By Keen J. Babbage
This ebook identifies, via present study, what little ones and youths want to know approximately coping with money. It indicates educators the best way to layout tutorial actions that let scholars to profit approximately cash administration in attention-grabbing and significant methods.
Read or Download Extreme Economics: Teaching Children and Teenagers about Money - 2nd Edition PDF
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Additional resources for Extreme Economics: Teaching Children and Teenagers about Money - 2nd Edition
Their lively, enthusiastic, purposeful, wholesome curiosity 27 28 CHAPTER 2 was leading them to much deep learning, much personal challenge, and new resolve. We discussed proper ways that the students could make money now. We had long ago done the math of an IRA, of bank savings accounts, of certificates of deposit, of stocks, of bonds. The students understood the facts and the wisdom of these topics. They created a list of ways to make money at their current age of fourteen or fifteen. They knew that all recommendations and ideas had to be G-rated, legal, and ethical.
One issue in the mayor’s race is the city budget. My question for you is about your budget. ” Tom was not surprised by the question. The ninth-grade civics class had included some serious, in-depth study of economics. “I do exactly what you taught us to do. I save, save more, and keep saving. Most of what I make goes into my bank savings account. I have car insurance to help pay, plus other car expenses. My girlfriend and I go to movies and stuff, so I pay for that. But mostly I save. I’ll be in college in two years.
To learn speech and drama we need to do speech and drama. You have ten seconds to think of a topic for a one- to two-minute speech you will give in class. I’ll give you two minutes to prepare your speech, and then we will start your presentations. First, I need to hear from each person, one at a time, what your topic will be. It has to be G-rated, legal, and ethical, which is a fancy word for doing only what is good. ” The students smiled, thought, and looked at each other, and when the teacher gave the direction, the first student in the first row spoke.