During the twenty to twenty-five years after World War II, children in the United States were increasingly taught to understand their nation, its history, and its economic greatness--as an "economy"--rather than in social, moral, philosophical, or political terms. During this time period, not only did an economics education movement emerge, but economics increasingly was taught as part of social studies, history, or other classes, and a huge amount of curricular material was developed and disseminated for classroom use. It is all but impossible to reconstruct what actually occurred in hundreds of thousands of classrooms with millions of teachers and tens of millions of students--although efforts to do so undoubtedly would prove fascinating. Textbooks and other curricular materials, including filmstrips and student-oriented "Scholastic" magazines, provide a proxy, albeit imperfect, for what children were learning about the United States. In this article, the author examines how economics has been taught to American school children from 1900s to the present. (Contains 91 footnotes and 5 figures.)