TEACHER MATERIALS
What role does money play in community problem-solving?
“Economic Choices: Opportunity Costs”
In this activity, the students will learn about the economic concept of opportunity costs. Give a presentation using the provided slides.
“Talking About ‘Influencers’”
In this activity, the students will reflect on the people and things that influence their thoughts and decisions. Then, they will consider what this means for influencing policymakers. To begin the activity, the students will fill out a quick write handout about the definition of “influence.”
“What Is Lobbying?”
In this activity, the students will learn about how special interest groups influence public policy through lobbying. First, you will give a slideshow presentation about lobbying. Then, the students will analyze some sources (a webpage and a video). After some reflection, they will watch two more videos. Finally, after more reflection, the students will review what they know by watching one more video. You might want to supplement the video with another presentation about what lobbyists can and cannot do. As an extension of this activity, you might have the students explore the website “Open Secrets,” which offers frequently-updated information about who is spending how much on lobbying each year. Accompanying activities are provided.
“Special Interests and Lobbying” slides
Represent Us sources
PBS and C-SPAN videos
PBS review video (“How Much Influence Do Lobbyists Have…”)
“Economic Choices: Cost-Benefit Analysis”
In this activity, the students will learn about the basics of cost-benefit analysis. Give a presentation about it using the provided slides.
“Cost-Benefit Analysis” slides
“Analyzing PSAs”
In this activity, the students will consider whether the budget associated with an awareness campaign determines how successful it can be. Working in small groups, the students will watch and discuss the video PSAs featured on the provided handout. Later on in the activity, you may want to provide them with examples of lower-budget ads created by mainstream companies; links to these are provided below.
Lower-budget ads
- National Committee for Prevention of Child Abuse: “Word Pictures”
- LIFE Cereal: “Mikey Likes It”
- Always: “Run Like a Girl”
- Dove: “Real Sketches”
- Oatley: “Wow, No Cow!”
- Volkswagen: “Think Small”
“Cost-Benefit Analysis – Awareness Campaigns”
In this activity, the students will complete cost-benefit analysis practice problems related to launching an awareness campaign. Working in small groups, the students will do the practice problems on the provided handout.
“Cost-Benefit Analysis – Awareness Campaigns” handout
“Market Research”
In this activity, the students will learn about how market research can help them better understand intangible costs and benefits. You will need to give a presentation about market research using the provided slides. Then, the students will work in small groups to answer the questions on the handout below.
“Raising Awareness in the 21st Century”
In this activity, the students will discover how the economics of awareness campaigns has been revolutionized by 21st Century technology. The students will first read an article and complete a corresponding handout. Later, you will show them YouTube videos with varying budgets. Finally, the students will watch a TED Talk about what makes something “go viral.” You may also want to discuss the “Mr Beast” article listed below.
“How the Internet Transformed Climate Activism” article
“How the Internet Transformed Climate Activism” handout
YouTube videos
- Mr Beast – “Train vs Giant Pit”
- Pewdiepie – “I found a DOG in Minecraft!!! – Part 7”
- Dude Perfect – “Grocery Store Stereotypes”
- Dude Perfect – “Playground Edition”
“What Makes Something Go Viral?”
“YouTuber MrBeast Shares How Much an Average Video Costs to Make for Him”
Spend Money to Raise Money? Influencers and Fundraisers
In this activity, the students will reflect on the role money plays in the success of a fundraising campaign. First, you will show the class a series of videos about fundraising events with varying budgets. Later, you will give a presentation about the economics of fundraising using the provided slides.
Fundraiser videos
- “Fash Bash”
- “Cow Pie Bingo”
- “Live Aid”
- “Teeter Totter Marathon”
- “Dog Kissing Booth”
- “Hob Nobble Gobble”
- “5K Charity Fun Run”
- “Crashing Cars for Charity”
“Fundraisers and Influencers” slides
Cost-Benefit Analysis: Fundraising
In this activity, the students will practice making wise economic decisions related to different fundraising strategies. First, give a presentation about economic calculations using the provided slides. Then, in small groups, the students will complete either the “product fundraisers” handout or the “service fundraisers” handout. The students will later read an article about school fundraisers and complete a corresponding handout, followed by a handout about professional fundraising companies. Finally, they will read an article about high-budget fundraising events and complete a corresponding handout. Answer keys are provided for all of the handouts in this activity.
“Economic Calculations” slides
Cost-Benefit Analysis: Product Fundraisers
Answer Key – Cost-Benefit Analysis: Product Fundraisers
Cost-Benefit Analysis: Service Fundraisers
Answer Key – Cost-Benefit Analysis: Service Fundraisers
“The Secret World Behind School Fundraisers”
“The Secret World Behind School Fundraisers” handout
Cost-Benefit Analysis: Fundraising Companies
Answer Key – Cost-Benefit Analysis: Fundraising Companies
“Let Them Eat Caviar” – handout
Fundraising: To Suggest or Not to Suggest?
In this activity, the students will learn how and when to set “default” donation values. They will read one of the following articles.
“When and How Fundraisers Should Suggest How Much to Donate” – Harvard Business Review
“How to Set Suggested Donation Amounts that Drive Conversions” – WP Simple Pay