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75Strong is a statewide program funded by the AEDC to advance entrepreneurship & small business development in Arkansas.

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Young Entrepreneur Institute | Helping Teachers, Students and Youth in Northeast Ohio and Beyond

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The tangible and intangible lessons of entrepreneurship are at the core of our work and we believe are key to helping students navigate the challenges and opportunities that life presents. Wherever our children's paths may lead, the entrepreneurial experience prepares them to make the most of their lives.

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All children should understand and experience entrepreneurship. Young Entrepreneur Institute is focused on impacting as many students as possible by collaborating with the education community and sharing best-in-class knowledge, experience and expertise.

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Money Monsters Start their Own Business PDF Book

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Money Monsters Start their Own Business PDF Book

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Students read a book about starting a business and then play a game to explore things that can happen when you run a business.

Big idea

Understanding some of the things that can happen when you run your own business can help you think about whether you'd like to be an entrepreneur.

Essential questions

What are some helpful and challenging things that can happen when you run your own business?

Is being an entrepreneur right for me?

Objectives

Explore some helpful and challenging things that can happen when you run your own business

Reflect on whether entrepreneurship is right for you

What students will do

Read the Money Monsters Start Their Own Business chapter book. (You will need a book reader app to open ePub files).

Play a game that explores some of the ups and downs of running a business.

Reflect on whether entrepreneurship is right for them.

Explore related resources

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Playing a business game | Consumer Financial Protection Bureau

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In economics, factors of production are the resources that people use to produce goods and services; they are the building blocks of the economy. Economists divide factors of production into four categories: land, labor, capital and entrepreneurship.

This video explains the four factors of production, describes the payment each earns, and includes a short video quiz-game-show style.

To provide students with online questions following each video, register your class through the Econ Lowdown Teacher Portal.

Transcript

The factors of production are resources that are the building blocks of the economy. They are what people use to produce goods and services. Economists divide the factors of production into four categories, land, labor, capital, and entrepreneurship.

The first factor of production is land, but this includes any natural resource used to produce goods and services. This includes not just land, but anything that comes from the land. Some common land or natural resources are water, oil, copper, natural gas, coal, and forests. Land resources are the raw materials in the production process. These resources can be renewable, such as forests, or non-renewable, such as oil or natural gas. The income that resource owners earn in return for land resources is called rent.

The second factor of production is labor. Labor is the effort that people contribute to the production of goods and services. Labor is the effort that people contribute to the production of goods and services. Labor resources include the work done by the waiter who brings your food at a local restaurant, as well as the engineer who designed the bus that transports you to school. It includes an artist's creation of a painting, as well as the work of the pilot flying the airplane overhead. If you have ever been paid for a job, you have contributed labor resources to the production of goods or services. The income earned by labor resource is called wages and is the largest source of income for most people.

The third factor of production is capital. Think of capital as the machinery, tools, and buildings humans use to produce goods and services. Some common examples of capital include hammers, forklifts, conveyor belts, computers, and delivery vans. Capital differs based on the worker and the type of work being done. For example, a doctor may use a stethoscope and an examination room to provide medical services. Your teacher may use textbooks, desks, and a whiteboard to produce education services. The income earned by owners of capital resources is interest.

The fourth factor of production is entrepreneurship. An entrepreneur is a person who combines the other factors of production, land, labor, and capital, to earn a profit. The most successful entrepreneurs are innovators who find new ways to produce goods and services, or who develop new goods and services to bring to market. Without the entrepreneur combining land, labor, and capital in new ways, many of the innovations we see around us would not exist. Think of the entrepreneurship of Henry Ford or Bill Gates. Entrepreneurs are a vital engine of economic growth, helping to build some of the largest firms in the world, as well as some of the small businesses in your neighborhood. Entrepreneurs thrive in economies where they have the freedom to start businesses and buy resources freely. The payment to entrepreneurship is profit.

You will notice that I did not include money as a factor of production. You might ask, isn't money a type of capital? Money is not capital as economists define capital because it is not a productive resource. While money can be used to buy capital, it is the capital good, things such as machinery and tools, that is used to produce goods and services. When was the last time you saw a carpenter pounding a nail with a $20 bill, or a warehouse foreman lifting a pallet with a $50 bill? Money merely facilitates trade, but it is not in itself a productive resource. Remember, goods and services are scarce because the factors of production used to produce them are scarce. In case you have forgotten, scarcity is described as limited quantities of resources to meet unlimited wants. Consider a pair of denim blue jeans. The denim is made of cotton, grown on the land. The land and water used to grow the cotton is limited and could have been used to grow a variety of different crops. The workers who cut and sew the denim in the factory are limited labor resources who could have been producing other goods or services in the economy. The machines and the factory used to produce the jeans are limited capital resources that could have been used to produce other goods. This scarcity of resources means that producing some goods and services leaves other goods and services unproduced.

It is time to test your knowledge with a little game I like to call Name That Resource. I will say the name of an item and you will identify it as one of the four possible resources that form the factors of production land, labor, capital, or entrepreneurship.

Land

Forklift

Capital

Factory

Capital

Oil

Land

Walt Disney

Entrepreneur

It's time to wrap things up, but before we go, always remember that the four factors of production land, labor, capital, and entrepreneurship are scarce resources that form the building blocks of the economy.

If you have difficulty accessing this content due to a disability, please contact us at 314-444-4662 or economiceducation@stls.frb.org.

More Episodes

Find More Economics and Personal Finance Resources

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Factors of Production - The Economic Lowdown Video Series

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This video explains the four factors of production, describes the payment each earns, and includes a short video quiz-game-show style.

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How Does the Gig Economy Support Entrepreneurship

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How Does the Gig Economy Support Entrepreneurship

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Entrepreneurs take risks to develop new products and start new businesses. In the early phases of starting a business, when an entrepreneur's income is sometimes lacking or unstable, the gig economy offers opportunities to supplement and smooth income. This Page One Economics® essay discusses this relationship, including some interesting research on the topic.

Teachers: Preview the Reading Q&A in our Econ Lowdown Teacher Portal. Log in or create an account to find the teacher edition (including an answer key) for this issue; to assign an online version of the student materials; and to collect student scores on the questions.

Keep your students in the know on timely economic issues with Page One Economics®. It provides a simple overview of a current economic event that offers students an opportunity to use close reading strategies. The Teacher's Guide includes student questions and a teacher answer key, plus additional resources and lesson ideas for classroom, extra credit, or make-up assignments. You can subscribe via RSS feed or email.

If you have difficulty accessing this content due to a disability, please contact us at 314-444-8624 or economiceducation@stls.frb.org.

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How Does the Gig Economy Support Entrepreneurship?

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This issue looks at the relationship between entrepreneurship and the gig economy.

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How One Small Loan Makes a Big Difference

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How One Small Loan Makes a Big Difference

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Many of our student competitions are aligned in part with one or more of the Arkansas Department of Education's Career and Technical Education (CTE) Pathway courses and certain Career and Technical Student Organizations events. Look for the CTE logo below and click on the competition's title to learn more.

Grades 9-12

Do you have students who have an entrepreneurial mindset? Consider introducing them to the $10 Challenge. Students take $10 of their own money and launch a new business venture. Competing students submit a form tracking their finances throughout the competition. Winning students, and their teachers, receive cash prizes, certificates, and medallions.

All submissions are due by Friday, April 5, 2024

Grades 9-12

The Arkansas Economics Challenge is a state-level competition for high school students consisting of three components: a testing portion, a writing submission, and team presentations. Competing students display their knowledge of micro and macroeconomics as well as the global economy. Teachers can register teams of 3-4 students who will compete against other teams from around the state. Winning teams receive cash prizes up to $500, scholarships, and the chance to move on to the later stages of the National Economics Challenge.

2024 Competition: Tuesday, March 12, 2024 (tentative)

Grades 9-12

During the Arkansas Personal Finance Challenge, teams of 3-4 students review a fictitious case study of a family's financial situation, then collaborate and prepare a PowerPoint presentation of suggestions for the family. The top 3 finalists present their ideas to a panel of expert judges. Winning teams receive prize money, certificates, and medallions.

The first-place winning team will advance to the National Personal Finance Challenge which will be hosted in June 2024. Economics Arkansas will provide the 1st place team with $1,500 towards travel expenses to the competition. The National Personal Finance Challenge will provide rooms, meals and transportation to and from the event.

Register here.

Wednesday, April 10, 2024

Grades 4-5

Econ Games is a competitive event for elementary students consisting of three fast-paced rounds. Student teams apply their knowledge of economics and personal finance by creating and participating in an assembly line, taking a critical thinking test, and developing and presenting an idea that solves a real-world problem. Winning teams are selected by a panel of judges made up of local community leaders.

Grades K-8

We have heard the expression "a picture paints a thousand words." K-8 students are challenged to picture economics by illustrating their understanding of its concepts. Students (and their teachers) with the most creative pieces are awarded prize money with student artwork featured on various social media outlets.

All submissions are due by Friday, December 8, 2023

Grades 8-12

Many are familiar with pitch competitions. This competition gives students a real-world application to classroom lessons as they pitch a new business idea before a panel of judges. Winning students receive cash prizes, certificates, and medallions.

All submissions are due by Friday, April 5, 2024

Grades 4-12, College, Teacher

The Stock Market Game™ is a national program of the SIFMA Foundation that allows students and teachers the opportunity to invest a virtual $100,000 in stocks, bonds, and mutual funds over a semester or year-long session. Arkansas is divided into six regions and three divisions: Elementary (4-6th), Middle School (7-9th), and High School (10-12th). College and teacher divisions are statewide competitions.

2023-24 Dates

Fall 2023: September 11 - December 8, 2023

Spring 2024: January 8 - April 5, 2024

Yearlong: September 5, 2023 - April 12, 2024

Grades 5-8

The Youth Entrepreneurship Showcase (Y.E.S.) is a business pitch competition for Arkansas 5th-8th grade students presented in partnership with Arkansas Capital Corporation. Y.E.S. gives students an opportunity to show their creative, critical thinking, and teamwork skills.

All submissions are due by November 6, 2023

© Economics Arkansas 2023

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Economics Arkansas | Student Competitions

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Economics Arkansas facilitates a number of economic and personal finance competitions throughout the year for Arkansas students in grades k through 12.

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In this personal finance lesson, students explore entrepreneurship by earning money and advertising their business. Learners are given advice on how they can earn extra money by becoming an entrepreneur.

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Teach your students about the benefits of being an entrepreneur. In this video a young woman starts her own business cleaning garages and does so well that she is able to expand her business. CEE's Entrepreneurship Economics publication introduces students to entrepreneurship through a resource market simulation, which demonstrates how entrepreneurship promotes economic activity and benefits society.

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Why Schools Should Teach Entrepreneurship

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Why Schools Should Teach Entrepreneurship

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Why Schools Should Teach Entrepreneurship | Entrepreneur

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That’s where the jobs are for the next generation -- and probably multiple generations after that.

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Why Entrepreneurs are Important for the Economy

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Why Entrepreneurs are Important for the Economy

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Entrepreneurs are frequently thought of as national assets to be cultivated, motivated and remunerated to the greatest possible extent. Entrepreneurs can change the way we live and work. If successful, their innovations may improve our standard of living, and in addition to creating wealth with their entrepreneurial ventures, they also create jobs and the conditions for a prosperous society.

Entrepreneurs Create New Businesses

Trailblazing offerings by entrepreneurs, in the form of new goods and services, can produce a cascading effect by stimulating related businesses or sectors supporting the new venture, furthering economic development.

For example, a few IT companies founded the Indian IT industry in the 1990s as a backend programmers' hub. Soon the industry gathered pace in its own programmers' domain. But more importantly, millions from other sectors benefited from it. (For more, see: Top Indian Billionaires And How They Made Their Money.)

Businesses in associated industries, like call center operations, network maintenance companies and hardware providers, flourished. Education and training institutes nurtured a new class of IT workers who were offered better, high-paying jobs. Infrastructure development organizations and even real estate companies capitalized on this growth as workers migrated to employment hubs seeking better lives.

Similarly, future development efforts in underdeveloped countries will require robust logistics support, capital investment from buildings to paper clips, and a qualified workforce. From the highly qualified programmer to the construction worker, the entrepreneur benefits a large part of the economy.

Entrepreneurs Add to National Income

Entrepreneurial ventures generate new wealth. Existing businesses may remain confined to the scope of existing markets and may hit the glass ceiling in terms of income. New and improved products, services or technology from entrepreneurs enable new markets to be developed and new wealth to be created.

Additionally, increased employment and higher earnings contribute to better national income in the form of higher tax revenue and higher government spending. This revenue can be used by the government to invest in other, struggling sectors and human capital.

Although it may make a few existing players redundant, the government can soften the blow by redirecting surplus wealth to retrain workers.

Entrepreneurs Create Social Change

Through their unique offerings of new goods and services, entrepreneurs break away from tradition and indirectly support freedom by reducing dependence on obsolete systems and technologies. This results in an improved quality of life, improved morale and greater economic freedom.

For example, the water supply in a water-scarce region will, at times, force people to stop working to collect water. This will impact their business, productivity and income. Imagine an innovative, automatic, low-cost, flow-based pump that can fill people's water containers automatically. This type of innovation ensures people are able to focus on their jobs without worrying about a basic necessity like water. More time to devote to work translates to economic growth.

For a more contemporary example, smartphones and apps have revolutionized work and play across the globe. Smartphones are not exclusive to wealthy countries or people either. As the growth of China's smartphone market and its smartphone industry shows, technological entrepreneurship will have profound, long-lasting impacts on the entire human race.

Moreover, the globalization of technology means entrepreneurs in lesser-developed countries have access to the same tools as their counterparts in richer countries. They also have the advantage of a lower cost of living, so a young entrepreneur from an underdeveloped country can take on the might of a multi-million-dollar existing product from a developed country.

Community Development

Entrepreneurs regularly nurture ventures by other like-minded individuals. They also invest in community projects and provide financial support to local charities. This enables further development beyond their own ventures. Some famous entrepreneurs, like Bill Gates, have used their money to finance good causes, from education to public health. The qualities that make one an entrepreneur are the same qualities that motivate entrepreneurs to pay it forward.

The Other Side of Entrepreneurs

Are there any drawbacks to cultivating entrepreneurs and entrepreneurship? Is there a limit to the number of entrepreneurs a society can hold?

Italy may provide an example of a place where high levels of self-employment have proved to be inefficient for economic development. Research reveals that Italy has in the past experienced large negative impacts on the growth of its economy because of self-employment. There may be truth in the old saying, "too many chefs and not enough cooks spoil the soup."

The Role of Government

Regulation plays a crucial role in nurturing entrepreneurship and requires a fine balancing act on the part of the regulating authority. Unregulated entrepreneurship may lead to unwanted social outcomes including unfair market practices, pervasive corruption, financial crisis and even criminal activity.

Findings from United Nations University also indicate the possible implications of "over-nurturing" entrepreneurship. European economist Wim Naudé argues that "while entrepreneurship may raise economic growth and material welfare, it may not always result in improvements in non-material welfare (or happiness). Promotion of happiness is increasingly seen as an essential goal. "

Paradoxically, a significantly high number of entrepreneurs may lead to fierce competition and loss of career choices for individuals. With too many entrepreneurs, levels of aspirations usually rise. Owning to the variability of success in entrepreneurial ventures, the scenario of having too many entrepreneurs may also lead to income inequality, making citizens more, not less, unhappy.

The Bottom Line

The interesting interaction of entrepreneurship and economic development holds important inferences for policy makers, development institutes, business owners, change agents and charitable donors. If we understand the benefits and drawbacks, a balanced approach to nurturing entrepreneurship can result in a positive impact on economy and society.

(For more, see: M illionaires Who Gave it All Away, Starting A Small Business In Tough Economic Times.)

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Why Entrepreneurs Are Important for the Economy

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Entrepreneurs are frequently thought of as national assets to be cultivated, motivated and remunerated to the greatest possible extent. Entrepreneurs can change the way we live and work. If successful, their innovations may improve our standard of living, and in addition to creating wealth with their entrepreneurial ventures, they also create jobs and the conditions for a prosperous society.

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What Does it Mean to Be an Entrepreneur?

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What Does it Mean to Be an Entrepreneur?

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What Does It Mean To Be An Entrepreneur? ~ kids books read aloud

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The metrics underlying America's Entrepreneurial States: Supporting Entrepreneurs to Help Drive the Economy show that when it comes to creating and supporting entrepreneurial ecosystems, the coasts win and the heartland lags. Our country was built on the American Dream. Even today - 245 years later, the opportunity to create something to achieve a better, richer, fuller life regardless of social class or circumstance still resonates, but the challenge of becoming an entrepreneur - and living the American Dream in the heartland is much more challenging than on the coasts.

Supporting entrepreneurs is an essential strategy for growing and diversifying a state's economy. This has always been important but even more so now as we face the realities and ramifications of COVID-19. For economic developers, policymakers, teachers, universities, and even small business owners in states, most especially those lagging in support of entrepreneurs, it will be critical to prepare people, particularly women and those with diverse backgrounds, to pursue and participate in creating a more equitable economy.

Our Entrepreneurial Capacity Index serves as a tool to monitor progress as states build entrepreneurial ecosystems to capture job and economic development opportunities provided by young, dynamic firms.Our previous research provides the foundation for this analysis. We create a composite measure of entrepreneurship at the state level by combining Main Street (percent of total private sector employment) with knowledge-intensive metrics-sometimes referred to as tech focused- (percent of employees with bachelor's degrees or above) at young firms five years of age or less. We isolate the factors most associated with raising these measures of entrepreneurial ecosystems

Key Findings:

The top heartland state in the index is Texas at 14th (thanks to 8th in Main Street entrepreneurship), followed by Illinois at 20th with Minnesota (25th), the only other state among the top 25. Heartland states held 16 of the bottom 20 positions. West Virginia was 50th overall, sparing the heartland last place.

California is first-combining high scores on Main Street (the highest in the index at 13.5 percent) and knowledge-intensive entrepreneurship. California has the second-highest value of early-stage deal flow and is third in the number of deals, both adjusted for population. The Pacific Coastline provides a huge quality of place boost for California.

New York is second overall with the third-highest knowledge intensity and a strong Main Street score. New York was third in share of jobs at firms with at least 1,000 in employment and in early-stage funding. Utah was third overall, second in Main Street entrepreneurship and first in percent of households with a computer (96.3 percent). New Jersey comes in fourth overall, second in knowledge intensity and third in business R&D per capita.

Colorado is fifth (first if you exclude the advantages of a coastline) and is second on the percent of adults with a bachelor's degree or above.

Massachusetts is sixth; but has the highest share of knowledge-intensity with 31.6 percent of employees at young firms with a bachelor's degree or higher and among the adult population (44.5 percent); followed by Nevada at seventh; Florida at eighth; Washington at ninth; and Virginia, tenth.

The time is ripe for heartland states to list entrepreneurship among their priorities. Some people will look for work with a young firm or small business. Policymakers, teachers, investors, entrepreneurs themselves and others will need to step-up to the plate to make the economic and political changes needed to give aspiring entrepreneurs in the heartland the tools and support that will inspire them to live the American Dream.

So what is the solution?
While not simple, there are some immediate actions that could be taken to create a shift.
1) Fund Entrepreneurial Support Organizations

Establishing and providing resources to entrepreneurial support organizations (ESOs) (e.g., chambers of commerce, Vistage, Entrepreneurs Organization, Startup Nation, Business Network International) are essential to create the social capital required for success. Strong relationships among people who live and work together in a community facilitates trust among ecosystem participants. These connections enable collaborations, guiding more substantive and productive exchanges of ideas and information available to new firms (i.e., companies that are less than six years old).

2) Support State Level Entrepreneurial Risk Capital

Venture capital and equity crowdfunding (i.e., raising small amounts of money from a large number of people), can increase entrepreneurial density - defined as the number of people who work at entrepreneurial companies per capita. Organizations like Right to Start have come up with various ways states can support entrepreneurial development including dedicating 5% of government procurement dollars to businesses under 5 years old, updating the State Small Business Credit Incentive to help with business financing, and educating eligible individuals on how to become accredited investors to participate as angel investors.

Also, states should not overlook the $1.9 trillion economic stimulus package signed into law in March 2021. States will need to strategically decide how they should spend those funds and a portion should be dedicated to increasing the generation of new firms. Funding from the Department of Treasury for the State Small Business Credit Initiative is another opportunity.

3) Improve Access to High-speed Internet

High-speed internet availability in the home is more important than ever. As COVID-19 clearly and profoundly demonstrated, you cannot participate in the entrepreneurial economy without high-speed internet. States have utilized a variety of funding options to deploy high-speed internet, including using special designated funds, general funds, or fees from the Universal Service Fund levied on telecommunications companies to offset costs for consumers. More still needs to be done. As the historic amount of funding is flowing to states and communities to increase access, affordability and adoptability, policymakers and state broadband offices need to ensure they are putting funds across their entire community - including a focus on entrepreneurial growth.

4) Invest in Higher Education

The role of universities and a university education remains critical to the entrepreneurial success of states. In addition to producing the highly skilled workforce needed for innovation, universities through their Technology Transfer Office (TTOs) also generate new commercially viable products and processes. While not directly addressed in this analysis, we would be remiss if we didn't point out the opportunity to provide universities with additional funding to better staff and support these efforts. Similarly, we do not directly address immigration in this report, though many immigrants come to the U.S. to study and earn advanced degrees, and many of the country's innovation and entrepreneurial businesses are created by immigrants. States should be proactive to retain these individuals by supporting companies that sponsor J-1 and H-1B Visa holders. States should also utilize apprenticeship and cooperative education models to connect college students with in-state employers, to both provide them with experience that may help keep them focused on degree completion as well as increase the likelihood of those students working in-state following graduation.

5) Teach Entrepreneurial Thinking in K-12

With the extended decline in business startups, young people need to be presented with entrepreneurship as a potential career path. Entrepreneurs are needed not only to perpetuate economic growth, but entrepreneurship also has the potential to create a more just society by giving underprivileged populations the opportunity to build wealth through business ownership.

6) Taking a modernized approach

Over the past year Heartland Forward, Builders + Backers and Accenture have used a new approach to problem solving to stimulate entrepreneurial thinking and action across the heartland. The Community Growth Program and Toolkit (CGPT) leads and supports heartland communities with a transformative approach to problem solving - with an entrepreneurial mindset, creating value for communities and increasing access to capital and resources. This approach allows ideas to be tested through pebble grant funding, solving problems, creating new opportunities and the opportunity for communities to thrive.

ENDNOTES

1) Crews, J., DeVol, R. Florida, R. and Shideler, D. (2020, May) Young Firms and Regional Economic Growth: Knowledge-intensive Entrepreneurs Critical, Heartland Forward. https://heartlandforward.org/wp-content/uploads/2020/05/young-firms_full-report-launch-1.pdf

2) Lai, Y. L. (2021, April 8) Not Everyone Wants to be an Angel - Especially in the Heartland. Heartland Forward. https:// heartlandforward.org/case-study/not-everyone-wants-to-be-an-angel-especially-in-the-heartland/

3) Learn more about Heartland Forward's work to increase access to broadband https://connectingtheheartland.com/

4) J-1 Visas are nonimmigrant visas that allow individuals to work or study for the purpose of "teaching, instructing or lecturing, studying, observing, conducting research, consulting, demonstrating special skills, receiving training or to receive graduate medical education or training."

5) H-1B visas are specifically for individuals that have a specialty occupation.

6) LaRock, J. D. (2021, June) "Investing in the Next Generation of American Entrepreneurs." Testimony to the Committee on Small Business, Subcommittee on Innovation, Entrepreneurship and Workforce Development.

7) Learn more about Heartland Forward's Community Growth Program and Toolkit https://community.heartlandforward.org/

Download the report

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America's Entrepreneurial States: Supporting Entrepreneurs to Help Drive the Economy - Heartland Forward

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Heartland Forward releases new report on entrepreneurship across the country with first-of-its-kind calculator The metrics underlying America's Entrepreneurial States: Supporting Entrepreneurs to Help Drive the Economy show that when it comes to creating and supporting entrepreneurial ecosystems, the coasts win and the heartland lags. Our country was built on the American Dream.

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Icebreakers, Introductions, and Hellos for Teachers, Trainers and Facilitators was written to add excitement and variety to training. Both new icebreakers and variations on timeless classics are included in this guide.

When choosing your icebreaker, be conscious of your group dynamic. It is important that your activity not make anyone feel uncomfortable. No one should be forced to reveal extremely personal information or participate in a stressful environment. And of course, what's personal to some may not be personal to others.

In addition to encouraging interaction, you should tie your icebreaker into the topic to be discussed. Are there any points of your presentations illustrated by the activity? If so, bring them out. If not, you may want to consider choosing a different icebreaker.

At the very least, "pre-call" any unrelated icebreakers by stating that their sole purpose is to introduce participants to each other and get the session moving along.

Good luck and happy icebreaking!

You have just been given a contract to write your autobiography for a major publishing company. Your agent Harry Hardnose is anxious to get to press. He has decided to help you get started with a few probing questions.

1. First, take a piece of flipchart paper and fold it in half and then in half again to form a book.

2. Choose the title of a popular song for the name of your book. Write that title on the front cover.

3. On the inside of the front cover (page two), list a table of contents.

4. Name of the place where you were born

5. Description of your first job

6. Number of years you have been working for your company

7. On page three, draw a picture of your family.

8. On the back cover of the book, draw a picture of what you plan to do when you retire. Where will you go? Who will you go with? Etc.

Materials Needed

Time

Allow five to ten minutes for setup, and drawing. When all books are complete, have people tell their story, using the book as a visual aid. Depending on the size of the group, you may want to debrief in smaller groups. If possible, leave the books in a central location during your training to encourage further introductions and discussions.

Variations

Change the focus of the pages of the book. For instance, most exciting moment, favorite food, most exciting vacation, etc. Be careful not to make any of the questions too personal. The idea is to open people up, not shut them down.

2. What's Cooking?

Your family (group) just inherited a successful restaurant from Chef Charlie, a long-lost relative. The only problem: Charlie was very disorganized. The only recipes you have found are on torn strips of paper. You have to make sense of it all and quickly! The restaurant is opening tonight, and you have to have the food ready.

Each member of the group will be given part of a recipe (an ingredient, instruction, etc.).

Your job is to put yourselves in order as quickly as possible. Your recipe must make sense.

When your group is done, loudly announce "Bon appetite" to signal the end of the game.

Materials Needed

Several Small Prizes for the Winning Team

Cut Recipes (Separate the Title, Ingredients, Instructions, Etc.)

Time

Allow ten to 12 minutes for the game. Once a team calls "Bon appetite," have them introduce themselves and read their recipe in order.

Variations

For an added challenge, this game can be made considerably more difficult if groups are not pre-designated before the recipe pieces are distributed. Participants must then not only find the correct order but the correct recipe as well.

3. ABCs of Me

You have been hired by the Creative Classroom Company to illustrate a poster to help children learn their ABCs. By happy coincidence, you and your first name are the subjects of the poster!

1. First, take a piece of flipchart paper and write your name vertically down the left side.

2. Next, choose a word that starts with each letter of your name. The word should describe something about you. Write those words horizontally across the paper, using the letters of your name as the first letter of each descriptive word.

3. After you have listed your words, draw an accompanying picture to illustrate each.

4. When you are finished, tape your poster to the wall.

Materials Needed

Time

Allow five to ten minutes for setup and drawing. When all posters are complete, have people introduce themselves using their name drawing. Depending on the size of the group, you may want to debrief in smaller groups. If possible, leave the drawings posted throughout your training session.

Variations

Narrow the focus of the words. For instance, all words must be adjectives, nouns, or verbs related to work, related to foods you like, and so forth.

4. I Remember

You and the others in your group are about to revisit the past and take a trip down "Memory Lane."

Materials Needed

Time

Allow five minutes for setup. Allow five minutes for each round. At the end of all rounds, call each year in order and ask each participant to stand and give his or her name. Award a prize to the holder of the oldest coin.

Variations

Use your own coins to ensure an even distribution of years.

If using your own coins, incorporate a piece of corporate history with each. Research a fact or figure about each year of your business and include it with the corresponding coins. When the participants exchange their own information, they can also share a piece of the corporate history. When debriefing, call each year in order and ask the participant with the year called to read his or her fact.

It happens all of the time: we meet someone who knows someone we know. It's a small world, that's for sure. The object of this game is to see how small the world really is.

Materials Needed

Time

Allow approximately 15 - 20 minutes for the game. Once most people have finished, call time. Ask your winner to reveal his/her chain of separation by introducing those interviewed.

You are about to begin a scavenger hunt with several members of this training group. The object of the game is to collect all of the items listed below as quickly as possible. You may talk with anyone in the group. You may not leave the room. You must associate each item with the person who gave it to you. You may not get more than two items from any one person. Once the facilitator has assigned groups, you may begin play. When your team is finished, your team should loudly announce the phrase "hunt over" to the rest of the group. Be prepared to say where you got each item. A prize will be awarded to the team that finishes first.

1. A Driver's License

2. A Family Photo

3. A Store Receipt

4. A 1979 or Earlier Penny

5. A Piece of Candy

6. A Ballpoint Pen

7. A Lipstick

8. A Planner, Palm Pilot, Calendar, or Other Organizer

9. A Drink

10. A Coffee Cup

11. A Marker

12. A Piece of Candy

13. A Store Credit Card

14. A Pair of Glasses

15. A Magazine or Book

The list of hunt items should be reviewed by the facilitator before the game begins in order to make sure that all items are available.

Materials Needed

Several Small Prizes for the Winning Team

Time

Allow 10 - 12 minutes for the game. Once a team calls "hunt over," have them review each of the items, where they got them, and from whom.

Variations

Instead of using actual items, list activities and facts as the items to find. For instance, "plays the piano." The object of the game is to find someone who plays the piano and associate the person's name with that item.

You have just arrived at Tony's Tattoo Parlor for a tattoo. Tony is competing for "Tattoo King of the Year," a contest sponsored by Needle Knows magazine. Every design is a potential entry, and Tony wants each of his tattoos to say something about the person wearing them. From you, he needs a little inspiration and a design before he can start his work. Tony is excellent at lettering, animals, characters, band logos, maps, etc.

1. On your piece of paper, you are to design a rough tattoo that reveals something about yourself, your work, your hobbies, or your family, in order to help get Tony's creative juices flowing.

2. You must also make a note about how big the tattoo should be and where you will have it applied.

Materials Needed

Time

Allow five to ten minutes for setup, drawing, and posting designs on the wall. Depending on the size of the group, you may want to debrief in smaller groups. If possible, leave the designs posted throughout your training to encourage further introductions and discussions.

Variations

Narrow the scope of the tattoo design: what you do at work, an animal most like you, favorite song, favorite band, the adjective that best describes you, etc.

Divide your group in two. For round one, assign one group the role of Tony and the other group the role of the customer. Each customer must find a Tony and tell him about the design they would like and why. Tony is to draw a design, asking questions as he or she goes. After the first set of designs is complete, the groups reverse roles. To encourage additional interaction, ask the customers to "shop around" and find another partner to work with. To debrief, let each Tony describe what he or she drew and for whom.

You are about to stretch your storytelling skills with the help of others in the group designated by the facilitator. You will incorporate facts about yourself into a story that could just go anywhere.

First, write down the name of ...

1. something you would see in a store.

2. something you would buy as a gift for your mother.

3. your favorite sport

4. your favorite celebrity.

5. a crime.

6. your favorite restaurant.

7. a tourist attraction.

8. a profession.

9. the name of someone in the room.

The facilitator will begin the story with, "Once upon a time, I found the most unusual thing." The next person is to fill in the next piece of the story. The object of the game is to incorporate as many of the items as you can from those listed above. No one can say more the two sentences at a time. Turns must be taken in order. To win, you must incorporate all of your words and then conclude the story. Everyone must get an opportunity to "write" from their imagination at least twice before the story can end.

Materials Needed

Time

Allow ten to 20 minutes for the game. If the group is large, consider breaking into smaller subgroups or reducing the number of incorporated words required to win. For instance, you must work in five words from those listed in part one.

Variations

You can easily tailor this game by changing the questions in part one to better match your industry, company, etc.

9. Trait Trader

You have just taken a job as a trait trader in the fictitious exchange, the Personality Market. You are a new executive, and it is very important to you that you do well in your new job. To do so, you must trade wisely and end the game with a trait that applies to you.

Materials Needed

Trait Slips (Consider: Over 5'8", Born in the 70s, Red Hair, Curly Hair, Athlete, Creative, Talkative, Adventurous, Quiet, Bossy, Demanding, Funny, Dare Devil, etc.) You design the slips based on your group. Remember to be sensitive to age, gender, etc.

Time

Allow 12 - 15 minutes for the game and then call "exchange closed." Next, ask everyone to turn their trait slip to the side that holds the names of the traders. Ask your first trader to say his or her name and to read his or her trait, stating whether or not it is true about them. Then, ask the others in the group to raise their hands if the trader's name appears on their trade slips. Count the hands. Move to the next trader and repeat. When done, award the prize to the trader with the most slips signed who has a trait that describes him or her on the final slip.

You and the other "runners" in the room are about to embark on a race for the truth. Your goal is to cross the finish line as quickly as possible by truthfully answering questions about yourself as you follow the facilitator's directions.

1. Line up on the starting line as directed by the facilitator.

2. In a moment you will hear a statement. If it is true about you, move forward one step. If it is false, remain at the finish line.

3. Once all first moves have been made, the facilitator will make another statement. Again, if it is true, move forward one step. If it is false, remain on the starting line if you have not yet advanced. If you have advanced past the starting line, take one step back.

4. Repeat step three until the first "runner" completes the race.

Materials Needed

2 Long Pieces of String for the Start and Finish Lines

List of Statements Related to The Group (e.g. "I have worked here more that one year." "I think we have too many meetings around here." or "I understand xyz aspect of my job."

Time

Allow five to ten minutes for this activity.

Variations

Narrow the scope of the statements to relate to issues at work, materials being covered, etc.

You have just taken a job as a candy tester in the Candy Confessions factory. What makes this candy different from other candy is that each flavor is associated with a fact about you. Your job is to select and "test" four different candies from a bowl/box that will circulate among all testers.

1. Choose four candies from the bowl without looking. In a moment, a key code will be revealed, indicating which truths you should tell.

2. Once the code has been revealed you may begin your confession.

Materials Needed

Basket of Candy

Key Code (e.g. Kit Kats = Favorite Movie, Favorite Magazine, Favorite Song, or Favorite Book, Krackle = Favorite Vacation Spot, Place You Would Like To Visit, Place You Would Least Like To Visit, or Worst Vacation, Lollipop =Number of Years in Current Position, Where You Work, What You Do, or Brief Description of First Job, Gum Drops = Something About Where You Live, Something About Where You Grew Up, Something About Your Family, Something About Your Town/City, Kisses = Wildcard [tell us anything])

Time

Allow ten to 20 minutes for the entire process.

Variations

Allow people to take as many candies as they like from the basket and reveal something random about themselves for each candy they take.

Use a ball of string. Allow each person to take as much as they like. For each inch, they must reveal something about themselves. (Additional material: string, scissors, and ruler)

You have just entered a new society of truth-tellers and liars. You and the others sometimes tell the truth and sometimes lie. The key to this society is knowing when you are being lied to and when you are being told the truth.

Partners must guess if a statement is a truth or a lie. If both players are correct, move on. If both are incorrect, move on. If one is correct and one is wrong, the wrong person is out.

1. First, flip a coin. If it reveals "heads," you tell truth; if "tails," you lie.

2. Find a partner, swap stories. Your partner must then guess if you told the truth or a lie. If both are correct, move on. If both are incorrect, move on. If one is correct and one wrong, the person who guessed incorrectly is out.

3. Move on and repeat steps one and two until one person remains and is declared the winner.

Materials Needed

Time

Allow ten to 20 minutes to play the game, depending on the size of the group. Award a prize to the person who remains standing.

You and your team have just found a lamp. You rub it, and surprise! A genie appears. The genie grants you three wishes. You are allowed to make three changes at work. You may change yourself, your boss, your job, the people around you, etc.

1. The facilitator will soon divide you into groups of three to five people and give your team a piece of flipchart paper and a marker.

2. Once you have your materials, design your wish list for your genie. When you are finished, post it on the wall.

Materials Needed

Time

Allow five to ten minutes for setup, writing, and posting lists on the wall. Allow five minutes for debriefing. If possible, leave the lists posted throughout your training to encourage further introductions and discussions.

In the past, a totem pole was carved for several reasons; for example, to honor a deceased elder who was important to the carver, to show the number of rights and names a person had acquired over his or her lifetime, or to document an encounter with the supernatural. Today, totems are carved not only for those reasons but also to tell the story about the person commissioning the pole. You and your team are about to design a totem pole to discover your group's strengths and weaknesses.

1. In a moment, the facilitator will divide you into teams. Each of you will be handed a piece of cardboard and a list of totems. You are to design a totem figure that best represents your strengths in the group. You may use one of the totem symbols given or make up your own.

2. Once you have completed your drawing, you and your team will tape them one on top of the other on a portion of the wall. Be prepared to explain your strength to the group.

Materials Needed

8.5" x 11" Cardboard Piece for Each Participant

Markers

List of Animal Totems (pages following)

Time

Allow 20 minutes for the entire process.

Variations

Ask each group to design a group crest, similar to a family crest. The only disadvantage to this versus the totem is that the groups are static. With the totems, you can reorganize the groups and have them rebuild the poles throughout the day's activities.

Symbols

Alligator - Maternal and vengeful
Ant - Group minded, patient, active, and industrious
Antelope - Active, agile, and willing to sacrifice
Armadillo - Safety oriented and cautious
Badger - Courageous, aggressive, healing and energizing
Bat - Regenerative and long living
Bear - Industrious, instinctive, healing, powerful, sovereign, protective of the world, and strong
Beaver - Determined, strong-willed, constructive, and protective
Bee - Organized, industrious, productive, wise, social, celebratory, and enthusiastic about life
Buffalo - Sacred and strong
Butterfly - Metamorphic and transformative
Cat - Protective, detached, sensual, mysterious, magical, and independent
Cheetah - Swift, insightful, and focused
Cow - Nurturing and maternal
Coyote - Intelligent, stealthy, tricky, and mischievous
Crane - Solitary, just, enduring, independent, intelligent, and vigilant
Crow - Law enforcing, shapeshifting, changeable, creative, spiritual, energetic, and just
Deer - Intellectual, gentle, caring, kind, subtle, graceful, feminine, gentle, and innocent
Dog - Noble, faithful, loyal, trainable, protective, and guiding
Dolphin - Kind, prudent, capable of deep emotion, wise, and happy
Dragon - Enduring, infinite, wise, powerful, and fiery
Dragonfly - Flighty, carefree, and strongly imaginative
Eagle - Divine, sacrificing, intelligent, courageous, spiritually illuminated, healing, and daring
Elephant - Strong, powerful, and wise
Elk - Strong and agile, proud, independent, pure, and noble
Falcon - Adventurous, passionate, and leading
Fish - Graceful
Fox - Cunning, agile, quick-witted, diplomatic, wild; feminine in its magic of camouflage, shapeshifting, and invisibility
Frog - Cleansing, transformative, sensitive, medicinal, indiscernibly beautiful and powerful
Gazelle - Aggressive
Goose - Self-demanding, reliable, prudent, rigid, vigilant, parental, and productive
Hawk - Informative, intuitive, victorious, healing, noble, cleansing, visionary, and protective
Horse - Independent, enduring, mobile, terrestrial, powerful, and free
Hummingbird - Portentous, timeless, healing, and combative
Jaguar - Chaotic and shapeshifting
Lion - Family-oriented, strong, energetic, courageous, and protective
Lizard - Conservational and visionary
Llama - Comforting to others
Lynx - Discrete, protective, and guiding
Moose - Headstrong, enduring, steadfast, and wise
Mouse - Observant, orderly, organized, and detail oriented
Opossum - Diversionary, strategic, and deceptive
Otter - Playful, friendly, dynamic, joyful, helpful, and generous
Owl - Deceptive, clairvoyant, insightful, informative, detached, wise, changeable, and silent
Ox - Sacrificing and self-denying
Peacock - Immortal, dignified, and self-confident
Porcupine - Innocent, companionable, and trustworthy
Rabbit - Fearful, timid, nervous, humble, fertile, intuitive, balanced, and fertile.
Raccoon - Curious and clean
Raven - Introspective, courageous, self-knowing, healing, protective, tricky, and magical
Salmon - Proud, intense, confident, wise, inspiring, and rejuvenating
Seahorse - Confident and graceful
Seal - Loving, desirous, imaginative, creative, and dreamy
Shark - Predatory, enduring, and adaptable
Skunk - Noticeably present, and strong
Snake - Impulsive, shrewd, transformative, healing, energetic, and wise
Squirrel - Organized and gathering
Stag - Sovereign, regenerative, giving of bounty, beauty, and mystical signs.
Swan - Graceful, balanced, innocent, soulful, loving, beautiful, self-possessed
Tiger - Strong, valorous, powerful, and energetic
Turkey - Generous, life-giving, and self-sacrificing
Turtle - Nurturing, shy, and protective
Weasel - Strong, energetic, ingenious, and stealthy
Whale - Wise and giving
Wolf - Loyal, persevering, successful, intuitive, trainable, ritualistic, and spirited
Woodpecker - Sensitive, protective, and loyal

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Icebreakers, Introductions, and Hellos for Teachers, Trainers and Facilitators was written to add excitement and variety to training. Both new icebreakers and variations on timeless classics are included in this guide. When choosing your icebreaker, be conscious of your group dynamic. It is important that your activity not make anyone feel uncomfortable.

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Most of our meetings here at BGCA start with icebreaker or community building activities, because we are YOUTH! DEVELOPMENT! PROFESSIONALS! 🙂 Last week, my colleague Danielle Narcisse started a design meeting off with this really fun way to get our creativity flowing.

This activity is called The 30 Circles Challenge, and it is an icebreaker designed to encourage creative confidence. It is a great activity to start a brainstorming session, or a session to solve a complex problem. It challenges us to think outside of the box. I think this would be an awesome way to start a staff meeting, especially if you will be using that time to plan an event. Then use it with your members! It is fun to see how different age groups handle the challenge.
Thirty Circles Challenge
Ages: Any!

Equipment Needed: Something to draw with, 30 Circles Challenge (download here!) for each person, something to keep time with

Group Size: Any!

Give each participant one of the 30 Circles worksheets and something to write with. Ask them to turn as many of the circles as possible into a recognizable object in 3 minutes. You can give the example of a sun or a smiling face, but give no other instructions.

After 3 minutes, compare results! Ask how many people filled in 10, 15, 20 or more circles? Ask for some examples. Did participants use patterns (for example, multiple sports balls)? Did anyone "break the rules" and combine circles?

Always reflect! Ask:

Were the rules stated clearly? Did anyone assume the rules were more strict?

If you "broke the rules," how did you feel while you were doing it? Did you get worried the circles wouldn't count?

Did you get stuck? What helped you break through, or what kept you from moving forward?

How can this activity help us think about how to be creative with our ideas in general?

For more community builder and energizer ideas, download the YD Toolbox from BGCA!

What are your favorite icebreakers? What activities do your members LOVE? Email your best ideas to ClubXBlog@bgca.org and YOU may be featured in an upcoming post!

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30 Circles Challenge: Creative Icebreaker Activity with FREE Download!

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Most of our meetings here at BGCA start with icebreaker or community building activities, because we are YOUTH! DEVELOPMENT! PROFESSIONALS! :) Last week, my colleague Danielle Narcisse started a design meeting off with this really fun way to get our creativity flowing. This activity is called The 30 Circles Challenge, and it is an icebreaker...

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Explore engaging educational content with Forbes Teachable Moments at izzit.org. Discover videos and resources that bring current events into the classroom, fostering real-world learning and discussion.

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New Entrepreneurship Unit! | Take Charge Today

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Educators from around the country have helped us create five lessons in our new Entrepreneurship Unit.

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Arkansas Ranked #3 Best State to Start a New Business

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Forbes Advisor named Arkansas as the #3 best state for launching a new business.

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Developed in partnership with Economics Arkansas by James Wilcox, director of the Center for Economic and Entrepreneurship Education at The University of Southern Mississippi, these lesson plans accompany the "This is Capitalism" video series presented by Stephens Inc.

All lesson plans are available for previewing and downloading at no charge. These lessons are best suited for grades 6-12.

Lesson Plans

Also, check out other Economics Arkansas lesson plans (grades 6-8, 9-12) and pages Economics for All Seasons and Educational Resources from Other Organizations for additional lesson plans, activities, tutorials and more.

© Economics Arkansas 2023

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iNSPIRE Lesson Plans and PP Presentations grades 6-12

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iNSPIRE lesson plans and presentations for grades 6-12 to accompany the "This is Capitalism" video series in partnership with Economics Arkansas, James Wilcox (Southern Miss.) and Stephens Inc. Available for previewing and downloading at no charge.

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VentureLab Entrepreneurial Education for Kids! Creating the next generation of diverse innovators and change makers.

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Despite what you see in cartoons, not all park rangers say, "Hey, Boo-Boo!" Luckily, one of ours does. You'll want to meet her, along with the other rangers who help maintain this beautiful state park located just outside of Savannah. Not only is it a great place to get away for a few days, it's also a great place for Teachable Moments, as we go well over our quota on this barrier island!

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Do you have what it takes to succeed in business? Are you ready to put your brilliant ideas and management skills to the test? Welcome to Start It Up, where you get to launch and run your own fictional venture - and see how well you would fare in the stressful and exciting world of entrepreneurship.

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Learn more about Pitch ’N Punch at The Venture Center.