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Excellence in Teaching
Economics & Financial Literacy
Teaching Award Program for K-12 Wisconsin Teachers
 EconomicsWisconsin is pleased to announce
the 2010 awards program for Excellence in Teaching Economics and Financial Literacy. This program recognizes the innovative and unique practices of Wisconsin elementary and secondary school-teachers who make economic concepts and financial literacy
a vital part of their curricula.
The competition is sponsored by Robert W. Baird & Co., an international wealth management, capital markets, asset management, and private equity
firm.
The program symbolizes Baird's interest in Wisconsin 's economic health and its commitment to economic education.
The program is co-sponsored by Economics Wisconsin , the brand name for the Wisconsin Council on Economic Education, an affiliate of the Council for Economic Education (CEE), a nationwide network that leads in promoting economic literacy with students and their teachers in the real-life skills they need to succeed: the ability to think and choose responsibly as consumers, savers, investors, citizens, members of the work force, and effective participants in a global economy.
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Purpose of the Awards Program
Eligibility
Nominations
Awards
Judging Criteria
Application Requirements
Submission Requirements
Deadline
Additional Information
Past Winners
Purpose of the Awards Program
The purpose of the program is to recognize excellent teachers whose innovative teaching concepts improve and stimulate economic and financial literacy. In evaluating entries,
the review committee will give preference to projects that demonstrate innovative, unique, and creative approaches to teaching economics and personal finance.
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Eligibility
• Certified teachers employed part-time or more and teaching K-12 students in any subject area for the
2009-10 school year at an accredited school, public or private, in Wisconsin may apply.
• Teachers may apply individually or as a team of no more than four members.
• Only programs carried out between June 1,
2009 and June 1, 2010 are eligible for judging.
• Winners of the 2009 Excellence in Teaching Economics and Financial Literacy Teaching Awards are not eligible to enter in 2010.
Nominations
To nominate a teacher, please submit the nomination form found in the Teaching Award Application Packet along with a letter that explains why the individual is being nominated. Nominees will be notified of their nomination and invited to submit an entry. Nominations must be received by May 1, 2010.
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Awards
The three most outstanding entries over all will be awarded the following:
• Cash awards:
- First place: $2,000
- Second place: $1,000
- Third place: $500
• Engraved crystal apple
• Recognition at an EconomicsWisconsin event.
Judging Criteria
Successful applications will demonstrate the teacher's ability to:
• Create classroom experiences that are innovative, unique, and engaging for students. Please scroll to the bottom of this page for a list of past winners and a description of their projects.
• Teach students basic principles and concepts of economics and personal finance.
• Clearly outline the goals and objectives of the lesson/unit/project.
• Provide a clear explanation of instructional approaches and why the techniques used are important.
• Provide evidence of student success.
• Refer to the Judges Score sheet in the Teaching Award Application Packet for a detailed description of how entries will be evaluated.
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Application Requirements
Applicants must submit two sets of application materials along with the Cover Page found in the document Teaching Award Application Packet. Each set of application materials should be in a separate three-ring binder that contains subject dividers that identify materials by the application requirement headings listed below.
• Cover Page - Found in the Teaching Award Application Packet
• Applicant Narrative
Not to exceed five one-sided, double-spaced 8 1/2" x 11" pages in 12 pt. Times New Roman.
1. Describe classroom characteristics (Grade level, subject area, number of students and student
and/or community
demographics and project time line/duration)
2. Describe goals and objectives of the lesson/unit/project
3. Describes teaching strategies used and how they contributed to the success of the lesson/unit/project.
4. Describe student activities, why they are appropriate for this grade, subject and student demographic, and how they relate to the overall lesson/unit/project.
5. Summarize the major impact the lesson/unit/project had on the students and how the methods/teaching strategies used helped make the lesson/unit/project successful.
• Supporting Documentation (Illustrating Teaching Strategies)
Not to exceed 15 one-sided pages of documentation
1. Include sample worksheets, handouts, games, etc that illustrate the goals and objectives of the program. Include prepared statements on each item that show their relation to the overall lesson/unit/project. You may wish to also include photographs of students at work and those that document the informal aspects of the curriculum including guest speakers, field trips, collaborations with community-based organizations, cultural institutions, etc. Each image should be accompanied by prepared statements that show their relation to the overall lesson/unit/project.
Please note: Judges cannot review teacher or student created web pages, CDs, DVDs, Power Points or other forms of digital media. If you would like such items to be considered, please print a still frame to include it in your entry. Include prepared statements on each item that show their relation to the overall lesson/unit/project.
2. Include sample lesson plans and assignments that illustrate the goals and objectives of the program. Include prepared statements on each item that show their relation to the overall lesson/unit/project.
3. Include sample assessment and evaluation materials that were used to document student progress. Include prepared statements on each item that show their relation to the overall lesson/unit/project.
• Portfolio of Student Work (Illustrating What Students Have Learned)
Not to exceed 15 one-sided pages of documentation
1. Include examples of student work such as written essays, projects, original creative work, etc. Include prepared statements on each item that shows its relation to the overall lesson/unit/project.
Please note: Judges cannot review teacher or student created web pages, CDs, DVDs, Power Points or other forms of digital media. If you would like such items to be considered, please print a still frame to include it in your entry. Include prepared statements on each item that show their relation to the overall lesson/unit/project.
2. If available, include descriptive letters from students and/or parents.
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Submission Requirements
• Two sets of the application materials listed above. Review the checklist found in the Teaching Award Application Packet
• Each set of application materials should be in a separate three-ring binder that contains subject dividers that identify materials by the application requirement headings listed above
(Applicant Narrative, Supporting Documentation, Portfolio of Student work).
Review the contents of your submission carefully!
Application materials that are incomplete or that do not meet the established criteria will not be considered. The committee will consider composition, spelling and grammar in the evaluation process.
Applicants must agree to to following:
All materials submitted as part of any entry and the copyright thereof shall become the property of Economics Wisconsin .
All material submitted as part of any entry could be used in press releases, print or web-based publicity, and printed materials.
Applicants will give all consents necessary for Economics Wisconsin to produce curriculum and/or publicity material based on the submission without financial reward to the applicant.
Entry to the Excellence in Teaching Economics and Financial Literacy Teaching Awards is deemed acceptance of these rules and agreement to be bound by them.
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Deadline
Entries must be postmarked by June 30, 2010
and received in a timely manner. Economics Wisconsin cannot be held liable for lost or misdirected mail.
Mail entries to:
EconomicsWisconsin
7635 W. Bluemound Road, Suite 106
Milwaukee, WI 53213
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Additional Information
For more information on the 2010 Excellence in Teaching Economics & Financial Literacy Teaching Awards Program, contact EconomicsWisconsin.
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WINNING ENTRIES
2009 Winners
1st Place
Marc Stanke
Brookfield Central High School
Walmart Town Hall Project
Marc Stanke teaches AP micro and macroeconomics at Brookfield Central High School. Marc's Walmart Town Hall Project is a hands-on and interactive investigation into the impact of large discount retailers' presence on our economy. Students participate in a mock town hall meeting where they discuss the impact that Walmart would have on their community. The project takes a student-centered and creative approach to learn about opposing views on economic development.
2nd Place
Ann Scharfenberg
New Richmond High School
Do What You Do Best and Trade for the Rest
Ann E. Scharfenberg teaches economics at New Richmond High School. Ann created a simulation entitled Do What You Do Best and Trade for the Rest to help students experience why people trade and how people that trade could be better off. The simulation provides students with a better understanding of comparative advantage, specialization, and the requirement to prepare for a changing work world.
3rd Place
Brett Killion
Luxemburg-Casco High School
Your Financial Future
Brett Killion teaches Personal Finance at Luxemburg-Casco High School. Brett created Your Financial Future , a ten week simulation that exposes students to how their financial future may appear as they enter the adult world of work. Throughout the simulation, students encounter real life situations that require them to make financial decisions and develop financial goals.
2008 Junior Division
First Place
Tim Hopfensperger
Tullar Elementary School, Neenah, WI
Tim Hopfensperger is a fifth grade teacher at Tullar Elementary School in Neenah. His project incorporates group work, a hands-on ‘Bartering Bingo' activity and children's literature to help teach students learn why and how people trade.
Second Place
Sue Strutz
Jack Young Middle School
Baraboo, WI
Sue Strutz is a seventh grade Family and Consumer Education teacher at Jack Young Middle School in Baraboo. Her cross curricular ‘Stitch'n T-Birds' project requires students to create a business and manage all aspects of it, including production of and marketing of goods.
Third Place
LaDonna Marie Leazer
Business and Economics Academy of Milwaukee
LaDonna Marie Leazer is a fifth grade teacher at the Business and Economics Academy of Milwaukee. Leazer created the board game ‘Econopoly'. Students participate in a simulation utilizing realistic life experiences in order to gain an understanding of economic principles.
2008 Senior Division
First Place
Jill Hughes
Menomonee Falls High School
|Jill Hughes is a business education teacher at Menomonee Falls High School. In her interactive project ‘Reality Check', students are given a career, salary, and a family situation and learn what it takes to live off of their income for one month.
Second Place
Kristen McDaniel
Fort Atkinson High School
Kristen McDaniel is an economics teacher at Fort Atkinson High School. McDainel's students select an entrepreneur in an underdeveloped country and loan money to him or her through the Kiva.org website. Students learn lessons in entrepreneurship and international economics as they track the entrepreneur's success through email updates.
Third Place
Stan Diedrich
Hilbert High School, Hilbert WI
Stan Diedrich is an economics teacher at Hilbert High School. Diedrich created the ‘Economics Game' which requires students to make choices regarding personal finance and investing in an attempt to accumulate the greatest amount of wealth.
2007 Elementary Division
First Place
Shannon Camlek
Altoona Middle School, Altoona, WI
Shannon Camlek teaches sixth grade social studies/ancient history at Altoona Middle School . Her project entitled, “ Gainers and Losers-Making Connections ,” gives students the opportunity to connect their learning of history, geography, and economics through a simulation of a stock market game. Students manage their own fictional $1,000 portfolio of three stocks and serve as stockbrokers for school staff (including janitors, cooks, teachers, and administrators). Shannon also invites community members from various fields to share their success stories with students in a Lunch and Learn activity.
Second Place
Scott Behnke
Kettle Moraine Middle School, Dousman, W I
Scott Behnke is a seventh grade business teacher at Kettle Moraine Middle School . His project is a twelve-week financial literacy exploratory course entitled “ Money U. ” Scott's four main goals are for students to (1) develop early career awareness, (2) learn basic financial literacy concepts, (3) understand the role of an entrepreneur, and (4) demonstrate the skills necessary for employability. These goals are achieved through many different instructional techniques, including classroom reading, writing, and math skills, as well as parent activities, business community guest speakers, and a class field trip. For their final class project, students could choose to create a personal budget for a career they have analyzed or write a business report on a company of their choice.
Third Place
Randall P. Bergman
St. Croix Central Middle School, Hammond, WI
Randall P. Bergman is a seventh grade mathematics teacher at St. Croix Central Middle School . He developed a six-week “Financial Literacy Exploratory Course.” His main goal is to help students achieve a sense of personal responsibility and global awareness, while improving their critical thinking skills. The course is divided into six units that are aligned with Wisconsin 's eleven middle school economics standards. As the final activity for the course, students work in cooperative groups to complete a business project for their own virtual company.
2007 Secondary Division
First Place
Julie Woletz
Cambridge High School, Cambridge, WI
Julie Woletz is a business education teacher at Cambridge High School . Her entry entitled, “ Buying a Home/Renting an Apartment, ” is one of the units from her personal finance course. Students can take the course in a face-to-face or online format. Julie has students discuss the pros and cons of home ownership and renting, and then they complete several hands-on activities, including living with a roommate, buying insurance, and creating a budget. The final unit activity is a field trip to a local rental property where an area realtor gives the students a tour of the property and answers any questions the students have. The students must fill out a rental application for the property they visited and complete a journal explaining what they learned from this experience. Second Place
Marc Stanke
Brookfield Central High School, Brookfield, WI
Marc Stanke teaches AP micro and macroeconomics to twelfth graders at Brookfield Central High School . His project, “ The Famous Economist Celebration,” is a concluding activity/assessment after a unit on economic history. Each student must select a famous economist, do research on the economist's background and significant theories, dress to look like their economist, and bring a treat to illustrate the economist's most famous contributions to economic theory. During the 90-minute celebration, students mingle and introduce themselves, take notes on at least eight of their fellow economists, and for extra credit, can engage others in debates about their economic ideas.
Third Place
Ann Scharfenberg
New Richmond High School,
New Richmond, WI
Ann Scharfenberg is an economics and social studies teacher at New Richmond High School . She developed and implemented her project entitled, “ Life is Not a Game, ” after participating in the 2006 NCEE Study Tour to Russia . Ann wanted to illustrate for her students the frustration and confusion felt by the Russian people when their country began its transition toward capitalism. This card game demonstrates the challenges and opportunities for people in transition economies where the “rules of the game” are not clear to everyone and also keep changing. After playing the game, Ann's students were much more interested in understanding the American economic system and its impact on the global economy.
2006 Elementary Division
First Place
Jennifer R. Guenther
Saylesville School, Rubicon, WI
Jennifer R. Guenther is a second grade teacher at Saylesville School in the Rubicon Joint 6 School District. Her project entitled “ Personal Finance Skills in Second Grade ,” focused on the basic principles of earning, spending, and saving. Jennifer integrated these principles across four subject areas: mathematics, literature, education for employment, and technology. She also used seventh grade students as “money mentors” for her second graders.
Second Place
Renae MacCudden
Lincoln Elementary School , Wauwatosa , WI
Renae MacCudden is a fifth grade teacher at Lincoln Elementary School in the Wauwatosa School District . Her project was entitled, “ Business Barons .” Renae's students created their own businesses and determined how to produce, price, advertise, and provide customer service for their products.
Third Place
Brian Markwald
The University School of Milwaukee , Milwaukee, WI
Brian Markwald is a seventh grade Economics and History teacher at The University School of Milwaukee. His course entitled “ An Introduction to Basic Economic Principles and Personal Finance ,” contains seven units that focus on key economic concepts. Brian uses a variety of activities, case studies, and field trips to get students involved and interested in Economics and Personal Finance.
2006 Senior Division
First Place
Kenneth L. Ripp
Eau Claire Memorial High School, Eau Claire, WI
Kenneth L. Ripp is an Economics teacher at Eau Claire Memorial High School . His entry was entitled “ Active Macro Economics: Students and Teachers Constructing an Understanding of the Big Picture. ” Ripp's project illustrates how macro concepts and financial literacy can be taught in unison, complementing each other.
Second Place
Stephen A. Sayles
Clara Mohammed School , Milwaukee , WI
Stephen A. Sayles is a retired business owner who teaches a Financial Literacy course at Clara Mohammed School . His project was part of the Introduction to Entrepreneurship elective course. Students used Clara's New Bronzeville Café, a real coffee shop, as their “Learning Laboratory.”
Third Place
Bruce Rottman
Brookfield Academy, Brookfield , WI
Bruce Rottman is an Economics teacher at Brookfield Academy . His project was entitled, “Real World Economics Mysteries.” Students worked collaboratively to solve a new economics mystery each month. ________________________________________________________________________
2005
Secondary Division
First Place
Daniel Akin
Marshfield Middle School, Marshfield, WI
Daniel Akin is an 8th grade Business teacher at Marshfield Middle School. His Personal Finance Unit for all eighth grade students contains three major components: (1) Career Research Report, (2)Money Assignment, and (3) Spending Plan. The first step requires students to choose a career and write a research paper based on library and Internet sources. Points of emphasis in the Money Assignments component are interest compounding, the time value of money, and "Paying Ourselves First." The largest component of the project is preparing a Spending Plan, based on the Career Research Report. This activity involves many "real life" decisions, such as renting an apartment vs. buying a home. Students are asked to talk to their parents about other expenses, including utility costs, food expenses, and car insurance/car maintenance costs. Ultimately, they need to develop a Spending Plan that does not exceed their net income (and includes at least 5% for savings). Students take a real interest in this project because it gives them first-hand knowledge of how career choice, education, and job skills affect a person's income. They also learn to identify the benefits and costs of spending alternatives and other financial decisions.
Second Place
David Rupnow
Kettle Moraine High School, Wales, WI
David Rupnow is a high school Economics teacher at Kettle Moraine high School. His entry, "Using Economic Reasoning to Study Citizenship Issues," involves students writing formal essays on pertinent economic topics. Examples of recent essay questions include: How should the Social Security program be reformed? and Should the U.S. government raise the minimum wage? Students use newspapers, magazines, and web sites to find background information on the topics. The assignments stimulate debate on these economic issues before and after the essays are written. Students learn to use sound economic reasoning to examine possible solutions for these issues. This essay writing project also improves students' critical thinking skills and helps them better understand economic principles and concepts.
Third Place
Jason Smogoleski
John Muir Middle School, Wausau, WI
Jason Smogoleski is an 8th grade Mathematics teacher at John Muir Middle School. His "Game of Life" project opens students' eyes to "real world" choices and the decisions hey will need to make after high school. Initially, students discuss basic economic concepts, such as opportunity cost and limited resources, which will help them make informed decisions. During the game, students choose a career, establish family group (single or married with children), decide to rent or buy a home, purchase a vehicle, and determine other monthly expenses. All family expenses must be budgeted and recorded, so they don't exceed a family's net income for the month. By having students take responsibility for a family's welfare, they learn many important life skills. They also gain a better understanding of the importance of making wise financial decisions and getting a good education.
2005
Junior Division
First Place
Adrianne Schindhelm
St. John Nepomucene School, Little Chute, WI
Adrianne Schindhelm is a 6th grade Mathematics teacher at St. John Nepomucene School. Her entry included two major projects (a Checkbook Project and a Mini-Society Project that her students completed during the year. The Checkbook Project was done online. Students were required to select a job and keep track of their income and spending activities over a three-week period. From this project, students gained a better understanding of how banks operate and became more interested in how they spend their money. The Mini-Society Project requires students to establish their own society, create a government, print money, and open their own businesses. The project culminated with a Parent Night. Parents, other teachers, and visitors from Belarus, could see what businesses the students had selected and purchase some of the students' products. This project definitely gave the students first-hand knowledge of business practices and what it takes to start your own business. It also improved their problem-solving skills and their sense of responsibility.
Second Place
Carol Mucha,
Electa Quinnney Elementary School, Kaukauna, WI
Carol Mucha is a Cognitive Disabilities teacher at Electa Quinnney Elementary School. The project was entitled, "Adapting Mini-Society to Teach Economics to Students with Cognitive Disabilities." Her 5th grade students created their own Mini-Society, the Funky Monkeys. They elected officials (General Manager, Treasurer, and Monkey Guards), created their own currency, set up individual businesses, and sold their products to classmates. Students learned many valuable lessons from participating in this project. On the Economics side, they acquired a better understanding of scarcity, the need to distribute resources in different ways, and the benefits of earning money to purchase products you want. From a personal perspective, these students gained a great deal of self-confidence. They also discovered their specific strengths and talents and how to share them with other people.
Third Place
Jacalyn Cebertowicz and Kay Reppen
Meadowview Elementary School, Oak Creek, WI
Jacalyn Cebertowicz and Kay Reppen are 5th grade teachers at Meadowview Elementary School. These teachers implemented the "Tri-City National Bank Adopt-A-Classrom Project" with two classes of 5th grade students at the school. The teachers arranged for representatives from Tri-City National Bank to visit their classrooms and make presentations to the students. They also provided students with background information to prepare and enhance the Tri-City presentations. The four main topics were: (1) setting up a checking account; (2) investments; (3) loans and credit reports; (4) careers in banking & professionalism. Student acquired valuable first-hand knowledge of financial operations and day-to-day banking activities. They also developed their problem solving and decision making skills. After the careers in banking & professionalism presentation, students created a resume and professional portfolio. These were reviewed by the Tri-City representatives and the top 3-4 students received job interviews in the classroom.
EconomicsWisconsin
Wisconsin Council on Economic Education
7635 Bluemound Road, Suite 106
Milwaukee, WI 53213
(414) 221-9400
Fax (414) 221-9790
econed@economicswisconsin.org
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