Experiences prior to, during, and after a field trip to a museum can teach many basic economic concepts.

Environmental and human resources have made it possible for museums to make unique contributions to the world. Research can be done to learn what museums have provided. Information about production may be obtained from narrative material, charts, graphs, tables, maps, interviews, and personal experiences.

The production of goods cannot take place without the services of public and private individuals, groups, and situations. Taxes are levied to support formal and informal educational ventures for children and adults, health care, transportation, recreation, safety, governing bodies, and aesthetic improvements.

Contributions of interested citizens and the source of taxes and distribution of money for services can be researched. Information can be obtained from resource persons or on field trips. Role playing and simulations can result from research done.

The well being of one group in a community affects that of other groups. A healthy economy results when money earned is again spent in the same region.

When greed takes over some experience a marginal existence; welfare and subsidy costs rise. Diagrams, flow charts, and maps can be used to record information gained about the exchange of money in the community where the museum is located. Information for such visuals can be obtained from resource persons on a field trip.

People in museums have learned how dependent they are on others. Students can create visual webs of interdependence. Influential individuals and groups can be identified as children learn from resource people and places. Coding or special coloring can be used to indicate where positive and negative uses of power exist. Children can place themselves on the "visual web" and learn how they are not expected to solve all problems but rather be good citizens by fulfilling their roles in the web. One of the major roles of young people involves learning scientific as well as social science concepts. When issues arise concerning preservation or resources or artifacts, they will be equipped to become part of a consortium of public, private, and institutional owners who know a museum's potential as well as its problems.

As desires for goods and services increase worldwide the museum will continue to be a source of needed information for many. Education, transportation, and communication have created global awareness of the potential for a "good" life. There is a global rising tide of expectations which is moving closer and closer to those regions which have resources. Those with power and influence have in previous times taken resources from those who have not had the knowledge or technology to develop their own. Now the "have nots" want to share the benefits which have resulted from the goods and services they have provided. Abundant resources have become scarce and global awareness of the scarcity promotes conflict. The resources of the museum by many.

Philosophers and practical individuals seek ways to replace scarce items. Hard times result when scarcity, real or imagined, exists. Field trips and resource persons can help children understand scarcity. Organizations concerned with preservation, wise management, and use of resources can be contacted for information.

Wise or unwise consumption of goods is affected by attitudes and values. Historical references to joys and hardships can be compared to current life experiences. Taking a field trip can give concrete meaning to literature used in the reading program.

Values of plants and animals in the ecosystem and the intricate balance of life can be used to develop an appreciation of our heritage. Rocks, minerals, soil, and water can be examined. The value of rich soil and water can be discussed.

Charts can be made of changes which have taken place. Values related to changes observed can be discussed. Past and current rates of use and consumption can be compared.

The economic well being of an area can be determined by the existing market. It can be altered through governmental intervention. Children can learn about the market economy by researching the price of rare items from special places.

Changes in prices of items can be examined. Causes for these changes can be identified as children listen to resource people. How has the market affected the economy?

Field trips to museums can help children note the various tasks done by individuals. Occupations available in a museum can be identified. Resource people can provide information about their careers.

After examining the need for goods and services, production and consumption, students can learn about historic and present ways in which people have advertised what they have to offer. Library research as well as field trips can be used to identify visual and auditory avenues for sharing information.

Maps, graphs, and charts can be used to record information about goods and services. Transportation and communication routes which enhance exchange can be experienced or followed on field trips. Acceptable protocol for making exchanges at museum gift shops can be learned. Role playing as well as actual exchange of goods and services can take place.