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1. Economics and National Security. Supplementary Lessons for High School Courses.

Author

Ohio State Univ., Columbus. Mershon Center. and Miller, Steven L.

Abstract

The goal of this book is to help teachers deal more effectively with national security topics in their economics courses. The lessons are designed to introduce national security ideas and concepts into the classroom by filling gaps in textbook coverage and enriching current textbook treatment of national security topics. The lessons are grouped into six sections corresponding to major divisions of subject matter in a high school economics course. Section 1 contains eight lessons dealing with fundamental economic concepts. Section 2 has five lessons on topics illustrating microeconomic concepts related to markets, supply, and demand. Section 3 contains six lessons on microeconomic concepts related to market structure and market failure. Section 4 presents six lessons on various macroeconomic concepts. Section 5 includes five lessons dealing with international economic concepts. Section 6 contains four lessons relevant to economic decision making and measurement concepts. Each lesson includes (1) a description of the main points, (2) economic concepts to be taught, (3) instructional objectives, (4) suggested teaching procedures, (5) ways to integrate lessons with the textbook, (6) exercises and application activities on reproducible handouts for student, and (7) suggested readings. (SM)

Published
1987

2. Economic Analysis and Assumptions in Global Education.

Author

Miller, Steven L.

Abstract

Economic educators recognize the importance of a global perspective, at least in part because the international sector has become more important over the past few decades. The application of economic principles calls into question some assumptions that appear to be common among members of the global education movement. That these assumptions might be erroneous raises questions about the instructional strategies and materials used in some social studies classes. Explored in this paper are three assumptions that are often made by global educators and that are erroneous. First, consideration is given to the apparent emphasis on what is referred to as the "zero-sum" assumption. Second, the implicit assumption of the weakness of incentives is examined. Finally, the paper challenges the assumptions leading to the persistent use of trend lines as a device for forecasting the future. (BZ)

Published
1986

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