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.
The students investigate money--its purpose and functions. They complete an exercise, using the online acution site Ebay, to learn why money is critical to an economy.
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.
The following lessons come from the Council for Economic Education's library of publications. Clicking the publication title or image will take you to the Council for Economic Education Store for more detailed information.
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.
7 out of 15 lessons from this publication relate to this EconEdLink lesson.
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.
5 out of 45 lessons from this publication relate to this EconEdLink lesson.
Teaching Financial Crises 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 Teaching Financial Crises, teachers will find a non-partisan and non-ideological resource to help them simplify and offer balanced perspectives on this challenging subject matter.
4 out of 9 lessons from this publication relate to this EconEdLink lesson.