Building Community with Young Adolescents: Practical Economics for the Middle School Classroom

Abstract

n a seventh-grade classroom in North Las Vegas, NevaI da, students have formed a classroom corporation. First, they brainstormed possible products that their corporation might produce, and then, following instructions from their teacher and guidance from some area business leaders, they conducted a schoolwide market survey. SAMANTHA: We need to decide what product we should make. EDUARDO: I like the picture frames! JOSH: Our market survey shows that more people would buy bookmarks. Besides, we could sell the bookmarks at a lower price than the picture frames, so people might buy more bookmarks than picture frames. TIA: I have an idea! We probably could sell more bookmarks if we put people’s names on them before we sell them. SAMANTHA: Eduardo, do you agree that we should produce bookmarks? EDUARDO: I guess so. I still like the picture frames, but we need to produce what people want. SAMANTHA: Good! It’s decided. We’ll produce bookmarks! I’ll tell Mrs. Rowley. Then we can get started! This student discussion has taken place early in an entrepreneurship education program sponsored by the Nevada Council on Economic Education and the Barbara Schick Center for Economic Education at the University of Nevada, Las Vegas. As in many similar programs found in middle school classrooms, students are engaged in forming their own companies as they explore alternative product possibilities, decide on a product to produce, and then proceed with production, marketing, and sales of their products.