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REGION: North America
TOPIC: Education
Online NewsHour
FORUM
Posted: February 11, 2009

Teaching the Stimulus

Forum Introduction
Legislators discussing the stimulus, AP photo Are your students concerned about the economy? Congress has a bill to help the American economy recover, but the details are maddening.
QUESTIONS
Now that the recovery bill has passed what is a creative way to use the stimulus data in the classroom?
How does this stimulus plan compare to FDR's New Deal? What was the reaction to the New Deal when it was proposed?
What is the stimulus package going to do for the schools specifically?
Should my students be saving money now?
What has been the national debt in the past? Do you have suggestions to follow the deficit and spending over time?
Where should students go to get accurate information about the stimulus money?
Why not let the market's regulate themselves?
How do I teach about the protectionist clauses in the bill?
Cathy Fraser of Atlon, New Hampshire asks:
Are we in the current economic situation because companies, banks, and individuals incurred debt from which they could not possibly recover? Should my students be saving money now? How much is the right percent to save? How can I teach this?
ANSWERS
Bruce Damasio responds:
Bruce Damasio responds:Time magazine had a wonderful article on the paradox of thrift in the February 23 issue (www.time.com/curiouscapatalist ) that may be of help to you on the issue of saving and spending you raise. As to part one of your question, you named the participants accurately, the discussion in the past as now is how much each of them are to blame for this state of the economy. No consensus exists to whom is truly to blame but the blame is shared by all. I tell my class we live in a microwave society and economy of expectations ( I want it NOW ) but reality and the real economy is a crockpot society in that it takes many things to make it work and it works over time slowly.
Peggy Pelt responds:
Peggy Pelt responds:

The housing industry is a major contributor. Many subscribed to the myth that housing values cannot decrease. Standards for making housing loans became laxer. The resulting housing boom created a big demand. When the housing "bust" occurred the demand for houses and their value decreased. People could not sell the houses for what they paid - much less for a profit. The resulting lay-offs in the construction industry combined with the losses reported by financial institutions caused consumers to become nervous about spending, especially on major items such as vehicles. The result is something of a domino effect.

Regarding saving - there is an economic concept called the "paradox of thrift." When people save money it comes at the expense of spending. It increases the likelihood the person will lose his job, have to spend the saved money, and, therefore, will end up with less money in savings rather than more -- hence, the "paradox of thrift."

The reality is that people are more inclined to try to save when they fear the loss of their income - it's a natural "self-protection" strategy. Financial advisers often advise people to have savings equal to six - twelve months of income.

David Tucker Responds:
David Tucker Responds:

The official line from government economic gurus is that part of the problem right now is the decline in consumer spending. Personally, it's all a matter of philosophy. If you believe that the economy will be "fixed" whenever consumer spending picks back up, then saving may be a bad piece of advice for students and adults. However, I argue that until capital that is seized up in unsold real estate starts to correct it, this recession will continue for a long time. In other words, I always advise my students to save as much as possible. Let the adults solve their own problems; lets help raise a generation of fiscally responsible young people. Ten percent is always a safe and feasible amount.

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