IT’S ELECTION SEASON
And we want to get K-12 students thinking about the next president and the economic future of the country. That’s why we’re inviting you to participate in our election video contest!
WHAT SHOULD THE VIDEO BE ABOUT?
We’re asking you to record one or a group of students answering the following question in 60 seconds or less:
“WHAT SHOULD THE NEXT PRESIDENT DO TO IMPROVE THE ECONOMY?”
BE CREATIVE! Video entries must be less than 60 seconds. All entries must be submitted by 11:59 pm, September 30th, 2016.
WINNERS & PRIZES
There are two winners for the CEE Video contest:
Viewers’ Choice will be selected by popular vote (voting begins October 3rd, 2016). The Economists’ Choice will be selected by CEE’s panel of judges. Winning teams (2) will receive a $500 AMEX gift card for the teacher and $25 AMEX gift cards for each participating student. Winners will be announced on October 12, 2016.
READY TO ENTER?
Please review the rules and FAQs before entering the contest. Teachers must enter the videos on behalf of their students. Teachers may enter more than one video per class.
CEE is a bipartisan non-profit organization; no candidates can be mentioned by name or imitated.
NEED SOME INSPIRATION?
COMPLIMENTARY LESSON PLANS
While your students are busy putting their videos together, bolster their learning experience with lessons on the election cycle and the U.S government.
- Economic Misery and Presidential Elections (gr. 9-12): Teach about how two economic measures, the Misery Index and the growth rate in real GDP per capita, can be used to make predictions about presidential elections.
- Money and Elections (gr. 9-12): Students will be introduced to the sources of campaign war chests, learning about the recent court decisions that have allowed for the creation of “Super PACS” and 501 (c) (4) organizations.
- Immigration (gr. 6-12): This lesson helps students better understand immigration, a major issue in the 2016 presidential election.
- Voters and Elections (gr. 6-8): Students identify costs associated with voting. Then they make predictions about who might be more likely to vote based on their understanding of opportunity costs.
- President Obama’s Allowance (gr. 3-5): In this lesson, students will identify different expenses in the US budget and will decide on the order of importance for different expenses.
PROMOTE THE CONTEST
Get other teachers and students involved in the video contest. We’ve put together some images to help you spread the word.
To use an image, follow these easy steps:
- Choose which image you want to include on your web site from the options below.
- Copy and paste the corresponding HTML code into your web page
Triple-click the text to select
Triple-click the text to select
Triple-click the text to select
Triple-click the text to select
The Council for Economic Education is pleased to announce the release of a series of lesson plans to help educators (grades 9-12) teach the election and economics in their economics, civics, government, and other social studies courses. The lessons are all available for free on our teacher website EconEdLink.
Topics covered include:
- Can Election Futures Markets Be More Accurate Than Polls?
- Voters and Elections (Who Votes and Why?)
- Money and Elections, Economic Misery and Presidential Elections, and more
Throughout the summer, additional lessons will be added on important campaign topics as the campaign continues to unfold, and CEE will also be hosting a free webinar for teachers on how to incorporate these lessons into their classrooms.
To ensure that you receive information about upcoming webinars and new materials available on EconEdLink, you can register for free at the following URL: www.econedlink.org/register.
If you have any questions, please contact April Somboun.
Thousands of high school students nationwide competed in the National Economics Challenge! We are delighted to share with you the 34 teams from the Adam Smith Division and 33 teams from the David Ricardo Division who have made it to the semi-finals.
|State||Adam Smith Division||David Ricardo Division|
|Alabama||Vestavia Hills High School||Eufaula High School|
|Arizona||Basis Chandler||Basis Scottsdale|
|Arkansas||Little Rock Christian Academy||Har-Ber High School|
|California||Northern California – The Harker School||Northern California Homestead High School|
|California||Southern California – Dos Pueblos High School||Southern California – El Segundo High School|
|Connecticut||Choate Rosemary Hall||Greenwich High School|
|Delaware||The Charter School of Wilmington||Smyrna High School|
|Florida||Pine Crest School||Mandarin High School|
|Georgia||Gwinnett School of Mathematics, Science, and Technology||Jackson County Comprehensive High School|
|Hawaii||Iolani School||Iolani School|
|Illinois||York Community High School|
|Indiana||Carmel High School||Carmel High School|
|Kansas||Shawnee Mission South High||Southeast High School|
|Maryland||Mt. Hebron High||Mt. Hebron High|
|Massachusetts||Phillips Academy Andover||Lexington High School|
|Michigan||Chelsea High School||Novi High School|
|Mississippi||Ocean Springs High School||Petal High School|
|Missouri||Lindbergh High School||St. Joseph Central|
|Montana||Bozeman High School||Park High School|
|Nebraska||Bellevue East High School||Waverly High School|
|New Jersey||Monroe Township High School||High School North|
|New York||Stuyvesant High School||Farmingdale Senior High School|
|North Carolina||William G. Enloe High School||North Carolina School of Science and Mathematics|
|North Dakota||Fargo Davies High School||Jamestown High School|
|Oklahoma||Edmond North High School||Wilburton High School|
|Pennsylvania||Conestoga High School Team 6||Upper Dublin High School|
|South Carolina||Wando High School||Ridgeview High School|
|Tennessee||Collierville High School||Memphis University School|
|Texas||Bellaire High School||James E. Taylor High School|
|Vermont||Essex High School||Mount Mansfield Union High School|
|Virginia||Thomas Jefferson High School for Science and Technology||Freedom High School|
|WILDCARD||Upper Arlington High School||Olympia High School|
|Wisconsin||Germantown High School||Melrose-Minforo|
The teams will now compete in the semi-finals for a chance to advance to final round which will be held in New York City! Four teams from each Division with the highest scores will advance to compete for the grand prize and be crowned the National Economics Challenge Champions.
Thank you to all the students and their coaches who participated in the first round of competitions. We hope this was a valuable experience to all of you. And, good luck to the semi-finalists!
To learn more about the National Economics Challenge and keep tab on the finalists, please visit our site: www.nationaleconomicschallenge.org.
Written by: Brian Page, Chair, Council for Economic Education Teacher Advisory Council
Later this spring, high schools across the country will be graduating students from a world of test scores to a world of credit scores. Many teens will unknowingly be making decisions that will impact them in the decade to come. Yet most lawmakers have fallen short of respecting personal finance as a dedicated subject worthy of stand alone classes required for graduation, taught by teachers trained to teach it well. It’s time we work together to advocate on behalf of high school students to prepare them for the real world.
High school science, math and language arts teachers receive content specific instruction in college, and are required to pass content specific tests to earn teacher certification. Personal finance… not so much. Often times when mandates are passed, they require the integration of personal finance into other coursework. The mandate is often dumped into the laps of teachers who have never been trained to teach personal finance.
A FINRA Investor Education Foundation-funded study, State Financial Education Mandates: It’s All in the Implementation, examined the effectiveness of state mandates on financial education for high-school students. The study noted that if a rigorous financial education program is carefully implemented, it can improve the credit scores and lower the probability of credit delinquency for young adults. In other words, we need to train our teachers, require semester courses devoted to personal finance, and use hands on teaching methods that focus on relevant content.
NCLB aside, our country has historically been a locally controlled education system. This changed following the financial collapse in 2008. Somehow a banking collapse led to education “reform”, and schools were faced with a multitude of new evaluation systems and testing requirements. Subsequently, schools and lawmakers now seem to lack the appetite to pass further education mandates. This should not preclude us from trying, using a common sense approach that does not further burden our schools. I’m confident that if asked, parents and teens would be much happier about recent reform efforts if standardized test scores were a little less important, and helping them build their own credit scores were a little more important.
Last night, the Council for Economic Education (CEE) held its 10th Annual Visionary Awards dinner hosting 300 guests at the Pierre Hotel in New York City. The evening showcased CEE’s mission, our impact to date, and honored leaders who promote economic and financial literacy. The evening was a night of thought-provoking discussion, amiable conversation, and intellectual discourse.
The Visionary Awards were given to four leaders who continue to advance our mission. The honorees were Ann Kaplan, Partner, Circle Wealth Management; Robert E. Moritz, U.S. Chairman and Senior Partner PwC; Prof. Robert J. Shiller, Sterling Professor of Economics, Yale University; and Andrew Ross Sorkin, Founder of DealBook, Financial Columnist for The New York Times, and CNBC Co-Anchor of “Squawk Box.”
During the evening, attendees enjoyed an entertaining fireside chat with the honorees moderated by the evening’s Master of Ceremonies and CNBC’s chief economist reporter, Steve Liesman. The fireside chat addressed hot topics such as women in the workplace, the housing “bubble,” interest rates, and most importantly, how individuals can make an impact to ensure our youth are given the opportunity to learn about economics and personal finance.
CEE also honored three exemplary New York Metropolitan area teachers who advance economic education in and out of the classroom. The teachers received the Alfred P. Sloan Teaching Champion Awards for their excellence in economic education. They continually deliver this important content in and out of their classrooms and achieve results.
The evening raised over $700,000 to support CEE’s programs and help us reach our goals to reach and teach every child in the United States to create a more informed citizenry capable of making better decisions as savers, investors, borrowers, voters, and participants in the global economy.
We would also like to thank those who attended and to our sponsors who helped make this amazing event happen!