In 1890, the United States government had no agency empowered to control the overall supply of money. Fifty years later, it had a full set of monetary institutions, including a central bank whose structure is much the same today. Further, it had enough experience to know both the promise and the pitfalls of monetary control. How did the nation's…

Amador Valley High School, in Pleasanton, California, uses two unique approaches to teaching Advanced Placement Government and Politics. AP Government consists of six units: Constitutional Underpinnings; Political Behavior and Political Beliefs; Mass Media, Interest Groups, and Political Parties; Institutions of Government; Civil Liberties and…

Previous studies have focused on how well students are learning economics, how teachers are trained, and other outcomes associated with improved understanding of economics. However, almost nothing is reported in the research literature on economics teachers' views of the curriculum, how they teach their subject, their views on public issues, and…

This book is designed to help advanced placement students better understand macroeconomic concepts through various activities. The book contains 6 units with 64 activities, sample multiple-choice questions, sample short essay questions, and sample long essay questions. The units are entitled: (1) "Basic Economic Concepts"; (2) "Measuring Economic…

This curriculum guide emphasizes that economics is a method of thought or analysis and highlights the teaching of macroeconomic concepts. Definitions of economics, economic actions and their results, individual and group relationships, and supply and demand principles are reviewed. Macroeconomic concepts that are introduced include: (1) economic…

This student activities book is intended for a model one-semester course for high school economics for eleventh- and twelfth-grade students. The seven units in the book are linked to content ordinarily found in microeconomic and macroeconomic courses. Each unit contains 5 to 11 lessons, an author's note to the students and classroom instructional…

This resource book is intended for a one-semester model course for high school economics for eleventh- and twelfth-grade students. The seven units in the book are linked to content ordinarily found in microeconomic and macroeconomic courses. Each unit contains 5 to 11 lessons, an author's note to the teacher, an author's letter to the students,…

This curriculum guide to economics, advanced placement microeconomics and advanced placement macroeconomics in Fort Worth (Texas) schools contains the following materials: a statement of philosophy and broad goals for each content area; objectives organized around broad content goals or strands that define specific expectations for students,…

This book, in conjunction with the student activities books for macroeconomics and microeconomics, is designed for teaching the Advanced Placement Economics course. The book contains five units for the microeconomic portion and six units for the macroeconomic portion of the text. Along with the many activities are sample multiple-choice questions,…

Provides an annotated bibliography of six items from the ERIC database concerning the teaching of economics. Includes items about microeconomics, macroeconomics, and computer-assisted economics instruction. Explains how to obtain ERIC documents. (SG)

Analyzing Test of Economic Literacy (TEL) scores, examines how extent of teacher course work influences student achievement. Concludes student learning improves when instructors had a minimum of four economics courses. States results are most significant in teaching macroeconomics with implications for citizenship education. (CH)

Reports on a study of 1,119 students in introductory college economics courses to determine the impact of high school economics on student achievement. Finds that prior high school economics was positively and significantly related to students grades in both introductory microeconomics and macroeconomics courses. (CFR)

Examines the economics course description in California's History-Social Science Framework (1988), discussing each of its five sections: fundamental economic concepts; comparative economic systems; microeconomics; macroeconomics; and international economics. Identifies economic skills students must learn and presents a game that teaches about…

A study of over 3,000 U.S. high school students who took the Test of Economic Literacy (TEL) in 1986 reveals a lack of basic understanding in the four basic TEL concept clusters of fundamental economics, microeconomics, macroeconomics, and international economics. The TEL was administered pre- and posttest where students were enrolled in one of…

The rhetoric of political campaigns is loaded with references about the economy. Terms such as unemployment, recession, and GDP are often used carelessly, without regard to definitions or qualifications. That makes economists cringe and is a special problem for social studies teachers who are expected to know about such things. In this article,…