Worth It Financial

Grades 6–8

Middle school

In Georgia this travels the world. In 6th grade (Latin America, Canada, Europe, Australia) and 7th grade (Africa, Southwest Asia, Southern & Eastern Asia), students compare economic systems, trade, and growth factors region by region, then close with personal money management. 8th grade brings it home to Georgia: transportation systems, Georgia-based business, and personal finance.

3 grade sets · 26 standards · free to use in a classroom

6th Grade SS6E1–13

Latin America & the Caribbean • Canada • Europe • Australia, economic systems, trade, growth, plus money management.

Downloads & quiz 5 quick-check questions

Teacher notes
Minnesota’s middle-grades economics supplies clean, region-agnostic anchors you can reuse for every region: 8.2.8.1 (characteristics and goals of traditional, command, mixed, and market economies), 8.2.11.1 (the factors behind real GDP growth and differing standards of living), and 7.2.12.1 (which groups win and which lose from a specific trade policy, sharper than merely listing barrier types). Tennessee E.05 frames every system by the three questions. For SS6E13, New Jersey is the national leader: state law requires financial literacy in every middle grade, and its 9.1.8 band (budgets by life stage, credit vs. debit) shows the depth to aim for.
  • Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  • Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
  • Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil.
In plain words
Every country answers three questions: what to produce, how, and for whom. Cuba leans command (government decides); Mexico and Brazil are mixed economies leaning market.
How top states teach it
MN8.2.8.1: Identify characteristics AND goals of traditional, command, mixed, and market economies.
TNE.05: Frame every system by the three questions: what to produce, how, and for whom.
MN8.2.7.1: The analytical step beyond description: evaluate the impact of different systems on socioeconomic development.
  • Explain how specialization encourages trade between countries.
  • Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.
  • Explain why international trade requires a system for exchanging currencies between nations.
  • Explain the functions of the United States-Mexico-Canada Agreement (USMCA).
In plain words
Countries specialize in what they do best and trade for the rest. Tariffs (taxes), quotas (limits), and embargoes (bans) block trade; USMCA reduces barriers between the U.S., Mexico, and Canada.
How top states teach it
TNE.45, E.47: Benefits of trade plus causes and consequences of quotas, tariffs, and subsidies for both consumers and producers.
MN7.2.12.1: A sharper question than listing barrier types: which groups benefit and which are hurt by a specific trade policy?
  • Evaluate how literacy rates affect the standard of living.
  • Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  • Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).
  • Describe the role of natural resources in a country's economy.
  • Describe the role of entrepreneurship.
In plain words
Five growth ingredients: literacy, human capital (educated workers), capital goods (factories & tech), natural resources, and entrepreneurship. More investment in these → higher GDP per capita.
How top states teach it
MN8.2.11.1: Identify the factors behind real GDP growth and the different standards of living across and within nations.
VAEPF.2g: Investment in human capital, capital goods, and technology improves productivity.
  • Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  • Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
  • Describe the economic system of Canada.
In plain words
Canada is a mixed economy that leans strongly toward the market side of the continuum.
How top states teach it
MN8.2.8.1: Identify characteristics AND goals of traditional, command, mixed, and market economies.
TNE.05: Frame every system by the three questions: what to produce, how, and for whom.
MN8.2.7.1: The analytical step beyond description: evaluate the impact of different systems on socioeconomic development.
  • Explain how specialization encourages trade between countries.
  • Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.
  • Explain why international trade requires a system for exchanging currencies between nations.
  • Explain the functions of the United States-Mexico-Canada Agreement (USMCA).
In plain words
Same trade toolkit, applied to Canada, one of America's biggest trading partners, linked to us through USMCA.
How top states teach it
TNE.45, E.47: Benefits of trade plus causes and consequences of quotas, tariffs, and subsidies for both consumers and producers.
MN7.2.12.1: A sharper question than listing barrier types: which groups benefit and which are hurt by a specific trade policy?
  • Evaluate how literacy rates affect the standard of living.
  • Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  • Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).
  • Describe the role of natural resources in a country's economy.
  • Describe the role of entrepreneurship.
In plain words
Canada checks nearly every growth box: high literacy, strong investment in people and machines, and huge natural resources.
How top states teach it
MN8.2.11.1: Identify the factors behind real GDP growth and the different standards of living across and within nations.
VAEPF.2g: Investment in human capital, capital goods, and technology improves productivity.
  • Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  • Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
  • Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.
In plain words
The UK and Germany are market-leaning mixed economies; Russia sits closer to the command side with heavy government involvement.
How top states teach it
MN8.2.8.1: Identify characteristics AND goals of traditional, command, mixed, and market economies.
TNE.05: Frame every system by the three questions: what to produce, how, and for whom.
MN8.2.7.1: The analytical step beyond description: evaluate the impact of different systems on socioeconomic development.
  • Explain how specialization encourages trade between countries.
  • Compare and contrast different types of trade barriers such as tariffs, quotas, and embargoes.
  • Explain why international trade requires a system for exchanging currencies between nations.
  • Describe the purpose of the European Union and the relationship between member nations.
In plain words
The European Union lets member nations trade freely, and many share one currency (the euro), no exchanging money at every border.
How top states teach it
TNE.45, E.47: Benefits of trade plus causes and consequences of quotas, tariffs, and subsidies for both consumers and producers.
MN7.2.12.1: A sharper question than listing barrier types: which groups benefit and which are hurt by a specific trade policy?
  • Evaluate how literacy rates affect the standard of living.
  • Explain the relationship between investment in human capital goods (education and training) and gross domestic product (GDP per capita).
  • Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP per capita).
  • Describe the role of natural resources in a country's economy.
  • Describe the role of entrepreneurship.
In plain words
Compare the same five growth factors across the UK, Germany, and Russia, and notice Russia's reliance on natural resources like oil and gas.
How top states teach it
MN8.2.11.1: Identify the factors behind real GDP growth and the different standards of living across and within nations.
VAEPF.2g: Investment in human capital, capital goods, and technology improves productivity.
  • Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  • Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
  • Describe the economic system used in Australia.
In plain words
Australia is another strongly market-leaning mixed economy.
How top states teach it
MN8.2.8.1: Identify characteristics AND goals of traditional, command, mixed, and market economies.
TNE.05: Frame every system by the three questions: what to produce, how, and for whom.
MN8.2.7.1: The analytical step beyond description: evaluate the impact of different systems on socioeconomic development.
  • Explain how specialization makes trade possible between countries.
  • Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.
  • Explain why international trade requires a system for exchanging currency between nations.
In plain words
Australia specializes in minerals and agriculture and trades heavily with Asia, currency exchange makes it possible.
How top states teach it
TNE.45, E.47: Benefits of trade plus causes and consequences of quotas, tariffs, and subsidies for both consumers and producers.
MN7.2.12.1: A sharper question than listing barrier types: which groups benefit and which are hurt by a specific trade policy?
  • Evaluate how literacy rates affect the standard of living.
  • Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  • Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).
  • Describe the role of natural resources in a country's economy.
  • Describe the role of entrepreneurship.
In plain words
Australia's high literacy, capital investment, and rich natural resources add up to a high standard of living.
How top states teach it
MN8.2.11.1: Identify the factors behind real GDP growth and the different standards of living across and within nations.
VAEPF.2g: Investment in human capital, capital goods, and technology improves productivity.
  • Understand that income is received from work and is limited.
  • Understand that a budget is a tool to plan the spending and saving of income.
  • Understand the reasons and benefits of saving.
  • Understand the uses and costs of credit.
In plain words
Live within your income: earn it by working, plan it with a budget, save some of it, and be careful with credit, borrowing costs extra.
How top states teach it
NJ18A:35-4.34: New Jersey requires financial literacy instruction in every middle grade by statute, budgeting, savings, credit, debt, insurance, and investment.
NJ9.1.8.PB.4: Construct a savings and spending plan for different life stages: teenager, young adult, family.

7th Grade SS7E1–10

Africa • Southwest Asia (Middle East) • Southern & Eastern Asia, systems, trade, growth, plus money management.

Downloads & quiz 5 quick-check questions

Teacher notes
Reuse the Minnesota anchors (8.2.8.1 systems, 8.2.11.1 growth factors, 7.2.12.1 trade winners and losers) region by region. Minnesota 7.2.9.1 adds a layer that fits this course well: different groups and cultures may prioritize different values when facing the same alternatives. Tennessee E.50 closes trade units with an evaluative debate, the arguments for and against free trade. For SS7E10, lean again on New Jersey’s required grades 6–8 personal finance band: self-regulation and impulse buying, deceptive advertising, and savings plans across life stages.
  • Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  • Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
  • Compare and contrast the economic systems in South Africa, Nigeria, and Kenya.
In plain words
South Africa, Nigeria, and Kenya are all mixed economies, compare where each sits between market and command.
How top states teach it
MN8.2.8.1: Identify characteristics AND goals of traditional, command, mixed, and market economies.
TNE.05: Frame every system by the three questions: what to produce, how, and for whom.
MN8.2.7.1: The analytical step beyond description: evaluate the impact of different systems on socioeconomic development.
  • Explain how specialization encourages trade between countries.
  • Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.
  • Explain why international trade requires a system for exchanging currencies between nations.
In plain words
African nations specialize (oil, minerals, agriculture) and trade globally, with tariffs, quotas, embargoes, and currency exchange all in play.
How top states teach it
TNE.45, E.47: Benefits of trade plus causes and consequences of quotas, tariffs, and subsidies for both consumers and producers.
MN7.2.12.1: A sharper question than listing barrier types: which groups benefit and which are hurt by a specific trade policy?
  • Evaluate how literacy rates affect the standard of living.
  • Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  • Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).
  • Explain how the distribution of natural resources affects the economic development of Africa.
  • Describe the role of entrepreneurship.
In plain words
Growth factors again, with a twist: Africa's natural resources are unevenly distributed, which shapes which economies develop and how.
How top states teach it
MN8.2.11.1: Identify the factors behind real GDP growth and the different standards of living across and within nations.
VAEPF.2g: Investment in human capital, capital goods, and technology improves productivity.
  • Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  • Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
  • Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.
In plain words
Israel, Saudi Arabia, and Turkey mix markets and government control in different amounts, Saudi Arabia's oil industry is heavily state-run.
How top states teach it
MN8.2.8.1: Identify characteristics AND goals of traditional, command, mixed, and market economies.
TNE.05: Frame every system by the three questions: what to produce, how, and for whom.
MN8.2.7.1: The analytical step beyond description: evaluate the impact of different systems on socioeconomic development.
  • Explain how specialization encourages trade between countries.
  • Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.
  • Explain why international trade requires a system for exchanging currencies between nations.
  • Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC).
In plain words
The Middle East's big specialization is oil. OPEC is a group of oil-exporting nations that coordinates production to influence world oil prices.
How top states teach it
TNE.45, E.47: Benefits of trade plus causes and consequences of quotas, tariffs, and subsidies for both consumers and producers.
MN7.2.12.1: A sharper question than listing barrier types: which groups benefit and which are hurt by a specific trade policy?
  • Evaluate how literacy rates affect the standard of living.
  • Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  • Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).
  • Explain how the distribution of oil has affected the development of Southwest Asia (Middle East).
  • Describe the role of entrepreneurship.
In plain words
Oil wealth transformed some Middle Eastern economies but not others, compare that with Israel's tech-driven, human-capital-heavy growth.
How top states teach it
MN8.2.11.1: Identify the factors behind real GDP growth and the different standards of living across and within nations.
VAEPF.2g: Investment in human capital, capital goods, and technology improves productivity.
  • Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  • Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
  • Compare and contrast the economic systems in China, India, Japan, North Korea, and South Korea.
In plain words
The ultimate comparison: North Korea (command) vs. South Korea (market), same peninsula, wildly different outcomes. China, India, and Japan each mix differently.
How top states teach it
MN8.2.8.1: Identify characteristics AND goals of traditional, command, mixed, and market economies.
TNE.05: Frame every system by the three questions: what to produce, how, and for whom.
MN8.2.7.1: The analytical step beyond description: evaluate the impact of different systems on socioeconomic development.
  • Explain how specialization encourages trade between countries.
  • Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.
  • Explain why international trade requires a system for exchanging currencies between nations.
In plain words
Asia is a manufacturing and trade powerhouse, specialization, barriers, and currency exchange shape it all.
How top states teach it
TNE.45, E.47: Benefits of trade plus causes and consequences of quotas, tariffs, and subsidies for both consumers and producers.
MN7.2.12.1: A sharper question than listing barrier types: which groups benefit and which are hurt by a specific trade policy?
  • Evaluate how literacy rates affect the standard of living.
  • Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  • Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).
  • Describe the role of natural resources in a country's economy.
  • Describe the role of entrepreneurship.
In plain words
Japan and South Korea grew rich with few natural resources by investing in people and technology, proof that human capital can outweigh raw materials.
How top states teach it
MN8.2.11.1: Identify the factors behind real GDP growth and the different standards of living across and within nations.
VAEPF.2g: Investment in human capital, capital goods, and technology improves productivity.
  • Understand that income is received from work and is limited.
  • Understand that a budget is a tool to plan the spending and saving of income.
  • Understand the reasons and benefits of saving.
  • Understand the uses and costs of credit.
In plain words
Same money rule as 6th grade, one year wiser: income is limited, budgets are the plan, saving pays off, and credit has costs.
How top states teach it
NJ18A:35-4.34: New Jersey requires financial literacy instruction in every middle grade by statute, budgeting, savings, credit, debt, insurance, and investment.
NJ9.1.8.PB.4: Construct a savings and spending plan for different life stages: teenager, young adult, family.

8th Grade, Georgia Studies SS8E1–3

Georgia's transportation systems, Georgia-based businesses, and personal money management.

Downloads & quiz 4 quick-check questions

Teacher notes
For a state-economy unit, borrow Massachusetts’ inquiry frame (4.T4a.4): students research how physical features, natural resources, and transportation shaped settlement patterns, urban growth, industries, and trade, then apply the same inquiry to their own state. Minnesota 7.2.10.1 treats entrepreneurship with nuance: profit motivates innovation and can also produce negative outcomes, a stronger discussion than incentive-only framing, while MN 6.2.12.1 asks why companies relocate production. For SS8E3, New Jersey’s middle-school financial literacy statutes and 9.1.8 standards supply budgets, credit terminology, and loan-cost comparisons.
  • Evaluate the ways in which the Interstate Highway System, Hartsfield-Jackson International Airport, deepwater ports, and railroads interact to support the exchange of goods and services domestically and internationally.
  • Explain how the four transportation systems provide jobs for Georgians.
In plain words
Georgia is a logistics superpower: interstates, Hartsfield-Jackson airport, the deepwater ports of Savannah and Brunswick, and railroads all work together, moving goods and creating jobs.
How top states teach it
MA4.T4a.4: Inquiry frame: research how physical features, natural resources, and transportation shaped settlement patterns, urban growth, industries, and trade.
MN6.2.12.1: Why do companies move production to other states or countries?, connects infrastructure to business location decisions.
  • Describe how profit is an incentive for entrepreneurs.
  • Explain how entrepreneurs take risks to develop new goods and services to start a business.
  • Evaluate the economic impact of various industries in Georgia including agricultural, entertainment, manufacturing, service, and technology.
In plain words
Profit motivates entrepreneurs to take risks, and Georgia's economy thrives on the results, from agriculture and film production to manufacturing, services, and tech.
How top states teach it
MN7.2.10.1: Profit as incentive, with honest treatment of cases where the profit motive produces harms.
TNE.17: Profit is the incentive for entrepreneurs to accept the risks of business failure.
  • Explain that income is the starting point for personal financial management.
  • Describe the reasons for and the benefits of a household budget.
  • Describe the reasons for and the benefits of savings.
  • Describe the uses of debt and associated risks.
In plain words
Money management starts with income, gets organized with a budget, grows with savings, and gets risky with debt, know the difference before high school econ.
How top states teach it
NJ9.1.8.CDM.2: Credit terminology across cards, installment loans, mortgages, and lines of credit, with interest-rate comparisons and calculations.
NJ9.1.8.PB.1–2: Predict future expenses and explain how changing circumstances affect a personal budget.