Libro de Foldable PDF

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Permission is granted to reproduce the

material contained herein on the condition that such material be reproduced only for classroom use; be provided
to students, teachers, and families without charge; and be used solely in conjunction with Glencoe Economics:
Principles and Practices and Economics Today and Tomorrow. Any other reproduction, for use or sale, is prohibited
without prior written permission of the publisher.
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Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN 0-07-865060-7
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 024 08 07 06 05 04
Table of Contents
Letter From Dinah Zike . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction to Foldables
Why Use Foldables in Social Studies? . . . . . . . . . . . . . 2
Foldable Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Folding Instructions
Basic Foldable Shapes . . . . . . . . . . . . . . . 5 Four-Door Book . . . . . . . . . . . . . . . . . . . .23
Half-Book . . . . . . . . . . . . . . . . . . . . . . . . . .6 Envelope Fold . . . . . . . . . . . . . . . . . . . . . .24
Folded Book . . . . . . . . . . . . . . . . . . . . . . . .7 Layered-Look Book . . . . . . . . . . . . . . . . .25
Three-Quarter Book . . . . . . . . . . . . . . . . . .8 Top-Tab Book . . . . . . . . . . . . . . . . . . . . . .26
Bound Book . . . . . . . . . . . . . . . . . . . . . . . . .9 Folding a Circle into Tenths . . . . . . . . . .28
Picture-Frame Book . . . . . . . . . . . . . . . . .10 Circle Graph . . . . . . . . . . . . . . . . . . . . . . .29
Two-Tab Book . . . . . . . . . . . . . . . . . . . . . .11 Folding into Fifths . . . . . . . . . . . . . . . . . .30
Pocket Book . . . . . . . . . . . . . . . . . . . . . . . .12 Folded Table or Chart . . . . . . . . . . . . . . .31
Matchbook . . . . . . . . . . . . . . . . . . . . . . . . .13 Accordion Book . . . . . . . . . . . . . . . . . . . .32
Shutter Fold . . . . . . . . . . . . . . . . . . . . . . .14 Pop-Up Book . . . . . . . . . . . . . . . . . . . . . . .33
Forward-Backward Book . . . . . . . . . . . .15 Four-Door Diorama . . . . . . . . . . . . . . . . .34
Three-Tab Book . . . . . . . . . . . . . . . . . . . . .16 Concept-Map Book . . . . . . . . . . . . . . . . .35
Three-Tab Book Variations . . . . . . . . . . .17 Project Board with Tabs . . . . . . . . . . . . .36
Pyramid Fold . . . . . . . . . . . . . . . . . . . . . .18 Billboard Project . . . . . . . . . . . . . . . . . . . .37
Trifold Book . . . . . . . . . . . . . . . . . . . . . . .19 Vocabulary Book . . . . . . . . . . . . . . . . . . .38
Three-Pocket Book . . . . . . . . . . . . . . . . . .20 Sentence Strips . . . . . . . . . . . . . . . . . . . . .39
Four-Tab Book . . . . . . . . . . . . . . . . . . . . .21 Sentence-Strip Holder . . . . . . . . . . . . . . .40
Standing Cube . . . . . . . . . . . . . . . . . . . . .22
iii
TABLE OF CONTENTS
Topic-Specific Foldables . . . . . . . . . . . . . . . . . . . . .41

Topic 1 What is Economics? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Topic 2 Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Topic 3 Business Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Topic 4 Producing Goods and Services . . . . . . . . . . . . . . . . . . . . . . . . .46
Topic 5 Marketing and Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Topic 6 Consumer Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Topic 7 Borrowing Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Topic 8 Saving and Investing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Topic 9 Demand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Topic 10 Supply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Topic 11 Prices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Topic 12 Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Topic 13 Labor and Wages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Topic 14 Government Revenue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Topic 15 Government Spending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Topic 16 Money and Banking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Topic 17 Measuring Economic Performance . . . . . . . . . . . . . . . . . . . . .59
Topic 18 Economic Instability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Topic 19 Stabilizing the Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Topic 20 The Federal Reserve System . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Topic 21 International Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Topic 22 Comparing Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . .64
Topic 23 Economic Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Topic 24 The Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
iv
FROM DINAH ZIKE
Dear Teacher,
What’s a Foldable?
A Foldable is a three-dimensional, student-made, interactive
graphic organizer based upon a skill. Making a Foldable gives
students a fast, kinesthetic activity that helps them organize and
retain information. Every chapter in the Teacher Wraparound Edition
of the textbook begins with a note to use a Foldable as a study
organizer. Each chapter’s Foldable topic in this booklet is designed to
be used as a study guide for the main ideas and key points presented
in sections of the chapter. Foldables can also be used for a more in-
depth investigation of a concept, idea, opinion, event, person, or place studied in a chapter. The
purpose of this ancillary is to show you how to create various types of Foldables and provide
chapter-specific Foldables examples. With this information, you can individualize Foldables to
meet your curriculum needs.
This book is divided into two sections. The first section presents step-by-step instructions,
illustrations, and photographs of 34 Foldables. I’ve included over 100 photographs to help you
visualize ways in which they might enhance instruction. The second section presents extra ideas
on how to use Foldables for each chapter in the textbook. You can use the instruction section to
design your own Foldables or alter the Foldables presented in each chapter as well. I suggest
making this book available as a resource for students who wish to learn new and creative ways
to make study guides, present projects, or do extra-credit work.
Who Am I?
You may have seen the Foldables featured in this book used in supplemental programs or
staff-development workshops. Today my Foldables are used internationally. I present workshops
and keynote addresses to over fifty thousand teachers and parents a year, sharing Foldables that
I began inventing, designing, and adapting over thirty-five years ago. Students of all ages are
using them for daily work, note-taking activities, student-directed projects, as forms of
alternative assessment, journals, graphs, charts, tables, and more.
Have fun using and adapting Foldables,
For more information on Foldables, visit http://www.dinah.com or call 1-800-99DINAH.
1
INTRODUCTION TO FOLDABLES
Why use Foldables in Economics?

When teachers ask me why they should take time to use the Foldables featured in this book, I
explain that they
. . . quickly organize, display, and arrange data, making it easier for students to grasp
economics concepts, theories, facts, opinions, questions, research, and ideas. They also
help sequence events as outlined in the content standards.
. . . result in student-made study guides that are compiled as students listen for key points,
read for main ideas, or conduct research.
. . . provide a multitude of creative formats in which students can present projects, research,
interviews, and inquiry-based reports instead of typical posterboard formats.
. . . replace teacher-generated writing or photocopied sheets with student-generated print.
. . . incorporate the use of such skills as comparing and contrasting, recognizing cause and
effect, and finding similarities and differences into daily work and long-term projects. For
example, these Foldables can be used to compare and contrast student explanations and
opinions with explanations and opinions accepted by experts in the field of economics.
. . . continue to immerse students in previously learned vocabulary, concepts, information,
generalizations, ideas, and theories, providing them with a strong foundation that they can
build upon with new observations, concepts, and knowledge.
. . . can be used by students or teachers to easily communicate data through graphs, tables,
charts, models, and diagrams, including Venn diagrams.
. . . allow students to make their own journals for recording observations, research
information, primary and secondary source data, surveys, and more.
. . . can be used as alternative assessment tools by teachers to evaluate student progress or by
students to evaluate their own progress.
. . . integrate language arts, science, mathematics, and social studies knowledge and skills
into the study of economics.
. . . provide a sense of student ownership or investment in the economics curriculum.
2
Foldable Basics
What to Write and Where
Teach students to write general information such as titles, vocabulary words, concepts,
questions, main ideas, and dates on the front tabs of their Foldables. This way students can
easily recognize main ideas and important concepts. Foldables help students focus on and
remember key points without being distracted by other print.
Ask students to write specific information such as supporting facts, their own thoughts,
answers to questions, research information, class notes, observations, and definitions under the
tabs.
As you teach, demonstrate different ways to use Foldables. Soon you will find that students
make their own Foldables and use them independently for study guides and projects.
With or Without Tabs

Foldables with flaps or tabs create study guides that students can use to self-check what they
know about the general information on the front of tabs. Use Foldables without tabs for
assessment purposes or projects where information is presented for others to view quickly.
Venn Diagram used as a study guide Venn Diagram used for assessment
3
What to Do with
Scissors and Glue
If it is difficult for your students to keep
glue and scissors at their desks, set up a
small table in the classroom and provide
several containers of glue, numerous pairs
of scissors (sometimes tied to the table),
containers of crayons and colored pencils,
a stapler, clear tape, and anything else you
think students might need to make their
Foldables.
Storing Foldables
There are several ways that students can store
their Foldables. They can use grocery bags, plastic
bags, or shoeboxes. Students can also punch holes
in their Foldables and place them in a three-ring
binder. Suggest that they place strips of two-inch
clear tape along one side and punch three holes
through the taped edge.
By keeping all of their Foldables together and
organized, students will have created their own
portfolio.
HINT: I have found it more convenient to keep student portfolios in my classroom, so student
work is always available when needed. Giant laundry-soap boxes make good storage containers
for portfolios.
Use This Book As a Creative Resource

Have this book readily available for students to use as a reference and source of ideas for
projects, discussions, debates, extra-credit work, cooperative learning group presentations, and
so on. Encourage students to think of their own versions of Foldables to help them learn the
material in the best way possible.
4
FOLDING INSTRUCTIONS
Basic Foldable Shapes

The following figures illustrate the basic folds that are referred to throughout the following
section of this book.
Taco Fold Hamburger Fold
Burrito Fold
Hot Dog Fold
Valley Fold
Shutter Fold
Mountain Fold
5
FOLDING INSTRUCTIONS: 1-PART FOLDS
Half-Book 1
Fold a sheet of paper (8 1/2" 11") in half.
1. This book can be folded vertically like a
hot dog or . . .
2. . . . it can be folded horizontally like a
hamburger.
Use this book for descriptive, expository,
persuasive, or narrative writing, as well as graphs,
diagrams, or charts.
2
6
Folded Book
1
1. Make a half-book.
2. Fold it in half again like a hamburger. This
makes a ready-made cover with two small
pages for information on the inside.
Use photocopied worksheets, Internet print-outs,
and student-drawn diagrams or maps to make the
inside contents of this book. The previous
worksheets can then serve a second purpose as
the inside of a Foldable.
2
When folded, the worksheet becomes a

book for recording notes and questions
7
Three-Quarter Book
1. Take a two-tab book and raise the left-hand 1
tab.
2. Cut the tab off at the top fold line.
3. A larger book of information can be made by
gluing several three-quarter books side-by-
side.
Sketch or glue a graphic to the left, write one or
more questions on the right, and record answers
and information under the right tab.
2
8
Bound Book
1. Take two sheets of paper (8 1/2" 11") 1
and separately fold them like a hamburger.
Place the papers on top of each other, leaving
one-sixteenth of an inch between the
mountain tops.
2. Mark both folds one inch from the outer
edges.
3. On one of the folded sheets, cut from the
top and bottom edges to the marked spot 2
on both sides.
3
4. On the second folded sheet, start at one of
the marked spots and cut the fold between
the two marks.
5. Take the cut sheet from step 3 and fold it
like a burrito. Place the burrito through
the other sheet and then open the burrito. 4
Fold the bound pages in half to form an
eight-page book.
9
Picture-Frame Book
1. Fold a sheet of paper (8 1/2" 11") in half 1
like a hamburger.
2. Open the hamburger and gently roll
one side of the hamburger toward the 2
valley. Try not to crease the roll.
3. Cut a rectangle out of the middle of the
rolled side of the paper leaving a half-inch
border, forming a frame. 3
4. Fold another sheet of paper (8 1/2" 11") in
half like a hamburger. Apply glue to the
inside border of the picture frame and place
the folded, uncut sheet of paper inside.
Use this book to feature a person, place, or thing.
Inside the picture frames, glue photographs, 4
magazine pictures, computer-generated graphs, or
have students sketch pictures. This book has three
inside pages for writing and recording notes.
10
Two-Tab Book
1. Take a folded book and cut up the valley of
the inside fold toward the mountain top. This 1
cut forms two large tabs that can be used
front and back for writing and illustrations.
2. The book can be expanded by making several
of these folds and gluing them side-by-side.
Use this book with data occurring in twos. For
example, use it for comparing and contrasting, 2
determining cause and effect, finding similarities
and differences, and more.
11
Pocket Book
1
1. Fold a sheet of paper (8 1/2" 11")
in half like a hamburger.
2. Open the folded paper and fold one of
the long sides up two inches to form a
pocket. Refold along the hamburger
fold so that the newly formed pockets 2
are on the inside.
3. Glue the outer edges of the two-inch
fold with a small amount of glue.
4. Optional: Glue a cover around the
pocket book.
Variation: Make a multi-paged
booklet by gluing several pockets
3 4
side-by-side. Glue a cover around
the multi-paged pocket book.
Use 3" 5" index cards and quarter-sheets of
notebook paper inside the pockets.
Store student-made books, such as two-tab
books and folded books in the pockets.
12
Matchbook 1

like a hamburger, but fold it so that
one side is one inch longer than the
other side.
2. Fold the one-inch tab over the short side
forming an envelope-like fold.
3. Cut the front flap in half toward the
mountain top to create two flaps. 2
Use this book to report on one thing, such as
one person, place, or thing, or for reporting on two
things.
13
Shutter Fold 1
1. Begin as if you were going to make a

hamburger but instead of creasing the paper,
pinch it to show the midpoint.
2. Fold the outer edges of the paper to meet at
the pinch, or mid-point, forming a shutter
fold.
Use this book for data occurring in twos. Or, make
this fold using 11" 17" paper and smaller
books—such as the half-book, journal, and
two-tab book—that can be glued inside to
2
create a large project full of student work.
14
Forward-Backward Book
1. Stack three or more sheets of paper. On the
top sheet trace a large circle. 1
2. With the papers still stacked, cut out the

circles.
3. Staple the paper circles together along the
left-hand side to create a book.
4. Label the cover and takes notes on the pages
that open to the right.
5. Turn the book upside down and label the
back. Takes notes on the pages that open to 2
the right.
Front
Back
Front Use one Forward-Backward book to

compare and contrast two
people, places, things, or events.
Back
15
Three-Tab Book 1
1. Fold a sheet of paper like a hot dog.

2. With the paper horizontal and the fold of the
hot dog up, fold the right side toward the
center, trying to cover one half of the paper. 2
NOTE: If you fold the right edge over first,
the final graphic organizer will open and 3
close like a book.
3. Fold the left side over the right side to make
a book with three folds.
4
4. Open the folded book. Place your hands
between the two thicknesses of paper and cut
up the two valleys on one side only. This will
form three tabs.
Use this book for data occurring in threes and for
two-part Venn diagrams.
16
Three-Tab Book Variations

VARIATION A:
Draw overlapping circles on the three tabs
to make a Venn Diagram.
VARIATION B:
Cut each of the three tabs in half to make
a six-tab book.
17
Pyramid Fold 1
1. Fold a sheet of paper (8 1/2" 11") into a
taco, forming a square. Cut off the excess
rectangular tab formed by the fold.
2. Open the folded taco and refold it the
opposite way forming another taco and
an X-fold pattern.
3. Cut one of the folds to the center of
the X, or the midpoint, and stop. This 2
forms two triangular-shaped flaps.
4. Glue one of the flaps under the other,
forming a pyramid.
5. Label the front sections and write facts,
notes, thoughts, and questions inside the
pyramid on the back of the appropriate tab. 3
Use to make mobiles and

dioramas. Use with data
occurring in threes.
Record data inside

the pyramid.
18
Trifold Book 1
1. Fold a sheet of paper (8 1/2" 11") into

thirds.
2. Use this book as it is, or cut it into shapes. If
the trifold is cut, leave plenty of fold on both
sides of the designed shape, so the book will
open and close in three sections.
Use this book to make charts with three columns
or rows, large Venn diagrams, and reports on data 2
occurring in threes.
19
Three-Pocket Book 1
1. Fold a horizontal sheet of paper (11" 17")

into thirds.
2. Fold the bottom edge up two inches and
crease well. Glue the outer edges of the two-
inch tab to create three pockets.
3. Label each pocket. Use it to hold notes taken
on index cards or quarter sheets of paper. 2
20
Four-Tab Book 1
1. Fold a sheet of paper (8 1/2" 11") in half

like a hot dog.
2. Fold this long rectangle in half like a ham- 2
burger.
3. Fold both ends back to touch the mountain
top or fold it like an accordion.
4. On the side with two valleys and one moun-
tain top, make vertical cuts through one
thickness of paper, forming four tabs.
Use this book for data occurring in fours. 3
21
Standing Cube 1
1. Use two sheets of the same size paper. Fold

each like a hamburger. However, fold one
side one-half inch shorter than the other side.
This will make a one-half-inch tab that 2
extends out on one side.
2. Fold the long side over the short side of both
sheets of paper, making tabs.
3. On one of the folded papers, place a small
amount of glue along the the small folded
tab, next to the valley but not in it. 3
4. Place the non-folded edge of the second
sheet of paper square into the valley and
fold the glue-covered tab over this sheet
of paper. Press flat until the glue holds.
Repeat with the other side.
5. Allow the glue to dry completely before
continuing. After the glue has dried, the cube 4
can be collapsed flat to allow students to
work at their desks. The cube can also be
folded into fourths for easier storage or for
moving it to a display area.
Use with data occurring in fours or make it
into a project. Make a small display cube using 8
1/2" 11" paper. Use 11" 17" paper to make 5
large project cubes that you can glue
other books onto for display. Notebook paper,
photocopied sheets, magazine pictures, and current
events articles also can be displayed on the large
cube.
This large cube project can be stored

in plastic bag portfolios.
22
Four-Door Book
1
1. Make a shutter fold using 11" 17" or
12" 18" paper.
2. Fold the shutter fold in half like a
hamburger. Crease well.
3. Open the project and cut along the two
inside valley folds. 2
4. These cuts will form four doors on the

inside of the book.
3
Use this foldable for data occurring in fours.
When folded in half like a hamburger, a 4
finished four-door book can be glued inside
a large (11" 17") shutter fold as part of a
larger project.
23
FOLDING INSTRUCTIONS: 4 PART-FOLDS
Envelope Fold 1
1. Fold a sheet of paper (8 1/2" 11") into a

taco, forming a square. Cut off the excess
paper strip formed by the square.
2. Open the folded taco and refold it the oppo-
site way, forming another taco and an X-fold
pattern. 2
3. Open the taco fold and fold the corners
toward the center point of the X, forming a
small square.
4. Trace this square on another sheet of paper.
Cut and glue it to the inside of the envelope. 3
Pictures can be placed under or on top of the
tabs, or it can be used to teach fractional
parts.
Use this book for data occurring in fours.
4
24
FOLDING INSTRUCTIONS: ANY NUMBER OF PARTS
Layered-Look Book
1. Stack two sheets of paper (8 1/2" 11") 1
so that the back sheet is one inch higher
than the front sheet.
2. Bring the bottom of both sheets upward
and align the edges so that all of the
layers or tabs are the same distance
apart. 2
3. When all tabs are an equal distance
apart, fold the papers and crease well.
3
4. Open the papers and glue them together
along the valley, or inner center fold, or
staple them along the mountain.
When using more than two

sheets of paper, make the tabs
smaller than an inch.
25
Top-Tab Book
in half like a hamburger. Cut the
center fold, forming two half-sheets. 1
2. Fold one of the half-sheets four
times. Begin by folding it in half
like a hamburger, fold it again like
a hamburger, and finally again like a
hamburger. This folding has formed
your pattern of four rows and four
columns, or 16 small squares.
3. Fold two sheets of paper (8 1/2"
11") in half like a hamburger. Cut
the center folds, forming four half-
2 3
sheets.
4. Hold the pattern vertically and place
on a half sheet of paper under the
pattern. Cut the bottom right-hand
square out of both sheets. Set this
first page aside.
5. Take a second half-sheet of paper
and place it under the pattern. Cut
the first and second right-hand
squares out of both sheets. Place the 4
second page on top of the first page.
26
6. Take a third half-sheet of paper and

place it under the pattern. Cut the first,
second, and third right-hand squares
out of both sheets. Place this third
page on top of the second page.
7. Place the fourth, uncut half-sheet of
paper behind the three cut-out sheets,
leaving four aligned tabs across the top
of the book. Staple several times on 7
the left side. You can also place glue
along the left paper edges and stack
them together. The glued spine is
very strong.
8. Cut a final half-sheet of paper with
no tabs and staple along the left side
to form a cover.
27
Folding a Circle into Tenths

1. Fold a paper circle in half.
2. Fold the half-circle so that one-third is 1
exposed and two-thirds are covered.
3. Fold the one-third (single thickness)
backward to form a fold line.
4. Fold the two-thirds section in half.
5. The half-circle will be divided into fifths.
When opened, the circle will be divided
into tenths.
2 2/3
1/3
3 4
NOTE: Paper squares and

rectangles are folded into tenths
the same way. Fold them so that
one-third of the rectangle is
exposed and two-thirds is
covered. Continue with steps 3
and 4.
28
Circle Graph 1
1. Cut out two circles using a pattern.
2. Fold one of the circles in half on each
axis, forming fourths. Cut along one
of the fold lines (the radius) to the
middle of each circle. Flatten the circle.
3. Slip the two circles together along the 2
cuts until they overlap completely.
4. Spin one of the circles while holding the
other stationary. Estimate how much of
each of the two (or more) circles should
be exposed to illustrate data given in
percentages or fractional parts of a whole.
Add circles to represent more than 3 4
two percentages.
Use large circle graphs on bulletin boards.
Use small circle graphs in student projects or on

the front of tab books.
29
Folding into Fifths

1
1. Fold a sheet of paper in half like a hot dog or
hamburger for a five-tab book, or leave it
open for a folded table or chart.
2. Fold the paper so that one-third of the hot
dog is exposed and two-thirds is covered. 2
1/3 2/3
3. Fold the two-thirds section in half.
4. Fold the one-third section (single thickness)

backward to form a fold line.
3
The paper will be divided into fifths when
opened.
30
Folded Table or Chart

1. Fold the number of vertical columns needed Table
to make the table or chart.
2. Fold the horizontal rows needed to make the
table or chart.
3. Label the rows and columns.
NOTE: Tables are organized along vertical and
horizontal axes, while charts are organized along
one axis, either horizontal or vertical.
Chart
31
1
Accordion Book
NOTE: Steps 1 and 2 should be done only if
paper is too large to begin with.
1. Fold the selected paper into hamburgers.
2
2. Cut the paper in half along the fold lines.
3. Fold each section of paper into hamburgers.
However, fold one side one-half inch shorter
than the other side. This will form a tab that
is one-half inch long.
4. Fold this tab forward over the shorter side, 3
and then fold it back away from the shorter
piece of paper (in other words, fold it the
opposite way).
5. Glue together to form an accordion by gluing
a straight edge of one section into the valley
4
of another section.
NOTE: Stand the sections on end to form an
accordion to help students visualize how to glue
them together. (See illustration.)
5
Always place the extra tab at the back of the book
so you can add more pages later.
Use this book for time lines, student projects that
grow, sequencing events or data, and biographies.
When folded, this project is used like a

book, and it can be stored in student
portfolios. When open, it makes a nice
project display. Accordion books can be
stored in file cabinets for future use, too.
32
Pop-Up Book
1. Fold a sheet of paper (8 1/2" 11") 1 2
in half like a hamburger.
2. Beginning at the fold, or mountain top,
cut one or more tabs.
3. Fold the tabs back and forth several times
until there is a good fold line formed. 3
4. Partially open the hamburger fold and
push the tabs through to the inside.
5. With one small dot of glue, glue figures
for the pop-up book to the front of each
tab. Allow the glue to dry before going
on to the next step.
6. Make a cover for the book by folding 4 5
another sheet of paper in half like a
hamburger. Place glue around the outside
edges of the pop-up book and firmly press
inside the hamburger cover.
Pop-up sheets can be glued side-by-side to

make pop-up books.
33
Four-Door Diorama
1. Make a four-door book out of a shutter fold. 1
2. Fold the two inside corners back to the
outer edges (mountaintops) of the shutter
fold. This will result in two tacos that will
make the four-door book look like it has a
shirt collar. Do the same thing to the bottom
of the four-door book. When finished, four 2
small triangular tacos have been made.
3. Form a 90-degree angle and overlap the
folded triangles to make a display case
that doesn’t use staples or glue. (It can 3
be collapsed for storage.)
4. Or, as illustrated, cut off all four
triangles, or tacos. Staple or glue the sides.
Use 11” 17” paper to make a large

display case.
Use poster board to make giant
display cases.
Glue display cases end-to-end to compare and

contrast or to sequence events or data.
34
Concept-Map Book
1. Fold a sheet of paper along the long or short
axis, leaving a two-inch tab uncovered along
the top.
2. Fold in half or in thirds.
3. Unfold and cut along the two or three inside
fold lines.
35
Project Board with Tabs

1. Draw a large illustration or a series of small
1
illustrations or write on the front of one of
the pieces of selected-size paper.
2. Pinch and slightly fold the paper at the point
where a tab is desired on the illustrated
project board. Cut into the paper on the fold.
Cut straight in, then cut up to form an “L.”
When the paper is unfolded, it will form a
tab with an illustration on the front.
3. After all tabs have been cut, glue this front
sheet onto a second piece of paper. Place 2
glue around all four edges and in the middle,
away from tabs.
Write or draw under the tabs. If the project is

made as a bulletin board using butcher paper,
quarter and half-sheets of paper can be glued
under the tabs.
36
Billboard Project
1. Fold all pieces of the same size of paper in 1
half like hamburgers.
2. Place a line of glue at the top and bottom of
one side of each folded billboard section and
glue them edge-to-edge on a background
paper or project board. If glued correctly, all 2
doors will open from right to left.
3. Pictures, dates, words, or symbols go on the
front of each billboard section. When opened,
writing or drawings can be seen on the inside
left of each section. The base, or the part
glued to the background, is a good place for
more in-depth information or definitions.
Use for time lines or sequencing data.
37
Vocabulary Book
1. Fold a sheet of notebook paper in half like a
hotdog.
2. On one side, cut every third line. This results
in ten tabs on wide ruled notebook paper and
twelve tabs on college ruled.
3. Label the tabs.
Use to take notes and record data.

Use for recording student questions
Leave the notebook holes uncovered
and answers.
and it can be stored in a notebook.
38
Sentence Strips 1
1. Take two sheets of paper (8 1/2" 11") and

fold into hamburgers. Cut along the fold
lines making four half-sheets. (Use as many
half sheets as necessary for additional pages
to your book.)
2
2. Fold each sheet in half like a hot dog.
3. Place the folds side-by-side and staple them
together on the left side.
4. One inch from the stapled edge, cut the front
page of each folded section up to the
3
mountain top. These cuts form flaps that can
be raised and lowered.
To make a half-cover, use a sheet of construction

paper one inch longer than the book. Glue the 4
back of the last sheet to the construction paper
strip leaving one inch, on the left side, to fold over
and cover the original staples. Staple this half-
cover in place.
39
Sentence-Strip Holder
1. Fold a sheet of paper (8 1/2" 11") in 1
half like a hamburger.
2. Open the hamburger and fold the two 2
outer edges toward the valley. This forms
a shutter fold.
3. Fold one of the inside edges of the shutter
back to the outside fold. This fold forms a
floppy “L.”
3
4. Glue the floppy L-tab down to the base so
that it forms a strong, straight L-tab.
5. Glue the other shutter side to the front of
this L-tab. This forms a tent that is the
backboard for the flashcards or student 4
work to be displayed.
6. Fold the edge of the L-tab up one-quarter
to one-half to form a lip that will keep the
student work from slipping off the holder.
5 Glue down
Use these holders to display student work on

a table, or glue them onto a bulletin board to
make it interactive.
40
X
High School
Economics
T he pages that follow contain Foldable activities to use for key topics in
high school economics – from important issues in fiscal policy to every-
day problems of consumer decision making. For teachers’ convenience, the
topics are correlated to chapters in Economics: Principles and Practices and
Economics Today and Tomorrow (see page 42).
A summary and three Foldable activities are provided for each topic, with
instructions and illustrations for students and teachers. Students review sub-
ject material as they create the Foldables. Students can then use their
Foldables as graphic organizers to prepare for classroom and standardized
tests.
Topic 1 What is Economics? Topic 13 Labor and Wages

Topic 2 Economic Systems Topic 14 Government Revenue
Topic 3 Business Organization Topic 15 Government Spending
Topic 4 Producing Goods and Services Topic 16 Money and Banking
Topic 5 Marketing and Distribution Topic 17 Measuring Economic Performance
Topic 6 Consumer Decision Making Topic 18 Economic Instability
Topic 7 Borrowing Money Topic 19 Stabilizing the Economy
Topic 8 Saving and Investing Topic 20 The Federal Reserve System
Topic 9 Demand Topic 21 International Trade
Topic 10 Supply Topic 22 Comparing Economic Systems
Topic 11 Prices Topic 23 Economic Development
Topic 12 Competition Topic 24 The Global Economy
41
Foldables Correlation Chart
Correlation to Glencoe Economics

Economics: Economics Today and
FOLDABLES TOPIC Principles and Practices Tomorrow
1. What is Economics? 1 1
2. Economic Systems 2 2
3. Business Organization 3 8
4. Producing Goods and Services 5 10
5. Marketing and Distribution 5 11
6. Consumer Decision Making 1, 6* 3, 5
7. Borrowing Money 11, 12* 4
8. Saving and Investing 12* 6
9. Demand 4 7
10. Supply 5 7
11. Prices 6 7
12. Competition 7 9
13. Labor and Wages 8 12
14. Government Revenue 9 16
15. Government Spending 10 16
16. Money and Banking 11 14
17. Measuring Economic Performance 13 13
Copyright © by The McGraw-Hill Companies, Inc.

18. Economic Instability 14 13, 17
19. Stabilizing the Economy 16 17
20. The Federal Reserve System 15 15
21. International Trade 17 18
22. Comparing Economic Systems 18 19
23. Economic Development 19 20
24. The Global Economy 20 21, 22
* See also Reference Handbook, Life Skills
42
TOPIC 1
What is Economics?
TOPIC SUMMARY
Economics is the study of how people make choices about how to use limited resources to
get what they need and want. Scarcity of these resources means societies have to decide what
to produce, how to produce it, and for whom to produce. The factors that go into this produc-
tion process are land, capital, labor, and entrepreneurs.
Outlining the Factors of Production Making Economic Decisions

Four Factors of Production
E
L L A
C N What
A A T
to
P R
N ce?
B Produ
E
D I P
O T R
R E
A N
L U
E
R
S Ho w
to
uce?
Prod
Four-Tab Book
Have students create a Four-Tab Book, labeling Wh
om
For to
the outside of the tabs with the four factors of pro- e?
duc
duction: Land, Labor, Capital, andEntrepreneurs. Pro
Ask students to find several examples of each fac-
tor and list the examples on the inside of each tab.
Students can start by thinking of a product, such as
bananas, then listing and categorizing the specific Three-Tab Book
factors needed to produce it. Ask students to create a Three-Tab Book and
Materials Needed: One sheet of 8.5" by 11" paper, label the tabs with the three economic questions. In
scissors. small groups, students can suggest possible
answers to each question and list these ideas under
the appropriate tabs. How might the United States
answer these questions? How might another coun-
try answer these questions differently?

Materials Needed: One sheet of 8.5" by 11" paper,
scissors.
Analyzing Markets
Three-Tab Venn Diagram

Factor Product
Markets
Both
Markets Ask students to create a Three-Tab Venn Diagram
with the following labels: Factor Markets, Both, and
Product Markets. Challenge students to list examples
of factor markets, product markets, and markets that
ANALYZING MARKETS
have both factor and product characteristics. Ask
students to explain what distinguishes one kind of
market from the other.
Materials Needed: One sheet of 8.5" by 11" paper, scissors.
43
TOPIC 2
Economic Systems
TOPIC SUMMARY
In every society, people have more needs and wants than they can meet. Since resources are
scarce, people must choose what goods and services to produce, as well as how and for whom
to produce them. The way a society answers these questions determines which of the three
basic economic systems it develops: traditional, command, or market. The United States has a
market economy, which has five main characteristics: economic freedom, voluntary exchange,
private property rights, profit motive, and competition.
Distinguishing Three Economic Examining Capitalism

Systems
sm
Capitali
mic
Econo om
ECONOMIC SYSTEMS Fr eed
y
ntar
Volu ange
Ex c h
ty
oper
te Pr
Traditional Economy Priva R ights
Command Economy
tive
it Mo
Market Economy Prof
t ion
peti
Layered-Look Book Com
Guide students in creating Layered Books to

strengthen their knowledge of the three economic
systems. Under each tab, students should describe Six-Tab Book
the characteristics of each type of economy, being Students can use a Six-Tab Book to examine the
sure to include advantages and disadvantages of five characteristics of capitalism. First, have stu-
each. Challenge pupils to give an example of a soci- dents define each characteristic. Then ask them to
ety with each type of economy. give three or more examples of that characteristic

Materials Needed: Two sheets of 8.5" by 11" paper, stapler in the U.S. economy and list them on the inside.
or glue.
scissors.
Identifying Economic Goals

Free Enterprise
Six-Tab Book
S
R
F
F
E
Q
E
E T
S
R
G
Identifying the economic goals of the United
F C A
E
E I
U
I U B W
O
States will help students distinguish a market econ-
C R I
O
D
E
I T
Y I L H
T
omy from other kinds of economies. Students
T I
M
C
N
Y T should use the tabs to describe six national eco-
Y
Y
nomic goals. In addition, ask them to predict what
the future goals of the United States will be.
44
TOPIC 3
Business Organization
TOPIC SUMMARY
The many different ways businesses can be organized include sole proprietorships, partner-
ships, and corporations. Businesses grow through reinvestment and through mergers, some-
times becoming conglomerates or multinationals. In addition, there are other kinds of
organizations; such as nonprofits, cooperatives, and professional associations.
Starting a Business Comparing Sole Proprietorships with

Partnerships
Expense tising
s Adver
Sole
Proprietorshipp
P Both Partnership
Reco
Keep rd R isk
ing
Three-Tab Book with Venn Diagram

Four-Door Book Students can use a Venn diagram to identify the
Ask students to work in pairs or small groups unique characteristics of sole proprietorships and
and imagine a business they could start, such as partnerships, as well as the overlapping character-
baby-sitting, dog walking, or housecleaning. Have istics. Students should study their notes before dia-
them create a Four-Door Book to analyze the ele- gramming the important qualities of each type of
ments of operating their business. For expenses, business operation. Ask students which type they
students can list the supplies they would need. Tell would prefer and why.
them to consider how to advertise the business, Materials Needed: One sheet of 8.5" by 11" paper,
scissors.
how to keep accurate records, and what risks they
will face. Remind students that advertising and
record keeping may also incur expenses.
Materials Needed: One sheet of 11" by 17" paper,
scissors.
Evaluating Three Types of Businesses
Advantages Disadvantages
Folded Table
Sole Each type of business operation has advantages
Proprietorships and disadvantages. Have students make a Folded
Partnerships Table to compare and contrast the pros and cons of
sole proprietorships, partnerships, and corporations.
Corporations Challenge them to think of examples when one type
of operation might be preferable over another.
Materials Needed: One sheet of 11" by 17" paper.
45
TOPIC 4
Producing Goods and Services

TOPIC SUMMARY
A business must consider planning, purchasing, quality, inventory, and technology when
producing goods. Before deciding whether to expand, a business performs a cost-benefit
analysis. If the benefits of expanding, such as higher profits, exceed the projected costs, such as
office space, staffing, and equipment, then a business may decide to borrow money to finance
the expansion.
Summarizing the Effects of Defining Types of Financing

Technology on Production
-term
ADVANCES IN TECHNOLOGY Short
Mechanization
te-
media
Assembly Line Inter m
te r
Division of Labor
Automation
Robotics
m
-ter
Long
Layered-Look Book
Have students use a Layered-Look Book to sum-
marize the effects of five technological advances on
production. Encourage students to give examples. Three-Tab Book
Ask students how technology affects the kinds of
jobs done by people. In a market economy, businesses can choose
between different methods of debt financing. Ask
Materials Needed: Three sheets of 8" by 11" paper, glue,
or stapler.
students to make a Three-Tab Foldable to describe
the three methods of borrowing and to give an
example of a situation in which a business might

choose each type.
scissors.
Understanding Measures of Cost
Four-Door Book
Total Fixed
Cost Cost Students should create a Four-Door Book to examine the costs that
every business faces. Emphasize that identifying examples is a good
way to understand the four measures of cost.
Materials Needed: One sheet of 8.5" by 11 or 11" by 17" paper, scissors.
Varia
ble inal
Cost Marg
Cost
46
TOPIC 5
Marketing and Distribution

TOPIC SUMMARY
Companies use marketing to persuade customers that a product or service has utility, or the
ability to satisfy consumer wants and needs. Market research and test-marketing help mar-
keters make decisions about the four Ps: product, price, place, and promotion. Businesses also
choose the channels of distribution they will use: wholesale, retail, or e-commerce.
Making a Marketing Time Line Explaining Marketing and

Distribution
Marketing Distribution
Accordion Book
Students can create a time line of marketing
history to study the many facets of marketing. Pocket Book
Have students use what they have read and con- A Pocket Book Foldable can be used to record
duct outside research to complete this activity. facts about marketing and distribution. Students
Time lines should include specific products or should review the material in the text, note the
methods that have influenced marketing strate- most important information, and summarize these
gies. Time lines can also identify larger marketing key points on index cards. Information that per-
trends and when they were popular. tains to both marketing and distribution can go
Materials Needed: Three sheets of 8" by 11" paper, scis- into both pockets.
sors, glue. Materials Needed: One sheet of 8.5" by 11" paper,
scissors, glue, 3" by 5" index cards.
E-Commerce, Present and Future

E-Commerce E-Commerce
Present Future Folded Chart
Ask students to make a Folded Chart to identify the effects
of e-commerce on marketing and distribution. To strengthen
their statements, students should list examples of companies
that successfully use e-commerce. For the “Future” column,
invite students to speculate how e-commerce might change
marketing and distribution in the next ten years. Encourage
them to explore ideas that might come to pass in the near
future.
47
TOPIC 6
Consumer Decision Making

TOPIC SUMMARY
Every consumer makes decisions about what to buy. To make wise decisions, consumers
must learn about trade-offs and comparison shopping. Prices are flexible enough in a market
economy to be determined in part by competition. Economists analyze consumer behavior and
construct economic models to predict which products and services will be most competitive.
Comparison Shopping Advertising and Information

Gathering
Food g
Clothin
Hom le Compe ative

e Vehic titi
Advert ve Inform ing
ising v e r t is
Ad
Four-Door Book
Students should make a Four-Door Book to list
the factors consumers consider when purchasing
food, clothing, a home, or a vehicle. What are the
options and the trade-offs in each case? What do Standing Cube
consumers consider when evaluating each type of Students should create a Standing Cube to com-
good? pare different ways of looking at a product. Ask
Materials Needed: One sheet of 8" by 11" paper, scissors. them to label the four sides: Informative Ad,
Competitive Ad, Comparison Shopping, and
Trade-Offs. Students can create both an informa-
tive advertisement and a competitive advertise-
ment for a product of their choice. They can use the

remaining sides to list facts about the product,
including possible trade-offs involved in buying it.
Materials Needed: Two sheets of 8.5" by 11" paper, glue.
Establishing Causes and Effects of Price Changes

PRICE CHANGES
Causes Effects Folded Chart
Have students review the material on price changes and cre-
ate a Folded Chart to illustrate the causes and effects of price
changes. In the left column, students should list the various
causes of price changes. Across from each cause, they can
describe its effect. Remind students that it is possible for a
cause to have more than one effect.
48
TOPIC 7
Borrowing Money
TOPIC SUMMARY
Credit can come from a credit card or as a loan from a financial institution. The interest rate,
finance charge, or annual percentage rate affects the total amount that must be repaid. Many
people go into debt through the misuse of credit. A negative credit history can hurt a person’s
ability to get credit in the future. Creditors consider assets, ability to repay, and character when
approving loans.
Understanding Loans Defining Finance Charge and APR
LOANS
rge
ce Cha
Finan
Installment Sales Credit
Installment Cash Credit
Single Lump-Sum Credit
Open-Ended/Revolving Credit
Credit Card Loans ual
Ann tage
en
Perc ate
R
R)
(AP
Layered-Look Book
Students should review the material on the five
following types of loans: installment sales credit,
installment cash credit, single lump-sum credit,
open-ended/revolving credit, and credit card. Two-Tab Book
Then students can make a Layered-Look Book
describing the differences between the five types of Credit cards use finance charges and annual
credit, including the advantages and disadvan- percentage rates to calculate the cost of credit. A
tages of each. Two-Tab Book is the perfect way for students to
distinguish between a finance charge and an
Materials Needed: Three sheets of 8.5" by 11" paper and
glue or stapler. annual percentage rate.

scissors.
Identifying Creditworthiness
A LENDER'S CHECKS
Three-Tab Concept Map
Lenders look at three things when deciding
Capital Ability to
whether to grant credit. Ask the class to summarize
Assets Repay
Character how lenders determine a borrower’s character, ability
to repay, and capital assets. Students should identify
specific things a creditor might use to assess a bor-
rower’s creditworthiness. For an extra challenge, stu-
dents might evaluate the accuracy and fairness of these methods.
49
TOPIC 8
Saving and Investing

TOPIC SUMMARY
People set aside a portion of their income in order to use it later. Whether this income is
saved or invested might depend on the reason for setting it aside. Options include savings
accounts, time deposit accounts, or investing in the stock market. Like most decisions, saving
money means giving up other possible uses. Money that is placed in savings accounts, stocks,
and bonds can help stimulate the economy by funding other people's loans or the expansion of
businesses.
Purposes of Saving Stocks or Bonds?
Stocks Bonds
s for
Saving
h ases
Purc
MatchBook
g for
Savin encies A MatchBook is a handy way for students to
e rg
Em
compare and contrast stocks and bonds. In addi-
tion to listing their characteristics, students should
give examples of different types of stocks and
bonds. Then ask students to work in pairs, taking
turns reading aloud from their MatchBook and
Two-Tab Book guessing whether their partner is describing stocks
Have students make a Two-Tab Book to explore or bonds.
how reasons for saving might affect the methods of Materials Needed: One sheet of 8.5" by 11" paper,
saving. Ask students to list the features they would scissors.
look for in an account if they were saving money

for purchases, and then list the features to look for
if they were saving for emergencies. Finally, have
them decide which kind of account would be
appropriate for each use.
scissors.
Saving versus Investing

Saving Both InvestingAsk students to use a Three-Tab Venn Diagram to
compare saving with investing. Under the left tab,
students should describe ways of saving, reasons to
COMPARE
save, and some of the advantages and disadvan-
tages of saving. Under the right tab, they can ana-
lyze methods, advantages, and disadvantages of
investing. The middle tab should be used to show the qualities that saving and investing share.
Materials Needed: One sheet of 8.5" by 11" paper.
50
TOPIC 9
Demand
TOPIC SUMMARY
Goods are in demand when consumers are willing and able to pay for them. Demand and
price have an inverse relationship: as the price goes up, the quantity demanded goes down,
and as prices decrease, the quantity demanded increases. Elasticity of demand measures how
much consumers respond to changes in price.
Measuring Demand Changes in Demand
d
Deman
ed ule
n d Sch
Dema
Factors Affecting Elasticity of
Demand Demand
r ve
an d Cu
Dem
and Two-Pocket Book

of Dem
La w What factors affect demand? What is elasticity of
and demand? Have students use a Two-Pocket
em
tD e Foldable to answer these questions and more.
rke
Ma Cur v
What kind of products have elastic demand and
what products have inelastic demand? Give exam-
ples. Why is the demand for these products elastic
or inelastic? Encourage students to think of their
Five-Tab Book own questions and search for answers.
Economists measure the demand for a product Materials Needed: One sheet of 8.5" by 11" paper, scis-
by using a demand schedule, demand curve, and sors, glue, 3" by 5" index cards.
market demand curve. Students can use a Five-Tab
Book to examine some of the intricacies of demand.
For each tab, students should define the term and
give an example that illustrates how it is used.

scissors.
Why Demand Changes

CHANGES IN DEMANDS
Many factors can affect demand, including
Tastes Price of changes in population, income, tastes, and substitute
Income & Related goods. Students can use this Foldable to study in
Expectations Goods
more detail the causes of changes in demand. Ask
the class to explain why each factor results in a
change in demand.
51
TOPIC 10
Supply
TOPIC SUMMARY
Supply and price have a direct relationship: when price increases, so does supply, and when
price decreases, supply decreases as well. Although supply (which has a direct relationship)
and demand (which has an inverse relationship) may seem to work at cross-purposes, they
tend to shift until they meet at the equilibrium price. In a market economy, four factors affect
supply: the price of inputs, the number of firms in an industry, taxes, and technology.
Understanding Supply Identifying Changes in Supply
Supply
Cost of Inputs
Productivity
ule
Sched
Supply Technology
Taxes & Subsidies
r ve
ly Cu Expectations
Supp
Government Regulations
y Number of Sellers
uppl
of S
La w
pply Layered-Look Book

t Su
a rke r ve
M Cu
Have students make a Layered-Look Book to
study how various economic factors create changes
in supply. For each of the seven factors, students
should describe how and why supply is affected.
Five-Tab Book Remind the class to use concrete examples to illus-
A Five-Tab Book can be used to define terms trate their points.
that are important in understanding supply. Materials Needed: Four sheets of 8.5" by 11" paper, glue
Ask students to review the material and create or stapler, scissors.
this Foldable, labeling the tabs: Supply, Supply
Schedule, Supply Curve, Law of Supply, and

Market Supply Curve.
Materials Needed: Three sheets of 8.5" by 11" paper,
scissors.
Measuring Supply Elasticity
Three-Tab Book
ELASTICITY
upply Supply elasticity measures the way changes in the price of a product
Ela stic S
influence the quantity supplied. Like demand, supply has three types of
elasticity. Ask the class to use a Three-Tab Book to explain the three
types of elasticity. What factors influence elasticity in supply?
pply
stic Su Materials Needed: One sheet of 8.5" by 11" paper, scissors.
Inela
SUPPLY
tic
Elas
Unit pply
Su
52
TOPIC 11
Prices
TOPIC SUMMARY
In a competitive market, supply and demand determine prices. A change in either supply or
demand can cause a price change. High prices send a signal to consumers to buy less and to
businesses to produce more. Low prices send the opposite signal, so consumers buy more and
producers supply less. When the equilibrium price is met, there is neither a surplus nor a
shortage of goods.
The Supply-Demand-Price Examining Price Controls

Relationship
Effect Ho w How
on Producers Consumers
Prices Respond Respond g
Ceilin
Price
Shortage
Surplus
Floor
Price
Folded Table
Prices that are too low can result in a shortage
of product. Prices that are too high can cause a
product surplus. Ask students to make a Folded
Table to show the relationships between supply,
demand, and price Two-Tab Book
Materials Needed: One sheet of 11" by 17" paper, Have students read how the government some-
scissors. times sets price controls to achieve social goals. A
Two-Tab Book should provide the class with a
straightforward approach to understanding price
ceilings and floors. In their descriptions of each,
students should explain what social goals are
behind the price controls and how effective they

are.
scissors.
Defining Important Terms
age Ten-Tab Vocabulary Book

um W
Minim
Target
Price Ask the class to make a Ten-Tab Vocabulary Foldable to define key
course
Loan terms related to the price system. On the outside of the tabs, write
Nonre terms such as: minimum wage, target price, equilibrium price,
yment
ncy Pa
Deficie rationing, ration coupon, and market equilibrium. Other terms might
rice
rium P include: nonrecourse loan, deficiency payment, rebate, and economic
Equilib
R atio
ning model. Encourage students to add and define other key terms.
n
Coupo Materials Needed: One sheet of 8.5" by 11" paper, scissors.
R ation
Rebate
odel
mic M
Econo
ibrium
t Equil
Marke
53
TOPIC 12
Competition
TOPIC SUMMARY
Economists recognize four kinds of market structures in the United States: monopoly,
oligopoly, monopolistic competition, and perfect competition. In practice, few industries are
examples of either perfect competition or pure monopoly. Some industries have the traits of a
monopoly or oligopoly, and in fact, monopolistic competition is the most common U.S. market
structure.
Comparing Market Structures Antitrust Legislation

Sherman Antitrust Act
Monop oly
oly Oligop
WHAT? WHO? WHEN? WHY?
Mon
o
Com polistic ct
Per fe ion
petit etit
ion Comp
Four-Tab Book
Congress passed antitrust legislation, such as the
Four-Door Book Sherman Antitrust Act, to increase competition and
decrease monopolies. Have students make a Four-
Students can use a Four-Door Book to compare
Tab Book to answer the questions What? Who?
the four major types of market structures. For each
When? and Why? regarding the Sherman Antitrust
type, students should define the term, list the con-
Act. In addition, ask students to identify a weak-
ditions necessary for the structure to exist, and give
ness in this early antitrust legislation.
an example of an industry that fits that market
structure. scissors.
scissors.

Perfect versus Imperfect
Two-Tab Book
Perfect Imperfect Ask students to distinguish between perfect and
imperfect competition using a Two-Tab Foldable. On
the left, students can list everything they know about
COMPETITION
perfect competition. On the right, students should
describe imperfect competition. Encourage the class
to list any questions they have about perfect and
imperfect competition. Then work as a class to answer those questions.
54
TOPIC 13
Labor and Wages

TOPIC SUMMARY
By the end of the Civil War, workers had formed the first unions. Strikes, boycotts, and
picketing helped unions to achieve some of their goals. Employers used lockouts to pressure
workers to give up their demands. Labor and management normally engage in collective
bargaining to reach agreement on issues such as wages and working conditions. Three fac-
tors that determine wages are: the skills required, the type of job, and the demand for those
skills in a specific location.
Understanding Unions Evaluating Wage Theories

WAGE RATES
Theory Traditional
ORGANIZED LABOR Signaling of Theoryy
Theory Negotiated of Wage
g
Wages Determination
History of Unions
Levels & Methods of Operation Three-Tab Concept Map
Purposes of Unions Have students define the three theories of wage
determination on a Three-Tab Concept Map. Ask
students to consider the strengths and weaknesses
Layered-Look Book of each theory and summarize their opinions in
Have students make Layered-Look Books to their Foldables. Students can use pen to show facts
study the history of organized labor. Ask students and pencil to show their opinions.
if they have family members who belong to a Materials Needed: One sheet of 8.5" by 11" paper,
union. Encourage a discussion by asking the fol- scissors.
lowing questions: Do unions achieve their goals?
Why or why not? What would life in this country
be like for workers if unions didn’t exist?
Materials Needed: Two sheets of 8.5" by 11" paper, glue
or stapler, scissors.
Creating a Labor History Time Line
Accordion Book
Using an Accordion Foldable, students can
create a time line of the history of the labor
movement. Time lines should highlight dates
that signify important events, organizations, and
people. Encourage students to speculate what
the future might hold for the labor movement
and add their predictions to the time line in a different color.
Materials Needed: Three sheets of 8.5" by 11" paper, glue or stapler, scissors.
55
TOPIC 14
Government Revenue
TOPIC SUMMARY
Local, state, and federal governments all participate in the U.S. economy. Governments col-
lect taxes from people to pay for public-works projects, social programs, and public goods such
as parks. The federal government's main source of revenue is the individual income tax, which
is a progressive tax. Other taxes are proportional or regressive. The benefit principle (who will
gain?) and the ability-to-pay principle (who can afford it?) guide modern tax systems.
Categorizing Federal, State, and Comparing Proportional,

Local Taxes Progressive, and Regressive Taxes
Progressive
Proportional Taxes
Regressive
Taxes Taxes
Federal State & Local

Taxes Taxes
Two-Pocket Book
Students can use a Two-Pocket Book to catego-
rize taxes as either federal or state and local. On
each index card, students should describe a specific
type of tax (sales tax, for example) and file it in the
appropriate pocket: Federal Taxes or State and
Local Taxes. Three-Column Chart
Materials Needed: One sheet of 8.5" by 11" paper, scis-
sors, glue, 3" by 5" index cards. Have students create a Three-Column Chart
comparing three kinds of taxes. In each column,
students should list pertinent facts and give exam-
ples that demonstrate the differences between each
category of taxes. Challenge students to give exam-

ples of a tax that fits each category.
Showing Similarities and Differences

Benefit Abilityy- -Pay
y
Principle
Both Students can use a Venn diagram to identify simi-
larities and differences between the two principles
that guide modern tax systems. Along with a factual
definition, students should explain the assumptions
TAXATION
behind each principle and their limitations, if any.
56
TOPIC 15
Government Spending
TOPIC SUMMARY
Government spending takes many forms. Most federal spending goes toward public goods
and services, such as national defense and Social Security, or transfer payments, such as wel-
fare or grants-in-aid. State expenditures include intergovernmental spending, which funds
local governments, and higher education. Local governments spend money on schools and
public utilities. Each year the president develops a federal budget for the next fiscal year. Like
individuals, the federal government can go into debt.
Examining National Debt Differentiating Government Spending
WHAT?
SPENDING
?
WHEN diture
s
Expen
on
vices
& Ser
Goods
GOVERNMENT
WHY ?
? HOW
s fer
Tran ents
Pa y m
Four-Door Book
Ask students to make a Four-Door Book
Foldable that answers questions about the national
debt. Questions should include: What is the Two-Tab Book
national debt? Why do we have it? When did it Government spending falls into two categories:
start? How does it affect our economy? Challenge (1) goods and services, and (2) transfer payments.
students to ask other questions about the national Nothing is received in return for transfer pay-
debt and its consequences. ments, unlike expenditures on goods and services.
Students should review the reading to identify

scissors.
other differences and then record them in a Two-
Tab Foldable.
scissors.
Contrasting Public and Private Debt
Folded Chart
Private
Debt A Folded Chart with two columns will enable
students to contrast the characteristics of public and
private debt. Each column should cover differences in
purchasing power, methods of repayment, and who is
owed.
Public Materials Needed: One sheet of 8.5" by 11" paper.
Debt
57
TOPIC 16
Money and Banking

TOPIC SUMMARY
Money is used as a medium of exchange, a unit of accounting, and a store of value. Before
coins and paper money, people used commodity money, such as shells or leather. Anything
used as money should be durable, portable, divisible, stable in value, scarce, and accepted as
payment for debts. The U.S. monetary system changed in 1913, when Congress established the
Federal Reserve System to regulate the amount of money in circulation. Paper money, or
Federal Reserve notes, was first issued in 1914. A more recent change revolutionizing banking
is the electronic funds transfer.
Tracking Changes Through Time Scrutinizing the Savings and Loan

Crisis
What? When? Why? How?
SAVINGS & LOAN CRISIS

Accordion Book
Students can make a time line to strengthen their Four-Tab Concept Map
understanding of U.S. banking and monetary stan-
dards. Ask students to highlight 10 to 15 important In making their time lines, students touched on
events, including: early use of commodity money; the savings and loan crisis. In this activity, they will
over-issuing of Continentals; establishment of closely examine the causes of this financial crisis. A
national banks; creation of the Federal Reserve Four-Tab Concept Map will allow students to
System; adoption of the gold standard; effects of answer in detail the questions What? When? Why?
the Great Depression; establishment of the FDIC; and How?
passage of the Truth in Lending Act; the savings Materials Needed: One sheet of 8.5" by 11" paper,
scissors.
and loan crisis of the 1980s; and the effects of tech-
nology on banking.

Materials Needed: Three sheets of 8.5" by 11" paper, glue
or stapler, scissors.
Distinguishing Between Kinds of Money

MONEY
There is more to money than coins and dollar bills.
Have students create a Three-Tab Concept Map to
Functions Types C
Characteristics summarize what they have learned about the types
of money and their different functions. Encourage
students to discuss how their lives would be differ-
ent if our society used money other than the coins
and notes currently used.
58
TOPIC 17
Measuring Economic Performance

TOPIC SUMMARY
Economists gauge the performance of the nation’s economy using five measurements: gross
domestic product (GDP), net domestic product, national income, personal income, and dispos-
able personal income. In measuring the nation’s GDP, economists adjust for inflation. Another
way to judge the nation’s performance is to calculate aggregate supply and demand. Real GDP
reflects the ups and downs known as business fluctuations.
Understanding GDP and GNP Defining Key Terms
GDP
GDP Both GNP
GNP
al
ation
Net N duct
Pro
e
com
KEY TERMS
on al In
Nati
ome
A Venn diagram will help students understand l Inc
ona
Pers l
the similarities and differences between gross Per
son
a
bl e
domestic product and gross national product. Ask osa me
Disp Inco
the class to review the factors included in calculat-
ing GDP and GNP before creating this Three-Tab
Venn Diagram.
Materials Needed: One sheet of 8.5" by 11" paper, scis- Vocabulary Book
sors. Six terms are crucial to understanding economic
performance: GDP, GNP, net national product,
national income, personal income, and disposable
personal income. By defining these terms in a Six-
Tab Vocabulary Book, students can build the foun-
dation for a solid understanding of the nation’s
economic performance.
scissors.
Showing Cause and Effect

INFLATION
Causes
Effects Measurem
ents Folded Chart
Have students make a Folded Chart to examine the role
inflation plays in our economy. Students should list some of
the causes of inflation in the left column and its effects in the
middle column. In the right column, students should list and
explain some of the ways inflation is measured, such as the
consumer price index (CPI), producer price index (PPI), and
the GDP price deflator.
59
TOPIC 18
Economic Instability
TOPIC SUMMARY
When unemployment and inflation disrupt the economy, the federal government uses
monetary and fiscal policies to stabilize it. Economists have identified four kinds of unemploy-
ment: cyclical, structural, seasonal, and frictional. They offer two conflicting views of the
causes of inflation: the demand-pull theory and the cost-push theory.
Examining Theories on Inflation Components of Stability
ll
nd-Pu
Dema n
fla t io
In
Unemployment Inflation
h
Pocket Book
-Pus
Cost ation Students can sort through the causes and effects
In fl
of inflation and unemployment with a Pocket
Book. Ask students to define terms and write fac-
tual statements on index cards. Then have them
write connecting statements relating these facts to
the stability or instability of the nation’s economy.
Two-Tab Book Materials Needed: One sheet of 8.5" by 11" paper, scis-
sors, glue, 3" by 5" index cards.
Ask students to use a Two-Tab Foldable to clarify
the two conflicting theories of inflation. Using their
notes, students should describe each theory and
the reasoning behind it. Then ask them which the-
ory makes more sense. Remind students that their
answers aren’t necessarily right or wrong, but their
conclusions should be rationally supported.

scissors.
Identifying Types of Unemployment
Four-Tab Book
Cyclical Economists recognize four types of unemployment. Ask students to
use a Four-Tab Book to define cyclical, structural, seasonal, and fric-
tional unemployment. Encourage students to think of two or more
u ral examples of each type.
Struct
UNEMPLOYMENT
nal
Seaso
ional
Frict
60
TOPIC 19
Stabilizing the Economy

TOPIC SUMMARY
Keynesian theory and monetarism are two competing views of economic stabilization. Both
have the goal of a low unemployment rate, but they differ in their approaches. Keynesian theo-
rists advocate using fiscal policy to influence the economy through government spending.
Monetarists criticize fiscal policy as politically complicated and ineffective due to time lags.
Examining the Details Opening Doors on Monetary Theory

Role of
Describe Federal WHO?
Government WHAT?
Keynesian Milton Theory
Friedm of
Theory an rism
Moneta
Theory of
Monetarism
WHEN
? WHY?
Foldable Table
A Folded Table will help students identify the
distinguishing characteristics of the two major
theories on stabilizing the economy. In the left Four-Door Book
column, students should describe the general
beliefs of each theory. In the right column, students Milton Friedman is an advocate of monetary
should outline the role the federal government policy. Using this Four-Door Book, students can
plays in each system. explore the general theory of monetarism and the
specific arguments put forth by Friedman. In
addition, students should note when monetarism
developed and why monetarists believe in mone-
tary rule. Finally, encourage students to express
their own opinions and support them with facts.
scissors.
Stabilizing the Economy: Finding Common Ground
Venn Diagram
Role of Role of
Both Have students create a Venn Diagram to examine
the Fed Fiscal Policyy
the role of the Federal Reserve and the role of fiscal
policy in stabilizing the economy. The outside tabs
STABILIZING THE ECONOMY
can be used to explore differences between the two,
and the middle tab, where the two circles overlap,
can be used to describe their common ground.
61
TOPIC 20
The Federal Reserve System

TOPIC SUMMARY
The Federal Reserve, the central bank of the United States, was created in 1913 to regulate
the amount of money in circulation. To control the money supply, the Fed can change the
reserve requirements for financial institutions, change the discount rate, or engage in open
market operations. It also clears deposited checks, supervises member banks, and protects
consumers.
Coming to Terms Summarizing the Functions of the Fed

FUNCTIONS of FEDERAL RESERVE
ibility Description
Respons
Key Terms Key Terms

I Know I Need to Know
Two-Pocket Book
Ask students to make a Two-Pocket Book to use
as a study guide on the Federal Reserve System.
They should label the left pocket “Key Terms I
Know” and the right pocket “Key Terms I Need to
Know.” Have students write the definitions of
terms such as discount rate, loose money policy, frac- Folded Chart
tional reserve system, and margin requirement on A Folded Chart will provide students with a way
index cards. Then, as they learn the terms, they can to organize information about the responsibilities
move the cards from the right pocket to the left. of the Federal Reserve. In the left column, students
Materials Needed: One sheet of 8.5" by 11" paper, scis- can list the responsibilities. In the right column,
sors, glue, 3" by 5" index cards. they can describe in more detail what those respon-
sibilities entail. Students can quiz each other in
pairs to test their retention.

scissors.
Federal Reserve Facts
Four-Tab Book
What? When? Why? How?
In this activity, students answer the questions that
every journalist must ask: What? When? Why? How?
Using a Four-Tab Book, students will find and record
FEDERAL RESERVE SYSTEM
the facts on the Federal Reserve System.
62
TOPIC 21
International Trade
TOPIC SUMMARY
Many goods bought in the United States are imports that come to this country through
international trade. Likewise, the U.S. exports some of its goods to other countries. The
goods a country specializes in are the ones it is able to produce at an absolute or comparative
advantage. A nation’s “balance of trade” refers to the difference between the value of its
imports and the value of its exports.
Analyzing Aspects of World Trade Defining Key Terms

WORLD TRADE ge
vanta
te Ad
Absolu e
arativ
Compantage
Adv
Benefits Financing Restrictions Tariff
Quota
tionist
Protec
it
Defic
Trade
lu s
Three-Tab Concept Map Surp
Trade
o
Have students create a Three-Tab Concept Map Embarg
labeled “Benefits,” “Financing,” and “Restrictions.” ange
n Exch
Foreig
Ask students to use the information they have read WTO
about world trade to describe some of its benefits,
where its financing comes from, and any restric-
tions there are on it. Encourage students to explore
different opinions, perspectives, and approaches to Vocabulary Book
world trade. Why is trade controversial? Students can use a Ten-Tab Vocabulary Book to
Materials Needed: One sheet of 8.5" by 11" paper, define important terms in understanding interna-
scissors. tional trade. Some terms to include are: absolute
advantage, comparative advantage, tariff, quota, protec-
tionist, trade deficit, trade surplus, embargo, foreign
exchange, and WTO.

scissors.
Getting the Goods on Imports and Exports
Two-Tab Book
Imports Exports A Two-Tab Book can provide a good way to exam-
ine the relationship between a country’s imports and
its exports. Have students use this foldable to discuss
TRADE
which countries have an absolute advantage in pro-
ducing certain goods and a comparative advantage in
others. Ask students to consider factors such as natu-
ral, human, and technological resources and exchange rates.
63
TOPIC 22
Comparing Economic Systems

TOPIC SUMMARY
In theory, “pure” capitalism differs greatly from “pure” socialism. In practice, most
economies mix elements of capitalism and socialism. Capitalism revolves around private own-
ership of property; supply and demand set prices. Socialism makes more property public, and
the state controls prices. Democratic socialism, communism, and welfare states combine differ-
ent elements of capitalist and socialist theories.
Narrating the Rise and Fall of Summarizing Central Beliefs

Communism Socialism Communism
Capitalism
e MAIN TYPES
R is Fall
OF
ECONOMIC
SYSTEMS
COMMUNISM
Two-Tab Book
Students can tell the story of the rise and fall of
Soviet communism in a Two-Tab Book. The left tab,
labeled “Rise,” should list events, names, dates,
beliefs, causes, effects, and other facts related to the
growth of communism. The right tab, labeled Folded Chart
“Fall,” should describe events, people, dates, Ask students to create a Folded Chart to summa-
changes, and results in the decline of communist rize the beliefs and characteristics of three types of
economies. economies: capitalism, socialism, and communism.
Materials Needed: One sheet of 8" by 11" paper, scissors. Encourage students to highlight the issues on
which the three systems converge and diverge.
Invite students to research real-life examples that

illustrate those issues and beliefs.
scissors.
Economies in Practice
Layered-Look Book
ECONOMIC SYSTEMS
A Layered Book on selected world economies will
provide students real-life models of the economic
Latin America theories they are studying. Each layer of their books
Sweden can describe how a theory was put into practice in Latin
Russia
America, Sweden, Russia, China, or the United States.
China
Ask students to note how closely the practical results
U.S.
resemble the theories.
Materials Needed: Three sheets of 8.5" by 11" paper, scissors,
glue or stapler.
64
TOPIC 23
Economic Development
TOPIC SUMMARY
Nations are often categorized as “developed” or “developing.” A developing nation goes
through three stages on its way to becoming a developed nation: agricultural, industrial, and
service sector. Sometimes developed nations provide economic aid to developing nations.
However, it can be difficult for a country to escape the cycle of poverty and begin to prosper.
Tracking Development Defining Concepts

FOREIGN AID
DEVELOPMENT
l
u ltura
Agric
Economic Technical Military
ring
factu
Manu
ECONOMIC

r The three major forms of foreign aid are eco-
ecto
ice S nomic, technical, and military assistance. Ask stu-
Ser v
dents to use a Three-Tab Concept Map to define
each kind of assistance, give examples, and explain
how each contributes to the development (not just
the preservation) of a country. Then ask students to
Three-Tab Flow Chart explore the reasons developed nations provide aid
to developing nations. What advantages and dis-
Have students make a Three-Tab Flow Chart to
advantages are there for the developed nation?
track the progress of economically developing
nations. Each of the three tabs—Agricultural, scissors.
Manufacturing, and Service Sector—should list
characteristics of that stage. Wherever possible,
students should also include the conditions neces-
sary for a nation to develop further.

scissors.
The Cycle of Poverty
CHARACTERISTICS Layered-Look Book

of
DEVELOPING NATIONS A Layered Book can help students identify character-
istics of developing nations. Ask students to explain
Low GDP how each characteristic has results that perpetuate
Subsistence Agriculture poverty. Students should label the layers: “Low GDP,
Poor Health Conditions
Subsistence Agriculture, Poor Health Conditions, Low
Low Literacy Rate
Literacy Rate, and Rapid Population Growth.”
Rapid Population Growth Materials Needed: Three sheets of 8.5" by 11" paper, scissors.
65
TOPIC 24
The Global Economy

TOPIC SUMMARY
Economist Thomas Malthus predicted in the late 1700s that the world’s population will
always exceed its ability to produce enough food. In addition to the scarcity of food, the world
has a scarcity of nonrenewable resources. Revolutionary changes in technology and communi-
cation, however, have globalized markets that were previously local. As a result, the interde-
pendence of the world’s economies increases with each passing year.
Feeding the World Analyzing the Effects of a Global

Market
WHO?
WHAT?
Thoma Effects Effects
s
Malthu
s
EFFECTS
of
GLOBALIZED
WHEN FINANCIAL
? WHY?
MARKET
Four-Door Book
Ask students to make Four-Door Books profiling
the economist Thomas Malthus. Each door should
answer a question about Malthus or his ideas:
Who? What? When? and Why? After their
Folded Book
Foldables are complete, ask students if they agree
with Malthus’s predictions. Why or why not? A Folded Half-Book can help students to ana-
Materials Needed: One sheet of 8.5" by 11" paper, scis- lyze the positive and negative effects of globalized
sors. financial markets. Encourage students to start
with established facts, and then to think beyond
what they’ve read and make their own observa-

tions. Remind them that the effects of globaliza-
tion might go beyond economics. Ask students to
explain why they have categorized each effect as
positive or negative.
scissors.
Pocket Guide to Globalization
Two-Pocket Book
Students can make a Two-Pocket Book to help identify
conditions that have led to a global market. What other
factors might lead us away from a world market? Ask
Reason for Results of students to fill out index cards and file them in the
Globalization Globalization
appropriate pocket. Which influences do they think
stronger?
Materials Needed: One sheet of 8.5" by 11" paper, scissors, glue, 3" by 5" index cards.
66

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Topic-Specific Foldables . . . . . . . . . . . . . . . . . . . . .41

Have fun using and adapting Foldables,

For more information on Foldables, visit http://www.dinah.com or call 1-800-99DINAH.

Why use Foldables in Economics?

With or Without Tabs

Use This Book As a Creative Resource

Basic Foldable Shapes

Taco Fold Hamburger Fold

When folded, the worksheet becomes a

1. Fold a sheet of paper (8 1/2" 11")

1. Begin as if you were going to make a

2. With the papers still stacked, cut out the

Front Use one Forward-Backward book to

1. Fold a sheet of paper like a hot dog.

Three-Tab Book Variations

Use to make mobiles and

Record data inside

1. Fold a sheet of paper (8 1/2" 11") into

1. Fold a horizontal sheet of paper (11" 17")

1. Fold a sheet of paper (8 1/2" 11") in half

1. Use two sheets of the same size paper. Fold

This large cube project can be stored

4. These cuts will form four doors on the

1. Fold a sheet of paper (8 1/2" 11") into a

When using more than two

6. Take a third half-sheet of paper and

Folding a Circle into Tenths

NOTE: Paper squares and

Use large circle graphs on bulletin boards.

Use small circle graphs in student projects or on

Folding into Fifths

4. Fold the one-third section (single thickness)

Folded Table or Chart

When folded, this project is used like a

Pop-up sheets can be glued side-by-side to

Use 11” 17” paper to make a large

Glue display cases end-to-end to compare and

Project Board with Tabs

Write or draw under the tabs. If the project is

Use to take notes and record data.

1. Take two sheets of paper (8 1/2" 11") and

To make a half-cover, use a sheet of construction

Use these holders to display student work on

Topic 1 What is Economics? Topic 13 Labor and Wages

Correlation to Glencoe Economics

Copyright © by The McGraw-Hill Companies, Inc.

* See also Reference Handbook, Life Skills

Outlining the Factors of Production Making Economic Decisions

try answer these questions differently?

Three-Tab Venn Diagram

Distinguishing Three Economic Examining Capitalism

Guide students in creating Layered Books to

Copyright © by The McGraw-Hill Companies, Inc.

Identifying Economic Goals

Starting a Business Comparing Sole Proprietorships with

Three-Tab Book with Venn Diagram

Evaluating Three Types of Businesses

Producing Goods and Services