Never Too Young to Solve Problems

Never Too Young to Solve Problems

Never Too Young To Solve Problems

Editor's Note: Warren Figueredo of Louisiana drew my attention

to a story about how a second grade class solved a Braille

book shortage problem for a blind classmate and, in doing so,

helped their teacher win a national award. Reprinted below is

the story about the project from three different sources: the

Internet, Business Wire, October 30, 1995; the teacher, Bonnie

Nyce, who guided the project and won the award; and a short

article distributed by the sponsors of the contest.

From the Business Wire, October 30, 1995: [Internet story]

A school library that couldn't afford books for a

visually impaired second-grader sparked a remarkably effective

economics lesson for his class and led to a prestigious award

for the teacher.

Bonnie Nyce, whose project was one of five top winners of

Economics America's National Awards for Teaching Economics,

teaches second grade at the Plains Elementary School in

Timberville, Virginia. When one student pointed out that

classmate Zach Shifflett, blind since birth, could only stand

around during the class's weekly visit to the library, she saw

an opportunity. Through her Operation CARE program (Children

Learning About Braille Reading and Economics) the class raised

more than $2,000 for the purchase of Braille books.

Operation CARE received one of five first place awards in

the thirty-third annual competition, sponsored by the

International Paper Company Foundation and administered by the

National Council on Economic Education. A total of seventy-

five teachers from eight states won recognition for programs

in primary, intermediate, junior high, senior high, and an

open (multi-grade) grouping.

Zach and his classmate Ryan Long accompanied their

teacher to the Economics America awards luncheon here today.

The awards were presented by Dr. Joseph E. Stiglitz, Chairman,

President's Council of Economic Advisers, who also explained

why economic education should play a crucial role in the

educational process.

Through Ms. Nyce's Operation CARE economics curriculum,

her students learned--among other things--to distinguish goods

from services and needs from wants. The proceeds of the school

calendars they ultimately created and sold went toward the

purchase of more than 200 books with both Braille and print

text for their school and local libraries.

In addition to recognizing outstanding teachers, the

awards program enables educators to share their creative and

effective practices with others and encourages a growing

number of teachers to include economic concepts in their

classes.

Teachers who would like more information on the awards

program can call the National Council on Economic Education at

800-338-1192, extension 388.

First Place Awards: Primary, Bonnie L. Nyce, Plains

Elementary School, Timberville, Virginia.

Editor's Note: Intrigued by this story I contacted Bonnie

Nyce, the teacher who won the award for using this project as

an economics lesson for her class, congratulated her, and

asked her for more information. In response to my inquiry, Ms.

Nyce wrote back and gave me her perspective on the project.

Here is the information she provided:

Operation CARE was an economics unit designed for a

heterogeneous class of second graders. It evolved from the

children's desire to raise money to purchase Brailled books

for the Plains Elementary School Library.

During the semester the students learned firsthand about

many economic concepts: scarcity, opportunity, cost,

resources, production, revenue, profit, interdependence, and

specialization. They also became familiar with the concepts of

earning, spending, and saving money. In addition, the students

learned a good deal about sharing, individual differences, and

community. Throughout the unit they had many opportunities to

practice their math skills and become stronger readers and

writers.

Operation CARE began when one student expressed concern

for a fellow classmate. In the end it touched the whole

community. None of us involved in this project will ever be

the same as we were at the beginning, including the teacher.

Knowing that twenty students now feel good about

economics is very satisfying. My hope is that the children who

participated in Operation CARE will pursue further experiences

in economics, assured that it is not a frightening topic but

an interesting, relevant one that deserves attention at every

level of learning.

Operation CARE

The following is from the press release packet of the

sponsors of the contest, The National Council on Economic

Education and the International Paper Company Foundation.

When the second grade students at Plains School discovered a

problem affecting a classmate, they used economics to solve

it. Every week, nineteen of the twenty pupils checked out

books from the school library to take home--but one student

could not do so. Blind from birth, he could only "read"

Brailled books, which the library did not have. The class

produced and sold a school calendar, netting a profit of more

than $2,000. They then purchased 200 double vision books that

combine print and Braille, so that both sighted and blind

children may use them.

Nyce integrated the project into every area of teaching:

math, art, reading, writing, and spelling skills improved, and

the opportunity to use Braillers and fax machines provided

technological experience. Teams of seven-year-olds gave

scripted talks to the PTA, the school board, and even a class

from a nearby college. They learned about goods and services,

how to handle a bank account and pay bills, and even the value

of taxes in providing for citizens' needs. Most important,

though, was the concern they demonstrated in assisting another

student to become a full participant. "Children Learning About

Braille Reading and Economics (CARE) was a success from start

to finish," said Nyce. "They learned to appreciate

differences"--a perspective that will be of value for the rest

of their lives.