This publication contains complete instructions for teaching the lessons in Choices and Changes, Grades 910. The Choices and Changes series is designed to help students understand how the U.S. economy works and their roles in the economy as consumers, savers and workers.

This publication contains complete instructions for teaching the lessons in Choices and Changes, Grades 78. The Choices and Changes series is designed to help students understand how the U.S. economy works and their roles in the economy as consumers, savers and workers.

This publication contains complete instructions for teaching the lessons in Choices and Changes, Grades 24. The Choices and Changes series is designed to help students understand how the U.S. economy works and their roles in the economy as consumers, savers and workers.

This publication contains student activities for Choices and Changes, Grades 910.

This publication contains student activities for Choices and Changes, Grades 78.

Discusses how school choice, misapplied standards of accountability, the No Child Left Behind mandate, and the use of a corporate model have all led to a decline in public education and presents arguments for a return to strong neighborhood schools and quality teaching.

Three recurring themes are found in "Choices and Change in Life, School, and Work" lessons for fifth and sixth grade students: human capital development; personal decision making; and participation in the labor market. The teacher's resource manual contains 15 lessons grouped into units, linking 3 lessons to a broad generalization about economic themes. Each unit begins and ends with a guiding question that frames the intended outcome and includes examples of children's literature to develop the three aforementioned themes. The manual is divided into the following sections: Unit One--"Improving Human Capital Opens Doors of Opportunity"--(1) "What if I Do Not Have the Skills and Knowledge I Need to Produce?"; (2) "How Can I Improve My Human Capital?"; (3) "What Results When People Improve Their Human Capital?"; Unit Two--"Making Better Decisions Increases Opportunities for Success"--(4) "How Can I Make Decisions about My Future?"; (5) "How Can I Improve My Ability to Produce What People Want?"; (6) "What Results When People Can Produce More?"; Unit Three--"Finding Better Ways to Produce Satisfies More Wants"--(7) "Can I Produce Something People Want?"; (8) "Can I Use Physical Capital to Produce More Things People Want?"; (9) "What Results When People Use Improved Physical Capital Resources?"; Unit Four--"Working with Other Has Many Benefits"--(10) "What Are the Advantages of Working with Others to Produce?"; (11) "Can I Learn to Work with Others to Produce?"; (12) "What Results When People Work Together to Produce?"; Unit Five--"Finding Success through Setting Goals, Overcoming Obstacles, and Planning"--(13) "Why Should I Set Goals and Plan to Achieve My Goals?"; (14) "How Can I Overcome Obstacles to Achieve My Goals?"; and (15) "What Results When People Set Goals and Plan to Achieve Their Goals?" Appended are a glossary of economic concepts, vocabulary terms, information about using decision grids, and information about the circular flow model. The student journal booklet helps children keep track of what they are learning and enables them to develop a perspective for the entire set of lessons. The journal pages include readings, worksheets, and activities that make connections and assess student understanding of the economic concepts and guiding questions. Some of the activities in the journal include role playing as a teacher at Sagres (navigation school founded by Prince Henry the Navigator of Portugal); income data; home and community education survey; cost and risks of emigrating from England to America in 1763; human capital for production; new technologies; the Industrial Revolution; and future careers. (BT)