ABSTRACT
Economic content is present in the curricula of nearly every state in the nation (Council on Economic Education, 2014). This emphasis on economic content is not limited solely to the middle-or high-school social studies curriculum, however. For example, the Indiana Academic Standards for Social Studies (K-6) has indicators for no fewer than 34 key economic concepts ranging from economic wants to specialization, from productivity to supply and demand. Why is so much emphasis placed on economic content in the K-6 curriculum?
