This site has an informative game and a quiz for students on the history of U.S. paper currency. For teachers, the site offers activities, upcoming money-related television, and links to other resources about money.

This lesson talks about how money is created in a fractional reserve banking system. [Banking, Money, Finance playlist: Lesson 4 of 24]

This lesson introduces the ways that banks make money. [Banking, Money, Finance playlist: Lesson 1 of 24]

This lesson talks about the pros and cons of various banking systems and talks more about using gold as a standard. [Banking, Money, Finance playlist: Lesson 18 of 24]

This lesson reviews tools of the Central Bank to increase the money supply [Banking, Money, Finance playlist: Lesson 13 of 24]

David Boeri reports on the Bank of Boston's new mortgage program for lowand moderate-income city residents. Boeri's report includes footage of Ira Stepanian (President, Bank of Boston) and Robert Mahoney (Bank of Boston) announcing the new program to the media at a press conference at a Roxbury branch of the Bank of Boston. Boeri reviews the terms of the program. He notes that many houses in the area are not eligible for the program because their sale prices are too high. Boeri interviews Diana Strother (Roxbury resident), who says that many residents do not make enough money to take advantage of the program. Boeri interviews Leon Wilson (Bank of Boston) about the terms of mortgages under the program. Boeri notes that the units in the Fort Hill condominium complex are too expensive to qualify for the Bank of Boston program. Boeri interviews Alvin Wilkins (Boston resident) and Eve Moss (realtor) about housing prices in the area. Boeri also interviews Bruce Marks (Hotel and Restaurant Workers Union). Marks calls the Bank of Boston program a 'public relations scam' because it does not truly help low-income residents. Boeri's report includes shots of the Fort Hill condominium complex.

Christy George reports that poor neighborhoods lack access to banking services. George notes that banking leaders met with community leaders today to announce an agreement that will provide better banking services to poor neighborhoods. George reviews the details of the agreement, which will provide bank branches, loans, and increased investment to poor neighborhoods. George's report includes footage of the meeting of banking and community leaders. Richard Pollard (Massachusetts Bankers Association) says that redlining did not take place in the 1980s. Charles Stith (Organization for a New Equality), Bruce Bolling (Boston City Council), Willie Jones (Community Investment Coalition), John Hamill (Shawmut Bank), and Ronald Homer (Boston Bank of Commerce) all speak out in favor of the proposal. Michael Dukakis (Governor of Massachusetts) is present at the meeting. George reports that the agreement forces banks to restructure their rules in order to serve poor people. This edition of the Ten O'Clock News also included the following items: Julian Bond at Harvard University. Julian Bond. Christopher Lydon interviews Sarah Small.

Ayiti: The Cost of Life is a role-playing video game in which the player assumes the roles of family members living in rural Haiti. At the start of the game, the player chooses a primary goal for his/her family: achieve education, make money, stay healthy, or maintain happiness. During the course of the game, the player encounters unexpected events and must make decisions that contribute to or detract from achieving the chosen goal. After students have played the game they will need to reflect upon as well as share their experiences. The discussion questions are designed to explore: The correlation between choices made, their respective outcomes, and the constraints faced within the game. How the students? own lives and situations compare and contrast with those of the family members in the game. The discussion may be carried out face-to-face, or online, both asynchronously using a TIGed discussion forum, and synchronously using TIGed Live Chat.

Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.

Money counting activities in an interactive game.

Intensive study of an important topic or period in drama. Close analysis of major plays, enriched by critical readings and attention to historical and theatrical contexts. Instruction and practice in oral and written communication. Topic for Fall: Renaissance Drama.

Money is important to our lives so we all need to learn about money! What is a Dollar? Do you know the value of a dollar? Lets explore Money!

Students will identify how technology has changed in an occupation over time. This is also an introductory rounding/estimation lesson using addition of money.

This explores the history of coins. Teachers can find lesson plans on charting history with pennies, or showing students 293 ways to make change for a dollar. Students can learn how to start their own coin collection, travel back through history using coins as their guide, or design a future coin.

Students will play any of the following games to practice counting money and making change. Once completed, students will be able to apply these skills on a worksheet that will be turned in.

In this two-week unit the students will use a teacher made spreadsheet to learn how calculations work. Then student teams will work together to create their own "store" order form on a spreadsheet. The final part of the lesson is a simulated game show where students "shop" at each others stores, trying to spend an exact amount of money without going over, getting closer to their required amount than any other team.

The Articles of Confederation gave both the United States Congress and the individual states the authority to issue money and regulate its value. The money issued in one state was of no value when the residents of that state traveled to another state. The Constitution set forth the powers of Congress. In Article 1, Section 8, Congress was given the sole power "To coin money, regulate the value thereof ..." Likewise, the Coinage Act of 1792 was signed into law by President George Washington on April 2, 1792. It provided for the establishment of the first mint in Philadelphia. Students will be able to: Learn how the federal government became responsible for the coining of money; Understand the significance of the symbols and mottoes on coins currently minted by the United States Mint; Discover what information all United States coins have in common.

Hope Kelly reports on a legislative hearing in Boston on alleged redlining practices by Boston banks. Kelly reports that the Federal Reserve Bank released a study finding evidence of redlining practices. Kelly notes that the banking industry reacted strongly to the accusations. Kelly's report includes footage from the legislative hearings. Barney Frank (US Congressman) and Benjamin Hooks (Executive Director, NAACP) condemn redlining practices. Richard Pollard (Chairman, Massachusetts Banking Association) and Richard Syron (President, Federal Reserve Bank) say that they do not believe that the banks are engaged in redlining. Kelly reviews the findings of the study. She adds that the study does not conclude if the findings reflect redlining or discrimination on the part of lenders. Kelly quotes Ray Flynn (Mayor of Boston), Michael Dukakis (Governor of Massachusetts), and Joseph Kennedy (US Congressman) as saying the redlining practices cannot be tolerated. Kelly interviews Pollard. Pollard says that banks are not engaged in redlining. He adds that banks need to better serve the needs of minority communities. Kelly notes that the legislative hearing addressed solutions to the problem of redlining, but did not talk about the problem of racism.This tape includes additional footage of the legislative hearing.

The basic machines of macroeconomics. Ramsey, Solow, Samuelson-Diamond, RBCs, ISLM, Mundell-Fleming, Fischer-Taylor. How they work, what shortcuts they take, and how they can be used. Half-term subject.