In this lesson, students will explore a market basket of goods and services and determine what is in each category in the market basket. Students learn that the consumer price index (CPI) is made up of market basket goods and services for which the prices are compared each month to determine if the price of any of the items has changed and if there has been inflation. Students will engage in role-play scenarios to understand the effects of inflation.

Capital markets include the stock and bond markets, and this is where businesses turn for funding when they need investors. In this course, students will learn how capital markets keep the economy moving and how they provide opportunities for businesses, entrepreneurs and investors to achieve their goals.

Car insurance is complicated. How much does car insurance cost and what do all those terms and numbers mean? These two segments of Personal Finance 101 Conversations offer insights and information about purchasing car insurance. The content for these videos was reviewed by members of the Missouri Insurance Education Foundation.

Cards, Cars and Currency is a curriculum unit that challenges students to become involved in three specific areas of personal finance: credit cards, debit cards and purchasing a car.

Cards, Cars and Currency is a set of personal finance programs that encourages participants to learn about three areas of personal finance: credit cards, debit cards and purchasing a car. Cards, Cars and Currency includes five individual programs that can be used together or individually to enhance personal finance learning.

What do you need to know before buying a car? Aside from knowing what you want in a vehicle, you’ll need to know about budgeting and credit before you start shopping. Learn some car-buying basics in the February 2019 Page One Economics: Focus on Finance essay.

There are two sides to a budget—income and expenses. When asked how to best balance a budget, people often respond by saying to reduce or eliminate expenses. In this lesson, students choose a car and a housing option and, using these expenses, determine if the income they earn from the occupation they’ve chosen will be sufficient when other expenses are added. If they determine it is insufficient, they seek ways they could increase the income side of the budget by improving their human capital.

Students listen to a story about P.B. who thinks money is missing from the peanut butter jar on his window ledge. In addition to basic concepts of saving and spending, students learn currency equivalency and some measurement concepts.

In this lesson, students learn the definition of gross domestic product (GDP) and the four expenditure categories of GDP. Then, they participate in a readers’ theater about castaways on an island who learn about GDP. Students record examples of items produced on the island that are examples of consumer, government, and investment spending. They recognize that, without trade, there is no net export category for the island.

Students read A Chair for My Mother, about a little girl and her family who save money to buy a chair after their furniture is destroyed in a fire. Students learn that characters in the book are human resources who save part of the income they earn. Students identify other human resources, discuss how their work allows them to earn income and name strategies that will help them reach a savings goal. (Book written by Vera B. Williams / ISBN: 068804074-8)

As the Rolling Stones song says, "You can't always get what you want." So we make choices. Every day, governments and individuals choose how much money to spend and what to purchase. The January 2013 issue discusses opportunity costs and scarcity and how they effect our spending decisions.

In this video (8 minutes long) students will see an example of the circular flow chart and how the parts of it interact and are interdependent on each other. This video will aid in the mastery of standard EPF. 2(j).

Students are read a series of two options and are asked to decide which options are more dangerous. They then learn about risk and how to prevent or reduce risk by taking precautions. Next they listen to a story about risk, where Clifford, the big red dog, helps reduce the risk of danger by taking precautions. After the story, the students complete a story sequencing activity based on Clifford’s actions. Finally, they recognize that Clifford does not exist in the real world and talk about people in their families and communities that help protect them from risk.

From tiny private colleges to gargantuan urban universities, there are enormous implications to your choice of a school and a major. This video will help you develop a perspective and a framework for making these

It's often said that a college degree is the key to future success. Choosing to attend college is a major decision for young people. But why is a degree so important? The December 2015 issue of Page One Economics examines two economic models used to study how education, productivity, and income are related.

This series of slides presents the production possibilities frontiers for Alphatown and Omegaville and illustrates their comparative advantage in the production of apples and potatoes, leading to specialization and trade.

In the Comparative Advantage courses, students meet Jack Of All Trades, a most awesome superhero. In all tasks, Jack can do everything better and faster (he has absolute advantage), but does that mean he must do everything while the rest of the people stand around helplessly? Find out if justice is served when a formerly idle citizen, Andy, wades through the depths of opportunity cost and the benefits of comparative advantage.

In this lesson, students play the role of producers in two fictional countries, Acca and Dur. Students use production cards to construct production possibilities tables and graphs. These tables and graphs are used to discuss productivity, opportunity costs, and comparative advantage. Producers in each country discover that if they specialize and trade, they are able to produce and consume more goods than they would have been able to produce and consume on their own.

Students learn about McCulloch v. Maryland, a case decided in 1819 over (1) whether the state of Maryland had the right to tax the Second Bank of the United States and (2) whether Congress had violated the Constitution in establishing the Bank. Students also review the expressed powers of Congress identified in the Constitution and analyze how Congress implements the necessary and proper (elastic) clause to enact its expressed powers. Finally, students use their knowledge of McCulloch v. Maryland and the necessary and proper clause to consider the constitutionality of the Federal Reserve System.

This video from the Explore Economics series helps kids understand that people are both consumers and producers. Kids learn that consumers buy goods and services to satisfy their wants and that producers make goods and services. Kids are encouraged to be producers by making a bookmark, and then to be consumers by using a bookmark to hold their place in a book. Students learn a song about goods and services.