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 Replies: 21 / Views: 1,507 |
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Valued Member
United States
72 Posts |
Hi all,
The high school I teach at has requested us to offer a course the last week of school, it can be on any subject that we are passionate about. I have decided to teach a class on numismatics. It will meet 2 hours a day for 4-5 days. I am still somewhat new to numismatics and am looking for suggestions on a break down of topics and suggested activities. I do have a small budget for activities like coin roll hunting, etc. I will have 4 students that are at various academic levels.
Thanks for your help.
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Pillar of the Community
United States
2177 Posts |
What a fantastic opportunity!  I've used this article from Numismatic News as a reference for the YN program I taught this year. The U.S. Mint Coin Classroom and the ANA's Education section have great resources, as well. I think the key is to incorporate as many hands-on interactions with coins as possible. You could do classes on modern U.S. coins, classic U.S. coins, world coins, and coin collecting and numismatics (including paper money, tokens, ancient coins, etc.). I'm sure if you go to your local LCS or coin club and explain what you're doing, they'd be happy to provide some coins for you to use. Edited by CollegeBarbers
05/12/2025 10:07 am
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Moderator
 United States
164108 Posts |
Excellent! Let us know how it goes. |
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Pillar of the Community
United States
2236 Posts |
I've thought about this too, if I were talking to someone for the first time with little knowledge of currency, I'd probably start off w/ the history of coins, when the 1st coins were made 5th-6th century BCE. Fast forward to US currency, why it was created & then focus on cent, nickel, dime, quarter, half & dollar. I enjoy errors/varieties & that's probably where I would end the subject with a modern day doubled die & some sort of error coin. Good luck, let us know what happens. |
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Valued Member
United States
253 Posts |
You don't have a lot of time and these are still kids, after all. And if they're anything like the students where I am they probably don't even know what a hobby is. I would suggest NOT getting bogged down in background material unless that is where your own passions lay. Distill your own numismatic passion down until it is crystal clear to you then share. And, yes, please let us know how it goes. Where were schools like this when I was going?
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Pillar of the Community
United States
1865 Posts |
You could briefly discuss the origin of coinage. It started in Turkey, the ancient kingdom of Lydia about 600 BC. You could show the class a pic of a Lydian coin. The ancient Greeks and Romans produced many coins for trade. There are dealers who sell ancient coins. United States coinage used to be gold, silver and copper until it became debased. The Romans debased their coinge in their long gradual downfall. Coins tell a story of empires, kingdoms, nations, their rulers, great events in history, etc. There's likely coin books in the local or school library for suggested student reading including coin collecting. Edited by livingwater
05/12/2025 6:57 pm
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Pillar of the Community
United States
6120 Posts |
History of the US Mint(s) and their purpose. Philly started it all.......ect. Dahlonega Mint and New Orleans why they were needed and are no longer in operation. Denver and Carson City................... San Francisco...... circ. coins and proofs......West Point proofs and bullions. Try to keep subject matter condensed and maybe allow expansion to happen through the students questions. Show examples of any coins you have , I would show raw coins vs slabbed. People I show coins to are always surprised at the size of large cents, 3CS's, Half Dimes and Morgan/Pease dollars. Easy to fill 4 to 5 days with just this small topic...IMO Edited: Quote: United States coinage used to be gold, silver and copper until it became debased. Edited by Greasy Fingers
05/13/2025 01:25 am
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Pillar of the Community
United States
1865 Posts |
And of course talk some about condition, rarity and errors. Collectors sort through modern coins hoping to find an error that is worth more than face value such as doubled die, struck off center, clash, etc. A mint made error is different than a coin damaged after it left the mint with no added value. There are online sources and books about error coins. https://en.wikipedia.org/wiki/Mint-made_errorsEdited by livingwater
05/13/2025 07:26 am
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Valued Member
 United States
72 Posts |
Thank you everyone for your input. I will definitely report back mid June with an update on what we covered and how it went.
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Moderator
United States
164108 Posts |
Quote:
I will definitely report back mid June with an update on what we covered and how it went. 
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Valued Member
New Zealand
65 Posts |
Unless you know your students have a specific interest in the topic, I'd start wide and then narrow in to suit. As other have said, coins can tell great stories about history. I learned the start and finish dates as well as the order of British monarchs from studying coins the last couple of decades. Little details like the roles of politics in silver coinage in the US in the 19th century and gold in the 20th tell bigger stories. Maybe start with images of a couple of coins like the 1933 US Double Eagle and what led to the legal battles over it. The dollar value alone should be an attention getter. I find the story of the 1913 Liberty nickel a peculiar and in some ways depressing story, but it speaks to personal individual impact on these histories as well. I know for me as a kid the combination of the US bicentennial in conjunction with learning the value of a 1955 double die Wheat penny were enough to spark my lifelong interest in numismatics. Next year is the US's sestercentennial. Edited by Buffalo soldat
05/14/2025 6:05 pm
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Valued Member
United States
72 Posts |
I like the idea of using the bicentennial to introduce a project designing a coin for the 250th.
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Pillar of the Community
 United States
4380 Posts |
Reach out to the ANA (American Numismatic Association)'s past president, Dr. Ralph Ross. If there is an individual more passionate about teaching youths, I don't know of them. https://tna.org/youth.htm -----Burton 50 year / Life / Emeritus ANA member (joined 12/1/1973) Life member: Numismatics International, CONECA Member: TNA, FtWCC, NETCC, OnLine Coin Club Owned by four cats and a wife of 40 years (joined 1983) |
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Bedrock of the Community
United States
59525 Posts |
Sounds like a great idea! I approve 100%. I hope it goes well. Errers and Varietys.
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Pillar of the Community
United States
573 Posts |
I don't know who (principal/staff) came up with this idea but it is excellent. We were all students at one time so we know what happens during the last week of school -- partying and goofing off. But picking an interesting class and getting some in depth knowledge is the bomb. Best wishes in your workshop.
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Pillar of the Community
United States
3722 Posts |
Entertain things that bring coins value:
1. Age. Showcasing a coin from the 1700-1800s would be incredible to see as a starter numismatist.
2. Stories/Historical Importance. Choose an auction listing (Stack's Bowers Galleries or Heritage) of a major rarity and storied coin online, and you can read the catalog description out to the students. This would bring a seemingly boring coin to life!
3. Rarity. Finding an item that is extremely rare based on the grade, variety, or overall survival rate could spark interest on the collecting side.
All these play into the supply and demand market, which enlightens why coins are valuable in the first place. What a fun opportunity!
Suffering from bust half fever. Want to learn how to attribute early half dollars by die variety? Click Here: http://goccf.com/t/434955Shoot me a PM if you are looking to sell bust halves. |
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Replies: 21 / Views: 1,507 |
Posted 05/12/2025 11:23 am
