Education

2016 Student Video Contest

landing page banner1 2016 Student Video Contest

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:

12 2016 Student 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.

vid contest button 2016 Student Video Contest


NEED SOME INSPIRATION?

Debtonator 300x225 2016 Student Video Contest video contest icon 1 2016 Student Video Contest video contest icon 2 2016 Student Video Contest

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:

  1. Choose which image you want to include on your web site from the options below.
  2. Copy and paste the corresponding HTML code into your web page
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POSTED: August 15, 2016 | BY: Daniel Thompson | TAGS: , , , , ,

Personal Finance Is A Lot Like Relationships

 

Matt Gherman photo Personal Finance Is A Lot Like RelationshipsWritten by: Matthew Gherman 11/12th Grade Teacher of AP Economics, American History, ELL Global History at Edward R. Murrow High School, Brooklyn, NY. Matthew received the 2015 Alfred P. Sloan Foundation Teaching Champion Award.

 

Personal finance is a lot like relationships. They’re both taboo subjects in which everyone professes their advice and expertise, but in reality each is a very imprecise science. For high school students, these two topics are numbers one and two in terms of their curiosity (personal finance is probably a distant, but strong, second place). The curiosity and eagerness that surround this topic are what makes it fun to teach.  Students are familiar with many of the terms: interest rates, stocks, bonds, checking account, credit cards, credit score; yet there is so much room for exploration and enlightenment. For both finance and relationships there is wisdom that would be helpful to know at the age of 18, but is only earned from life experience. Therefore, the best approach to teaching the subject incorporates knowledge learned by trial and error, paving the road for the next generation.

Also at the age of 18, these are topics that might seem far away, but really they are much closer and include situations that students need to be ready for.  Students need to understand that their credit score is their life GPA, and they need to start building it now and learning how to build it now.  At 18, they can open up an investment account and learn how to begin to grow their money at a rate faster than a savings account. They need to begin building that big savings for important purchases that will all possibly come within a decade: college, car, apartment, engagement ring, marriage, home and children.  Many of these are concepts that they probably shrug at as “not my problem now,” but that decade goes by fast, and with it a lot of missed opportunity to improve their futures. The savings and investing which will make each stage of their lives easier starts at 18 (or even earlier) and the teacher is the provider of all of this information. The questions and enthusiasm that they bring to class enhance the teaching experience exponentially.

The ease with which these topics can be differentiated is also a great selling point for teaching it. Depending on student strengths, your lessons can range from just reviewing the basics to dissecting and debating scholarly articles and evaluating political implications. There is also opportunity for independent research, web-quests and presentation projects which add a different flavor to the class.  Additionally, teachers aren’t limited by being shackled to a state test at the end of the year. This subject allows creativity for both teachers and students.

Personal finance is strongly connected to the civic responsibility of voting. So many times politics is reduced to sound bites, preying on an uneducated class of voters. There are many social political issues that are shades of gray and fun to debate, but ultimately, the questions all students should have on their minds are what does the government do with our money and what are the implications of government actions on our wages, healthcare, investments, mortgages, and income taxes. Teaching personal finance creates a better informed and responsible citizenry.

The most important aspect of teaching personal finance is that these are life skills. This is the most useful course that students will take in high school because it will help them to be college ready, career ready, and life ready.

POSTED: April 5, 2016 | BY: April Somboun | TAGS: , , , , , ,

CEE Teams Up with BloomBoard

“There are so many resources out there on how to teach and what materials to use. How do I narrow it down to get the best of what I need?”

 

If these thoughts resonate with you, then you definitely have to bookmark BloomBoard.  The educators at BloomBoard know that curation of relevant content is one of the most valuable services one can offer on the Internet.

Starting this month, BloomBoard has invited the Council for Economic Education (CEE) along with other experienced educators to create Collections of resources targeted to specific teaching objectives. As the leader of a national movement to bring economics education and financial literacy to every child, we know how to tackle the challenges involved in teaching these subjects to children in grades K-12.

For our debut Collection on BloomBoard, we decided to focus on teaching financial literacy to young learners in kindergarten through fifth grade. There’s good reason to start teaching finance early. Researchers have found that when elementary students study financial literacy, they develop more positive financial attitudes and behaviors such as saving that will continue throughout their lives.

Our Collection recommends teaching financial literacy with a wide range of resources including lesson plans, activities, songs, videos, professional development, and research.

Capture CEE Teams Up with BloomBoard

 

Here are some of the resources that we recommend in this Collection:

Getting Started: EconEdLinkJoin thousands of K-5 teachers successfully using these lessons to teach concepts such as the cost of choosing between “this and that” and how scarcity influences their world to young learners.

Kiddynomics: An Economics Curriculum for Young Learners Federal Reserve Bank of St LouisKiddynomics introduces young children to economic thinking with five lessons based on popular storybooks.

Playful Economics: Scarcity, EconEdLinkAward-winning 5th-grade teacher, Shanan Reigle, shows how she teaches scarcity in this instructional video. Students move from creating products with play dough to tweeting about their new understanding.

Creating a Classroom Economy Unit Plan by Beth Newingham, ScholasticStudents build a class economy replete with specific jobs, salaries, and currency. As class citizens, they must manage their money, using credits, debits, and checks.

Visitors to Bloomboard can save, share, and follow Collections. They will also be able to earn micro-credentials for their skills.

We would also like to introduce Buck Institute for Education (BIE) who posted the Collection, Gold Standard Project Based Learning: An Overview, on BloomBoard following ours. BIE creates, gathers, and shares high-quality Project Based Learning (PBL) instructional practices and products and provides highly effective services to teachers, schools, and districts.showing teachers how to use Project Based Learning in all grade levels and subject areas. Their comprehensive overview will help teachers get started with PBL.

We hope you will take a look at BIE’s Collection as well as others on BloomBoard. And, join us on BloomBoard in using and providing content that is relevant for our teachers today.

POSTED: February 17, 2016 | BY: April Somboun | TAGS: , , , , , ,

Effective Professional Development via CEE’s State Council and Centers

By: Marc A. JohnsonEducation Program Director, Colorado Council for Economic Education

Professional development (PD) for teachers has sometimes been characterized as unappreciated and ineffective. Those of us who have taught long enough can certainly recall mandated PD experiences that were less than engaging, uninspiring and downright tedious.

But it’s unfair to apply that broad brush to all PD. In our experience, both as recipients and deliverers of workshops and seminars from our respective state councils for economic education, PD can be stimulating and rewarding for teachers and have a strong chance of leading to greater student achievement.

Among the deliverers of PD in economics and/or personal finance, state councils and centers seem to be best suited to provide the best opportunities for teachers. The model varies from state to state, but there are commonalities. Most can boast a stable of credible academics whose guidance can be relied on by teachers – they can take this stuff back into their classrooms with great confidence in the integrity of the message. Second, most workshops help teachers with the pedagogy. Classes/workshops are generally infused with exemplary demonstrations of methods – often by mentor teachers who show us the best ways to teach this stuff to kids. Finally, most PD from state councils and centers includes excellent resources, often provided from the vast library of carefully developed and well-vetted lessons from the national Council for Economic Education.

It’s this three-tiered construction of PD – expertise, pedagogy and resources – that make targeted, customized PD by centers and councils for economic education well worth their while. Individual teachers, departments, schools and school districts would be well-advised to seek out their state councils/centers and explore the possibilities of participating in high quality, efficacious PD in economics and/or personal finance.

To learn more about your local state councils/centers visit: http://councilforeconed.org/resources/local-affiliates

 

POSTED: February 10, 2016 | BY: April Somboun | TAGS: , , , ,

Council for Economic Education Honors Dr. Annamaria Lusardi with 2014 William A. Forbes Public Awareness Award

Financial Literacy Pioneer Recognized for Extraordinary Work to Advance Awareness of Economic and Financial Education

WASHINGTON, DC (January 15, 2014) The Council for Economic Education is delighted to announce that Prof. Annamaria Lusardi of George Washington University (GW) will be honored with the 2014 William A. Forbes Public Awareness Award, recognizing her extraordinary work to advance public awareness of the importance of economic and financial education.

A pioneer in the study of financial literacy, Prof. Lusardi is widely renowned for her Annamaria Lusardi Forbes Award 300x198 Council for Economic Education Honors Dr. Annamaria Lusardi with 2014 William A. Forbes Public Awareness Awardextraordinary contributions to the field. Among her numerous achievements, she designeda measurement of financial literacy that has been used in national surveys around the world, while her theoretical and empirical work has helped to make a compelling case for the cost and consequences of financial illiteracy. She has published many papers and two books on the topic of financial literacy and also edited special issues on financial literacy for the Journal of Pension Economics and Finance andNumeracy.           Read more…

POSTED: January 26, 2015 | BY: John Jones | TAGS: , , , , , , , ,

CEE Launches Math in the Real World

Math in the Real World CEE Launches Math in the Real WorldThe Council for Economic Education has launched its newest resource: Math in the Real World. Math in the Real World contains interdisciplinary lessons aimed at teaching personal finance and economic concepts, all in the context of math lessons.

Math in the Real World includes lessons that range from “Break-Even Analysis” and “Profit Maximization” to lessons on payday loan expenses and building good credit.

Read more…

POSTED: December 8, 2014 | BY: Daniel Thompson | TAGS: , , , , , , , , , , , , , ,

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