As a high school Economics teacher working with a general education population, I’ve found that relevance is the cornerstone of effective instruction. From the very first day of class, I focus on redefining what students think Economics is—because their initial expectations are almost always disconnected from the realities of the course and from their own lives.
Over the past 25 years, I’ve intentionally built a curriculum grounded in current events, local issues, simulations, and project-based learning whenever possible. This approach not only increases engagement, but helps students see Economics as something that actively shapes their daily decisions rather than as abstract theory.
Decode Econ has been a valuable resource in this process. It has deepened my own understanding of Economics and current events while providing accessible, bite-sized insights and perspectives that translate well to my classroom. Thank you for sharing your ideas and expertise so generously—they truly make a difference for educators and students alike.
Michael, so great to hear from you and appreciate your kind words. I am glad the work at Decode Econ is finding its way to you and is a resource. I would love to learn more about your curriculum and what you have learned.
As a high school social studies teacher (29 years!), I often find myself teaching subjects I'm not very familiar with. For instance, when I was asked to take over the Economics class after a respected teacher retired, I faced a real challenge. My background is mainly in History, and I had never studied Economics in college, so I didn't have the knowledge I needed to teach the subject well. During my first five years teaching Economics, I relied a lot on the textbook. I would read the chapters, hand out worksheets, and try to relate the lessons to current events, all while figuring things out for myself along the way. Over time, I have come to understand that economics is fundamentally about life and how to navigate it through reason, thoughtful decision-making, and personal choices. While this may seem quite basic to those well-versed in economic theory and practice, it was a transformative realization for me, shaping the way I teach.
A turning point for me came when I read "Freakonomics" by Steven Levitt and Stephen Dubner. This book, along with its follow-ups, showed me that economics isn't just about numbers and complicated graphs—things I've typically shied away from in school. "Freakonomics" helped make economic concepts easier to grasp, not only for me but also for my students. It relates closely to what I've learned (and used) through Decode Econ.
With Decode Econ, you've really helped make economics easier to understand for those who may not have an academic background. Your clear writing style and ability to explain complicated ideas in simple steps have been incredibly helpful for me. Because of this, I’ve been able to share these concepts with my own students in a way that resonates with them.
I teach in a small school district in northern New York State, specifically in Glens Falls CSD. I adhere to the New York State Social Studies Framework for Grades 9-12. For all graduating seniors, Economics, the Enterprise System, and Finance is a required semester-long course, alongside Participation in Government and Civics.
I have taken this basic framework and developed four units of study:
1) Introduction to Economics
- Scarcity (Classwork Pass Simulation- games of skill & games of chance)
- Factors of Production (Paper Chain production [diminishing returns] Simulation)
- Economic Decision Making (College Search or Auto Purchasing Project)
- Behavioral Economics (Rational vs. Behavioral Consumer/Paradox of Choice/Prisoner’s Dilemma/Fixed Price Paradox [diminishing marginal utility] simulations)
2) Supply, Demand & Equilibrium
- Understanding Demand (Design a t-shirt simulation)
End of Semester- Small Business Project: Exploring economic problem-solving through entrepreneurship. Students create a small business concept for our downtown area, write a modified Business Plan, and create a marketing scheme.
Several years ago, I started referring to Economics as the most important subject my students will ever take. While few of my students (or colleagues, for that matter) believe me, I have spoken with many former students over the years who agree with this perspective (although this realization often comes to them much later).
I present Economics as a framework for living. By understanding how to make decisions, the power of incentives, the psychological nature of humanity, and our desires as social beings to be part of a community, you will gain tools to improve your quality of life. Whether or not you choose to use these tools is entirely up to you, which is, in itself, yet another economic decision.
Thank you again for all of your work and for your willingness to share this information with others!
A great initiative and all the best . I cannot wait to see the outcome. Have a great semester and keep enjoying teaching, inspiring, guiding and mentoring students by making Economics relevant to their lives .
“You have to know yourself before you can say something about yourself or about what you can know” Socrates...
I'm interested in seeing how you move your students from being Irrational Subjects towards becoming Rational Actors. That point where it clicks in their throught process and you see it in their expression when it connects.
Also, my early Econ professors (specifically Dr. Randy Parker at ECU — RIP) made the courses and material relevant and engaging. I consider that a significant reason why I decided to pursue an economics degree.
Thank you, Michael. By the way, I was catching up on Marketplace radio episodes I missed while on break. The Dec 24th episode has a lot of content that aligns with your interest.
As a high school Economics teacher working with a general education population, I’ve found that relevance is the cornerstone of effective instruction. From the very first day of class, I focus on redefining what students think Economics is—because their initial expectations are almost always disconnected from the realities of the course and from their own lives.
Over the past 25 years, I’ve intentionally built a curriculum grounded in current events, local issues, simulations, and project-based learning whenever possible. This approach not only increases engagement, but helps students see Economics as something that actively shapes their daily decisions rather than as abstract theory.
Decode Econ has been a valuable resource in this process. It has deepened my own understanding of Economics and current events while providing accessible, bite-sized insights and perspectives that translate well to my classroom. Thank you for sharing your ideas and expertise so generously—they truly make a difference for educators and students alike.
Michael, so great to hear from you and appreciate your kind words. I am glad the work at Decode Econ is finding its way to you and is a resource. I would love to learn more about your curriculum and what you have learned.
As a high school social studies teacher (29 years!), I often find myself teaching subjects I'm not very familiar with. For instance, when I was asked to take over the Economics class after a respected teacher retired, I faced a real challenge. My background is mainly in History, and I had never studied Economics in college, so I didn't have the knowledge I needed to teach the subject well. During my first five years teaching Economics, I relied a lot on the textbook. I would read the chapters, hand out worksheets, and try to relate the lessons to current events, all while figuring things out for myself along the way. Over time, I have come to understand that economics is fundamentally about life and how to navigate it through reason, thoughtful decision-making, and personal choices. While this may seem quite basic to those well-versed in economic theory and practice, it was a transformative realization for me, shaping the way I teach.
A turning point for me came when I read "Freakonomics" by Steven Levitt and Stephen Dubner. This book, along with its follow-ups, showed me that economics isn't just about numbers and complicated graphs—things I've typically shied away from in school. "Freakonomics" helped make economic concepts easier to grasp, not only for me but also for my students. It relates closely to what I've learned (and used) through Decode Econ.
With Decode Econ, you've really helped make economics easier to understand for those who may not have an academic background. Your clear writing style and ability to explain complicated ideas in simple steps have been incredibly helpful for me. Because of this, I’ve been able to share these concepts with my own students in a way that resonates with them.
I teach in a small school district in northern New York State, specifically in Glens Falls CSD. I adhere to the New York State Social Studies Framework for Grades 9-12. For all graduating seniors, Economics, the Enterprise System, and Finance is a required semester-long course, alongside Participation in Government and Civics.
I have taken this basic framework and developed four units of study:
1) Introduction to Economics
- Scarcity (Classwork Pass Simulation- games of skill & games of chance)
- Factors of Production (Paper Chain production [diminishing returns] Simulation)
- Economic Decision Making (College Search or Auto Purchasing Project)
- Behavioral Economics (Rational vs. Behavioral Consumer/Paradox of Choice/Prisoner’s Dilemma/Fixed Price Paradox [diminishing marginal utility] simulations)
2) Supply, Demand & Equilibrium
- Understanding Demand (Design a t-shirt simulation)
- Understanding Supply (Pencil Factory Simulation)
- Market Equilibrium & Pricing (Black Market/Third Party Seller [Stub Hub] Simulation)
Political Economics Systems (Desert Island Simulation)
- Capitalism & Democracy
- Socialism & Democratic Socialism
- Communism & Centrally Planned Economies
- Desert Island Redux (reshape island economies using the political economic systems)
American Free Enterprise
- Benefits of Free Enterprise/Role of Government (Eminient Domain Simulation)
Providing a Safety Net
- Financial Investments (Stock Portfolio Simulation)
- Market Structures/Business Organizations/Mergers
End of Semester- Small Business Project: Exploring economic problem-solving through entrepreneurship. Students create a small business concept for our downtown area, write a modified Business Plan, and create a marketing scheme.
Several years ago, I started referring to Economics as the most important subject my students will ever take. While few of my students (or colleagues, for that matter) believe me, I have spoken with many former students over the years who agree with this perspective (although this realization often comes to them much later).
I present Economics as a framework for living. By understanding how to make decisions, the power of incentives, the psychological nature of humanity, and our desires as social beings to be part of a community, you will gain tools to improve your quality of life. Whether or not you choose to use these tools is entirely up to you, which is, in itself, yet another economic decision.
Thank you again for all of your work and for your willingness to share this information with others!
A great initiative and all the best . I cannot wait to see the outcome. Have a great semester and keep enjoying teaching, inspiring, guiding and mentoring students by making Economics relevant to their lives .
“You have to know yourself before you can say something about yourself or about what you can know” Socrates...
I'm interested in seeing how you move your students from being Irrational Subjects towards becoming Rational Actors. That point where it clicks in their throught process and you see it in their expression when it connects.
Good Luck!
Thanks for the quote and best wishes. I hope you are having a happy start to the year.
Excellent idea — I love building a community!
Also, my early Econ professors (specifically Dr. Randy Parker at ECU — RIP) made the courses and material relevant and engaging. I consider that a significant reason why I decided to pursue an economics degree.
Thank you, Michael. By the way, I was catching up on Marketplace radio episodes I missed while on break. The Dec 24th episode has a lot of content that aligns with your interest.
I’ll give it a listen! Thanks!
Love this idea, Dr. A. I'm excited to see how it turns out for you. I have a feeling DEFF is going to be a great source of inspiration.
Thank you! I appreciate the support.
Thats a exciting program and you can count me in!
Can’t wait for the semester to start!
Love to see this community grow. You have a lot of fans in our department.