US High Schools Adapt Capitalism Curriculum

High school educators across the United States are modifying their approach to teaching capitalism as public support for the economic system declines, particularly among younger generations. Teachers report that students increasingly form opinions about economic systems through social media, creating challenges for classroom instruction.

Since 2022, 12 states have instituted requirements for high schools to teach financial literacy, with some including fundamentals of free-market capitalism. Educators must balance state standards with student skepticism while maintaining political neutrality. Innovative teaching methods include entrepreneurship programs, simulation games, and real-world applications that connect economic concepts to students' daily experiences.

Recent surveys indicate a significant shift in American attitudes toward capitalism. A September Gallup poll found that 54% of respondents hold a favorable view of capitalism, down from 60% in 2021 and representing the lowest percentage measured to date. The decline is even more pronounced among younger demographics, with only 39% of 18- to 29-year-olds supporting capitalism according to the latest Harvard Youth Poll, compared to 45% in 2020.

Despite this sentiment shift, state legislatures are increasingly mandating capitalism education. Since 2022, 12 states have required high schools to teach financial literacy, with some curricula specifically including free-market capitalism fundamentals. Ohio State Senator Steve Wilson, who sponsored a 2024 law requiring free-market capitalism instruction, stated: "The reality is that we are a capitalistic economy. And if we're going to teach kids that are going to come out of high school and enter the world how to function in a capitalistic economy, then it's got to be part of financial literacy."

Teachers describe the classroom environment as increasingly politicized. David Ring, who teaches economics and government in Texas, noted that as young people obtain news from social media, the topic has become more polarized. He emphasized the importance of neutrality: "I've always tried to present the topics as unbiased as I can while being honest with them about certain realities. If they can walk away from my class not knowing how I vote or what my personal beliefs are or even what religion I am, I think I've done my job."

High school teachers nationwide report that students' views on economic systems are largely shaped by digital platforms. Bonnie Monteleone, an Ohio social studies teacher with 30 years of experience, observed that students are "being fed stories that an algorithm has decided they want to hear," consuming content from podcasters and social influencers.

Elizabeth Mosley, a North Carolina high school teacher, said her students "don't quite buy" that capitalism is the best system for Americans. Students express concern that the system prioritizes profits and wealth building over citizens' well-being. This skepticism has led to growing interest in alternative systems, with students showing fascination with political figures who hold socialist-leaning beliefs.

Lauren Visalli, a Texas world cultures teacher, identified an "eat the rich" sentiment gaining traction among students who are "becoming more aware of the big wealth gap in the US." Kelsey Moskovits, a Florida government teacher, uses political compass quizzes that help students discover their own beliefs about economic systems. She noted that students are developing opinions on topics that previous generations may not have considered until later in life.

Christina Elson, executive director of the Center for the Study of Capitalism at Wake Forest University, explained that younger generations' dissatisfaction stems from different life experiences: "They do not get married at the same age as older generations. They do not develop the same financial or emotional independence that older generations did at the same rate from their parents or their families."

Educators are developing creative approaches to make economic concepts tangible and relevant. Arthur Johnson, a North Carolina history and civics teacher, participated in a University of Virginia institute that provided tools for teaching democracy and capitalism. He incorporates real-world examples such as paycheck analysis: "Here's what you're making right now at your part-time job, and you feel like you got a lot of money, but let's look at everything else. Have you noticed that your paycheck isn't going as far as it needs to go?"

Entrepreneurship programs have proven particularly effective. Eugene Mach, who teaches business classes in Northeast Ohio, revamped his curriculum to focus on starting businesses and side hustles. Students develop business plans, conduct market research, and some graduate with functioning LLCs. Mach recalled one student who, while living in public housing, started an LLC with his mother, purchased a duplex, and graduated as a landlord.

Simulation games provide experiential learning about market structures. Lauren Visalli uses candy or fake currency to simulate different economic systems, allowing students to build monopolies or oligopolies and experience the benefits and costs of various market structures firsthand. Bonnie Monteleone's colleagues created a course where students pitch business plans to local owners.

Kelsey Moskovits employs online political compass quizzes that help students articulate their beliefs. The University of Virginia's Democracy and Capitalism Lab, directed by Scott Miller, trains teachers using comparative historical analysis. For example, rather than declaring tariffs good or bad, teachers compare current policies to Alexander Hamilton's tariff policies to understand historical context and modern applications.

Teachers emphasize that understanding basic definitions is crucial before students can analyze real-world applications. Capitalism is defined as a system where private entities own resources and compete for profit. This contrasts with socialism, where government plays a stronger role in wealth redistribution, and communism, which abolishes private ownership in favor of shared resources distributed by government.

David Ring stresses that reality is more complex than textbook definitions. "There's no purely free-market driven large-scale economy out there, just as there's no purely communist driven large-scale economy out there," he explained. "There are certain things that the education code expects them to learn or to understand, but those might just not be how things actually work in the real world."

Market structures include oligopoly, where an industry is dominated by a few powerful firms (such as the airline industry), monopoly, where one company is the sole producer without close substitutes, and sole proprietorship, a business owned and run by one person who assumes all profits and liabilities. Antitrust laws in the United States prohibit single firms from controlling markets and restraining competition.

Robyn Iler, a government teacher at a private Christian school in Virginia, presents students with policy ideas such as raising taxes on the wealthy and asks them to evaluate whether such measures would better society. She has observed growing student interest in socialism driven by beliefs that it would promote greater equality.