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EDWPRICE MF-$0.83 HC-$7.35 Plus Postage DOCUMENT RESUME 4 ED 159' 087 SO0,11 042 AUTHOR Dawson, George G., Ed. TITLE , Economic Education Experiences of4Enterprising Teachers, Volume 1.5.A Report Developed from the 1976-77 Entries in the International Paper Company Foundation Awards Program for the Teaching of, 4' Economics. voligiTXTOTION Joint Council on'Economic Education, New York,' N.Y. PUB tA-TE q 8 NOTE 128p.; Picture on page 26 and chart on page 75 may- not reproduce,clearly in hard copy due to poor reproducibility and sma type, size in original document- - AVAILABLE FROM Joint CoUncil on ECon mic Education,1712Avenue of the Americas, New Yatk, New YOrk 10036 ($2.00, paper ts cover) EDWPRICE MF-$0.83 HC-$7.35 Plus Postage. DESCRIPTORS Academically Gifted; Alardqk Business Education; Case Studies; Class Actiiitieso rionsumer Economics; lb Consumer Education; Course Coptent; *Course Dersciptions; Curriculum Development; *Economic EduCation; Educable Mentally Handicapped; Educational Needs; EduCational Objectives; Educational Practice; Effective Teaching; ElemeEtary Secondary Education; Fundamental Concepts; Higher Edhcation; Instrictional novation; *Learning Activities; Program ptions; Program Development; Projects; social St es; *SeachetDevelo*ped Materials; Teaching Methods; *teachiirg Techniques ABSTRACT .°1 . Twenty award winning, teacher-developed programs, projecAs,, courses, and materials..in economic education are_presen ed.. These cast study projects are designed t. ,seuset with kindergarten through college students.,The ca 4r . are o ganized by 'grade level into five chapters. Chapter I s ests ways to teach economic concepts to educable mentally handicapped children in grades K-3 and provides curriculum materials for typical first and second-grade children on scarcity, economic disadvantagement of blacks in the , United States, and the role of the goverment in meeting consumer ) emands. Chapter II 'focuses on community issues and economic arenessifor grafts four through six. Chapter III offers materials --la :t money, banking, the' Federal Reserve- System, small business economics, restaurant management, and the relationship between economics and values for use in gradps seven to nine. A general economics prb4ram fo.41geenage mentally handicapped studenti,--is also outlined in this chlipter. Chapter IV contains descriptions of four programs for high salami: students. Topics are the worldmarketplace, values in decksioft making,*analytiAl economics for intellectually gifted students, and a self7contained*mini-economy. The final chapter offers four models for curriculum development on the college level. An appendix at the end of each chapter provides brief overviews of additional]. courses and .progiams in economic education. For each case study, information is presented on 'vade level, -project background, student ability, objectives, activities, and evaluation. (AuthornB). U.S. DEPAIITMENT OF HEALTH. EDUCATION WELPARIP NATIONAL INSTITUTE OF EDUCATION. THIS DOCUMENT HAS 'BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ECONIPMIC MING IT POINTS OF VIEW OR OFONIONS SlATED DOrNOT NECESSARILY lIEPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUC 1)ION EDUCATION POSITION OR POLICY e EXP ERI NC ES t-Li OF NTERPRISIN TEACHERS 'PERMISSA TO REPRODUCE3THIS MATERIAL HAS BEEN GRANTED BY aTA/Z. &Wei( I- Pologie, E obo f i;c0/ TO THE EDUCATIONAL. RESOURCES ..., INFORMATION CENTER ,(Epic) AND USERS OF THE ERIC SYSTEM." O kr) A Report volume Developed from the 1976-77 Entries in The International Paper Company Foundation Awards Wrogram for the Teachinrf Economics 15 C) Copyright I978 by,th(Joint Council on Economic Education -/ GEORGE G. DAWSON, Editor ANTHONYF.-SUGLIA,Associate 'Editor r 4 kiint Council on Economic Ethication A 1212 Avenue of the Americas, New York, NY 10036 FOREWORDS After almost thin)/ years of'involvement in economic-eduction, I have decides to become "otherwise engaged" with my mind and time withdrawing with the faith that others are equipped with the desire and ability to provide leadership for this continuing important area of education. At the highest level among my gratifications and memories are those associated with establishing and administering the National Awards Program for Excellence in the Teaching of Economicsmore commonly knovn for many years as the Kazanjian Awards Program and recently as the Interna- tional Paper Company Foundation Awards Program. In this Foreword for the 15tVolume ofEconomic Education Experi-.* encesof Enterprising Teachers,the annual publication of selected entries, F welcome the opportunity to offer farewell observations and appreciations. There are tivo observations which I hope will be useful to answer key questions I .have been asked about the Awards Program: What kind of teachers win? Why have particular states been outstanding in the Awards Program? . 1. The kind of teachers who win awards for the teaching of.economics are outstanding teachers in general. They have been *turned on" to the importance of teaching economics and have gained confidence they can do it through receiving pertinent knowledge of economics and methOdt5112gy, and they have decided to focus on it as an i effective contribution to their teaching responsibilities. After learn- ing aboutand deciding to enter the Awards Program, they have been thorough and creative both in teaching and keeping evidence of their classr00%experiences. Finally, they have been willing to invest time in puttingTtogetherfan entry which captures and transmits the skills ,1and spirit of the teacher, the activities and rew,ards for the students, and the support and commendation of parents, community and colleagues. 2. The State Councils' which have been most successful 7in having winning teachers are those 'which believe strongly in the" worthand central aim4 of the Awards Progra0,providing a responsible means to recognize achievements in the teaching of economics and by so doing to stimulate and guide the continuing advancement of eco- nomic education. They have secured the assistance of a wide ran e of key people and informatiothl outlets to acquaint teachers with th importance and benefits of the Awards Program, have encourage alrid assisted teachers on a personal basis to do outstanding work, have provided guidance on the prep'aration of entries, and have kept in contact with individual teachers throughou the year to make certain that entries are submitted. There have been far more people deserving -my appreciation over a , 1. \ S'f period of crre,i1,...S than .1 can mention gpecifically now. However, a,' special ac nole to in must be made of John C. Schramm, 'Managing ,1 Director of,,t,_ an Foundation, with whose profession41 and personal support the A N ram 'came into being and was nurtured to Strength. The award-,, n i .',..;..''., lets ave been a source of personal friendships,. ,... ,i1 inspiration a '.I. .morieg as we corresponded and joined in professional a dies.'he'Awards Program and I have been enriched by the competence, "de 'anion and cooperatiMeness of the distinguished Judges. The e sot` the Econonqc Education ExperienceS of Enterprising Teachers have done a masterful job. in providing the essence of the entries for the berieftr. iif OtherS. ose who haveadministtred the Awards Program fDepository have exteed the usefulness of the valuable teaching projects. Finally, I extenappreciation and a solid vote of confidence to Mrs. Sandra Kuntz, Direct r of Educational Programs of the International Paper , Company Foundation, and to Anthony F. Suglia, JCEE Coomlinator. of the Awards Program, for ,the firm'Ndevoted-and thoughtful way they have assumed leadership of the Awards Program, '. .. , George L. Fersh An appropriate title for this publication might well be "So Proudll, We Hail" in tribute to the teachers whose pirjects and activities in economic education were judged to be award winners, in the 15th Annflal National Awards Program for the Teaching of Economics. This recognition is indeed fitting and proper, for as the awards program has matured over time, there has been a significant increase in the level of competition, Whatever measure- was used to evaluate the Awards Program, one would conclude thatit has been highly successful' in accomplishing its purposes. The quality of the award-winning entries has been impressive, to the degree that the authors are asked to make'presentations at workshops and in-service programs in economic education. Many award winners now serve as consultants, and a significant number have been approached by 'publishing companies. As a tribute to the success of the national program, many State Councils on Economic Education, at last count 23, and con- siderable numbers of Centers for Economic Education now conduct their own local awards progratn. In most cases, only those projects and activities ,that have achieved recognition in the state, and local competitions are forwarded to trnpint Council for national consideration. To meet its objectives, the initiators 2,)f the Awards Program envisioned- that diverse means would be utilized to disSeminate the winning entries throughout the nation. Principally, this has teen accomplished through the annual publication of Economic Educatioa E:rperience of Enterprising Teachers which includes abstracts and descriptions of all award-winning .entries. The publication is distributed to educators and schools throughout the nation. In addition, a National Economic,Education Depository has Nen established at Ohio University as a resource center from which all entries
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