When something is destroyed, does that actually help the economy by creating construction jobs? Do disasters like fires, floods, earthquakes, tornados, or tsunamis actually stimulate job growth? Only if people were planning to light their money on fire before having to spend it on reconstruction! This is what economists call the Broken Window Fallacy.

This is presentation of some basic economic ideas for the beginning community college student.

Looking for engaging content for your economics courses? The Institute for Humane Studies has curated this collection of educational resources to help economics professors enrich their curriculum. Find videos, interactive games, reading lists, and more on everything from opportunity costs to trade policy. This collection is updated frequently with new content, so watch this space!

Economics for Leaders (EFL) is designed to introduce young individuals to an economic way of thinking about national and international issues, and to promote excellence in economic education by helping teachers of economics become more effective educators. The curriculum materials, including background outlines for teachers and classroom-ready simulations and activities to engage students, support the teaching of critical thinking skills by equipping students with the tools of the economic reasoning. Five economic reasoning propositions for the foundation for teaching and learning the economic way of thinking.

Economy is related with the money in the market which is been affected by the demand and supply of goods and services.
Recent trend of GST has affected market the most

In this activity, students are going to practice asking for the cost of something and practice purchasing items. Students are also going to be exposed to the concept of bartering and how to do it with a vendor.

In this electrochemistry activity, learners will explore two examples of electroplating. In Part 1, zinc from a galvanized nail (an iron nail which has been coated with zinc by dipping it in molten zinc) will be plated onto a copper penny. In Part 2, copper from a penny will be plated onto a nickel.

Shakespeare “doth bestride the narrow world” of the English Renaissance “like a colossus,” leaving his contemporaries “walk under his large legs and peep about” to find themselves in “dishonourable graves.” This course aims in part to correct this grave injustice by surveying the extraordinary output of playwrights whose names have largely been eclipsed by their more luminous compatriot: Marlowe, Jonson, Webster, and Ford, among others. Reading Shakespeare as just one of a group of practitioners – many of whom were more popular than him during and even after his remarkable career – will restore, I hope, a sense not just of the richness of English Renaissance drama, but also that of the historical and cultural moment of the English Renaissance itself. This course will examine the relationship between theatre and society through the lens of the drama produced in response to these changes. However, we will not try to map the progress of drama directly onto the social world, as if the former can simply read off the latter. Rather, focusing on discrete issues and problems, we will try to understand the ways in which a particular text not only reflects but responds to and shapes aspects of the culture from which it derives, developing an aesthetic that actively engages its world. The topics addressed over the course of the semester will be wide-ranging but will include: gender and class dynamics in Renaissance society; money, trade, and colonialism; the body as metaphor and theatrical “object”; allegory and aesthetic form; theatricality and meta-theatricality; the private and the public.

This standards-aligned curriculum series empowers educators with engaging activities to integrate financial education instruction into subjects such as math, English, and social studies. Here is a brief overview of what you will find:

Educator’s Guide with lessons and hands-on activities to promote student participation in the learning process. Grade-level modifications are identified throughout the activities.

Teacher Presentation Slides, optional overhead visuals that include fill-in charts to support the activities of each lesson.

Student Guide features worksheets for students based on topics covered in each lesson that can be used at school or at home. The worksheets can be found in the Educator Guide for grades Pre-K-2, and in a standalone Student Guide for grades 3-12.

Parents’/Caregivers’ Guide with a summary of the key concepts covered in the module, and that offers exercises, activities, and conversation-starters for parents.

More on the weaknesses of fractional reserve banking. The FDIC and deposit insurance and its side effects. Created by Sal Khan.

Summary of thoughts in last two videos. Discussion of why Fractional Reserve Banking is a subsidy to banks and allows them to arbitrage the yield curve. Created by Sal Khan.

This 9 minute video will explain the role of banks in our economy. It will aid in the mastery of standard EPF. 6 and 12

Analysis of the federal reserve balance sheet as of Feb 2007. Created by Sal Khan.

This task allows students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity.

Students learn that money is a medium of exchange that facilitates economic activity. Next, students learn the relationship between the money supply and inflation by participating in an inflation auction using gold and silver notes to better understand the historic debate of the Free Silver Movement. Students then read William Jennings Bryan's "Cross of Gold" speech to relate the historical context. The students use historical data to calculate income, fixed expenses, and variable expenses of a farmer to further understand the historical argument presented by the Free Silver Movement. Finally, students analyze two political cartoons against the Free Silver Movement. This lesson includes primary source documents obtained from FRASER¨.