,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_09.pdf</url>
		</lesson>
		<lesson type="print" id="62640" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Where Does the Money Go?]]></title>
			<desc><![CDATA[Students look at the categories of federal spending, discuss them, and calculate the percentage of spending in each category.<br><br><p><font color='#666666'>Concepts: </font><br>Public Goods, Nonexclusion, Shared Consumption, Taxes, Categories of Spending, Interest</p>]]></desc>
			<concepts><![CDATA[public goods,nonexclusion,shared consumption,taxes,categories of spending,interest,roles of government,credit,compound interest,saving and investing,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_10.pdf</url>
		</lesson>
		<lesson type="print" id="62641" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - Where Does the Money Come From?]]></title>
			<desc><![CDATA[Students look at the categories of federal taxation, discuss them, and calculate the percentage of total taxes collected in each category.<br><br><p><font color='#666666'>Concepts: </font><br>Taxes, Categories of Federal Taxes, Excise Taxes, Payroll Taxes</p>]]></desc>
			<concepts><![CDATA[taxes,categories of federal taxes,excise taxes,payroll taxes,roles of government,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_11.pdf</url>
		</lesson>
		<lesson type="print" id="62642" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - What Does the Nation Consume?]]></title>
			<desc><![CDATA[Students look at their consumption of goods and services in a day. Then, they consider household spending for the nation as a portion of Gross Domestic Product.<br><br><p><font color='#666666'>Concepts: </font><br>Gross Domestic Product, Intermediate Goods, Final Goods, Durables, Nondurables, Consumer Spending</p>]]></desc>
			<concepts><![CDATA[gross domestic product,intermediate goods,final goods,durables,nondurables,consumer spending,gdp,demand,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_12.pdf</url>
		</lesson>
		<lesson type="print" id="62643" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13 - An Island Economy]]></title>
			<desc><![CDATA[Students participate in a "readers' theater" play too learn about gross domestic product.<br><br><p><font color='#666666'>Concepts: </font><br>Gross Domestic Product, Consumer Goods, Investment, Government expenditure, Exports, Imports</p>]]></desc>
			<concepts><![CDATA[gross domestic product,consumer goods,investment,government expenditure,exports,imports,gdp,consumers,saving and investing,roles of government,balance of trade and balance of payments,benefits of trade/comparative advantage,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_13.pdf</url>
		</lesson>
		<lesson type="print" id="62644" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14 - No Free Lunch]]></title>
			<desc><![CDATA[Students use a decision tree to analyze a budget problem at a public school<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Taxes, Cost-benefit analysis, Trade-offs</p>]]></desc>
			<concepts><![CDATA[budget,taxes,cost-benefit analysis,trade-offs,money management/budgeting,roles of government,decision making/cost-benefit analysis,scarcity,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_14.pdf</url>
		</lesson>
		<lesson type="print" id="62645" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15 - Savers And Borrowers]]></title>
			<desc><![CDATA[In this lesson, students encounter difficulties in lending and borrowing. They identify financial institutions as effective intermediaries in this process. In closure they discuss the role credit can have on the growth of a community.<br><br><p><font color='#666666'>Concepts: </font><br>Saving, Interest, Financial intermediaries</p>]]></desc>
			<concepts><![CDATA[saving,interest,financial intermediaries,saving and investing,credit,compound interest,economic institutions,financial markets,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_15.pdf</url>
		</lesson>
		<lesson type="print" id="62646" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16 - Frontier Specialists]]></title>
			<desc><![CDATA[Using a simulation about frontier families, this lesson helps students gain a understanding of the benefits of specialization and how comparative advantage forms the basis for exchange in a market economy.<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Exchange, Interdependence, Absolute and comparative advantage</p>]]></desc>
			<concepts><![CDATA[specialization,exchange,interdependence,absolute and comparative advantage,division of labor/specialization,trade,exchange and interdependence,benefits of trade/comparative advantage,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_16.pdf</url>
		</lesson>
		<lesson type="print" id="62647" publication="49" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17 - Don't Fence Me Out! (Barriers To Trade)]]></title>
			<desc><![CDATA[Students explore the impact of various barriers to trade and determine who gains and who loses when trade barriers are imposed.<br><br><p><font color='#666666'>Concepts: </font><br>Free Trade, Barriers to Trade, Quota, Tariff, Export Subsidy, Product Standard</p>]]></desc>
			<concepts><![CDATA[free trade,barriers to trade,quota,tariff,export subsidy,product standard,benefits of trade/comparative advantage,entrepreneurs,economics,social studies,1-56183-493-9,focus: middle school economics,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<url>1-56183-493-9_17.pdf</url>
		</lesson>
		<lesson type="print" id="66696" publication="49" lang="en" display="FALSE">
			<title><![CDATA[Concluding Lesson & Glossary]]></title>
			<desc><![CDATA[This document contains a concluding lesson and glossary of terms from the publication.]]></desc>
			<gradedisplay>6-8</gradedisplay>
			<url>1-56183-493-9_back.pdf</url>
		</lesson>
		<lesson type="print" id="66699" publication="70" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-490-4_front.pdf</url>
		</lesson>
		<lesson type="print" id="62506" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1- The First Economic Revolution]]></title>
			<desc><![CDATA[The teacher explains four basic principles of economic reasoning, using a modern example. Students in groups then apply the same principles to understanding why some nomadic hunting/gathering groups may have shifted to a settled agricultural lifestyle and what the consequences of their choice were. <br><br><p><font color='#666666'>Concepts: </font><br>Choices, Costs, Incentives</p>]]></desc>
			<concepts><![CDATA[choices,costs,incentives,decision making/cost-benefit analysis,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_01.pdf</url>
		</lesson>
		<lesson type="print" id="62507" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2- Making Clothes And Houses Out Of Wheat]]></title>
			<desc><![CDATA[Students participate in a simulation about an agricultural village in Neolithic times. The teacher debriefs the simulation, emphasizing relevant economic concepts.<br><br><p><font color='#666666'>Concepts: </font><br>Productivity, Capital Goods, Consumer Goods, Standard of Living</p>]]></desc>
			<concepts><![CDATA[productivity,capital goods,consumer goods,standard of living,productive resources,consumers,economic systems,economic development,human capital,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_02.pdf</url>
		</lesson>
		<lesson type="print" id="62508" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3- Trade In Africa: 9th to 12th Centuries A.D.]]></title>
			<desc><![CDATA[The teacher displays a visual showing the graphic regions and trade routes between North and West Africa. Students read a short passage and answer questions in class discussion. Students in groups calculate the efficiency of various methods of transportation available to the traders who carried goods between North and West Africa. They next calculate costs of several methods of transportation, and finally analyze why traders sometimes had to use less efficient or more costly kinds of transportation.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Trade, Profit, Transportation Cost</p>]]></desc>
			<concepts><![CDATA[incentives,trade,profit,transportation cost,exchange and interdependence,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_03.pdf</url>
		</lesson>
		<lesson type="print" id="62509" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4- How Did The Black Death Raise Living Standards In Europe?]]></title>
			<desc><![CDATA[The teacher displays a visual showing information on the effects of the Black Death in Europe. Students then read two short passages describing the relationship of landlord and serf in England in the years before and after the Black Death and examine these differences in class discussion. Working in small groups, students take the role of a landlord and determine the most profitable use of labor before and after the Black Death.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentive, Production Costs, Profit</p>]]></desc>
			<concepts><![CDATA[choice,incentive,production costs,profit,decision making/cost-benefit analysis,incentives,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_04.pdf</url>
		</lesson>
		<lesson type="print" id="62510" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5- Why Didn't China Discover The New World?]]></title>
			<desc><![CDATA[Students in small groups discuss reasons why a nation might sponsor voyages of exploration. The teacher displays and discusses a visual showing several innovations of importance to ocean exploration that appeared in China well before they did in Europe. Students then read about a series of Chinese naval expeditions that took place from 1402 to 1433 and discuss reasons why the Chinese government did not sponsor more ocean voyages after 1433.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Technology, Trade, Incentive</p>]]></desc>
			<concepts><![CDATA[economic growth,technology,trade,incentive,exchange and interdependence,incentives,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_05.pdf</url>
		</lesson>
		<lesson type="print" id="62511" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6- The Decline of Spain]]></title>
			<desc><![CDATA[Students work in small groups to study the Spanish economy in the 16th century and draw conclusions for developing nations today.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Government Spending, Taxation, Monopoly, Human Resources, Inflation, Price Controls</p>]]></desc>
			<concepts><![CDATA[economic growth,government spending,taxation,monopoly,human resources,inflation,price controls,roles of government,competition and market structures,productive resources,price ceilings and floors,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_06.pdf</url>
		</lesson>
		<lesson type="print" id="62512" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7- The Great Tulip Boom]]></title>
			<desc><![CDATA[The teacher displays a transparency comparing the prices of many goods in the 1600s in the Netherlands to prices paid for rare tulip bulbs during the Great Tulip Boom of the 1630s. Students perform a simulation of the boom and write a short essay expressing their personal feelings about the relationship between risk and rates of return.<br><br><p><font color='#666666'>Concepts: </font><br>Financial Investment, Rate of Return, Risk, Speculation</p>]]></desc>
			<concepts><![CDATA[financial investment,rate of return,risk,speculation,saving and investing,risk and return,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_07.pdf</url>
		</lesson>
		<lesson type="print" id="62513" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8- Adam Smith And The Market Economy]]></title>
			<desc><![CDATA[Students read a passage describing Adam Smith's concept of individual self-interest. Next, groups of students act as competitive producers or as investors in a simulation. Finally, they answer in writing several questions designed to debrief the simulation.<br><br><p><font color='#666666'>Concepts: </font><br>Self-interest, Competition, Government Regulation, Markets, Market Economy</p>]]></desc>
			<concepts><![CDATA[self-interest,competition,government regulation,markets,market economy,property rights,competition and market structures,roles of government,markets and prices,economic systems,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_08.pdf</url>
		</lesson>
		<lesson type="print" id="62514" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9- The Industrial Revolution]]></title>
			<desc><![CDATA[Students read an introduction to the economic aspects of the Industrial Revolution, then work in small groups to develop lists of factors that encourage innovation. After class discussion of the lists, students analyze descriptions of the political and economic systems of Britain and France during the 1700s to determine why the Industrial Revolution first began in Britain rather than France. During class discussion, the ideas developed in the lesson are applied to one or two current economic policy issues.<br><br><p><font color='#666666'>Concepts: </font><br>Incentives, Profit, Innovation, Economic Growth</p>]]></desc>
			<concepts><![CDATA[incentives,profit,innovation,economic growth,entrepreneurs,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_09.pdf</url>
		</lesson>
		<lesson type="print" id="62515" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10- How The Industrial Revolution Raised Living Standards]]></title>
			<desc><![CDATA[The teacher conducts a brief simulation that illustrates how specialization and division of labor and improvements in capital goods increase productivity. The teacher displays a visual that shows other sources of increases in productivity. Students work in groups to find examples of different ways of increasing productivity in a reading about Josiah Wedgwood and the Industrial Revolution and how it affected the pottery industry.<br><br><p><font color='#666666'>Concepts: </font><br>Productivity, Unit Costs, Specialization and Division of Labor, Capital Goods, Technology, Transportation Costs, Standard of Living</p>]]></desc>
			<concepts><![CDATA[productivity,unit costs,specialization and division of labor,capital goods,technology,transportation costs,standard of living,competition and market structures,division of labor/specialization,productive resources,economic systems,economic development,human capital,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_10.pdf</url>
		</lesson>
		<lesson type="print" id="62516" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11- Japan's Economic Miracle]]></title>
			<desc><![CDATA[Students are introduced to a mystery about Japan's economic growth. They read a passage about economic growth and take part in a group discussion of how several facts of Japanese history are related to Japan's economic growth after World War II.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Productivity, Capital, Human Capital, Interest Rates</p>]]></desc>
			<concepts><![CDATA[economic growth,productivity,capital,human capital,interest rates,productive resources,saving and investing,compound interest,credit,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_11.pdf</url>
		</lesson>
		<lesson type="print" id="62517" publication="70" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12- The Fall Of Communism]]></title>
			<desc><![CDATA[Students read two passages describing life in the U.S.S.R. prior to its dissolution in 1991 and in small groups, analyze how the incentives present in the Soviet economy before the recent market reforms affected the performance of the economy.<br><br><p><font color='#666666'>Concepts: </font><br>Economic System, Command Economy, Market Economy, Incentives</p>]]></desc>
			<concepts><![CDATA[economic system,command economy,market economy,incentives,economic systems,world history,social studies,1-56183-490-4,world history: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-490-4_12.pdf</url>
		</lesson>
		<lesson type="print" id="66700" publication="70" lang="en" display="FALSE">
			<title><![CDATA[Sample Test Questions]]></title>
			<desc><![CDATA[This document contains sample test questions that can be used with this publication.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-490-4_back.pdf</url>
		</lesson>
		<lesson type="print" id="66703" publication="72" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-491-2_front.pdf</url>
		</lesson>
		<lesson type="print" id="62473" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Where in the World?]]></title>
			<desc><![CDATA[Students participate in a bingo-type game to learn the national capitals of countries exporting specific resources and products, use prior knowledge and atlases to identify the countries involved, and locate both the countries and their capitals on a world map. They classify the goods and resources being traded and discuss the choices that sellers and buyers make.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Goods, Services, Productive Resources, Natural Resources, Human Resources, Capital Resources, Renewable Resources, Nonrenewable Resources, Spatial Perspective, Location, Place, National Capital, Ecological Perspective, Economic Perspective, Consumer Goods</p>]]></desc>
			<concepts><![CDATA[exports,goods,services,productive resources,natural resources,human resources,capital resources,renewable resources,nonrenewable resources,spatial perspective,location,place,national capital,ecological perspective,economic perspective,consumer goods,balance of trade and balance of payments,benefits of trade/comparative advantage,consumers,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_01.pdf</url>
		</lesson>
		<lesson type="print" id="62474" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Where Do You Shop?]]></title>
			<desc><![CDATA[Students use road maps to measure distances traveled to purchase specific goods and services, calculate average distances, and rank goods from shortest to longest distances traveled. They discuss the survey and its limitations, are introduced to the idea of time-value as a transaction cost, and offer ways of determining the value of their own time. They read about threshold, range, and specialization as factors that affect the location of businesses. They interview three persons of their grandparents' generation and compare shopping patterns during the older generation's childhood to today's patterns. Finally, they offer hypotheses about the changes catalog mail-order and phone sales, and home-shopping television programs will have on where people shop.<br><br><p><font color='#666666'>Concepts: </font><br>Time-distance, Threshold, Range, Transaction Costs, Specialization</p>]]></desc>
			<concepts><![CDATA[time-distance,threshold,range,transaction costs,specialization,division of labor/specialization,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_02.pdf</url>
		</lesson>
		<lesson type="print" id="62475" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Why Nations Trade]]></title>
			<desc><![CDATA[Students read and discuss a narrative about international trade that focuses on opportunity cost and the principle of comparative advantage. Then the class is divided into four groups, each representing a different country. They engage in a simulation that assesses the skills available within their countries, and each country decides on an area of specialization. The lesson ends with a class discussion about the decisions made by the four countries and the economic benefits and/or costs of those decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity Cost, Absolute Advantage, Comparative Advantage, Specialization, Terms of Trade</p>]]></desc>
			<concepts><![CDATA[opportunity cost,absolute advantage,comparative advantage,specialization,terms of trade,benefits of trade/comparative advantage,division of labor/specialization,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_03.pdf</url>
		</lesson>
		<lesson type="print" id="62476" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: International Interdependence]]></title>
			<desc><![CDATA[Students provide information about foreign-made goods that they and their families have purchased, and a master list is compiled. Then they hypothesize reasons why people buy goods made in other countries, and these reasons are also recorded. They are asked whether foreign trade is more important, less important, or equally important to the United States and other countries, and their answers are recorded.<br><br><p><font color='#666666'>Concepts: </font><br>International Trade, Gross Domestic Product, Real Gross Domestic Product, Exports, Imports, Interdependence, Visible Exports, Invisible Exports, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[international trade,gross domestic product,real gross domestic product,exports,imports,interdependence,visible exports,invisible exports,opportunity cost,benefits of trade/comparative advantage,gdp,real vs. nominal,balance of trade and balance of payments,trade,exchange and interdependence,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_04.pdf</url>
		</lesson>
		<lesson type="print" id="62477" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Money Around the World]]></title>
			<desc><![CDATA[Students participate in one of two class auctions so that they may experience firsthand how prices are determined in different markets.<br><br><p><font color='#666666'>Concepts: </font><br>Money, Prices, Exchange Rates, Foreign Exchange Markets</p>]]></desc>
			<concepts><![CDATA[money,prices,exchange rates,foreign exchange markets,markets and prices,foreign currency markets/exchange rates,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_05.pdf</url>
		</lesson>
		<lesson type="print" id="62478" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Limiting Trade]]></title>
			<desc><![CDATA[Students read narrative describing various types of trade restrictions and their effects, engage in a circle debate about the imposition of a new tariff, evaluate the arguments in favor of and against the tariff, and apply the model described in the narrative to determine who will benefit and who will be hurt by the tariff.<br><br><p><font color='#666666'>Concepts: </font><br>Tariffs, Quotas, Embargoes, Licensing Requirements, Standards, Subsidies, Infant Industry, Strategic Industry, Exports, Imports, Terms of Trade</p>]]></desc>
			<concepts><![CDATA[tariffs,quotas,embargoes,licensing requirements,standards,subsidies,infant industry,strategic industry,exports,imports,terms of trade,barriers to trade,balance of trade and balance of payments,benefits of trade/comparative advantage,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_06.pdf</url>
		</lesson>
		<lesson type="print" id="62479" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Places and Production]]></title>
			<desc><![CDATA[Students calculate United States GDP and GDP per capita, use of choropleth map to acquire information, and create choropleth maps of GDP per capita in South America.  They identify regions with high and low DGP per capita and suggest reasons why the well-being of people may be overestimated in countries with high GDP per capita and underestimated in countries with low GDP per capita.<br><br><p><font color='#666666'>Concepts: </font><br>Gross Domestic Product, Choropleth Map, Measure of Value, Double Counting, Final Goods and Services, Flow of Product Approach, Earnings and Cost Approach, Consumer-Spending, Investment Spending, Government Spending, Exports, Imports, Gross Domestic Product Per Capita</p>]]></desc>
			<concepts><![CDATA[gross domestic product,choropleth map,measure of value,double counting,final goods and services,flow of product approach,earnings and cost approach,consumer-spending,investment spending,government spending,exports,imports,gross domestic product per capita,gdp,money,saving and investing,roles of government,balance of trade and balance of payments,benefits of trade/comparative advantage,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_07.pdf</url>
		</lesson>
		<lesson type="print" id="62480" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: GDP and Life Expectancy]]></title>
			<desc><![CDATA[Students construct choropleth maps based on a number of economic and social variables, then analyze the relationships among the variables. They describe the characteristics of countries with high and low GDP per capita, identify regions of high and low GDP per capita, and generate hypotheses about possible consequences of efforts to improve the health of people in Africa.<br><br><p><font color='#666666'>Concepts: </font><br>Choropleth Maps, Gross Domestic Product Per Capita, Life Expectancy, Infant Mortality, Investment, Human Capital, Positive Relationship, Negative Relationship</p>]]></desc>
			<concepts><![CDATA[choropleth maps,gross domestic product per capita,life expectancy,infant mortality,investment,human capital,positive relationship,negative relationship,gdp,saving and investing,productive resources,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_08.pdf</url>
		</lesson>
		<lesson type="print" id="62481" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: Population Pyramids]]></title>
			<desc><![CDATA[Students are introduced to demographic data and population pyramids using the 1990 Census of the United States. They are then organized into small groups, and each group is given population data for a community, asked to construct a population pyramid and to write a paragraph describing its pyramid.<br><br><p><font color='#666666'>Concepts: </font><br>Demography, Population Pyramid, Census, Median Age, Cohorts</p>]]></desc>
			<concepts><![CDATA[demography,population pyramid,census,median age,cohorts,economic systems,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_09.pdf</url>
		</lesson>
		<lesson type="print" id="62482" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: Which State is the Largest?]]></title>
			<desc><![CDATA[Students create cartograms showing state populations and gross state products, then describe and analyze the results. Using Population Per Square Mile and Gross State Product Per Capita, they then identify regions of high population density and regions of low economic prosperity. Finally, they discuss factors that may help explain why particular states have high population growth rates.<br><br><p><font color='#666666'>Concepts: </font><br>Cartogram, Population Density, Gross State Product, Gross State Product Per Capita, Population Growth, Geographic Regions, Birth Rate, Death Rate, Immigration, Emigration</p>]]></desc>
			<concepts><![CDATA[cartogram,population density,gross state product,gross state product per capita,population growth,geographic regions,birth rate,death rate,immigration,emigration,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_10.pdf</url>
		</lesson>
		<lesson type="print" id="62483" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: The Lancaster Landfill]]></title>
			<desc><![CDATA[Students participate in a simulated town meeting called to consider proposed solutions to the problem of groundwater contamination. Hazardous waste accumulated in a landfill over many years is creating the problem. The landfill is no longer in use, but it poses a risk to fish, wildlife, and people living nearby. Each student is provided with a specific role and a point of view.<br><br><p><font color='#666666'>Concepts: </font><br>Environment, Government Regulation, Hazardous Waste, Third Party Costs, Property Rights, Market Mechanism, Technology</p>]]></desc>
			<concepts><![CDATA[environment,government regulation,hazardous waste,third party costs,property rights,market mechanism,technology,roles of government,market failures,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_11.pdf</url>
		</lesson>
		<lesson type="print" id="62484" publication="72" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Geo-Poems and Eco-Poems]]></title>
			<desc><![CDATA[Students write a Geo-Poem or an Eco-Poem describing a city or country, share their poems in small groups, select the best poem in each group to share with the class, discuss differences between geographic and economic perspectives, and evaluate this activity as a way of learning.<br><br><p><font color='#666666'>Concepts: </font><br>Location, Place, Human-Environment Interaction, Movement, Regions, Resources, Economic Institutions, Role of Government</p>]]></desc>
			<concepts><![CDATA[location,place,human-environment interaction,movement,regions,resources,economic institutions,role of government,productive resources,roles of government,geography,social studies,1-56183-491-2,geography: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-491-2_12.pdf</url>
		</lesson>
		<lesson type="print" id="66704" publication="72" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This document contains the glossary for this publication.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-491-2_back.pdf</url>
		</lesson>
		<lesson type="print" id="66705" publication="73" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-494-7_front.pdf</url>
		</lesson>
		<lesson type="print" id="62441" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Decision Making: Scarcity, Opportunity Cost, and You]]></title>
			<desc><![CDATA[Students participate in a group activity that illustrates the concepts of scarcity, opportunity cost, trade-offs, and consequences.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Opportunity cost, Trade-offs, Consequences</p>]]></desc>
			<concepts><![CDATA[scarcity,opportunity cost,trade-offs,consequences,opportunity cost,decision making/cost-benefit analysis,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_01.pdf</url>
		</lesson>
		<lesson type="print" id="62442" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - Applying a Decision-Making Model: You and Your Future]]></title>
			<desc><![CDATA[Students participate in a group activity using the decision-making grid. They learn why two individuals may reach different decisions even when they use an identical decision-making model. This lesson helps students appreciate different points of view.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Choice, Decision making, Alternatives, Criteria, Decision grid</p>]]></desc>
			<concepts><![CDATA[scarcity,choice,decision making,alternatives,criteria,decision grid,decision making/cost-benefit analysis,opportunity cost,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_02.pdf</url>
		</lesson>
		<lesson type="print" id="62443" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - Planning and Goal Setting: Can You Get There From Here?]]></title>
			<desc><![CDATA[This lesson is in two parts. Part I focuses on how to set goals. Part II focuses on the influence goal setting has on exploring careers. Each part of the lesson can stand alone or can be used with Lesson 4, A Student's Potential for the Labor Market or Lesson 6, Financial Planning: Budgeting Your Financial Resources.<br><br><p><font color='#666666'>Concepts: </font><br>Decision making, Opportunity cost, Scarcity, Choice, Alternatives</p>]]></desc>
			<concepts><![CDATA[decision making,opportunity cost,scarcity,choice,alternatives,decision making/cost-benefit analysis,opportunity cost,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_03.pdf</url>
		</lesson>
		<lesson type="print" id="62444" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - A Student's Potential in the Labor Market: It's a Matter of Supply and Demand]]></title>
			<desc><![CDATA[Students engage in two labor market simulations. One market is characterized by high wages and specific skill requirements; the other is characterized by low wages and low skill requirements. Students evaluate their own skills and plan ways to improve the skills in which they are weak.<br><br><p><font color='#666666'>Concepts: </font><br>Supply of labor, Demand for labor, Equilibrium wage, Skills</p>]]></desc>
			<concepts><![CDATA[supply of labor,demand for labor,equilibrium wage,skills,supply,demand,markets and prices,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_04.pdf</url>
		</lesson>
		<lesson type="print" id="62445" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Price As A Rationing Method: How Does A Market Work?]]></title>
			<desc><![CDATA[Students use the price mechanism to allocate scarce goods and one good which may not be scarce.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Allocation, Relative price, More scarce, Less scarce</p>]]></desc>
			<concepts><![CDATA[scarcity,allocation,relative price,more scarce,less scarce,markets and prices,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_05.pdf</url>
		</lesson>
		<lesson type="print" id="62446" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Financial Planning: Budgeting Your Financial Resources]]></title>
			<desc><![CDATA[Students participate in a motivational activity in which they evaluate the costs and benefits of impulse buying and its effect on living on a limited income. After they analyze a sample budget, students develop their own budget that might be appropriate upon leaving school.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Opportunity cost, Income, Purchasing power, Fixed expenses, Variable expenses, Impulse buying</p>]]></desc>
			<concepts><![CDATA[scarcity,opportunity cost,income,purchasing power,fixed expenses,variable expenses,impulse buying,opportunity cost,money management/budgeting,inflation,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_06.pdf</url>
		</lesson>
		<lesson type="print" id="62447" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Business Decision Making: Are They Out to Get You?]]></title>
			<desc><![CDATA[This lesson helps students understand that businesses must consider the cost of producing their products and how those costs affect their profits. Many teachers form elaborate classroom corporations in order to help their students gain an understanding of and appreciation for the business person's perspective. The class is involved in market research, product pricing, production, marketing, and distribution. Such corporations often require significant resources, planning, and production efforts. This lesson is designed for the teacher who wants to incorporate this information into the classroom without going through the lengthy and formal process of setting up a classroom corporation. Students play a role of a business manager of a cookie company. They go through the kinds of decisions business managers must make (can revise price, profit, service, quality, etc.). The lesson requires several days for students to do investigative work.<br><br><p><font color='#666666'>Concepts: </font><br>Productive resources, Natural resource, Human resources, Capital resources, Fixed cost, Variable cost, Total cost, Total revenue, Profit, Competition</p>]]></desc>
			<concepts><![CDATA[productive resources,natural resource,human resources,capital resources,fixed cost,variable cost,total cost,total revenue,profit,competition,productive resources,competition and market structures,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_07.pdf</url>
		</lesson>
		<lesson type="print" id="62448" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - The Role of Government: Who Needs It?]]></title>
			<desc><![CDATA[Students view transparencies showing (1) a comic strip featuring a teenage taxpayer and (2) data on sources of federal government receipts. They participate in a group activity where they decide where the federal government should spend its money, and contrast their decisions with actual federal spending data. They evaluate local government services using information from a local phone book. They take part in a simulation where they analyze a problem of scarce resources facing local government under two scenarios: first, with the goal of "doing what is best" for constituents, and second, with the goal of seeking reelection.<br><br><p><font color='#666666'>Concepts: </font><br>Role of government, Sources of taxes, Government services, Scarcity, Opportunity cost, Trade-offs</p>]]></desc>
			<concepts><![CDATA[role of government,sources of taxes,government services,scarcity,opportunity cost,trade-offs,roles of government,opportunity cost,decision making/cost-benefit analysis,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_08.pdf</url>
		</lesson>
		<lesson type="print" id="62449" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Collective Bargaining: A Negotiation Simulation]]></title>
			<desc><![CDATA[Students will form labor and management teams to negotiate a contract. Two bargaining sessions take place, at the end of which a contract is negotiated or a strike or a lockout occurs.<br><br><p><font color='#666666'>Concepts: </font><br>Interdependence, Scarcity, Trade-off, Marginal cost, Marginal benefit</p>]]></desc>
			<concepts><![CDATA[interdependence,scarcity,trade-off,marginal cost,marginal benefit,trade,exchange and interdependence,decision making/cost-benefit analysis,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_09.pdf</url>
		</lesson>
		<lesson type="print" id="62450" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Consumer Credit: Buy Now, Pay Later, and More]]></title>
			<desc><![CDATA[Through group activity, students analyze the costs and benefits of using credit cards to purchase goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Consumer credit, Decision making, Opportunity cost, Interest</p>]]></desc>
			<concepts><![CDATA[credit,consumer credit,decision making,opportunity cost,interest,decision making/cost-benefit analysis,opportunity cost,compound interest,saving and investing,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_10.pdf</url>
		</lesson>
		<lesson type="print" id="62451" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - Housing: Deciding to Rent or Buy]]></title>
			<desc><![CDATA[Students begin by learning to apply the decision-making process to a major purchasing decision, and they become acquainted with how to use a decision making grid. Next, students will participate in a simulation in which they are buyers and sellers of housing services. Some students will be buyers who must decide whether to rent or buy. Other students will be sellers who have houses or apartments to offer. Students must go to the marketplace to make their purchases.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Opportunity Cost, Interest, Market, Supply, Demand</p>]]></desc>
			<concepts><![CDATA[scarcity,opportunity cost,interest,market,supply,demand,credit,compound interest,saving and investing,markets and prices,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_11.pdf</url>
		</lesson>
		<lesson type="print" id="62452" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - Advertising: Is Consumer Sovereignty Dead?]]></title>
			<desc><![CDATA[Students are introduced to different types of advertising as well as the role advertising plays in a modern economy. They participate in a simulation that confronts the influence that advertising has on their behavior as consumers. Finally, they are asked to consider John Kenneth Galbraith's opinion on the degree of consumer sovereignty in the marketplace.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Consumer Sovereignty, Market System</p>]]></desc>
			<concepts><![CDATA[advertising,consumer sovereignty,market system,profit,financial markets,consumers,economic systems,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_12.pdf</url>
		</lesson>
		<lesson type="print" id="62453" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13 - The Basic Questions of Health Care: What? Why? How?]]></title>
			<desc><![CDATA[In a group activity, students use the decision-making process to analyze the costs and benefits of purchasing health care.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity cost, Demand, Decision making, Alternatives</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,demand,decision making,alternatives,decision making/cost-benefit analysis,opportunity cost,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_13.pdf</url>
		</lesson>
		<lesson type="print" id="62454" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14 - Savings and Personal Investments: If You're So Smart, Why Aren't You Rich?]]></title>
			<desc><![CDATA[Students view a transparency showing the difference between economics definitions and personal finance definitions of the terms capital and investment. They read and discuss a handout listing four basic rules for wise investment decisions. <br><br><p><font color='#666666'>Concepts: </font><br>Capital, Investment, Savings, Opportunity cost, Securities, Stocks, Bonds, Mutual funds, Savings accounts, Certificates of deposit, Risk versus return, Liquidity</p>]]></desc>
			<concepts><![CDATA[capital,investment,savings,opportunity cost,securities,stocks,bonds,mutual funds,savings accounts,certificates of deposit,risk versus return,liquidity,productive resources,saving and investing,opportunity cost,financial markets,risk and return,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_14.pdf</url>
		</lesson>
		<lesson type="print" id="62455" publication="73" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15 - International Economics: Why Should You Care?]]></title>
			<desc><![CDATA[Students study an exchange rate table found in a local newspaper, and answer questions about exchange rates and their fluctuation. They read a short article on how a depreciation of the dollar could affect American consumers, and answer questions extending this concept. Students participate in a group activity where they analyze effects of a restrictive tariff on different groups of Americans, and draw conclusions about winners and losers from restrictions on free trade.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange rates, Effects of currency depreciation on consumers, Imports, Exports, Tariffs, Winners and losers from restrictions on trade</p>]]></desc>
			<concepts><![CDATA[exchange rates,effects of currency depreciation on consumers,imports,exports,tariffs,winners and losers from restrictions on trade,foreign currency markets/exchange rates,balance of trade and balance of payments,benefits of trade/comparative advantage,barriers to trade,life skills,1-56183-494-7,personal decision making: focus on economics,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-494-7_15.pdf</url>
		</lesson>
		<lesson type="print" id="66869" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_front.pdf</url>
		</lesson>
		<lesson type="print" id="66870" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Chapter 1 - Introduction]]></title>
			<desc><![CDATA[Effective economic decisions are more likely to be reached if, in addition to a mastery of basic concepts and an appreciation of how the concepts relate to each other, individuals have an understanding of the broad social goals that are most often used to evaluate economic performance and policies and an orderly, reasoned approach to economic decision making.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_01.pdf</url>
		</lesson>
		<lesson type="print" id="66871" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Chapter 2 - Basic Concepts]]></title>
			<desc><![CDATA[Economic concepts are the bases of economic understanding and reasoned decision making. Economic concepts provide the analytical tools needed to understand and make reasoned decisions about economic issues?both personal and social. These concepts also constitute the basic vocabulary of economics.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_02.pdf</url>
		</lesson>
		<lesson type="print" id="66872" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Chapter 3 - Applying Economic Understanding to Specific Issues]]></title>
			<desc><![CDATA[The following cases extend the use of a decision-making model to two economic issues involving public policy. The first deals with a microeconomic issue: the extent, if any, to which a state should exert control over the price of eggs that are produced within its borders. The second deals with a macroeconomic issue: how the economy might adjust to a large, permanent decline in defense spending by the federal government.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_03.pdf</url>
		</lesson>
		<lesson type="print" id="66873" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Chapter 4 - Overview: Scope and Sequence Guidelines]]></title>
			<desc><![CDATA[The scope and sequence guidelines address two basic questions: What are the fundamental concepts and generalizations that an economically literate person should know? and at what grade levels should these concepts and generalizations be introduced within the curriculum?]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_04.pdf</url>
		</lesson>
		<lesson type="print" id="66874" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Chapter 5 - Guidelines, K-4]]></title>
			<desc><![CDATA[The content statements are presented in two different ways: first to provide the user a quick and comprehensive overview of the economic content recommended for grades K-4, the content statements are organized according to the concept clusters discussed in Chapter II and are listed in the order in which they should be introduced in the curriculum. In the second presentation, each concept statement is accompanied by a sample activity which suggests the kind of behavior that would indicate that students have mastered the content. The verb in each activity is highlighted to assist teachers in determining cognitive levels. Also included is a list of materials from the National Council on Economic Education to use in teaching the content statements.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_05.pdf</url>
		</lesson>
		<lesson type="print" id="66875" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Chapter 6 - Guidelines, 5-8]]></title>
			<desc><![CDATA[The content statements are presented in two different ways: first to provide the user a quick and comprehensive overview of the economic content recommended for grades 5?8, the content statements are organized according to the concept clusters discussed in Chapter II and are listed in the order in which they should be introduced in the curriculum. In the second presentation, each concept statement is accompanied by a sample activity which suggests the kind of behavior that would indicate that students have mastered the content. The verb in each activity is highlighted to assist
teachers in determining cognitive levels. Also included is a list of materials from the National Council on Economic Education to use in teaching the content statements.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_06.pdf</url>
		</lesson>
		<lesson type="print" id="66876" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Chapter 7 - Guidelines, 9-12]]></title>
			<desc><![CDATA[The content statements are presented in two different ways: first to provide the user a quick and comprehensive overview of the economic content recommended for grades 9?12, the content statements are organized according to the concept clusters discussed in Chapter II and are listed in the order in which they should be introduced in the curriculum. In the second presentation, each concept statement is accompanied by a sample activity which suggests the kind of behavior that would indicate that students have mastered the content. The verb in each activity is highlighted to assist teachers in determining cognitive levels. Also included is a list of materials from the National Council on Economic Education to use in teaching the content statements.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_07.pdf</url>
		</lesson>
		<lesson type="print" id="66877" publication="78" lang="en" display="FALSE">
			<title><![CDATA[Index of Terms]]></title>
			<desc><![CDATA[This section contains the book's index of terms.]]></desc>
			<gradedisplay>K-12</gradedisplay>
			<url>1-56183-487-4_08.pdf</url>
		</lesson>
		<lesson type="print" id="66707" publication="60" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-485-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="62584" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: What Is an Entrepreneur?]]></title>
			<desc><![CDATA[In this lesson, students will define entrepreneurship; describe entrepreneurial attributes demonstrated by successful entrepreneurs; and, compare personal attributes with attributes generally common to successful entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Entrepreneurship, Innovative, Maximize, Business firms, Human capital, Labor, Profit</p>]]></desc>
			<concepts><![CDATA[entrepreneur,entrepreneurship,innovative,maximize,business firms,human capital,labor,profit,entrepreneurs,productive resources,financial markets,saving and investing,economic institutions,division of labor/specialization,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 1]]></version>
			<altversions><![CDATA[Student - Reading 1,66767]]></altversions>
			<url>1-56183-485-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="62585" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Scarcity: Everyone's Problem Is the Entrepreneur's Opportunity]]></title>
			<desc><![CDATA[In this lesson, students will define and give examples of scarcity; distinguish between goods and services; define and give examples of productive resources; describe a situation that demonstrates how scarcity can create business opportunities for resourceful, innovative individuals; determine opportunities that a given scarcity problem presents for an entrepreneur; evaluate entrepreneurial opportunities suggested for responding to a specific problem involving scarcity; give examples of the productive resources needed to take advantage of a specific entrepreneurial opportunity; Identify and analyze problems in the local community to determine the opportunities these provide for entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Productive resources, Resources, Land, Labor, Capital, Scarcity, Resourcefulness</p>]]></desc>
			<concepts><![CDATA[goods,services,productive resources,resources,land,labor,capital,scarcity,resourcefulness,productive resources,division of labor/specialization,saving and investing,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 2]]></version>
			<altversions><![CDATA[Student - Reading 2,66768]]></altversions>
			<url>1-56183-485-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="62586" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: Consumers, Businesses, Entrepreneurs, and Governments Face Opportunity Costs]]></title>
			<desc><![CDATA[In this lesson, students will define opportunity cost; explain why every choice has a cost; describe several personal economic choices and the opportunity costs involved; analyze economic choices commonly made by businesses to determine the opportunity costs involved; from a list of entrepreneurial opportunities in the local community select one opportunity on which to base a hypothetical business and state the opportunity cost of their decision.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity cost</p>]]></desc>
			<concepts><![CDATA[opportunity cost,opportunity cost,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 3]]></version>
			<altversions><![CDATA[Student - Reading 3,66769]]></altversions>
			<url>1-56183-485-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="62587" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Successful Entrepreneurs Make Rational Choices]]></title>
			<desc><![CDATA[In this lesson, students will define rational choice; explain why it is necessary for entrepreneurs to make rational choices; identify steps in a given decision-making model; demonstrate how the model can be used by entrepreneurs to make rational choices<br><br><p><font color='#666666'>Concepts: </font><br>Alternative, Goals, Cost, Benefit, Decision-making model, Decision-making grid, Rational choice</p>]]></desc>
			<concepts><![CDATA[alternative,goals,cost,benefit,decision-making model,decision-making grid,rational choice,opportunity cost,decision making/cost-benefit analysis,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 4]]></version>
			<altversions><![CDATA[Student - Reading 4,66770]]></altversions>
			<url>1-56183-485-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="62588" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: Making Things Entrepreneurs Sell]]></title>
			<desc><![CDATA[In this lesson, students will define and give examples of four functional activities of business; define and give examples of the four factors of production; demonstrate how the four factors of production can be combined to produce goods and services; analyze the actions of a hypothetical entrepreneur to determine the mistake make and how it can be corrected; relate problems described in readings to the universal problem of scarcity.<br><br><p><font color='#666666'>Concepts: </font><br>Functional activities of business ( marketing finance production management), Natural resources, Factors of production (land labor capital entrepreneurship)</p>]]></desc>
			<concepts><![CDATA[functional activities of business ( marketing finance production management),natural resources,factors of production (land labor capital entrepreneurship),entrepreneurs,productive resources,division of labor/specialization,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 5]]></version>
			<altversions><![CDATA[Student - Reading 5,66771]]></altversions>
			<url>1-56183-485-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="62589" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Entrepreneurship in Different Economic Systems]]></title>
			<desc><![CDATA[In this lesson, students will define economic system; explain why all countries have an economic system; identify basic characteristics of a market economy and our mixed-market system; compare economic decision making in market and command economies; compare the role of entrepreneurship in market economies and in command economies.<br><br><p><font color='#666666'>Concepts: </font><br>Economic system, Central economic questions, Traditional economies, Market economy, Profit motive, Private property, Command property, Command economy, Mixed-market economy</p>]]></desc>
			<concepts><![CDATA[economic system,central economic questions,traditional economies,market economy,profit motive,private property,command property,command economy,mixed-market economy,economic systems,profit,property rights,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 6]]></version>
			<altversions><![CDATA[Student - Reading 6,66772]]></altversions>
			<url>1-56183-485-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="62590" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: Entrepreneurship in Our Market System]]></title>
			<desc><![CDATA[In this lesson, students will define and give examples of a competitive market; describe the functioning of competitive markets, including the efficient allocation of resources, the production of goods and services society wants most, and the reduction of transaction costs; explain the relationship between entrepreneurship and the successful functioning of a market economy; analyze the market in which a hypothetical business operates and suggest ways the business might improve its competitive position; evaluate suggestions for improving the competitive position of an entrepreneurial enterprise.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Market, Competitive market, Transaction costs, Specialization, Resource allocation</p>]]></desc>
			<concepts><![CDATA[competition,market,competitive market,transaction costs,specialization,resource allocation,competition and market structures,markets and prices,division of labor/specialization,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 7]]></version>
			<altversions><![CDATA[Student - Reading 7,66773]]></altversions>
			<url>1-56183-485-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="62591" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: Entrepreneurial Behavior in Other Settings]]></title>
			<desc><![CDATA[In this lesson, students will define and give examples of intrapreneurship; distinguish between entrepreneurship and intrapreneurship; interpret graphs and trends regarding entrepreneurial opportunities for individuals; evaluate advantages and disadvantages of being innovative within an existing firm or a not-for-profit organization could take to encourage innovation among its employees.<br><br><p><font color='#666666'>Concepts: </font><br>Intrapreneurship, Quality circles, Not-for-profit organizations</p>]]></desc>
			<concepts><![CDATA[intrapreneurship,quality circles,not-for-profit organizations,entrepreneurs,economic institutions,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 8]]></version>
			<altversions><![CDATA[Student - Reading 8,66774]]></altversions>
			<url>1-56183-485-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="62592" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: The Circular Flow Between Consumers and Entrepreneurs]]></title>
			<desc><![CDATA[In this lesson, students will identify components of the circular-flow diagram; trace the flows of goods and services, factors of production, and money through the circular flow; explain how households and businesses are both buyers and sellers in our market system; relate events in the circular flow to actions of entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Income, Circular flow, Circular-flow diagram, Households, Product market, Factor market</p>]]></desc>
			<concepts><![CDATA[income,circular flow,circular-flow diagram,households,product market,factor market,money management/budgeting,trade,exchange and interdependence,division of labor/specialization,productive resources,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 9]]></version>
			<altversions><![CDATA[Student - Reading 9,66775]]></altversions>
			<url>1-56183-485-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="62593" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: The Nature of Consumer Demand]]></title>
			<desc><![CDATA[In this lesson, students will interpret a demand schedule for a given good or service; state the law of demand in their own words; collect and analyze data on sales of a particular product; predict the demand for a particular product, based on an analysis of available data; explain why knowledge of the demand for their products is important to entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Law of demand, Demand schedule, Change in demand</p>]]></desc>
			<concepts><![CDATA[demand,law of demand,demand schedule,change in demand,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 10]]></version>
			<altversions><![CDATA[Student - Reading 10,66776]]></altversions>
			<url>1-56183-485-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="62594" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: What Causes Change in Consumer Demand?]]></title>
			<desc><![CDATA[In this lesson, students will identify the determinants of demand; determine those determinants of demand that can be more easily influenced by entrepreneurs and those over which entrepreneurs have little or no control; demonstrate how knowledge of determinants of demand can be applied to an entrepreneurial enterprise; analyze advertisements and events reported in news articles to ascertain their intended or probable effect on demand; suggest and evaluate actions entrepreneurs might take to increase demand for their products.<br><br><p><font color='#666666'>Concepts: </font><br>Determinants of demand, Consumer tastes, Substitute products, Complementary products, Consumer income, Consumer population</p>]]></desc>
			<concepts><![CDATA[determinants of demand,consumer tastes,substitute products,complementary products,consumer income,consumer population,demand,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 11]]></version>
			<altversions><![CDATA[Student - Reading 11,66777]]></altversions>
			<url>1-56183-485-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="62595" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Entrepreneurs Supply Goods and Services]]></title>
			<desc><![CDATA[In this lesson, students will interpret a supply schedule; state the law of supply in their own words; use data on prices to predict an increase or decrease in the quantity of a product entrepreneurs are willing to supply; determine the point of diminishing returns by calculating the costs of producing or providing additional units of a good.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Law of diminishing returns, Increasing costs, Law of supply, Profit (review), Supply schedule, Net return</p>]]></desc>
			<concepts><![CDATA[supply,law of diminishing returns,increasing costs,law of supply,profit (review),supply schedule,net return,competition and market structures,profit,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 12]]></version>
			<altversions><![CDATA[Student - Reading 12,66778]]></altversions>
			<url>1-56183-485-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="62596" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: What Causes Entrepreneurs To Change the Quantity of Goods and Services Offered for Sale?]]></title>
			<desc><![CDATA[In this lesson, students will identify and give examples of determinants of supply; distinguish between instances of change in supply and instances of change in the quantity supplied; predict the effects on an entrepreneurial enterprise of both changes in costs and changes in expectations; recommend actions an entrepreneur might take to maintain or increase the number of products he or she will supply.<br><br><p><font color='#666666'>Concepts: </font><br>Determinants of supply, Change in supply, Change in costs, Change in expectations</p>]]></desc>
			<concepts><![CDATA[determinants of supply,change in supply,change in costs,change in expectations,supply,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 13]]></version>
			<altversions><![CDATA[Student - Reading 13,66779]]></altversions>
			<url>1-56183-485-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="62597" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: Entrepreneurs and Equilibrium]]></title>
			<desc><![CDATA[In this lesson, students will define equilibrium, equilibrium price, surplus, and shortage; use data on the demand and supply of a product to determine the equilibrium price; distinguish between pricing situations that would result in a surplus and those that would result in a shortage; predict the consequences of an entrepreneur setting the price for a product higher or lower than the equilibrium price; explain how knowledge of the concept equilibrium price can be helpful to entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Equilibrium, Equilibrium price, Surplus, Shortage</p>]]></desc>
			<concepts><![CDATA[equilibrium,equilibrium price,surplus,shortage,markets and prices,price ceilings and floors,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 14]]></version>
			<altversions><![CDATA[Student - Reading 14,66780]]></altversions>
			<url>1-56183-485-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="62598" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: Entrepreneurs and Changing Prices]]></title>
			<desc><![CDATA[In this lesson, students will predict the effects of selected events on the demand, supply, and equilibrium price for specific products; predict the effects of changes in the equilibrium price of a product on markets for complementary and/or substitute goods; recommend actions entrepreneurs might take in response to specific problems involving changes in demand, supply, and equilibrium price. <br><br><p><font color='#666666'>Concepts: </font><br>Change in equilibrium</p>]]></desc>
			<concepts><![CDATA[change in equilibrium,demand,markets and prices,supply,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 15]]></version>
			<altversions><![CDATA[Student - Reading 15,66781]]></altversions>
			<url>1-56183-485-8_15.pdf</url>
		</lesson>
		<lesson type="print" id="62599" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16: Entrepreneurs, Pricing Strategies, and Marketing Goals]]></title>
			<desc><![CDATA[In this lesson, students will distinguish between various pricing strategies, including loss-leader pricing, penetration pricing, skimming pricing, and variable pricing; evaluate different pricing strategies used by entrepreneurs in terms of the marketing goals to be achieved; predict the short-run and long-run consequences of different pricing strategies used by entrepreneurs; recognize the importance of knowledge of pricing strategies for entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Pricing strategy, Penetration pricing, Loss-leader pricing, Skimming prices, Variable pricing, Markup, Markdown, Bait and switch</p>]]></desc>
			<concepts><![CDATA[pricing strategy,penetration pricing,loss-leader pricing,skimming prices,variable pricing,markup,markdown,bait and switch,entrepreneurs,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 16]]></version>
			<altversions><![CDATA[Student - Reading 16,66782]]></altversions>
			<url>1-56183-485-8_16.pdf</url>
		</lesson>
		<lesson type="print" id="62600" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17: Sources of Information for Entrepreneurs]]></title>
			<desc><![CDATA[In this lesson, students will identify sources of market information that are available to entrepreneurs; explain why market information is important to entrepreneurs; evaluate various sources of market information; use market information to make decisions for a hypothetical entrepreneurial enterprise; determine the types of market information that might have helped owners of failed businesses in the community make better decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Market research, Small Business Administration (SBA)</p>]]></desc>
			<concepts><![CDATA[market research,small business administration (sba),entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 17]]></version>
			<altversions><![CDATA[Student - Reading 17,66783]]></altversions>
			<url>1-56183-485-8_17.pdf</url>
		</lesson>
		<lesson type="print" id="62601" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 18: Entrepreneurs Choose Different Types of Business Organization]]></title>
			<desc><![CDATA[In this lesson, students will identify characteristics of the following forms of business organization: sole proprietorship, partnership, and corporation; compare forms of business organization to decide which is most appropriate for a given set of circumstances; evaluate relative advantages of starting a new business, buying an existing business, or purchasing a franchise; decide the form of business organization most appropriate for a hypothetical entrepreneur.<br><br><p><font color='#666666'>Concepts: </font><br>Sole proprietorship, Collateral, Unlimited liability, Partnership, Corporation, Stock, Limited liability, Franchise</p>]]></desc>
			<concepts><![CDATA[sole proprietorship,collateral,unlimited liability,partnership,corporation,stock,limited liability,franchise,credit,competition and market structures,financial markets,entrepreneurs,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 18]]></version>
			<altversions><![CDATA[Student - Reading 18,66784]]></altversions>
			<url>1-56183-485-8_18.pdf</url>
		</lesson>
		<lesson type="print" id="62602" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 19: Financing the Entrepreneurial Enterprise]]></title>
			<desc><![CDATA[In this lesson, students will explain why entrepreneurs need adequate financing to be successful; identify possible sources of financing for entrepreneurs; cit factors that influence the cost of financing an entrepreneurial enterprise; compare alternative methods of financing and entrepreneurial enterprise; evaluate alternatives for financing an entrepreneurial venture and decide which alternative to entrepreneur should choose.<br><br><p><font color='#666666'>Concepts: </font><br>Credit worthiness, Debt, Fixed interest rates, Flexible interest rates, Prime interest rate, Federal Reserve System, Equity</p>]]></desc>
			<concepts><![CDATA[credit worthiness,debt,fixed interest rates,flexible interest rates,prime interest rate,federal reserve system,equity,credit,financial markets,economic institutions,monetary policy and the federal reserve,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 19]]></version>
			<altversions><![CDATA[Student - Reading 19,66785]]></altversions>
			<url>1-56183-485-8_19.pdf</url>
		</lesson>
		<lesson type="print" id="62603" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 20: How Can Entrepreneurs Control Costs?]]></title>
			<desc><![CDATA[In this lesson, students will distinguish between examples of fixed and variable costs; predict changes in a firm's costs based on data provided; collect and analyze data on fixed and variable costs for providing a specific product; recommend actions a hypothetical firm should take to control its fixed and variable costs<br><br><p><font color='#666666'>Concepts: </font><br>Fixed costs, Variable costs</p>]]></desc>
			<concepts><![CDATA[fixed costs,variable costs,competition and market structures,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 20]]></version>
			<altversions><![CDATA[Student - Reading 20,66786]]></altversions>
			<url>1-56183-485-8_20.pdf</url>
		</lesson>
		<lesson type="print" id="62604" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 21: When Should an Entrepreneur Offer More Products for Sale?]]></title>
			<desc><![CDATA[In this lesson, students will define marginal cost; define marginal revenue; give examples of situations that illustrate the relationship between marginal cost, marginal revenue, and diminishing returns; recommend changes in supply levels for a hypothetical entrepreneur based on marginal cost and marginal revenue data.<br><br><p><font color='#666666'>Concepts: </font><br>Marginal revenue, Marginal cost, Law of diminishing returns (review)</p>]]></desc>
			<concepts><![CDATA[marginal revenue,marginal cost,law of diminishing returns (review),competition and market structures,decision making/cost-benefit analysis,supply,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 21]]></version>
			<altversions><![CDATA[Student - Reading 21,66787]]></altversions>
			<url>1-56183-485-8_21.pdf</url>
		</lesson>
		<lesson type="print" id="62605" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 22: Cash Flow and the Successful Entrepreneur]]></title>
			<desc><![CDATA[In this lesson, students will identify the opportunity costs of various alternatives available to entrepreneurs for maintaining or improving cash flow; based on the data provided, determine the causes and consequences of cash flow problems experienced by entrepreneurial enterprises; recommend actions hypothetical entrepreneurs should take to maintain or improve cash flow.<br><br><p><font color='#666666'>Concepts: </font><br>Inventory, Accounts receivable, Cash flow, Inventory control, Opportunity cost (review), Credit, Line of credit</p>]]></desc>
			<concepts><![CDATA[inventory,accounts receivable,cash flow,inventory control,opportunity cost (review),credit,line of credit,entrepreneurs,opportunity cost,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 22]]></version>
			<altversions><![CDATA[Student - Reading 22,66788]]></altversions>
			<url>1-56183-485-8_22.pdf</url>
		</lesson>
		<lesson type="print" id="62606" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 23: How Entrepreneurs Use Credit]]></title>
			<desc><![CDATA[In this lesson, students will distinguish between consumer credit and commercial credit; give examples of ways entrepreneurs may use credit as a marketing tool; compare the costs and benefits of the different practices entrepreneurs use for extending credit to their customers; compare the costs and benefits of various types of commercial credit available to entrepreneurs for financing their businesses and for purchasing resources or inventory; analyze data on the use of credit by an entrepreneurial enterprise and recommend actions to prevent business failure.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer credit, Commercial credit</p>]]></desc>
			<concepts><![CDATA[consumer credit,commercial credit,credit,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 23]]></version>
			<altversions><![CDATA[Student - Reading 23,66789]]></altversions>
			<url>1-56183-485-8_23.pdf</url>
		</lesson>
		<lesson type="print" id="62607" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 24: Entrepreneurs Buy Raw Materials, Tools, and Labor]]></title>
			<desc><![CDATA[In this lesson, students will distinguish between primary demand and derived demand; relate the concepts of primary demand and derived demand to the circular flow; use data provided to decide how many workers a hypothetical entrepreneur should hire; give descriptions of events that illustrate the various management functions of business and identify the particular function involved; predict the effects specific events in the product market will have on the ability of entrepreneurs to make purchases in the factor market.<br><br><p><font color='#666666'>Concepts: </font><br>Primary demand, Derived demand, Management functions</p>]]></desc>
			<concepts><![CDATA[primary demand,derived demand,management functions,demand,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 24]]></version>
			<altversions><![CDATA[Student - Reading 24,66790]]></altversions>
			<url>1-56183-485-8_24.pdf</url>
		</lesson>
		<lesson type="print" id="62608" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 25: How Entrepreneurs Measure Productivity]]></title>
			<desc><![CDATA[In this lesson, students will define productivity; explain and give examples of diminishing marginal productivity; determine if a particular action on the part of a business firm will result in an increase in productivity; predict the effects of a change in a firm's resource miss on productivity; evaluate steps that entrepreneurs may take to increase the productivity of their firms.<br><br><p><font color='#666666'>Concepts: </font><br>Productivity, Marginal productivity of labor, Labor productivity, Diminishing marginal productivity, Resource mix</p>]]></desc>
			<concepts><![CDATA[productivity,marginal productivity of labor,labor productivity,diminishing marginal productivity,resource mix,division of labor/specialization,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 25]]></version>
			<altversions><![CDATA[Student - Reading 25,66791]]></altversions>
			<url>1-56183-485-8_25.pdf</url>
		</lesson>
		<lesson type="print" id="62609" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 26: Human Resource Management: The Entrepreneur's Perspective]]></title>
			<desc><![CDATA[In this lesson, students will describe costs associated with employee absenteeism, apathy, and turnover; identify alternatives available to entrepreneurs for solving specific human resource management problems; evaluate the alternatives available to entrepreneurs for taking advantage of specific human resource opportunities or resolving specific human resource problems.<br><br><p><font color='#666666'>Concepts: </font><br>Human relations, Human resource management, Management styles, Worker turnover, Human capital (review), Human capital investment, On-the-job training</p>]]></desc>
			<concepts><![CDATA[human relations,human resource management,management styles,worker turnover,human capital (review),human capital investment,on-the-job training,human capital,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 26]]></version>
			<altversions><![CDATA[Student - Reading 26,66792]]></altversions>
			<url>1-56183-485-8_26.pdf</url>
		</lesson>
		<lesson type="print" id="62610" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 27: The Entrepreneur and Market Structure]]></title>
			<desc><![CDATA[In this lesson, students will compare the behavior of firms in markets characterized by perfect competition and markets characterized by imperfect competition; describe costs and benefits of doing business in competitive markets; use the data provided to determine the structure of the market in which a given entrepreneurial enterprise operates; determine the costs and benefits of imperfect competition to both entrepreneurs and consumers; explain why an understanding of market structure is important for entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Perfect competition, Monopoly, Natural monopoly, Imperfect competition, Monopolistic competition, Product differentiation</p>]]></desc>
			<concepts><![CDATA[perfect competition,monopoly,natural monopoly,imperfect competition,monopolistic competition,product differentiation,competition and market structures,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 27]]></version>
			<altversions><![CDATA[Student - Reading 27,66793]]></altversions>
			<url>1-56183-485-8_27.pdf</url>
		</lesson>
		<lesson type="print" id="62611" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 28: Entrepreneurs Differentiate Their Businesses from the Competition]]></title>
			<desc><![CDATA[In this lesson, students will identify benefits entrepreneurs expect to realize by differentiating their business from the competition; evaluate various methods of product differentiation used by entrepreneurs; recommend steps a hypothetical entrepreneur should take to achieve product differentiation.<br><br><p><font color='#666666'>Concepts: </font><br>Marketing concept, Location decisions, Publicity, Target markets, Positioning, Pricing policies, Service, Warranties, Product quality, Repeat customers</p>]]></desc>
			<concepts><![CDATA[marketing concept,location decisions,publicity,target markets,positioning,pricing policies,service,warranties,product quality,repeat customers,entrepreneurs,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 28]]></version>
			<altversions><![CDATA[Student - Reading 28,66794]]></altversions>
			<url>1-56183-485-8_28.pdf</url>
		</lesson>
		<lesson type="print" id="62612" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 29: The Innovative Process: How Entrepreneurs Develop New Ideas]]></title>
			<desc><![CDATA[In this lesson, students will identify steps in the innovative process, which organizes and encourages the development and use of new ideas; apply steps in the innovative process to find creative ways of resolving a specific problem or of taking advantage of an opportunity confronting an entrepreneur; recommend actions a hypothetical firm might take to encourage development of innovative ideas.<br><br><p><font color='#666666'>Concepts: </font><br>Innovative process, Brainstorming, Creativity, Employee-award program, Implementation, Research and development, Evaluation, Remediation</p>]]></desc>
			<concepts><![CDATA[innovative process,brainstorming,creativity,employee-award program,implementation,research and development,evaluation,remediation,entrepreneurs,incentives,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 29]]></version>
			<altversions><![CDATA[Student - Reading 29,66795]]></altversions>
			<url>1-56183-485-8_29.pdf</url>
		</lesson>
		<lesson type="print" id="62613" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 30: The Costs and Benefits of Innovation]]></title>
			<desc><![CDATA[In this lesson, students will determine how specific management functions are applied in the innovative process; recommend a course of action a hypothetical entrepreneur should take to accomplish previously established objectives; evaluate decisions make by hypothetical entrepreneurs based on the objectives to be achieved.<br><br><p><font color='#666666'>Concepts: </font><br>Business objectives, Market-share objectives, Profit objectives, Sales objectives, Cost analysis, Cost objectives</p>]]></desc>
			<concepts><![CDATA[business objectives,market-share objectives,profit objectives,sales objectives,cost analysis,cost objectives,entrepreneurs,profit,decision making/cost-benefit analysis,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 30]]></version>
			<altversions><![CDATA[Student - Reading 30,66796]]></altversions>
			<url>1-56183-485-8_30.pdf</url>
		</lesson>
		<lesson type="print" id="62614" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 31: Government and the Entrepreneur]]></title>
			<desc><![CDATA[In this lesson, students will identify examples of government goods and services; describe methods the government uses to finance programs that provide government goods and services; determine ways government programs affect entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Government goods, Government services, Transfer payments, Redistribution of income</p>]]></desc>
			<concepts><![CDATA[government goods,government services,transfer payments,redistribution of income,roles of government,gdp,income distribution,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 31]]></version>
			<altversions><![CDATA[Student - Reading 31,66797]]></altversions>
			<url>1-56183-485-8_31.pdf</url>
		</lesson>
		<lesson type="print" id="62615" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 32: Government Policies, the Economy, and the Entrepreneur]]></title>
			<desc><![CDATA[In this lesson, students will identify and describe examples of federal, state, and local government policies, including fiscal policy and tax incentives, that influence entrepreneurs; evaluate specific government policies in terms of their costs and benefits for entrepreneurs and for the society as a whole; predict the effects of changes in government taxing or spending policies on hypothetical entrepreneurial enterprises.<br><br><p><font color='#666666'>Concepts: </font><br>Fiscal policy, Tax incentives, Depreciation, Accelerated depreciation, Economic opportunity zones, Industrial development agencies, Small business incubators</p>]]></desc>
			<concepts><![CDATA[fiscal policy,tax incentives,depreciation,accelerated depreciation,economic opportunity zones,industrial development agencies,small business incubators,fiscal policy,roles of government,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 32]]></version>
			<altversions><![CDATA[Student - Reading 32,66798]]></altversions>
			<url>1-56183-485-8_32.pdf</url>
		</lesson>
		<lesson type="print" id="62616" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 33: Changing Economic Conditions Affect Entrepreneurs]]></title>
			<desc><![CDATA[In this lesson, students will define inflation, recession, and business cycle; identify leading economic indicators; state implication of changes in certain leading economic indicators for hypothetical entrepreneurial enterprises; analyze effects of unemployment and inflation on entrepreneurs; analyze effects of recession and expansion on different sectors of the economy; predict effects of government policies on different types of entrepreneurial enterprises with respect to combating unemployment, inflation, and recession.<br><br><p><font color='#666666'>Concepts: </font><br>Unemployment, Recession, Inflation, Depression, Expansion, Business Cycle, Leading economic indicators</p>]]></desc>
			<concepts><![CDATA[unemployment,recession,inflation,depression,expansion,business cycle,leading economic indicators,employment and unemployment,business cycles,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 33]]></version>
			<altversions><![CDATA[Student - Reading 33,66799]]></altversions>
			<url>1-56183-485-8_33.pdf</url>
		</lesson>
		<lesson type="print" id="62617" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 34: Successful Entrepreneurs Develop Their Own Human Capital]]></title>
			<desc><![CDATA[In this lesson, students will review important characteristics of successful entrepreneurs; distinguish between formal and informal education; explain the relative advantage various entrepreneurs possess that helped them develop their businesses; determine ways in which human capital can be developed through formal education; determine ways in which human capital can be developed through informal education.<br><br><p><font color='#666666'>Concepts: </font><br>Relative advantage, Human capital (review), Formal education, Informal education</p>]]></desc>
			<concepts><![CDATA[relative advantage,human capital (review),formal education,informal education,human capital,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 34]]></version>
			<altversions><![CDATA[Student - Reading 34,66800]]></altversions>
			<url>1-56183-485-8_34.pdf</url>
		</lesson>
		<lesson type="print" id="62618" publication="60" lang="en" display="TRUE">
			<title><![CDATA[Lesson 35: You and Entrepreneurial Skills]]></title>
			<desc><![CDATA[In this lesson, students will identify at least three major costs and three major benefits of becoming an entrepreneur; explain why different people may view the costs and benefits of becoming and entrepreneur differently; identify and give examples of personal attributes that are important for entrepreneurs; identify internal and external factors that influence a person's decision to become an entrepreneur; assess their own readiness for becoming an entrepreneur.<br><br><p><font color='#666666'>Concepts: </font><br>Personal characteristics, Cost (review), Benefits (review), Human capital (review)</p>]]></desc>
			<concepts><![CDATA[personal characteristics,cost (review),benefits (review),human capital (review),human capital,decision making/cost-benefit analysis,entrepreneurship,1-56183-485-8,entrepreneurship in the u.s. economy: teacher resource manual,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<version><![CDATA[Teacher - Lesson 35]]></version>
			<altversions><![CDATA[Student - Reading 35,66801]]></altversions>
			<url>1-56183-485-8_35.pdf</url>
		</lesson>
		<lesson type="print" id="66708" publication="60" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This document contains the glossary for this publication.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-485-8_back.pdf</url>
		</lesson>
		<lesson type="print" id="66766" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-486-6_front.pdf</url>
		</lesson>
		<lesson type="print" id="66767" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 1 - What Is an Entrepreneur?]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 1 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,62584]]></altversions>
			<url>1-56183-486-6_01.pdf</url>
		</lesson>
		<lesson type="print" id="66768" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 2 - Scarcity: Everyone's Problem Is the Entrepreneur's Opportunity]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 2 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,62585]]></altversions>
			<url>1-56183-486-6_02.pdf</url>
		</lesson>
		<lesson type="print" id="66769" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 3 - Consumers, Business, Entrepreneurs, and Governments Face Opportunity Costs]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 3 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,62586]]></altversions>
			<url>1-56183-486-6_03.pdf</url>
		</lesson>
		<lesson type="print" id="66770" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 4 - Successful Entrepreneurs Make Rational Choices]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 4 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,62587]]></altversions>
			<url>1-56183-486-6_04.pdf</url>
		</lesson>
		<lesson type="print" id="66771" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 5 - Making Things Entrepreneurs Sell]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 5 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 5]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,62588]]></altversions>
			<url>1-56183-486-6_05.pdf</url>
		</lesson>
		<lesson type="print" id="66772" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 6 - Entrepreneurship in Different Economic Systems]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 6 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 6]]></version>
			<altversions><![CDATA[Teacher - Lesson 6,62589]]></altversions>
			<url>1-56183-486-6_06.pdf</url>
		</lesson>
		<lesson type="print" id="66773" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 7 - Entrepreneurship in Our Market System]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 7 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 7]]></version>
			<altversions><![CDATA[Teacher - Lesson 7,62590]]></altversions>
			<url>1-56183-486-6_07.pdf</url>
		</lesson>
		<lesson type="print" id="66774" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 8 - Entrepreneurial Behavior in Other Settings]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 8 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 8]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,62591]]></altversions>
			<url>1-56183-486-6_08.pdf</url>
		</lesson>
		<lesson type="print" id="66775" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 9 - The Circular Flow Between Consumers and Entrepreneurs]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 9 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 9]]></version>
			<altversions><![CDATA[Teacher - Lesson 9,62592]]></altversions>
			<url>1-56183-486-6_09.pdf</url>
		</lesson>
		<lesson type="print" id="66776" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 10 - The Nature of Consumer Demand]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 10 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 10]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,62593]]></altversions>
			<url>1-56183-486-6_10.pdf</url>
		</lesson>
		<lesson type="print" id="66777" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 11 - What Causes Change in Consumer Demand?]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 11 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 11]]></version>
			<altversions><![CDATA[Teacher - Lesson 11,62594]]></altversions>
			<url>1-56183-486-6_11.pdf</url>
		</lesson>
		<lesson type="print" id="66778" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 12 - Entrepreneurs Supply Goods and Services]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 12 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 12]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,62595]]></altversions>
			<url>1-56183-486-6_12.pdf</url>
		</lesson>
		<lesson type="print" id="66779" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 13 - What Causes Entrepreneurs To Change the Quantity of Goods and Services Offered for Sale?]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 13 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 13]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,62596]]></altversions>
			<url>1-56183-486-6_13.pdf</url>
		</lesson>
		<lesson type="print" id="66780" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 14 - Entrepreneurs and Equilibrium]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 14 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 14]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,62597]]></altversions>
			<url>1-56183-486-6_14.pdf</url>
		</lesson>
		<lesson type="print" id="66781" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 15 - Entrepreneurs and Changing Prices]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 15 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 15]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,62598]]></altversions>
			<url>1-56183-486-6_15.pdf</url>
		</lesson>
		<lesson type="print" id="66782" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 16 - Entrepreneurs, Pricing Strategies, and Marketing Goals]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 16 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 16]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,62599]]></altversions>
			<url>1-56183-486-6_16.pdf</url>
		</lesson>
		<lesson type="print" id="66783" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 17 - Sources of Market Information for Entrepreneurs]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 17 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 17]]></version>
			<altversions><![CDATA[Teacher - Lesson 17,62600]]></altversions>
			<url>1-56183-486-6_17.pdf</url>
		</lesson>
		<lesson type="print" id="66784" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 18 - Entrepreneurs Choose Different Types of Business Organizations]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 18 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 18]]></version>
			<altversions><![CDATA[Teacher - Lesson 18,62601]]></altversions>
			<url>1-56183-486-6_18.pdf</url>
		</lesson>
		<lesson type="print" id="66785" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 19 - Financing the Entrepreneurial Enterprise]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 19 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 19]]></version>
			<altversions><![CDATA[Teacher - Lesson 19,62602]]></altversions>
			<url>1-56183-486-6_19.pdf</url>
		</lesson>
		<lesson type="print" id="66786" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 20 - How Can Entrepreneurs Control Costs?]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 20 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 20]]></version>
			<altversions><![CDATA[Teacher - Lesson 20,62603]]></altversions>
			<url>1-56183-486-6_20.pdf</url>
		</lesson>
		<lesson type="print" id="66787" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 21 - When Should an Entrepreneur Offer More Products for Sale?]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 21 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 21]]></version>
			<altversions><![CDATA[Teacher - Lesson 21,62604]]></altversions>
			<url>1-56183-486-6_21.pdf</url>
		</lesson>
		<lesson type="print" id="66788" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 22 - Cash Flow and the Successful Entrepreneur]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 22 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 22]]></version>
			<altversions><![CDATA[Teacher - Lesson 22,62605]]></altversions>
			<url>1-56183-486-6_22.pdf</url>
		</lesson>
		<lesson type="print" id="66789" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 23 - How Entrepreneurs Use Credit]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 23 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 23]]></version>
			<altversions><![CDATA[Teacher - Lesson 23,62606]]></altversions>
			<url>1-56183-486-6_23.pdf</url>
		</lesson>
		<lesson type="print" id="66790" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 24 - Entrepreneurs buy Raw Materials, Tools, And Labor]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 24 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 24]]></version>
			<altversions><![CDATA[Teacher - Lesson 24,62607]]></altversions>
			<url>1-56183-486-6_24.pdf</url>
		</lesson>
		<lesson type="print" id="66791" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 25 - How Entrepreneurs Measure Productivity]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 25 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 25]]></version>
			<altversions><![CDATA[Teacher - Lesson 25,62608]]></altversions>
			<url>1-56183-486-6_25.pdf</url>
		</lesson>
		<lesson type="print" id="66792" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 26 - Human Resource Management: The Entrepreneur's Perspective]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 26 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 26]]></version>
			<altversions><![CDATA[Teacher - Lesson 26,62609]]></altversions>
			<url>1-56183-486-6_26.pdf</url>
		</lesson>
		<lesson type="print" id="66793" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 27 - The Entrepreneur and Market Structure]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 27 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 27]]></version>
			<altversions><![CDATA[Teacher - Lesson 27,62610]]></altversions>
			<url>1-56183-486-6_27.pdf</url>
		</lesson>
		<lesson type="print" id="66794" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 28 - Entrepreneurs Differentiate Their Businesses from the Competition]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 28 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 28]]></version>
			<altversions><![CDATA[Teacher - Lesson 28,62611]]></altversions>
			<url>1-56183-486-6_28.pdf</url>
		</lesson>
		<lesson type="print" id="66795" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 29 - The Innovative Process: How Entrepreneurs Develop New Ideas]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 29 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 29]]></version>
			<altversions><![CDATA[Teacher - Lesson 29,62612]]></altversions>
			<url>1-56183-486-6_29.pdf</url>
		</lesson>
		<lesson type="print" id="66796" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 30 - The Costs and Benefits of Innovation]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 30 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 30]]></version>
			<altversions><![CDATA[Teacher - Lesson 30,62613]]></altversions>
			<url>1-56183-486-6_30.pdf</url>
		</lesson>
		<lesson type="print" id="66797" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 31 - Government and Entrepreneur]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 31 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 31]]></version>
			<altversions><![CDATA[Teacher - Lesson 31,62614]]></altversions>
			<url>1-56183-486-6_31.pdf</url>
		</lesson>
		<lesson type="print" id="66798" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 32 - Government Policies, the Economy, and the Entrepreneur]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 32 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 32]]></version>
			<altversions><![CDATA[Teacher - Lesson 32,62615]]></altversions>
			<url>1-56183-486-6_32.pdf</url>
		</lesson>
		<lesson type="print" id="66799" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 33 - Changing Economic Conditions Affect Entrepreneurs]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 33 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 33]]></version>
			<altversions><![CDATA[Teacher - Lesson 33,62616]]></altversions>
			<url>1-56183-486-6_33.pdf</url>
		</lesson>
		<lesson type="print" id="66800" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 34 - Successful Entrepreneurs Develop Their Own Human Capital]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 34 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 34]]></version>
			<altversions><![CDATA[Teacher - Lesson 34,62617]]></altversions>
			<url>1-56183-486-6_34.pdf</url>
		</lesson>
		<lesson type="print" id="66801" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Reading 35 - You and Entrepreneurial Skills]]></title>
			<desc><![CDATA[Reading used in conjunction with lesson 35 from Entrepreneurship in the U.S. Economy: Teacher Resource Manual]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<version><![CDATA[Student - Reading 35]]></version>
			<altversions><![CDATA[Teacher - Lesson 35,62618]]></altversions>
			<url>1-56183-486-6_35.pdf</url>
		</lesson>
		<lesson type="print" id="66802" publication="61" lang="en" display="FALSE">
			<title><![CDATA[Glossary]]></title>
			<desc><![CDATA[This section contains the glossary.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-486-6_back.pdf</url>
		</lesson>
		<lesson type="print" id="66709" publication="16" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<url>1-56183-470-X_front.pdf</url>
		</lesson>
		<lesson type="print" id="20967" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 1 - Wants from A to Z!]]></title>
			<desc><![CDATA[Students produce an alphabet big book as they learn that economic wants are things people would like to have.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants</p>]]></desc>
			<concepts><![CDATA[economic wants,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_01.pdf</url>
		</lesson>
		<lesson type="print" id="20968" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 2 - Consumer Reflections]]></title>
			<desc><![CDATA[Students view a very special consumer and produce life-size silhouettes as they learn that consumers use goods and services to satisfy their wants.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Consumers</p>]]></desc>
			<concepts><![CDATA[goods,services,consumers,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_02.pdf</url>
		</lesson>
		<lesson type="print" id="20969" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 3 - Foods Around the World]]></title>
			<desc><![CDATA[Students prepare and taste foods from around the world as they learn about the different goods and services used by consumers around the world.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Consumers, Goods, Services</p>]]></desc>
			<concepts><![CDATA[economic wants,consumers,goods,services,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_03.pdf</url>
		</lesson>
		<lesson type="print" id="20970" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 4 - Learning Center: Winning Wants]]></title>
			<desc><![CDATA[Students construct a winner's ribbon as they complete sentences describing many ways to satisfy a want.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Goods, Services</p>]]></desc>
			<concepts><![CDATA[economic wants,goods,services,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_04.pdf</url>
		</lesson>
		<lesson type="print" id="20971" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 1: Lesson 5 - People Movers Bulletin Board]]></title>
			<desc><![CDATA[Students draw and collect pictures and build clay models of consumer transportation as they create a bulletin board display of transportation services people consume.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Services</p>]]></desc>
			<concepts><![CDATA[consumers,services,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_05.pdf</url>
		</lesson>
		<lesson type="print" id="20972" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 6 - Mystery Workers]]></title>
			<desc><![CDATA[Students play a questioning game as they learn that producers use their human resources by working in jobs to make goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Consumers, Resources, Human resources, Producers (workers), Natural resources, Capital resources</p>]]></desc>
			<concepts><![CDATA[goods,services,consumers,resources,human resources,producers (workers),natural resources,capital resources,productive resources,producers,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_06.pdf</url>
		</lesson>
		<lesson type="print" id="20973" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 7 - Gifts from Nature]]></title>
			<desc><![CDATA[Students read a book about a tree, take a walk around the neighborhood, and produce books as they learn about natural resources.<br><br><p><font color='#666666'>Concepts: </font><br>Resources, Natural resources, Goods</p>]]></desc>
			<concepts><![CDATA[resources,natural resources,goods,productive resources,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_07.pdf</url>
		</lesson>
		<lesson type="print" id="20974" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 8 - Producer Charades]]></title>
			<desc><![CDATA[Students create charades representing services performed in their classroom and later apply for and "hired" to produce these services.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Goods, Services, Producers, Resources, Natural resources, Human resources, Capital resources</p>]]></desc>
			<concepts><![CDATA[consumers,goods,services,producers,resources,natural resources,human resources,capital resources,productive resources,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_08.pdf</url>
		</lesson>
		<lesson type="print" id="20975" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 9 - Learning Center: Producer Pigs]]></title>
			<desc><![CDATA[Students hear a version of The Three Little Pigs and participate in a learning center which reinforces the concepts of natural, human, and capital resources.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Producers, Consumers, Resources, Natural resources, Human resources, Capital resources</p>]]></desc>
			<concepts><![CDATA[goods,services,producers,consumers,resources,natural resources,human resources,capital resources,productive resources,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_09.pdf</url>
		</lesson>
		<lesson type="print" id="20976" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 2: Lesson 10 - Bulletin Board: Art Gallery]]></title>
			<desc><![CDATA[Students combine natural, human, and capital resources to produce "art masterpieces" which they display in a bulletin board gallery.<br><br><p><font color='#666666'>Concepts: </font><br>Resources, Natural resources, Human resources, Capital resources, Producer</p>]]></desc>
			<concepts><![CDATA[resources,natural resources,human resources,capital resources,producer,productive resources,producers,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_10.pdf</url>
		</lesson>
		<lesson type="print" id="20977" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 11 - Alligator Annie and the Scarcity Adventure]]></title>
			<desc><![CDATA[Students help Alligator Annie solve scarcity problems in her around the world adventures.<br><br><p><font color='#666666'>Concepts: </font><br>Resources, Scarcity, Choice</p>]]></desc>
			<concepts><![CDATA[resources,scarcity,choice,productive resources,decision making/cost-benefit analysis,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_11.pdf</url>
		</lesson>
		<lesson type="print" id="20978" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 12 - Opportunities for Appreciation]]></title>
			<desc><![CDATA[Students learn about choice and opportunity cost as they use their scarce resources to produce gifts of appreciation for workers in their school.<br><br><p><font color='#666666'>Concepts: </font><br>Resources, Scarcity, Choice, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[resources,scarcity,choice,opportunity cost,productive resources,decision making/cost-benefit analysis,opportunity cost,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_12.pdf</url>
		</lesson>
		<lesson type="print" id="20979" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 13 - We Decide...]]></title>
			<desc><![CDATA[Students choose from a set of group activities as they learn to make decisions, identify opportunity cost, and evaluate their choices.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,decision making/cost-benefit analysis,opportunity cost,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_13.pdf</url>
		</lesson>
		<lesson type="print" id="20980" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 14 - Learning Center: Choice Train]]></title>
			<desc><![CDATA[Students practice making choices and identifying their opportunity costs as they fill their wants from the Choice Train cars.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Choice, Opportunity cost</p>]]></desc>
			<concepts><![CDATA[scarcity,choice,opportunity cost,decision making/cost-benefit analysis,opportunity cost,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_14.pdf</url>
		</lesson>
		<lesson type="print" id="20981" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 3: Lesson 15 - Scarcity Bulletin Board: Balloon Trip]]></title>
			<desc><![CDATA[Students take a make-believe balloon trip to places far away as they create a bulletin board display depicting scarcity and opportunity cost.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Choice</p>]]></desc>
			<concepts><![CDATA[scarcity,choice,decision making/cost-benefit analysis,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_15.pdf</url>
		</lesson>
		<lesson type="print" id="20982" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 16 - An Interdependent Bunch]]></title>
			<desc><![CDATA[Students create a bunch of balloon grapes to illustrate the concept that they make a "great bunch" of interdependent workers.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Producers (workers), Goods, Services, Consumers, Specialization, Interdependence</p>]]></desc>
			<concepts><![CDATA[economic wants,producers (workers),goods,services,consumers,specialization,interdependence,producers,division of labor/specialization,trade,exchange and interdependence,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_16.pdf</url>
		</lesson>
		<lesson type="print" id="20983" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 17 - Spotlight on Specialists]]></title>
			<desc><![CDATA[Students specialize in producing goods and services as they prepare for specialized resource speakers.<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Producers, Goods, Services</p>]]></desc>
			<concepts><![CDATA[specialization,producers,goods,services,division of labor/specialization,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_17.pdf</url>
		</lesson>
		<lesson type="print" id="20984" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 18 - The Baker Wants a Pair of Shoes]]></title>
			<desc><![CDATA[Students sing an interdependence song and create their own new verses.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Producers, Specialization, Interdependence</p>]]></desc>
			<concepts><![CDATA[goods,services,producers,specialization,interdependence,division of labor/specialization,trade,exchange and interdependence,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_18.pdf</url>
		</lesson>
		<lesson type="print" id="20985" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 19 - Learning Center: School Connections]]></title>
			<desc><![CDATA[Students learn that the school has specialized workers upon whom they depend while they are at school.<br><br><p><font color='#666666'>Concepts: </font><br>Producers (workers), Specialization, Interdependence, Goods, Services</p>]]></desc>
			<concepts><![CDATA[producers (workers),specialization,interdependence,goods,services,producers,division of labor/specialization,trade,exchange and interdependence,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_19.pdf</url>
		</lesson>
		<lesson type="print" id="20986" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 4: Lesson 20 - Bulletin Board: Showcasing Specialists]]></title>
			<desc><![CDATA[Students create a bulletin board of their artwork depicting themselves and others as specialized workers.<br><br><p><font color='#666666'>Concepts: </font><br>Specialization, Producer (worker)</p>]]></desc>
			<concepts><![CDATA[specialization,producer (worker),division of labor/specialization,producers,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_20.pdf</url>
		</lesson>
		<lesson type="print" id="20987" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 21 - His Barter is Worse Than His Bite!]]></title>
			<desc><![CDATA[Students read the story of Dan Dog and his want for a toy bear as they learn that when people trade, they expect to be better off as a result.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Barter, Exchange (trade)</p>]]></desc>
			<concepts><![CDATA[goods,services,barter,exchange (trade),money,benefits of trade/comparative advantage,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_21.pdf</url>
		</lesson>
		<lesson type="print" id="20988" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 22 - Birthday Barter]]></title>
			<desc><![CDATA[Students exchange make-believe birthday presents as they learn that people can trade by barter or with money and that money makes trade easier.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Money, Exchange (trade), Barter</p>]]></desc>
			<concepts><![CDATA[economic wants,money,exchange (trade),barter,benefits of trade/comparative advantage,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_22.pdf</url>
		</lesson>
		<lesson type="print" id="20989" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 23 - To Market, To Market]]></title>
			<desc><![CDATA[Students construct and play a shopping game as they learn that markets are places where things are bought and sold.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services, Producers, Consumers, Markets</p>]]></desc>
			<concepts><![CDATA[goods,services,producers,consumers,markets,markets and prices,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_23.pdf</url>
		</lesson>
		<lesson type="print" id="20990" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 24 - Puppet Show: Pinky's New Bow Tie]]></title>
			<desc><![CDATA[Students produce a puppet show as they review the economic concepts from Lesson 1-23.<br><br><p><font color='#666666'>Concepts: </font><br>Economic wants, Consumers, Goods, Services, Producers, Resources, Human resources, Natural resources, Capital resources, Scarcity, Choice, Opportunity cost, Specialization, Interdependence, Exchange, Barter, Money, Markets</p>]]></desc>
			<concepts><![CDATA[economic wants,consumers,goods,services,producers,resources,human resources,natural resources,capital resources,scarcity,choice,opportunity cost,specialization,interdependence,exchange,barter,money,markets,productive resources,decision making/cost-benefit analysis,opportunity cost,division of labor/specialization,trade,exchange and interdependence,markets and prices,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_24.pdf</url>
		</lesson>
		<lesson type="print" id="20991" publication="16" lang="en" display="TRUE">
			<title><![CDATA[Unit 5: Lesson 25 - Bulletin Board: Teddy Bear Picnic]]></title>
			<desc><![CDATA[Students prepare for and participate in a picnic with their teddy bears as they learn about markets and prices.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Money, Exchange, Earn, Spend, Save, Wants, Consumer, Resources, Producer, Specialization, Choice, Opportunity cost, Price</p>]]></desc>
			<concepts><![CDATA[markets,money,exchange,earn,spend,save,wants,consumer,resources,producer,specialization,choice,opportunity cost,price,markets and prices,trade,exchange and interdependence,consumers,saving and investing,productive resources,producers,division of labor/specialization,decision making/cost-benefit analysis,opportunity cost,social studies,1-56183-470-x,master curriculum guides in economics: teaching strategies - k-2,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>1-56183-470-X_25.pdf</url>
		</lesson>
		<lesson type="print" id="66717" publication="62" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<url>1-56183-423-8_front.pdf</url>
		</lesson>
		<lesson type="print" id="62131" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1: Entrepreneurs - then and now]]></title>
			<desc><![CDATA[The American free enterprise economic system encourages individuals to take the risk of starting new businesses. A recent study indicates that approximately 8,000 new businesses are started every week in the United States.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Enterprise</p>]]></desc>
			<concepts><![CDATA[entrepreneur,enterprise,entrepreneurs,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_01.pdf</url>
		</lesson>
		<lesson type="print" id="62132" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2: Can I be an entrepreneur?]]></title>
			<desc><![CDATA[Entrepreneurs tend to exemplify some unique "packages" of characteristics that tend to distinguish them from other people in the economy. Their principal motivation is the need for achievement coupled with a strong desire for independence.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Human Capital</p>]]></desc>
			<concepts><![CDATA[entrepreneur,human capital,entrepreneurs,productive resources,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_02.pdf</url>
		</lesson>
		<lesson type="print" id="62133" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3: What does the entrepreneur need to know?]]></title>
			<desc><![CDATA[Besides having certain personality and physiological characteristics, such as independence and a high energy level, the successful entrepreneur must generally also have some knowledge of business practices and procedures before starting a business. This has become more important as our business and economic world has become increasingly more complex.<br><br><p><font color='#666666'>Concepts: </font><br>Human Capital, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[human capital,opportunity cost,productive resources,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_03.pdf</url>
		</lesson>
		<lesson type="print" id="62134" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4: Have you ever had to make up your mind? (scarcity)]]></title>
			<desc><![CDATA[Scarcity is the central economic problem. It exists because of our limited ability to produce goods and services to satisfy our unlimited wants. We can make as many goods and services as we want because there is a finite amount of resources we have to use.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity, Factors of Production, Production Possibilities Curve, Opportunity Cost/Trade-offs</p>]]></desc>
			<concepts><![CDATA[scarcity,factors of production,production possibilities curve,opportunity cost/trade-offs,division of labor/specialization,productive resources,opportunity cost,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_04.pdf</url>
		</lesson>
		<lesson type="print" id="62135" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5: The role of entrepreneurs in our economy]]></title>
			<desc><![CDATA[Societies develop economic systems to provide a structure for determining how limited resources will be used to meet the unlimited wants of their members. To date societies have developed three basic types of economic systems: traditional, command, and market. A fourth, the mixed economic system, is a combination of the first three systems for making economic decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Systems (traditional command market mixed), Competition</p>]]></desc>
			<concepts><![CDATA[economic systems (traditional command market mixed),competition,economic systems,competition and market structures,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_05.pdf</url>
		</lesson>
		<lesson type="print" id="62136" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6: Markets in the circular flow of the economy]]></title>
			<desc><![CDATA[In the United States, all firms exist within the context of our economic system, which economists represent with a circular flow model. In this mode, businesses sell goods and services to households in the product market. The money that firms earn in the product market is used to purchase factors of production from households in the factor market.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Circular Flow Model, Product Market, Factor Market</p>]]></desc>
			<concepts><![CDATA[markets,circular flow model,product market,factor market,markets and prices,trade,exchange and interdependence,division of labor/specialization,productive resources,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_06.pdf</url>
		</lesson>
		<lesson type="print" id="62137" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7: What is an entrepreneurial innovation?]]></title>
			<desc><![CDATA[Entrepreneurs use innovation as a tool to effect change and to develop better products, services, and processes that are wanted by others. Innovation is a driving force for change and is given birth by inventors. It is the entrepreneur who brings the innovation to "life" and uses it to make a valuable contribution to change, development, and progress in the economy.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneur, Factors of Production, Innovation, Invention, Entrepreneurial Ideas, Entrepreneurial Opportunities</p>]]></desc>
			<concepts><![CDATA[entrepreneur,factors of production,innovation,invention,entrepreneurial ideas,entrepreneurial opportunities,entrepreneurs,division of labor/specialization,productive resources,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_07.pdf</url>
		</lesson>
		<lesson type="print" id="62138" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8: The effects of entrepreneurial innovation on the economy]]></title>
			<desc><![CDATA[Successful entrepreneurial opportunities affect other entrepreneurial ventures. In fact, some entrepreneurial opportunities are the result of the action of other entrepreneurs. No entrepreneur operates in a vacuum. <br><br><p><font color='#666666'>Concepts: </font><br>Economic Interdependence, Mobility of Resources, Innovation, Factors of Production</p>]]></desc>
			<concepts><![CDATA[economic interdependence,mobility of resources,innovation,factors of production,trade,exchange and interdependence,productive resources,entrepreneurs,division of labor/specialization,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_08.pdf</url>
		</lesson>
		<lesson type="print" id="62139" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9: How much are consumers willing to pay? (demand)]]></title>
			<desc><![CDATA[Although the primary objective in running a business is to earn a profit, this is impossible if no one wants to buy the product being offered. Entrepreneurs need to know how many products they will be able to sell at various prices in the market they serve.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Law of Demand, Demand Curve, Determinants of Demand, Shift in Demand</p>]]></desc>
			<concepts><![CDATA[demand,law of demand,demand curve,determinants of demand,shift in demand,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_09.pdf</url>
		</lesson>
		<lesson type="print" id="62140" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10: How much should I produce? (supply)]]></title>
			<desc><![CDATA[Entrepreneurs produce and offer products for sale when they have the expectation of earning a profit. This expectation depends on the price that can be charged for their products and on their costs of production.<br><br><p><font color='#666666'>Concepts: </font><br>Supply, Law of Supply, Increasing Costs of Production, Supply Curve, Determinants of Supply</p>]]></desc>
			<concepts><![CDATA[supply,law of supply,increasing costs of production,supply curve,determinants of supply,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_10.pdf</url>
		</lesson>
		<lesson type="print" id="62141" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11: What's the right price? (market equilibrium)]]></title>
			<desc><![CDATA[Entrepreneurs exist in markets made up of consumers who demand the products that firms supply. The price that competitive firms are able to charge is determined by the interaction of market demand and supply. <br><br><p><font color='#666666'>Concepts: </font><br>Interaction of Demand and Supply, Surpluses and Shortages, Market Equilibrium, Equilibrium Price, Changes in Equilibrium Price</p>]]></desc>
			<concepts><![CDATA[interaction of demand and supply,surpluses and shortages,market equilibrium,equilibrium price,changes in equilibrium price,demand,supply,price ceilings and floors,markets and prices,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_11.pdf</url>
		</lesson>
		<lesson type="print" id="62142" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12: Profits and entrepreneurship]]></title>
			<desc><![CDATA[People become entrepreneurs for many reasons, including the desire to earn a profit. A commonly used measure of profit is the difference between a firm's revenue and its costs. Such as simple definition can be misleading if it excludes considerations of alternative uses for the entrepreneur's time or money.<br><br><p><font color='#666666'>Concepts: </font><br>Total Revenue, Cost of Production, Profit, Return on Investment, Fixed Costs (Optional Activity), Variable Costs (Optional Activity)</p>]]></desc>
			<concepts><![CDATA[total revenue,cost of production,profit,return on investment,fixed costs (optional activity),variable costs (optional activity),competition and market structures,risk and return,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_12.pdf</url>
		</lesson>
		<lesson type="print" id="62143" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 13: What type off business should I start?]]></title>
			<desc><![CDATA[As each entrepreneur makes the decision to start a business, he or she must also decide what type of business organization will be most advantageous for the new business. There are three types of business organizations: sole proprietorship, partnership, and corporation.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Institutions, Sole Proprietorship, Partnership, Corporation</p>]]></desc>
			<concepts><![CDATA[economic institutions,sole proprietorship,partnership,corporation,competition and market structures,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_13.pdf</url>
		</lesson>
		<lesson type="print" id="62144" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 14: Borrowing decisions and expected returns]]></title>
			<desc><![CDATA[Entrepreneurs must possess or have access to funds to start their businesses. They may use their own funds; get others to give them funds for a share of the business and claims on future profits (equity financing); or they may borrow money from others (debt financing) with the contractual obligation to pay back the amount of money borrowed plus additional dollars called interest payments.<br><br><p><font color='#666666'>Concepts: </font><br>Interest, Interest Rates, Investment, Expected Returns</p>]]></desc>
			<concepts><![CDATA[interest,interest rates,investment,expected returns,credit,compound interest,saving and investing,financial markets,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_14.pdf</url>
		</lesson>
		<lesson type="print" id="62145" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 15: Competitive markets]]></title>
			<desc><![CDATA[Most entrepreneurs with small businesses operate in markets that are characterized by a high level of competition. This is the result of the relatively low cost and ease of starting such businesses. Competitive firms have little control over the price they can charge or the quality of the products they are able to sell.<br><br><p><font color='#666666'>Concepts: </font><br>Pure Competition, Product Differentiation, Monopolistic Competition</p>]]></desc>
			<concepts><![CDATA[pure competition,product differentiation,monopolistic competition,competition and market structures,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_15.pdf</url>
		</lesson>
		<lesson type="print" id="62146" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 16: The demand for labor]]></title>
			<desc><![CDATA[In order to earn a profit, entrepreneurs purchase a combination of the factors of production, which are used to produce goods and services that are supplied to the market. The greatest cost of production for many firms is the cost of labor.<br><br><p><font color='#666666'>Concepts: </font><br>Demand for Factors of Production/Labor, Derived Demand, Diminishing Marginal Productivity</p>]]></desc>
			<concepts><![CDATA[demand for factors of production/labor,derived demand,diminishing marginal productivity,demand,productivity,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_16.pdf</url>
		</lesson>
		<lesson type="print" id="62147" publication="62" lang="en" display="TRUE">
			<title><![CDATA[Lesson 17: Entrepreneurs and government intervention]]></title>
			<desc><![CDATA[All firms exist within the context of society and its governmental system. Business activity certainly can contribute to the goals of society. On the other hand, the interests of society sometimes can conflict with those of individual entrepreneurs and businesses.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Government Intervention, Cost of Government Regulation, Externalities, Laissez-faire, Minimum Wage</p>]]></desc>
			<concepts><![CDATA[role of government,government intervention,cost of government regulation,externalities,laissez-faire,minimum wage,roles of government,government failures/public-choice analysis,market failures,economic systems,price ceilings and floors,entrepreneurship,1-56183-423-8,master curriculum guide: economics and entrepreneurship,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>1-56183-423-8_17.pdf</url>
		</lesson>
		<lesson type="print" id="67034" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<url>1-56183-398-3_front.pdf</url>
		</lesson>
		<lesson type="print" id="67035" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 1 - Our Success Story]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 1 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 1]]></version>
			<altversions><![CDATA[Teacher - Lesson 1,20934]]></altversions>
			<url>1-56183-398-3_01.pdf</url>
		</lesson>
		<lesson type="print" id="67036" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 2 - Map of Communityville a Long Time Ago]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 2 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 2]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20935|Student - Activity 3,67037]]></altversions>
			<url>1-56183-398-3_02.pdf</url>
		</lesson>
		<lesson type="print" id="67037" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 3 - Map Buildings and Map of Communityville a Long Time Ago]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 2 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 3]]></version>
			<altversions><![CDATA[Teacher - Lesson 2,20935|Student - Activity 2,67036]]></altversions>
			<url>1-56183-398-3_03.pdf</url>
		</lesson>
		<lesson type="print" id="67038" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 4 - Map of Communityville Growing]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 3 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 4]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20936|Student - Activity 5,67039]]></altversions>
			<url>1-56183-398-3_04.pdf</url>
		</lesson>
		<lesson type="print" id="67039" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 5 - Map Buildings and Map of Communityville Growing]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 3 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 5]]></version>
			<altversions><![CDATA[Teacher - Lesson 3,20936|Student - Activity 4,67038]]></altversions>
			<url>1-56183-398-3_05.pdf</url>
		</lesson>
		<lesson type="print" id="67040" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 6 - Map of Communityville Today]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 4 and lesson 7 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 6]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20937|Student - Activity 7,67041]]></altversions>
			<url>1-56183-398-3_06.pdf</url>
		</lesson>
		<lesson type="print" id="67041" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 7 - Map Buildings and Map of Communityville Today]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 4 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 7]]></version>
			<altversions><![CDATA[Teacher - Lesson 4,20937|Student - Activity 6,67040]]></altversions>
			<url>1-56183-398-3_07.pdf</url>
		</lesson>
		<lesson type="print" id="67042" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 8 - My Community Notebook]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 5 and lesson 7 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 8]]></version>
			<altversions><![CDATA[Teacher - Lesson 5,20938|Teacher - Lesson 7,20940|Student - Activity 6,67040]]></altversions>
			<url>1-56183-398-3_08.pdf</url>
		</lesson>
		<lesson type="print" id="67043" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 9 - Consumer Card and Marketplace Money]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 8 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 9]]></version>
			<altversions><![CDATA[Teacher - Lesson 8,20941]]></altversions>
			<url>1-56183-398-3_09.pdf</url>
		</lesson>
		<lesson type="print" id="67044" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 10 - The Pencil Choice]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 10 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 10]]></version>
			<altversions><![CDATA[Teacher - Lesson 10,20943]]></altversions>
			<url>1-56183-398-3_10.pdf</url>
		</lesson>
		<lesson type="print" id="67045" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 11 - Practice Community Interview Record]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 12 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 11]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20945|Student - Activity 12,67046]]></altversions>
			<url>1-56183-398-3_11.pdf</url>
		</lesson>
		<lesson type="print" id="67046" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 12 - Community Interview Record]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 12 and lesson 13 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 12]]></version>
			<altversions><![CDATA[Teacher - Lesson 12,20945|Teacher - Lesson 13,20946|Student - Activity 11,67045|Student - Activity 13,67047]]></altversions>
			<url>1-56183-398-3_12.pdf</url>
		</lesson>
		<lesson type="print" id="67047" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 13 - Learning About Our Community]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 13 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 13]]></version>
			<altversions><![CDATA[Teacher - Lesson 13,20946|Student - Activity 12,67046]]></altversions>
			<url>1-56183-398-3_13.pdf</url>
		</lesson>
		<lesson type="print" id="67048" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 14 - Sample Community Interview Record]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 14 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 14]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20947|Student - Activity 15,67049|Student - Activity 16,67050]]></altversions>
			<url>1-56183-398-3_14.pdf</url>
		</lesson>
		<lesson type="print" id="67049" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 15 - Finding Main Ideas to Support the Topic]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 14 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 15]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20947|Student - Activity 14,67048|Student - Activity 16,67050]]></altversions>
			<url>1-56183-398-3_15.pdf</url>
		</lesson>
		<lesson type="print" id="67050" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 16 - Writing Main Ideas to Support the Topic]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 14 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 16]]></version>
			<altversions><![CDATA[Teacher - Lesson 14,20947|Student - Activity 14,67048|Student - Activity 15,67049|Student - Activity 11,67045|Student - Activity 12,67046|Student - Activity 17,67051|Student - Activity 18,67052|Student - Activity 19,67053]]></altversions>
			<url>1-56183-398-3_16.pdf</url>
		</lesson>
		<lesson type="print" id="67051" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 17 - Writing Beginning Sentences]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 15 and lesson 16 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 17]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20948|Teacher - Lesson 16,20949|Student - Activity 11,67045|Student - Activity 12,67046|Student - Activity 16,67050|Student - Activity 18,67052|Student - Activity 19,67053]]></altversions>
			<url>1-56183-398-3_17.pdf</url>
		</lesson>
		<lesson type="print" id="67052" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 18 - Descriptive Words]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 15 and lesson 16 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 18]]></version>
			<altversions><![CDATA[Teacher - Lesson 15,20948|Student - Activity 17,67051|Teacher - Lesson 16,20949|Student - Activity 11,67045|Student - Activity 12,67046|Student - Activity 16,67050|Student - Activity 19,67053]]></altversions>
			<url>1-56183-398-3_18.pdf</url>
		</lesson>
		<lesson type="print" id="67053" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 19 - Selecting Supporting Sentences]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 16 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 19]]></version>
			<altversions><![CDATA[Teacher - Lesson 16,20949|Student - Activity 11,67045|Student - Activity 12,67046|Student - Activity 16,67050|Student - Activity 17,67051|Student - Activity 18,67052]]></altversions>
			<url>1-56183-398-3_19.pdf</url>
		</lesson>
		<lesson type="print" id="67054" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 20 - Market Survey]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 22 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 20]]></version>
			<altversions><![CDATA[Teacher - Lesson 22,20955]]></altversions>
			<url>1-56183-398-3_20.pdf</url>
		</lesson>
		<lesson type="print" id="67055" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 21 - Loans and Interest]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 25 and lesson 26 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 21]]></version>
			<altversions><![CDATA[Teacher - Lesson 25,20958|Teacher - Lesson 26,20959]]></altversions>
			<url>1-56183-398-3_21.pdf</url>
		</lesson>
		<lesson type="print" id="67056" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 22 - Production Line Job Description]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 27 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 22]]></version>
			<altversions><![CDATA[Teacher - Lesson 27,20960|Student - Activity 23,67057]]></altversions>
			<url>1-56183-398-3_22.pdf</url>
		</lesson>
		<lesson type="print" id="67057" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 23 - Job Application]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 27 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 23]]></version>
			<altversions><![CDATA[Teacher - Lesson 27,20960|Student - Activity 22,67056]]></altversions>
			<url>1-56183-398-3_23.pdf</url>
		</lesson>
		<lesson type="print" id="67058" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 24 - Production Work Report]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 29 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 24]]></version>
			<altversions><![CDATA[Teacher - Lesson 29,20962]]></altversions>
			<url>1-56183-398-3_24.pdf</url>
		</lesson>
		<lesson type="print" id="67059" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 25 - Song: "Our Community"]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 30 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 25]]></version>
			<altversions><![CDATA[Teacher - Lesson 30,20963|Student - Activity 26,67060]]></altversions>
			<url>1-56183-398-3_25.pdf</url>
		</lesson>
		<lesson type="print" id="67060" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 26 - A Business Advertisement]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 30 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 26]]></version>
			<altversions><![CDATA[Teacher - Lesson 30,20963|Student - Activity 25,67059]]></altversions>
			<url>1-56183-398-3_26.pdf</url>
		</lesson>
		<lesson type="print" id="67061" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 27 - Book Order Form]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 31 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 27]]></version>
			<altversions><![CDATA[Teacher - Lesson 31,20964]]></altversions>
			<url>1-56183-398-3_27.pdf</url>
		</lesson>
		<lesson type="print" id="67062" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 28 - Financial Report]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 32 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 28]]></version>
			<altversions><![CDATA[Teacher - Lesson 32,20965]]></altversions>
			<url>1-56183-398-3_28.pdf</url>
		</lesson>
		<lesson type="print" id="67063" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 29 - Questions for Review]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 33 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 29]]></version>
			<altversions><![CDATA[Teacher - Lesson 33,20966|Student - Activity 30,67064]]></altversions>
			<url>1-56183-398-3_29.pdf</url>
		</lesson>
		<lesson type="print" id="67064" publication="41" lang="en" display="FALSE">
			<title><![CDATA[Activity 30 - The Community Publishing Company Annual Report]]></title>
			<desc><![CDATA[Activity used in conjunction with lesson 33 from Exploring the Marketplace: The Community Publishing Company - Teacher Resource Manual]]></desc>
			<gradedisplay>3-5</gradedisplay>
			<version><![CDATA[Student - Activity 30]]></version>
			<altversions><![CDATA[Teacher - Lesson 33,20966|Student - Activity 29,67063]]></altversions>
			<url>1-56183-398-3_30.pdf</url>
		</lesson>
		<lesson type="online" id="1010" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Avatar, King of the Box Office?]]></title>
			<desc><![CDATA[On January 26, 2010, the film Avatar officially topped Titanic as the top-grossing film of all-time at the box office. However, the following day, Forbes.com published an article entitled Is Avatar Really King of the Box Office? The article explains how using calculations such as the Consumer Price Index (CPI), one can show how the film Gone With the Wind has grossed more when the value of the box office receipts are adjusted for inflation.<br><br><p><font color='#666666'>Concepts: </font><br>Gross Domestic Product (GDP), Inflation, Consumer Price Index (CPI), Deflation, Real vs. Nominal, Causes of Inflation</p>]]></desc>
			<concepts><![CDATA[gross domestic product (gdp),inflation,consumer price index (cpi),deflation,real vs. nominal,causes of inflation,gdp,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1010&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1008" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Calculating Simple Interest]]></title>
			<desc><![CDATA[How do banks calculate the amount of interest paid on a loan? In this lesson, students will view a Livescribe Pencast to learn how to find the dollar amount in interest that is due at maturity. This lesson uses different time periods such as days, months, and years in the calculation as well as varying interest rates.<br><br><p><font color='#666666'>Concepts: </font><br>Interest Rate, Interest, Principal, Simple Interest</p>]]></desc>
			<concepts><![CDATA[interest rate,interest,principal,simple interest,compound interest,credit,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1008&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1044" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: The Federal Reserve and Monetary Policy, September 21, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the September 21, 2011, press release by the Federal Reserve System's Federal Open Market Committee (FOMC) on the current Federal Reserve monetary policy actions and goals, as a result of the FOMC meeting on September 20-21, 2011. 

Specifically, the lesson reports the target rate for the federal funds rate and other Federal Reserve System monetary policy actions. This lesson is intended to guide students and teachers through an analysis of the actions the Federal Reserve is taking and can take in influencing prices, employment, and economic growth. Through this lesson, students will better understand the dynamics of the U.S. economy, current economic conditions, and monetary policies.<br><br><p><font color='#666666'>Concepts: </font><br>Federal Reserve Structure, Discount Rate, Macroeconomic Indicators, Monetary Policy, Open Market Operations, Reserve Requirements, Business Cycles, Federal Reserve, Recession</p>]]></desc>
			<concepts><![CDATA[federal reserve structure,discount rate,macroeconomic indicators,monetary policy,open market operations,reserve requirements,business cycles,federal reserve,recession,monetary policy and the federal reserve,inflation,gdp,employment and unemployment,economic institutions,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1044&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1043" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: Consumer Price Index and Inflation, September 15, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the Consumer Price Index (CPI) and U.S. rate of inflation reported September 15, 2011, by the U.S. Bureau of Labor Statistics (BLS) for the month of August, 2011. Students read the BLS report, analyze the meaning of the CPI data, determine the change in consumer prices, and explore the impact of the change in the price level on themselves, their families, consumers, and producers.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price Stability, Consumer Price Index (CPI), Deflation, Macroeconomic Indicators, Real vs. Nominal, Price Level, Inflation Risk, Cost-Push Inflation, Demand-Pull Inflation</p>]]></desc>
			<concepts><![CDATA[inflation,price stability,consumer price index (cpi),deflation,macroeconomic indicators,real vs. nominal,price level,inflation risk,cost-push inflation,demand-pull inflation,monetary policy and the federal reserve,gdp,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1043&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1040" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: U.S. Employment and the Unemployment Rate, September 2, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the September 2, 2011, U.S. Department of Labor, Bureau of Labor Statistics, "Employment Situation" announcement of employment data and the unemployment rate for the month of August, 2011. This lesson introduces the basic concepts of the BLS employment and unemployment data. The meaning and importance of the data are discussed. Assessment exercises are included for reinforcing knowledge of the concepts.<br><br><p><font color='#666666'>Concepts: </font><br>Full Employment, Types of Unemployment, Labor Force, Macroeconomic Indicators, Unemployment, Unemployment Rate, Business Cycles</p>]]></desc>
			<concepts><![CDATA[full employment,types of unemployment,labor force,macroeconomic indicators,unemployment,unemployment rate,business cycles,employment and unemployment,monetary policy and the federal reserve,inflation,gdp,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1040&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1039" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: U.S. Real GDP Growth, August 26, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the August 26, 2011, second estimate of U.S. real gross domestic product (real GDP) and real GDP growth for the second quarter (Q2) of 2011, as reported by the U.S. Bureau of Economic Analysis (BEA). The current data and historical data are explained. The meaning of GDP and potential impacts of changes of GDP are explored. This lesson will also raise questions about the impact of the current level of growth on the U.S. economy and individuals.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Gross Domestic Product (GDP), Macroeconomic Indicators, Nominal Gross Domestic Product (GDP), Per Capita Gross Domestic Product (GDP), Potential Gross Domestic Product (GDP), Real Gross Domestic Product (GDP), Business Cycles</p>]]></desc>
			<concepts><![CDATA[economic growth,gross domestic product (gdp),macroeconomic indicators,nominal gross domestic product (gdp),per capita gross domestic product (gdp),potential gross domestic product (gdp),real gross domestic product (gdp),business cycles,gdp,monetary policy and the federal reserve,inflation,employment and unemployment,real vs. nominal,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1039&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="963" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Specialization and the Decathlon]]></title>
			<desc><![CDATA[This lesson uses results from the 2008 Summer Olympic Games to explain that athletes specialize in sports and events for which they are most skilled for the same reasons that individuals and nations specialize in the production of goods and services for which they have an absolute or a comparative advantage.<br><br><p><font color='#666666'>Concepts: </font><br>Absolute Advantage, Opportunity Cost, Specialization, Comparative Advantage, Productivity</p>]]></desc>
			<concepts><![CDATA[absolute advantage,opportunity cost,specialization,comparative advantage,productivity,benefits of trade/comparative advantage,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=963&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="954" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Jokes, Quotations, and Cartoons in Economics]]></title>
			<desc><![CDATA[Students will apply their knowledge of economics to the analysis and interpretation of jokes, quotations, and cartoons in economics. Students will watch a Paul Solman video of an interview of Yoram Bauman, the Stand up Economist. Students will use Daryl Cagel's cartoon website, JokEc on the Web, and news media to find economics humor and interpret.<br><br><p><font color='#666666'>Concepts: </font><br>Budget Deficit, Business, Central Banking System, Credit, Gross Domestic Product (GDP), Incentive, Role of Government, Stock Market, Labor, Unemployment, Recession, Spend</p>]]></desc>
			<concepts><![CDATA[budget deficit,business,central banking system,credit,gross domestic product (gdp),incentive,role of government,stock market,labor,unemployment,recession,spend,budget deficits and public debt,economic institutions,gdp,incentives,roles of government,financial markets,division of labor/specialization,productive resources,employment and unemployment,business cycles,consumers,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=954&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="820" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Balance of Payments (BOP)]]></title>
			<desc><![CDATA[International trade allows countries to buy and sell both domestic and foreign goods, as well as services and financial assets. A country's transactions are summarized in a set of accounts called the "Balance of Payments (BOP)." Students will learn how to record transactions in the BOP accounts, and why the sum of the current account and capital account must equal zero.<br><br><p><font color='#666666'>Concepts: </font><br>Balance of Payments, Exports, Imports</p>]]></desc>
			<concepts><![CDATA[balance of payments,exports,imports,balance of trade and balance of payments,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=820&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="908" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Baseball Economics 201]]></title>
			<desc><![CDATA[As many baseball fans can tell you, the New York Yankees usually have a great season record, make the playoffs and make a run towards to the World Championship each year. The Yankees' success--as well as the success of other big market, high revenue teams--has led many to question whether smaller market teams can compete in Major League Baseball (MLB). In fact, in 2009, the Yankees had revenues of $441 million, the most of any team in sports--and more than the revenue of four other MLB teams (Florida, San Diego, Pittsburgh, and Washington) combined!  Many baseball writers (who may or may not know very much about economics) have written that our national pastime may be threatened by the big market, high revenue teams like the Yankees (or the New York Mets, Chicago Cubs, Boston Red Sox, etc.) and that smaller market teams (e.g., the Florida Marlins, San Diego Padres or the Pittsburgh Pirates) cannot compete for the high salaried free agents (e.g., Alex Rodriguez, Manny Ramirez) necessary to win championships. In fact, some writers claim that many MLB teams are actually not profitable for the team owners. Are these claims true? Are MLB teams losing money? Are MLB owners looking to dump unprofitable teams on unsuspecting investors? Are MLB players grossly overpaid? This lesson will help your students answer these and other questions.<br><br><p><font color='#666666'>Concepts: </font><br>Factors of Production, Incentive, Marginal Resource Product, Profit Maximization</p>]]></desc>
			<concepts><![CDATA[factors of production,incentive,marginal resource product,profit maximization,division of labor/specialization,productive resources,incentives,competition and market structures,profit,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=908&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1012" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: Consumer Price Index and Inflation, May 13, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the Consumer Price Index (CPI) and rate of inflation reported May 13, 2011, by the U.S. Bureau of Labor Statistics (BLS) for the month of April, 2011. Students read data from the BLS report, analyze the meaning of the CPI data, determine the change in consumer prices, and explore the impact of the change in the price level on themselves, their families, consumers, and producers.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price Stability, Macroeconomic Indicators, Real vs. Nominal</p>]]></desc>
			<concepts><![CDATA[inflation,price stability,macroeconomic indicators,real vs. nominal,monetary policy and the federal reserve,gdp,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1012&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="947" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Preparing a 1040EZ Income Tax Form]]></title>
			<desc><![CDATA[Many students in high school or in college have part time jobs and learn the concept of gross pay and net pay. Their employers take out taxes at the federal and state level. This lesson takes a common situation and helps students understand how to complete the 1040EZ form to get all or most of the money deducted for federal income tax refunded.<br><br><p><font color='#666666'>Concepts: </font><br>Income Tax</p>]]></desc>
			<concepts><![CDATA[income tax,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=947&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="961" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Supply and Demand, Lessons From Toy Fads.]]></title>
			<desc><![CDATA[The concepts of supply and demand and related terms are taught through stories about the toy fads of Hula Hoops and Silly Bandz. In 1958, Wham-O, Inc. began marketing the Hula Hoop in the United States and sales of the Hula Hoops sky-rocketed as over 25 million were sold in the first few months, within the year over 100 million. Similarly today, Silly Bandz has taken off in sales since the summer of 2008.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Equilibrium Price, Shortage, Supply, Surplus</p>]]></desc>
			<concepts><![CDATA[demand,equilibrium price,shortage,supply,surplus,markets and prices,price ceilings and floors,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=961&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1011" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: U.S. Employment and the Unemployment Rate, May 6, 2011]]></title>
			<desc><![CDATA[This lesson examines the May 6, 2011, U.S. Department of Labor, Bureau of Labor Statistics, announcement of employment data and the unemployment rate for the month of April, 2011. This lesson introduces the basic concepts of the BLS employment and unemployment data. The meaning and importance of the data are discussed. Assessment exercises are included for reinforcing knowledge of the concepts.<br><br><p><font color='#666666'>Concepts: </font><br>Labor Force, Labor Market, Macroeconomic Indicators, Unemployment, Unemployment Rate, Business Cycles</p>]]></desc>
			<concepts><![CDATA[labor force,labor market,macroeconomic indicators,unemployment,unemployment rate,business cycles,employment and unemployment,productive resources,human capital,monetary policy and the federal reserve,inflation,gdp,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1011&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1006" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: U.S. Real GDP Growth, April 28, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the April 28, 2011, first (advance) estimate of U.S. real gross domestic product (real GDP) growth for the first quarter (Q1) of 2011, as reported by the U.S. Bureau of Economic Analysis (BEA). The current data and historical data are explained. The meaning of GDP and potential impacts of changes of GDP are explored. The lesson will also raise questions about the impact of the current level of growth on the U.S. economy and individuals.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Gross Domestic Product (GDP), Macroeconomic Indicators, Real Gross Domestic Product (GDP), Business Cycles</p>]]></desc>
			<concepts><![CDATA[economic growth,gross domestic product (gdp),macroeconomic indicators,real gross domestic product (gdp),business cycles,gdp,monetary policy and the federal reserve,inflation,employment and unemployment,real vs. nominal,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1006&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1009" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: The Federal Reserve and Monetary Policy, April 27, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the April 27, 2011, press release by the Federal Reserve System's Federal Open Market Committee (FOMC) on the current Federal Reserve monetary policy actions and goals, and specifically, the federal funds rate target. This lesson is intended to guide students and teachers through an analysis of the actions the Federal Reserve is taking and can take in influencing prices, employment, and economic growth. Through this lesson, students will better understand the dynamics of the U.S. economy, current economic conditions and monetary policies.<br><br><p><font color='#666666'>Concepts: </font><br>Central Banking System, Money Supply, Tools of the Federal Reserve, Macroeconomic Indicators, Monetary Policy, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[central banking system,money supply,tools of the federal reserve,macroeconomic indicators,monetary policy,federal reserve,monetary policy and the federal reserve,economic institutions,inflation,gdp,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1009&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1004" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: Consumer Price Index and Inflation, April 15, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the Consumer Price Index (CPI) and rate of inflation reported April 15, 2011, by the U.S. Bureau of Labor Statistics (BLS) for the month of March, 2011. Students read the BLS report, analyze the meaning of the CPI data, determine the change in consumer prices, and explore the impact of the change in the price level on themselves, their families, consumers, and producers.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price Stability, Consumer Price Index (CPI), Macroeconomic Indicators</p>]]></desc>
			<concepts><![CDATA[inflation,price stability,consumer price index (cpi),macroeconomic indicators,monetary policy and the federal reserve,gdp,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1004&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1003" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: U.S. Employment and the Unemployment Rate, April 1, 2011]]></title>
			<desc><![CDATA[This lesson examines the April 1, 2011, U.S. Department of Labor, Bureau of Labor Statistics, announcement of U.S. employment data and the unemployment rate for the month of March, 2011. This lesson introduces the basic concepts of the BLS employment and unemployment data. The meaning and importance of the data are discussed. Assessment exercises are included for reinforcing knowledge of the concepts.<br><br><p><font color='#666666'>Concepts: </font><br>Labor Force, Macroeconomic Indicators, Unemployment, Unemployment Rate, Business Cycles, Cyclical Unemployment, Employment Rate, Discouraged Workers, Frictional Unemployment, Structural Unemployment</p>]]></desc>
			<concepts><![CDATA[labor force,macroeconomic indicators,unemployment,unemployment rate,business cycles,cyclical unemployment,employment rate,discouraged workers,frictional unemployment,structural unemployment,employment and unemployment,monetary policy and the federal reserve,inflation,gdp,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1003&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1000" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: U.S. Real GDP Growth, March 25, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the March 25, 2011, third (final) estimate of U.S. real gross domestic product (real GDP) growth for the fourth quarter (Q4) of 2010, as reported by the U.S. Bureau of Economic Analysis (BEA). The current data and historical data are explained. The meaning of GDP and potential impacts of changes of GDP are explored. This lesson will also raise questions about the impact of the current level of growth on the U.S. economy and individuals.<br><br><p><font color='#666666'>Concepts: </font><br>Gross Domestic Product (GDP), Macroeconomic Indicators, Nominal Gross Domestic Product (GDP), Per Capita Gross Domestic Product (GDP), Real Gross Domestic Product (GDP), Business Cycles, Coincident Indicators, Lagging Indicators, Leading Economic Indicators</p>]]></desc>
			<concepts><![CDATA[gross domestic product (gdp),macroeconomic indicators,nominal gross domestic product (gdp),per capita gross domestic product (gdp),real gross domestic product (gdp),business cycles,coincident indicators,lagging indicators,leading economic indicators,gdp,monetary policy and the federal reserve,inflation,employment and unemployment,real vs. nominal,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1000&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="997" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Focus on Economic Data: The Federal Reserve and Monetary Policy, March 15, 2011]]></title>
			<desc><![CDATA[This lesson focuses on the March 15, 2011, press release by the Federal Reserve System's Federal Open Market Committee (FOMC) on the current Federal Reserve monetary policy goals and actions. Specifically, the lesson reports the target rate for the federal funds rate, set by the Federal Open Market Committee (FOMC). This lesson is intended to guide students and teachers through an analysis of the actions the Federal Reserve is taking and can take in influencing prices, employment, and economic growth. Through this lesson, students will better understand the dynamics of the U.S. economy, current economic conditions, and monetary policies.<br><br><p><font color='#666666'>Concepts: </font><br>Central Banking System, Economic Growth, Tools of the Federal Reserve, Macroeconomic Indicators, Monetary Policy, Business Cycles, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[central banking system,economic growth,tools of the federal reserve,macroeconomic indicators,monetary policy,business cycles,federal reserve,economic institutions,monetary policy and the federal reserve,inflation,gdp,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=997&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="911" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Trouble is Brewing in Boston - "Colonial Voices: Hear Them Speak"]]></title>
			<desc><![CDATA[Itâ€™s December 16, 1773 and many of the citizens of Boston are furious with King George’s new tax on tea.  Young Ethan, a printer’s errand boy, has been given the task of conveying information concerning an upcoming protest meeting. As he makes his rounds through the city the reader is introduced to the goods and services provided by colonial merchants.
[NOTE: These lessons are based on the book "Colonial Voices Hear Them Speak" by Kay Winters. However, it is not necessary for the students to have read the book to successfully complete the activities.]<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Goods, Incentive, Opportunity Cost, Producers, Scarcity, Specialization, Services, Wants</p>]]></desc>
			<concepts><![CDATA[choice,decision making,goods,incentive,opportunity cost,producers,scarcity,specialization,services,wants,decision making/cost-benefit analysis,incentives,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=911&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="699" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Trade to the Tailor]]></title>
			<desc><![CDATA[By reading the book "A New Coat for Anna" students will learn about resources, scarcity, costs, trade/bartering, and decision making through a young girl, Anna, whose mother wanted to buy her a coat but did not have the money.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Capital Resources, Decision Making, Human Resources, Natural Resources, Scarcity, Costs</p>]]></desc>
			<concepts><![CDATA[barter,capital resources,decision making,human resources,natural resources,scarcity,costs,money,productive resources,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=699&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="794" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Should LeBron James Mow His Own Lawn?]]></title>
			<desc><![CDATA[This lesson will discuss absolute advantage, comparative advantage, specialization and trade with an example using professional basketball player LeBron James.<br><br><p><font color='#666666'>Concepts: </font><br>Absolute Advantage, Opportunity Cost, Comparative Advantage, Gains from Trade</p>]]></desc>
			<concepts><![CDATA[absolute advantage,opportunity cost,comparative advantage,gains from trade,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=794&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="910" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> One Hen: How One Small Loan Made a Big Difference]]></title>
			<desc><![CDATA[The picture book One Hen: How One Small Loan Made a Big Difference, written by Kate Smith Milway, takes place in Africa. Here in a Ghanan village, young Kojo cannot afford to go to school after the death of his father. His resourceful mother takes out a small loan and with a few leftover coins he buys a chicken. Soon he is selling eggs and with the profit slowly acquires a large flock. Kojo is able to complete his education and establishes a business that becomes the foundation of his entire community. Upon adulthood, Kojo loans money to aspiring entrepreneurs and the cycle of economic growth continues. Based on a real-life story, this upbeat microfinance story helps students grasp economic and personal finance concepts and admire creative problem solving.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship, Income, Money, Profit, Borrow, Save</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,income,money,profit,borrow,save,productive resources,entrepreneurs,money management/budgeting,credit,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=910&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="918" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> How Global is Your Portfolio?]]></title>
			<desc><![CDATA[This engaging lesson challenges students to connect economics and geography as they investigate global companies in the stock market.<br><br><p><font color='#666666'>Concepts: </font><br>Stock Market, Savings, Economic Institutions</p>]]></desc>
			<concepts><![CDATA[stock market,savings,economic institutions,financial markets,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=918&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="419" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Human Resources and Capital Resources: It's A Match!]]></title>
			<desc><![CDATA[Students will define and identify human resources and capital resources workers use in their jobs.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Human Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,human resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=419&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="925" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Utility]]></title>
			<desc><![CDATA[Can happiness be measured? Students will learn how utility relates to economic decision making and the law of diminishing marginal utility.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making, Law of Demand, Marginal Analysis, Wants</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,law of demand,marginal analysis,wants,decision making/cost-benefit analysis,demand,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=925&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="855" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Trading Game]]></title>
			<desc><![CDATA[In this lesson, students will learn about the gains from trade. Students will participate in a trading game that will demonstrate that trade can make everyone better off.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Exports, Gains from Trade, Imports, Trade</p>]]></desc>
			<concepts><![CDATA[exchange,exports,gains from trade,imports,trade,exchange and interdependence,balance of trade and balance of payments,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=855&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="865" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> How Much Does it Cost Now?]]></title>
			<desc><![CDATA[Students will use the FRED database to download the Consumer Price Index (CPI) and calculate the equivalent price of a product from an earlier time to the relative price today. Students will discuss the limits of using a weighted index and changes in the quality of products when calculating the relative prices of goods from two time periods.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Consumer Price Index (CPI), Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,consumer price index (cpi),deflation,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=865&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="885" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Graphing a Lorenz Curve and Calculating the Gini Coefficient]]></title>
			<desc><![CDATA[In this lesson, students receive raw data to construct a Lorenz Curve and calculate the Gini Coefficient. This lesson prepares AP Microeconomics students for the Advanced Placement exam. The teacher will briefly interpret the Gini Coefficient.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Equity, Distribution of Income</p>]]></desc>
			<concepts><![CDATA[economic equity,distribution of income,economic systems,income distribution,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=885&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="738" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Everyday Opportunities]]></title>
			<desc><![CDATA[In this lesson, students will learn about choices and opportunity costs that occur every day. While this lesson will go on throughout the day, the actual lesson is short.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[choice,decision making,opportunity cost,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=738&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="795" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Traditional Economies and the Inuit]]></title>
			<desc><![CDATA[The Inuit people of northern Canada provide an example of a traditional economy. For thousands of years, Inuit parents have taught their children the survival skills needed to survive in the Arctic Circle's severe climate. Students will research the Inuit economy and compare and contrast it with the United States' market economy.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Goods, Scarcity, Supply, Market Economy, Resources, Traditional Economy</p>]]></desc>
			<concepts><![CDATA[demand,goods,scarcity,supply,market economy,resources,traditional economy,economic systems,productive resources,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=795&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="850" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Phillips Curve]]></title>
			<desc><![CDATA[This lesson explores the relationship of unemployment to inflation in the 1960s and after. Students will discover the short-run trade-off between inflation and unemployment when unemployment is less than its natural rate. Students will learn how wage setters formed adaptive expectations about future inflation and included these in their wage demands. At the conclusion of this lesson, students will be able to graph and analyze the effects of a policy to hold unemployment below its natural rate. The goal is for students to see the link between the Phillips Curve and the short-run aggregate supply curve.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate Demand (AD), Aggregate Supply (AS), Inflation, Price, Unemployment, Unemployment Rate, Wage</p>]]></desc>
			<concepts><![CDATA[aggregate demand (ad),aggregate supply (as),inflation,price,unemployment,unemployment rate,wage,aggregate demand,aggregate supply,markets and prices,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=850&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="853" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Ice Cream Stand]]></title>
			<desc><![CDATA[Students will learn about supply, demand, price, competition, and entrepreneurial skills in this lesson. They will put what they learned into action by creating an ice cream stand, to complete with other stands in the classroom.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Demand, Entrepreneurship, Price, Scarcity, Shortage, Supply, Surplus</p>]]></desc>
			<concepts><![CDATA[competition,demand,entrepreneurship,price,scarcity,shortage,supply,surplus,competition and market structures,productive resources,entrepreneurs,markets and prices,price ceilings and floors,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=853&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="847" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Credit Card Mystery]]></title>
			<desc><![CDATA[Credit Cards are a risky business these days, especially for students and those holding multiple cards. Interest rates on credit card balances have always been high relative to other rates, for several reasons. Despite this, there is still a demand for the &quot;plastic money&quot; that many people see as convenient and ideal with the increasingly technological world economy. This lesson explores many issues surrounding credit cards- from what to look for when selecting a card to what the government is doing to aid consumers.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumers, Credit, Interest Rate, Benefit, Costs, Interest</p>]]></desc>
			<concepts><![CDATA[choice,consumers,credit,interest rate,benefit,costs,interest,decision making/cost-benefit analysis,compound interest,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=847&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="848" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Okun's Law]]></title>
			<desc><![CDATA[The students sharpen their graphing skills by interpreting the relationship between changes in the unemployment rate (%) and real GDP. From this graph, students will determine the natural rate of GDP growth for the U. S. Economy since 1960. They draw the linear relationship between the change in unemployment and GDP and interpret their graphs.<br><br><p><font color='#666666'>Concepts: </font><br>Macroeconomic Indicators</p>]]></desc>
			<concepts><![CDATA[macroeconomic indicators,monetary policy and the federal reserve,inflation,gdp,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=848&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="859" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Effects of the Recession]]></title>
			<desc><![CDATA[The students learn how a recession affects our economy, and how it might affect them personally.They examine the role the federal government has played in dealing with the current recession. They analyze their thoughts about what role the federal government should play in dealing with a recession.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Business Cycles</p>]]></desc>
			<concepts><![CDATA[role of government,business cycles,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=859&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="139" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Voting]]></title>
			<desc><![CDATA[Since the 1960's, many Americans eligible to vote have not bothered to do so - not even in presidential elections. Low rates of participation in voting have been worrisome to people interested in preserving our democratic traditions. Economists have tried to explain why people didn't vote. They have suggested that people who chose not to vote were acting rationally in that the costs associated with voting (such as time spent on registration, rearranging work schedules, getting to the polls, and gathering information on the candidates) appeared to outweigh the benefits (influencing the outcome of an election or gaining the satisfaction of being a good citizen). More recently, however, voter-participation rates have gone up again. What has caused the trend to change? Why are more people voting? This lesson will examine factors that affect voter turnout.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making, Incentive, Benefit, Costs</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,incentive,benefit,costs,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=139&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="841" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Competition Works in Our Flavor]]></title>
			<desc><![CDATA[Competition provides benefits for consumers. First, more competition means consumers have more choices of goods and services. Second, when more firms are offering goods and services, competition often leads to lower prices.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Role of Government, Monopolies</p>]]></desc>
			<concepts><![CDATA[competition,role of government,monopolies,competition and market structures,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=841&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="798" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Family Vacation]]></title>
			<desc><![CDATA[Students will take a surprise trip around the world. As they travel, they will use clues to discover where they are going. They will then figure out how much money they have spent in U.S. dollars, using exchange rates.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Exchange Rate, Money</p>]]></desc>
			<concepts><![CDATA[exchange,exchange rate,money,trade,exchange and interdependence,foreign currency markets/exchange rates,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=798&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="789" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> You're Going to College]]></title>
			<desc><![CDATA[The students will explore the costs and the benefits of going to college. They participate in a three-part game designed to help them understand the decisions associated with attending college and the benefits available to college graduates.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making, Economic Freedom, Opportunity Cost, Benefit, Costs, Interest</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,economic freedom,opportunity cost,benefit,costs,interest,decision making/cost-benefit analysis,economic systems,credit,compound interest,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=789&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="792" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Staying Afloat Financially in the 21st Century]]></title>
			<desc><![CDATA[This lesson will help students identify how to make good decisions which will help them financially in the future. Students will identify how to take their own wants and work them into a form of a personal budget. Students will also discuss various financial scenarios and decide what course of action would be the best to follow.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Cost/Benefit Analysis, Opportunity Cost, Substitute Good</p>]]></desc>
			<concepts><![CDATA[budget,choice,cost/benefit analysis,opportunity cost,substitute good,money management/budgeting,decision making/cost-benefit analysis,demand,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=792&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="747" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Prices Are Changing]]></title>
			<desc><![CDATA[This lesson will help students to understand how markets are created by the interaction of buyers and sellers, what demand and supply are, what equilibrium price is, and how demand and supply interact with price changes.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Equilibrium Price, Markets, Supply</p>]]></desc>
			<concepts><![CDATA[demand,equilibrium price,markets,supply,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=747&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="785" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Unemployment Game]]></title>
			<desc><![CDATA[Students will learn about important labor market statistics that are frequently discussed in the media. An understanding of the unemployment rate and labor force participation rate will be developed through participation in an interactive simulation game.<br><br><p><font color='#666666'>Concepts: </font><br>Labor, Labor Force, Unemployment, Unemployment Rate</p>]]></desc>
			<concepts><![CDATA[labor,labor force,unemployment,unemployment rate,division of labor/specialization,productive resources,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=785&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="700" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Who Is Ben Bernanke?]]></title>
			<desc><![CDATA[This lesson introduces students to the Chairman of the Federal Reserve System, Ben Bernanke. It describes briefly his involvement within the Federal Reserve.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Central Banking System, Monetary Policy, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[banking,central banking system,monetary policy,federal reserve,economic institutions,saving and investing,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=700&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="725" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Transportation: They Say We Had a Revolution (Part 2)]]></title>
			<desc><![CDATA[Advancements in transportation have played a key role in the growth of our nation. U.S.government policies have also had a considerable impact on the development of transport as we know it today. In this series of three lessons, the students examine the advancements in automobiles, roads, airlines and airports.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Incentive, Inventors, Markets, Price, Specialization, Technological Changes, Benefit, Costs, Imports, Investment, Profit, Innovation</p>]]></desc>
			<concepts><![CDATA[exports,incentive,inventors,markets,price,specialization,technological changes,benefit,costs,imports,investment,profit,innovation,balance of trade and balance of payments,benefits of trade/comparative advantage,incentives,entrepreneurs,markets and prices,division of labor/specialization,technology,decision making/cost-benefit analysis,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=725&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="771" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: TV Niche News]]></title>
			<desc><![CDATA[The students listen to an audio file about brand loyalty and changing demographics as each of these factors affects competition in the news market. They identify major concepts presented in the audio file and record supporting details using an interactive flash note-taker.This lesson is appropriate for use with middle school students.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising</p>]]></desc>
			<concepts><![CDATA[advertising,profit,financial markets,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=771&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="772" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: MIT Business Plan Competition]]></title>
			<desc><![CDATA[The Sloan School of Business at Massachusetts Institute of Technology (MIT) hosts a yearly competition for the best business plan. It's not just your average science fair project. Many entrepreneurs have used the money they won in the MIT competition to turn a paper plan into reality. Marketplace host David Brancaccio talks with two students, Jeremy Bender and Obadiah Plante, who won the contest in May 2002 ([EEL-link id='1974' title='www.marketplace.org/shows/2002/05/16_mpp.html' ] - from 13:51 to 17:40).<br><br><p><font color='#666666'>Concepts: </font><br>Business, Entrepreneurship, Profit Motive</p>]]></desc>
			<concepts><![CDATA[business,entrepreneurship,profit motive,economic institutions,productive resources,entrepreneurs,profit,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=772&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="773" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Doing Business in Afghanistan]]></title>
			<desc><![CDATA[In May 2002, delegates from governments, international companies, and financial institutions met at a United Nations conference in Tehran to discuss the reconstruction of Afghanistan. Afghanistan's officials say that to create a viable economy and a stable society, the country must recreate basic infrastructures -- and it requires foreign investment to do so. But will businesses want to invest in Afghanistan? Correspondent Borzou Daragahi recently traveled to Afghanistan's business centers to see what life is like for the foreign entrepreneur.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Economic Growth, Externalities, Incentive, Role of Government, Trade-off, Benefit, Costs, Costs of Production, Entrepreneur, Investment, Public Goods</p>]]></desc>
			<concepts><![CDATA[choice,economic growth,externalities,incentive,role of government,trade-off,benefit,costs,costs of production,entrepreneur,investment,public goods,decision making/cost-benefit analysis,market failures,roles of government,incentives,scarcity,competition and market structures,entrepreneurs,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=773&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="764" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Economy of Architecture]]></title>
			<desc><![CDATA[In March 2004, Andrew Haeg reported that in this age of globalization, great cultural centers have become essential to a city's economic survival. The arts can even put cities like Milwaukee on the map.<br><br><p><font color='#666666'>Concepts: </font><br>Externalities, Opportunity Cost, Benefit, Costs, Entrepreneur</p>]]></desc>
			<concepts><![CDATA[externalities,opportunity cost,benefit,costs,entrepreneur,market failures,roles of government,decision making/cost-benefit analysis,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=764&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="776" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: The Argentina Barter Fair]]></title>
			<desc><![CDATA[In April 2002, Argentina's economic situation seemed to be getting worse and worse. Banks closed for nine days before reopening on April 29, 2002. How did Argentinians function during that time? Amy Radil of NPR reported on the flourishing barter economy that sprung up through necessity. Her report provides background information for the students in this lesson as they examine inflation, barter systems, and the use of currency.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Inflation, Scarcity, Currency, Gains from Trade</p>]]></desc>
			<concepts><![CDATA[barter,inflation,scarcity,currency,gains from trade,money,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=776&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="746" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Dumptown, USA: Making a Ton of Difference]]></title>
			<desc><![CDATA[The amount of trash produced in the United States is mounting with each passing year. Communities are finding it increasingly difficult and costly to handle trash disposal.Â  Recycling is considered a key solution to the garbage problem. In this lesson, students explore the extent to which various types of solid waste contribute to the problem. They then assume the role of city managers who must choose recycling programs that will fit within a community's financial constraints. Students use marginal analysis to determine the most cost-effective solutions.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Cost/Benefit Analysis, Decision Making, Economic Efficiency, Incentive, Role of Government, Benefit, Costs, Marginal Analysis, Communities and Cities</p>]]></desc>
			<concepts><![CDATA[budget,choice,cost/benefit analysis,decision making,economic efficiency,incentive,role of government,benefit,costs,marginal analysis,communities and cities,money management/budgeting,decision making/cost-benefit analysis,productivity,incentives,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=746&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="750" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Is Money? Why Does It Have Value?]]></title>
			<desc><![CDATA[In this lesson, students consider the fact that the value of money differs depending on where the money is being spent. In order to understand this idea, students will first develop a deeper understanding of what it means for money to have a value. They will then consider that different goods and services cost different amounts of money in different regions of the world. Finally, students develop an understanding that the value of a dollar is determined by where the dollar is spent.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Definition of Money, Money, Voluntary Exchange, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[exchange,definition of money,money,voluntary exchange,characteristics of money,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=750&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="762" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: The Trouble with Truffles]]></title>
			<desc><![CDATA[In this lesson students listen to an audio file about the scarcity of French truffles in 2004; the file explains how this scarcity affected French buyers, sellers, and restaurant owners. Students identify major concepts in the audio file as well as their supporting details, using an interactive note-taker.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Price, Scarcity, Supply, Profit</p>]]></desc>
			<concepts><![CDATA[demand,price,scarcity,supply,profit,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=762&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="758" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Iraq's Supply and Demand]]></title>
			<desc><![CDATA[In this lesson, students listen to an audio file about how the growing demand for workers in Iraq in May 2004 affected the job market, and how the effects of low growth in the supply of workers shaped companies' hiring practices and influenced Iraqi society.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Markets, Scarcity, Supply</p>]]></desc>
			<concepts><![CDATA[demand,markets,scarcity,supply,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=758&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="748" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Tax Time Scavenger Hunt]]></title>
			<desc><![CDATA[Income taxes can be confusing, but there are a lot of online resources to help us understand them! This lesson takes students through four useful sites, asking them to look for specific information that will broaden their understanding of how income taxes work.<br><br><p><font color='#666666'>Concepts: </font><br>Income, Taxation, Taxes</p>]]></desc>
			<concepts><![CDATA[income,taxation,taxes,money management/budgeting,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=748&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="726" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Mitten]]></title>
			<desc><![CDATA[This is a folktale retold by Jan Brett about a little boy whose grandmother knits him a pair of snow-white mittens. While the boy is outside playing, he loses one of the mittens and some animals find it and move thinking that it looks warm and would make a good home. The events of the story illustrate the concept of scarcity-in this case, scarcity of space.<br><br><p><font color='#666666'>Concepts: </font><br>Scarcity</p>]]></desc>
			<concepts><![CDATA[scarcity,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=726&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="759" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: School Competition]]></title>
			<desc><![CDATA[In June 2002, the Supreme Court ruled that Cleveland's system of giving students vouchers to attend private or religious schools did not violate the constitutional separation of church and state. In this lesson, students listen to an audio file about school vouchers creating market competition for public schools in June 2002. Students will identify the story's major concepts and their supporting details using an interactive note-taker.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Competition, Cost/Benefit Analysis, Externalities, Incentive, Markets, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[choice,competition,cost/benefit analysis,externalities,incentive,markets,opportunity cost,decision making/cost-benefit analysis,competition and market structures,market failures,roles of government,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=759&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="508" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Price Increase or Price-Gouging?]]></title>
			<desc><![CDATA[Students learn about price-gouging. Using a hypothetical post-disaster example, they will learn more about supply and demand, as well as the complexities associated with price increases in a supply-constrained market.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Markets, Price, Scarcity, Shortage, Supply, Price Ceiling</p>]]></desc>
			<concepts><![CDATA[demand,markets,price,scarcity,shortage,supply,price ceiling,markets and prices,price ceilings and floors,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=508&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="695" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Lemonade For Sale!]]></title>
			<desc><![CDATA[Students will become online entrepreneurs, taking risks and changing their production method to increase their profit while running a lemonade stand. This lesson might best be taught after students have learned about the basic concepts of productive resources, profit, and loss. Students then would apply this prior knowledge to their new situation as entrepreneurs.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Entrepreneurship, Costs of Production, Labor</p>]]></desc>
			<concepts><![CDATA[capital resources,entrepreneurship,costs of production,labor,productive resources,entrepreneurs,competition and market structures,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=695&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="665" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Cowboy Bob Builds a Community]]></title>
			<desc><![CDATA[A cowboy rides into a ghost town and decides that it needs to be rebuilt. Students will select the necessary things that a town needs in order for it to function and grow.<br><br><p><font color='#666666'>Concepts: </font><br>Taxes</p>]]></desc>
			<concepts><![CDATA[taxes,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=665&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="371" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Real(ity) Estate]]></title>
			<desc><![CDATA[This lesson teaches students about opportunity cost through some steps of buying a house. It also shows students how advertising affects consumer decision-making.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Choice, Competition, Trade-off</p>]]></desc>
			<concepts><![CDATA[advertising,choice,competition,trade-off,profit,financial markets,decision making/cost-benefit analysis,competition and market structures,scarcity,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=371&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="742" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Jobs: Who Needs 'Em?]]></title>
			<desc><![CDATA[In this lesson, students will look at the importance having some kind of job. At early ages they sometimes get the idea that money grows on trees and they should get anything that they want. This lesson will look at the consequences of having a job, having a non-paying job (like a stay at home mom), and having no job (whether it's intentional or not). By the time they finish this lesson, they will have a better understanding of the economic impact of good, hard work.<br><br><p><font color='#666666'>Concepts: </font><br>Types of Unemployment, Unemployment, Trade-offs among Goals</p>]]></desc>
			<concepts><![CDATA[types of unemployment,unemployment,trade-offs among goals,employment and unemployment,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=742&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="296" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Funny Money or Phony Money?]]></title>
			<desc><![CDATA[Money is what we use to show what goods or services are worth. When you do work, you are paid with money. When you sell something, the buyer gives you money. Sometimes it&rsquo;s a lot of money and sometimes it&rsquo;s just a little money. How much money you are given depends on how much what you are selling is worth. Some people try to make fake money. Making fake money is a crime called counterfeiting. Only one place in America makes money; it is called the United States Bureau of Engraving and Printing.<br><br><p><font color='#666666'>Concepts: </font><br>Supply</p>]]></desc>
			<concepts><![CDATA[supply,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=296&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="727" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Transportation: They Say We Had a Revolution (Part 3)]]></title>
			<desc><![CDATA[Advancements in transportation have played a key role in the growth of our nation. U.S. government policies have also had a considerable impact on the development of transport as we know it today. In this series of three lessons, the students examine transportation and its impact on our nation (and vice versa) since the United States declared its independence in 1776. Lesson 1 focuses on improvements in transportation during the 19th century, particularly the development of a national rail system, to show how invention, innovation and infrastructure encouraged western expansion and economic growth. Lesson 2 moves on to the 20th century focusing on the development of auto transport and aviation. The impact on communities and world trade, for both good and bad,is examined. Lesson 3 calls upon the students to create a class timeline of transportation milestones; the timeline will help the students more clearly understand the factors, especially the economic incentives, that have played a key role in what has been called the &quot;Transportation Revolution.&quot;&nbsp; While these three lessons will ideally be used together as a set, teachers may choose to use one or two of them, selectively, to focus, for example, on the 19th or the 20th century. If you would like your students to study the economics of transportation in more depth, consider following up with the EconEdLink lesson,An Economic Mystery: What Happened to Railroads?<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Incentive, Inventors, Profit Motive, Role of Government, Technological Changes, Investment, Profit, Property Rights, Innovation</p>]]></desc>
			<concepts><![CDATA[competition,incentive,inventors,profit motive,role of government,technological changes,investment,profit,property rights,innovation,competition and market structures,incentives,entrepreneurs,roles of government,technology,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=727&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="745" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> How Labor Got Its Day]]></title>
			<desc><![CDATA[If you asked students what comes to mind first when they think of Labor Day, what do you think they would say? The last days of summer? A family picnic? Shopping the Labor Day sales? The purpose of this lesson is to broaden and deepen student understanding of the Labor Day holiday. Students will learn why workers organized unions during the nineteenth century to fight for higher pay and better working conditions. They will discover that unions help balance the power between workers and employers&mdash;yielding a better life for many workers and their families today. This is a great lesson to do just before Labor Day. If your school doesn&rsquo;t begin till after the holiday, consider doing it on May 1&mdash;the International Worker&rsquo;s Rights Day!<br><br><p><font color='#666666'>Concepts: </font><br>Producers, Production, Labor, Labor Market, Labor Union, Profit, Insurance</p>]]></desc>
			<concepts><![CDATA[producers,production,labor,labor market,labor union,profit,insurance,division of labor/specialization,productive resources,human capital,economic institutions,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=745&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="729" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Civil War: A War of Resources]]></title>
			<desc><![CDATA[The North won the Civil War in large part due to its superior resources. In this lesson students will learn the difference between capital resources, human capital, and natural resources. They will investigate and compare the resources held by the North and the South during the Civil War. They will classify the resources and make a value judgment as to which resources were the most important in the war.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Human Capital, Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,human capital,resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=729&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="719" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Transportation: They Say We Had a Revolution (Part 1)]]></title>
			<desc><![CDATA[Advancements in transportation have played a key role in the growth of our nation. U.S.government policies have also had a considerable impact on the development of transport as we know it today. In this series of three lessons,the students examine transportation and its impact on our nation (and vice versa) since the United States declared its independence in 1776. Lesson 1 focuses on improvements in transportation during the 19th century, particularly the development of a national rail system, to show how invention, innovation and infrastructure encouraged western expansion and economic growth. Lesson 2 moves on to the 20thcentury focusing on the development of auto transport and aviation. The impact on communities and world trade, for both good and bad,is examined. Lesson 3 calls upon the students to create a class time line of transportation milestones; the time line will help the students more clearly understand the factors, especially the economic incentives,that have played a key role in what has been called the 'Transportation Revolution.' While these three lessons will ideally be used together as a set, teachers may choose to use one or two of them, selectively, to focus, for example, on the 19th or the 20th century. If you would like your students to study the economics of transportation in more depth, consider following up with the EconEdLink lesson, An Economic Mystery: What Happened to Railroads?<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Incentive, Inventors, Markets, Non-price Determinants, Price, Role of Government, Specialization, Supply, Technological Changes, Costs, Determinants of Supply, Gains from Trade, Investment, Standard of Living, Transaction Costs, Innovation</p>]]></desc>
			<concepts><![CDATA[economic growth,incentive,inventors,markets,non-price determinants,price,role of government,specialization,supply,technological changes,costs,determinants of supply,gains from trade,investment,standard of living,transaction costs,innovation,incentives,entrepreneurs,markets and prices,roles of government,division of labor/specialization,technology,decision making/cost-benefit analysis,benefits of trade/comparative advantage,saving and investing,economic systems,productivity,economic development,human capital,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=719&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="707" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Five Stages of Investing]]></title>
			<desc><![CDATA[The practice of saving and investing is definitely a good thing, but there are many ways to save and invest. In thinking about the options, it is important to consider the degree of risk involved and the potential for return. Typically, the higher the risk, the higher the potential return. The key is to work up to the riskier investments, where you stand to earn the most money, but only after you've successfully established some safer holdings. This lesson walks students through the stages of investing, demonstrating why that sort of sequential order is important. At the end of the lesson, students are asked to serve as financial advisors and give advice to people considering investments at different stages of the investment ladder.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Economic Security, Investing, Money Management, Benefit, Money</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,economic security,investing,money management,benefit,money,decision making/cost-benefit analysis,economic systems,saving and investing,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=707&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="692" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Henry Ford and the Model T: A Case Study in Productivity (Part 3)]]></title>
			<desc><![CDATA[When Henry Ford announced he was going to produce an automobile that would be affordable to the masses, it is doubtful even he realized the far reaching impact such an achievement would have on life in the U.S. and eventually, the world. Ford&rsquo;s use of mass production strategies to manufacture the Model T revolutionized industrial manufacturing and initiated a new era in personal transportation. This 3-part learning unit provides students with the story of Henry Ford and the Model T from an economics perspective. Parts 1 and 2 explore how the Ford Motor Company successfully introduced mass production strategies to the auto industry. Students learn how specialization and investments in capital (machines, people, etc.) increased productivity and allowed Ford to slash the price of his popular vehicle. Students chart a plan for the assembly line production of bookmarks, test their plan and make recommendations for improvements. Students also explore how Henry Ford used economic incentives to address a problem created by mass production techniques&mdash;worker turnover. An optional Part 3 explains how increased productivity resulted in shifts in the supply and demand for the Model T. Students analyze how a variety of non price determinants continue to influence the automobile market today. A wealth of extension activities is provided if additional time is available.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Economic Growth, Entrepreneurship, Equilibrium Price, Markets, Price, Quantity Demanded, Quantity Supplied, Supply, Determinants of Demand, Determinants of Supply, Productivity, Profit</p>]]></desc>
			<concepts><![CDATA[demand,economic growth,entrepreneurship,equilibrium price,markets,price,quantity demanded,quantity supplied,supply,determinants of demand,determinants of supply,productivity,profit,productive resources,entrepreneurs,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=692&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="702" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Work, Earnings and Economics: Using 'Lyddie' by Katherine Paterson]]></title>
			<desc><![CDATA[To get started, the students will read Lyddie, a novel by Katherine Paterson. The novel is set mainly in Lowell, Massachusetts, in the 1840s. In Lowell the main character, 13-year-old Lyddie Worthen, works six days a week, from dawn until dusk, running weaving looms in a murky dust-and lintfilled factory, trying to save enough money to reunite her family. In reading and discussing this fine novel, the students examine basic economic concepts and explore the growth of labor unions and the role of government in a market economy.
Lyddie is published by Puffin Books and is available at Amazon.com. It is also available in DVD video format and may be purchased on line at Circuit City, DVD Empire.com and Overstock.com.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Decision Making, Economic Freedom, Economic Growth, Economic Wants, Human Resources, Incentive, Money Management, Opportunity Cost, Role of Government, Scarcity, Technological Changes, Borrower, Interest, Labor, Labor Union, Market Economy, Money, Resources, Special Interest Group, Standard of Living, Wants, Wage, Regulation, Savings, Savers</p>]]></desc>
			<concepts><![CDATA[budget,choice,decision making,economic freedom,economic growth,economic wants,human resources,incentive,money management,opportunity cost,role of government,scarcity,technological changes,borrower,interest,labor,labor union,market economy,money,resources,special interest group,standard of living,wants,wage,regulation,savings,savers,money management/budgeting,decision making/cost-benefit analysis,economic systems,productive resources,incentives,roles of government,technology,credit,compound interest,saving and investing,division of labor/specialization,economic institutions,government failures/public-choice analysis,productivity,economic development,human capital,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=702&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="686" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Choice is Us: Monopolies]]></title>
			<desc><![CDATA[This lesson introduces the concept of monopoly. It calls upon students to consider how monopoly power might affect the quality and price of goods and services offered to consumers. In light of what they learn about the history of trusts and the Sherman AntiTrust Act, the students write editorials, stating and explaining their views about laws prohibiting monopolies. Finally, students consider the effect that the Internet has had on the potential of companies to become entrenched as monopolies in our national and global economies.<br><br><p><font color='#666666'>Concepts: </font><br>Market Economy, Savers</p>]]></desc>
			<concepts><![CDATA[market economy,savers,economic systems,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=686&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="694" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Happened to Railroads?]]></title>
			<desc><![CDATA[Between the Civil War and World War II, railroads were one of the nation's most important businesses and an integral part of people&rsquo;s lives. In this lesson, students assume the role of detectives investigating why the rail companies experienced a crisis in the 1960s and what helped the freight transport portion of the business return to profitability later in the same century. Students analyze a set of clues that help them explore the impact of government policies and changes in consumer demand on rail service. They discover that government policies (e.g., regulations, subsidies, and taxes) can have both positive and negative consequences in the marketplace. An interactive activity helps students understand that rail service competes in two different markets&mdash;passenger service and hauling freight. Students also learn that railroads and government policies have had to adjust as the transportation industry changed in the second half of the twentieth century.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Cost/Benefit Analysis, Demand, Incentive, Maintaining Competition, Natural Monopoly, Non-price Determinants, Role of Government, Supply, Benefit, Costs, Determinants of Demand, Determinants of Supply, Profit, Regulation, Monopolies</p>]]></desc>
			<concepts><![CDATA[competition,cost/benefit analysis,demand,incentive,maintaining competition,natural monopoly,non-price determinants,role of government,supply,benefit,costs,determinants of demand,determinants of supply,profit,regulation,monopolies,competition and market structures,decision making/cost-benefit analysis,incentives,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=694&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="691" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Banks & Credit Unions (Part I)]]></title>
			<desc><![CDATA[Students learn about banks and credit unions, identifying similarities and differences between the two types of financial institution. They also evaluate a local bank and credit union to determine which one would be better suited to their needs. (This is Part I of a two-part project.)<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Decision Making, Economic Systems, Money Management, Money, Savings</p>]]></desc>
			<concepts><![CDATA[banking,decision making,economic systems,money management,money,savings,economic institutions,saving and investing,decision making/cost-benefit analysis,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=691&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="698" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> It's a Not So Wonderful Life]]></title>
			<desc><![CDATA[In this lesson students learn about banks and banking. The study the fractional reserve system, and the role the Fed plays in the money creation process.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Central Banking System, Money Supply, Supply, Money, Savers</p>]]></desc>
			<concepts><![CDATA[banking,central banking system,money supply,supply,money,savers,economic institutions,saving and investing,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=698&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="586" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Higher you Climb, The More You Pay]]></title>
			<desc><![CDATA[Students will take a &quot;Virtual Tour&quot; of the Eiffel Tower in Paris France and locate the price of a bottle of water at each viewing platform. They will need to problem solve how to pay for admission, buy the water and be able to pay for the telescope at the top of the tower- all for $12.55US.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Demand, Exchange, Exchange Rate, Price</p>]]></desc>
			<concepts><![CDATA[choice,decision making,demand,exchange,exchange rate,price,decision making/cost-benefit analysis,trade,exchange and interdependence,foreign currency markets/exchange rates,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=586&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="711" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Color of Resources]]></title>
			<desc><![CDATA[This lesson will demonstrate the making of Crayola products to introduce natural, capitol, and human resources as well as touching on some other aspects in the Crayola industry such as producers and consumers.<br><br><p><font color='#666666'>Concepts: </font><br>Resources</p>]]></desc>
			<concepts><![CDATA[resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=711&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="675" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> No Extra Room on the Mayflower]]></title>
			<desc><![CDATA[The students will explore the ideas of scarcity and choices by exploring a virtual model of the Mayflower. They will then pack a virtual suitcase making good choices about what they pack.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=675&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="676" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Henry Ford and the Model T: A Case Study in Productivity (Part 2)]]></title>
			<desc><![CDATA[When Henry Ford announced he was going to produce an automobile that would be affordable to the masses, he probably did not realize what a great impact his achievement would have on life in the United States. and, eventually, the world. Ford&rsquo;s use of mass production strategies to manufacture the Model T revolutionized industrial manufacturing and initiated a new era in personal transportation. This three-part learning unit provides students with the story of Henry Ford and the Model T from an economics perspective. Parts 1 and 2 explore how the Ford Motor Company successfully introduced mass production strategies to the auto industry. Students learn how specialization and investments in capital (machines, people, etc.) increased productivity and allowed Ford to slash the price of his popular vehicle. Students chart a plan for the assembly line production of bookmarks, test their plan, and make recommendations for improvements. Students also explore how Henry Ford used economic incentives to address a problem created by mass production techniques&mdash;worker turnover. An optional Part 3 explains how increased productivity resulted in shifts in the supply and demand for the Model T. Students analyze how a variety of non-price determinants continue to influence the automobile market today. The unit also provides a wealth of extension activities.&nbsp;<br><br><p><font color='#666666'>Concepts: </font><br>Factors of Production, Human Resources, Incentive, Production, Productive Resources, Entrepreneur, Human Capital, Labor, Productivity, Resources, Innovation</p>]]></desc>
			<concepts><![CDATA[factors of production,human resources,incentive,production,productive resources,entrepreneur,human capital,labor,productivity,resources,innovation,division of labor/specialization,incentives,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=676&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="668" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Henry Ford and the Model T: A Case Study in Productivity (Part 1)]]></title>
			<desc><![CDATA[When Henry Ford announced he was going to produce an automobile that would be affordable to the masses, he probably did not realize what a great impact his achievement would have on life in the United States and, eventually, the world. Ford&rsquo;s use of mass production strategies to manufacture the Model T revolutionized industrial manufacturing and initiated a new era in personal transportation. This three-part learning unit provides students with the story of Henry Ford and the Model T from an economics perspective. Parts 1 and 2 explore how the Ford Motor Company successfully introduced mass production strategies to the auto industry. Students learn how specialization and investments in capital (machines, people, etc.) increased productivity and allowed Ford to slash the price of his popular vehicle. Students chart a plan for the assembly-line production of bookmarks, test their plan, and make recommendations for improvements. Students also explore how Henry Ford used economic incentives to address a problem created by mass production techniques&mdash;worker turnover. An optional Part 3 explains how increased productivity resulted in shifts in the supply and demand for the Model T. Students analyze how a variety of non-price determinants continue to influence the automobile market today. The unit also presents a wealth of extension activities.<br><br><p><font color='#666666'>Concepts: </font><br>Division of Labor, Factors of Production, Production, Productive Resources, Specialization, Entrepreneur, Labor, Productivity, Resources, Innovation</p>]]></desc>
			<concepts><![CDATA[division of labor,factors of production,production,productive resources,specialization,entrepreneur,labor,productivity,resources,innovation,division of labor/specialization,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=668&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="651" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> China - Where will they fit in the world economy?]]></title>
			<desc><![CDATA[With its, emerging middle class, its new markets, and a new emphasis on increasing its technology base, where is China going to fit in the world economy?<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Demand, Economic Freedom, Goods</p>]]></desc>
			<concepts><![CDATA[consumers,demand,economic freedom,goods,economic systems,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=651&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="663" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Deceptive Advertising: Crossing the Line]]></title>
			<desc><![CDATA[Businesses use advertising to tell consumers about the goods and services they are selling. Businesses hope that their advertisements will convince people to buy their products. In this lesson, students examine the ground rules for advertisements of goods and services, why we need rules, who sets them, and who enforces them. They research cases in which, deceptive advertising has been charged and analyze whether the negative incentives for this illegal practice are sufficient to deter future violations.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Incentive, Legal and Social Framework, Role of Government, Regulation</p>]]></desc>
			<concepts><![CDATA[competition,incentive,legal and social framework,role of government,regulation,competition and market structures,incentives,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=663&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="479" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Teen Nightclubs]]></title>
			<desc><![CDATA[Ask your average teenager where they can hang out on the weekends and most will tell you there aren't many options. The movies, the mall and someone's house just about sum it up. So an intrepid entrepreneur in Los Angeles is looking to cash in on this underdeveloped market, by opening up a string of clubs for the under-21 club.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Markets</p>]]></desc>
			<concepts><![CDATA[advertising,markets,profit,financial markets,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=479&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="664" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Price of Gasoline: What's Behind It?]]></title>
			<desc><![CDATA[In this lesson, students investigate the variables that contribute to the cost of gasoline. They learn that while OPEC nations do influence the price of oil and thus the price of gasoline, other factors also influence the price.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Factors of Production, Markets, Price, Production, Profit Motive, Supply, Law of Demand, Profit, Taxes, Monopolies</p>]]></desc>
			<concepts><![CDATA[demand,factors of production,markets,price,production,profit motive,supply,law of demand,profit,taxes,monopolies,division of labor/specialization,productive resources,markets and prices,roles of government,competition and market structures,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=664&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="634" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Did You Get the Message?]]></title>
			<desc><![CDATA[Advertising is the primary tool used by businesses to tell consumers about the goods and services they sell in the marketplace. Businesses also use advertising to try to convince consumers to buy what they are selling. Advertisements do this by pointing out how consumers will benefit if they buy a product. These benefits are called incentives. In this lesson, these two basic functions of advertising are introduced. Various techniques used to achieve these objectives are also explained. During the assessment activity, students view television commercials directed at them. They identify the various advertising techniques used to grab their attention and convince them to buy.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Competition, Consumer Economics, Markets</p>]]></desc>
			<concepts><![CDATA[advertising,competition,consumer economics,markets,profit,financial markets,competition and market structures,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=634&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="650" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Why does Brett Favre make $8.5 million per year?]]></title>
			<desc><![CDATA[What determines a person's salary? Why do professional athletes make so much money? People who work as firefighters, police officers or teachers are clearly more important to our society, yet they make much less money than jocks. What explains this?<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Division of Labor, Human Resources, Income, Supply, Distribution of Income, Human Capital, Labor, Labor Market, Resources</p>]]></desc>
			<concepts><![CDATA[demand,division of labor,human resources,income,supply,distribution of income,human capital,labor,labor market,resources,division of labor/specialization,productive resources,money management/budgeting,income distribution,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=650&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="660" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Education: Weigh Your Options]]></title>
			<desc><![CDATA[Getting and keeping a job often requires special education or training. While an employer may provide or pay for some additional education or training, workers often have to obtain it on their own. In this lesson, students use a weighted decision-making grid to choose a school that provides education or training for their chosen field of employment. Students use both financial and non-financial criteria in weighting their alternatives. If the teacher desires, the decision grid can be created by means of a computer spreadsheet. Students discover that major decisions like this one often involve trade-offs&mdash;getting less of one thing in exchange for more of something else. A weighted decision-making process can help them make the choice that best fits their interests and circumstances.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Trade-off</p>]]></desc>
			<concepts><![CDATA[choice,decision making,trade-off,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=660&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="642" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Goods and Services]]></title>
			<desc><![CDATA[Students will be able to distinguish between people who produce goods and people who provide services to a community.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services</p>]]></desc>
			<concepts><![CDATA[goods,services,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=642&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="645" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Be An Ad Detective]]></title>
			<desc><![CDATA[Every day, students are bombarded by advertising. They cannot escape it. But marketers realize that many people&mdash;especially young people&mdash;are becoming very good at tuning ads out. Businesses thus are becoming more creative in their communication with consumers. In this lesson, the students assume the role of detectives searching for the new places where advertisers are promoting themselves and their products. They also investigate logos, imaginary characters, slogans and jingles&mdash;tools used by advertisers to develop brand awareness. 

This lesson works well as a follow-up to the EconEdLink lesson Did You Get the Message?<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Competition, Markets</p>]]></desc>
			<concepts><![CDATA[advertising,competition,markets,profit,financial markets,competition and market structures,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=645&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="632" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Satisfaction Please! (Part 3)]]></title>
			<desc><![CDATA[Even the savviest consumer has a problem with a good or service on occasion. It is a consumer&rsquo;s right to complain when there is a genuine problem. In some situations, it is also a consumer&rsquo;s responsibility. A problem can&rsquo;t be fixed if no one knows it exists. In this series of three lessons, students learn how to effectively seek redress for a consumer problem. In the first lesson, they are given tips for seeking redress from a seller of a good or service via personal visits, telephone calls and letters. They write a letter in an effort to resolve a consumer problem they or someone they know has experienced. Lessons 2 and 3 focus on what to do when a consumer is unable to get a problem resolved with a seller. A variety of options are presented in both the public and private arena. Students must select sources of outside help that would be appropriate in hypothetical situations they are given.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer Economics, Legal and Social Framework, Role of Government, Nonprofit Organization, Special Interest Group, Regulation</p>]]></desc>
			<concepts><![CDATA[consumer economics,legal and social framework,role of government,nonprofit organization,special interest group,regulation,roles of government,government failures/public-choice analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=632&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="647" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Believe it or Not?]]></title>
			<desc><![CDATA[Advertisements can tell consumers about prices and other information that may help them in the decisions they make about what to buy. But students also should know that ads are slanted by sellers to show a product in the best light. This lesson reveals to students how advertisers use words and images to make goods and services look their best. To protect consumers and make sure that competition among sellers is fair in the marketplace, the federal government requires that factual claims in ads be backed up with proof. Still, it is usually okay for sellers to talk only about the positives and ignore the negatives of what they are selling. Another common trick is to use exaggerated claims called &ldquo;puffery.&rdquo; It is up to the consumers to separate factual claims from opinions and exaggerations. This lesson challenges students to create a set of tips that could help consumers to make this distinction. Being able to tell the difference between factual claims and puffery or opinions can help consumers to make smart choices and avoid market disappointments.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Competition, Decision Making, Maintaining Competition, Markets, Role of Government, Regulation</p>]]></desc>
			<concepts><![CDATA[advertising,competition,decision making,maintaining competition,markets,role of government,regulation,profit,financial markets,competition and market structures,decision making/cost-benefit analysis,markets and prices,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=647&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="626" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> No Fireworks on the 4th of July]]></title>
			<desc><![CDATA[This lesson explores the differences between public and private goods.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Public Goods</p>]]></desc>
			<concepts><![CDATA[goods,public goods,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=626&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="629" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Why do we need money? Think about Ebay!]]></title>
			<desc><![CDATA[The students investigate money--its purpose and functions. They complete an exercise, using the online auction site Ebay, to learn why money is critical to an economy.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Exchange Rate, Markets, Price</p>]]></desc>
			<concepts><![CDATA[barter,exchange rate,markets,price,money,foreign currency markets/exchange rates,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=629&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="604" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Was Babe Ruth Under Paid?]]></title>
			<desc><![CDATA[This lesson demonstrates a method for teaching students about inflation and the Consumer Price Index, using baseball players' salaries for purposes of illustration. Babe Ruth's salary from 1931 is adjusted to account for changes in the price level and is then compared to the salaries of those playing major league baseball players today.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price, Consumer Price Index (CPI)</p>]]></desc>
			<concepts><![CDATA[inflation,price,consumer price index (cpi),markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=604&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="615" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What causes inflation?]]></title>
			<desc><![CDATA[This lesson explores different types of inflation and terms associated with this economic concept. You may have heard relatives talk about the good old days when a dollar would buy something. What happened to that dollar? Why won&rsquo;t it buy as much as it did last month or last year? What happened is inflation. In this lesson you will examine the various causes and theories of inflation as well as how it affects different groups in the economy such as savers, lender, and people living on fixed incomes.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Incentive, Inflation, Markets, Price, Supply</p>]]></desc>
			<concepts><![CDATA[demand,incentive,inflation,markets,price,supply,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=615&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="628" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> History of monopolies in the United States.]]></title>
			<desc><![CDATA[Monopolies in the United States have existed in many forms. When a business dominates a market, its market power makes it a monopoly. How these businesses use their market power will determine the legality of the monopoly.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Regulation</p>]]></desc>
			<concepts><![CDATA[competition,regulation,competition and market structures,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=628&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="308" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> There is Something in the Water]]></title>
			<desc><![CDATA[The United States is losing 60,000 acres of wetlands each year. Is this good or bad? Does anyone really want to live in swamps, fens, bogs, and marshes? Or is it better economics to drain the wetlands for other purposes like agricultural development? In this lesson students will learn about this monumental issue facing the United States while viewing it from an economic perspective.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Decision Making, Natural Resources, Scarcity, Trade-off</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,decision making,natural resources,scarcity,trade-off,decision making/cost-benefit analysis,productive resources,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=308&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="606" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Capital Investments: Human v. Physical]]></title>
			<desc><![CDATA[In this lesson you will define human capital and understand why it is necessary for economic growth. Also, you will explore how people can increase their personal level of human capital.<br><br><p><font color='#666666'>Concepts: </font><br>Human Capital, Physical Capital</p>]]></desc>
			<concepts><![CDATA[human capital,physical capital,productive resources,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=606&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="631" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Satisfaction Please! (Part 2)]]></title>
			<desc><![CDATA[Even the savviest consumer has a problem with a good or service on occasion. It is a consumer&rsquo;s right to complain when there is a genuine problem. In some situations, it is also a consumer&rsquo;s responsibility. A problem can&rsquo;t be fixed if no one knows it exists. In this series of three lessons, the students learn how to effectively seek redress for a consumer problem. In the first lesson, they are given tips for seeking redress from a seller of a good or service via personal visits, telephone calls and letters. They write a letter in an effort to resolve a consumer problem they or someone they know has experienced. Lessons 2 and 3 focus on what to do when a consumer is unable to get a problem resolved with a seller. A variety of options are presented in both the public and private arena. The students must select sources of outside help that would be appropriate in hypothetical situations they are given.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer Economics, Incentive, Nonprofit Organization, Special Interest Group</p>]]></desc>
			<concepts><![CDATA[consumer economics,incentive,nonprofit organization,special interest group,incentives,government failures/public-choice analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=631&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="630" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Satisfaction Please! (Part I)]]></title>
			<desc><![CDATA[Even the savviest consumer has a problem with a good or service on occasion. It is a consumer&rsquo;s right to complain when there is a genuine problem. In some situations, it is also a consumer&rsquo;s responsibility. A problem can&rsquo;t be fixed if no one knows it exists. In this series of three lessons, students learn how to effectively seek redress for a consumer problem. In the first lesson, they are given tips for seeking redress from a seller of a good or service via personal visits, telephone calls an letters. They write a letter in an effort to resolve a consumer problem they or someone they know has experienced. Lessons 2 ad 3 focus on what to do when a consumer is unable to get a problem resolved with a seller. A variety of options are presented in both the public and private arena. Students must select sources of outside help that would be appropriate in hypothetical situations they are given.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumer Economics, Cost/Benefit Analysis, Incentive, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[choice,consumer economics,cost/benefit analysis,incentive,opportunity cost,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=630&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="625" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Fewer Watts and Fatter Wallets]]></title>
			<desc><![CDATA[Students learn about incentives for alternative energy programs and the role played by non-price determinants in energy choices.<br><br><p><font color='#666666'>Concepts: </font><br>Incentive, Benefit, Costs</p>]]></desc>
			<concepts><![CDATA[incentive,benefit,costs,incentives,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=625&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="602" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Closing the Gap]]></title>
			<desc><![CDATA[The students learn what GDP is. They will learn different measures of GDP as well as how GDP per capita can be used to compare countries. They will also calculate GDP per capita and learn how poorer countries can converge, or close the gap, with richer countries.<br><br><p><font color='#666666'>Concepts: </font><br>Macroeconomic Indicators, Nominal Gross Domestic Product (GDP), Real Gross Domestic Product (GDP), Standard of Living</p>]]></desc>
			<concepts><![CDATA[macroeconomic indicators,nominal gross domestic product (gdp),real gross domestic product (gdp),standard of living,monetary policy and the federal reserve,inflation,gdp,employment and unemployment,real vs. nominal,economic systems,productivity,economic development,human capital,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=602&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="579" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Fad or Fortune]]></title>
			<desc><![CDATA[This lesson focuses on collectibles and how they retain, lose, or gain value. In each round of a trading simulation, students will learn more about the value of their collectibles and discuss why items gain or lose value. They will record and reflect on their strategies for each round<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Competition, Demand, Exchange, Markets, Scarcity, Voluntary Exchange</p>]]></desc>
			<concepts><![CDATA[choice,competition,demand,exchange,markets,scarcity,voluntary exchange,decision making/cost-benefit analysis,competition and market structures,trade,exchange and interdependence,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=579&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="605" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Agent Pincher: The Case of the UFO]]></title>
			<desc><![CDATA[Agent Pincher: The Case of the UFO--Unfamiliar Foreign Objects. That is what currency from another country may look like. Sometimes when people first try to use money from another country, they feel like they are playing with toy money-it is a different size, color, and shape, compared to one's own national currency, and it often comes with unfamiliar writing. As a special agent, your job is get the facts on these UFOs and compile a profile for guide book for your section.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Exchange Rate, Exports, Currency, Imports, Money</p>]]></desc>
			<concepts><![CDATA[exchange,exchange rate,exports,currency,imports,money,trade,exchange and interdependence,foreign currency markets/exchange rates,balance of trade and balance of payments,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=605&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="578" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> You Can BANK on This! (Part 1)]]></title>
			<desc><![CDATA[Banking should not be confusing. It should be INTERESTing! Most students in the elementary grades would love to know more about checking accounts, ATMs, credit cards and all the ways in which their relatives buy the stuff that they want. This lesson provides the students with information on banking; it also allows them to try out some procedures for thinking about money and banking.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Currency, Money</p>]]></desc>
			<concepts><![CDATA[exchange,currency,money,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=578&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="556" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Do I Look Like I'm Made of Money?]]></title>
			<desc><![CDATA[One of the most common replies given by parents when their children ask for money is &ldquo;Do I look like I&rsquo;m made of Money?&rdquo; This lesson is designed to educate students about the need for money as a generally accepted medium of exchange. The students will also learn how money is earned. Finally, the students will identify useful endeavors they can be a part of.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Functions of Money, Income, Money</p>]]></desc>
			<concepts><![CDATA[business,functions of money,income,money,economic institutions,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=556&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="582" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> New Sense, Inc. vs. Fish 'Till U Drop or Coase Vs. Pigou]]></title>
			<desc><![CDATA[Hot debate and arguments galore whirl around this question: &quot;Which economic approach is the most efficient and fair to resolve utility issues surrounding the use of common or public property?&quot; This lesson will explore, examine and analyze this perplexing question by engaging in an open-ended role play simulation.<br><br><p><font color='#666666'>Concepts: </font><br>Externalities, Benefit, Costs, Property Rights, Public Goods, Transaction Costs, Monopolies</p>]]></desc>
			<concepts><![CDATA[externalities,benefit,costs,property rights,public goods,transaction costs,monopolies,market failures,roles of government,decision making/cost-benefit analysis,competition and market structures,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=582&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="585" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> You Can BANK on This! (Part 3)]]></title>
			<desc><![CDATA[Building on the first two lessons in the series, this lesson deals with savings and interest.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Choice, Incentive, Interest, Savings, Savers</p>]]></desc>
			<concepts><![CDATA[banking,choice,incentive,interest,savings,savers,economic institutions,saving and investing,decision making/cost-benefit analysis,incentives,credit,compound interest,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=585&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="593" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Keynes vs. Hayek: The Rise of the Chicago School of Economics]]></title>
			<desc><![CDATA[Economic freedom is freedom from government intervention in the production and distribution of goods and services. After World War II, governments were trying to rebuild their economies from the ground up. They looked to the ideas of the top economists of their day for guidance. These ideas have shaped economic systems and the idea of economic freedom for many years.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Freedom, Role of Government, Market Economy</p>]]></desc>
			<concepts><![CDATA[economic freedom,role of government,market economy,economic systems,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=593&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="591" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> You Can BANK on This! (Part 4)]]></title>
			<desc><![CDATA[This lesson deals with credit and wraps up this unit on finance.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Interest, Profit</p>]]></desc>
			<concepts><![CDATA[credit,interest,profit,compound interest,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=591&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="603" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Benefits of Investing Early]]></title>
			<desc><![CDATA[The students will see how compounding returns make investing at a young age pay off.<br><br><p><font color='#666666'>Concepts: </font><br>Investing, Interest, Savers</p>]]></desc>
			<concepts><![CDATA[investing,interest,savers,saving and investing,credit,compound interest,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=603&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="584" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> You Can BANK on This! (Part 2)]]></title>
			<desc><![CDATA[As in the first 'You Can BANK on This,' you will learn that banking should not be confusing - it should be INTERESTING! Lesson Two will continue learning with Zing, but this time we will learn all about budgeting - and budgeting means making choices!<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Decision Making, Economic Wants, Scarcity, Benefit, Costs, Taxes, Wants</p>]]></desc>
			<concepts><![CDATA[budget,choice,decision making,economic wants,scarcity,benefit,costs,taxes,wants,money management/budgeting,decision making/cost-benefit analysis,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=584&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="459" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of the New Deal]]></title>
			<desc><![CDATA[The stock-market crash of 1929 is generally seen as the start of The Great Depression, the worst economic downturn in the history of the United States. The Depression had devastating effects on the country. But it also served as a wake-up call for economic reform. Until the Great Depression, the U.S. government had made very few modifications to the nation's economic policies. It left the dealings of the economy and businesses to their own devices. But once the Great Depression began the nation needed help, FAST! The stock market was in shambles. Many banks closed. Farmers fell into bankruptcy and were forced off their land. Twenty-five percent of the work force, or 13 million people, were unemployed in 1932. In 1933, the Roosevelt Administration addressed the problem by making the government a key player in the nation&rsquo;s economy. Using his New Deal as a force for reform, President Roosevelt created policies, agencies and standards to help alleviate serious problems. The reforms provided America with an economy that has been relatively stable for almost 80 years. Students will be prompted to think about the different programs and policies the New Deal created and how they are relevant to the role of government, and fiscal, and monetary policy, both then and now.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Fiscal Policy, Monetary Policy</p>]]></desc>
			<concepts><![CDATA[role of government,fiscal policy,monetary policy,roles of government,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=459&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="326" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Credit for Beginners]]></title>
			<desc><![CDATA[This lesson focuses on teaching students the basics about credit. It explains why credit is important, how to keep good credit and several of the terms that are associated with credit.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Decision Making</p>]]></desc>
			<concepts><![CDATA[credit,decision making,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=326&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="592" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Sand Art Brownies]]></title>
			<desc><![CDATA[In this lesson, you will learn about substitute goods. You will have choices to make in your role as a shopper. In making these choices, you will decide whether you are willing to accept one good as a substitute for another or not. Are you willing to make substitutions at the grocery store? Complete this lesson and see.<br><br><p><font color='#666666'>Concepts: </font><br>Opportunity Cost, Scarcity, Trade-off, Benefit, Costs</p>]]></desc>
			<concepts><![CDATA[opportunity cost,scarcity,trade-off,benefit,costs,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=592&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="484" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Face do you Use?]]></title>
			<desc><![CDATA[The students will recognize that in order to facilitate the exchange of goods and services, most nations create currency for use as money. They will examine the characteristics of money by comparing and contrasting examples of U.S. and world currencies. Imagining that their classroom is a country, students choose whom to honor and what images to depict as they create their own form of paper money.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Functions of Money, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[exchange,functions of money,characteristics of money,trade,exchange and interdependence,money,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=484&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="367" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Role of a Bank Teller]]></title>
			<desc><![CDATA[In banking and finance, the role of a bank teller is a key feature. In this lesson, we will explore how bank tellers could make or break the banking world!<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Specialization, Savings, Economic Institutions</p>]]></desc>
			<concepts><![CDATA[banking,specialization,savings,economic institutions,saving and investing,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=367&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="393" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> To Be or Not To Be?]]></title>
			<desc><![CDATA[This lesson guides students through web sites that examine careers that are typically of interest to 3rd- through 5th-grade students. By completing the steps outlined in the lesson, the students will explore careers and report their findings.<br><br><p><font color='#666666'>Concepts: </font><br>Human Resources, Human Capital, Investment</p>]]></desc>
			<concepts><![CDATA[human resources,human capital,investment,productive resources,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=393&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="312" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Break a Leg]]></title>
			<desc><![CDATA[In this lesson students will learn about the basic components and terminology of individual health insurance. Students will make decisions about the value of insurance protection and you will identify trends in the cost of medical care in the United States.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Consumer Economics, Cost/Benefit Analysis, Opportunity Cost, Trade-off, Insurance</p>]]></desc>
			<concepts><![CDATA[budget,choice,consumer economics,cost/benefit analysis,opportunity cost,trade-off,insurance,money management/budgeting,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=312&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="573" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Agent Pincher: The Case of the missing Susan B. Anthony Dollar]]></title>
			<desc><![CDATA[Agent Penn E. Pincher is again called out on a case. It seems that in 1979 the U.S. Bureau of Engraving launched a new one-dollar coin. However, most citizens haven&rsquo;t seen it in several years. This case may be from the 'cold case files' &ndash; the files for cases that no one was able to solve. Agent Pincher examines what money is, how it functions, what makes something money and the advantages of using money. In the end, the students are asked to explain why the Susan B. Anthony dollar does not receive wide circulation.<br><br><p><font color='#666666'>Concepts: </font><br>Currency, Money</p>]]></desc>
			<concepts><![CDATA[currency,money,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=573&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="575" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> International Trade Creates More and Better Jobs]]></title>
			<desc><![CDATA[This lesson explores the relationship between productivity and international trade. Specifically, this lessons shows why there should be fewer trade restrictions rather than more.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Specialization</p>]]></desc>
			<concepts><![CDATA[exchange,specialization,trade,exchange and interdependence,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=575&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="536" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Dry as a Bone]]></title>
			<desc><![CDATA[This lesson examines the current state of drought in the United States and the economic impact of drought on local communities.<br><br><p><font color='#666666'>Concepts: </font><br>Interdependence, Producers, Entrepreneur</p>]]></desc>
			<concepts><![CDATA[interdependence,producers,entrepreneur,trade,exchange and interdependence,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=536&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="303" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Where did that pencil come from? The Study of Natural Resources]]></title>
			<desc><![CDATA[The students will determine what goods can be produced from physical features such as rivers, lakes, mountains, and plains by looking at maps. Additionally, they will discuss the process these goods go through from nature to consumer.<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Production</p>]]></desc>
			<concepts><![CDATA[natural resources,production,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=303&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="563" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Agent Pincher: P is for Penny or Where did money come from?]]></title>
			<desc><![CDATA[Over time everyone has had a pocketful of pennies, it&rsquo;s not something we think about very much. But what if we woke up tomorrow and found that there were no more pennies? Or what if we found that money had disappeared altogether -- not only from our pockets but from banks, stores and all the other places where we would expect to find it? While we are on the subject, just what is this thing called money? Everyone knows about money--or do they? Where did it come from? Why are a piece of paper and a metal disk money? Why not something else? Just how did this dollar or dime wind up in my pocket?  This lesson will send your students on a mission to investigate the history of money. In a wrap-up activity, it will call upon the students to consider whether we should keep or toss the penny.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Functions of Money, Currency, Money, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[barter,functions of money,currency,money,characteristics of money,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=563&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="581" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The South's Decision to Secede: A Violation of Self Interest?]]></title>
			<desc><![CDATA[Your students will consider the following questions: In deciding to secede from the Union in 1861, did the South violate its own self-interest and thus disprove the basic economic principle that people seek to further their self-interest in the decisions they make? To get at the question, each student will assume the role of an ardent secessionist. Acting in this role, the students will apply principles of economic reasoning and use a decision grid to weigh the benefits and costs of the South's effort to create a new nation in which slavery and state's rights would forever be guaranteed by law.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Decision Making, Costs, Resources</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,decision making,costs,resources,decision making/cost-benefit analysis,productive resources,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=581&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="553" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Collecting for Fun . . . and Profit?]]></title>
			<desc><![CDATA[Art, baseball cards, coins, comic books, dolls, jewelry and stamps are just a few examples of the many things people collect. While some people collect for fun &mdash; others hope to profit. In this lesson, students explore how supply and demand influence the price of collectibles. They also evaluate speculation in collectibles as an investment option. They learn that collectibles are one of the riskiest ways people can invest their money.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Investing, Price, Supply, Investment, Risk</p>]]></desc>
			<concepts><![CDATA[demand,investing,price,supply,investment,risk,saving and investing,markets and prices,risk and return,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=553&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="576" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Voting: What Do You Mean My Vote Doesn't Count?]]></title>
			<desc><![CDATA[This lesson explores the costs and benefits associated with voting in national elections. Specifically, the concepts of rational apathy, rational ignorance and expressive voting are explained.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Incentive</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,incentive,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=576&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="468" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> A Perfect Pet]]></title>
			<desc><![CDATA[The introduction to this lesson is a brief online story about a little girl&rsquo;s visit to a pet store with her father. She considers several pets before choosing a &ldquo;cute and cuddly&rdquo; dog. Students are reminded that pet owners are responsible for keeping their pets safe, healthy and happy. A discussion of a pet owners desire to provide the best for their pets leads to an exploration of people&rsquo;s wants. The activities that follow challenge students to explore the wants of a pet owner and their desire to provide the best for their pet fish, and then the wants of a person. The students learn that the ability to discover their wants will help them establish priorities when they are faced with scarcity. During the evaluation process, students identify some of their personal wants. As a class, they discuss why some choices are the same and others are different. They take the discussion a step further exploring how their wants compare with those of siblings and adults in their lives. They discover that age, lifestyle, likes (tastes and preferences) and what one views as important (values) help to explain the differences.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Economic Wants, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,decision making,economic wants,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=468&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="463" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> College: Where am I going to go?]]></title>
			<desc><![CDATA[Students will use a PACED decision making grid to help them decide where they would like to attend college.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[decision making,opportunity cost,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=463&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="551" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Price Elasticity: From Tires to Toothpicks]]></title>
			<desc><![CDATA[Students gain an understanding of price elasticity of demand and why different goods have different degrees of elasticity. Students learn how to calculate price elasticity of goods.<br><br><p><font color='#666666'>Concepts: </font><br>Price, Law of Demand, Substitute Good, Elasticity of Demand</p>]]></desc>
			<concepts><![CDATA[price,law of demand,substitute good,elasticity of demand,markets and prices,demand,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=551&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="564" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Little Bill the Producer!]]></title>
			<desc><![CDATA[This lesson teaches the most basic vocabulary about production. People who make goods and provide services are called producers. This lesson only deals with the student making something (not identified with being a good), and that people are human beings. In this story Little Bill and Alice the Great produce a book about Dr. Martin Luther King.<br><br><p><font color='#666666'>Concepts: </font><br>Producers, Resources</p>]]></desc>
			<concepts><![CDATA[producers,resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=564&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="552" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> To Buy or Not To Buy]]></title>
			<desc><![CDATA[While precise numbers are not known, it is believed the number of boycotts has grown markedly in the past fifty years. Consumers seem to be besieged by requests from special interest groups to refrain from buying certain goods and services. In this lesson, students study how boycotts have been used throughout U.S. history to help promote economic, social and political change. After researching current boycott targets, students create promotional flyers providing a glimpse at the goals people today hope to achieve through this consumer market action. Students also consider what economic and non economic factors are likely to influence the effectiveness of a boycott.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Circular Flow, Demand, Goods, Incentive, Markets, Market Economy, Services</p>]]></desc>
			<concepts><![CDATA[choice,circular flow,demand,goods,incentive,markets,market economy,services,decision making/cost-benefit analysis,trade,exchange and interdependence,incentives,markets and prices,economic systems,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=552&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="570" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Timing Is Everything]]></title>
			<desc><![CDATA[In the first part of the lesson students examine the incentives and opportunity costs of spending and saving in a teacher directed lesson. The remainder of the lesson is an interactive web site. Students work through problems that demonstrate the power of compound interest.<br><br><p><font color='#666666'>Concepts: </font><br>Incentive, Interest Rate, Opportunity Cost, Interest, Savings</p>]]></desc>
			<concepts><![CDATA[incentive,interest rate,opportunity cost,interest,savings,incentives,compound interest,credit,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=570&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="567" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Trade in Colonial America / NAFTA]]></title>
			<desc><![CDATA[Often teachers and students are able to internalize historical and economic concepts through a more recent event that has occurred within their time frame. This lesson is an extension for the lesson, &quot;Understanding the Colonial Economy.&quot; It examines the role and effect of NAFTA in the Mexican and US economies.<br><br><p><font color='#666666'>Concepts: </font><br>Trade</p>]]></desc>
			<concepts><![CDATA[trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=567&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="566" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Developing a Financial Investment Portfolio]]></title>
			<desc><![CDATA[Students are given brief descriptions of three individuals. They act as financial advisors and develop a financial investment portfolio for each client using internet references as they analyze various saving options. The internet web sites assist students by providing information regarding their choices for the portfolios. Students may track the portfolio over several weeks to assess their investment strategies.<br><br><p><font color='#666666'>Concepts: </font><br>Investment</p>]]></desc>
			<concepts><![CDATA[investment,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=566&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="319" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Do You Get for Your $1,818,600,000,000?]]></title>
			<desc><![CDATA[Using MS Excel and data from the Bureau of Economic Analysis web site on federal government spending, students will compare the amounts spent on various sectors and programs over a range of years.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Government Expenditures, Role of Government</p>]]></desc>
			<concepts><![CDATA[budget,choice,government expenditures,role of government,money management/budgeting,decision making/cost-benefit analysis,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=319&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="288" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Sectors and International Development]]></title>
			<desc><![CDATA[Using poverty rate as a measure of development, students select countries five at a time to compare how resources are allocated to three economic sectors (agriculture, industrial, service). After making comparisons, students will identify patterns in which sector is emphasized by the wealthiest countries, and will look for patterns in the geographic distribution of countries.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Equity, Economic Growth</p>]]></desc>
			<concepts><![CDATA[economic equity,economic growth,economic systems,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=288&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="529" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> U.S. farmers and the Cuban embargo]]></title>
			<desc><![CDATA[This lesson explores trade barriers in general and why some U.S. farmers want one specific trade barrier, the Cuban embargo,  completely eliminated.<br><br><p><font color='#666666'>Concepts: </font><br>Barriers to Trade, Markets, Role of Government</p>]]></desc>
			<concepts><![CDATA[barriers to trade,markets,role of government,markets and prices,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=529&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="347" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Cost/Benefit Analysis:Three Gorges Dam]]></title>
			<desc><![CDATA[This lesson will allow students to evaluate the costs/benefits of the Three Gorges Dam project on the Yangtze River in China. The purpose of this lesson is to encourage students to look at a complex issue from differing viewpoints and to reach a decision on its merits after examining multiple points of view<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Cost/Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[capital resources,cost/benefit analysis,productive resources,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=347&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="505" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Corporate Leap Frog]]></title>
			<desc><![CDATA[This lesson will focus on competition among sellers and the factors that can make one company more successful than another in the same market. Competition between K-Mart, Wal- Mart, and Target will be examined to see what kinds of competition (price and non-price) can help one company 'leap' ahead of another.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Competition, Non-price Competition, Price</p>]]></desc>
			<concepts><![CDATA[advertising,competition,non-price competition,price,profit,financial markets,competition and market structures,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=505&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="562" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Lowell Workers and Producers Respond to Incentives]]></title>
			<desc><![CDATA[In this lesson students learn about supply and demand and how changes in supply affect price and quantity of goods supplied. In part 1, the students are presented with a hypothetical story about a high school's policy on concession sales; they are asked to determine what effect the policy will have on supply and price. In part 2, students will learn about the dynamic nature of the young American economy in the early 1800s. By visiting various web sites and answering several questions, students will learn that business leaders and workers responded quickly when economic opportunities were presented. They were sensitive to new incentives. However, occasionally these incentives were artificial in the sense that they were brought about by protection from competition.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Supply</p>]]></desc>
			<concepts><![CDATA[demand,supply,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=562&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="559" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> How E-Commerce Influences Consumer Choice]]></title>
			<desc><![CDATA[In this lesson students learn decision making skills that will help them become better consumers. As consumers they have a variety of alternatives from which to choose. They learn about the importance of price information in making their decisions. First, students gather information on different brands of athletic shoes and determine which one is the best buy for them and explain why. Then, students identify a toy or game they would like to buy. To help determine where to purchase their toy or game, students gather information from a store, a catalog, and three websites. Finally, students conduct interviews to determine the extent to which adults in their community use e-commerce. They draw generalizations from their data and send a report of their findings to the adults who were interviewed.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Price</p>]]></desc>
			<concepts><![CDATA[choice,price,decision making/cost-benefit analysis,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=559&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="558" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> WHERE DID ALL THE MONEY GO? The Great Depression Mystery]]></title>
			<desc><![CDATA[In this lesson, the students read a brief passage that poses the mystery, &quot;How did the Great Depression happen?&quot; As detectives, they gather clues using the Internet to investigate the mystery through a series of clue sheets. In the first step they complete a retrieval chart to summarize information about the consumer price index, unemployment rate, federal spending, and US and world events that have economic and political implications. Next, working in groups, they then do additional research on the Internet focusing on information on the economic conditions of the country looking at labor, income, unemployment, government spending, and the public debt. Then you will read three articles on some of the top economic events of the century, including Henry Ford 's impact, the Federal Reserve System's role in the economy, and the stock market crash of 1929. Finally, they complete an interactive web model that demonstrates the interdependence of a market system.<br><br><p><font color='#666666'>Concepts: </font><br>Income, Interdependence, Supply, Money, Savings</p>]]></desc>
			<concepts><![CDATA[income,interdependence,supply,money,savings,money management/budgeting,trade,exchange and interdependence,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=558&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="543" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Business Ownership: The Franchise Option]]></title>
			<desc><![CDATA[Students explore an alternative to starting a business from scratch &ndash; investing in a franchise. They begin by considering the pros and cons of a franchise and whether this form of business is an option that would fit their personality and needs. Students then research and analyze franchise opportunities, ultimately selecting one that they think they might be able to successfully operate in their own community. While making their choice, students consider a variety of factors including their personal interests and abilities, the reputation of the product or service, the franchisor&rsquo;s ability and willingness to assist the franchisee, and market factors such as consumer demand and anticipated competition.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Choice, Decision Making, Entrepreneurship, Benefit, Costs, Legal Forms of Business, Risk</p>]]></desc>
			<concepts><![CDATA[business,choice,decision making,entrepreneurship,benefit,costs,legal forms of business,risk,economic institutions,decision making/cost-benefit analysis,productive resources,entrepreneurs,risk and return,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=543&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="517" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Toys for Me: A Lesson on Choice]]></title>
			<desc><![CDATA[Students encounter the concept of scarcity in their daily tasks but have little comprehension as to its meaning or how to deal with the concept of scarcity. Scarcity is really about knowing that often life is 'This OR That' not 'This AND That'. This lesson plan for students in grades K-2 and 3-5 introduces the concept of scarcity by illustrating how time is finite and how life involves a series of choices. Specifically, this lesson teaches students about scarcity and choice: Scarcity means we all have to make choices and all choices involve &quot;costs.&quot; Not only do you have to make a choice every minute of the day because of scarcity, but, when making a choice, you have to give up something. This cost is called opportunity cost. Opportunity cost is defined as the value of the next best thing you would have chosen. It is not the value of all things you could have chosen. Choice gives us 'benefits' and choice gives us 'costs'. Not only do you have to make a choice every minute of the day, because of scarcity, but also, when making a choice, you have to give up something of value (opportunity cost). To be asked to make a choice between 'this toy OR that toy' is difficult for students who want every toy. A goal in life for each of us is to look at our wants, determine our opportunities, and try and make the best choices by weighing the benefits and costs.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity Cost, Scarcity, Costs, Wants</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,scarcity,costs,wants,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=517&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="264" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Entepreneur in you?]]></title>
			<desc><![CDATA[Throughout this lesson students take note of the role of risk and incentives as factors found in all entrepreneurial pursuits. They will analyze, compare and evaluate personal characteristics of entrepreneurs. They will also develop a greater self-understanding as they determine if they have the traits found in successful entrepreneurs. Finally, students set goals, which will help them to become more entrepreneurial.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship, Incentive, Risk</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,incentive,risk,productive resources,entrepreneurs,incentives,risk and return,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=264&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="533" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Business Ownership: How Sweet It Can Be!]]></title>
			<desc><![CDATA[In this lesson, students research the three basic types of business organization: sole proprietorships, partnerships, and corporations. Considering the advantages and disadvantages of each, they function as consultants offering advice on which form of business is best suited for different business scenarios. The case studies all feature real- life entrepreneurs who started businesses producing chocolate candy and cookies&mdash;they all result ultimately in &ldquo;sweet&rdquo; success stories.  Once students have made their recommendations, they are provided the identities of their clients and asked to prepare reports that tell the rest of the story&mdash;what happened to each founder and business. Products featured in this lesson that almost every student will recognize are the Hershey chocolate bar, Mars M&amp;Ms and Famous Amos chocolate cookies.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Entrepreneurship, Entrepreneur, Legal Forms of Business, Risk</p>]]></desc>
			<concepts><![CDATA[business,entrepreneurship,entrepreneur,legal forms of business,risk,economic institutions,productive resources,entrepreneurs,risk and return,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=533&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="557" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Those Golden Jeans]]></title>
			<desc><![CDATA[This lesson is designed to review the three types of productive resources-natural resources, human resources, and capital resources-needed to produce goods and services. Students use the internet to identify examples of each - first in the production of pizza, then the mining of gold during the California gold rush.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Natural Resources, Shortage, Supply, Surplus</p>]]></desc>
			<concepts><![CDATA[demand,natural resources,shortage,supply,surplus,productive resources,price ceilings and floors,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=557&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="550" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Demand Shifters]]></title>
			<desc><![CDATA[In this lesson students learn about demand and factors that cause demand for a good or service to change. They also learn to recognize factors that influence their behavior as a consumers.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Non-price Determinants, Quantity Demanded</p>]]></desc>
			<concepts><![CDATA[demand,non-price determinants,quantity demanded,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=550&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="542" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Worker Safety - The Triangle Fire Legacy]]></title>
			<desc><![CDATA[The Triangle Shirtwaist Fire of 1911 was a turning point for employee health and safety protections in the U.S. Students investigate the Triangle tragedy and how its impact is still felt today. Students identify eerie parallels between the Triangle Fire and more recent workplace events with safety implications &ndash; recent complaints of Wal-Mart employee lock-ins, a deadly fire in a North Carolina poultry processing plant in 1991, and a 1993 fire in a Thailand toy factory given the sad distinction of most deadly industrial fire in the world. How can future tragedies be prevented in the workplace? Students assess the costs, benefits and effectiveness of various government and labor actions. They discover that worker safety is a complex issue and there is no one-size-fits-all solution.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Role of Government, Benefit, Costs, Labor, Labor Union, Special Interest Group</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,role of government,benefit,costs,labor,labor union,special interest group,decision making/cost-benefit analysis,roles of government,division of labor/specialization,productive resources,economic institutions,government failures/public-choice analysis,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=542&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="532" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> I Don't Want Much, I Just Want More: Allocation, Competition and Productivity]]></title>
			<desc><![CDATA[In this lesson, students will examine different methods for allocating resources, taking note of the cost and benefits associated with each method. This analysis will help students to understand competition and productivity as important elements of the U.S. market economy.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Scarcity, Market Economy, Productivity</p>]]></desc>
			<concepts><![CDATA[competition,scarcity,market economy,productivity,competition and market structures,economic systems,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=532&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="457" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> We are Consumers and Producers]]></title>
			<desc><![CDATA[Students are consumers and producers. So are their families. In this lesson students learn how they and family members fulfill these roles at home and in their community. They begin by exploring the goods and services that people use and they identify those that require the payment of money. To help show they can be producers, students sequence the steps in washing dishes. They discuss the fact that family members are often not paid for the work they do at home and as volunteers, taking account of the possibility that the benefits may outweigh the lack of pay. This lesson works well as a follow-up to Simple Simon Meets a Producer.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Goods, Producers, Services</p>]]></desc>
			<concepts><![CDATA[consumers,goods,producers,services,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=457&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="547" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Government Spending: Why Do We Spend the Way We Do?]]></title>
			<desc><![CDATA[Students look at definitions for the three categories of federal spending and using the internet locate examples of each. They then categorize a list of expenditures as government purchases or transfer payments. Given federal budget data, students analyze the pattern of change that has occurred over the last 40 years. Working in groups, they use the internet to ascertain what events altered government spending decisions.<br><br><p><font color='#666666'>Concepts: </font><br>Interest</p>]]></desc>
			<concepts><![CDATA[interest,credit,compound interest,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=547&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="526" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Be an Energy Saver]]></title>
			<desc><![CDATA[This lesson focuses on the scarce and nonrenewable nature of fossil fuels in order to stimulate student thinking about energy conservation. It emphasizes the fact that saving energy can be good for the wallet as well as the earth's future. Students play a memory game that challenges them to find people-powered substitutes for things that use electricity and gas. Students then use the federally-mandated EnergyGuide labels to estimate the cost savings of energy- efficient home appliances. In a final activity, students explore positive and negative economic incentives that motivate people to conserve energy. Many federal energy-related programs and policies are featured in this lesson. These include, besides the Energy Guide label,  EnergyStar certification, the Fuel Economy Guide for motor vehicles, and a diverse collection of taxes, tax breaks and subsidies.
In this lesson, students examine options for reducing their dependence on energy resources, especially by substituting people power for other forms of energy and purchasing energy efficient home appliances. Students also explore some of the government programs that are influencing consumer choices in the marketplace.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Incentive, Costs, Resources, Taxes</p>]]></desc>
			<concepts><![CDATA[choice,decision making,incentive,costs,resources,taxes,decision making/cost-benefit analysis,incentives,productive resources,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=526&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="354" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: To Show or Not To Show]]></title>
			<desc><![CDATA[This lesson complements an NPR Marketplace segment exploring the effects of the rising costs of insurance for high-profile art exhibits since September 11.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making, Profit, Insurance</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,profit,insurance,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=354&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="535" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Price We Pay for Health: US and Canada]]></title>
			<desc><![CDATA[Students will review the health systems of United States and Canada. They will identify the positive aspects of each system. They will look at the trade-offs associated with those positive aspects. In Canada, everyone has health care, but certain specialized medical services are not always available. In the United States, many people are not insured, yet for many people the access to technology and specialization is phenomenal. Which is the better choice? Students will also recognize that choosing between these two systems requires a trade-off between the economic goals of economic freedom and economic security.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Competition, Economic Freedom, Economic Security, Incentive, Trade-off, Trade-offs among Goals</p>]]></desc>
			<concepts><![CDATA[choice,competition,economic freedom,economic security,incentive,trade-off,trade-offs among goals,decision making/cost-benefit analysis,competition and market structures,economic systems,incentives,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=535&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="522" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Guess Who's Coming to Dinner]]></title>
			<desc><![CDATA[This lesson introduces regulation and information as two tools used by government to promote fair competition and complete information in a market economy. Using the 1906 Pure Food and Drugs Act as a case study, students explore the reasons buyers and sellers asked the federal government to intervene with respect to food safety and quality. In a second activity, students examine how government has improved consumer access to food and nutrition information, more specifically, how government requires sellers to provide accurate, standardized information and how it provides information directly through federal agencies. Students then use this information to make a choice between two food products.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making, Maintaining Competition, Role of Government, Regulation</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,maintaining competition,role of government,regulation,decision making/cost-benefit analysis,competition and market structures,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=522&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="539" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> WIDGET PRODUCTION: Producing More, Using Less]]></title>
			<desc><![CDATA[In the first part of the lesson students take a quiz to review the major concepts taught in Lesson 7, &quot;Widget Production,&quot; from Master Curriculum Guide in Economics: Teaching Strategies 5-6. Students then search the web for examples of the many ways in which productivity has been increased over the years. Finally, they identify a situation where an increase in productivity could alleviate a problem and create a way to solve this problem. They also analyze the costs and benefits of implementing their solutions.<br><br><p><font color='#666666'>Concepts: </font><br>Division of Labor, Specialization, Investment, Productivity</p>]]></desc>
			<concepts><![CDATA[division of labor,specialization,investment,productivity,division of labor/specialization,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=539&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="540" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Mystery Workers]]></title>
			<desc><![CDATA[In this lesson students review the concepts of goods, services, and producers using the Internet to locate examples of each in a teacher's classroom. They learn about the three kinds of resources necessary to produce goods and provide services locating examples from a picture tour of the Crayola Factory. Through interviews they learn about the work of the people in their families and draw conclusions from their findings. Finally, they examine a picture of a farmer working in a field to identify examples of natural, human, and capital resources.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Natural Resources, Producers, Services</p>]]></desc>
			<concepts><![CDATA[goods,natural resources,producers,services,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=540&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="501" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What's Your Angle?]]></title>
			<desc><![CDATA[This lesson is last in a series of lessons on entrepreneurship for 3-5. Students will learn about market research and ways to influence consumer behavior through non-price competition. They will look for ways to make their products or innovations more appealing to consumers through advertisement.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Competition, Entrepreneurship, Inventors, Markets, Non-price Competition, Price</p>]]></desc>
			<concepts><![CDATA[advertising,competition,entrepreneurship,inventors,markets,non-price competition,price,profit,financial markets,competition and market structures,productive resources,entrepreneurs,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=501&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="530" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Best Deal]]></title>
			<desc><![CDATA[Students will learn how to determine 'price per unit' to help make decisions when comparing products.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumer Economics, Decision Making, Incentive, Price</p>]]></desc>
			<concepts><![CDATA[choice,consumer economics,decision making,incentive,price,decision making/cost-benefit analysis,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=530&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="483" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Money Comes and Goes]]></title>
			<desc><![CDATA[Students read two online stories that introduce them to the elements of a budget and show that a successful budget balances money coming in (income) with money going out (expenses and savings). Follow-up activities point out the value of a budget. Students learn that a budget can help us make sure we buy the things we really need and want. A budget can also help us save for things that we can&rsquo;t afford to buy right now. In a culminating activity, students create a budget they could use to achieve a savings goal.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Income, Savings</p>]]></desc>
			<concepts><![CDATA[budget,income,savings,money management/budgeting,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=483&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="509" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What is Competition?]]></title>
			<desc><![CDATA[Students will understand what businesses are, that a marketplace exists whenever buyers and sellers exchange goods and services, and that there is competition in the market place if you have more than one seller of the same item or similar items.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Consumers, Decision Making, Markets</p>]]></desc>
			<concepts><![CDATA[competition,consumers,decision making,markets,competition and market structures,decision making/cost-benefit analysis,markets and prices,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=509&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="515" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Climbing the Savings Mountain]]></title>
			<desc><![CDATA[Students discover how saving money can be compared to a mountain climb. The climb can be fast or slow, safe or hazardous, scenic or thrilling. You will find out that there is more than one way to get to the top!<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Inflation, Interest Rate, Borrower, Deflation, Interest, Savings, Savers</p>]]></desc>
			<concepts><![CDATA[banking,inflation,interest rate,borrower,deflation,interest,savings,savers,economic institutions,saving and investing,compound interest,credit,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=515&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="444" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Classroom Cash Incentive Plan]]></title>
			<desc><![CDATA[Students will be rewarded for positive behavior and performance in class through a monetary incentive program. Classroom cash will be earned on a daily basis for such things as attendance, punctuality, and assignment completion. Conversely, students will be charged for such things as absences, tardies, hallway passes, behavior, and missing assignments. Classroom cash can be redeemed for specific priviledges. For example, such things as where they sit, hallway passes, and credit toward assignments. In the end, student behavior and performance improve as they strive to take advantage of this incentive program.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentive</p>]]></desc>
			<concepts><![CDATA[choice,incentive,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=444&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="489" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Dynamic Decision Making]]></title>
			<desc><![CDATA[Students will be introduced to the PACED Model and learn to use the parts of the model-- Problem, Alternatives, Criteria, and Evaluation- - in solving problems and making decisions. They will practice using the model in decisions about meals and career possibilities.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,opportunity cost,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=489&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="490" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Where's the Beef?]]></title>
			<desc><![CDATA[Students explore meat consumption statistics, an indicator of a nation's relative prosperity and standard of living. They do a survey of a family's meat consumption and compare their results to statistics from Colonial and modern- day America.<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Productive Resources</p>]]></desc>
			<concepts><![CDATA[natural resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=490&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="481" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Giving Credit]]></title>
			<desc><![CDATA[This lesson introduces the role and importance of the 3 C&rsquo;s -- capacity, character, and collateral &ndash; to being granted credit. An online story about a girl who fails to return soccer shin guards borrowed from a friend is used to spark discussion on responsible borrowing. In a second activity, students are introduced to the 3 C&rsquo;s used by lenders to determine creditworthiness. Given everyday scenarios where they might be asked to make a loan, students must make a decision whether to grant credit based on what they know about the creditworthiness of the potential lender. The culminating activity asks students to identify ways they can establish and maintain their personal credit worthiness &ndash; principles that will be important throughout their lives.
&nbsp;<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Decision Making, Risk</p>]]></desc>
			<concepts><![CDATA[credit,decision making,risk,decision making/cost-benefit analysis,risk and return,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=481&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="478" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Hawaiian Economics: Barter for Fish & Poi]]></title>
			<desc><![CDATA[In ancient Hawaii, chiefs managed the economy by creating a land division system, the Ahupua'a, which divided the islands into pie slice shapes. Each Ahupua'a covered the three main regions of the islands: the mountains, the valleys, and the beach. This system was designed to allow all Hawaiian communities equal access to the limited natural resources of the islands. However, it took a lot of time and energy to gather and grow all these resources, which were often spread out over great distances and located at different elevations. Many Hawaiians began to specialize in fishing and farming, and soon there was a need for Hawaiians to trade with one another to receive items they were no longer growing or gathering for themselves.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Division of Labor, Exchange, Interdependence, Natural Resources, Specialization, Productivity</p>]]></desc>
			<concepts><![CDATA[barter,division of labor,exchange,interdependence,natural resources,specialization,productivity,money,division of labor/specialization,trade,exchange and interdependence,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=478&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="455" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Big Banks, Piggy Banks]]></title>
			<desc><![CDATA[When choosing a place to put their money, people consider how safe there money will be, how easy it is to access, and whether it will earn more money. Students explore how well different savings places achieve these objectives. Students learn that people who don&rsquo;t want to carry money with them or keep it at home often choose to put their money in a savings account at a bank or credit union. These financial institutions protect money from theft and other losses. They also pay interest on money deposited. This lesson works well as a follow-up to the ABCs of Saving.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Choice, Decision Making, Money Management, Interest, Savings</p>]]></desc>
			<concepts><![CDATA[banking,choice,decision making,money management,interest,savings,economic institutions,saving and investing,decision making/cost-benefit analysis,money management/budgeting,credit,compound interest,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=455&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="469" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Hey, Get a Job!]]></title>
			<desc><![CDATA[The second of a two-part unit on income-earning endeavors, this lesson has students choose a job or business to engage in during non-school hours. They then devise a strategy of whom to target and how to begin pursuit of their chosen endeavor.
&nbsp;<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Entrepreneurship, Income</p>]]></desc>
			<concepts><![CDATA[advertising,entrepreneurship,income,profit,financial markets,productive resources,entrepreneurs,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=469&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="476" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> I Can Be an Entrepreneur]]></title>
			<desc><![CDATA[Learners are given advice on how they can earn extra money by becoming an entrepreneur. After investigating several web pages that offer examples of what other people their age have done to earn money, students identify three money-making ideas for themselves such as: considering what they would enjoy doing, what they do well, what people are willing to buy, the need to set a price that will be profitable, and safety. In a follow-up activity, students are given tips on how they might advertise what they are selling. They prepare flyers to promote one of their ideas for earning money. For an introduction to earning and other ways people get money, the instructor may want to first use the lesson 'Money Doesn&rsquo;t Grow on Trees.' 

&nbsp;<br><br><p><font color='#666666'>Concepts: </font><br>Accounting Profit, Advertising, Business, Entrepreneurship, Goods, Price, Production, Costs, Entrepreneur, Profit, Risk, Services, Accounting Loss</p>]]></desc>
			<concepts><![CDATA[accounting profit,advertising,business,entrepreneurship,goods,price,production,costs,entrepreneur,profit,risk,services,accounting loss,financial markets,economic institutions,productive resources,entrepreneurs,markets and prices,decision making/cost-benefit analysis,risk and return,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=476&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="454" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Community Helpers are at Your Service]]></title>
			<desc><![CDATA[Students learn that Community Helpers provide a service for their neighborhood.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Role of Government, Services</p>]]></desc>
			<concepts><![CDATA[goods,role of government,services,roles of government,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=454&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="470" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Hawaiian Economics: From the Mountains to the Sea]]></title>
			<desc><![CDATA[Ancient Hawaii was ruled by chiefs, who were responsible for the well-being of their people and for managing the islands' resources. The chiefs divided the islands into land districts shaped like pie slices called Ahupua'a (ah-who- pu-ah-ah.) Each Ahupua'a covered the three main regions of the islands: the mountains, the valleys, and the shore. This system was designed to allow all Hawaiian communities equal access to the limited natural resources of the islands. Students will recognize that an island has limited natural resources, will understand that the Ahupua'a system was one method for allocating resources, and complete a Cost/Benefit Analysis of this method. Students will also come up with own method for distributing Hawaii's natural resources and compare it with the Ahupua'a method. &nbsp;<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Economic Systems, Natural Resources, Scarcity, Trade-off</p>]]></desc>
			<concepts><![CDATA[choice,decision making,economic systems,natural resources,scarcity,trade-off,decision making/cost-benefit analysis,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=470&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="310" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Communities - What They Provide For Us]]></title>
			<desc><![CDATA[Students will learn that a job is work people do to earn a living in the world today.Students will learn the difference between jobs that provide a service and jobs that provide a good.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Producers</p>]]></desc>
			<concepts><![CDATA[consumers,producers,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=310&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="382" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Clipping Coupons]]></title>
			<desc><![CDATA[In this lesson, students will calculate savings for different products when using coupons. They will also decide what factors will influence the choices they make when choosing products.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Incentive, Price, Producers</p>]]></desc>
			<concepts><![CDATA[decision making,incentive,price,producers,decision making/cost-benefit analysis,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=382&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="270" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Lewis and Clark barter with the Native Americans]]></title>
			<desc><![CDATA[Using the study of the Lewis and Clark expedition students will define the term barter and give examples of bartering.<br><br><p><font color='#666666'>Concepts: </font><br>Barter</p>]]></desc>
			<concepts><![CDATA[barter,money,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=270&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="462" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Mystery of is it Mine or Ours?]]></title>
			<desc><![CDATA[Did you ride to school on a road today? Yesterday did you skate in a public park? Maybe Mom or Dad traveled home from one of your ball games on their bicycles under a string of street lights? How did the road, the park or the street lights get there? Who paid for them? As a matter of fact, just who owns them? Sounds like a mystery worthy of Sherlock Holmes!


  Discuss with your class the following: Did you ride to school on a road today?  Yesterday did you skate in a public park? Maybe Mom or Dad traveled home from  one of your ball games on their bicycles under a string of street lights? How  did the road, the park or the street lights get there? Who paid for them? As  a matter of fact, just who owns them? Sounds like a mystery worthy of Sherlock Holmes!<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Role of Government, Property Rights, Public Goods</p>]]></desc>
			<concepts><![CDATA[goods,role of government,property rights,public goods,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=462&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="446" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Lean on Me -- We depend on each other!]]></title>
			<desc><![CDATA[The purpose of this activity is to demonstrate that the production of most goods can be broken down into a number of specific tasks (division of labor), with each of these tasks assigned to specific workers (specialization.)<br><br><p><font color='#666666'>Concepts: </font><br>Division of Labor, Interdependence, Productive Resources, Specialization</p>]]></desc>
			<concepts><![CDATA[division of labor,interdependence,productive resources,specialization,division of labor/specialization,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=446&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="414" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The ABCs of Saving]]></title>
			<desc><![CDATA[We save money to get things we can&rsquo;t afford to buy now. Saving for the future requires patience but it can be worth it when we get what we want the most. Successful savings depends on three elements which are presented to students as the ABCs of saving. A is for Aim: setting a goal. B is for Bank: creating a place to put savings. C is for Coins and currency: making saving money a habit. Students participate in an activity in which they must distinguish between short-term and long-term goals. In a second activity, they discover that when they decide to save for a future goal, they are giving up the opportunity to buy something now. What they give up is their opportunity cost&mdash;the thing they wanted second most. The well-known fable about The Grasshopper and the Ants helps illustrate this point. Big Banks, Little Banks (http://???) can be used as a follow-up lesson introducing students to the advantages and disadvantages of different savings places.<br><br><p><font color='#666666'>Concepts: </font><br>Money Management, Opportunity Cost, Trade-off, Savings, Trade-offs among Goals</p>]]></desc>
			<concepts><![CDATA[money management,opportunity cost,trade-off,savings,trade-offs among goals,money management/budgeting,decision making/cost-benefit analysis,scarcity,saving and investing,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=414&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="385" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Buy A Bond, James!: A Lesson on U.S. Savings Bonds]]></title>
			<desc><![CDATA[Students will find out what savings are and will be introduced to U.S. Savings Bonds.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Savings</p>]]></desc>
			<concepts><![CDATA[role of government,savings,roles of government,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=385&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="363" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Peanuts, Pecans, and Peas, Please]]></title>
			<desc><![CDATA[George Washington Carver, a great scientist, changed the economy of the South with his agricultural knowledge. This lesson will investigate how the lowly peanut kept the cotton farmers from losing everything.<br><br><p><font color='#666666'>Concepts: </font><br>Inventors, Technological Changes, Innovation</p>]]></desc>
			<concepts><![CDATA[inventors,technological changes,innovation,entrepreneurs,technology,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=363&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="356" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Taxation without Representation?]]></title>
			<desc><![CDATA[This lesson will take students through the series of tax acts that were enacted by the British government and disputed by the original 13 colonies of America prior to the American Revolution. Students will discuss the concept of government-provided services in exchange for taxes. Students will explain the specific taxes and the right of the English government to levy them in the context of the oft-used slogan: &ldquo;No taxation without representation.&rdquo;<br><br><p><font color='#666666'>Concepts: </font><br>Economic Freedom, Exports, Government Expenditures, Government Revenues, National Debt, Role of Government, Taxation, Imports</p>]]></desc>
			<concepts><![CDATA[economic freedom,exports,government expenditures,government revenues,national debt,role of government,taxation,imports,economic systems,balance of trade and balance of payments,benefits of trade/comparative advantage,roles of government,budget deficits and public debt,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=356&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="475" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Money Doesn't Grow on Trees]]></title>
			<desc><![CDATA[Money doesn&rsquo;t grow on trees. This lesson introduces students to four ways people get money&mdash;they find it, win it, receive it as a gift or earn it. Finding, winning and receiving money often depend on chance and luck. Most people get money by earning it. Students explore allowances and doing work for pay as sources of extra money to buy something they want. They also differentiate between earned and unearned income. This lesson can be used alone or in combination with the lesson 'I Can Be an Entrepreneur.' When used alone, students create a simple plan for earning the money they want to achieve a specific objective. 'I Can Be an Entrepreneur' has students spending additional time exploring business opportunities for earning money and creating a more detailed earning plan that considers profit and loss as well as how they might advertise what they are selling.<br><br><p><font color='#666666'>Concepts: </font><br>Income</p>]]></desc>
			<concepts><![CDATA[income,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=475&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="461" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Every Penny Counts]]></title>
			<desc><![CDATA[You know that five dollars you got for your birthday? There are so many things you can spend it on, aren&rsquo;t there? A toy boat to sail on the pond, a doll to play with or a jump rope. A lot of stores sell the very same things, where should you buy? You are a smart consumer if you pay the smallest amount for the thing you buy. Follow two stories of Josh and then see if you can make the smart spending decision by comparing prices.

Everyone must choose. People, rich and poor, young and old, must address the problem of wanting more than they can have. For many people the problem of choice is most apparent when they enter the marketplace as consumers. Children and adults, confronted by a multitude of tempting consumer products, must learn to evaluate the options available to them. But how does one spend money wisely? Consumer educators often use the following suggestions as criteria for spending money wisely.

  Avoid impulse purchasing
  Bargain hunt
  Buy high quality products
  Use credit sparingly
  Reflect on which wants are more important than others<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Competition, Consumers, Decision Making, Goods, Price, Trade-off, Services, Savings</p>]]></desc>
			<concepts><![CDATA[budget,choice,competition,consumers,decision making,goods,price,trade-off,services,savings,money management/budgeting,decision making/cost-benefit analysis,competition and market structures,markets and prices,scarcity,saving and investing,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=461&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="229" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Productive Blues (Jeans)]]></title>
			<desc><![CDATA[Upon completion of this lesson students will: identify examples of productive resources; categorize productive resources as human resources, capital resources, and natural resources; explain that an entrepreneur is a special type of human resource; identify examples of intermediate goods.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Entrepreneurship, Human Resources, Intermediate Good, Natural Resources, Productive Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,entrepreneurship,human resources,intermediate good,natural resources,productive resources,entrepreneurs,demand,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=229&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="465" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> We Can Earn Money (or) Working Hard for a Living]]></title>
			<desc><![CDATA[There are many ways for people to get money.  One way most people get money is by earning it. This lesson introduces students to work activities that grown-ups do to earn money.  Students also explore tasks they might do at home to earn money. They discover their choices are influenced by factors such as how much they will be paid, the amount of effort involved, job availability, and whether they will enjoy the work. Optional discussion questions introduce the human resources people need to get hired and do a job. A conceptual understanding of goods and services before this lesson is helpful.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Goods, Human Resources, Income, Services</p>]]></desc>
			<concepts><![CDATA[choice,decision making,goods,human resources,income,services,decision making/cost-benefit analysis,productive resources,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=465&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="378" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Incentives Influence Us!]]></title>
			<desc><![CDATA[Students will learn that people respond predictably to positive incentives (rewards) and negative incentives (penalties). They will identify incentives in their daily lives at home and school. Students will discuss which incentives have worked to influence their decisions and why.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Incentive</p>]]></desc>
			<concepts><![CDATA[choice,decision making,incentive,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=378&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="474" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Who Is Working?]]></title>
			<desc><![CDATA[This lesson teaches students what economists mean when they talk about people who are employed, unemployed, and not in the labor force. It discusses the Current Population Survey and asks students to pose as government survey workers to determine the employment status of 10 people given in the lesson. Students also create a bar graph and a line graph to create a picture of the information they pretend to collect.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Labor, Labor Force, Unemployment</p>]]></desc>
			<concepts><![CDATA[role of government,labor,labor force,unemployment,roles of government,division of labor/specialization,productive resources,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=474&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="458" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Do People Want to Wear?]]></title>
			<desc><![CDATA[To stay in business, fashion merchandisers must be able to anticipate what consumers want. By looking at different retail websites, students will look to anticipate what consumers are demanding. Students will then go through the market scenarios for each product and try to anticipate the effect the scenario will have on the demand and price (assuming constant supply) for the product they have chosen.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Equilibrium Price, Price, Quantity Demanded, Quantity Supplied, Supply</p>]]></desc>
			<concepts><![CDATA[demand,equilibrium price,price,quantity demanded,quantity supplied,supply,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=458&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="396" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> You Decide!]]></title>
			<desc><![CDATA[Think about a difficult decision you have had to make. After you decided did it work out? Why or why not? Why do you think decisions and choices are hard to make? We make personal decisions and we make decisions as groups. There is a tool you can use to improve your decision making that will help you reach a better outcome.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Decision Making, Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,decision making,opportunity cost,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=396&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="464" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Simple Simon Meets a Producer]]></title>
			<desc><![CDATA[A classic rhyme, Simple Simon and the Pie-Man, introduces students to the concepts of consumer and producer. Students learn that consumers are the people who buy and use goods and services. Producers make the goods and provide the services. When producers are working, they often use goods and services provided by other producers. These goods and services are called resources. An interactive activity helps students distinguish between consumers and producers. In a second activity, the students match producers with the resources needed to provide goods and services. A suggested follow-up lesson is We are Consumers and Producers [http://??] which examines how students and their families function as consumers and producers in their homes and communities.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Consumers, Goods, Producers, Production, Services</p>]]></desc>
			<concepts><![CDATA[capital resources,consumers,goods,producers,production,services,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=464&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="400" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Coming and Going: Imports and Exports Throughout the World]]></title>
			<desc><![CDATA[Students will study various imports and exports to and from different regions in the world. They will then compare the imports and exports to determine the importance of each.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Imports</p>]]></desc>
			<concepts><![CDATA[exports,imports,balance of trade and balance of payments,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=400&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="289" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> A Pet For Beans from 'Jack and the Beanstalk']]></title>
			<desc><![CDATA[After listening to a computer-read story, &quot;Jack and the Beanstalk,&quot; the students will find out that beans were used as an exchange for Jack's cow. Jack traded his pet cow for an old man's magic beans. Were they both happy? They should be! People exchange goods because both feel they will be better off after the exchange.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Exchange</p>]]></desc>
			<concepts><![CDATA[barter,exchange,money,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=289&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="377" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What's My Interest?]]></title>
			<desc><![CDATA[Students explore the concept of interest by means of two activities. The first, a simple activity with jellybeans, introduces the concept of interest accruement, and the second, a practical, &quot;real world&quot; activity, reinforces the concept and places it into a larger context.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Interest Rate, Savings</p>]]></desc>
			<concepts><![CDATA[banking,interest rate,savings,economic institutions,saving and investing,compound interest,credit,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=377&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="453" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Hey Pop!]]></title>
			<desc><![CDATA[One of the best sounds and smells is fresh popcorn! At the movies, at the fair, or at home, everyone likes to munch on popcorn. What is your favorite brand? Is the most expensive the best? You will conduct a taste test to find out. You will get the chance to learn about its history, where it is grown, unscramble a timeline of Corn and complete a math treasure hunt.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Consumers, Decision Making, Producers</p>]]></desc>
			<concepts><![CDATA[competition,consumers,decision making,producers,competition and market structures,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=453&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="460" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> No Funny Money, Honey....I Want the Real Thing!]]></title>
			<desc><![CDATA[Do you know what funny money is? It's NOT the real thing! Find out how our government tries to make our money hard to copy in this lesson about real and fake money.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Currency, Money, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[barter,currency,money,characteristics of money,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=460&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="397" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Write Stuff]]></title>
			<desc><![CDATA[Right now you are probably using a pencil to do your school work. But do you know where the pencil came from, or how it is made? Did you know that the Star Spangled Banner, written by Francis Scott Key was first written in pencil? And that a good sized tree can yield enough wood to make nearly 300,000 pencils. Now you have the chance to find out all about the pencil! Then you too, will have the &quot;Write Stuff!&quot;<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Production, Productive Resources</p>]]></desc>
			<concepts><![CDATA[natural resources,production,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=397&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="375" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> President Obama's Allowance]]></title>
			<desc><![CDATA[In this lesson, students will identify different expenses in the US budget and will decide on the order of importance for different expenses.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Choice, Cost/Benefit Analysis, Government Expenditures, Taxation</p>]]></desc>
			<concepts><![CDATA[budget,choice,cost/benefit analysis,government expenditures,taxation,money management/budgeting,decision making/cost-benefit analysis,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=375&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="384" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Laura Ingalls Wilder's Frontier Town]]></title>
			<desc><![CDATA[Laura Ingalls Wilder made a sketch of De Smet, South Dakota in the 1880's. This lesson will discuss the markets in De Smet and competition.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Consumers, Goods, Markets, Services</p>]]></desc>
			<concepts><![CDATA[competition,consumers,goods,markets,services,competition and market structures,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=384&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="318" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> This Little Piggybank Went to Market]]></title>
			<desc><![CDATA[Students will learn that work is the source of income and that banks are places in which people save and secure money they have earned.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Economic Security, Income, Personal Distribution of Income, Savings, Economic Institutions</p>]]></desc>
			<concepts><![CDATA[banking,economic security,income,personal distribution of income,savings,economic institutions,saving and investing,economic systems,money management/budgeting,income distribution,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=318&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="403" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Bringing the Market to the Farm]]></title>
			<desc><![CDATA[Students learn how community supported agriculture (CSAs) is changing the relationship between the farmer and the consumer.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumers, Incentive, Markets, Natural Resources, Producers, Profit Motive</p>]]></desc>
			<concepts><![CDATA[choice,consumers,incentive,markets,natural resources,producers,profit motive,decision making/cost-benefit analysis,incentives,markets and prices,productive resources,profit,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=403&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="253" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Back-to-School Retail]]></title>
			<desc><![CDATA[Marketplace, a daily economics news program heard on National Public Radio, featured a story on August 14, 2001 about teenagers&rsquo; retail habits during the months preceding the 2001 school year.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising</p>]]></desc>
			<concepts><![CDATA[advertising,profit,financial markets,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=253&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="209" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> If I Ran the Zoo - Economics and Literature]]></title>
			<desc><![CDATA[Welcome to the Zoo! In this two-day lesson you will use Dr. Seuss' If I Ran The Zoo book to introduce the economic concepts to your students. You will also get the chance to use actual zoo criteria to help a zoo "choose" new animals.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumers, Demand, Price, Scarcity, Shortage, Supply, Resources</p>]]></desc>
			<concepts><![CDATA[choice,consumers,demand,price,scarcity,shortage,supply,resources,decision making/cost-benefit analysis,markets and prices,price ceilings and floors,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=209&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="456" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> How much is that doggy?]]></title>
			<desc><![CDATA[Students will investigate the concept of total cost of ownership. They will brainstorm the costs of owning a dog or a cat. Students will calculate the total cost of ownership to help determine which might be the best pet for them.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Decision Making</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,decision making,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=456&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="390" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Incentives in Our Community]]></title>
			<desc><![CDATA[Students will identify positive and negative economic incentives used in their communities to encourage people to make CHOICES beneficial to the community. Students will recognize that not all incentives convince all people, since people have different views and values.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Incentive</p>]]></desc>
			<concepts><![CDATA[choice,decision making,incentive,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=390&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="383" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Competition: Pizza!]]></title>
			<desc><![CDATA[Students will learn about competition in the market place. They will understand that competition takes place when there are many buyers and sellers of similar products. They will discuss how competition among sellers results in lower costs and prices, higher product quality, and better customer service.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Competition, Consumers, Decision Making, Goods, Incentive, Markets, Price, Services</p>]]></desc>
			<concepts><![CDATA[choice,competition,consumers,decision making,goods,incentive,markets,price,services,decision making/cost-benefit analysis,competition and market structures,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=383&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="448" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Where Did You Come From?]]></title>
			<desc><![CDATA[In this multiple intelligences lesson the students figure out why the United States imports some goods that we can grow right here!<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Interdependence, Specialization, Imports</p>]]></desc>
			<concepts><![CDATA[exports,interdependence,specialization,imports,balance of trade and balance of payments,benefits of trade/comparative advantage,trade,exchange and interdependence,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=448&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="376" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> All In Business]]></title>
			<desc><![CDATA[This is a lessons on entrepreneurship. It can be used to help students understand what innovations are, and what it takes to get an idea off the ground. This lesson will take students through the process of calculating risks associated with starting a new business -- the decisions and choices they'd have to make and how to calculate what makes something &quot;worth&quot; the risks.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Entrepreneurship, Incentive</p>]]></desc>
			<concepts><![CDATA[choice,decision making,entrepreneurship,incentive,decision making/cost-benefit analysis,productive resources,entrepreneurs,incentives,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=376&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="357" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> To Market To Market]]></title>
			<desc><![CDATA[This lesson will help students become good consumers and producers by taking turns buying and selling things in a classroom-created market. Students will establish prices for items and observe what happens during the sale of those items.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumers, Decision Making, Demand, Markets, Price, Producers, Supply</p>]]></desc>
			<concepts><![CDATA[choice,consumers,decision making,demand,markets,price,producers,supply,decision making/cost-benefit analysis,markets and prices,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=357&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="394" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Fill 'er up, Please]]></title>
			<desc><![CDATA[Americans drive more than 2.6 trillion miles per year, that's 14,000 round trips to the sun! And for the most part, these vehicles are all running on gasoline. For many of us, we watch the price of gas as closely as the price of a gallon of milk, or the price of a movie ticket. This activity provides the students an opportunity to learn how gas prices are created and what are the components of the final price.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Supply, Choice, Consumers, Demand, Incentive, Markets, Taxation, Price, Producers</p>]]></desc>
			<concepts><![CDATA[decision making,supply,choice,consumers,demand,incentive,markets,taxation,price,producers,decision making/cost-benefit analysis,incentives,markets and prices,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=394&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="358" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Banks, Bankers, Banking]]></title>
			<desc><![CDATA[Students will demonstrate understanding of the processes associated with banking by role- playing as customers, tellers, and guards.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Division of Labor, Specialization, Savings, Economic Institutions</p>]]></desc>
			<concepts><![CDATA[banking,division of labor,specialization,savings,economic institutions,saving and investing,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=358&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="373" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> When Gas was a Quarter!]]></title>
			<desc><![CDATA[Why do things cost so much more now than they used to? Students will find out about inflation in the United States.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Consumer Price Index (CPI), Deflation, Unemployment</p>]]></desc>
			<concepts><![CDATA[inflation,consumer price index (cpi),deflation,unemployment,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=373&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="392" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Destination: Mars]]></title>
			<desc><![CDATA[Look up! Can you ever imagine standing on another planet and looking down at earth? We've been to the moon - now lets launch an expedition to Mars. Imagine all the preparation you will have to go through in order to have a safe and successful mission! You must decide what you should take, how you will prepare yourself and carefully think through each and every choice &ndash; once you lift off, you are on your own!<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Human Resources, Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,human resources,opportunity cost,scarcity,decision making/cost-benefit analysis,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=392&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="386" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Car Loan Project]]></title>
			<desc><![CDATA[Each student will buy (hypothetically) a car that will need to be financed. The student will need to look at different options and decide which will be the best choice for his situation. The student will need to find an advertisement for a car that he would like to purchase. Each student will hand in a report that details his findings.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[choice,decision making,opportunity cost,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=386&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="388" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Show Me the Money!]]></title>
			<desc><![CDATA[Students will investigate unforeseen costs of car loans and/or house loans. They will then evaluate the economics of decision making, the ramifications of their choices, and options available to them. Students will compute costs and savings for a car and/or house loan with or without added insurance costs.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumer Economics, Decision Making, Interest Rate, Money Management, Trade-off</p>]]></desc>
			<concepts><![CDATA[choice,consumer economics,decision making,interest rate,money management,trade-off,decision making/cost-benefit analysis,compound interest,credit,saving and investing,money management/budgeting,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=388&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="372" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Clean Land - Thanks to US!]]></title>
			<desc><![CDATA[In this lesson about the EPA, students will find out that their government pays for goods and services by taxing people and companies.<br><br><p><font color='#666666'>Concepts: </font><br>Externalities, Role of Government, Taxation</p>]]></desc>
			<concepts><![CDATA[externalities,role of government,taxation,market failures,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=372&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="395" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> One is Silver and the Other's Gold]]></title>
			<desc><![CDATA[Students learn about the money supply and that it can affect the value of money. Students investigate this in the 1896 presidential election (Bryan vs. McKinley, Free Silver vs. Gold Standard) and examine a political cartoon that depicts how some people felt about this issue. Students answer questions about what they would do with more money and what might happen if the money supply increases.<br><br><p><font color='#666666'>Concepts: </font><br>Functions of Money, Inflation, Money Supply, Price, Role of Government, Deflation</p>]]></desc>
			<concepts><![CDATA[functions of money,inflation,money supply,price,role of government,deflation,money,monetary policy and the federal reserve,markets and prices,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=395&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="368" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Why Work Now?]]></title>
			<desc><![CDATA[Why do people work so hard? Why aren't you just assigned a job that you are interested in and get paid as much as the next guy? This lesson will show you why employers want the best workers that their money can buy!<br><br><p><font color='#666666'>Concepts: </font><br>Human Resources, Human Capital, Investment</p>]]></desc>
			<concepts><![CDATA[human resources,human capital,investment,productive resources,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=368&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="381" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Banking is INTEREST-ing!]]></title>
			<desc><![CDATA[Banks are important to Americans. We use banks to save money and earn interest, or borrow money and pay interest. This lesson introduces the concepts of banking to children.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Savings</p>]]></desc>
			<concepts><![CDATA[banking,savings,economic institutions,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=381&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="353" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> How is Our Economy Doing?]]></title>
			<desc><![CDATA[Students learn the meaning and measurement of six important economic indicators and use the St. Louis Federal Reserve Bank National Economic Trends website to assess the current state of the economy.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth, Full Employment, Gross Domestic Product (GDP), Inflation, Interest Rate, Deflation</p>]]></desc>
			<concepts><![CDATA[economic growth,full employment,gross domestic product (gdp),inflation,interest rate,deflation,employment and unemployment,gdp,compound interest,credit,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=353&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="298" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Blowing in the Wind]]></title>
			<desc><![CDATA[Wind energy is becoming a viable alternative to more traditional forms of energy generation. In this lesson, students will determine the feasibility of wind generation in different areas of the United States. Finally, students will explore the possible role of government in providing incentives for wind energy generation.<br><br><p><font color='#666666'>Concepts: </font><br>Incentive, Technological Changes</p>]]></desc>
			<concepts><![CDATA[incentive,technological changes,incentives,technology,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=298&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="352" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Fiscal and Monetary Policy Process]]></title>
			<desc><![CDATA[Students follow each step of fiscal and monetary policy processes, to see the logic of how these tools are used to correct economic instability.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate Demand (AD), Demand, Government Expenditures, Government Revenues, Tools of the Federal Reserve</p>]]></desc>
			<concepts><![CDATA[aggregate demand (ad),demand,government expenditures,government revenues,tools of the federal reserve,aggregate demand,roles of government,economic institutions,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=352&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="258" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Let's Find a Deal - How the Crusades Led to the Finding of the New World]]></title>
			<desc><![CDATA[The lesson will help students to discover the importance of the Crusades to the expansion of many European countries.  Students will also be introduced to new products and find out why  explorers were willing to risk all to locate new routes in order to reach these products quickly and cheaply.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Demand, Markets, Opportunity Cost, Scarcity, Supply</p>]]></desc>
			<concepts><![CDATA[choice,demand,markets,opportunity cost,scarcity,supply,decision making/cost-benefit analysis,markets and prices,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=258&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="365" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Jelly Belly Jam]]></title>
			<desc><![CDATA[In this lesson students will make a decision making chart and use it to help them in deciding which flavor of Jelly beans to buy.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[decision making,opportunity cost,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=365&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="410" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Making Sense of the Census]]></title>
			<desc><![CDATA[The United States takes a Census every 10 years. How does the country use those statistics?<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government</p>]]></desc>
			<concepts><![CDATA[role of government,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=410&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="389" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Little Red Hen]]></title>
			<desc><![CDATA[The Little Red Hen is a classic story for nearly all adults, and many children. Here it is retold and enhanced in order to provide a framework for illustrating and reviewing the concepts of productive resources and incentives. After reading the story, students will categorize resources into land, labor, capital and entrepreneurship and be able to identify what future incentives the dog, the cat and the mouse will have to help the little hen in her work. Students will have the opportunity to explore bread making.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Entrepreneurship, Human Resources, Incentive, Natural Resources, Production, Productive Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,entrepreneurship,human resources,incentive,natural resources,production,productive resources,entrepreneurs,incentives,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=389&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="350" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Lemonade and Cookies]]></title>
			<desc><![CDATA[Everyday countries trade their goods because they have the comparative advantage in making that particular good. In this lesson, you will read through an interactive story problem to learn about trade and specialization and the outcomes they have on the world.<br><br><p><font color='#666666'>Concepts: </font><br>Exports, Specialization, Imports</p>]]></desc>
			<concepts><![CDATA[exports,specialization,imports,balance of trade and balance of payments,benefits of trade/comparative advantage,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=350&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="379" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Are Incentives?]]></title>
			<desc><![CDATA[Students will understand that incentives are used to encourage them to make good choices. After identifying incentives offered at home and in school, the students will distinguish between positive and negative incentives.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Incentive</p>]]></desc>
			<concepts><![CDATA[choice,decision making,incentive,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=379&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="364" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Spotter: Resources During World War II]]></title>
			<desc><![CDATA[In World War II pennies were made of steel and zinc instead of copper and women were working at jobs that men had always been hired to do. Why? Because during war times, scarcity forces many things to change!<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Choice, Human Resources, Natural Resources, Opportunity Cost, Productive Resources, Scarcity, Technological Changes, Human Capital, Investment</p>]]></desc>
			<concepts><![CDATA[capital resources,choice,human resources,natural resources,opportunity cost,productive resources,scarcity,technological changes,human capital,investment,decision making/cost-benefit analysis,technology,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=364&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="391" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Collapse of Corporate Giants: The New Dr. Evils?]]></title>
			<desc><![CDATA[This lesson was inspired by an article in &quot;Fortune&quot; magazine, &quot;Why Companies Fail,&quot; May 27,2002. Its focus is on the relationship of business ethics to business bankruptcy or near failure. Students participate in a simulation by assuming the roles of either members of an inquiry board or by assuming the roles of the chief executive officers of a selected corporation. Internet research is required as students discover some of the causes of corporate failure.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Choice, Competition, Decision Making, Economic Freedom, Legal and Social Framework</p>]]></desc>
			<concepts><![CDATA[business,choice,competition,decision making,economic freedom,legal and social framework,economic institutions,decision making/cost-benefit analysis,competition and market structures,economic systems,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=391&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="387" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Old toy - new market]]></title>
			<desc><![CDATA[Students explore the LEGOLAND theme parks and demonstrate an understanding of how new markets can be created and that cultural and social differences can affect these markets.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Markets, Profit Motive, Services</p>]]></desc>
			<concepts><![CDATA[goods,markets,profit motive,services,markets and prices,profit,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=387&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="361" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Clickety Clack, Let's Keep Track!]]></title>
			<desc><![CDATA[This lesson will show students the importance of keeping track of their savings.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Budget, Choice, Economic Security, Functions of Money, Money Management, Savings</p>]]></desc>
			<concepts><![CDATA[banking,budget,choice,economic security,functions of money,money management,savings,economic institutions,saving and investing,money management/budgeting,decision making/cost-benefit analysis,economic systems,money,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=361&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="346" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Q T Pi Fashions - Learning About Credit Card Use]]></title>
			<desc><![CDATA[Credit cards are convenient, user friendly, and at times dangerous. In this lesson students learn the joys and dangers of using credit as they help Credit, the main character in this activity, solve her credit problems.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumer Economics, Consumers, Credit, Decision Making, Incentive, Interest Rate, Money Management</p>]]></desc>
			<concepts><![CDATA[choice,consumer economics,consumers,credit,decision making,incentive,interest rate,money management,decision making/cost-benefit analysis,incentives,compound interest,saving and investing,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=346&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="335" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Here's Your Chance to Make Millions in the Stock Market (Part 3)]]></title>
			<desc><![CDATA[In Part III of this lesson, students will have the opportunity to complete an interactive exercise that will take them on a historical tour of the stock market from Post WWII through the year 2001. Students will learn the difference between a buy and hold vs market timing strategy as it relates to investing. Part III of this exercise is a continuation of Part II which took the student through the major market events from 1920 through WWII.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Economic Efficiency, Investing, Markets, Stock Market</p>]]></desc>
			<concepts><![CDATA[decision making,economic efficiency,investing,markets,stock market,decision making/cost-benefit analysis,productivity,saving and investing,markets and prices,financial markets,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=335&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="333" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Here's Your Chance to Make Millions in the Stock Market (Part 1)]]></title>
			<desc><![CDATA[In this lesson students will learn about the impact that efficient markets have on attempting to correctly time the stock market, as well as how investing in stocks should have long-term investment goals. Part I begins by having students read and discuss a story. A small exercise is included which demonstrates that predicting what a stock does next is not so easy. Parts II and III takes the student through an interactive historical simulation giving the student a chance to make decisions about investing in the U.S. stock market.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Economic Efficiency, Investing, Markets, Price, Stock Market</p>]]></desc>
			<concepts><![CDATA[decision making,economic efficiency,investing,markets,price,stock market,decision making/cost-benefit analysis,productivity,saving and investing,markets and prices,financial markets,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=333&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="334" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Here's Your Chance to Make Millions in the Stock Market (Part 2)]]></title>
			<desc><![CDATA[In Part II of this lesson, students will have the opportunity to complete an interactive exercise that will take them on a historical tour of the stock market from 1920 until just after WWII. Students will learn the difference between a buy and hold vs market timing strategy as it relates to investing. Part III continues this interactive exercise by taking the student on a historical stock journey beginning slightly after WWII and proceeding through end of year 2000.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Economic Efficiency, Investing, Markets, Price, Stock Market</p>]]></desc>
			<concepts><![CDATA[decision making,economic efficiency,investing,markets,price,stock market,decision making/cost-benefit analysis,productivity,saving and investing,markets and prices,financial markets,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=334&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="330" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Spotter: Inventors and Entrepreneurs in the Industrial Age]]></title>
			<desc><![CDATA[The Industrial Age has also been called the Age of Edison. Edison patented more than 1000 inventions and gave rise to three industries: electric utilities, phonograph and record companies, and the film industry. This lesson will help students see the relationship between inventors, innovators, entrepreneurs, and industries.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship, Innovation</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,innovation,productive resources,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=330&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="370" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Tic Tac Taxes!]]></title>
			<desc><![CDATA[This lesson will assist students in identifying various taxes and the services they help governments provide.<br><br><p><font color='#666666'>Concepts: </font><br>Government Expenditures, Government Revenues, Income, Role of Government, Taxation</p>]]></desc>
			<concepts><![CDATA[government expenditures,government revenues,income,role of government,taxation,roles of government,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=370&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="299" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Let's Go Euro!]]></title>
			<desc><![CDATA[With the start of the new year in 2002, the 12 members of the European Union launched a single currency across their borders, replacing individual country currencies and singling out the Euro as their one shared monetary denomination. Marketplace, a daily economics news program heard on National Public Radio, featured a story on January 2, 2002 about the currency change of the landmark event. (This lesson should be used as an introduction to this topic. There is another Economics Minute The Euro Makes its Debut that would be a good follow-up to this lesson.)<br><br><p><font color='#666666'>Concepts: </font><br>Economic Efficiency, Exchange, Exchange Rate</p>]]></desc>
			<concepts><![CDATA[economic efficiency,exchange,exchange rate,productivity,trade,exchange and interdependence,foreign currency markets/exchange rates,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=299&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="380" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Improving on the Original]]></title>
			<desc><![CDATA[What makes something worth marketing? This lesson focuses on the distinction between marketing a new product or licensing it to someone else to market.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,productive resources,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=380&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="355" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Constitution Costs]]></title>
			<desc><![CDATA[This lesson helps students understand the basic services provided for Americans in the United States Constitution and the necessity of a system of taxation to fund those services.  Students will debate the pros and cons of having governments fund and provide particular services.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate Demand (AD), Budget, Role of Government, Taxation</p>]]></desc>
			<concepts><![CDATA[aggregate demand (ad),budget,role of government,taxation,aggregate demand,money management/budgeting,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=355&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="285" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Build Your Community]]></title>
			<desc><![CDATA[Students will learn about a variety of businesses and the service they provide to a community. They will build a town selecting seven business they feel would be the most important to have in order to live in this community.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making</p>]]></desc>
			<concepts><![CDATA[choice,decision making,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=285&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="342" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Exchange Rates and Exchange: How Money Affects Trade]]></title>
			<desc><![CDATA[Students learn how currency values are set by supply and demand, and how changes in the value of currency affect international trade. Students then find the value of the Brazilian Real in 2000 and 2002, determine whether the currency has appreciated or depreciated, and predict the effects on imports and exports.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Exchange Rate, Exports, Imports</p>]]></desc>
			<concepts><![CDATA[exchange,exchange rate,exports,imports,trade,exchange and interdependence,foreign currency markets/exchange rates,balance of trade and balance of payments,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=342&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="256" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Who Get's More than Their Fair Share?]]></title>
			<desc><![CDATA[This lesson has students continue to explore a variety of ways to share, particularly when an obvious solution is not apparent.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Systems, Market Structure, Economic Institutions</p>]]></desc>
			<concepts><![CDATA[economic systems,market structure,economic institutions,markets and prices,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=256&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="374" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Ben & Jerry's Flavor Graveyard]]></title>
			<desc><![CDATA[Ben &amp; Jerry are producers of ice cream. Even if they produce ice cream for the entire nation, they still must make choices on which flavor to produce! Scarce resources force them to make a choice!<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Entrepreneurship, Producers, Productive Resources, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,entrepreneurship,producers,productive resources,scarcity,decision making/cost-benefit analysis,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=374&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="306" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> National Budget Simulation]]></title>
			<desc><![CDATA[Students serve as an Economic Advisor to the President, who must increase military spending out of political necessity, but needs to reduce spending in other programs to limit the deficit. Conflicting goals create a need for compromise and tradeoffs to create a national budget, while trying to remain under deficit limits.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Government Expenditures, Trade-off</p>]]></desc>
			<concepts><![CDATA[budget,government expenditures,trade-off,money management/budgeting,roles of government,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=306&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="255" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> CPI- The Crystal Ball]]></title>
			<desc><![CDATA[Governments and other financial organizations are constantly measuring trends in the economy to try to predict what will happen next. The ability to successfully economic trends has a profound effect on whether or not a business will make a profit or lose money. The economy also affects people's personal lives by helping them make good decisions: Is this a good time to buy a car? Refinance your home? Take a new job? One of the measurements used to evaluate and predict the economy is the CPI, or Consumer Price Index.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price, Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,price,deflation,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=255&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="349" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> It Pays to Stay in School]]></title>
			<desc><![CDATA[This lesson examines some of the incentive programs being offered to keep students in school<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentive, Human Capital, Investment</p>]]></desc>
			<concepts><![CDATA[choice,incentive,human capital,investment,decision making/cost-benefit analysis,incentives,productive resources,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=349&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="369" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Lemon Squeeze - The Lemonade Stand]]></title>
			<desc><![CDATA[Everyone has at one time or another opened a lemonade or Kool-Aid Stand. What a great place to begin an economics lesson. Students can taste test three brands of lemonade and compare prices with taste &ndash; is the most expensive the best? Using a reader&rsquo;s theater students will construct a supply and demand schedule and can create a bar or line graph to demonstrate market interaction between buyers and sellers.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Equilibrium Price, Markets, Price</p>]]></desc>
			<concepts><![CDATA[demand,equilibrium price,markets,price,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=369&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="345" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Why Adopt a Highway?]]></title>
			<desc><![CDATA[Students learn about the successful Adopt-a-Highway program and how it can save governments and taxpayers money.<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Opportunity Cost, Role of Government</p>]]></desc>
			<concepts><![CDATA[advertising,opportunity cost,role of government,profit,financial markets,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=345&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="348" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Multipliers and the Mystery of the Magic Money]]></title>
			<desc><![CDATA[Students learn about the purpose of the reserve requirement, how money is &quot;created&quot; in the economy through fractional reserves, and how the Federal Reserve uses the reserve requirement and loans to correct economic instability.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Central Banking System, Inflation, Supply, Tools of the Federal Reserve, Deflation</p>]]></desc>
			<concepts><![CDATA[banking,central banking system,inflation,supply,tools of the federal reserve,deflation,economic institutions,saving and investing,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=348&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="321" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Market-Ability]]></title>
			<desc><![CDATA[Marketplace, a daily economics news program heard on National Public Radio, featured a story on January 8, 2002, titled &quot;Microsoft Invades the Kitchen.&quot; In this segment, reporter Aaron Schachter describes consumers' enthusiasm, or lack thereof, for two new Microsoft products and explores the concept that the process of innovation and consumer response has in ongoing market development.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Technological Changes</p>]]></desc>
			<concepts><![CDATA[markets,technological changes,markets and prices,technology,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=321&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="260" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Inventive Incentive]]></title>
			<desc><![CDATA[There are many ways in which people are rewarded or penalized for doing, or not doing, their work. These are known as &ldquo;incentives.&rdquo;<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentive</p>]]></desc>
			<concepts><![CDATA[choice,incentive,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=260&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="257" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Penny Problem]]></title>
			<desc><![CDATA[Students will research the cost of making the penny an the use of the penny and come up with reasons why the penny should or should not be continued to be made and used.<br><br><p><font color='#666666'>Concepts: </font><br>Functions of Money, Money Supply, Currency</p>]]></desc>
			<concepts><![CDATA[functions of money,money supply,currency,money,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=257&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="362" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Does the Crocodile Hunter Hunt Crocs?]]></title>
			<desc><![CDATA[We make choices to use our natural resources. This lesson lets the students make choices that protect the wildlife of Australia from poachers.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Goods, Natural Resources, Services</p>]]></desc>
			<concepts><![CDATA[choice,goods,natural resources,services,decision making/cost-benefit analysis,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=362&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="343" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Music, Maestro, Please: Show Business and the Factors of Production]]></title>
			<desc><![CDATA[The city of Philadelphia, Pennsylvania recently opened a $300 million dollar center for the performing arts, the Kimmel Center. This lesson was developed for a special teacher workshop to incorporate economics and the arts to teach kids about Productive Resources. The lesson illustrates the many kinds of goods and services that must come together so that the show can go on!<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Human Resources, Natural Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,human resources,natural resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=343&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="337" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Capital Chips (Part 2)]]></title>
			<desc><![CDATA[Through the use of a historical timeline of the capital investments made by the company the resulting benefits will be examined. The benefits from the capital investments of Herr Foods, Inc. will be related to their effect on the standard of living. Then students will visit one of three websites, select an innovation/invention of their choice to analyze in terms of its impact on productivity and the standard of living. Finally, the teacher will select one invention/innovation from a designated website and have students analyze it in the same economic terms as the focus of this lesson and write an essay summarizing the innovation/invention.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Production, Technological Changes</p>]]></desc>
			<concepts><![CDATA[capital resources,production,technological changes,productive resources,technology,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=337&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="338" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Capital Chips (Part 3)]]></title>
			<desc><![CDATA[Through the use of a historical timeline of the capital investments made by the company the resulting benefits will be examined. The benefits from the capital investments of Herr Foods, Inc. will be related to their effect on the standard of living. Then students will visit one of three websites, select an innovation/invention of their choice to analyze in terms of its impact on productivity and the standard of living. Finally, the teacher will select one invention/innovation from a designated website and have students analyze it in the same economic terms as the focus of this lesson and write an essay summarizing the innovation/invention.<br><br><p><font color='#666666'>Concepts: </font><br>Production</p>]]></desc>
			<concepts><![CDATA[production,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=338&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="263" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Capital Chips (Part 1)]]></title>
			<desc><![CDATA[Through the use of a historical timeline of the capital investments made by the company the resulting benefits will be examined. The benefits from the capital investments of Herr Foods, Inc. will be related to their effect on the standard of living. Then students will visit one of three websites, select an innovation/invention of their choice to analyze in terms of its impact on productivity and the standard of living. Finally, the teacher will select one invention/innovation from a designated website and have students analyze it in the same economic terms as the focus of this lesson and write an essay summarizing the innovation/invention.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Production, Technological Changes, Benefit, Productivity</p>]]></desc>
			<concepts><![CDATA[capital resources,production,technological changes,benefit,productivity,productive resources,technology,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=263&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="328" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Spotter: Supply and Demand at the Gold Rush]]></title>
			<desc><![CDATA[During the Gold Rush, people paid exorbitant prices for ordinary objects. Why? Because of the laws of supply and demand, that's why! In the lesson, students will see how these laws fit into this great historical time.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Quantity Demanded, Quantity Supplied, Shortage, Supply</p>]]></desc>
			<concepts><![CDATA[demand,quantity demanded,quantity supplied,shortage,supply,price ceilings and floors,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=328&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="351" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Unemployment in My Hometown]]></title>
			<desc><![CDATA[Students use the Bureau of Labor Statistics website to track unemployment rates for their community, and after researching information about the industrial makeup of their community, explain whether their local unemployment rates tend to remain stable or tend to reflect changes in national economic growth and recession.<br><br><p><font color='#666666'>Concepts: </font><br>Types of Unemployment</p>]]></desc>
			<concepts><![CDATA[types of unemployment,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=351&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="341" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> It's a Matter of Power]]></title>
			<desc><![CDATA[Students examine tradeoffs and profit- maximization decisions in the case study of Kaiser Aluminum, which decided to shut down aluminum production in favor of reselling electricity.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making, Incentive, Opportunity Cost, Profit Motive, Trade-off</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,incentive,opportunity cost,profit motive,trade-off,decision making/cost-benefit analysis,incentives,profit,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=341&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="227" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Does A Dollar Really Buy?]]></title>
			<desc><![CDATA[Students will describe the purpose of a price index, and how it is calculated. Then students will describe the weaknesses of the CPI, and interpret CPI data as a measure of economic health. Finally, students will identify who is harmed and who is helped by inflation.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,deflation,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=227&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="302" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Need for Money that Everybody can Use]]></title>
			<desc><![CDATA[The U.S. Currency currently has two faces. The old bills are being replaced with new designs. The study of the look of the bills will lead into a discussion of their usefulness for a segment of our population: the visually impaired people.<br><br><p><font color='#666666'>Concepts: </font><br>Functions of Money, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[functions of money,characteristics of money,money,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=302&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="313" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> From Butterflies to Buffaloes]]></title>
			<desc><![CDATA[Nature tourism, also known as ecotourism, is a fast growing segment of the tourism industry. In this lesson, students learn what ecotourism is and explore how conservation of our natural resources can be profitable.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Natural Resources, Producers, Profit Motive</p>]]></desc>
			<concepts><![CDATA[markets,natural resources,producers,profit motive,markets and prices,productive resources,profit,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=313&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="252" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> That's Not Fair! How Do We Share?]]></title>
			<desc><![CDATA[This lesson has students explore a variety of ways to share, particularly when an obvious solution is not apparent.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Economic Wants, Goods, Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[decision making,economic wants,goods,opportunity cost,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=252&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="322" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Comparative Economic Systems]]></title>
			<desc><![CDATA[Students research the economic systems of a communist country and a third-world country and compare them to the US, guided by questions and using information from the CIA World Factbook website.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Systems</p>]]></desc>
			<concepts><![CDATA[economic systems,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=322&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="329" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Making Cents out of Centimes]]></title>
			<desc><![CDATA[Students will learn that most countries create their own currency for use as money. In most of Europe that money is now the Euro. Students will discover the use of Euros in this simulation and learn a little about exchanging dollars for Euros.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange Rate</p>]]></desc>
			<concepts><![CDATA[exchange rate,foreign currency markets/exchange rates,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=329&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="315" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Spotter: Money in Revolutionary Times]]></title>
			<desc><![CDATA[Students take a trip back in time and spot economic concepts in a historical fiction tale. This time frame features Valley Forge in 1778. Take a look at the money used by the patriots and find out why some money couldn't buy a dime!<br><br><p><font color='#666666'>Concepts: </font><br>Functions of Money</p>]]></desc>
			<concepts><![CDATA[functions of money,money,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=315&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="325" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> A Moo-ving Experience]]></title>
			<desc><![CDATA[Students gain an understanding about non-profit organizations and the role they play in our economy. Students then learn about a relatively new type of fundraising effort, known as CowParade&copy;, for non- profit organizations that has been successful in a number of cities around the world. Students adapt CowParade for their own community.<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Scarcity, Communities and Cities</p>]]></desc>
			<concepts><![CDATA[role of government,scarcity,communities and cities,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=325&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="292" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> NYSE Made Easy]]></title>
			<desc><![CDATA[This lesson will help students to understand the terms that are associated with the New York Stock Exchange. It will also help students to read a stock market report found in any major newspaper or online.<br><br><p><font color='#666666'>Concepts: </font><br>Investing, Stock Market</p>]]></desc>
			<concepts><![CDATA[investing,stock market,saving and investing,financial markets,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=292&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="284" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Right Job for 'The Tortoise and the Hare']]></title>
			<desc><![CDATA[The Tortoise and the Hare live in a very nice village. The animals of the village own different businesses and their specialization works very well. Daniel Hare is the very fast mail carrier and Mr. R.S. Tortoise is the slow, methodical inventor. Everyone benefits from their special strengths!<br><br><p><font color='#666666'>Concepts: </font><br>Specialization</p>]]></desc>
			<concepts><![CDATA[specialization,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=284&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="259" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Marketplace: Oil Is a Slippery Business]]></title>
			<desc><![CDATA[OPEC is generally seen as the primary institution that controls oil prices. Is that what OPEC really does? Use this lesson to get an overview of the history and function of this institution.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Markets, Production, Supply, Market Economy</p>]]></desc>
			<concepts><![CDATA[demand,markets,production,supply,market economy,markets and prices,economic systems,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=259&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="275" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Stock Market Price History]]></title>
			<desc><![CDATA[Each of us seek to make wise investment decisions that will make our money grow. Unfortunately, we cannot predict the future, but the past can give us a window to understanding the risks and rewards of investing in the stock market. This lesson will track the history of a Dow Jones 30 stock and enable to student to calculate the return on his investment.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Investing, Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,investing,deflation,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=275&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="317" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economics in the Headlines]]></title>
			<desc><![CDATA[Students learn how to identify headlines in the news and current events as illustrations of problems in supply and demand. Students will be linked to news sites to create their own analysis of supply and demand issues in problems facing our society.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Equilibrium Price, Markets, Price, Supply</p>]]></desc>
			<concepts><![CDATA[demand,equilibrium price,markets,price,supply,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=317&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="314" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Spotter: Scarcity with the Lewis and Clark Expedition]]></title>
			<desc><![CDATA[The Lewis and Clark expedition was filled with scarcity issues. They made life and death choices based on scarcity. In this lesson, you will travel back to the early 1800's in a time machine and travel with Lewis and Clark. See if you can spot the economic concept of scarcity!<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=314&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="305" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Wages and Me]]></title>
			<desc><![CDATA[Students explore the reasons for differences in the wages for several occupations. Then students are guided through the Bureau of Labor Statistics website to find information about their potential careers and wage rates nationally and in their own states.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Income, Supply, Human Capital, Investment</p>]]></desc>
			<concepts><![CDATA[demand,income,supply,human capital,investment,money management/budgeting,productive resources,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=305&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="295" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Shoemaker's Tools]]></title>
			<desc><![CDATA[After hearing the story, &quot;The Shoemaker and the Elves,&quot; the students will find the capital resources of the shoemaker's business.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=295&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="294" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Country Mouse Makes a Decision!]]></title>
			<desc><![CDATA[Very young students will be able to make a cost/benefit chart for the Country Mouse after hearing the classic story.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=294&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="301" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Spotter: Trade in Colonial History]]></title>
			<desc><![CDATA[Students take a trip back in time and spot economic concepts in a historical fiction tale. This time frame features Boston Harbor around 1680.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange, Specialization</p>]]></desc>
			<concepts><![CDATA[exchange,specialization,trade,exchange and interdependence,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=301&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="273" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Why cities provide tax breaks even when they are strapped for revenue]]></title>
			<desc><![CDATA[Like the state and federal government, local governments offer tax incentives to businesses to help solve economic and/or environmental problems. In this lesson students will explore the web sites of three different cities and determine what incentives are offered and what problems they are trying to solve. They will also be asked to determine if the benefits gained from the incentives offset the costs incurred.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Externalities, Incentive, Role of Government, Taxation, Communities and Cities</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,externalities,incentive,role of government,taxation,communities and cities,decision making/cost-benefit analysis,market failures,roles of government,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=273&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="282" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Costs and Benefits of 'The Three Little Pigs']]></title>
			<desc><![CDATA[When we make decisions, it is good to compare costs and benefits. In the &quot;Three Little Pigs,&quot; two little pigs could have used this decision making skill!<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Decision Making</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=282&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="274" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Is Globalization a Dirty Word?]]></title>
			<desc><![CDATA[Is globalization a dirty word? Well not according to a recent study conducted by the World Bank. The report, entitled Globalization, Growth, and Poverty: Building an Inclusive World Economy, makes the case for globalization as a method for easing poverty in the world&rsquo;s poor countries. What do you think? In this lesson you will access several types of information about the World Bank report, including a video file, a PowerPoint slide show, and a press release. Your objective is to determine the benefits of globalization and also to consider the costs of globalization.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Growth</p>]]></desc>
			<concepts><![CDATA[economic growth,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=274&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="283" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> 'Segway' to the Future]]></title>
			<desc><![CDATA[Students investigate online the revolutionary &quot;Segway&quot; (personal transportation device invented by Dean Kamen). Students complete calculations and graphs comparing commute times and fuel costs between automobiles and the Segway. Students discuss non-cost, social and legal factors of the Segway.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Entrepreneurship, Legal and Social Framework, Technological Changes</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,entrepreneurship,legal and social framework,technological changes,decision making/cost-benefit analysis,productive resources,entrepreneurs,technology,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=283&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="279" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> I Can Dream Anything!]]></title>
			<desc><![CDATA[After listening to the song, 'I Can Do Anything', students discuss services that people in the community perform. This lesson will let students know that there are many careers out there and many choices to be made!<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Specialization</p>]]></desc>
			<concepts><![CDATA[choice,specialization,decision making/cost-benefit analysis,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=279&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="231" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Human Capital For Money]]></title>
			<desc><![CDATA[The first part of this lesson introduces students to the terms human capital, occupation, salary, and wages. Part two of this lesson provides the students an opportunity to compare selected careers including median salary and education statistics. The final part of this lesson provides a vehicle for students to research and report a career or occupation of interest. The report is in the format of song lyrics that go to the tune of &ldquo;I&rsquo;ve Been Working on the Railroad&rdquo;. The song format requires that salary and human capital information be recorded.<br><br><p><font color='#666666'>Concepts: </font><br>Factors of Production, Human Resources, Specialization</p>]]></desc>
			<concepts><![CDATA[factors of production,human resources,specialization,division of labor/specialization,productive resources,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=231&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="281" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Who Pays for City Hall?]]></title>
			<desc><![CDATA[The students take a virtual field trip to City Hall in this kid-friendly site. This beginning civics/economic lesson will introduce your students to city government and teach economics on the way!<br><br><p><font color='#666666'>Concepts: </font><br>Role of Government, Taxation, Communities and Cities</p>]]></desc>
			<concepts><![CDATA[role of government,taxation,communities and cities,roles of government,econedlink,]]></concepts>
			<gradedisplay>K-5</gradedisplay>
			<gradelevel>0-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=281&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="276" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> NOT your Grandma's Lemonade Stand]]></title>
			<desc><![CDATA[After a review of elementary economic concepts, students will apply their understanding by playing an online computer game, Lemonade Stand. This game has the students competing against themselves and others to earn the biggest profit in 25 days time (approximately 15 minutes computer time). &quot;Daily&quot; economic advice helps students find out where they fail in understanding the demand and supply sides of economics. Fun!<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Consumers, Demand, Price, Producers, Scarcity, Supply</p>]]></desc>
			<concepts><![CDATA[choice,consumers,demand,price,producers,scarcity,supply,decision making/cost-benefit analysis,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=276&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="271" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Online Banking - What is it & Should I do it?]]></title>
			<desc><![CDATA[The lesson examines what online banking is and the pros and cons of banking online.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Choice, Decision Making</p>]]></desc>
			<concepts><![CDATA[banking,choice,decision making,economic institutions,saving and investing,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=271&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="268" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Rumble, Grumble, Gurgle, Roar]]></title>
			<desc><![CDATA[This lesson is about wants. Little Penguin is hungry and she wants to eat. This story is about how Little Penguin tries to get what she wants.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Wants</p>]]></desc>
			<concepts><![CDATA[economic wants,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=268&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="230" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> "Should You Learn to Fly?"]]></title>
			<desc><![CDATA[Students will define opportunity cost and with this in mind students will list various career choices and salaries and calculate future value of money<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Opportunity Cost, Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,opportunity cost,deflation,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=230&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="228" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Makes an Entrepreneur?]]></title>
			<desc><![CDATA[Students will list characteristics associated with an entrepreneur, which will be used to create a definition of an entrepreneur. Using their definition students should be able to identify an entrepreneur and explain why the entrepreneur is an entrepreneur and explain the difference between an entrepreneur and an entrepreneur.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,productive resources,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=228&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="269" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Norman Rockwell's 'Curiosity Shop']]></title>
			<desc><![CDATA[Students will look at a picture that Norman Rockwell painted about a Curiosity Shop. A little girl looks like she is about to purchase a doll. Her purse on her arm indicates that she might &quot;exchange&quot; money for the doll. This lesson teaches that trading goods and services with people for other goods and services or for money is called exchange.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange</p>]]></desc>
			<concepts><![CDATA[exchange,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=269&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="267" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Vincent van Gogh's 'Flower Beds in Holland']]></title>
			<desc><![CDATA[Students study a painting by van Gogh called, &quot;Flower Beds in Holland.&quot; The students recognize that this farmer made a choice to grow flowers instead of another crop. Students are introduced to the concepts of choice and opportunity cost.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,opportunity cost,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=267&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="218" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Recycling]]></title>
			<desc><![CDATA[Students will review the legislation in Japan that requires all consumers to pay a fee for recycling large appliances.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Incentive, Supply</p>]]></desc>
			<concepts><![CDATA[demand,incentive,supply,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=218&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="266" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Little Star's Problem]]></title>
			<desc><![CDATA[Little Star has a problem, she wants a best friend. Learn how Dora and Boots help Little Star solve this problem and introduce the word &quot;cost&quot; in decision-making.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Costs</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,costs,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=266&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="232" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Tricks for Treats]]></title>
			<desc><![CDATA[Students will recognize that people (and animals) will work for incentives.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Incentive</p>]]></desc>
			<concepts><![CDATA[choice,incentive,decision making/cost-benefit analysis,incentives,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=232&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="206" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Mystery of the Amazing Farmers]]></title>
			<desc><![CDATA[In this lesson you will be taking on the role of an an investigative reporter to solve the Amazing Farmer Mystery. The goal will be to use seven clues provided throughout the lesson in order to figure out how so few farmers can produce enough food and fiber for the nation.<br><br><p><font color='#666666'>Concepts: </font><br>Productive Resources, Technological Changes, Human Capital, Investment</p>]]></desc>
			<concepts><![CDATA[productive resources,technological changes,human capital,investment,technology,saving and investing,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=206&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="226" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Do People Do?]]></title>
			<desc><![CDATA[Students will give examples of human resources that are producers, and identify goods and services produced by workers.<br><br><p><font color='#666666'>Concepts: </font><br>Absolute Advantage, Goods, Human Resources, Producers, Comparative Advantage, Services</p>]]></desc>
			<concepts><![CDATA[absolute advantage,goods,human resources,producers,comparative advantage,services,benefits of trade/comparative advantage,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=226&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="189" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What's the Problem with Digital TV]]></title>
			<desc><![CDATA[Students will be introduced to the mandate for digital TV transmission by 2006, consider the implications this mandate will have for the environment (negative externalizes), and evaluate possible solutions to this &quot;problem&quot;.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Decision Making, Externalities, Role of Government, Taxation, Regulation</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,decision making,externalities,role of government,taxation,regulation,decision making/cost-benefit analysis,market failures,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=189&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="212" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Do Other People Want To Be?]]></title>
			<desc><![CDATA[In this lesson, students will graph people's job choices and identify which jobs would have the most competition based on the data.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Freedom, Human Resources, Labor</p>]]></desc>
			<concepts><![CDATA[economic freedom,human resources,labor,economic systems,productive resources,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=212&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="203" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> A Fair Wage]]></title>
			<desc><![CDATA[Income for most people is determined by the market value of the productive resources they sell. What workers earn depends, primarily, on the market value of what they produce and how productive they are.<br><br><p><font color='#666666'>Concepts: </font><br>Accounting Profit, Human Resources, Human Capital, Investment, Labor, Labor Market, Wage, Prices of Inputs, Accounting Loss</p>]]></desc>
			<concepts><![CDATA[accounting profit,human resources,human capital,investment,labor,labor market,wage,prices of inputs,accounting loss,profit,productive resources,saving and investing,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=203&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="201" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Deregulation and the California Utilities]]></title>
			<desc><![CDATA[&ldquo;The verdict is in: California&rsquo;s experiment with energy deregulation is not just a mess; it&rsquo;s a certifiable failure, according to everyone from the state governor to the very utilities that initially backed the scheme.&rdquo; This is how Charles Feildman, CNN Correspondent, began his article on January 4, 2001, entitled &ldquo;The California Power Quagmire&rdquo;. Has this happened with any other industry? How and why did this happen in California and can it happen in other states? To understand what happened one must look at some simple and basic concepts in economics.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Demand, Markets, Price, Scarcity, Supply</p>]]></desc>
			<concepts><![CDATA[competition,demand,markets,price,scarcity,supply,competition and market structures,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=201&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="207" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Do You Want To Be?]]></title>
			<desc><![CDATA[In this lesson, students have the opportunity to explore various jobs and decide what they might want to be when they grow up through an interactive activity.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Specialization, Labor, Services, Job</p>]]></desc>
			<concepts><![CDATA[goods,specialization,labor,services,job,division of labor/specialization,productive resources,producers,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=207&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="198" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Free Ride]]></title>
			<desc><![CDATA[Free Ride helps students identify goods and services provided by the government and evaluate the cost of government provided goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Government Expenditures, Government Revenues, Taxation, Services</p>]]></desc>
			<concepts><![CDATA[goods,government expenditures,government revenues,taxation,services,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=198&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="197" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Delivering the Goods]]></title>
			<desc><![CDATA[Delivering the Goods K-2 Economics Lesson. In this lesson, students have the opportunity to complete an interactive activity that teaches them about providers of goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Producers, Services</p>]]></desc>
			<concepts><![CDATA[goods,producers,services,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=197&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="195" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Dog Gone Job!]]></title>
			<desc><![CDATA[Dog Gone Job! demonstrates how job specialization increases productivity<br><br><p><font color='#666666'>Concepts: </font><br>Division of Labor, Specialization</p>]]></desc>
			<concepts><![CDATA[division of labor,specialization,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=195&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="194" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Woof! Woof! At Your Service]]></title>
			<desc><![CDATA[Woof! Woof! At Your Service helps demonstrate that economic desires can be satisfied by providing goods and services.Identifies goods and services provided by one small business Differentiates between goods and services<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services</p>]]></desc>
			<concepts><![CDATA[goods,services,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=194&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="188" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> My Credit Rating: Why Should I Care?]]></title>
			<desc><![CDATA[Credit is a wonderful tool for the consumer. It can enhance your quality of life. It enables you to buy and enjoy a purchase before you have the money to pay for it. On the other hand, it can create serious problems for people who use it incorrectly.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Consumers, Credit, Decision Making</p>]]></desc>
			<concepts><![CDATA[capital resources,consumers,credit,decision making,productive resources,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=188&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="190" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Role of Government: The Federal Government and Fiscal Policy]]></title>
			<desc><![CDATA[Students will visit &ldquo;A Citizen&rsquo;s Guide to the Federal Budget,&rdquo; and use the federal government web site to obtain information which will help them understand basic information about the budget of the United States Government for the current fiscal year.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Budget Deficit, National Debt, Fiscal Policy, Budget Surplus</p>]]></desc>
			<concepts><![CDATA[budget,budget deficit,national debt,fiscal policy,budget surplus,money management/budgeting,budget deficits and public debt,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=190&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="187" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Online Music]]></title>
			<desc><![CDATA[How many students have made use of MP3 technology to download and trade music online? What are the benefits of sharing, storing and listening to music using this format? What are the drawbacks of sharing, storing and listening to music using this format?  
Is using an online music site such as Napster trading music with friends or is it piracy, stealing copyrighted music?<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Consumers, Legal and Social Framework, Technological Changes</p>]]></desc>
			<concepts><![CDATA[competition,consumers,legal and social framework,technological changes,competition and market structures,technology,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=187&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="186" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Online Mayhem I: Metallica Versus Napster]]></title>
			<desc><![CDATA[&quot;Metallica Brings Lawsuit&quot;; &quot;Metallica Alleges Theft&quot;; &quot;Metallica Demands Napster Site Shutdown&quot;. What is Metallica's problem? As you probably know, Metallica is a rock band and the band members are upset at a web site by the name of Napster. What is it exactly that Napster does? Well, if you have downloaded any music from the Internet lately, you utilized a musical file format called MP3.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate Demand (AD), Aggregate Supply (AS), Capital Resources, Choice, Competition, Demand, Entrepreneurship, Property Rights</p>]]></desc>
			<concepts><![CDATA[aggregate demand (ad),aggregate supply (as),capital resources,choice,competition,demand,entrepreneurship,property rights,aggregate demand,aggregate supply,productive resources,decision making/cost-benefit analysis,competition and market structures,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=186&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="185" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Controversial School Voucher Issue]]></title>
			<desc><![CDATA[Recently, the concept and use of school vouchers has come to the forefront of political, societal, constitutional, and economical discourse. From Florida's new voucher program to the presidential political debates, school vouchers continue to be a most controversial topic.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Role of Government</p>]]></desc>
			<concepts><![CDATA[decision making,role of government,decision making/cost-benefit analysis,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=185&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="184" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Role of Government: The National Debt vs. The Deficit]]></title>
			<desc><![CDATA[This lesson defines and compares the National Debt with the National Deficit. Students will discover the differences between the two and look at current trends. Students will examine the amount of per-capita debt and be exposed to the reality of the amount the national debt is increasing every day or two despite recent budget surpluses.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Budget Deficit, National Debt, Surplus, Fiscal Policy, Budget Surplus</p>]]></desc>
			<concepts><![CDATA[budget,budget deficit,national debt,surplus,fiscal policy,budget surplus,money management/budgeting,budget deficits and public debt,price ceilings and floors,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=184&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="181" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Mystery of the Voters Who Don't Vote]]></title>
			<desc><![CDATA[Americans are known around the world for their love of liberty and democracy. Many Americans have fought and died to protect their system of government and way of life. Free elections are central to that system of government. Together with safeguards for protecting individual rights, free elections are the heart of American democracy. Yet many Americans do not vote. Only about half of all eligible voters vote in presidential elections, for example. This lesson plan asks and answers the question: &quot;Why don't more Americans vote?&quot;<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Decision Making</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,decision making,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=181&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="179" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Changing Face of Money]]></title>
			<desc><![CDATA[In this lesson, students play a game to guess which objects have been used as money throughout history. In the process, they learn several basic economic concepts. For instance, money must be a unit of account, meaning that it must be able to break down into smaller pieces that equate with the goods or services desired. They also learn that money must be a store of value; it must keep its value over time. Finally, the students will compare modern U.S. money with older versions of U.S. money using web sites and real coins and then use this new knowledge to design the money of the future.<br><br><p><font color='#666666'>Concepts: </font><br>Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[characteristics of money,money,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=179&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="177" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Nothing to Buy]]></title>
			<desc><![CDATA[Students compare the Soviet-era marketplace with present-day Russian marketplace.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Redistribution of Income, Role of Government, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,redistribution of income,role of government,scarcity,decision making/cost-benefit analysis,income distribution,roles of government,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=177&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="178" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Off to Interactive Island]]></title>
			<desc><![CDATA[This activity provides a fun way to explore concept of economic decision making. In the lesson, students are given a limited number of &ldquo;tokens&rdquo; and asked to exchange those tokens for goods in preparation for pioneering in a new land. They are then asked to identify what they have left behind and give reasons for their choices. Finally, they are asked to identify the costs and benefits and the opportunity costs of their choices.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Decision Making, Opportunity Cost</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,decision making,opportunity cost,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=178&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="176" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Car Shopping]]></title>
			<desc><![CDATA[Contrary to US methods of distribution (namely prices), the Soviet Union used different methods of distribution of its goods during the reign of Communism. This lesson will explore the benefits and consequences of each of those methods of distribution.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Systems, Incentive, Price</p>]]></desc>
			<concepts><![CDATA[economic systems,incentive,price,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=176&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="171" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Increasing Productivity]]></title>
			<desc><![CDATA[This lesson stimulates students' thinking with stories about rigorous athlete training illustrating the importance of training and practice. After students read the story, they will experiment to see how instruction and practice improves their ability to make an origami dog.<br><br><p><font color='#666666'>Concepts: </font><br>Factors of Production, Production</p>]]></desc>
			<concepts><![CDATA[factors of production,production,division of labor/specialization,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=171&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="175" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Costs of Credit]]></title>
			<desc><![CDATA[&quot;Will that be cash, check, debit, or credit?&quot; This lesson plan explores the difference between these. What is the difference? Is using credit the same as paying with cash? Or by check? Or by debit card? Some young people believe that using credit is the same as paying with cash. In fact, some young people believe that all you need to make purchases is a credit card. It seems as if a credit card can pay for anything-and everything. But how you pay for things does make a difference. In this lesson, you will learn how using credit differs from paying in cash, by check, or by debit card. You will learn why credit has costs, and what the influences are that affect the cost of credit.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Decision Making, Interest Rate, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[credit,decision making,interest rate,characteristics of money,decision making/cost-benefit analysis,compound interest,saving and investing,money,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=175&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="169" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> On The Money]]></title>
			<desc><![CDATA[In this lesson, students explore what money is and how it differs around the world. They will compare U.S. currency with play money and with foreign currency. They will then use their knowledge to design their own money.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Demand, Economic Systems, Exchange, Functions of Money, Money Supply, Supply</p>]]></desc>
			<concepts><![CDATA[decision making,demand,economic systems,exchange,functions of money,money supply,supply,decision making/cost-benefit analysis,trade,exchange and interdependence,money,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=169&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="167" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Eureka!]]></title>
			<desc><![CDATA[Take a look at how inventions, such as plastic, have changed our lives and how they are changing the future of living in space. Students explore the concept of invention and innovation by studying the use of plastics. Various uses of plastics are discussed and students are asked to list new innovations and then create a new use for plastic.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,productive resources,entrepreneurs,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=167&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="166" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Water, Water, Everywhere]]></title>
			<desc><![CDATA[In this lesson, students will identify water and land as examples of natural resources investigate sources of water and identify some ways in which humans make use of water as an economic resource, specifically for agriculture, transportation and recreation.<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources, Productive Resources</p>]]></desc>
			<concepts><![CDATA[natural resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=166&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="158" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Should I Use Cash or Credit?]]></title>
			<desc><![CDATA[To use or not to use credit for a major purchase is an important decision. There is a nifty process in making such decisions-one that has been useful to many young people. They have used it not only for credit decisions but also for other major decisions, such as whether or not to take a particular job or what college to attend. In this lesson, we will look at this process and help you apply it. We'll also look at the pros and cons for using credit.<br><br><p><font color='#666666'>Concepts: </font><br>Credit, Decision Making, Opportunity Cost, Scarcity</p>]]></desc>
			<concepts><![CDATA[credit,decision making,opportunity cost,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=158&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="162" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Buying vs. Renting]]></title>
			<desc><![CDATA[Have you given any thought to where you will live when you are &quot;on your own&quot; - out in the world earning a living? You will have many decisions to make as you look for a place to call home. In this lesson, your basic economic decision making skills will be used to weigh the pros and cons of home ownership, and to analyze housing options. It's time to find out what is right for YOU.<br><br><p><font color='#666666'>Concepts: </font><br>Budget, Consumers, Decision Making, Housing, Incentive, Income, Mortgage</p>]]></desc>
			<concepts><![CDATA[budget,consumers,decision making,housing,incentive,income,mortgage,money management/budgeting,decision making/cost-benefit analysis,incentives,credit,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=162&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="140" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Income: Which 'Wood' You Choose?]]></title>
			<desc><![CDATA[A key turning point in a nation's economic development is when it starts to use its resources for long term versus short term purposes. A natural resource example is trees: should people use wood for cooking food or building homes? Simpler societies tend to use wood predominantly as a fuel source (an output), whereas more advanced economies use wood principally as a capital good (an input) with which to build durable social infrastructure, e.g., houses, furniture, books, boats, signs, etc. The same principle applies to all types of a nation's resources (natural, human, educational, scientific, technological, financial, political, et al.) - sustainable economic growth depends on implementing a long term vision of resources as inputs for producing outputs as efficiently as possible.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Exchange Rate, Income, Natural Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,exchange rate,income,natural resources,productive resources,foreign currency markets/exchange rates,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=140&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="130" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Income: If You're So Smart, Why Arent You Rich?]]></title>
			<desc><![CDATA[The purpose of this lesson is to help you explore the relationship between education and income. Income is earned from one's resources. Those resources might be natural resources (oil field, farm land), capital resources (man-made resources that are used in the production of goods and services: computers, factories, sewing machines), entrepreneurship (the ability to organize the other factors to produce goods or services or labor.) Most people earn their income by selling their labor. The lesson will focus on the following question: &quot;Why do some people earn more income from their labor than others?&quot;<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Entrepreneurship, Income, Natural Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,entrepreneurship,income,natural resources,productive resources,entrepreneurs,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=130&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="121" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Homebuying]]></title>
			<desc><![CDATA[This lesson provides an overview of the basics of buying a home for the first time. Your students may make this decision sooner than they think. Although buying a home is the largest financial decision most people make, two-thirds of American adults do buy a home. In this lesson, students examine programs that make first-time home-buying more affordable. Then they examine over time several economic factors that influence the number of homes purchased. Finally, students use a mortgage calculator to find out how the size of the down payment, length of the loan, and interest rate affect the cost of the loan.<br><br><p><font color='#666666'>Concepts: </font><br>Housing, Interest Rate, Mortgage, Opportunity Cost, Trade-off</p>]]></desc>
			<concepts><![CDATA[housing,interest rate,mortgage,opportunity cost,trade-off,money management/budgeting,compound interest,credit,saving and investing,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=121&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="113" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Income: The Rich Nations Mystery]]></title>
			<desc><![CDATA[Why are some countries very wealthy and others so poor? In this lesson you will learn about the factors that contribute to a nation's standard of living.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Entrepreneurship, Income, Natural Resources</p>]]></desc>
			<concepts><![CDATA[capital resources,entrepreneurship,income,natural resources,productive resources,entrepreneurs,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=113&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="120" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Return of Sacagawea]]></title>
			<desc><![CDATA[Sacagawea returned to America last month. Actually, a new golden dollar coin bearing the image of Sacagawea, began circulating last month. It premiered to rave reviews! This new coin features the profile of Sacagawea, the Shoshone woman who served as a guide for the Lewis and Clark expedition in 1804-1806.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Benefit, Money</p>]]></desc>
			<concepts><![CDATA[competition,benefit,money,competition and market structures,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=120&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="84" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Interest Rates]]></title>
			<desc><![CDATA[This site explores the role interest plays in everyday spending and saving decisions. You will also learn about the relationship between the level of interest rates and economic activity.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Credit, Functions of Money, Interest Rate, Money Supply</p>]]></desc>
			<concepts><![CDATA[banking,credit,functions of money,interest rate,money supply,economic institutions,saving and investing,money,compound interest,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=84&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="10" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economics of Internet Access]]></title>
			<desc><![CDATA[You will learn why an understanding of shortages, supply, demand and the rationing function of prices is important as we encounter greater numbers of people logging on to the Internet. Find out how the FCC's new proposal of levying access charges on second residential lines      and phone lines may affect you.
After reading the introduction below, follow the links for Parts 1 and 2 to complete the lesson.<br><br><p><font color='#666666'>Concepts: </font><br>Business, Consumers, Demand, Quantity Demanded, Quantity Supplied, Supply</p>]]></desc>
			<concepts><![CDATA[business,consumers,demand,quantity demanded,quantity supplied,supply,economic institutions,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=10&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="163" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Enlarging the European Union]]></title>
			<desc><![CDATA[Has anyone ever traveled to different states or regions within the United States? What differences do you notice among the states?<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Exports, Imports, Economic Institutions</p>]]></desc>
			<concepts><![CDATA[decision making,exports,imports,economic institutions,decision making/cost-benefit analysis,balance of trade and balance of payments,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=163&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="60" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Is the Price of Gasoline Really Too High?]]></title>
			<desc><![CDATA[This lesson is designed to help students explore the issues associated with gasoline prices. The notion that a price is &quot;too high&quot; implies that consumers are being somehow unfairly treated or abused by overzealous corporations. In a market system, producers must compete for consumer dollars, with price determined by the interaction of supply and demand. Under competitive circumstances, we do not consider a price to be too high or somehow unfair; we accept the actions of buyers and sellers as the most efficient method for allocating resources. In other words, if some people want to pay $75 for a ticket to Bruce Springsteen concert, that is their choice. If, however, the market is less than competitive and firms are not competing in a legal way for consumer dollars, we have a situation were prices may actually be &quot;too high.&quot; The questions to be addressed in this lesson involve the forces driving the price of gasoline and whether or not the market is competitive. If the market is competitive then the high prices we are experiencing are appropriate given the current levels of supply and demand. If, on the other hand, the market for gasoline is not competitive and firms are artificially manipulating prices, then the current high price may require government action.<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Demand, Price, Supply</p>]]></desc>
			<concepts><![CDATA[competition,demand,price,supply,competition and market structures,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=60&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="75" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Baseball Economics 101]]></title>
			<desc><![CDATA[As any baseball fan can tell you, the New York Yankees have won three of the last four World Series championships. The Yankees' recent success--as well as the success of other big market, high revenue teams--has led many to question whether smaller market teams can compete in Major League Baseball (MLB). In fact, in 1999, the Yankees had revenues of $176 million, the most of any team in sports--and more than the revenue of three other MLB teams (Milwaukee, Montreal and Minnesota) combined!  Many baseball writers (who may or may not know very much about economics) have written that our national pastime may be threatened by the big market, high revenue teams like the Yankees (or the Los Angeles Dodgers, the Boston Red Sox or the Arizona Diamondbacks) and that smaller market teams (e.g., the Kansas City Royals or the Pittsburgh Pirates) cannot compete for the high salaried free agents (e.g., Randy Johnson or Mike Piazza) necessary to win championships. In fact, some writers claim that many MLB teams are actually not profitable for the team owners. Are these claims true? Are MLB teams losing money? Are MLB owners looking to dump unprofitable teams on unsuspecting investors? Are MLB players grossly overpaid? This lesson will help you answer these and other questions.<br><br><p><font color='#666666'>Concepts: </font><br>Factors of Production, Incentive, Marginal Resource Product, Profit Maximization</p>]]></desc>
			<concepts><![CDATA[factors of production,incentive,marginal resource product,profit maximization,division of labor/specialization,productive resources,incentives,competition and market structures,profit,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=75&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="65" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Income: It Ain't Where You Start, It's What You Got, and Where You End]]></title>
			<desc><![CDATA[This year's federal elections will involve electing a president, all members of the House of Representatives, and one third of the Senate. Barring some international crisis, economic issues appear likely to dominate the debates. In past elections, macroeconomic issues related to the business cycle, such as problems of inflation, unemployment, and slow economic growth, were the main focus of debate. Because of the recent overall economic performance, current debate on these issues has been muted. In its place, debates concerning the distribution of wealth and income have come to the forefront.<br><br><p><font color='#666666'>Concepts: </font><br>Income, Distribution of Income</p>]]></desc>
			<concepts><![CDATA[income,distribution of income,money management/budgeting,income distribution,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=65&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="91" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> 'You Paid How Much for That Ticket?']]></title>
			<desc><![CDATA[Have you ever been the victim of discrimination? That is, have you ever been treated differently from other people based not on your individual merits but because of your age, your gender, or your race? Not sure what discrimination is?  With a partner or as a group, discuss a personal experience related to discrimination. What does the term 'categorically' mean in the definition of discrimination? [People are treated differently based on membership in a specific category or group.] What are the common characteristics of these experiences? [This has the potential to be a difficult discussion. Focus attention on the difference in treatment based on belonging to a particular group or category versus a person being evaluated on hir or hew individual characteristics.]<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Supply</p>]]></desc>
			<concepts><![CDATA[demand,supply,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=91&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="94" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> 'Be All You Can Be'...For Minimum Wage?]]></title>
			<desc><![CDATA[Perhaps you have seen the catchy TV ads for the various branches of the United States military. You know, the ones that tell you to &quot;be all you can be...in the Army!.&quot; In the last decade, these advertisements have become necessary because compulsory military service (otherwise known as &quot;the draft&quot;) no longer exists in the United States. Compulsory service, long required during time of war, was reinstituted in the United States in 1940, as the United States was on the brink of World War II. The draft remained in effect through the turbulent 1960s but was suspended by President Nixon in 1973. In the late 1970s, Congress passed legislation officially halting the draft.<br><br><p><font color='#666666'>Concepts: </font><br>Human Resources, Income, Opportunity Cost, Trade-off, Labor Market</p>]]></desc>
			<concepts><![CDATA[human resources,income,opportunity cost,trade-off,labor market,productive resources,money management/budgeting,decision making/cost-benefit analysis,scarcity,human capital,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=94&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="99" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What's Happening in the New Economy?]]></title>
			<desc><![CDATA[Do your parents ever ask you to shovel the snow out of your driveway or mow the lawn? Have you ever thought that these jobs are a waste of your time? Perhaps you are right. If it takes you one hour to shovel snow from your driveway, you might reasonably wonder how long it might take if you had a snow-blower. If you spend two hours mowing your yard with a 21-inch cut walking lawn mower, how much more efficient could you be with a 48-inch cut garden tractor?  Imagine what life must have been like 200 years ago. The most advanced mode of overland transportation was horse and buggy. Intercontinental travel was limited to wind-powered sailing vessels. Advanced communication meant receiving an outdated letter in the mail. Employment opportunities were limited to the agricultural sector. No indoor plumbing, no electricity, no television, no automobiles, no cellular phones, no overnight business meetings 1000 miles away, and the list goes on. Living standards in the United States have expanded at a very rapid rate over the past two centuries. Economists usually use the output of goods and services per person to measure a nation's standard of living. The level of per capita (per person) U.S. output in 1990 was nine times its size 120 years earlier. In the 1990s alone, the level of output per person in the United States has expanded by several thousand dollars. Inflation adjusted per capita output is now over $28,000. What accounts for this impressive rise in our living standards? Many observers suggest that the explanation of increased prosperity can be found in the productivity improvements of the New Economy.<br><br><p><font color='#666666'>Concepts: </font><br>Incentive, Inflation, Production, Deflation, Physical Capital, Productivity</p>]]></desc>
			<concepts><![CDATA[incentive,inflation,production,deflation,physical capital,productivity,incentives,productive resources,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=99&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="126" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Do You Have a Yen to Go to College?]]></title>
			<desc><![CDATA[Carlos is a senior at local high school. When he graduates, he plans to study computer animation. He has applied to a number of two- year programs, and recently, he received letters of acceptance from four schools, one in the United States and three abroad. Carlos has funding from several sources, providing him with a $5,000 scholarship to be used at the school of his choice, a student loan of $5,000, and $6,000 of personal savings. Your job is to evaluate the options that will allow Carlos to complete a 2-year computer animation program, given the $16,000 of funding. The real issue for Carlos to consider is what he can afford. Listed below are the four schools to which Carlos has been accepted, including the package of options and expenses for each.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Exchange Rate, Functions of Money, Incentive, Currency</p>]]></desc>
			<concepts><![CDATA[choice,decision making,exchange rate,functions of money,incentive,currency,decision making/cost-benefit analysis,foreign currency markets/exchange rates,money,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=126&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="146" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Professional Sports: Underpaid Millionaires?]]></title>
			<desc><![CDATA[Over the last century, professional baseball has grown to become one of the most popular forms of American entertainment. Indeed, the sport's nickname - &quot;America's Pastime&quot; - has become embedded in the nation's lexicon. More than 60 million fans attended major league baseball games in 1997. However, America's love affair with baseball is not without controversy. The players' strike in 1994 led to repercussions in attendance and team merchandising still felt around Major League Baseball (MLB) ballparks. The perception that greedy owners who control huge television and merchandise revenues run the game has alienated many fans. Recently, the United States Congress has considered several pieces of anti-trust legislation aimed at MLB that, if passed, might change the way the game is run and played forever. Most notably, fans and sportswriters around the country have criticized what many regard as grossly overpaid players. Indeed, many modern fans have difficulty justifying Chicago White Sox player Albert Belle's $10 million dollar 1997 salary or the six-year, $61 million deal signed last year by the Florida Marlins' Gary Sheffield. Newspaper accounts decry seven- and eight-figure salaries paid to grown men playing a boys' game. Fans seem to hearken back to the days when baseball was a working- class sport and when working-class people could relate to a working-class baseball player. Critics claim that, because few working-class people can imagine making $1 million, baseball has lost its original fan base and has destroyed the fan-player relationship. Are MLB players overpaid? Are the owners overpaying players and thus acting outside their own self-interest? Are owners paying players their true market worth? These are questions that economic analysis can shed light on. This lesson will help answer these questions and others concerning MLB salaries and the players' market<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Factors of Production, Markets</p>]]></desc>
			<concepts><![CDATA[competition,factors of production,markets,competition and market structures,division of labor/specialization,productive resources,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=146&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="141" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of Professional Sports: If You Build It, Will They Come?]]></title>
			<desc><![CDATA[Special interest groups are able to have a substantial impact on the political system. Such groups can provide valuable services to individuals and to elected officials. They also can generate substantial benefits to a small minority.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=141&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="127" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Save the Moonflowers]]></title>
			<desc><![CDATA[Margaret Mee (1909-1988) was a botanical artist who often traveled up the Amazon River alone in search of rare flowers to collect and paint. Even at the age of 79, she planned to return to the Amazon for another excursion. On Thanksgiving Day in 1988, Ms. Mee was interviewed on the MacNeil-Lehrer NewsHour; she fascinated the television audience with her accounts of her travels. Tragically, she was killed in an auto accident less than a week later. Even after her death, however, she is still having a profound impact on the preservation of rare flowers in the rainforests. In this lesson, you will learn how Mee's activities are helping markets save the rare moonflower.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Natural Resources</p>]]></desc>
			<concepts><![CDATA[markets,natural resources,markets and prices,productive resources,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=127&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="68" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Don't Fence Me Out! (Barriers to Trade)]]></title>
			<desc><![CDATA[The concept of comparative advantage makes a strong case for free, unrestricted trade among nations. Yet, some people support the use of tariffs or quotas to restrict or stop the international flow of goods and services.These barriers to trade exist in most countries and have differing effects on producers and consumers in the countries involved. Recently the WTO (World Trade Organization) met in Seattle to discuss issues in trade, including trade barriers.<br><br><p><font color='#666666'>Concepts: </font><br>Barriers to Trade, Exports, Imports</p>]]></desc>
			<concepts><![CDATA[barriers to trade,exports,imports,balance of trade and balance of payments,benefits of trade/comparative advantage,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=68&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="128" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> How Long Is Your Life?]]></title>
			<desc><![CDATA[High school students have rarely been asked to look at their future beyond where they will be going to college or what job they think they will have. This lesson asks you to think in a long-term perspective. By using a timeline, something you should be familiar with from past history classes, you can map out the major events in your lives: when you start working full time, buy your first house, get married, retire and finally die.<br><br><p><font color='#666666'>Concepts: </font><br>Budget</p>]]></desc>
			<concepts><![CDATA[budget,money management/budgeting,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=128&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="69" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Where Does the Money Come From?]]></title>
			<desc><![CDATA[With very few exceptions, the U.S. federal government does not have an &quot;income&quot; to spend providing goods and services. The money used for federal spending programs must be collected as federal taxes, or it must be borrowed. This lesson provides information about the costs of government programs. This information is necessary if you are to make responsible decisions in your role as citizen.<br><br><p><font color='#666666'>Concepts: </font><br>Taxation</p>]]></desc>
			<concepts><![CDATA[taxation,roles of government,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=69&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="66" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Story of Jack and the Bank Stalk]]></title>
			<desc><![CDATA[Fairy tales have always been used to give lessons about life. The story of Jack and the Bean Stalk is a good lesson about the importance of knowing about money and banks. The story of Jack asks the question, &quot;What is money?&quot;<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Exchange, Functions of Money, Interest Rate, Opportunity Cost, Currency, Money, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[banking,exchange,functions of money,interest rate,opportunity cost,currency,money,characteristics of money,economic institutions,saving and investing,trade,exchange and interdependence,compound interest,credit,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=66&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="62" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> US History: Inventors & Entrepreneurs]]></title>
			<desc><![CDATA[Students will learn the difference between inventors and entrepreneurs. From talking with adults they will learn some of the benefits inventors and entrepreneurs have provided for society in the last 40 years.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Entrepreneurship, Incentive, Producers</p>]]></desc>
			<concepts><![CDATA[consumers,entrepreneurship,incentive,producers,productive resources,entrepreneurs,incentives,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=62&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="61" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Pennies Make Cents]]></title>
			<desc><![CDATA[Students will review the history of trade before money and will investigate the history of money. Students will locate information about the first coin authorized by the United States and will learn about the penny.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Exchange, Functions of Money, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[barter,exchange,functions of money,characteristics of money,money,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=61&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="63" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Changes in Change]]></title>
			<desc><![CDATA[This lesson begins with students visiting a web site that gives them practice in counting money. The second site goes one step further in that students are given opportunities to make change for make-believe purchases.<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Money Supply, Currency, Services, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[goods,money supply,currency,services,characteristics of money,monetary policy and the federal reserve,money,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=63&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="59" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Bill, Are You Bogus?]]></title>
			<desc><![CDATA[In a barter system, people have to trade goods and services for other goods and services. In an economy that produces millions of goods and services, barter is very difficult. Think of all the stuff (goods and services) you have.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Exchange, Goods, Currency, Money, Services</p>]]></desc>
			<concepts><![CDATA[barter,exchange,goods,currency,money,services,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>3-8</gradedisplay>
			<gradelevel>3-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=59&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="58" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> What Does the Nation Consume?]]></title>
			<desc><![CDATA[This lesson will focus on what the nation consumes and how that is measured by Gross Domestic Product (GDP). In the United States, the goods and services produced for household consumption account for about two-thirds of total output.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Gross Domestic Product (GDP), Goods, Intermediate Good, Stock Market, Services</p>]]></desc>
			<concepts><![CDATA[consumers,gross domestic product (gdp),goods,intermediate good,stock market,services,gdp,demand,financial markets,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=58&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="157" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> A Penny Saved is a Penny at 4.7% Earned]]></title>
			<desc><![CDATA[There are lots of ways to receive income, and lots of ways to spend it. In this EconomicsMinute you will develop two budgets, or plans, to help you decide how to allocate your income. Assuming you do not love making dollar bill rings.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Budget, Choice, Decision Making, Income, Interest Rate, Opportunity Cost, Trade-off, Savings</p>]]></desc>
			<concepts><![CDATA[banking,budget,choice,decision making,income,interest rate,opportunity cost,trade-off,savings,economic institutions,saving and investing,money management/budgeting,decision making/cost-benefit analysis,compound interest,credit,scarcity,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=157&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="57" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Frontier Specialists]]></title>
			<desc><![CDATA[The level of output in an economy can be increased through specialization. Economic specialization occurs when people produce different goods and services than they consume. It requires people to exchange goods and services.<br><br><p><font color='#666666'>Concepts: </font><br>Absolute Advantage, Exchange, Goods, Interdependence, Specialization, Comparative Advantage, Services</p>]]></desc>
			<concepts><![CDATA[absolute advantage,exchange,goods,interdependence,specialization,comparative advantage,services,benefits of trade/comparative advantage,trade,exchange and interdependence,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=57&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="64" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Old Business, New Business]]></title>
			<desc><![CDATA[In this lesson students are introduced to several businesses from the past. They see that, while the names for these businesses are different, many of the elements of that job are seen in occupations today. The web site, &quot;Business Cards...&quot; explains that many of our family names may have come the occupations of preceding generations. The activity at the end of this lesson allows children to create a paper object to symbolize the name of the job described. Ultimately, students may wish to investigate the origins of their own surnames and family businesses from long ago.
&nbsp;<br><br><p><font color='#666666'>Concepts: </font><br>Advertising, Business, Division of Labor, Goods, Interdependence, Specialization, Technological Changes, Services</p>]]></desc>
			<concepts><![CDATA[advertising,business,division of labor,goods,interdependence,specialization,technological changes,services,profit,financial markets,economic institutions,division of labor/specialization,trade,exchange and interdependence,technology,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=64&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="67" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> I Have No Money, Would You Take Wampum?]]></title>
			<desc><![CDATA[Through the use of folk tales, history, and the students' own experiences, students will recognize the inter-relatedness of goods, services, money. They will locate information about barter as a means of trade, use folk tales as an historical instrument.<br><br><p><font color='#666666'>Concepts: </font><br>Barter, Exchange, Goods, Interdependence, Services</p>]]></desc>
			<concepts><![CDATA[barter,exchange,goods,interdependence,services,money,trade,exchange and interdependence,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=67&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="156" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Big Mac Index]]></title>
			<desc><![CDATA[How fast can you say &quot;twoallbeefpattiesspecialsaucelettucecheesep icklesonionsonasesameseedbun?&quot; This question was asked of millions of TV viewers in the now famous 1970s McDonald's television commercial promoting the Big Mac.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange Rate, Price, Currency, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[exchange rate,price,currency,characteristics of money,foreign currency markets/exchange rates,markets and prices,money,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=156&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="155" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> An Entreduction]]></title>
			<desc><![CDATA[This lesson illustrates the differences between inventions and innovations. It discusses what entrepreneurs are and their role with inventions and innovations.<br><br><p><font color='#666666'>Concepts: </font><br>Entrepreneurship, Investing, Opportunity Cost, Profit Motive, Innovation</p>]]></desc>
			<concepts><![CDATA[entrepreneurship,investing,opportunity cost,profit motive,innovation,productive resources,entrepreneurs,saving and investing,profit,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=155&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="50" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> NAFTA: Are Jobs Being Sucked Out of the United States?]]></title>
			<desc><![CDATA[NAFTA, the North American Free Trade Agreement, went into effect on January 1, 1994. The Agreement phases out most tariffs between the United States, Canada, and Mexico. Tariffs, which are taxes on imports, increase the price of foreign goods and thereby benefit domestic producers. The participants in NAFTA agreed to reduce tariffs by 50 percent immediately and to reduce them to zero over the following 15 years. Industries suffering the most because of the increased competition from foreign goods would be given extra time to adjust to the elimination of tariffs on their foreign competitors' products.<br><br><p><font color='#666666'>Concepts: </font><br>Absolute Advantage, Exports, Gross Domestic Product (GDP), Specialization, Comparative Advantage, Imports</p>]]></desc>
			<concepts><![CDATA[absolute advantage,exports,gross domestic product (gdp),specialization,comparative advantage,imports,benefits of trade/comparative advantage,balance of trade and balance of payments,gdp,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=50&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="51" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Opportunity Cost of a Lifetime]]></title>
			<desc><![CDATA[All economic questions and problems arise from scarcity. Economics assumes people do not have the resources do satisfy all of their wants. Therefore, we must make choices about how to allocate those resources. We make decisions about how to spend our money and use our time. This EconomicsMinute will focus on the central idea of economics - every choice involves a cost.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Opportunity Cost, Trade-off, Costs</p>]]></desc>
			<concepts><![CDATA[choice,decision making,opportunity cost,trade-off,costs,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>6-8</gradedisplay>
			<gradelevel>6-8</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=51&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="48" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Let's Talk Turkey: The Cost of Thanksgiving Dinner]]></title>
			<desc><![CDATA[How does your family celebrate Thanksgiving? Are you joined by friends and/or family for a special feast? What do you eat? Most American families celebrate Thanksgiving by cooking turkey. According to www.butterball.com, 90 percent of U.S. households eat turkey on Thanksgiving and 50 percent eat turkey on Christmas day.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Price, Price Stability, Consumer Price Index (CPI), Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,price,price stability,consumer price index (cpi),deflation,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=48&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="49" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Forecasting: An Internet WebQuest]]></title>
			<desc><![CDATA[Economics is often called the &quot;science of decision making.&quot; The decisions that economists analyze range from personal decisions such as how big a pizza to order or whether to buy or lease a new car to the decisions the federal government makes about things like the size of our military. Economists use information about these, and other decisions, to develop indicators that can be used to determine the health of our economy. Just as a physician relies on indicators such as temperature, blood pressure and heart rate to determine the health of a patient, economists use indicators like gross domestic product growth, the unemployment rate and the rate of inflation to predict our nation's economic health.<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Gross Domestic Product (GDP), Inflation, Deflation, Unemployment Rate</p>]]></desc>
			<concepts><![CDATA[decision making,gross domestic product (gdp),inflation,deflation,unemployment rate,decision making/cost-benefit analysis,gdp,employment and unemployment,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=49&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="47" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Who Knows What Inefficiencies Lurk in the Hearts of Rent Controlled Housing Markets? The Shadow Market Knows!]]></title>
			<desc><![CDATA[Imagine that you've just graduated from college and have been offered a position with a firm in New York City. You can't wait to start living in your own apartment. Your Aunt Bernice, who lives in Brooklyn Heights, has offered you a place to stay while you look for a place to begin living on your own.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Housing, Markets, Scarcity, Supply</p>]]></desc>
			<concepts><![CDATA[demand,housing,markets,scarcity,supply,money management/budgeting,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=47&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="122" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Economics of the Family Farm]]></title>
			<desc><![CDATA[Learn about the status of farming as a career, investigate the management of a family farm, and examine one recent farm crisis in this lesson.

You'll need      the Adobe Acrobat Reader to view      some of the materials for this article.<br><br><p><font color='#666666'>Concepts: </font><br>Capital Resources, Demand, Factors of Production, Human Resources, Natural Resources, Supply</p>]]></desc>
			<concepts><![CDATA[capital resources,demand,factors of production,human resources,natural resources,supply,productive resources,division of labor/specialization,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=122&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="46" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> I'll Trade You a Bag of Chips, Two Cookies, and $60,000 for Your Tuna Fish Sandwich]]></title>
			<desc><![CDATA[Okay, so your tuna fish sandwich probably isn't worth a couple grand. It's most likely made with a type of tuna called albacore. But, on the docks in Tokyo different kind of tuna, related to the stuff in your sandwich, is sold for $70,000 dollars a fish. The Japanese praise the bluefin tuna, or maguro, as a delicacy.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Demand, Equilibrium Price, Producers, Quantity Demanded, Quantity Supplied, Supply, Substitute Good</p>]]></desc>
			<concepts><![CDATA[consumers,demand,equilibrium price,producers,quantity demanded,quantity supplied,supply,substitute good,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=46&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="45" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Trish and Scott's Big Adventure: An Investigation of Regional Housing Costs]]></title>
			<desc><![CDATA[This lesson has students explore differences in regional housing costs, determine the percentage of gross income spent on housing, assess the impact of housing costs on a relocation decision and recognize wages and housing costs are prices.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Federal Reserve Structure, Housing, Incentive, Income, Mortgage, Price, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,federal reserve structure,housing,incentive,income,mortgage,price,federal reserve,decision making/cost-benefit analysis,monetary policy and the federal reserve,money management/budgeting,incentives,credit,markets and prices,economic institutions,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=45&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="44" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Wizard of Oz Visits Japan]]></title>
			<desc><![CDATA[Deflationary conditions in the United States have not returned since the Great Depression. Instead, U.S. policymakers have frequently found it necessary to battle inflation over the past sixty years. While not a problem in America, concerns have been recently voiced about the economic effects of deflation in Japan. This EconomicsMinute examines (approximately one century after the publication of &quot;The Wonderful Wizard of Oz&quot;) the extent to which the deflationary &quot;wizard&quot; can be expected to influence economic prosperity in Japan at the dawn of the twenty-first century.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,deflation,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=44&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="43" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> National Parks: Only You Can Prevent the Coming Crisis]]></title>
			<desc><![CDATA[What do you think of when you think of the National Parks System? Do you think of the majesty of the Grand Canyon and the redwoods of Northern California? Or does the serenity of Cape Cod and the Everglades come to mind?<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Cost/Benefit Analysis, Demand, Incentive, Natural Resources, Role of Government, Supply, Substitute Good</p>]]></desc>
			<concepts><![CDATA[consumers,cost/benefit analysis,demand,incentive,natural resources,role of government,supply,substitute good,decision making/cost-benefit analysis,incentives,productive resources,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=43&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="42" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Tapped Dry: How Do You Solve a Water Shortage?]]></title>
			<desc><![CDATA[Economists do not operate in a vacuum. If an economist is going to suggest that the price of a good needs to be increased, he or she needs to consider who will bear the increase in costs. Will the costs be distributed equally or will one group pay more than another group? Furthermore, an economist should ask if there is a more efficient way to allocate the good than by means of a broad-based price increase. This lesson focuses on the drought that plagued the Northeast in the summer of 1999, supply, demand, and cost/benefit analysis.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Incentive, Scarcity, Supply</p>]]></desc>
			<concepts><![CDATA[demand,incentive,scarcity,supply,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=42&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="41" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Hey, Mom! What's for Breakfast?]]></title>
			<desc><![CDATA[In this lesson students working in cooperative groups will: 1.Discuss food items they consume for breakfast. 2.Investigate elements of foreign culture, particularly food.  3.Use map skills to locate selected foreign nations.  4.Increase their knowledge of the these definitions: Economic wants are things people would like to have. Goods and services are provided to fulfill these wants. Those who create the goods and provide the services are producers. Those who use them are consumers.  Consumers found in different parts of the world may have differing wants.  Foods for satisfying hunger are a common economic want.  Foods can vary greatly from one part of the world to another<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Economic Wants, Goods, Producers, Productive Resources, Services</p>]]></desc>
			<concepts><![CDATA[consumers,economic wants,goods,producers,productive resources,services,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=41&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="40" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Market Failures and Government Regulation: Is the Cure Worse than the Disease?]]></title>
			<desc><![CDATA[Economic efficiency is something much more than producing goods at the lowest possible cost. In involves providing individuals with the goods and services they desire, in the quantities, qualities, places, and times they desire them, with the least use of society's scarce resources. Economists argue that if markets are competitive, if accurate information is available, if resources are mobile, and if individuals engaging in the transactions bear the full costs and receive the full benefits of their transactions, economic efficiency will be achieved.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Economic Efficiency</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,economic efficiency,decision making/cost-benefit analysis,productivity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=40&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="39" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Paraffin-alia]]></title>
			<desc><![CDATA[All resources are limited. It is this simple fact--scarcity--that forces us to make decisions. When we do make a choice, we pass up some other opportunity. Opportunity cost is defined as the next best alternative not chosen, or the alternative given up, when we make a decision. There are opportunity costs in making decisions about which movie you'd like to see at a certain time, how to spend your allowance, or deciding how to dress for Halloween.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Decision Making, Opportunity Cost, Productive Resources, Scarcity</p>]]></desc>
			<concepts><![CDATA[choice,decision making,opportunity cost,productive resources,scarcity,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>3-5</gradedisplay>
			<gradelevel>3-5</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=39&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="38" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Road to Emerald City Is Paved with Good Intentions]]></title>
			<desc><![CDATA['The Wizard of Oz' is perhaps the most popular film ever made. Generations of families have enjoyed this classic tale of Dorothy's struggle to return home from a faraway land. What is not well known, however, is that 'The Wonderful Wizard of Oz,' the 1900 book authored by L. Frank Baum (upon which the movie is based), is a thinly veiled economic and political commentary on the debate over 'sound money' at the end of the 1800s in the United States. What in the world could Baum's happy fantasy have to do with monetary policy? This EconomicsMinute examines the historical relationship between the money supply and the price level. This analysis helps us to understand the effects of the current deflation in the Japanese economy as well as the length and severity of the Great Depression in the United States in the 1930s. This lesson points out why it is so important for a central bank to strike a balance between inflationary and deflationary concerns.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,deflation,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=38&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="37" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Time Value of Money]]></title>
			<desc><![CDATA[Suppose your brother or sister owed you $500. Would you rather have this money repaid to you right away, in one payment, or spread out over a year in four installment payments? Would it make a difference either way?<br><br><p><font color='#666666'>Concepts: </font><br>Interest Rate</p>]]></desc>
			<concepts><![CDATA[interest rate,compound interest,credit,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=37&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="36" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Early 1980s: A Tough Time For Home Builders and Mortgage Bankers]]></title>
			<desc><![CDATA[Have you ever thought of how much it might cost you to finance the purchase of a home? The home's purchase price is likely to be many times the yearly income of the typical household. If families waited until they had accumulated enough savings to use cash to pay for a home, they would be denied the benefits of homeownership for many years. Instead, most families go to a mortgage banker or some other lending institution to obtain the necessary credit to purchase their home. A mortgage loan is a credit instrument used by homebuyers to finance the purchase of a home. Interest payments made on the mortgage loan represent the cost of acquiring this credit. For most homebuyers, the largest cost of buying a home is the monthly interest paid on the mortgage loan.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Credit, Federal Reserve Structure, Housing, Inflation, Interest Rate, Mortgage, Deflation, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[banking,credit,federal reserve structure,housing,inflation,interest rate,mortgage,deflation,federal reserve,economic institutions,saving and investing,monetary policy and the federal reserve,money management/budgeting,compound interest,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=36&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="35" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Freedom, Political Freedom: Their Meaning, Their Results]]></title>
			<desc><![CDATA[The Declaration of Independence, the Constitution and the first ten amendments to the Constitution (the Bill of Rights) reflect the United States founders' desire for individual freedom and their opposition to the centralization of power. The Declaration contains the founders' belief that there are certain truths: that we are all created equal, that we have the unalienable right to life, liberty and the pursuit of happiness and that the right to govern comes from the consent of the governed. The Constitution spells out the separation of power among the administrative, legislative, and judicial branches of government and provides a system of checks and balances among these branches. Specific civil liberties and rights not mentioned in the Constitution are spelled out in the Bill of Rights. The ninth amendment in the Bill emphasizes that rights not mentioned in the Constitution shall be retained by the people. Finally, the tenth amendment specifies that powers not delegated to the federal government are reserved to the states or to the people. With provisions already enumerated in the Constitution, the tenth amendment establishes a system of federalism, the separation of power between the state and national governments. These documents reflect the founders' fear of centralized power and their desire to preserve individual political freedoms. Among these freedoms are the freedom to worship, a free press, free elections, the right to organize, and the general notion that government must protect the basic freedoms of individuals. We also enjoy substantial economic freedom: the freedom to choose one's occupation and change that occupation, the freedom to join labor unions, the freedom to spend our resources, the freedom to divide one's time between work and leisure, and so on. The dimensions of political and economic freedom go far beyond what is enumerated here. It is important to note that the United States is relatively unique in promoting these freedoms. They have served us well and have certainly contributed to the economic prosperity we have enjoyed throughout our history. It is also important to note that throughout the world today, many countries are moving from central control to economies that allow much more economic freedom. Their hope is that they will also enjoy the benefits that market economies seem to bestow upon their citizens.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Freedom, Incentive</p>]]></desc>
			<concepts><![CDATA[economic freedom,incentive,economic systems,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=35&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="34" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Y2K, Currency, Banking, and the Fed]]></title>
			<desc><![CDATA[Almost everybody has heard about the Y2K problem. It has raised fears about everything from the security of our water supply to the threat of missile attacks triggered by computer glitches. Some of these threats seem pretty far-fetched. But what about threats to the security of our money? Could the Y2K problem wreak havoc with our bank accounts and other financial holdings? What can be done to prevent trouble of this sort from occuring? And whose job is it to ensure that the necessary steps are taken? This lesson addresses these questions.<br><br><p><font color='#666666'>Concepts: </font><br>Federal Reserve Structure, Money Supply, Currency, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[federal reserve structure,money supply,currency,federal reserve,monetary policy and the federal reserve,money,economic institutions,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=34&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="33" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Jesse 'The Body' Wants to Give Money Away!]]></title>
			<desc><![CDATA[During his campaign for governor of the State of Minnesota, former professional wrestler Jesse "The Body" Ventura, promised to return to the taxpayers of Minnesota the budget surpluses that had been accumulating in the state. Upon assuming office, Ventura revealed that the budget surplus had been spent. Governor Ventura has vowed that future surpluses will be returned to the taxpayers and not be consumed by increases in government spending. There are three competing proposals that might be considered for dealing with the budget surpluses. Prior to discussing the issues surrounding both Governor Ventura's plan and the other's, some background information on income distribution, the nature of taxation, and related issues is important.<br><br><p><font color='#666666'>Concepts: </font><br>Budget Deficit, Government Expenditures, Government Revenues, Taxation, Budget Surplus</p>]]></desc>
			<concepts><![CDATA[budget deficit,government expenditures,government revenues,taxation,budget surplus,budget deficits and public debt,roles of government,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=33&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="32" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Population Growth: Friend or Foe?]]></title>
			<desc><![CDATA[The environment has recently been the focus of much research and discussion. Because productive resources are limited, it is important that we use resources wisely to ensure that resources will be available for use in future generations. Of concern to both environmentalists and economists are the trends in the world's population
[Note to Teachers:&nbsp; Not all students may feel comfortable discussing some of the consequences of China's &quot;one-child&quot; policy addressed in Task 6.]<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Economic Growth</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,economic growth,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=32&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="31" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Social Security Gains Two More Years]]></title>
			<desc><![CDATA[You've heard your parents talk about Social Security, and perhaps you have a grandparent who counts on receiving a Social Security check every month. Will you be able to count on Social Security, too? Many people believe that this program which primarily provides retirement benefits is no longer a sure thing for today's young people. In this lesson we will explore that question.<br><br><p><font color='#666666'>Concepts: </font><br>Budget Deficit, National Debt, Budget Surplus</p>]]></desc>
			<concepts><![CDATA[budget deficit,national debt,budget surplus,budget deficits and public debt,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=31&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="129" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> US and EU Go Bananas Over Trade]]></title>
			<desc><![CDATA[Your task is to become more informed about the 'Banana War,' to develop an understanding of the issues at stake, and to compose an e-mail letter the the World Trade Organization outlining what you think should be done about the trade dispute. Use the resources that follow to complete the assignments in the Process section of this Economic Minute.<br><br><p><font color='#666666'>Concepts: </font><br>Markets, Trade-off</p>]]></desc>
			<concepts><![CDATA[markets,trade-off,markets and prices,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=129&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="131" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economic Indicators]]></title>
			<desc><![CDATA[How do economists make their forecasts about the U.S. economy? What are the economic indicators that help forecast economic activity and business cycles? In this lesson you will be able to retrieve up-to-date, key economic statistics which will provide valuable hints about the state of the future economy.<br><br><p><font color='#666666'>Concepts: </font><br>Consumer Economics, Gross Domestic Product (GDP), Money Supply, Price, Production, Stock Market</p>]]></desc>
			<concepts><![CDATA[consumer economics,gross domestic product (gdp),money supply,price,production,stock market,gdp,monetary policy and the federal reserve,markets and prices,financial markets,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=131&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="132" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Rationing Transplants: An Ethical Problem]]></title>
			<desc><![CDATA[On November 1, 1999, Walter Payton, former Chicago Bears running back, died waiting for a liver transplant. Payton's death re-opened the nation's attention to the issue of organ donation. The National Organ Transplant Act of 1984 (NOTA) made giving or receiving compensation for organ donation illegal in the United States. Currently in the United States there exists a large shortage of viable organs which are allowed to be used for transplant. In this lesson students will be asked to research the issue of organ donation, and to debate, in a class discussion, the different alternatives which are being proposed to meet the demand for organ transplants using economic analysis.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Incentive, Market Structure, Scarcity, Supply</p>]]></desc>
			<concepts><![CDATA[demand,incentive,market structure,scarcity,supply,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=132&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="133" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Money is What Money Does]]></title>
			<desc><![CDATA[Throughout history, a wide variety of items have served as money. These include gold, silver, large stone wheels, tobacco, beer, dog teeth, porpoise teeth, cattle, metal coins, paper bills, and checks. All of these types of money should be judged on how well they accomplish the functions of money. Money is what money does. To be a good medium of exchange, money must be accepted by people when buying and selling their productive resources and when buying and selling goods and services. It should be portable or easily carried from place to place. It also must be divisible so that large and small transactions can be made. To be a good store of value, money must be durable so it can be kept for future use. It also should have a stable value so people do not lose purchasing power if they use the money at a later time. To be a good standard of value or unit of account, money must be useful for quoting prices. To accomplish this, money must be familiar, divisible, and acceptable.<br><br><p><font color='#666666'>Concepts: </font><br>Trade-off, Money, Characteristics of Money</p>]]></desc>
			<concepts><![CDATA[trade-off,money,characteristics of money,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=133&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="134" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> To Keep the Strike Going or to End It? That Was the Question]]></title>
			<desc><![CDATA[According to the Merriam Webster's Collegiate Dictionary, tenth edition, the term &quot;strike&quot; is defined as a &quot;temporary stoppage of activities to protest against an act or condition.&quot; This is what the NBA players union decided to do in July 1998. The term &quot;lockout&quot; is defined as &quot;the withholding of employment by an employer and the whole or partial closing of his business establishment in order to gain concessions from or resist demands of employees.&quot; This is what the NBA owners decided to do. What transpired over a period of several months was one of the most interesting settlements in labor-movement history. What were the demands? Who were the winners? Who were the losers? What incentives drove the behavior of the players and the owners? Follow the links below and take notes in order to answer these questions.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Incentive, Labor Union</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,incentive,labor union,decision making/cost-benefit analysis,incentives,economic institutions,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=134&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="135" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The Euro Makes its Debut]]></title>
			<desc><![CDATA[On Jan. 1, 1999 11 European countries united in the European Monetary Union. The new single currency bloc includes almost 300 million consumers and creates the second-largest economy in the world. How will this new union affect the conduct of macroeconomic policy making among member countries?<br><br><p><font color='#666666'>Concepts: </font><br>Decision Making, Economic Systems, Exchange Rate</p>]]></desc>
			<concepts><![CDATA[decision making,economic systems,exchange rate,decision making/cost-benefit analysis,foreign currency markets/exchange rates,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=135&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="136" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> One Country / Two Systems]]></title>
			<desc><![CDATA[It has been one and a half years since British rule ended in Hong Kong and control of the city was returned to China. Under the Joint Declaration, Hong Kong is guaranteed a high degree of autonomy from China for fifty years as a Special Autonomous Region (SAR) of the People's Republic of China under the principles of &quot;One Country/Two Systems&quot; and &quot;Hong Kong People Governing Hong Kong.&quot; In this lesson, you will visit web sites that will help you compare and evaluate the economic and political systems of China and Hong Kong.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Efficiency, Economic Equity, Economic Freedom, Economic Growth, Economic Security, Markets</p>]]></desc>
			<concepts><![CDATA[economic efficiency,economic equity,economic freedom,economic growth,economic security,markets,productivity,economic systems,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=136&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="137" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> If You Hear a Hoot, Then This Site is Kaput]]></title>
			<desc><![CDATA[Should the Endangered Species Act of 1973 be left alone so the legal system is left to decide the toughest cases? Should the Endangered Species Act of 1973 be revised in order to increase economic growth without endangering listed species? Can this even happen? In this EconomicsMinute, you will learn about which species are covered under the 1973 Endangered Species Act, the different organizations and their philosophies on how to protect these species, and how each group's policies are driven by self interest as you weigh each group's costs and benefits.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis, Trade-off</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,trade-off,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=137&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="154" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> The American Standard of Living - For Better or For Worse]]></title>
			<desc><![CDATA[Is the distribution of income in the United States becoming more unequal? Does the average American today have a higher or lower standard of living than the average American of a generation ago? Will the next generation have a higher or lower standard of living?<br><br><p><font color='#666666'>Concepts: </font><br>Competition, Consumer Economics, Demand, Economic Growth, Redistribution of Income, Supply, Distribution of Income, Market Economy, Standard of Living</p>]]></desc>
			<concepts><![CDATA[competition,consumer economics,demand,economic growth,redistribution of income,supply,distribution of income,market economy,standard of living,competition and market structures,income distribution,roles of government,economic systems,productivity,economic development,human capital,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=154&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="138" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Economy in Transition: The Ukraine]]></title>
			<desc><![CDATA[Seven years into its life as an independent state, Ukraine seems to be lagging behind other post-Soviet countries in economic development. News stories describing living conditions and political infrastructure are indicative of an economy slow to change. Data from the World Bank help identify relationships between economic freedom and economic growth. Read news accounts and fill in the chart below to help identify a course of action for the Ukrainians.<br><br><p><font color='#666666'>Concepts: </font><br>Economic Freedom, Economic Growth, Trade-off, Command Economy</p>]]></desc>
			<concepts><![CDATA[economic freedom,economic growth,trade-off,command economy,economic systems,decision making/cost-benefit analysis,scarcity,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=138&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="30" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Eco-terrorism in Vail, CO]]></title>
			<desc><![CDATA[The Earth Liberation front admitted responsibility for blazes set early Monday  morning, October 20, 1998 in the ski village of Vail, Colorado. What are some other viewpoints on the Vail expansion and eco-terrorism? Are there other, non-violent means for the Earth Liberation Front to achieve its objectives? How can rewards be used to protect wildlife habitat and endangered species? People's choices have consequences that lie in the future.<br><br><p><font color='#666666'>Concepts: </font><br>Choice, Cost/Benefit Analysis, Incentive, Investing</p>]]></desc>
			<concepts><![CDATA[choice,cost/benefit analysis,incentive,investing,decision making/cost-benefit analysis,incentives,saving and investing,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=30&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="29" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Fed Orders Interest Rate Cut]]></title>
			<desc><![CDATA[On October 15, 1998 Alan Greenspan and the Board of Governors, in a surprise move ordered short-term interest rates cut by 0.25%. What prompted the Fed to take this action? What impact will the rate change have on the economy? Analyze the articles below to examine the linkages between actions of the Federal Reserve Bank and economic performance.<br><br><p><font color='#666666'>Concepts: </font><br>Aggregate Demand (AD), Federal Reserve Structure, Gross Domestic Product (GDP), Inflation, Tools of the Federal Reserve, Deflation, Fiscal Policy, Monetary Policy, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[aggregate demand (ad),federal reserve structure,gross domestic product (gdp),inflation,tools of the federal reserve,deflation,fiscal policy,monetary policy,federal reserve,aggregate demand,monetary policy and the federal reserve,gdp,economic institutions,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=29&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="27" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> U.S. Senate Rejects Minimum Wage Bill]]></title>
			<desc><![CDATA[In 1998, the Senate voted to reject a $1 increase in the federal hourly minimum wage. The vote fell along party lines, with Democrats voting in favor of the proposal and Republicans voting against it. Interview your classmates to find arguments for and against.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Economic Equity, Economic Freedom, Full Employment, Incentive, Price, Supply, Unemployment, Unemployment Rate</p>]]></desc>
			<concepts><![CDATA[demand,economic equity,economic freedom,full employment,incentive,price,supply,unemployment,unemployment rate,economic systems,employment and unemployment,incentives,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=27&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="26" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> U.S. Senate Mulls Over Bankruptcy Legislation]]></title>
			<desc><![CDATA[During the week of September 20, 1998, the US Senate agreed to debate a bill (S 1301), intended to make it more difficult for people of means to use bankruptcy to walk away from debt. Those who could pay at least 20 percent of their unsecured debt would be steered by judges to file for Chapter 13 bankruptcy, which entails some repayment. They no longer would qualify for Chapter 7, which requires little or no repayment. The bill also would provide more collection tools to lenders such as credit card companies, stores and banks. An estimated 1.35 million Americans filed for bankruptcy last year, up 25 percent from 1996 and double the 1986 level, according to participants in the debate.  Discussion topics include credit card debt, bankruptcy, loans, interest rates and financial literacy.<br><br><p><font color='#666666'>Concepts: </font><br>Consumers, Credit, Incentive</p>]]></desc>
			<concepts><![CDATA[consumers,credit,incentive,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=26&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="25" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Malaysian Government Introduces Currency Controls]]></title>
			<desc><![CDATA[In September 1998, the Malaysian government instituted controls in order to protect its currency. How does this affect the prices of goods and services purchased by foreigners?Students gain a better understanding of the consequences of the steps taken by the Malaysian government. Money is bought and sold like any other commodity in the market. Its price, which is called the exchange rate, is based on the supply of and demand for money at a particular time. The tables show exchange rates for May and July of the same year.<br><br><p><font color='#666666'>Concepts: </font><br>Exchange Rate, Goods, Price, Currency, Services</p>]]></desc>
			<concepts><![CDATA[exchange rate,goods,price,currency,services,foreign currency markets/exchange rates,markets and prices,money,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=25&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="24" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Stock Prices Tumble]]></title>
			<desc><![CDATA[Some events change the demand for a stock so that people are willing to buy more or less at every possible price. Some events change the supply of a stock so that people are willing to sell more or less at every possible price. Unexpected news that benefits a company can increase the price of its stock. Unexpected news that harms a company can decrease the price of its stock.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Business, Interdependence, Markets</p>]]></desc>
			<concepts><![CDATA[banking,business,interdependence,markets,economic institutions,saving and investing,trade,exchange and interdependence,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=24&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="23" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Do You Always Own Your Own Private Property?]]></title>
			<desc><![CDATA[Students learn about the film taken of the John F. Kennedy assassination by Zapruder. The US Government claims the film should be turned over but the Zapruder family claims it is their private property and will lose revenue from potential video sales. Students investigate the cost of editing and duplicating videos, advertising costs, and other related expenses and revenues. Discussion also includes eminent domain and court of equity.<br><br><p><font color='#666666'>Concepts: </font><br>Price</p>]]></desc>
			<concepts><![CDATA[price,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=23&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="22" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Airline Mergers, Software Industry Monopolies: Contestable Markets?]]></title>
			<desc><![CDATA[Mergers within industries such as banking, telecommunications, and airlines have created a stir among consumers who charge that economic freedom and efficiency are being sacrificed in favor of corporate profits. The theory of contestable markets postulates that firms in imperfectly competitive markets may act as though they operate in a purely competitive market when entry and exit are perfectly (or nearly) costless. Firms generate a normal profit when faced with the threat of additional market consumers can continue to enjoy the lower prices that accompany competition; the merger between firms and subsequent strengthening of business concentration may not have detrimental effects on consumers. The United States Department of Justice has used this theory on antitrust cases to rule in favor of the defendant. Students will read an overview of the contestable markets hypothesis and determine whether or not it is applicable to the airline mergers and to the Microsoft antitrust case. In this lesson, you will determine whether mergers and monopolies within certain industries have negative effects on consumers based on the theory of contestable markets.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Economic Efficiency, Economic Freedom, Market Structure</p>]]></desc>
			<concepts><![CDATA[banking,economic efficiency,economic freedom,market structure,economic institutions,saving and investing,productivity,economic systems,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=22&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="21" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Bank Mergers Lead to Greater Business Concentration]]></title>
			<desc><![CDATA[The recent merger between NationsBank and BankAmerica will create the USA's largest bank by the end of the year. This was the third merger in the banking industry within a week, and more are rumored to come.  Includes the concepts of types of markets, oligopolies, competition, and business concentration.<br><br><p><font color='#666666'>Concepts: </font><br>Banking, Competition, Federal Reserve Structure, Federal Reserve</p>]]></desc>
			<concepts><![CDATA[banking,competition,federal reserve structure,federal reserve,economic institutions,saving and investing,competition and market structures,monetary policy and the federal reserve,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=21&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="20" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Clinton Focuses on Environmental Issues in Botswana]]></title>
			<desc><![CDATA[In any economic system, people must decide what to produce, how to produce it, when to produce it, and who will get it. This lesson looks at the &quot;when&quot; question. In particular, if society has only a finite amount of some resource, when should that resource be used -- today, tomorrow, or not at all? This problem is sometimes called the &quot;cake-eating&quot; problem: given a cake (with good preservatives!), what is the best way to eat it? All at once? A little each day? or by some other pattern of consumption? In this lesson students learn how people making decisions in the market for a nonrenewable resource decide when the resource will be used. After reviewing the news around Clinton's Africa visit and his focus on environmental issues in Botswana, they are introduced to the &quot;when&quot; question with a spring holiday variation of the 'cake-eating' problem. The snacks described in the problem are then used to demonstrate how a market for a nonrenewable resource works.<br><br><p><font color='#666666'>Concepts: </font><br>Natural Resources</p>]]></desc>
			<concepts><![CDATA[natural resources,productive resources,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=20&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="18" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Changes to the CPI Index]]></title>
			<desc><![CDATA[Students examine the reasoning behind and the implications of the change in the CPI calculation. The government computes indexes of the prices of a collection or market basket of goods and services. It measures the prices of a fixed market basket of some 300 consumer goods and services purchased by a typical urban consumer. Critics have charged that the CPI tends to overstate inflation.<br><br><p><font color='#666666'>Concepts: </font><br>Inflation, Deflation</p>]]></desc>
			<concepts><![CDATA[inflation,deflation,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=18&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="17" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Are the Best Things in Life Free?]]></title>
			<desc><![CDATA[Students use economic reasoning to analyze the costs and consequences of marital choice.&quot; The best things in life are free.&quot; This idea is widely expressed as a maxim by people who know nothing of its origin. They know it's true through intuition and common sense. In this lesson students analyze choices that married couples make in order to understand that, contrary to expectations, these choices do have costs.<br><br><p><font color='#666666'>Concepts: </font><br>Housing, Incentive</p>]]></desc>
			<concepts><![CDATA[housing,incentive,money management/budgeting,incentives,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=17&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="16" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> $10 Billion to Host the Winter Olympic Games: Is it worth it?]]></title>
			<desc><![CDATA[Students learn about costs and revenues related to the '98 Winter Games in Nagano. Discussion questions about estimated benefits and costs to the host city are presented. Monetary and intangible costs and benefits are also discussed. Students conclude by preparing for a city council meeting in which they state how hosting the Olympics could be beneficial even if total revenues do not cover the monetary costs.<br><br><p><font color='#666666'>Concepts: </font><br>Cost/Benefit Analysis</p>]]></desc>
			<concepts><![CDATA[cost/benefit analysis,decision making/cost-benefit analysis,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=16&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="15" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Mad Cattlemen Sue Oprah]]></title>
			<desc><![CDATA[A lawsuit has been filed by a group of Texas cattlemen who charge that a 1996 Oprah Winfrey show about mad cow disease drove down cattle prices by misleading and frightening consumers. Students will use their understanding of the determinants of supply and demand as well a changes in equilibrium prices to act as expert witnesses on behalf of the both the plaintiff and the defendant.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Equilibrium Price, Markets, Supply, Determinants of Demand, Determinants of Supply</p>]]></desc>
			<concepts><![CDATA[demand,equilibrium price,markets,supply,determinants of demand,determinants of supply,markets and prices,econedlink,]]></concepts>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=15&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="153" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Martin Luther King Jr. Day]]></title>
			<desc><![CDATA[January 19, 1998 is Martin Luther King Day. Students can explore the history behind this day and this charismatic man by following the links below. By completing the lesson which follows, students will learn that Civil Rights legislation (developed thanks, in part, to MLK) actually occurred after the beginnings of the development of the black middle class and did not precede it.<br><br><p><font color='#666666'>Concepts: </font><br>Human Capital, Investment</p>]]></desc>
			<concepts><![CDATA[human capital,investment,productive resources,saving and investing,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=153&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="8" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> Babysitter Shortage in Washington, D.C.]]></title>
			<desc><![CDATA[What is responsible for the shortage of babysitters in Washington, DC? Identify the parts of the article which indicate a decrease in supply and an increase in demand.<br><br><p><font color='#666666'>Concepts: </font><br>Demand, Goods, Incentive, Shortage, Supply, Services</p>]]></desc>
			<concepts><![CDATA[demand,goods,incentive,shortage,supply,services,incentives,price ceilings and floors,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=8&amp;v=4.0</url>
		</lesson>
		<lesson type="online" id="1" lang="en">
			<title><![CDATA[<font color="#CC6666">Online:</font> San Francisco Area Transit Strike]]></title>
			<desc><![CDATA[This lesson is about the San Francisco Bay transportation system and how the employees were on strike. The lesson brings up topics such as How are people getting to work while BART is on strike? Make a list of all forms of transportation one can substitute for BART services.  What do you suppose happened to the price of the other forms of transportation during the strike?<br><br><p><font color='#666666'>Concepts: </font><br>Goods, Services</p>]]></desc>
			<concepts><![CDATA[goods,services,econedlink,]]></concepts>
			<gradedisplay>6-12</gradedisplay>
			<gradelevel>6-12</gradelevel>
			<source>Online Lesson - EconEdLink.org</source>
			<url>http://ve.councilforeconed.org/store/link.php?lid=1&amp;v=4.0</url>
		</lesson>
		<lesson type="print" id="70000" publication="153" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>K-2</gradedisplay>
			<url>978-1-56183-537-9_front.pdf</url>
		</lesson>
		<lesson type="print" id="70001" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 1 - Welcome Party Wants]]></title>
			<desc><![CDATA[Mario Mouse and Tenisha Turtle are planning a welcome party for their new friend, Leo Lizard. Mario and Tenisha have too many wants for food, drink, decorations and activities. In Session One, students will help them choose which wants will be selected for the party. In Session Two, students use the information collected to develop and solve math word problems.<br><br><p><font color='#666666'>Concepts: Economic Wants,Choice,Counting,Computation strategies</font><br></p>]]></desc>
			<concepts><![CDATA[Economic Wants,Choice,Counting,Computation strategies]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_01.pdf</url>
		</lesson>
		<lesson type="print" id="70002" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 2 - There’s Not Enough Room!]]></title>
			<desc><![CDATA[Have you ever tried to fit seven people on a couch made for four? Set a table that is designed to seat six for twelve people? Most of us have experienced a time when there wasn’t enough room for something we wanted. It is likely even very young children have experienced scarcity of space; whether it is a toy box too small for all their toys or a too-crowded jungle gym. In this lesson, the students will use nonstandard units of measurement to determine the area of an item and whether it is an appropriate choice to solve a scarcity of space problem.<br><br><p><font color='#666666'>Concepts: Scarcity,Nonstandard measurement,Area</font><br></p>]]></desc>
			<concepts><![CDATA[Scarcity,Nonstandard measurement,Area]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_02.pdf</url>
		</lesson>
		<lesson type="print" id="70003" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 3 - We Are Good at Finding Goods]]></title>
			<desc><![CDATA[Put on your hat and become a Goods Finder in this lesson that focuses on goods (economics) and data analysis (mathematics). Session One identifies goods found in two rooms at home and compares them using a two-circle Venn diagram. In Session Two, the students identify goods in three special locations in the school and then compare these goods using a three-circle Venn diagram. Teachers whose students are just becoming familiar with this method of organizing and analyzing data may select to present Session One only. An Optional Activity includes a pattern of a hat students can complete and wear as they become official “Goods Finders” on their search for goods at school.<br><br><p><font color='#666666'>Concepts: Goods,Collect and organize data</font><br></p>]]></desc>
			<concepts><![CDATA[Goods,Collect and organize data]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_03.pdf</url>
		</lesson>
		<lesson type="print" id="70004" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 4 - Stepping Into Services]]></title>
			<desc><![CDATA[This lesson promises to be a “shoe in” for success! Students will step into a lesson on service workers in the school and learn about the valuable services these workers provide. They will trace the shoe prints of these workers, and use the traced prints to organize, compare, and order the shoe prints for a great lesson incorporating measurement, data analysis, numbers and operations.<br><br><p><font color='#666666'>Concepts: Services,Compare and order by size</font><br></p>]]></desc>
			<concepts><![CDATA[Services,Compare and order by size]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_04.pdf</url>
		</lesson>
		<lesson type="print" id="70005" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 5 - Does Honey Come From Cows?]]></title>
			<desc><![CDATA[“Does honey come from cows?” “Does lemonade come from corn?” These questions and many others ignite an interactive lesson on natural resources and reinforce mental math, counting, and word problems…naturally!<br><br><p><font color='#666666'>Concepts: Natural resources,Equal groups,equal sharing,computing with addition and subtraction</font><br></p>]]></desc>
			<concepts><![CDATA[Natural resources,Equal groups,equal sharing,computing with addition and subtraction]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_05.pdf</url>
		</lesson>
		<lesson type="print" id="70006" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 6 - Tools of the Trade]]></title>
			<desc><![CDATA[“Measure up” with this lesson while learning how capital goods are used by human resources to perform their jobs. Your students will enjoy a concentration game that matches capital goods (tools) used for measuring with the human resources who use them.<br><br><p><font color='#666666'>Concepts: Human resources,capital goods,measure using tools</font><br></p>]]></desc>
			<concepts><![CDATA[Human resources,capital goods,measure using tools]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_06.pdf</url>
		</lesson>
		<lesson type="print" id="70007" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 7 - Timely Producers]]></title>
			<desc><![CDATA[Tick, Tock! Tick, Tock! What would we do if we didn’t have clocks? This lesson allows students to produce a human clock and use that clock to answer scenarios that demonstrate understanding of telling time and elapsed time.<br><br><p><font color='#666666'>Concepts: Producer,Time</font><br></p>]]></desc>
			<concepts><![CDATA[Producer,Time]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_07.pdf</url>
		</lesson>
		<lesson type="print" id="70008" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 8 - Clever Consumers]]></title>
			<desc><![CDATA[Students are aware of money and its use in buying things they want long before they enter school. In this lesson, they learn people are consumers when their wants are satisfied by using goods and services. They participate in a group activity that requires them to count money, make change, and determine how much more money is needed. Independent assessment activities are provided that address student skill levels that range from limited reading, writing and math skills to those with greater proficiency.<br><br><p><font color='#666666'>Concepts: Consumers,Money</font><br></p>]]></desc>
			<concepts><![CDATA[Consumers,Money]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_08.pdf</url>
		</lesson>
		<lesson type="print" id="70009" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 9 - Choices! Choices! Choices!]]></title>
			<desc><![CDATA[Jump rope, basketball, sidewalk chalk? Which one do I choose? What is opportunity cost anyway? I want to play with them all! In this lesson, the students will discover that choices are not always easy to make, even when choosing from items for outdoor play. They will create a pictograph and a bar graph of their choices.  This lesson may be adapted for indoor play by selecting appropriate indoor play items.<br><br><p><font color='#666666'>Concepts: Choice,Opportunity Cost,Graphs</font><br></p>]]></desc>
			<concepts><![CDATA[Choice,Opportunity Cost,Graphs]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_09.pdf</url>
		</lesson>
		<lesson type="print" id="70010" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 10 - Hats Off To Human Capital]]></title>
			<desc><![CDATA[Newspaper + geometric figures + human capital = a magical hat! Students will be fully engaged as they produce newspaper hats, identify geometric figures and learn how human resources develop their human capital through education and practice. They will decorate their hats with shapes and other math symbols and wear them during math class to remind them they are improving their human capital through education.<br><br><p><font color='#666666'>Concepts: Human Resources,Human Capital,Shapes</font><br></p>]]></desc>
			<concepts><![CDATA[Human Resources,Human Capital,Shapes]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_10.pdf</url>
		</lesson>
		<lesson type="print" id="70011" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 11 - Shaping Up As Specialists]]></title>
			<desc><![CDATA[Get students up and moving as you determine which students are specialists in jumping, hopping and running in place! This active, student-focused look at specialization continues as students become shape-recognition specialists while wearing special circle, triangle, or rectangle-shaped glasses. The lesson is a fun-filled way to introduce specialization prior to the traditional units on community helpers, jobs and career specialization.<br><br><p><font color='#666666'>Concepts: Specialization,Shapes,Data Collection,Graphs</font><br></p>]]></desc>
			<concepts><![CDATA[Specialization,Shapes,Data Collection,Graphs]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_11.pdf</url>
		</lesson>
		<lesson type="print" id="70012" publication="153" lang="en" display="TRUE">
			<title><![CDATA[Lesson 12 - I’ll Give You This for That!]]></title>
			<desc><![CDATA[I’ll trade my apple for your banana. Students participate in barter from a very young age and in this lesson, they will barter pattern pieces. Students see patterns everyday in their lives; however they may be unaware of the role patterns play in their mathematical development. This lesson will give students the opportunity to make patterns with a variety of objects, sounds and actions. Students will identify and extend a pattern after bartering for the pieces necessary to complete the pattern.<br><br><p><font color='#666666'>Concepts: Barter,Patterns</font><br></p>]]></desc>
			<concepts><![CDATA[Barter,Patterns]]></concepts>
			<gradedisplay>K-2</gradedisplay>
			<gradelevel>0-2</gradelevel>
			<url>978-1-56183-537-9_12.pdf</url>
		</lesson>
		<lesson type="print" id="70163" publication="146" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-572-0_front.pdf</url>
		</lesson>	
		<lesson type="print" id="70013" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 1 - Why Save?]]></title>
<desc><![CDATA[Following an introduction that defines saving, the students discuss the idea of paying yourself first and the reasons why people save. After reporting on their small group discussions, the students simulate the accumulation of simple interest and compound interest. They conclude the lesson by calculating both simple interest and (using the Rule of 72) the amount of time it takes to double a saved amount when interest is compounded.<br><br><p><font color='#666666'>Concepts: Compound Interest,Consumption,Disposable Income,Income,Principal,Rule of 72,Saving,Simple Interest</font><br></p>]]></desc>
<concepts><![CDATA[Compound Interest,Consumption,Disposable Income,Income,Principal,Rule of 72,Saving,Simple Interest]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_01.pdf</url>
</lesson>
<lesson type="print" id="70014" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 2 - Invest In Yourself]]></title>
<desc><![CDATA[To explore the concept that people invest in themselves through education, the students work in two groups and participate in a mathematics game. Both groups are assigned mathematics problems to solve. One group is told about a special technique for solving the problems. The other group is not. The game helps the students recognize that improved human capital allows people to produce more in a given amount of time—in this example, more correct answers in the time provided, or in less time. Next, the students identify the human capital required for a variety of jobs. Finally, they learn about the connections among investment in human capital, careers, and earning potential.<br><br><p><font color='#666666'>Concepts: Human Capital,Income,Investment in human capital,Opportunity cost</font><br></p>]]></desc>
<concepts><![CDATA[Human Capital,Income,Investment in human capital,Opportunity cost]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_02.pdf</url>
</lesson>
<lesson type="print" id="70015" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 3 - What Is A Stock?]]></title>
<desc><![CDATA[The students work in small groups that represent households. Each household answers questions about stocks and stock markets. For each correct answer, a household earns shares of stock. At the end of the game, the groups that answered all questions correctly receive a certificate good for 150 shares of stock in The Stock Knowledge Company. They also receive dividends based on their shares. Those who answered fewer questions correctly receive fewer shares and smaller dividends. Finally, the students participate in a role playing activity to learn more about stocks.<br><br><p><font color='#666666'>Concepts: Capital gain,Dividend,Income,Mutual fund,Saving,Stock</font><br></p>]]></desc>
<concepts><![CDATA[Capital gain,Dividend,Income,Mutual fund,Saving,Stock]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_03.pdf</url>
</lesson>
<lesson type="print" id="70016" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 4 - Finding Financial Information Online]]></title>
<desc><![CDATA[The students learn how to read and understand information presented on financial websites. Working in pairs, they examine sample listings for stocks, mutual funds, and bonds. They participate in a scavenger hunt for financial information, using online sources. As a continuing activity, they track a stock for 10 trading days and report on news items that may have moved the stock’s price during that time.<br><br><p><font color='#666666'>Concepts: Closing Price,Dividend,Net Asset Value,Price/earnings Ratio (P/E ratio),Stock Symbol,Trading Volume,Yield</font><br></p>]]></desc>
<concepts><![CDATA[Closing Price,Dividend,Net Asset Value,Price/earnings Ratio (P/E ratio),Stock Symbol,Trading Volume,Yield]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_04.pdf</url>
</lesson>
<lesson type="print" id="70017" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 5 - What Is A Bond?]]></title>
<desc><![CDATA[In this lesson the students learn what bonds are and how bonds work. They learn basic terminology related to bonds. They participate in a simulation activity aimed at showing that bonds are certificates of indebtedness, similar to an IOU note. Finally, they explore credit ratings in order to determine the relationship between ratings and bond coupons.<br><br><p><font color='#666666'>Concepts: Bond,Bond Rating,Coupon,Coupon Bond,Coupon Rate,Face Value,Maturity Date,Par Value,Risk,Zero-Coupon Bond</font><br></p>]]></desc>
<concepts><![CDATA[Bond,Bond Rating,Coupon,Coupon Bond,Coupon Rate,Face Value,Maturity Date,Par Value,Risk,Zero-Coupon Bond]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_05.pdf</url>
</lesson>
<lesson type="print" id="70018" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 6 - What Are Mutual Funds?]]></title>
<desc><![CDATA[The students form class investment clubs that work much in the way mutual funds do. They invest $3,000 (300 shares at $10 a share) in up to six stocks. One year later they revalue their shares and determine whether shares in their class investment clubs have increased or decreased in value. Finally, they read about mutual funds and learn that the concept behind mutual funds is similar to the concept behind their class investment clubs.<br><br><p><font color='#666666'>Concepts: Diversification,Liquidity,Load,Mututal Fund,Net Asset Value,Risk and Reward</font><br></p>]]></desc>
<concepts><![CDATA[Diversification,Liquidity,Load,Mututal Fund,Net Asset Value,Risk and Reward]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_06.pdf</url>
</lesson>
<lesson type="print" id="70019" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 7 - What Are Stock Markets?]]></title>
<desc><![CDATA[The lesson introduces conditions necessary for market economies to operate. Against this background, students learn concepts and background knowledge—including primary and secondary markets, the role of investment banks, and initial public offerings (IPOs)—needed to understand the stock market. The students also learn about different characteristics of major stock markets in the United States and overseas. In a closure activity, students match stocks with the market in which each is most likely to be traded.<br><br><p><font color='#666666'>Concepts: Initial Public Offering (IPO),Market,Primary Market,Secondary Market,Stock Market</font><br></p>]]></desc>
<concepts><![CDATA[Initial Public Offering (IPO),Market,Primary Market,Secondary Market,Stock Market]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_07.pdf</url>
</lesson>
<lesson type="print" id="70020" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 8 - Buying On Margin And Selling Short]]></title>
<desc><![CDATA[The students learn about buying on margin and selling short. They learn that buying on margin and selling short can increase potential gains for investors, but at the risk of greater potential losses. They read two short plays to help them understand buying on margin and short selling; then they work in groups to solve problems that illustrate the potential risks and rewards of these two investment techniques.<br><br><p><font color='#666666'>Concepts: Buying On Margin,Opportunity Cost,Short Cover,Short Sale</font><br></p>]]></desc>
<concepts><![CDATA[Buying On Margin,Opportunity Cost,Short Cover,Short Sale]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_08.pdf</url>
</lesson>
<lesson type="print" id="70021" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 9 - Building Wealth Over The Long Term]]></title>
<desc><![CDATA[The students are introduced to the case of Charlayne, a woman who becomes, accidentally, a millionaire. Charlayne’s success, the students learn, was unexpected, but not a miracle. It can be explained by three widely understood rules for building wealth over the long term: saving early, buying and holding, and diversifying. The lesson uses Charlayne’s decisions to illustrate each of these rules. It also addresses the risks and rewards associated with different forms of saving and investing.<br><br><p><font color='#666666'>Concepts: Compound Interest,Diversification,Forms of saving and investing,reward,risk</font><br></p>]]></desc>
<concepts><![CDATA[Compound Interest,Diversification,Forms of saving and investing,reward,risk]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_09.pdf</url>
</lesson>
<lesson type="print" id="70022" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 10 - Financial Institutions In the U.S. Economy]]></title>
<desc><![CDATA[The students participate in a brief trading activity that shows how financial institutions bring savers and borrowers together, thus channeling saving into investment. The students then learn how a growing business gains access to funds, often starting as a proprietorship but at some point “going public” to issue securities that are then traded in secondary markets. Students see that although popular attention is focused on these secondary markets, it is in primary markets that firms actually gain access to capital. These points are reinforced through a case study of Apple’s “missing billionaire,” a co-founder of the famed technology company who left after only two weeks.<br><br><p><font color='#666666'>Concepts: Corporation,Debt Financing,Economic Investment,Equity Financing,Financial Institutions,Financial Investment,Limited Liability,Partnership,Primary Markets,Proprietorship,Secondary Markets,Venture Capitalist</font><br></p>]]></desc>
<concepts><![CDATA[Corporation,Debt Financing,Economic Investment,Equity Financing,Financial Institutions,Financial Investment,Limited Liability,Partnership,Primary Markets,Proprietorship,Secondary Markets,Venture Capitalist]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_10.pdf</url>
</lesson>
<lesson type="print" id="70023" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 11 - Researching Companies]]></title>
<desc><![CDATA[Applying economic reasoning, the students gather information about investment possibilities. They learn that the cost of acquiring information must be compared to the anticipated benefit the information will provide. The students recognize that among specialists there is intense competition to find information about companies. They select companies for their research by participating in a classroom drawing and by listing companies they know.<br><br><p><font color='#666666'>Concepts: Alternatives,Choice,Fundamental Analysis,Opportunity Cost,Scarcity</font><br></p>]]></desc>
<concepts><![CDATA[Alternatives,Choice,Fundamental Analysis,Opportunity Cost,Scarcity]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_11.pdf</url>
</lesson>
<lesson type="print" id="70024" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 12 - Credit: Your Best Friend Or Your Worst Enemy?]]></title>
<desc><![CDATA[The students complete an exercise that shows how credit can be their worst enemy. They learn how quickly credit-card balances can grow and how long it can take to pay off a credit-card debt. They also learn that credit can be their best friend. Working in small groups, they consider seven scenarios and decide in each case whether it would be wise for the people involved to use credit. They discuss their conclusions and develop a list of criteria suitable for use in making decisions about credit.<br><br><p><font color='#666666'>Concepts: Choice,Costs and Benefits,Credit,Debt,Interest,Revolving Credit</font><br></p>]]></desc>
<concepts><![CDATA[Choice,Costs and Benefits,Credit,Debt,Interest,Revolving Credit]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_12.pdf</url>
</lesson>
<lesson type="print" id="70025" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 13 - Why Not Save?]]></title>
<desc><![CDATA[The students examine risk-oriented behavior, considering why people often engage in behavior that is dangerous or unhealthy. They are introduced to the concept of cost/benefit analysis and asked to apply what they learn to questions about saving. They generate lists of savings goals and categorize those goals as short-term, medium-term, and long-term. They learn why longterm goals are more difficult to achieve than short-term goals.<br><br><p><font color='#666666'>Concepts: Benefits,Costs,Goals,Incentives,Interest,Long-Term Goal,Medium-Term Goal,Opportunity Cost,Saving,Short-Term Goal</font><br></p>]]></desc>
<concepts><![CDATA[Benefits,Costs,Goals,Incentives,Interest,Long-Term Goal,Medium-Term Goal,Opportunity Cost,Saving,Short-Term Goal]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_13.pdf</url>
</lesson>
<lesson type="print" id="70026" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 14 - How Are Stock Prices Determined?]]></title>
<desc><![CDATA[The students participate in a simulated stock market activity that shows how the price of a share of stock is determined in a competitive market. They analyze the simulation to learn that stock prices are established through the interaction of supply and demand.<br><br><p><font color='#666666'>Concepts: Demand,Equilibrium Price,Shift In Demand or Supply,Shortage,Supply,Surplus</font><br></p>]]></desc>
<concepts><![CDATA[Demand,Equilibrium Price,Shift In Demand or Supply,Shortage,Supply,Surplus]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_14.pdf</url>
</lesson>
<lesson type="print" id="70027" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 15 - The Role Of Government In Financial Markets]]></title>
<desc><![CDATA[The students learn how government regulation of financial markets is intended to protect investors from fraud and prevent market failure. They also learn how regulatory efforts may be weakened or negated by government failure. In addition to the possibilities of market failures and government failures, students are shown that businesses sometimes lose money because of inherent risk and not because of any wrongdoing. Students consolidate their learning by playing a “blame game,” applying distinctions between government failure, market failure, and no failure.<br><br><p><font color='#666666'>Concepts: Government Failure,Market Failer,Ponzi Scheme,Too Big To Fail</font><br></p>]]></desc>
<concepts><![CDATA[Government Failure,Market Failer,Ponzi Scheme,Too Big To Fail]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_15.pdf</url>
</lesson>
<lesson type="print" id="70028" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 16 - The Stock Market And The Economy: Can You Forecast The Future?]]></title>
<desc><![CDATA[The students study a graph that illustrates the phases of a typical business cycle. They examine ways in which stock prices may affect overall consumption and investment in the economy. After studying The Conference Board’s 10 leading economic indicators, they try their hand at economic forecasting and compare their forecasts to a record of what actually happened.<br><br><p><font color='#666666'>Concepts: Business Cycles,Contraction,Economic Forecasting,Expansion,Gross Domestic Product,Leading Economic Indicators,Peak,Recession,Trough</font><br></p>]]></desc>
<concepts><![CDATA[Business Cycles,Contraction,Economic Forecasting,Expansion,Gross Domestic Product,Leading Economic Indicators,Peak,Recession,Trough]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_16.pdf</url>
</lesson>
<lesson type="print" id="70029" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 17 - Lessons From History: Stock Market Crashes]]></title>
<desc><![CDATA[The students analyze information about three stock market crashes: 1929, 1987, and 2007. They use the information to make posters that highlight key information about the crashes, including the role played by the Federal Reserve. After presenting their posters to the class, the students discuss ways in which the three events were similar to and different from one another. They also discuss the likelihood of future stock market crashes.<br><br><p><font color='#666666'>Concepts: Causes and effects of the stock market crash of 1929,Causes and effects of the stock market crash of 1987,Causes and effects of the stock market crash that began in 2007,Federal Reserve,Monetary policy,Supply and demand</font><br></p>]]></desc>
<concepts><![CDATA[Causes and effects of the stock market crash of 1929,Causes and effects of the stock market crash of 1987,Causes and effects of the stock market crash that began in 2007,Federal Reserve,Monetary policy,Supply and demand]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_17.pdf</url>
</lesson>
<lesson type="print" id="70030" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 18 - Managing Risk]]></title>
<desc><![CDATA[The students are introduced to new applications of the concept of diversification. A teacher-led demonstration offers students the option of accepting a briefcase filled with $150,000 or accepting the results of a double down coin flip. This demonstration sets the stage for students to understand risks involved in the choices we make and how to take steps to reduce risk. Students use the concept of diversification to help them understand how risks can be spread out over different stocks and other assets. By reading a dialogue among hypothetical residents of Valley View Estates, the students learn about insurance as another tool for spreading out risk.<br><br><p><font color='#666666'>Concepts: Diversification,Insurance,Market-price risk,Risk</font><br></p>]]></desc>
<concepts><![CDATA[Diversification,Insurance,Market-price risk,Risk]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_18.pdf</url>
</lesson>
<lesson type="print" id="70031" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 19 - Investing Internationally]]></title>
<desc><![CDATA[The students examine the costs and benefits of investing in international markets. They learn that some investors gain international exposure by buying shares of U.S. firms that generate revenue from overseas. They learn about currency exchange rates—how to make conversions from one currency to another, why currencies appreciate and depreciate in value, and how the exchange rate for a currency affects the amount of a foreign stock an investor can buy. They learn about the concepts of a strong and a weak dollar and learn who benefits and who is hurt when the dollar is strong or weak.<br><br><p><font color='#666666'>Concepts: Currency Markets,Diversification,Exchange Rate,Strong and Weak Dollar</font><br></p>]]></desc>
<concepts><![CDATA[Currency Markets,Diversification,Exchange Rate,Strong and Weak Dollar]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_19.pdf</url>
</lesson>
<lesson type="print" id="70032" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 20 - The Language Of Financial Markets]]></title>
<desc><![CDATA[This lesson provides a vocabulary review with an interactive Quiz Bowl game to reinforce students’ knowledge of financial terms used in previous lessons. The students work in small groups to make flash cards to display these financial terms. The terms are grouped in five categories: Buying and Selling in the Market; Exchanges and Indexes; People in Financial Markets; Stocks, Bonds, and Mutual Funds; Technical Terms. Each group of students begins by reviewing the terms in one category. Then the students pass their flash cards from group to group until everyone has had an opportunity to review all of the terms. The lesson concludes with a Language of Financial Markets Quiz Bowl game.<br><br><p><font color='#666666'>Concepts: Bond,Mutaul Fund,Stock,Stock Market</font><br></p>]]></desc>
<concepts><![CDATA[Bond,Mutaul Fund,Stock,Stock Market]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_20.pdf</url>
</lesson>
<lesson type="print" id="70033" publication="146" lang="en" display="TRUE">
<title><![CDATA[Lesson 21 - Planning Your Financial Future]]></title>
<desc><![CDATA[This lesson provides students with a review and an opportunity to apply many of the concepts presented in earlier lessons. The students examine different sorts of risk that come with various investments, and they learn about their own tolerance for risk. They apply their knowledge in an activity in which they act as financial advisers, offering financial advice in four cases.<br><br><p><font color='#666666'>Concepts: Bond,Certificate of Deposit,Diversification,Liquidity,Money Market Account,Mutual Funds,Principal,Rate of Return,Risk,Savings Account,Stocks</font><br></p>]]></desc>
<concepts><![CDATA[Bond,Certificate of Deposit,Diversification,Liquidity,Money Market Account,Mutual Funds,Principal,Rate of Return,Risk,Savings Account,Stocks]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-572-0_21.pdf</url>
</lesson>
<lesson type="print" id="70164" publication="147" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-667-3_front.pdf</url>
		</lesson>
<lesson type="print" id="70034" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Overview]]></title>
<desc><![CDATA[Unit 1 focuses on basic economic concepts, including the framework of demand and supply in a competitive market. These concepts account for 8–12 percent of the Advanced Placement (AP) Macroeconomics Exam. More importantly, if students do not understand these concepts, they will have a difficult time throughout the course.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_01.pdf</url>
</lesson>
<lesson type="print" id="70035" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 1 - The Economic Way of Thinking]]></title>
<desc><![CDATA[AP Economics has many details that can confuse students. Students need a framework to organize these details. This lesson acquaints students with basic economic concepts and methodology. It begins with some key economic ideas that represent a new way of looking at the world. The lesson ends with a test of economic myths that should get students’ attention. This exercise also gives the teacher a way of reinforcing the economic concepts taught at the beginning of the lesson.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_02.pdf</url>
</lesson>
<lesson type="print" id="70036" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 2 - Scarcity, Opportunity Cost, and Production Possibilities Curves]]></title>
<desc><![CDATA[This lesson deals with opportunity cost, one of the most important concepts in economics. Start with a lecture on scarcity and production possibilities curves (PPCs). Then reinforce the lecture by using Activity 1-2, which develops the central economic problem of scarcity.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,Trade-offs</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,Trade-offs]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_03.pdf</url>
</lesson>
<lesson type="print" id="70037" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 3 - Absolute Advantage and Comparative Advantage, Specialization, and Trade]]></title>
<desc><![CDATA[Activity 1-3 introduces the concepts of absolute advantage and comparative advantage. Although these concepts are covered in more detail in the international trade unit of this course, the concept of comparative advantage is the basis for specialization and voluntary trade as well. Students taking the AP Macroeconomics Exam need to understand the topic of comparative advantage.<br><br><p><font color='#666666'>Concepts: Absolute Advantage,Comparative Advantage,Specialization,Exchange</font><br></p>]]></desc>
<concepts><![CDATA[Absolute Advantage,Comparative Advantage,Specialization,Exchange]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_04.pdf</url>
</lesson>
<lesson type="print" id="70038" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 4 - Understanding Demand]]></title>
<desc><![CDATA[In this lesson, students learn about the different aspects of the demand for a good or service. They learn that the typical demand curve is downward sloping. They learn the difference between a change in the demand for a good and a change in the quantity demanded, a distinction of great importance. They will see what causes a change in demand and what causes a change in quantity demanded. Graphs are essential for analyzing changes in demand and changes in quantity demanded, but manipulating graphs is not enough. Students must understand the actual behavior that is illustrated by a demand curve.<br><br><p><font color='#666666'>Concepts: Change in demand,Change in quantity demanded,Determinants of demand</font><br></p>]]></desc>
<concepts><![CDATA[Change in demand,Change in quantity demanded,Determinants of demand]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_05.pdf</url>
</lesson>
<lesson type="print" id="70039" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 5 - Understanding Supply]]></title>
<desc><![CDATA[Prices are determined by demand and supply. This lesson examines the factors that affect supply; these factors are called the determinants of supply. Students should also understand the difference between a change in supply and a change in quantity supplied. Students may have more trouble understanding supply than demand. While the framework of how we study demand and supply is the same, high school students are used to buying things but not so used to supplying things. As buyers, students view a higher price as a bad thing; as sellers, they need to see it as an incentive to produce more.<br><br><p><font color='#666666'>Concepts: Change in supply,Change in quantity supplied</font><br></p>]]></desc>
<concepts><![CDATA[Change in supply,Change in quantity supplied]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_06.pdf</url>
</lesson>
<lesson type="print" id="70040" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 6 - Equilibrium Price and Quantity, Interrelation of Markets]]></title>
<desc><![CDATA[The forces of supply and demand work to establish a price at which the quantity of goods and services people will buy is equal to the quantity suppliers will provide. Activity 1-8 illustrates this interaction between demand and supply. If supply or demand changes, equilibrium price and quantity change. Activity 1-9 drives this point home. Finally, the equilibrium price and quantity of a good or service established by supply and demand in one market can affect the equilibrium price and quantity in other markets. This is demonstrated in Activity 1-9.<br><br><p><font color='#666666'>Concepts: Equilibrium price,Equilibrium quantity</font><br></p>]]></desc>
<concepts><![CDATA[Equilibrium price,Equilibrium quantity]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_07.pdf</url>
</lesson>
<lesson type="print" id="70041" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 7 - The Business Cycle: Introduction to Macroeconomic Indicators]]></title>
<desc><![CDATA[The study and control of business cycles are the heart of macroeconomics. Business cycles are a problem because output fluctuations lead to unemployment and inflation.<br><br><p><font color='#666666'>Concepts: Unemployment,Inflation,Recession,Depression,Peak,Trough,Expansion,Contraction,Recovery</font><br></p>]]></desc>
<concepts><![CDATA[Unemployment,Inflation,Recession,Depression,Peak,Trough,Expansion,Contraction,Recovery]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_08.pdf</url>
</lesson>
<lesson type="print" id="70165" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Overview]]></title>
<desc><![CDATA[Unit 2 introduces students to the goals of macroeconomic policies and the definitions of macroeconomic terms. The College Board bases 12–16 percent of the Advanced Placement (AP) Macroeconomics Exam on the material covered in this unit. A student’s understanding of this unit is essential for the analysis that comes in Units 3 through 6. Without an understanding of the goals of macroeconomic policies and definitions of macroeconomic measures, students cannot analyze the effects of different policies.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_09.pdf</url>
</lesson>
<lesson type="print" id="70042" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 1 The Circular Flow Model]]></title>
<desc><![CDATA[This lesson presents the circular flow model of the macroeconomy. The circular flow model shows the household, business, financial, government, and international sectors of the economy, and the basic interactions among the sectors. This model provides a framework that can help students learn terms and relationships that are important for understanding models that are presented in later units. Activity 2-1 has students identify the movement of money and goods and services in the circular flow of economy.<br><br><p><font color='#666666'>Concepts: Gross Domestic Product (GDP)</font><br></p>]]></desc>
<concepts><![CDATA[Gross Domestic Product (GDP)]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_10.pdf</url>
</lesson>
<lesson type="print" id="70043" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 2 National Income Accounting: Calculating Gross Domestic Product]]></title>
<desc><![CDATA[This unit builds on the introduction to gross domestic product (GDP) provided in the previous lesson and presents the definition and measurement of GDP. Activity 2-2 helps students understand what is included in GDP and what is not.<br><br><p><font color='#666666'>Concepts: GDP</font><br></p>]]></desc>
<concepts><![CDATA[GDP]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_11.pdf</url>
</lesson>
<lesson type="print" id="70044" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 3 Inflation]]></title>
<desc><![CDATA[At various points in the economic history of the United States, inflation has been a major economic problem. Experiences with high inflation have had a major impact on our economic policy. This lesson introduces inflation and its measurement. Activity 2-3 defines inflation and looks at who is helped and who is hurt by unanticipated inflation. Activity 2-4 introduces price indices as a way to measure inflation and explains the difference between real and nominal values. Activity 2-5 reviews the costs of inflation.<br><br><p><font color='#666666'>Concepts: Inflation</font><br></p>]]></desc>
<concepts><![CDATA[Inflation]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_12.pdf</url>
</lesson>
<lesson type="print" id="70045" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 4 Unemployment]]></title>
<desc><![CDATA[Unemployment is a major economic issue. Understanding the definition and types of unemployment is essential to analyzing unemployment reduction policies. Activity 2-6 has students calculate the unemployment rate and identify the types of unemployment.<br><br><p><font color='#666666'>Concepts: Unemployment,Employment,The Labor Force,Labor Force Participation Rate</font><br></p>]]></desc>
<concepts><![CDATA[Unemployment,Employment,The Labor Force,Labor Force Participation Rate]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_13.pdf</url>
</lesson>
<lesson type="print" id="70166" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Overview]]></title>
<desc><![CDATA[This unit forms the core of the study of macroeconomics. The aggregate demand (AD) and aggregate supply (AS) model, where the price level and aggregate output are determined, is the central model for macroeconomic analysis. Students must be able to use the aggregate demand and supply model throughout the remainder of the course and on the Advanced Placement (AP) Macroeconomics Exam. The College Board bases 10–15 percent of the AP Macroeconomics Exam on the material covered in this unit.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_14.pdf</url>
</lesson>
<lesson type="print" id="70046" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 1 Aggregate Demand]]></title>
<desc><![CDATA[Aggregate demand represents the sum of consumption (C), investment (I), government expenditures (G), and net exports (Xn). The quantity of real GDP demanded is the total of all final goods and services that households, businesses, governments, and foreigners plan to buy. This lesson explains the factors that determine aggregate demand. Just as in microeconomics, students should understand the difference between a shift in a curve and movement along a curve. Activity 3-1 provides practice with the determinants of demand that shift the AD curve and distinguishing between movements along and shifts in the AD curve. It also discusses the role of investment in affecting AD in the economy.<br><br><p><font color='#666666'>Concepts: Aggregate Demand</font><br></p>]]></desc>
<concepts><![CDATA[Aggregate Demand]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_15.pdf</url>
</lesson>
<lesson type="print" id="70047" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 2 The Multiplier]]></title>
<desc><![CDATA[This lesson presents the relationship between income, consumption, and saving. It introduces the terms marginal propensity to consume (MPC)and marginal propensity to save (MPS) and explains the multiplier process. The lesson develops the spending and tax multipliers and introduces how they are used to determine the effect of changes in spending or taxes on aggregate demand. Activity 3-2 provides students with practice calculating and using multipliers.<br><br><p><font color='#666666'>Concepts: Average Propensity to Consume (APC),Average Propensity to Save (APS),Marginal Propensity to Consume(MPC),Marginal Propensity to Save(MPS)</font><br></p>]]></desc>
<concepts><![CDATA[Average Propensity to Consume (APC),Average Propensity to Save (APS),Marginal Propensity to Consume(MPC),Marginal Propensity to Save(MPS)]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_16.pdf</url>
</lesson>
<lesson type="print" id="70048" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 3 Aggregate Supply]]></title>
<desc><![CDATA[Aggregate supply (AS) is the relationship between the price level and the total quantity of output that firms are willing and able to produce for the economy. In this lesson, the short-run AS curve is developed (the long-run AS curve is presented in Lesson 5). The short-run aggregate supply (SRAS) curve is positively sloped in the short run because of sticky wages and prices. The SRAS curve will shift if there are changes in input prices or productivity<br><br><p><font color='#666666'>Concepts: Aggregate Supply</font><br></p>]]></desc>
<concepts><![CDATA[Aggregate Supply]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_17.pdf</url>
</lesson>
<lesson type="print" id="70049" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 4 Short-Run Equilibrium and Changes in AS/AD]]></title>
<desc><![CDATA[In this lesson, the focus is on the short-runequilibrium in the AS/AD model and the changes in real GDP and the price level if AS or AD changes. Students need to learn how to graph and explain changes in AS and AD and the resulting effects on equilibrium price level and real GDP<br><br><p><font color='#666666'>Concepts: Aggregate Supply,Aggregate Demand</font><br></p>]]></desc>
<concepts><![CDATA[Aggregate Supply,Aggregate Demand]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_18.pdf</url>
</lesson>
<lesson type="print" id="70050" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 5 Aggregate Supply in the Long Run]]></title>
<desc><![CDATA[This lesson introduces the long-run aggregate supply curve (LRAS). The LRAS shows the relationship between the price level and the level of real GDP that would exist if all wages and prices were fully flexible. This means that any time the price level changes (i.e., there is inflation or deflation), wages and other input costs fully adjust so there is no overall effect. In the long run, wages and other input costs adjust so the economy always returns to the full employment level of output. This means that the LRAS curve is vertical at the full employment output level (which is also called potential output).<br><br><p><font color='#666666'>Concepts: Long-run Aggregate Supple Curve (LRAS),Actual GDP,Potential Real GDP</font><br></p>]]></desc>
<concepts><![CDATA[Long-run Aggregate Supple Curve (LRAS),Actual GDP,Potential Real GDP]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_19.pdf</url>
</lesson>
<lesson type="print" id="70167" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Overview]]></title>
<desc><![CDATA[This unit explores the role of the financial sector in the economy. Important topics include the definition and functions of money and financial assets and the banking system. The unit develops the money and loanable funds markets and presents the distinction between them. Finally, it presents the Federal Reserve System (central banking) and monetary policy. The College Board bases 10–15 percent of the Advanced Placement (AP) Macroeconomics Exam on the material covered in this unit.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_20.pdf</url>
</lesson>
<lesson type="print" id="70051" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 1 Money and Assets]]></title>
<desc><![CDATA[This lesson introduces students to money and other financial assets. The definition and functions of money are important for students to understand as they start their study of the financial sector.<br><br><p><font color='#666666'>Concepts: Financial assets</font><br></p>]]></desc>
<concepts><![CDATA[Financial assets]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_21.pdf</url>
</lesson>
<lesson type="print" id="70052" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 2 Banks and the Creation of Money]]></title>
<desc><![CDATA[Financial intermediaries act as the go-between borrowers and lenders. They take deposits from households and businesses and make loans to other households and businesses. Financial intermediaries include commercial banks, savings and loan associations, savings banks, credit unions, and money market mutual fund companies.<br><br><p><font color='#666666'>Concepts: Required reserve ratio,Required reserves,Excess reserves,Deposit expansion multiplier</font><br></p>]]></desc>
<concepts><![CDATA[Required reserve ratio,Required reserves,Excess reserves,Deposit expansion multiplier]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_22.pdf</url>
</lesson>
<lesson type="print" id="70053" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 3 The Money Market and the Loanable Funds Market]]></title>
<desc><![CDATA[This lesson presents the money market and the loanable funds market. These two markets are used later to explain the effects of monetary and fiscal policy on the economy through the aggregate supply/aggregate demand (AS/AD) model.<br><br><p><font color='#666666'>Concepts: Transactions demand for money,Precautionary (liquidity) demand for money,the speculative demand for money</font><br></p>]]></desc>
<concepts><![CDATA[Transactions demand for money,Precautionary (liquidity) demand for money,the speculative demand for money]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_23.pdf</url>
</lesson>
<lesson type="print" id="70054" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 4 The Federal Reserve System and Central Banks]]></title>
<desc><![CDATA[The focus of this lesson is the Federal Reserve System. The Federal Reserve System is the central bank of the United States. A central bank is an institution that oversees and regulates the banking system and controls the money supply. The Federal Reserve System (known as “the Fed”) is made up of 12 privately owned District Federal Reserve Banks and a federal government agency that oversees the system, called the Board of Governors. The goal of the Fed is to promote employment and stable prices and assure the stability of the financial system. To meet its goal, the Fed has four major functions: provide financial services for commercialbbanks, supervise and regulate banking institutions, maintain stability of the financial system, and conduct monetary policy. Activity 4-6 introduces the Fed.<br><br><p><font color='#666666'>Concepts: Structure of the Fed</font><br></p>]]></desc>
<concepts><![CDATA[Structure of the Fed]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_24.pdf</url>
</lesson>
<lesson type="print" id="70055" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 5 Monetary Policy]]></title>
<desc><![CDATA[This lesson ties together the previous lessons in this unit to present the role of monetary policy in stabilizing the economy. Monetary policy is the combined actions of the Federal Reserve (the Fed) to prevent or address extreme economic fluctuations. The Fed uses monetary policy to influence equilibrium interest rates through its control of bank reserves. The Fed lowers interest rates through expansionary monetary policy to prevent or address recessions, and it raises interest rates through contractionary monetary policy to prevent or address inflation. Monetary policy is transmitted to the economy through changes in aggregate demand.Monetary policy will have both short-run and long-run effects in the economy<br><br><p><font color='#666666'>Concepts: Real Interest Rate,Nominal Interest Rate,Fisher Equation</font><br></p>]]></desc>
<concepts><![CDATA[Real Interest Rate,Nominal Interest Rate,Fisher Equation]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_25.pdf</url>
</lesson>
<lesson type="print" id="70056" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 6 The Quantity Theory of Money]]></title>
<desc><![CDATA[This lesson describes and explains the relationship between the money supply and gross domestic product (GDP). The equation of exchange defines the relationship between money and economic activity.<br><br><p><font color='#666666'>Concepts: Equation of Exchange,Variables in the equation of exchange</font><br></p>]]></desc>
<concepts><![CDATA[Equation of Exchange,Variables in the equation of exchange]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_26.pdf</url>
</lesson>
<lesson type="print" id="70168" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Overview]]></title>
<desc><![CDATA[This unit presents the use of monetary and fiscal policy to stabilize the economy (promote high employment and stable prices). The College Board bases 20–30 percent of the Advanced Placement (AP) Macroeconomics Exam on the material covered in this unit. Fiscal policy is introduced in the first part of this unit and then integrated with monetary policy. Supply-side policies and long-run policy effects are discussed after fiscal policy is introduced. The unit ends with a presentation of the Phillips curve model.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_27.pdf</url>
</lesson>
<lesson type="print" id="70057" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 1 Fiscal Policy]]></title>
<desc><![CDATA[This lesson presents the use of fiscal policy to stabilize the economy. Fiscal policy refers to changes in taxes and/or government spending designed to affect the level of aggregate demand in the economy. Fiscal policy has long-run effects on the economy, which are also discussed in this unit.<br><br><p><font color='#666666'>Concepts: Automatic Stabilizers,Discretionary Fiscal Policy</font><br></p>]]></desc>
<concepts><![CDATA[Automatic Starbilizers,Discretionary Fiscal Policy]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_28.pdf</url>
</lesson>
<lesson type="print" id="70058" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 2 Policy Effects on Aggregate Supply]]></title>
<desc><![CDATA[Fiscal and monetary policy affect the economy through changes in aggregate demand (AD). There are also policies that can affect the short-run aggregate supply (SRAS) and long-run aggregate supply (LRAS). Any policy that changesa determinant of SRAS or leads to long-run economic growth will affect the macroeconomy through the supply side. The determinants of SRAS include changes in economy-wide input prices (like wages and the price of oil) and productivity. Factors that affect the LRAS include increases in available resources, higher quality resources, or technological advances. This lesson also explains how, with flexible wages and prices, the economy returns to long-run equilibrium following a change in aggregate demand or supply.<br><br><p><font color='#666666'>Concepts: Aggregate Supply</font><br></p>]]></desc>
<concepts><![CDATA[Aggregate Supply]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_29.pdf</url>
</lesson>
<lesson type="print" id="70059" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 3 The Deficit and the Debt]]></title>
<desc><![CDATA[This lesson introduces government budget deficits and the national debt. It analyzes the long-run effects of budget deficits on the economy. The effect of government borrowing is modeled using the loanable funds market.<br><br><p><font color='#666666'>Concepts: Budget deficit,Budget surplus,debt</font><br></p>]]></desc>
<concepts><![CDATA[Budget deficit,Budget surplus,debt]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_30.pdf</url>
</lesson>
<lesson type="print" id="70060" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 4 Crowding Out]]></title>
<desc><![CDATA[This lesson presents the lags associated with monetary and fiscal policy making and analyzes the effects of government budget deficits. The direct effect of budget deficits is a change in interest rates. When the government borrows money to finance a deficit, the demand for money and the demand for loanable funds increase, which increases the interest rate. A higher interest rate decreases investment and interest-sensitive consumption. Crowding out is the decrease in investment and consumption that occurs when the government’s demand for funds causes the interest rate to rise. That is, the demand by government for loanable funds decreases or crowds out the private demand for loanable funds.<br><br><p><font color='#666666'>Concepts: The Crowding Effect</font><br></p>]]></desc>
<concepts><![CDATA[The Crowding Effect]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_31.pdf</url>
</lesson>
<lesson type="print" id="70061" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 5 The Phillips Curve]]></title>
<desc><![CDATA[The Phillips curve is an empirical relationship (first discussed by A. W. Phillips) that shows the relationship between the unemployment rate and the inflation rate. During the 1960s, many economists and policy makers thought there was a consistent trade-off between price changes and unemployment. However, economists determined that the trade-off between the inflation rate and the unemployment rate is a short-run phenomenon, and inflationary expectations can shift the short-run Phillips curve. The long-run Phillips curve is vertical at the long-run aggregate supply curve.<br><br><p><font color='#666666'>Concepts: Phillips Curve</font><br></p>]]></desc>
<concepts><![CDATA[Phillips Curve]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_32.pdf</url>
</lesson>
<lesson type="print" id="70169" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 6: Overview]]></title>
<desc><![CDATA[This unit presents the concept of long-run economic growth. This topic is presented using the production possibilities curve and aggregate supply and demand models presented in previous units. This unit reviews long-run economic growth with an emphasis on productivity as its driver and explores policies designed to maximize long-run economic growth. Because the topic has been covered in the context of the models presented previously, this unit is short and serves mainly as a review. The College Board bases 5–10 percent of the Advanced Placement (AP) Macroeconomics Exam on the material covered in this unit.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_33.pdf</url>
</lesson>
<lesson type="print" id="70062" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 6: Lesson - 1 Economic Growth and Productivity]]></title>
<desc><![CDATA[In this lesson, students learn the difference between short-run economic fluctuations that result from the business cycle and long-run economic growth.<br><br><p><font color='#666666'>Concepts: Short-term fluctuation in output,Long-run economic growth</font><br></p>]]></desc>
<concepts><![CDATA[Short-term fluctuation in output,Long-run economic growth]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_34.pdf</url>
</lesson>
<lesson type="print" id="70063" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 6: Lesson - 2 Policies to Promote Economic Growth]]></title>
<desc><![CDATA[This lesson introduces the main sources of long-term economic growth (e.g., real GDP growth) and the policies that governments might use to increase economic growth.<br><br><p><font color='#666666'>Concepts: Long-run aggregate supply curve,production possibilities curve</font><br></p>]]></desc>
<concepts><![CDATA[Long-run aggregate supply curve,production possibilities curve]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_35.pdf</url>
</lesson>
<lesson type="print" id="70170" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 7: Overview]]></title>
<desc><![CDATA[Unit 7 introduces the international sector into the closed economy discussed in Units 2 through 6. International trade was introduced using production possibilities curves in Unit 1. Students should be reminded of comparative advantage and trade as part of this unit. Unit 7 introduces the balance of payment accounts and the foreign exchange market. Government policies to promote or limit international trade are discussed in this unit, and the international sector is added to the aggregate supply and demand model. The College Board bases 10–15 percent of the Advanced Placement (AP) Macroeconomics Exam on the material covered in this unit.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,The Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,The Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_36.pdf</url>
</lesson>
<lesson type="print" id="70064" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 7: Lesson - 1 Review of Comparative Advantage and Barriers to Trade]]></title>
<desc><![CDATA[This lesson includes a review of comparative advantage. It then adds a discussion of trade policies that create barriers to trade.<br><br><p><font color='#666666'>Concepts: Comparative advantage,tariffs,quotas,regulations to limit trade</font><br></p>]]></desc>
<concepts><![CDATA[Comparative advantage,tariffs,quotas,regulations to limit trade]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_37.pdf</url>
</lesson>
<lesson type="print" id="70065" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 7: Lesson - 2 Balance of Payments Accounts]]></title>
<desc><![CDATA[This lesson explains balance of payments accounts. A country’s balance of payments accounts are a summary of all of the country’s transactions with other countries. In Activity 7-1, students apply their understanding of the balance of payments concepts.<br><br><p><font color='#666666'>Concepts: Current account,financial account,balance of trade,balance of payments,debit,credit</font><br></p>]]></desc>
<concepts><![CDATA[Current account,financial account,balance of trade,balance of payments,debit,credit]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_38.pdf</url>
</lesson>
<lesson type="print" id="70066" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 7: Lesson - 3 The Foreign Exchange Market]]></title>
<desc><![CDATA[This lesson introduces net capital flows and their effect on the macroeconomy through the loanable funds market. The term capital flow refers to the movement of financial capital (money) between economies. Capital inflows consist of foreign funds moving into an economy from another country; capital outflows, or capital flight, is the opposite—domestic funds moving out of an economy to another country. The loanable funds market is used to analyze capital flows in an economy because financial capital affects the amount of money available for borrowers and shifts the supply curve for loanable funds.<br><br><p><font color='#666666'>Concepts: Foreign exchange markets</font><br></p>]]></desc>
<concepts><![CDATA[Foreign exchange markets]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_39.pdf</url>
</lesson>
<lesson type="print" id="70067" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 7: Lesson - 4 Monetary and Fiscal Policy Effects with an Open Economy]]></title>
<desc><![CDATA[This lesson combines the knowledge of monetary and fiscal policy and the economy developed in Units 3 through 5 with the knowledge of international finance. It explains and analyzes the impact of domestic policy on the foreign exchange rate. It is essential that students understand the interaction between the domestic economy and the international economy to understand the current policy discussions.<br><br><p><font color='#666666'>Concepts: Effects of monetary and fiscal policy on foreign exchange markets</font><br></p>]]></desc>
<concepts><![CDATA[Effects of monetary and fiscal policy on foreign exchange markets]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_40.pdf</url>
</lesson>
<lesson type="print" id="70068" publication="147" lang="en" display="TRUE">
<title><![CDATA[Unit 7: Lesson - 5 Net Exports and Capital Flows]]></title>
<desc><![CDATA[This lesson introduces net capital flows and examines their effect on the macroeconomy through the loanable funds market. The term capital flow refers to the movement of financial capital (money) between economies. Capital inflows consist of foreign funds moving into an economy from another country; capital outflows, or capital flight, is the opposite—domestic funds moving out of an economy to another country. The loanable funds market is used to analyze capital flows in an economy because financial capital affects the amount of money available for borrowers and shifts the supply curve for loanable funds.<br><br><p><font color='#666666'>Concepts: Capital flow</font><br></p>]]></desc>
<concepts><![CDATA[Capital flow]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_41.pdf</url>
</lesson>
<lesson type="print" id="70172" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Key Ideas]]></title>
<desc><![CDATA[Unit 1: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_42.pdf</url>
</lesson>
<lesson type="print" id="70173" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Activity 1-1]]></title>
<desc><![CDATA[Do You Think Like an Economist?]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_43.pdf</url>
</lesson>
<lesson type="print" id="70174" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Key Ideas]]></title>
<desc><![CDATA[Unit 2: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_44.pdf</url>
</lesson>
<lesson type="print" id="70175" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Activity 2-1]]></title>
<desc><![CDATA[Understanding the Circular Flow of the Macroeconomy]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_45.pdf</url>
</lesson>
<lesson type="print" id="70176" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Key Ideas]]></title>
<desc><![CDATA[Unit 3: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_46.pdf</url>
</lesson>
<lesson type="print" id="70177" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Activity 3-1]]></title>
<desc><![CDATA[An Introduction to Aggregate Demand]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_47.pdf</url>
</lesson>
<lesson type="print" id="70178" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Key Ideas]]></title>
<desc><![CDATA[Unit 4: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_48.pdf</url>
</lesson>
<lesson type="print" id="70179" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Activity 4-1]]></title>
<desc><![CDATA[Money and Financial Assets]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_49.pdf</url>
</lesson>
<lesson type="print" id="70180" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Key Ideas]]></title>
<desc><![CDATA[Unit 5: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_50.pdf</url>
</lesson>
<lesson type="print" id="70181" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Activity 5-1]]></title>
<desc><![CDATA[The Tools of Fiscal Policy]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_51.pdf</url>
</lesson>
<lesson type="print" id="70182" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 6: Key Ideas]]></title>
<desc><![CDATA[Unit 6: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_52.pdf</url>
</lesson>
<lesson type="print" id="70183" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 6: Activity 6-1]]></title>
<desc><![CDATA[Long-Run Aggregate Supply and the Production Possibilities Curve]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_53.pdf</url>
</lesson>
<lesson type="print" id="70184" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 7: Key Ideas]]></title>
<desc><![CDATA[Unit 7: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_54.pdf</url>
</lesson>
<lesson type="print" id="70185" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 7: Activity 7-1]]></title>
<desc><![CDATA[Balance of Payments Accounts]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_55.pdf</url>
</lesson>
<lesson type="print" id="70186" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Answer Key]]></title>
<desc><![CDATA[Unit 1: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_56.pdf</url>
</lesson>
<lesson type="print" id="70187" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Answer Key]]></title>
<desc><![CDATA[Unit 2: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_57.pdf</url>
</lesson>
<lesson type="print" id="70188" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Answer Key]]></title>
<desc><![CDATA[Unit 3: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_58.pdf</url>
</lesson>
<lesson type="print" id="70189" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Answer Key]]></title>
<desc><![CDATA[Unit 4: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_59.pdf</url>
</lesson>
<lesson type="print" id="70190" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Answer Key]]></title>
<desc><![CDATA[Unit 5: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_60.pdf</url>
</lesson>
<lesson type="print" id="70191" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 6: Answer Key]]></title>
<desc><![CDATA[Unit 6: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_61.pdf</url>
</lesson>
<lesson type="print" id="70192" publication="147" lang="en" display="FALSE">
<title><![CDATA[Unit 7: Answer Key]]></title>
<desc><![CDATA[Unit 7: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-667-3_62.pdf</url>
</lesson>
<lesson type="print" id="70193" publication="148" lang="en" display="FALSE">
			<title><![CDATA[Front Material]]></title>
			<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
			<gradedisplay>9-12</gradedisplay>
			<gradelevel>9-12</gradelevel>
			<url>978-1-56183-669-7_front.pdf</url>
		</lesson>
<lesson type="print" id="70069" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Overview]]></title>
<desc><![CDATA[Unit 1 focuses on basic economic concepts, including the framework of demand and supply in a competitive market. These concepts account for 15–24 percent of the Advanced Placement (AP) Microeconomics Exam. More importantly, if students do not understand these concepts, they will have a difficult time throughout the course.]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_01.pdf</url>
</lesson>
<lesson type="print" id="70070" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 1 - The Economic Way of Thinking]]></title>
<desc><![CDATA[AP Economics has many details that can confuse students. Students need a framework to organize these details. This lesson acquaints students with basic economic concepts and methodology. It begins with some key economic ideas that represent a new set of lenses through which students may view the world. The lesson ends with a test of economic myths that should get students’ attention. This exercise also gives the teacher a way of reinforcing the economic concepts taught at the beginning of the lesson.<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity cost,Economic way of thinking</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity cost,Economic way of thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_02.pdf</url>
</lesson>
<lesson type="print" id="70071" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 2 - Scarcity,Opportunity Cost,Production Possibilities Curves]]></title>
<desc><![CDATA[This lesson deals with opportunity cost, one of the most important concepts in economics. Start with a lecture on scarcity and production possibilities curves (PPCs). Then reinforce the lecture by using Activity 1-2, which develops the central economic problem of scarcity<br><br><p><font color='#666666'>Concepts: Scarcity,Opportunity Cost,Trade-offs</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Opportunity Cost,Trade-offs]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_03.pdf</url>
</lesson>
<lesson type="print" id="70072" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 3 - Absolute Advantage and Comparative Advantage,Specialization, Trade]]></title>
<desc><![CDATA[Activity 1-3 introduces the concepts of absolute advantage and comparative advantage. Although these concepts are covered in more detail in the international trade unit in Macroeconomics, the concept of comparative advantage is the basis for specialization and voluntary trade as well. Students taking the AP Microeconomics exam need to understand the topic of comparative advantage.<br><br><p><font color='#666666'>Concepts: Absolute Advantage,Comparative Advantage,Specialization,Exchange,Input Method,Output Method</font><br></p>]]></desc>
<concepts><![CDATA[Absolute Advantage,Comparative Advantage,Specialization,Exchange,Input Method,Output Method]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_04.pdf</url>
</lesson>
<lesson type="print" id="70073" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 4 - Understanding Demand]]></title>
<desc><![CDATA[In this lesson, students learn about the different aspects of the demand for a good or service. They learn that the typical demand curve is downward sloping. They learn the difference between a change in the demand for a good and a change in the quantity demanded, a distinction of great importance. They will see what causes a change in demand and what causes a change in quantity demanded. Graphs are essential for analyzing changes in demand and changes in quantity demanded, but manipulating graphs is not enough. Students must understand the actual behavior that is illustrated by a demand curve.<br><br><p><font color='#666666'>Concepts: Change in demand,Change in quantity demanded,Determinants of demand,Consumer surplus</font><br></p>]]></desc>
<concepts><![CDATA[Change in demand,Change in quantity demanded,Determinants of demand,Consumer surplus]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_05.pdf</url>
</lesson>
<lesson type="print" id="70074" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 5 - Understanding Supply]]></title>
<desc><![CDATA[Prices are determined by demand and supply. This lesson examines the factors that affect supply; these factors are called the determinants of supply. Students should also understand the difference between a change in supply and a change in quantity supplied. Students may have more trouble understanding supply than demand. While the framework of how we study demand and supply is the same, high school students are used to buying things but not so used to supplying things. As buyers, students view a higher price as a bad thing; as sellers, they need to see it as an incentive to produce more.<br><br><p><font color='#666666'>Concepts: Change in supply,Change in quantity supplied,Producer surplus</font><br></p>]]></desc>
<concepts><![CDATA[Change in supply,Change in quantity supplied,Producer surplus]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_06.pdf</url>
</lesson>
<lesson type="print" id="70075" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 6 - Equilibrium Price and Quantity, Interrelation of Markets]]></title>
<desc><![CDATA[Each society must find a way to answer the three big economic questions of what to produce, how to produce it, and how to distribute what is produced. Different methods of answering these questions have evolved over time. In a pure market economy, the questions are answered through the interaction of buyers and sellers in the marketplace. Resources are privately owned, and the role of government is limited to providing laws that protect property rights. This system is sometimes called a free enterprise system or capitalism. In a command economy, the key economic questions are answered by the government, which owns or controls most of the country’s resources. This system is also referred to as a centrally planned economy. In a traditional system, cultural traditions and religion strongly influence how the country addresses the three main economic questions. Most countries have a mixed system, which is a combination of the pure market and command systems. For example, the United States economy is a mixed system that relies primarily on markets but with a strong influence from government involvement.<br><br><p><font color='#666666'>Concepts: Equilibrium price,Equilibrium quantity</font><br></p>]]></desc>
<concepts><![CDATA[Equilibrium price,Equilibrium quantity]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_07.pdf</url>
</lesson>
<lesson type="print" id="70076" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 7 - Economic Systems]]></title>
<desc><![CDATA[Each society must find a way to answer the three big economic questions of what to produce, how to produce it, and how to distribute what is produced. Different methods of answering these questions have evolved over time. In a pure market economy, the questions are answered through the interaction of buyers and sellers in the marketplace. Resources are privately owned, and the role of government is limited to providing laws that protect property rights. This system is sometimes called a free enterprise system or capitalism. In a command economy, the key economic questions are answered by the government, which owns or controls most of the country’s resources. This system is also referred to as a centrally planned economy. In a traditional system, cultural traditions and religion strongly influence how the country addresses the three main economic questions. Most countries have a mixed system, which is a combination of the pure market and command systems. For example, the United States economy is a mixed system that relies primarily on markets but with a strong influence from government involvement.<br><br><p><font color='#666666'>Concepts: Pure Market Economy,Free Enterprise System,Capitalism,Command Economy,Centrally Planned Economy,Traditional System,Mixed System</font><br></p>]]></desc>
<concepts><![CDATA[Pure Market Economy,Free Enterprise System,Capitalism,Command Economy,Centrally Planned Economy,Traditional System,Mixed System]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_08.pdf</url>
</lesson>
<lesson type="print" id="70077" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 1: Lesson 8 Marginal Analysis]]></title>
<desc><![CDATA[When you get right down to it, economics is really about how much of something we should do. Because of scarcity, we cannot have everything we want. Therefore, we have to make decisions about how to allocate our time, money, and resources among the many different uses of these limited items. Marginal analysis is the tool economists use to make these allocation decisions. The idea of marginal analysis is quite simple: If the marginal benefit from another unit of some activity exceeds the marginal cost of that unit, you should undertake that extra unit of the activity. If the marginal benefit of the extra unit is less than the extra cost of that unit, do not take on the extra unit. (As a rule of thumb, if the marginal benefit and marginal cost of an extra unit are equal, economists say go ahead with that unit.) This lesson gives students some experience working with marginal analysis. Stress to students that they need to be clear in their answers about the difference between a “marginal” value (such as marginal benefit or marginal cost) and a “total” value (such as total benefit or total cost). This distinction makes a big difference in how well a student performs on the AP Microeconomics Exam.<br><br><p><font color='#666666'>Concepts: Marginal Benefit,Marginal Cost,Total Benefit,Total Cost,Economic Way of Thinking</font><br></p>]]></desc>
<concepts><![CDATA[Marginal Benefit,Marginal Cost,Total Benefit,Total Cost,Economic Way of Thinking]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_09.pdf</url>
</lesson>
<lesson type="print" id="70194" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Overview]]></title>
<desc><![CDATA[Unit 2 extends the basic framework of demand and supply that was covered in Unit 1. The material in Unit 2 accounts for 13–20 percent of the Advanced Placement (AP) Microeconomics Exam. Lesson 2 has students explore how competitive markets allocate society’s scarce resources. They see how market prices serve to allocate these resources to their highest valued uses. The effects of changes in one market on the price and quantity in a related market are demonstrated. This lesson uses consumer theory based on marginal utility analysis to explain why the demand curve for a good or service is downward sloping. The concept of consumer equilibrium is used to illustrate how a consumer can maximize total utility from a given income by allocating that budget correctly between two products.]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_10.pdf</url>
</lesson>
<lesson type="print" id="70078" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 1 Resource Allocation]]></title>
<desc><![CDATA[It is important for students to understand how society’s scarce resources are allocated among their many possible uses. This lesson asks students to analyze the effects of a change in demand or supply in one market on the equilibrium position in a related market. Activity 2-1 assumes the product and resource markets are perfectly competitive.<br><br><p><font color='#666666'>Concepts: Resource Allocation</font><br></p>]]></desc>
<concepts><![CDATA[Resource Allocation]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_11.pdf</url>
</lesson>
<lesson type="print" id="70079" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 2 Marginal Utility and the Law of Demand]]></title>
<desc><![CDATA[This lesson engages students in an application of marginal analysis, which gives them a better understanding of the law of demand. Students need more than a superficial answer to the question of, “Why does a person buy more of a good when its price is reduced?” Activity 2-2 accomplishes two important goals. First, it shows the relationship between total utility and marginal utility. This “marginal–total” connection will be useful in future lessons as well. The activity helps students understand that people make decisions on the margin as they attempt to maximize a total concept such as total utility. Second, it shows students that having marginal utility data is not enough to maximize their total utility as they allocate a limited income between two goods. Students must determine the marginal utility per dollar to make that allocation correctly. (This skill will be used again by students in Unit 4 when they work with factor markets as firms allocate a given resource budget between different types of resources.) Lesson 2 also has the student determine the value of consumer surplus and distinguishes between the substitution effect and the income effect of a change in the price of a product.<br><br><p><font color='#666666'>Concepts: Total Utility,Marginal Utility,Diminishing Marginal Utility,The Law Of Demand</font><br></p>]]></desc>
<concepts><![CDATA[Total Utility,Marginal Utility,Diminishing Marginal Utility,The Law Of Demand]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_12.pdf</url>
</lesson>
<lesson type="print" id="70080" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 3 Elasticities]]></title>
<desc><![CDATA[Now that students have mastered the foundation of demand and supply, it is time to have them move to the next level of market analysis. Elasticity is a measure of how strongly one variable responds to a change in another variable. In Lesson 3, students will learn about four economic elasticities. The most important one is price elasticity of demand, which measures the strength of the consumer response to a change in the price of a product. Both the price change and the resulting change in quantity demanded are measured as percentage changes. This is necessary because a comparison of the actual change in dollars and quantities does not indicate the relative size of the changes. (A $5 price increase is a large change if the product is a pizza but it is a small change if the product is a house.) The law of demand tells us that the value of the price elasticity of demand will be a negative number. When we interpret that value, we consider its absolute value.<br><br><p><font color='#666666'>Concepts: Price Elasticity of Demand,Elastic Demand,Inelastic Demand,Unit Elastic Demand,Perfectly Elastic Demand,Perfectly Inelastic Demand,Income Elasticity of Demand,Cross-Price Elasticity of Demand,Price Elasticity of Supply,Normal Good,Inferior Good,Substitute</font><br></p>]]></desc>
<concepts><![CDATA[Price Elasticity of Demand,Elastic Demand,Inelastic Demand,Unit Elastic Demand,Perfectly Elastic Demand,Perfectly Inelastic Demand,Income Elasticity of Demand,Cross-Price Elasticity of Demand,Price Elasticity of Supply,Normal Good,Inferior Good,Substitute]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_13.pdf</url>
</lesson>
<lesson type="print" id="70081" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 4 Price Floors and Ceilings]]></title>
<desc><![CDATA[There are numerous examples of the government intervening in a competitive market to help either the consumers or the sellers of that particular good or service. Agricultural price supports for farmers and the minimum wage for lower income workers are examples of price floors. Such controls prevent the price of the product from falling below the stated price floor. To be effective (i.e., to have an impact) in the market, the price floor must be set above the equilibrium price, and it will result in a surplus of the item. The higher price increases the quantity supplied by sellers and decreases the quantity demanded by consumers. A price floor set below the equilibrium or market price has no effect. Rent controls are an example of a price ceiling. Such a control prevents the price of the item from rising above the price ceiling. To be effective, the price ceiling must be set below the equilibrium price, and it will result in a shortage of the item. The lower price increases the quantity demanded by consumers and decreases the quantity supplied by sellers. Because government price controls result in the market producing an output that is different from the socially optimal quantity, the controls result in a deadweight loss for society. While some individuals or groups benefit from the price floor or ceiling, overall there is a reduction in social welfare.<br><br><p><font color='#666666'>Concepts: Price Floors,Price Ceilings</font><br></p>]]></desc>
<concepts><![CDATA[Price Floors,Price Ceilings]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_14.pdf</url>
</lesson>
<lesson type="print" id="70082" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 2: Lesson - 5 Property Rights,Market Failure,Deadweight Loss]]></title>
<desc><![CDATA[A cornerstone of an effective market economy is the presence of well-established property rights. When individuals own resources, they have incentives to allocate those resources to their most highly valued uses. This lesson shows students why property rights are important and how the absence of property rights can result in market failure and deadweight loss.<br><br><p><font color='#666666'>Concepts: Property Rights,Marginal Private Benefit,Marginal Social Benefit,Marginal Private Cost,Marginal Social Cost</font><br></p>]]></desc>
<concepts><![CDATA[Property Rights,Marginal Private Benefit,Marginal Social Benefit,Marginal Private Cost,Marginal Social Cost]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_15.pdf</url>
</lesson>
<lesson type="print" id="70195" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Overview]]></title>
<desc><![CDATA[The theory of the firm is the heart of an Advanced Placement (AP) Microeconomics course. The content of this unit will account for 35–50 percent of the AP Microeconomics Exam.]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_16.pdf</url>
</lesson>
<lesson type="print" id="70083" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 1 Introduction to Market Structures]]></title>
<desc><![CDATA[This lesson introduces students to the kinds of market structures they will be studying during the next several weeks. Because most actual markets do not fit all the assumptions of the perfectly competitive market model, it is necessary to examine what happens when these assumptions are not met. Economists have developed models to explain how other market structures—monopoly, oligopoly, and monopolistic competition—can produce results that differ from those expected under purely competitive conditions.<br><br><p><font color='#666666'>Concepts: Perfect Competition,Monopolistic Competition,Oligopoly,Monopoly</font><br></p>]]></desc>
<concepts><![CDATA[Perfect Competition,Monopolistic Competition,Oligopoly,Monopoly]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_17.pdf</url>
</lesson>
<lesson type="print" id="70084" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 2 Production and Cost]]></title>
<desc><![CDATA[Lesson 2 helps students understand the relationship between the productivity and cost functions of a firm. There are three productivity measures and seven cost measures. Students should understand how productivity is the basis of cost. By increasing its productivity, a firm can reduce its cost. This lesson is critical if students are to grasp what follows. Although there are four types of market structure in which a firm can sell its output, the costs of the firm remain conceptually the same for a firm in any market structure. Unless students understand these cost concepts, they are likely to be confused when you begin discussing the steps by which a firm maximizes its total profit.<br><br><p><font color='#666666'>Concepts: Marginal Physical Product,Average Physical Product,Total Product,Total Cost,Total Variable Cost,Total Fixed Cost,Average Total Cost,Average Variable Cost,Average Fixed Cost,Marginal Cost,Diminishing Marginal Productivity,Explicit and Implicit Costs,Long-r</font><br></p>]]></desc>
<concepts><![CDATA[Marginal Physical Product,Average Physical Product,Total Product,Total Cost,Total Variable Cost,Total Fixed Cost,Average Total Cost,Average Variable Cost,Average Fixed Cost,Marginal Cost,Diminishing Marginal Productivity,Explicit and Implicit Costs,Long-r]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_18.pdf</url>
</lesson>
<lesson type="print" id="70085" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 3 Revenue, Profit, and Profit-Maximization Rules]]></title>
<desc><![CDATA[Now that students have a foundation in the cost structure of a typical firm, we turn to the revenue side of the operation. Lesson 3 explains to students the three measures of a firm’s revenue—total revenue, average revenue, and marginal revenue. Although the shapes of the revenue curves will depend on the type of market in which the firm’s product is sold, the definitions and calculations of the three revenue measures are the same for all firms. This lesson also introduces three similar measures of profit—total profit, average profit, and marginal profit. It concludes with a discussion of the key rules any firm follows to maximize its total economic profit.<br><br><p><font color='#666666'>Concepts: Total Revenue,Average Revenue,Marginal Revenue,Total Profit,Average Profit,Marginal Profit</font><br></p>]]></desc>
<concepts><![CDATA[Total Revenue,Average Revenue,Marginal Revenue,Total Profit,Average Profit,Marginal Profit]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_19.pdf</url>
</lesson>
<lesson type="print" id="70086" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 4 Perfect Competition in the Short Run and Long Run]]></title>
<desc><![CDATA[Lesson 4 is very important because it shows students how a firm in a perfectly competitive market maximizes its total profit in the short run and in the long run. The conditions under which a firm should shut down are discussed. The shortrun supply curves of a perfectly competitive firm and industry are created. The lesson also examines a perfectly competitive industry in short-run and long-run equilibrium. Students are given practice drawing graphs of a perfectly competitive firm and a perfectly competitive industry in different profit situations. When students understand the decisions made by a firm in perfect competition, the extension of this material to that of a monopoly and a monopolistically competitive firm is much easier.<br><br><p><font color='#666666'>Concepts: Perfect Competition in the Short and Long Terms, Perfectly Competitive Market,Price Taker</font><br></p>]]></desc>
<concepts><![CDATA[Perfect Competition in the Short and Long Terms, Perfectly Competitive Market,Price Taker]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_20.pdf</url>
</lesson>
<lesson type="print" id="70087" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 5 Monopoly]]></title>
<desc><![CDATA[Lesson 5 extends the theory of the firm to the model of a monopoly. Students will see that the profit-maximization rules for the monopoly are the same as they were for a perfectly competitive firm. Because price (P) is greater than marginal revenue for a monopoly, however, the output will be smaller and the price higher than in a perfectly competitive market. It is in the monopoly’s best interest to produce where MR = MC, not where P = MC. The monopoly will produce a smaller output than society would like it to produce. This results in the total welfare being smaller in a monopolistic market than in one that is perfectly competitive, thus creating a deadweight loss to society.<br><br><p><font color='#666666'>Concepts: Demand,Average Revenue,Marginal Revenue,Total Revenue functions of a monopoly</font><br></p>]]></desc>
<concepts><![CDATA[Demand,Average Revenue,Marginal Revenue,Total Revenue functions of a monopoly]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_21.pdf</url>
</lesson>
<lesson type="print" id="70088" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 3: Lesson - 6 Monopolistic Competition and Oligopoly]]></title>
<desc><![CDATA[You have devoted a considerable amount of class time to perfect competition and monopoly, the two extreme models on the spectrum of market structure. Lesson 6 allows you to teach the more real-world models of monopolistic competition and oligopoly. Many retailing industries are conducted under conditions of monopolistic competition. Oligopoly exists in a number of manufacturing industries.<br><br><p><font color='#666666'>Concepts: Monopolistic Competition,Oligopoly</font><br></p>]]></desc>
<concepts><![CDATA[Monopolistic Competition,Oligopoly]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_22.pdf</url>
</lesson>
<lesson type="print" id="70196" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Overview]]></title>
<desc><![CDATA[Unit 4 switches the roles of the household and business sectors of the economy. In the markets for resources, households are the suppliers and businesses are the demanders. The basic analytical framework for examining factor markets uses concepts similar to those used in the supply and demand units (Units 1 and 2) and the theory of the firm unit (Unit 3). The concepts of demand, supply, equilibrium, marginal analysis, and profit maximization are applied again in Unit 4. The difference is that they are applied to inputs rather than outputs. Students do not have to learn a lot of new concepts in this unit. Rather, they must apply to the factor or resource markets the concepts they already learned in studying product markets. The topics covered in Unit 4 account for 10–18 percent of the Advanced Placement (AP) Microeconomics Exam.<br><br><p><font color='#666666'>Concepts: Markets for Resources</font><br></p>]]></desc>
<concepts><![CDATA[Markets for Resources]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_23.pdf</url>
</lesson>
<lesson type="print" id="70089" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 1 How Resource Prices Are Determined]]></title>
<desc><![CDATA[This lesson shows students how a firm determines the profit-maximizing quantity of resources and resource prices. Students see how the demand for a resource is dependent on the marginal productivity of the resource and on the demand for the goods and services that resource produces. They learn that the firm should employ a resource at the level where marginal revenue product equals marginal resource cost. The effect of a product market not being perfectly competitive is examined. The lesson compares the employment and resource price of a firm that hires a resource in a perfectly competitive market with those of a firm that acquires a resource in a monopsonistic market. Students work examples in which they must find the economically efficient and profit-maximizing combinations of resources.<br><br><p><font color='#666666'>Concepts: Product Market,Resource Market,Marginal Revenue Product,Marginal Resource Cost,Derived Demand,Monopsomy</font><br></p>]]></desc>
<concepts><![CDATA[Product Market,Resource Market,Marginal Revenue Product,Marginal Resource Cost,Derived Demand,Monopsomy]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_24.pdf</url>
</lesson>
<lesson type="print" id="70090" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 2 Competition versus Monopsony in Labor Markets]]></title>
<desc><![CDATA[Lesson 2 asks students to compare a labor market that is perfectly competitive with one that is a monopsony. A monopsony is the sole buyer of labor and must offer a higher wage to attract more workers. The firm’s marginal resource cost from adding another unit of labor is greater than the wage paid to that labor unit. Students work with graphs of perfectly competitive and monopsonistic labor markets to analyze the effects of changes in economic conditions, government policies, and union activities.<br><br><p><font color='#666666'>Concepts: Monopsomy,Minimum Wage</font><br></p>]]></desc>
<concepts><![CDATA[Monopsomy,Minimum Wage]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_25.pdf</url>
</lesson>
<lesson type="print" id="70091" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 4: Lesson - 3 Analyzing Factor Market Concepts]]></title>
<desc><![CDATA[In this lesson, students are given a variety of questions to see how well they have mastered the material on factor markets. If they do poorly on a particular question, they should review that material.<br><br><p><font color='#666666'>Concepts: Economic Rent</font><br></p>]]></desc>
<concepts><![CDATA[Economic Rent]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_26.pdf</url>
</lesson>
<lesson type="print" id="70197" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Overview]]></title>
<desc><![CDATA[In this unit, students develop criteria to determine which activities government should undertake and to evaluate how well government performs these activities. Unit 5 accounts for 12–18 percent of the Advanced Placement (AP) Microeconomics Exam. It applies a variety of concepts students learned in previous units.]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_27.pdf</url>
</lesson>
<lesson type="print" id="70092" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 1-Private or Public? Public Goods and Services]]></title>
<desc><![CDATA[This lesson makes the distinction between private goods, which are subject to exclusion and rivalry, and public goods, which are subject to nonexclusion and nonrivalry. Public goods cannot be excluded from people who do not pay for them. Also, someone using a public good does not prevent others from using it as well. Because of these characteristics, firms are unable to earn a positive profit by producing public goods and services. It has become the responsibility of government to provide them.<br><br><p><font color='#666666'>Concepts: Public Goods,Private Goods</font><br></p>]]></desc>
<concepts><![CDATA[Public Goods,Private Goods]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_28.pdf</url>
</lesson>
<lesson type="print" id="70093" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 2 When Markets Fail]]></title>
<desc><![CDATA[The material discussed in Lesson 2 appears frequently on the AP Microeconomics Exam. Students need to understand the conditions under which a competitive market fails to produce the socially optimal quantity of a good or service. They also need to know what steps can be taken to remedy this situation. Some government intervention in the economy is designed to remedy problems arising from third-party costs and benefits of private activities or transactions. Students who understand third-party effects, often called externalities, can analyze the need for and effect of such government interventions. Activity 5-2 provides an overview of the externality problem.<br><br><p><font color='#666666'>Concepts: Third-Party Costs (Negative Externalities or Social Spillover Costs),Third-Party Benefits (Positive Externalities or Social Spillover Benefits)</font><br></p>]]></desc>
<concepts><![CDATA[Third-Party Costs (Negative Externalities or Social Spillover Costs),Third-Party Benefits (Positive Externalities or Social Spillover Benefits)]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_29.pdf</url>
</lesson>
<lesson type="print" id="70094" publication="148" lang="en" display="TRUE">
<title><![CDATA[Unit 5: Lesson - 3 Efficiency, Equity, and Effects of Government Policies]]></title>
<desc><![CDATA[Previous lessons have examined the role of government. This unit looks at the distribution of income and the effects of government policies to change that distribution. The controversy weighs efficiency against equity. Markets work. In a world of scarce resources, higher productivity is better than lower productivity. Markets create incentives that increase productivity and the size of the economic pie.<br><br><p><font color='#666666'>Concepts: Ability-to-Pay,Benefits-Received,Progressive,Proportional,Regressive Taxes,Lorenze Curve,Gini Coefficient</font><br></p>]]></desc>
<concepts><![CDATA[Ability-to-Pay,Benefits-Received,Progressive,Proportional,Regressive Taxes,Lorenze Curve,Gini Coefficient]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_30.pdf</url>
</lesson>
<lesson type="print" id="70198" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Key Ideas]]></title>
<desc><![CDATA[Unit 1: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_31.pdf</url>
</lesson>
<lesson type="print" id="70199" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Activity 1-1]]></title>
<desc><![CDATA[Do You Think Like an Economist?]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_32.pdf</url>
</lesson>
<lesson type="print" id="70200" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Key Ideas]]></title>
<desc><![CDATA[Unit 2: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_33.pdf</url>
</lesson>
<lesson type="print" id="70201" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Activity 2-1]]></title>
<desc><![CDATA[Understanding the Circular Flow of the Macroeconomy]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_34.pdf</url>
</lesson>
<lesson type="print" id="70202" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Key Ideas]]></title>
<desc><![CDATA[Unit 3: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_35.pdf</url>
</lesson>
<lesson type="print" id="70203" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Activity 3-1]]></title>
<desc><![CDATA[An Introduction to Aggregate Demand]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_36.pdf</url>
</lesson>
<lesson type="print" id="70204" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Key Ideas]]></title>
<desc><![CDATA[Unit 4: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_37.pdf</url>
</lesson>
<lesson type="print" id="70205" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Activity 4-1]]></title>
<desc><![CDATA[Money and Financial Assets]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_38.pdf</url>
</lesson>
<lesson type="print" id="70206" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Key Ideas]]></title>
<desc><![CDATA[Unit 5: Key Ideas]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_39.pdf</url>
</lesson>
<lesson type="print" id="70207" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Activity 5-1]]></title>
<desc><![CDATA[The Tools of Fiscal Policy]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_40.pdf</url>
</lesson>
<lesson type="print" id="70208" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 1: Answer Key]]></title>
<desc><![CDATA[Unit 1: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_41.pdf</url>
</lesson>
<lesson type="print" id="70209" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 2: Answer Key]]></title>
<desc><![CDATA[Unit 2: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_42.pdf</url>
</lesson>
<lesson type="print" id="70210" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 3: Answer Key]]></title>
<desc><![CDATA[Unit 3: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_43.pdf</url>
</lesson>
<lesson type="print" id="70211" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 4: Answer Key]]></title>
<desc><![CDATA[Unit 4: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_44.pdf</url>
</lesson>
<lesson type="print" id="70211" publication="148" lang="en" display="FALSE">
<title><![CDATA[Unit 5: Answer Key]]></title>
<desc><![CDATA[Unit 5: Answer Key]]></desc>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-669-7_45.pdf</url>
</lesson>
<lesson type="print" id="70212" publication="149" lang="en" display="FALSE">
	<title><![CDATA[Front Material]]></title>
	<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
	<gradedisplay>9-12</gradedisplay>
	<gradelevel>9-12</gradelevel>
	<url>978-1-56183-734-2_front.pdf</url>
</lesson>
<lesson type="print" id="70095" publication="149" lang="en" display="TRUE">
<title><![CDATA[Lesson 1 - Earning Income]]></title>
<desc><![CDATA[This standard focuses on income earned or received by people. The primary focus at the 4th grade level is to describe different types of jobs as well as different forms of income earned or received. Attention at the 8th grade level turns to the benefits and costs of increasing income through the acquisition of education and skills. Government programs that affect income are introduced. The 12th grade level gives further emphasis to types of income and taxes, highlights benefit-cost decisions related to jobs and careers, and introduces labor markets.<br><br><p><font color='#666666'>Concepts: Income for most people is determined by the market value of their labor, paid as wages and salaries. People can increase their income and job opportunities by choosing to acquire more education, work experience, and job skills. The decision to undertake an activity that increases income or job opportunities is affected by the expected benefits and costs of such an activity. Income also is obtained from other sources such as interest, rents, capital gains, dividends, and profits.</font><br></p>]]></desc>
<concepts><![CDATA[Income for most people is determined by the market value of their labor, paid as wages and salaries. People can increase their income and job opportunities by choosing to acquire more education, work experience, and job skills. The decision to undertake income or job opportunities is affected by the expected benefits and costs of such an activity. Income also is obtained from other sources such as interest, rents, capital gains, dividends, and profits.]]></concepts>
<gradedisplay>4,8,12</gradedisplay>
<gradelevel>4-12</gradelevel>
<url>978-1-56183-734-2_01.pdf</url>
</lesson>
<lesson type="print" id="70096" publication="149" lang="en" display="TRUE">
<title><![CDATA[Lesson 2 - Buying Goods and Services]]></title>
<desc><![CDATA[The 4th grade benchmarks introduce the concepts of scarcity, choice, and opportunity cost. Factors that influence spending choices, such as advertising, peer pressure, and spending choices of others, are analyzed. Attention is given to comparing the costs and benefits of spending decisions. The basics of budgeting and planning are introduced. The 8th grade benchmarks expand upon these concepts. More attention is paid to making a spending decision. Payment methods are introduced along with the importance of weighing the costs and benefits of each. Budgeting is discussed in more detail, including the classification of expenses. The 12th grade benchmarks frame a consumer’s decision using economic ideas such as satisfaction, determinants of demand, costs of information search, choice of product durability and other features, and the role of government and other institutions in providing information for consumers.<br><br><p><font color='#666666'>Concepts: People cannot buy or make all the goods and services they want; as a result, people choose to buy some goods and services and not buy others. People can improve their economic wellbeing by making informed spending decisions, which entails collecting information, planning, and budgeting.</font><br></p>]]></desc>
<concepts><![CDATA[People cannot buy or make all the goods and services they want; as a result, people choose to buy some goods and services and not buy others. People can improve their economic wellbeing by making informed spending decisions, which entails collecting information, planning, and budgeting.]]></concepts>
<gradedisplay>4,8,12</gradedisplay>
<gradelevel>4-12</gradelevel>
<url>978-1-56183-734-2_02.pdf</url>
</lesson>
<lesson type="print" id="70097" publication="149" lang="en" display="TRUE">
<title><![CDATA[Lesson 3 - Saving]]></title>
<desc><![CDATA[At the 4th grade level, the primary focus is for students to understand the concept of saving. Students should know how people save money, where people can save money, and why people save money, as well as the concept of interest. At the 8th grade level, the focus turns to the role that financial institutions play as intermediaries between savers and borrowers as well as the role government agencies such as the Federal Deposit Insurance Corporation (FDIC) play in protecting savings deposits. The role of markets in determining interest rates is introduced. Finally, the mathematics of saving is covered, including the power of compound interest. All of this is framed around the choices people make about how much to save. At the 12th grade level, more complex concepts are introduced, such as real versus nominal interest rates, present versus future value, financial regulators, the factors determining<br><br><p><font color='#666666'>Concepts: Saving is the part of income that people choose to set aside for future uses. People save for different reasons during the course of their lives. People make different choices about how they save and how much they save. Time, interest rates, and inflation affect the value of savings.</font><br></p>]]></desc>
<concepts><![CDATA[Saving is the part of income that people choose to set aside for future uses. People save for different reasons during the course of their lives. People make different choices about how they save and how much they save. Time, interest rates, and inflation affect the value of savings.]]></concepts>
<gradedisplay>4,8,12</gradedisplay>
<gradelevel>4-12</gradelevel>
<url>978-1-56183-734-2_03.pdf</url>
</lesson>
<lesson type="print" id="70098" publication="149" lang="en" display="TRUE">
<title><![CDATA[Lesson 4 - Using Credit]]></title>
<desc><![CDATA[At the 4th grade level, students should understand the concept of credit and the cost of using credit—namely, the obligation to repay what is borrowed plus interest on the amount borrowed. Students should recognize that a reputation for repaying loans contributes to a person’s ability to obtain loans in the future. At the 8th grade level, attention turns to why people use credit, the sources of credit, why interest rates vary across borrowers, and the reasons for using credit to invest in education and durable goods. Students should be able to make basic calculations related to borrowing, including principal and interest payments as well as compound interest. At the 12th grade level, the focus is on credit reports, credit scores, behaviors that contribute to strong credit reports and scores, and the impact of credit reports and scores on consumers. Consumer protection laws as they apply to credit and credit card use are also covered.<br><br><p><font color='#666666'>Concepts: Credit allows people to purchase goods and services that they can use today and pay for those goods and services in the future with interest. People choose among different credit options that have different costs. Lenders approve or deny applications for loans based on an evaluation of the borrower’s past credit history and expected ability to pay in the future. Higher-risk borrowers are charged higher interest rates; lower-risk borrowers are charged lower interest rates.</font><br></p>]]></desc>
<concepts><![CDATA[Credit allows people to purchase goods and services that they can use today and pay for those goods and services in the future with interest. People choose among different credit options that have different costs. Lenders approve or deny applications for loans based on an evaluation of the borrower’s past credit history and expected ability to pay in the future. Higher-risk borrowers are charged higher interest rates; lower-risk borrowers are charged lower interest rates.]]></concepts>
<gradedisplay>4,8,12</gradedisplay>
<gradelevel>4-12</gradelevel>
<url>978-1-56183-734-2_04.pdf</url>
</lesson>
<lesson type="print" id="70099" publication="149" lang="en" display="TRUE">
<title><![CDATA[Lesson 5 - Financial Investment]]></title>
<desc><![CDATA[At the 4th grade level, students begin to understand that investment means using resources to expand an individual’s or business’s abilities to produce in the future. A financial investment is using one’s savings to purchase financial assets with the goal of increasing one’s income and/or wealth in the future. At the 8th grade level, students will understand the variety of possible financial investments and be able to calculate rates of return. At the 12th grade level, students are expected to be able to explain the relevance of and to calculate real and after-tax rates of return. They will be able to discuss how markets cause rates of return to change in response to variation in risk and maturity. Students will explain how diversification can reduce risk. Students will understand how financial markets react to changes in market conditions and information.<br><br><p><font color='#666666'>Concepts: Financial investment is the purchase of financial assets to increase income or wealth in the future. Investors must choose among investments that have different risks and expected rates of return. Investments with higher expected rates of return tend to have greater risk. Diversification of investment among a number of choices can lower investment risk.</font><br></p>]]></desc>
<concepts><![CDATA[Financial investment is the purchase of financial assets to increase income or wealth in the future. Investors must choose among investments that have different risks and expected rates of return. Investments with higher expected rates of return tend to have greater risk. Diversification of investment among a number of choices can lower investment risk.]]></concepts>
<gradedisplay>4,8,12</gradedisplay>
<gradelevel>4-12</gradelevel>
<url>978-1-56183-734-2_05.pdf</url>
</lesson>
<lesson type="print" id="70100" publication="149" lang="en" display="TRUE">
<title><![CDATA[Lesson 6 - Protecting and Insuring]]></title>
<desc><![CDATA[This standard builds an awareness of the ways in which wealth and income are vulnerable to loss from unexpected events. At the 4th grade level the primary focus is for students to be aware of financial risk and learn that individuals can reduce that risk by altering their behavior to reduce the likelihood and size of a loss. At the 8th grade level, the benchmarks introduce insurance (transfer of risk through risk pooling) as an option and emphasize that each option for managing risk (assume it, reduce it, insure it) entails a cost. The cost is often influenced by an individual’s own behavior. The 8th grade benchmarks also introduce the risk associated with identity theft. At the 12th grade level the benchmarks expand the discussion of insurance contracts to consider how contract features encourage individuals to take steps to reduce the potential size of a loss. The 12th grade benchmarks also address more specific financial vulnerabilities with health, property/casualty, disability, and life insurance products. In addition, the 12th grade benchmarks focus on a wider range of personal information-sharing activities and how to protect against identity theft.<br><br><p><font color='#666666'>Concepts: People make choices to protect themselves from the financial risk of lost income, assets, health, or identity. They can choose to accept risk, reduce risk, or transfer the risk to others. Insurance allows people to transfer risk by paying a fee now to avoid the possibility of a larger loss later. The price of insurance is influenced by an individual’s behavior.</font><br></p>]]></desc>
<concepts><![CDATA[People make choices to protect themselves from the financial risk of lost income, assets, health, or identity. They can choose to accept risk, reduce risk, or transfer the risk to others. Insurance allows people to transfer risk by paying a fee now to avoid the possibility of a larger loss later. The price of insurance is influenced by an individual’s behavior.]]></concepts>
<gradedisplay>4,8,12</gradedisplay>
<gradelevel>4-12</gradelevel>
<url>978-1-56183-734-2_06.pdf</url>
</lesson>
<lesson type="print" id="70213" publication="150" lang="en" display="FALSE">
	<title><![CDATA[Front Material]]></title>
	<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
	<gradedisplay>9-12</gradedisplay>
	<gradelevel>9-12</gradelevel>
	<url>978-1-56183-735-9_front.pdf</url>
</lesson>
<lesson type="print" id="70101" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 1 - Entrepreneurship&apos;s Many Beneficiaries]]></title>
<desc><![CDATA[This lesson introduces students to entrepreneurship and asks them to consider the benefits of entrepreneurial activity. Students will investigate how entrepreneurs benefit those who supply resources. By simulating a resource market, with an increasing number of businesses demanding a fixed amount of resources, students will trace the positive effect on suppliers&apos; revenues. Finally, students will examine the benefits to workers by comparing the number of jobs created by small and large businesses.<br><br><p><font color='#666666'>Concepts: Command Economy,Competition,Entrepreneur,Entrepreneurship,Factors of Production,Market,Market Economy,Production,Revenue,Surplus,Shortage</font><br></p>]]></desc>
<concepts><![CDATA[Command Economy,Competition,Entrepreneur,Entrepreneurship,Factors of Production,Market,Market Economy,Production,Revenue,Surplus,Shortage]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_01.pdf</url>
</lesson>
<lesson type="print" id="70102" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 2 - The Role of the Entrepreneur in the Economy]]></title>
<desc><![CDATA[In this lesson, students will explore the purpose of an economic system and differentiate between market and command economies. Students will review the meaning of capitalism and engage with several different critiques of the market economy, exploring the ways in which these criticisms have extended to entrepreneurship. Finally, students will explore counter-arguments to these criticisms and learn how competition among entrepreneurs in a free market economy can promote behaviors that increase the welfare of consumers, workers, and society as a whole.<br><br><p><font color='#666666'>Concepts: Capitalism,Capital Goods,Consume,Economic Growth,Goods,Investment,LaborMarket Economy,Command Economy,Factors of Production,Competition</font><br></p>]]></desc>
<concepts><![CDATA[Capitalism,Capital Goods,Consume,Economic Growth,Goods,Investment,LaborMarket Economy,Command Economy,Factors of Production,Competition]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_02.pdf</url>
</lesson>
<lesson type="print" id="70103" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 3 - The Entrepreneur and the Supply Chain]]></title>
<desc><![CDATA[This lesson will introduce students to the concept of the supply chain by tracing the journey of an “everyday product” from nature to the classroom. By analyzing this “everyday product” and reading a case study about a growing business, students will identify the four main types of businesses that compose the supply chain (manufacturers, wholesalers, retailers, and service providers) and explore the role local resources and assets play in business development. Finally, students will explore resources and assets in their local community and identify opportunities for entrepreneurs to build businesses using the local supply chain.<br><br><p><font color='#666666'>Concepts: Supply Chain,Assets,Resources,Vertical Integration</font><br></p>]]></desc>
<concepts><![CDATA[Supply Chain,Assets,Resources,Vertical Integration]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_03.pdf</url>
</lesson>
<lesson type="print" id="70104" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 4 - Choosing the Right Type of Business Organization]]></title>
<desc><![CDATA[In this lesson, students will learn about the four types of business organizations: sole proprietorship, partnership, corporation, and franchise. Students will play a concentration game to better understand the features, advantages, and disadvantages of each type. Students will then analyze four scenarios and recommend the type of business organization that is most appropriate for each case. The lesson concludes with an analysis of how each type of business organization plays an important role in the U.S. economy.<br><br><p><font color='#666666'>Concepts: Sole Proprietorship,Partnership,Corporation,Franchise,Opportunity Cost</font><br></p>]]></desc>
<concepts><![CDATA[Sole Proprietorship,Partnership,Corporation,Franchise,Opportunity Cost]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_04.pdf</url>
</lesson>
<lesson type="print" id="70105" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 5 - What are you worth?]]></title>
<desc><![CDATA[In this lesson, students will perform a self assessment, compiling a list of their human capital skills, determining jobs for which they may be qualified. Using an income statement as a tool, students describe all the costs the entrepreneur must consider in operating a business, including the costs the entrepreneur must pay for resources and the opportunity costs borne by the entrepreneur when establishing and operating a business.<br><br><p><font color='#666666'>Concepts: Accounting Profit,Capital,Cost,Economics,Economic Loss,Economic Profit,Explicit Cost,Human Capital,Income,Income Statement,Implicit Cost,Normal Profit,Profit,Return,Return on Investment</font><br></p>]]></desc>
<concepts><![CDATA[Accounting Profit,Capital,Cost,Economics,Economic Loss,Economic Profit,Explicit Cost,Human Capital,Income,Income Statement,Implicit Cost,Normal Profit,Profit,Return,Return on Investment]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_05.pdf</url>
</lesson>
<lesson type="print" id="70106" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 6 - Risk Management]]></title>
<desc><![CDATA[This lesson introduces students to the concepts of risk and insurance, and students will explore how entrepreneurs recognize, transfer, and share risk. Through a decision making activity, students will learn how entrepreneurs assess and protect against risk. Given various risk scenarios, students will select insurance coverage based on the probability of loss as well as the amount of possible loss to their business. Finally, students will demonstrate their knowledge of risk and insurance through a role-playing activity, in which they will judge real-life product liability cases.<br><br><p><font color='#666666'>Concepts: Insurance,Risk</font><br></p>]]></desc>
<concepts><![CDATA[Insurance,Risk]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_06.pdf</url>
</lesson>
<lesson type="print" id="70107" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 7 - Financing the Enterprise]]></title>
<desc><![CDATA[In this lesson, students will learn about several different options for funding business enterprises, including family lending, traditional bank loans, and micro-finance programs. Through an introductory case study in family lending, students will become familiar with the concepts of start-up funding, loans, credit, and debt as well as the two main types of business financing: debt financing and equity financing. Students will then engage in a role-play exercise in which they use their knowledge of different financing options to recommend a course of action to an entrepreneur based on the information he or she provides about his or her business. Finally, students will test their resourcefulness by thinking of creative ways to “bootstrap” their way into business without seeking external financing.<br><br><p><font color='#666666'>Concepts: Cost,Cost/Benefit Analysis,Credit,Debt,Debt Financing,Equity,Equity financing</font><br></p>]]></desc>
<concepts><![CDATA[Cost,Cost/Benefit Analysis,Credit,Debt,Debt Financing,Equity,Equity financing]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_07.pdf</url>
</lesson>
<lesson type="print" id="70108" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 8 - The Importance of a Credit Rating to the Entrepreneur]]></title>
<desc><![CDATA[In this lesson, students will explore how earning and managing an income prepare the entrepreneur to administer his or her business effectively. Students will learn that income is a necessary step towards establishing credit, which an entrepreneur needs in order to procure start-up funding for his or her business. Students will explore the concept of credit in depth, learning about credit reporting agencies and examining the different components of a FICO score. Students will apply their knowledge of credit to several scenarios and provide recommendations for improving individuals’ FICO scores.<br><br><p><font color='#666666'>Concepts: Credit,Credit report,FICO score,Income,Investor</font><br></p>]]></desc>
<concepts><![CDATA[Credit,Credit report,FICO score,Income,Investor]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_08.pdf</url>
</lesson>
<lesson type="print" id="70109" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 9 - The Entrepreneur and Human Capital]]></title>
<desc><![CDATA[In this lesson, students investigate the ways in which the entrepreneur develops his or her human capital. By analyzing employment data, students discover the relationship between a person’s education and earnings potential. Students then explore the competency model as a framework for thinking about education and professional development, defining and reflecting on the competencies the entrepreneur needs in order to run a business successfully. Finally, students will complete a self-assessment and identify the competencies they need to work on in order to increase their entrepreneurial potential.<br><br><p><font color='#666666'>Concepts: Human capital</font><br></p>]]></desc>
<concepts><![CDATA[Human capital]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_09.pdf</url>
</lesson>
<lesson type="print" id="70110" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 10 - Targeting the Market]]></title>
<desc><![CDATA[This lesson introduces students to marketing and its importance to the entrepreneur. Through a series of teacher-guided questions, students will think like entrepreneurs and “step into the consumer’s shoes” in order to identify how a product can be marketed to satisfy diverse consumer wants. Students will place this thought exercise in the context of the marketing mix and target marketing. Through a hands-on matching activity, students will learn how the Four P’s coalesce around a target market. They will then apply this knowledge to the lesson’s culminating activity: the development of a successful marketing strategy for a given product.<br><br><p><font color='#666666'>Concepts: Complementary Good,Inferior Good,Market,Marketing,Normal Good,Product,Substitute,Substitute Good,Target Good</font><br></p>]]></desc>
<concepts><![CDATA[Complementary Good,Inferior Good,Market,Marketing,Normal Good,Product,Substitute,Substitute Good,Target Good]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_10.pdf</url>
</lesson>
<lesson type="print" id="70111" publication="150" lang="en" display="TRUE">
<title><![CDATA[Lesson 11 - The Business Plan]]></title>
<desc><![CDATA[In this lesson, students will explore the importance of opportunity recognition, business planning, and business presentation. Students will conduct an informal gap analysis and analyze demographic data in order to identify business opportunities in their community. Students will then work in small groups to develop new business ideas based on the opportunities they’ve recognized. After learning about the components of a successful business plan, students will construct detailed plans for their new businesses. Finally, students will create a 30-second elevator pitch that communicates their business idea and plan to the class.<br><br><p><font color='#666666'>Concepts: Business,Business Plan,Opportunity recognition</font><br></p>]]></desc>
<concepts><![CDATA[Business,Business Plan,Opportunity recognition]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-735-9_11.pdf</url>
</lesson>
<lesson type="print" id="70112" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 1 - Production Possibilities and Opportunity Cost]]></title>
<desc><![CDATA[This lesson introduces students to production possibilities analysis, the production possibilities frontier (PPF) and to the concept of opportunity cost. Students participate in several short production simulations and create their own PPF curves.<br><br><p><font color='#666666'>Concepts: Production possibilities frontier (PPF),Opportunity cost,Resources</font><br></p>]]></desc>
<concepts><![CDATA[Production possibilities frontier (PPF),Opportunity cost,Resources]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_01.pdf</url>
</lesson>
<lesson type="print" id="70113" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 2 - Allocating Scarce Resources]]></title>
<desc><![CDATA[The lesson begins with a discussion about ways scarce resources can be allocated. Students then consider how weather-related disasters affect communities—specifically, shortages of supplies in the aftermath of such a disaster. They learn how markets respond when normal channels are interrupted and whether there is a role for government intervention when prices begin to pressure  consumers. Contrasting points of view help students analyze the costs and benefits of governments instituting anti-price-gouging laws in response to consumer complaints after a natural disaster. Students participate in a market activity, purchasing items under two circumstances: one with and one without anti-price-gouging laws in effect.<br><br><p><font color='#666666'>Concepts: Scarcity,Allocation,Price mechanism</font><br></p>]]></desc>
<concepts><![CDATA[Scarcity,Allocation,Price mechanism]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_02.pdf</url>
</lesson>
<lesson type="print" id="70114" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 3 - Marginalism]]></title>
<desc><![CDATA[Several students participate in an activity in which they purchase and consume marshmallows up to the point where the value they place on the additional satisfaction they receive from eating one more marshmallow is less than what they must pay for it. Students share personal examples where they have used marginal analysis as consumers. They then participate in a Glove Factory production simulation and use marginal analysis to decide what number of workers to hire to maximize profits or minimize losses.<br><br><p><font color='#666666'>Concepts: Marginal analysis,Diminishing returns,Marginal product,Marginal cost,Marginal utility,Diminishing Marginal utility</font><br></p>]]></desc>
<concepts><![CDATA[Marginal analysis,Diminishing returns,Marginal product,Marginal cost,Marginal utility,Diminishing Marginal utility]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_03.pdf</url>
</lesson>
<lesson type="print" id="70115" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 4 - A Classroom Market for Cocoa]]></title>
<desc><![CDATA[Students participate as buyers and sellers in a classroom market for cocoa. They are encouraged to pursue their own self-interest as they negotiate with other students to achieve the best price for cocoa. Through this exercise, they gain an understanding of the incentives of buyers and sellers and how prices for goods and services are determined in markets. They also learn how they could have predicted the market-clearing (or equilibrium) price using demand and supply curves.<br><br><p><font color='#666666'>Concepts: Supply,Demand,Surplus,Shortage,Market-clearing (or equilibrium) price,Equilibrium quantity</font><br></p>]]></desc>
<concepts><![CDATA[Supply,Demand,Surplus,Shortage,Market-clearing (or equilibrium) price,Equilibrium quantity]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_04.pdf</url>
</lesson>
<lesson type="print" id="70116" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 5 - What Happens When Prices Are Not in Equilibrium?]]></title>
<desc><![CDATA[Students analyze supply-and-demand graphs to learn about the effects of price controls in competitive markets. Students will investigate real-world applications of price controls and their unintended consequences. Finally, students examine what happens when the prices charged by a producer are below the apparent equilibrium price.<br><br><p><font color='#666666'>Concepts: Price ceiling,Price floor,Shortages,Surpluses</font><br></p>]]></desc>
<concepts><![CDATA[Price ceiling,Price floor,Shortages,Surpluses]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_05.pdf</url>
</lesson>
<lesson type="print" id="70117" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 6 - The Market Never Stands Still]]></title>
<desc><![CDATA[Students play the part of demand and supply curves to learn about factors (determinants) that affect the positions of the curves. This activity helps students understand why market prices and output levels fluctuate. After becoming familiar with determinants, students predict how changes in the determinants affect market prices and quantities.<br><br><p><font color='#666666'>Concepts: Determinants of demand,Determinants of supply,Equilibrium price and quantity</font><br></p>]]></desc>
<concepts><![CDATA[Determinants of demand,Determinants of supply,Equilibrium price and quantity]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_06.pdf</url>
</lesson>
<lesson type="print" id="70118" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 7 - How Markets Interact]]></title>
<desc><![CDATA[Using supply and demand analysis and building flow charts, students investigate how markets interact. Students will be introduced to a calamity that literally brought the American economy to a standstill in the early 1870s. A rapidly moving and highly contagious flu infected almost every horse in the country beginning in the fall of 1872. Horses were integral to nearly every aspect of commerce, so their general debilitation had a devastating effect on the economy. Students will be asked to consider how markets interact by visualizing the chain of events set off by the Great Epizootic.<br><br><p><font color='#666666'>Concepts: Equilibrium price,Equilibrium quantity,Supply,Demand,Interdependence</font><br></p>]]></desc>
<concepts><![CDATA[Equilibrium price,Equilibrium quantity,Supply,Demand,Interdependence]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_07.pdf</url>
</lesson>
<lesson type="print" id="70119" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 8 - Productivity]]></title>
<desc><![CDATA[Students participate in a pizza production simulation to determine the effects on labor productivity of specialization, the division of labor, and investment in human capital and capital goods. Students then apply what they have learned by analyzing several newspaper headlines.<br><br><p><font color='#666666'>Concepts: Productivity,Specialization,Division of labor,Investment in capital goods,Investment in human capital</font><br></p>]]></desc>
<concepts><![CDATA[Productivity,Specialization,Division of labor,Investment in capital goods,Investment in human capital]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_08.pdf</url>
</lesson>
<lesson type="print" id="70120" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 9 - Perfect Competition Versus Monopoly]]></title>
<desc><![CDATA[Students play the role of resource suppliers in a quick simulation and analyze simple graphs to compare and contrast the conditions and results of the market structures of perfect competition and monopoly. They discover the impact of competition on the price and quantity of a resource or product (good or service) exchanged in a market as well as how this quantity compares to the efficient quantity.<br><br><p><font color='#666666'>Concepts: Efficient quantity (of a resource or a product),Perfect competition,Monopoly,Profit,Total revenue,Total cost,Barriers to entry</font><br></p>]]></desc>
<concepts><![CDATA[Efficient quantity (of a resource or a product),Perfect competition,Monopoly,Profit,Total revenue,Total cost,Barriers to entry]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_09.pdf</url>
</lesson>
<lesson type="print" id="70121" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 10 - Game Theory: One Step Ahead of the Competition]]></title>
<desc><![CDATA[Students will discover, through a variety of activities, how strategic thinking affects profit-maximizing decisions in an oligopolistic market.<br><br><p><font color='#666666'>Concepts: Perfectly competitive markets,Imperfectly competitive markets,Market structures,Interdependence,Collusion,Dominant strategy,Nash equilibrium,Game theory,Payoff matrix</font><br></p>]]></desc>
<concepts><![CDATA[Perfectly competitive markets,Imperfectly competitive markets,Market structures,Interdependence,Collusion,Dominant strategy,Nash equilibrium,Game theory,Payoff matrix]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_10.pdf</url>
</lesson>
<lesson type="print" id="70122" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 11 - Not-So-Private Goods and Services]]></title>
<desc><![CDATA[Students will participate in an exercise to demonstrate how the characteristics of a good or service can affect whether or not the efficient quantity is produced. The lesson begins with a review of how the efficient quantity of a good is determined and then places students in a situation where they must decide how to allocate tokens between two bonus-point producing boxes. The boxes illustrate the differences between private and public goods and how those differences affect production of the efficient quantity of the good.<br><br><p><font color='#666666'>Concepts: Efficient quantity (of a good or service),Rival and non-rival,Excludable and non-excludable,Private good or service,Public good or service</font><br></p>]]></desc>
<concepts><![CDATA[Efficient quantity (of a good or service),Rival and non-rival,Excludable and non-excludable,Private good or service,Public good or service]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_11.pdf</url>
</lesson>
<lesson type="print" id="70123" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 12 - Third-Party Costs and Benefits]]></title>
<desc><![CDATA[Students participate in a role-playing exercise that depicts a situation that appears to involve externalities—but does not. Further developments take students through external costs whose transaction costs are very low at first, then much higher. Through discussion questions, students understand how different circumstances may call for different kinds of public policy remedies. A worksheet activity requires students to comprehend external benefits and costs in the context of a simple supply-and-demand model.<br><br><p><font color='#666666'>Concepts: Externalities (spillover benefits and costs),Market failure</font><br></p>]]></desc>
<concepts><![CDATA[Externalities (spillover benefits and costs),Market failure]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_12.pdf</url>
</lesson>
<lesson type="print" id="70124" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 13 - Who Decides Wage Rates?]]></title>
<desc><![CDATA[In this lesson, students play the role of either buyers or sellers of labor to examine the interconnectedness of individuals and companies in labor markets. Students learn that the demand and supply for labor determine market wage rates and that wages depend, in part, on individual productivity.<br><br><p><font color='#666666'>Concepts: Labor,Labor Market,Demand,Derived demand,Supply,Wages,Salary,Income,Human Capital</font><br></p>]]></desc>
<concepts><![CDATA[Labor,Labor Market,Demand,Derived demand,Supply,Wages,Salary,Income,Human Capital]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_13.pdf</url>
</lesson>
<lesson type="print" id="70125" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 14 - Income Distribution]]></title>
<desc><![CDATA[Students create an income distribution for a fictitious country to learn about quintiles and then analyze data about the distribution of income in the United States. Working in groups, they draw generalizations about income and family characteristics across quintiles. Using data and an article, they determine the relationship between income and education and skills and how this relates to both the income gap and the emergence over the past 40 years of a widening income achievement gap.<br><br><p><font color='#666666'>Concepts: Income distribution,Redistribution of income,Transfer payments</font><br></p>]]></desc>
<concepts><![CDATA[Income distribution,Redistribution of income,Transfer payments]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_14.pdf</url>
</lesson>
<lesson type="print" id="70126" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 15 - Public Choice Economics]]></title>
<desc><![CDATA[Students participate in a series of classroom elections to analyze special-interest effects and see how the costs of voting and acquiring information about candidates or propositions on a ballot affect whether or not people vote, and, if they do, how informed they will be. Students examine the causes and consequences of logrolling and other collusion by elected officials. Finally, students determine whether Indianapolis’s Lucas Oil Stadium is an example of public choice theory in action.<br><br><p><font color='#666666'>Concepts: Self-interest,Expected benefits,Costs of voting,Information search costs,Special-interest effects,Government failure</font><br></p>]]></desc>
<concepts><![CDATA[Self-interest,Expected benefits,Costs of voting,Information search costs,Special-interest effects,Government failure]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_15.pdf</url>
</lesson>
<lesson type="print" id="70127" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 16 - The Circular Flows of Econoland]]></title>
<desc><![CDATA[Students play the role of Households and Businesses in the economy of Econoland to help them understand the role of exchange in a market economy and the circular-flow model of such an economy. They interact in simulated resource and product markets to determine the prices of productive resources and the price of the only product of Econoland, which is Econos. All productive resources and Econos are represented by physical items, while money is represented with classroom dollars so students can see the two main circular flows: the flow of “real” or physical factors and the flow of money. An optional extension shows how government fits into this circular flow of economic activity.<br><br><p><font color='#666666'>Concepts: Human resources,Capital resources,Natural resources,Goods and services (products),Circular-flow model of an economy,Households,Businesses,Income,Expenditures,Inputs (factors of production),Outputs,Revenues,Costs,Profit,Resource markets,Product markets</font><br></p>]]></desc>
<concepts><![CDATA[Human resources,Capital resources,Natural resources,Goods and services (products),Circular-flow model of an economy,Households,Businesses,Income,Expenditures,Inputs (factors of production),Outputs,Revenues,Costs,Profit,Resource markets,Product markets]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_16.pdf</url>
</lesson>
<lesson type="print" id="70128" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 17 - Inflation]]></title>
<desc><![CDATA[This lesson introduces students to the concept of inflation by first discussing purchasing power and examining historical prices for several common goods. Students then define inflation and calculate inflation rates using the Bureau of Labor Statistics Consumer Price Index (CPI). Students then examine data on the CPI over time. Finally, students explore who are the “winners” and “losers” when unanticipated inflation occurs.<br><br><p><font color='#666666'>Concepts: Inflation,U.S. Consumer Price Index (CPI),Inflation rate,Purchasing power,Real versus nominal price</font><br></p>]]></desc>
<concepts><![CDATA[Inflation,U.S. Consumer Price Index (CPI),Inflation rate,Purchasing power,Real versus nominal price]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_17.pdf</url>
</lesson>
<lesson type="print" id="70129" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 18 - Unemployment Survey]]></title>
<desc><![CDATA[In a role-play activity, students conduct their own employment survey and use the data to calculate an unemployment rate. After calculating the unemployment rate, students discuss the shortcomings of using only the unemployment rate to gauge the health of the labor market. Real-time data will be presented and recent unemployment trends discussed.<br><br><p><font color='#666666'>Concepts: Labor force,Employed,Unemployed,Unemployment rate,Discouraged worker,Part-time worker</font><br></p>]]></desc>
<concepts><![CDATA[Labor force,Employed,Unemployed,Unemployment rate,Discouraged worker,Part-time worker]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_18.pdf</url>
</lesson>
<lesson type="print" id="70130" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 19 - Economic Growth]]></title>
<desc><![CDATA[After reading an article on gross domestic product and what it measures, students learn about gross domestic product per capita in a short classroom exercise. Through participation in a production activity, they begin to recognize factors that contribute to long-run economic growth and, through group discussion, add to the list of factors.<br><br><p><font color='#666666'>Concepts: Economic growth,Gross domestic product (GDP),Nominal GDP,Real GDP,Real GDP per capita,Standard of living</font><br></p>]]></desc>
<concepts><![CDATA[Economic growth,Gross domestic product (GDP),Nominal GDP,Real GDP,Real GDP per capita,Standard of living]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_19.pdf</url>
</lesson>
<lesson type="print" id="70131" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 20 - Explaining Short-Run Economic Fluctuations]]></title>
<desc><![CDATA[Students analyze recent macroeconomic data of the United States to identify short-run fluctuations (recessions and expansions). They are then introduced to the principal determinants of these fluctuations—changes in total spending and changes in the incentive to produce—as well as the factors that influence each of these. They use this knowledge to predict how a change in a factor is likely to change one of these determinants and how, in turn, this is likely to have an effect on the total output, employment, and price level in an economy. They finally apply this knowledge—explaining real-world, short-run fluctuations.<br><br><p><font color='#666666'>Concepts: Business cycle,Expansion,Contraction (recession),Total spending,Incentive to produce</font><br></p>]]></desc>
<concepts><![CDATA[Business cycle,Expansion,Contraction (recession),Total spending,Incentive to produce]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_20.pdf</url>
</lesson>
<lesson type="print" id="70132" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 21 - Fiscal Policy: The Multiplier Effect]]></title>
<desc><![CDATA[Students are assigned to six groups of similar size. Each group is given a brief outline of a fiscal policy play in which they will have a role. Each group has 5–10 minutes to prepare its play, including writing its lines. The groups perform the plays for the class, demonstrating the effectiveness or shortcomings of a specific fiscal policy. The teacher then leads students in an activity that uses visuals to describe types of fiscal policy and the power of multipliers.<br><br><p><font color='#666666'>Concepts: Fiscal policy,Expansionary fiscal policy,Tax policy,Contractionary fiscal policy,Multiplier effect,Crowding-out effect</font><br></p>]]></desc>
<concepts><![CDATA[Fiscal policy,Expansionary fiscal policy,Tax policy,Contractionary fiscal policy,Multiplier effect,Crowding-out effect]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_21.pdf</url>
</lesson>
<lesson type="print" id="70133" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 22 - The Case of the Gigantic $100,000 Bill]]></title>
<desc><![CDATA[In this lesson, students participate in a demonstration of the money creation process using a large $100,000 bill. Expansions of the money supply caused by successive deposits and loans are traced on the board so that students can observe the process. Required reserves are cut from the large bill during each stage of the process. Students learn to calculate the upper limits of the money creation process using the simple money multiplier. Lesson contributed by Andrew T. Hill, reprinted with permission of the Federal Reserve Bank of Philadelphia under a Creative Commons Attribution-NoDerivs 3.0. Views expressed are those of the author and do not necessarily represent those of the Federal Reserve Bank of Philadelphia or the Federal Reserve System.<br><br><p><font color='#666666'>Concepts: Excess reserves,M1,Money creation,Money multiplier,Money supply,Required reserves,Reserve requirements</font><br></p>]]></desc>
<concepts><![CDATA[Excess reserves,M1,Money creation,Money multiplier,Money supply,Required reserves,Reserve requirements]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_22.pdf</url>
</lesson>
<lesson type="print" id="70134" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 23 - Interest Rates: Let&apos;s Go Shopping for Money]]></title>
<desc><![CDATA[Students learn through various examples how interest rates affect the cost of borrowing and the final total cost of major purchases, such as cars and houses. Then, students work with supply and demand graphs to see how market forces shape interest rates. Finally, students gain an understanding of the factors that cause interest rates to differ.<br><br><p><font color='#666666'>Concepts: Interest rate,Financial institution,Certificate of deposit (CD),Commercial bank,Credit union,Federal funds rate,Prime rate,Mortgage,Automobile loan,Credit card,Real interest rate,Nominal interest rate</font><br></p>]]></desc>
<concepts><![CDATA[Interest rate,Financial institution,Certificate of deposit (CD),Commercial bank,Credit union,Federal funds rate,Prime rate,Mortgage,Automobile loan,Credit card,Real interest rate,Nominal interest rate]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_23.pdf</url>
</lesson>
<lesson type="print" id="70135" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 24 - he Fed&apos;s Toolbox]]></title>
<desc><![CDATA[In this lesson, students learn that the Federal Reserve System (the Fed) uses monetary policy tools to influence the level of reserves in the banking system. Students participate in a simulation that demonstrates how the Fed uses open market operations to achieve its dual mandate: price stability and maximum employment. Students also learn about other monetary tools, including discount rate, reserve requirements, and interest on reserves, which is a recent addition to the Fed’s monetary policy tools. Finally, students apply their knowledge of Federal Reserve monetary policy to respond to proposed economic conditions.<br><br><p><font color='#666666'>Concepts: Bank reserves,Dual mandate,Federal Reserve System (the Fed),Federal funds market,Federal funds rate,Interest,Interest rate,Monetary policy,Open market operations,Reserve requirements,Discount rate,Interest on reserves</font><br></p>]]></desc>
<concepts><![CDATA[Bank reserves,Dual mandate,Federal Reserve System (the Fed),Federal funds market,Federal funds rate,Interest,Interest rate,Monetary policy,Open market operations,Reserve requirements,Discount rate,Interest on reserves]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_24.pdf</url>
</lesson>
<lesson type="print" id="70136" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 25 - Trade: Why Do People Trade?]]></title>
<desc><![CDATA[Students participate in a trading activity. Students receive a small item and have an opportunity to trade it in two rounds—first within a small group, then with everyone in the class. In a debriefing session, they discuss their actions and compare their behavior with trading behavior that occurs in the global economy.<br><br><p><font color='#666666'>Concepts: Voluntary trade,Voluntary exchange,Costs,Benefits</font><br></p>]]></desc>
<concepts><![CDATA[Voluntary trade,Voluntary exchange,Costs,Benefits]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_25.pdf</url>
</lesson>
<lesson type="print" id="70137" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 26 - Comparative Advantage]]></title>
<desc><![CDATA[Students apply the concept of comparative advantage to two hypothetical situations: first analyzing two workers in a pizza shop and then in an activity involving the production of phones and microwave ovens in two countries. They learn why both parties in voluntary trades can benefit by specializing in the production of one good and trading for the other good, even in cases in which one party is more productive in both goods.<br><br><p><font color='#666666'>Concepts: Absolute advantage,Comparative advantage,Opportunity cost,Production possibilities frontier (PPF)</font><br></p>]]></desc>
<concepts><![CDATA[Absolute advantage,Comparative advantage,Opportunity cost,Production possibilities frontier (PPF)]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_26.pdf</url>
</lesson>
<lesson type="print" id="70138" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 27 - Where to Build a Factory]]></title>
<desc><![CDATA[In this lesson, students play the roles of owners of an automobile company that is evaluating factors before deciding on an overseas location for building a new manufacturing facility.<br><br><p><font color='#666666'>Concepts: Production costs,Demand</font><br></p>]]></desc>
<concepts><![CDATA[Production costs,Demand]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_27.pdf</url>
</lesson>
<lesson type="print" id="70139" publication="151" lang="en" display="TRUE">
<title><![CDATA[Lesson 28 - Broad Social Goals of an Economy]]></title>
<desc><![CDATA[Students work in small groups and are assigned one version of diary excerpts written by a student intern working for a policymaking legislator. Half the groups read a diary that focuses on stability, security, and equity as broad social goals. The other half read a diary that focuses on freedom, efficiency, and growth. Students determine which broad social goals are emphasized in their reading, and place colored dots on the appropriate charts identifying each broad social goal. During a debriefing, students will discuss broad social goals and identify how trade-offs arise when a society pursues competing social goals. Finally, students choose a current social issue and develop a public policy to deal with that issue, identifying the goals they are attempting to achieve and trade-offs that might arise in terms of other worthy goals.<br><br><p><font color='#666666'>Concepts: Economic efficiency,Economic equity,Economic freedom,Economic growth,Economic security,Economic stability,Trade-offs</font><br></p>]]></desc>
<concepts><![CDATA[Economic efficiency,Economic equity,Economic freedom,Economic growth,Economic security,Economic stability,Trade-offs]]></concepts>
<gradedisplay>9-12</gradedisplay>
<gradelevel>9-12</gradelevel>
<url>978-1-56183-753-3_28.pdf</url>
</lesson>
<lesson type="print" id="70215" publication="152" lang="en" display="FALSE">
	<title><![CDATA[Front Material]]></title>
	<desc><![CDATA[This document contains the table of contents, introduction and other related material.]]></desc>
	<gradedisplay>9-12</gradedisplay>
	<gradelevel>9-12</gradelevel>
	<url>978-1-56183-758-8_front.pdf</url>
</lesson>
<lesson type="print" id="70140" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 1 - Out of Africa: Why Early Humans Settled Around the World]]></title>
<desc><![CDATA[Students view a map showing early human migration patterns and brainstorm reasons why people may have migrated. After reviewing definitions of terms relating to migration, they participate in an activity where they identify push and pull factors for early human migrations. They are presented with an overview of reasons for human migration. The lesson concludes with a discussion of costs and benefits of migrating.<br><br><p><font color='#666666'>Concepts: Migrations,Push Factors,Pull Factors,Costs,Benefits</font><br></p>]]></desc>
<concepts><![CDATA[Migrations,Push Factors,Pull Factors,Costs,Benefits]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_01.pdf</url>
</lesson>
<lesson type="print" id="70141" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 2 - How Neolithic Farmers Increased Their Standard of Living]]></title>
<desc><![CDATA[Students participate in an active simulation involving families of farmers in the Neolithic period. They make decisions about whether or not to take time to produce capital goods, with the goal of producing enough wheat to survive, better clothing, and improved shelter. They discover that investing in capital goods enables them to improve their standard of living.<br><br><p><font color='#666666'>Concepts: Capital goods,Consume,Consumer goods,Economic growth,Good,Investment,Labor,Labor productivity,Scarcity,Standard of living</font><br></p>]]></desc>
<concepts><![CDATA[Capital goods,Consume,Consumer goods,Economic growth,Good,Investment,Labor,Labor productivity,Scarcity,Standard of living]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_02.pdf</url>
</lesson>
<lesson type="print" id="70142" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 3 - The Neolithic Agriculture Revolution]]></title>
<desc><![CDATA[Students read about and discuss the impact of the invention of the wooden plow on agricultural output, farmers, and consumers. They will use the wooden plow example to identify the potential relationships between agricultural innovations and food output, improved standards of living, and the population of ancient societies.<br><br><p><font color='#666666'>Concepts: Innovation,Invention,Product,Production,Productivity,Revolution,Standard of Living,Technological changes</font><br></p>]]></desc>
<concepts><![CDATA[Innovation,Invention,Product,Production,Productivity,Revolution,Standard of Living,Technological changes]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_03.pdf</url>
</lesson>
<lesson type="print" id="70143" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 4 - Great Civilizations Develop Around Rivers]]></title>
<desc><![CDATA[This lesson illustrates how rivers such as the Tigris, Euphrates, Nile and Indus rivers increased the flow of resources, goods, services and ideas in the great civilizations from 4000 to 1000 B.C.E. In this lesson, students assume the role of producers in a three-round production simulation. They must produce (draw with markers or crayons) three distinct items—a hoe, a staff and a spear—in order to feed themselves and their families. In Round One, they are self-sufficient and must complete all of their work without access to other markets. In Round Two, they divide the responsibilities of production based on specialized skills. Trade is now permitted, but geographic barriers to trade obstruct it. In Round Three, the barriers are removed to represent the greater connectivity of markets made possible by rivers. Students experience how the improved flow results in surplus production and specialization, which brought many benefits to all those involved in voluntary trade.<br><br><p><font color='#666666'>Concepts: Capital,Capital Resources,Human Resources,Natural Resources,Product,Productive Resources,Resources,Scarcity,Specialization,Surplus,Trade</font><br></p>]]></desc>
<concepts><![CDATA[Capital,Capital Resources,Human Resources,Natural Resources,Product,Productive Resources,Resources,Scarcity,Specialization,Surplus,Trade]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_04.pdf</url>
</lesson>
<lesson type="print" id="70144" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 5 - Entrepreneurs in Mesopotamia]]></title>
<desc><![CDATA[In this lesson, students read a one-page description of entrepreneurship in the NeoBabylonian Empire (626 to 539 B.C.E.). They learn about entrepreneurship and the profit motive for entrepreneurs. The students, working in groups, participate in an entrepreneurial production activity in which they design, produce, and sell textiles as Babylonian entrepreneurs. After selling their textiles, the groups calculate their profits or losses.<br><br><p><font color='#666666'>Concepts: Entrepreneur,Entrepreneurship,Profit</font><br></p>]]></desc>
<concepts><![CDATA[Entrepreneur,Entrepreneurship,Profit]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_05.pdf</url>
</lesson>
<lesson type="print" id="70145" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 6 - India and the Caste System in 200 B.C.E.]]></title>
<desc><![CDATA[Students examine the Indian culture and economy in the year 200 B.C.E., and explore the traditional institution of castes that defined people’s lives and the Indian economy of that era. Students read about the caste system and how it organized the Indian society.<br><br><p><font color='#666666'>Concepts: Caste system,Command economy,Discrimination,Economic system,Market,Market economy,Traditional Economy</font><br></p>]]></desc>
<concepts><![CDATA[Caste system,Command economy,Discrimination,Economic system,Market,Market economy,Traditional Economy]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_06.pdf</url>
</lesson>
<lesson type="print" id="70146" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 7 - The Silk Road]]></title>
<desc><![CDATA[This lesson explores the Silk Road from Chang’an, China, to Rome, sometime during the second century C.E. Students learn to think as traders in six cities along the Silk Road, bartering with traders from neighboring cities. As the silk moves west toward Rome and gold moves east toward Chang’an, students will see changes in the values of the goods they trade.<br><br><p><font color='#666666'>Concepts: Barter,Market,Markets,Product,Relative price,Trade</font><br></p>]]></desc>
<concepts><![CDATA[Barter,Market,Markets,Product,Relative price,Trade]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_07.pdf</url>
</lesson>
<lesson type="print" id="70147" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 8 - Athens and Sparta - Imagine the Possibilities]]></title>
<desc><![CDATA[In this lesson, students learn about important similarities and differences between two key Greek city-states, Athens and Sparta. The students will read a passage about each society and complete a compare-and-contrast activity using a Venn diagram. Next, students learn about the economic concepts of scarcity, choice, and opportunity cost in the context of a production possibilities frontier. Finally, using the concept of opportunity cost and the production possibilities frontier, students answer a key historic question: Why did Athens and Sparta, while similar in many ways, develop into such different economic systems?<br><br><p><font color='#666666'>Concepts: Choice,Cost,Scarcity,Opportunity cost,Product,Production,Production possibility frontier</font><br></p>]]></desc>
<concepts><![CDATA[Choice,Cost,Scarcity,Opportunity cost,Product,Production,Production possibility frontier]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_08.pdf</url>
</lesson>
<lesson type="print" id="70148" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 9 - Athens and Olive Oil]]></title>
<desc><![CDATA[In this lesson, students participate in a hypothetical Athenian assembly to discuss the Athenian trade policy with Egypt. While Athenian farmland does not grow the wheat necessary to sustain the population, it is conducive to growing olives, which are used to produce olive oil—a valuable trade commodity. The Athenian assembly decides to send a trade delegation to Egypt to discuss trade terms with Egyptian merchants. Students learn that both parties can benefit by specializing and trading.<br><br><p><font color='#666666'>Concepts: Opportunity cost,Voluntary exchange,Absolute advantage,Cost,Exchange,Product,ProductionComparative advantage,Production possibilities frontier (optional activity),Voluntary Exchange</font><br></p>]]></desc>
<concepts><![CDATA[Opportunity cost,Voluntary exchange,Absolute advantage,Cost,Exchange,Product,ProductionComparative advantage,Production possibilities frontier (optional activity),Voluntary Exchange]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_09.pdf</url>
</lesson>
<lesson type="print" id="70149" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 10 - Fall of Rome]]></title>
<desc><![CDATA[This lesson highlights the economic role of government in the period leading up to the fall of Rome. Like most lessons on government, it emphasizes the beneficial aspects. However, unique to this lesson, it investigates some of the weaknesses of government by focusing on some of the governmental decisions that contributed to the fall of Rome. This investigation helps students understand why governments, like markets, can and do fail. Specifically, this lesson discusses how even well-intentioned government officials may make decisions that are not in the best economic interests of citizens.<br><br><p><font color='#666666'>Concepts: Government expenditures,Government failure,Public goods and services,Subsidy,Revenue,Services, Wage,Taxes,Tax revenue,Wages</font><br></p>]]></desc>
<concepts><![CDATA[Government expenditures,Government failure,Public goods and services,Subsidy,Revenue,Services, Wage,Taxes,Tax revenue,Wages]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_10.pdf</url>
</lesson>
<lesson type="print" id="70150" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 11 - Economic Systems of the Incas and Aztecs]]></title>
<desc><![CDATA[Groups of students produce jewelry in one of three economic systems. Groups share how they answered the three basic economic questions. The class then determines the type of economic system in which they produced. From a reading on pre-Columbian societies, students determine which economic system the Incas and Aztecs were most like.<br><br><p><font color='#666666'>Concepts: Economic system,Command system,Market, Market system,Traditional system</font><br></p>]]></desc>
<concepts><![CDATA[Economic system,Command system,Market, Market system,Traditional system]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_11.pdf</url>
</lesson>
<lesson type="print" id="70151" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 12 - Mansa Musa: Inflation Then and Now]]></title>
<desc><![CDATA[Students participate in two auctions to gain an understanding of the concept of inflation. They use what they’ve learned about inflation to explain the impact Mansa Musa had on Egypt during his hajj, or pilgrimage, to Mecca. Finally, students look at a Middle School Consumer Price Index for two time periods and draw conclusions about how inflation can affect consumers.<br><br><p><font color='#666666'>Concepts: Consume, Inflation,Purchasing power,Consumer price index (CPI)</font><br></p>]]></desc>
<concepts><![CDATA[Consume, Inflation,Purchasing power,Consumer price index (CPI)]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_12.pdf</url>
</lesson>
<lesson type="print" id="70152" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 13 - Paper Money of the Sung, Yuan, and Ming Dynasties]]></title>
<desc><![CDATA[In this lesson, students participate in a trading activity using play paper money. They learn about the characteristics and functions of money. The students identify how the paper money in the trading activity demonstrates each of money’s three functions. The students complete a reading about the adoption and abandonment of paper money in China during the Sung, Yuan, and Ming dynasties. Finally, the students work in groups to evaluate different commodities’ ability to function as money using spider graphs.<br><br><p><font color='#666666'>Concepts: Money,Character,Characteristics of money,Exchange,Functions of money,Legal tender,Medium of exchange,Store of value,Unit of account</font><br></p>]]></desc>
<concepts><![CDATA[Money,Character,Characteristics of money,Exchange,Functions of money,Legal tender,Medium of exchange,Store of value,Unit of account]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_13.pdf</url>
</lesson>
<lesson type="print" id="70153" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 14 - The Economic System of Medieval Europe]]></title>
<desc><![CDATA[Working in groups, students, as serfs, play three rounds of a simple production activity to experience life in a manorial system. In the third round, new technology and incentives are introduced. Students learn about new capital goods, techniques, and the importance of private incentives that promoted economic growth during the Middle Ages. Finally, students answer the three economic questions that people in every society face and determine what type of economic system the manorial system was most like.<br><br><p><font color='#666666'>Concepts: Economic incentives,Economic system</font><br></p>]]></desc>
<concepts><![CDATA[Economic incentives,Economic system]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_14.pdf</url>
</lesson>
<lesson type="print" id="70154" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 15 - Wages and the Black Death]]></title>
<desc><![CDATA[Students will learn that a plague called the Black Death caused a large decrease in the population of Europe in the 14th century as well as an increase in workers’ wages. Students will also learn that efforts by European producers and governments to resist wage increases, such as the Statute of Laborers in 1351, were unsuccessful. As workers’ wages rose, they experienced an increase in their standard of living. Producers switched to raising sheep and other activities that required less labor. Students will complete a sequence chart on which they will record the order of events after fleas and rats spread the plague throughout Europe. The final activity of the lesson is an imaginary trial in which the black rat is accused of responsibility for the Black Death. Selected students will read the testimony of the trial and the other students will serve as jurors and decide the guilt or innocence of the black rat.<br><br><p><font color='#666666'>Concepts: Costs of production,Labor,Labor market,Market,Product,Production,Productive resources,Productivity,Resources,Scarcity,Standard of living,Wage,Workers</font><br></p>]]></desc>
<concepts><![CDATA[Costs of production,Labor,Labor market,Market,Product,Production,Productive resources,Productivity,Resources,Scarcity,Standard of living,Wage,Workers]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_15.pdf</url>
</lesson>
<lesson type="print" id="70155" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 16 - Business in the Middle Ages: Working in a Guild]]></title>
<desc><![CDATA[Students take part in a production activity that emphasizes the importance of job skills and training, which were provided by guilds in medieval Europe. They are introduced to information about the organization and purposes of guilds and the effects of specialization and monopoly power. Finally, they inspect an adaptation of a document from the Hatters Guild of London in 1347 to draw conclusions about the roles of guild members and the Hatters Guild.<br><br><p><font color='#666666'>Concepts: Production,Specialization,Product,Productivity,Monopoly</font><br></p>]]></desc>
<concepts><![CDATA[Production,Specialization,Product,Productivity,Monopoly]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_16.pdf</url>
</lesson>
<lesson type="print" id="70156" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 17 - Why Didn&apos;t China Discover the New World?]]></title>
<desc><![CDATA[Students read about two unnamed explorers and the resources they used. Using a graphic organizer, they learn about the huge differences between the explorers’ available resources and technology. Based on this information, students will predict which explorer would be most likely to “discover” the New World. Students are most likely to choose Explorer B, who is revealed to be Zheng He, a Chinese explorer. Students may be surprised, because Christopher Columbus is given credit for discovering the New World. The question posed: With all its technology and resources, why didn’t China discover the New World?<br><br><p><font color='#666666'>Concepts: Incentives,Technology</font><br></p>]]></desc>
<concepts><![CDATA[Incentives,Technology]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_17.pdf</url>
</lesson>
<lesson type="print" id="70157" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 18 - Christopher Columbus, Entrepreneur? Queen Isabella, Venture Capitalist?]]></title>
<desc><![CDATA[This lesson uses reader’s theater to explore economic elements of Columbus’ first voyage. Students are introduced to reader’s theater and to key economic concepts associated with this episode from history. Students read a short primer on the fundamentals of investing and a special category of investor—the venture capitalist. The lesson concludes with a “decision tree” activity used to determine whether Spain’s decision to fund Columbus was a sound investment for venture capital.<br><br><p><font color='#666666'>Concepts: Demand,Determinants of Demand,Market,Markets,Price,Supply,Entrepreneurship,Investment,Profit,Risk</font><br></p>]]></desc>
<concepts><![CDATA[Entrepreneurship,Investment,Profit,Risk]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_18.pdf</url>
</lesson>
<lesson type="print" id="70158" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 19 - What&apos;s the Big Deal About Spices]]></title>
<desc><![CDATA[Why were spices so highly prized? The spice trade offers an excellent example of how both buyers and sellers interact to determine prices in any market. In this lesson, students will (1) explore historical background for spices and the spice trade, including researching modern prices for three spices and comparing those prices to historical prices, (2) be briefly introduced to how supply and demand work to set prices in a market, (3) learn about factors that affect supply and demand in a market, and (4) apply that knowledge to scenarios that describe historical factors that impacted the price of spices.<br><br><p><font color='#666666'>Concepts: Entrepreneurship,Investment,Profit,Risk</font><br></p>]]></desc>
<concepts><![CDATA[Demand,Determinants of Demand,Market,Markets,Price,Supply,Entrepreneurship,Investment,Profit,Risk]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_19.pdf</url>
</lesson>
<lesson type="print" id="70159" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 20 - The Columbian Exchange]]></title>
<desc><![CDATA[In this lesson, students learn that the Columbian Exchange resulted in an enormous exchange of goods, resources, and institutions between the Old World and the New World and that the results of the Exchange were both positive and negative. The lesson begins with an activity in which students are divided into two groups: Old World consumers and New World consumers. Students are given food cards to keep or trade within each group, and later, among consumers from both groups. Although the expansion of trade provides students with more choices and has positive effects, some trades result in negative effects.<br><br><p><font color='#666666'>Concepts: Legal foundations of a market economy,Market,Market economy,Product,Productivity,Productive resources,Specialization,Standard of living,Trade,Voluntary exchange</font><br></p>]]></desc>
<concepts><![CDATA[Legal foundations of a market economy,Market,Market economy,Product,Productivity,Productive resources,Specialization,Standard of living,Trade,Voluntary exchange]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_20.pdf</url>
</lesson>
<lesson type="print" id="70160" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 21 - Renaissance Banking]]></title>
<desc><![CDATA[In this lesson, students learn about the important role that Italian bankers played during the Renaissance. They participate in a role-play activity in which they see how, using bills of exchange, Renaissance era bankers facilitated the transfer of funds over long distances. The students read about the successes and failures of bankers during the Renaissance. The students participate in a role-playing activity using playing cards. During the activity, students take deposits and make loans. The students learn how banks channel money from depositors to borrowers. The students also learn why banks charge higher interest rates for riskier loans.<br><br><p><font color='#666666'>Concepts: Banking,Deposits,Interest,Loans</font><br></p>]]></desc>
<concepts><![CDATA[Banking,Deposits,Interest,Loans]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_21.pdf</url>
</lesson>
<lesson type="print" id="70161" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 22 - Mercantilists and the Midas Touch]]></title>
<desc><![CDATA[The lesson begins with a reading, Mercantilism—Show Me the Gold!, which provides students with an understanding of the basic tenets of mercantilism. The impact of exports and imports on a nation’s holdings of gold is discussed. A second reading, The Golden Touch: Was King Midas a Mercantilist?, tells the story of King Midas, who believed that being able to turn everything he touched into gold would make him the happiest man on earth. After he is granted his wish, he finds that the golden touch is a curse, rather than a blessing. The lesson asks students to compare the beliefs of the mercantilists with those of King Midas.<br><br><p><font color='#666666'>Concepts: Balance of trade,Exports,Imports,Scarcity,Trade</font><br></p>]]></desc>
<concepts><![CDATA[Balance of trade,Exports,Imports,Scarcity,Trade]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_22.pdf</url>
</lesson>
<lesson type="print" id="70162" publication="152" lang="en" display="TRUE">
<title><![CDATA[Lesson 23 - Morality in Markets: The Two Faces of Adam Smith]]></title>
<desc><![CDATA[This lesson introduces the student to the two sides of the work of Adam Smith. First, students participate in an active learning exercise that illustrates how free trade in markets can help individuals and nations accumulate wealth. This activity also highlights the benefits of competitive and free markets. Second, students participate in discussions that help them understand the importance of morality in markets, as explained by Smith and others.<br><br><p><font color='#666666'>Concepts: Exchange,Free trade,Trade,Voluntary trade,Wealth,Mercantilism</font><br></p>]]></desc>
<concepts><![CDATA[Exchange,Free trade,Trade,Voluntary trade,Wealth,Mercantilism]]></concepts>
<gradedisplay>6-12</gradedisplay>
<gradelevel>6-12</gradelevel>
<url>978-1-56183-758-8_23.pdf</url>
</lesson>
	</lessons>
</library>

