The central failure of the Congress was related to its limited fiscal power. Because it could not impose taxes on the states, the national government's authority and effectiveness was severely limited. Given this major encumbrance, the accomplishments of the Congress were quite impressive. First of all, it raised the Continental Army, kept it in the field, and managed to finance the war effort.
Presidents Washington ($1), Lincoln ($5), Jackson ($20), and Grant ($50) all appear on currency. But what about this guy Alexander Hamilton on the ten-spot? How did he get there? A sawbuck says you'll know the answer after reading this piece.
Out of the ashes of the Greenback-Labor Party grew the Populist Party. In addition to demanding the free coinage of silver, the Populists called for a host of other reforms. They demanded a graduated income tax, whereby individuals earning a higher income paid a higher percentage in taxes.
This short video and interactive assessment activity is designed to teach fourth graders about adding and subtracting money using words.
This short video and interactive assessment activity is designed to teach fourth graders about adding and subtracting money with pictures in columns.
In the story, Alexander, Who Used to Be Rich Last Sunday, Alexander receives a dollar from his grandparents that he plans to save, but he spends it all, a little at a time. In this lesson, students count by twos to fill a container with 100 pennies. They are asked whether 100 pennies is the same amount of money as one dollar. They listen to the story and as Alexander spends his money, students come up and remove the correct number of pennies from a container. At the end of the story, students are again asked if 100 pennies is the same amount of money as one dollar. Students discuss the choices that Alexander made and give advice on how he could save his money to reach his goal of buying a walkie-talkie.
This activity will expose students to the types of currency from Spanish speaking countries. Students will purchase items through an "auction". Students will practice numbers in Spanish and will also use adjectives to describe items that they can sell and buy. Students will practice using vocabulary to persuade others to buy a product and make deals with others when purchasing the product.
This activity will expose students to using money and auction related signs. Students will practice numbers in ASL and will also use adjectives to describe items that they can sell and buy.
This activity is to expose students to other types of currency of Spanish speaking countries. Students will practice the numbers in Spanish and will use adjectives to describe items that they can sell and buy.
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]
Students will learn that money is an invention. They will read and analyze an essay focusing primarily on one aspect of Ben Franklin's life his work as a printer and how he was an inventor and entrepreneur who also promoted the use of currency in the United States. Students will cite specific textual evidence regarding problems and solutions and will answer questions and complete a timeline. By using evidence and information gleaned from text, students will write a fictitious social media post defending the selection of Ben Franklin's portrait for the $100 note.
In this lesson, students hear a story about two little bears whose parents use several figures of speech relating to money. Students draw a picture of a bank and write a caption explaining their illustration. Students follow along with the story by listening for additional figures of speech and how they relate to the concepts of banks and interest. The students also construct a story map of an event in the story relating to why people choose to keep their money in banks.
This short video and interactive assessment activity is designed to teach second graders about bills and coins - word problems.
While many people have heard of Bitcoin, far fewer understand it. In short, Bitcoin is a digital currency that allows transactions independent of the banking system. Lately, many people are buying Bitcoin purely as a financial investment, hoping it will appreciate. So which is it—currency or financial asset? Read more about it in the March 2018 issue of Page One Economics.
This is a short lesson plan for a second grade math class. This is a short lesson plan for a second grade math class. It aligns with the South Carolina College- and Career-Ready Standards for Mathematics Page 23: 2.MDA.7 Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ¢ symbol.
This is a short lesson plan for a second grade math class. It aligns with Nebraska State Standard: MA 2.3.3.a Solve real-world problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.