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Art by Carolyn Ridsdale; Panther Media GmbH/Alamy Stock Photo (Background); Shutterstock.com (All Other Images)

Should Kids Run Businesses?

Almost half of students in grades 5 to 12 plan to start a business one day. Nina is one of them—and she’s ready now! But her dad thinks she should wait. Who makes the stronger argument? 

By Gabby Bing
Lexile: 600L-700L, 700L-800L
Topic: SEL,
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Art by Carolyn Ridsdale

Dear Dad,

The new year is almost here, and I have one big resolution. I want to launch my own business—Nina’s Sparkling Scarves! 

As you know, knitting is my passion. But I think it can also be a way to make money. I already have my first customers: My friends love my handmade scarves so much that they’ve asked to buy some. 

Keeping track of the money I spend to buy yarn and beads (and the money I earn from sales!) will be an important skill to learn. Experts say that kids who manage their own cash are more likely to be responsible with money as adults. 

But it’s not just about money. It’s about doing what I love. Research shows that kids who follow their passions grow up to be more confident.  

I know starting a business is risky. Twenty percent of small businesses close within their first year. But that means 80 percent of them don’t. Plus, experts say that taking risks helps us to gain new skills and learn more about ourselves. It also teaches us how to deal with big feelings—like fear and anxiety—that come up when we follow our dreams. 

If I work hard and stay persistent, I know Nina’s Sparkling Scarves will be a success. So what do you say? Will you help me get started?


Love,

Nina (future owner of Nina’s Sparkling Scarves)

Dear Dad,

The new year is almost here, and I have one big goal. I want to start a business called Nina’s Sparkling Scarves!

Knitting is my favorite activity. But it can also be a way to make money. I already have my first customers. My friends love my scarves so much that they’ve asked to buy some.

I’ll have to keep track of the money I spend to buy yarn and beads. And I’ll track the money I earn from sales! This will be an important skill to learn. Experts say that kids who take care of their own cash are more likely to be responsible with money as adults.

But it’s not just about money. It’s about doing what I love. Research shows that kids who follow their hearts grow up to be more confident. 

I know starting a business is risky. Twenty percent of small businesses close after their first year. But that means 80 percent don’t. Plus, experts say that taking chances helps us to gain new skills. It also teaches us how to deal with big feelings—like fear and worry—that come up when we follow our dreams.

If I work hard, I know Nina’s Sparkling Scarves will be a success. So what do you say? Will you help me get started?


Love,

Nina (future owner of Nina’s Sparkling Scarves)

Art by Carolyn Ridsdale

Dear Nina,

I’m not surprised that your friends love your scarves. They’re amazing! But starting a business is a huge responsibility. Are you sure you’re ready for it? 

 There’s more to running a successful business than following your passion and having a great product. You also have to raise and make enough money to buy the supplies you need. Then you have to create ads to persuade customers—not just your friends—to buy your scarves. And don’t forget about making deliveries! The average business owner spends a third of their work time on tasks like these.

If knitting becomes your job, it might not be as fun for you. Research shows that hobbies make us feel good because we choose to do them. If knitting is something you have to do because of orders you need to fill, it could start to feel like a chore. Plus, it could get in the way of other important things, like your schoolwork and friendships. You won’t be able to spend as much time learning and playing if you’re tangled up in work! 

What if you started a knitting club instead? You would get to do what you love without the stress of making (and possibly losing) money. And you could even teach your friends how to make their own funky scarves. Focus on having fun. Work can wait!


Your No. 1 Fan, 

Dad

Dear Nina,

I’m not surprised that your friends love your scarves. They’re amazing! But starting a business is a big responsibility. Are you sure you’re ready for it?

Running a business takes more than following your dreams and selling something great. You need to have enough money to buy the supplies you need. Then you have to create ads to convince new customers to buy your scarves. And don’t forget about deliveries! Most business owners spend a third of their work time on tasks like these.

If knitting becomes your job, it might not be as fun for you. Research shows that hobbies make us feel good because we choose to do them. What if knitting is something you have to do for customers’ orders? It could start to feel like a chore. Plus, a business could get in the way of schoolwork and friendships. You won’t be able to spend as much time learning and playing if you’re busy doing work!

Why not start a knitting club instead? You would get to do what you love without worrying about money. And you could even teach your friends how to make their own funky scarves. Think about having fun. Work can wait!


Your No. 1 Fan, 

Dad

What Do You Think?

Should Nina start her own business? Go back to the letters and write down reasons to support each side of the argument. State your opinion in one sentence, which can be the topic sentence for an opinion essay on this subject.

What Do You Think?

Should Nina start her own business? Go back to the letters and write down reasons to support each side of the argument. State your opinion in one sentence, which can be the topic sentence for an opinion essay on this subject.

What does your class think?

Should kids run businesses?

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This article was originally published in the December 2024/January 2025 issue.

This article was originally published in the December 2024/January 2025 issue.

Audio ()
Activities (7)
Quizzes (1)
Answer Key (1)
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Activities (7) Download All Activities
Quizzes (1)
Answer Key (1)
Step-by-Step Lesson Plan

1. Preparing to Read

  • Have students preview the text features, including the headline, subhead, section headers, images, and the “What Do You Think?” box or the student letters, depending on the style of debate.
  • Invite students to do a short turn-and-talk with a partner to determine the topic of the debate and what the two (or more) sides might be.
  • If a video is included with the debate, show it to the class.
  • Take a quick pulse check by a show of hands to see where students think they will stand on the issue. Let them know that they may change their minds as they read evidence on each side and hear arguments from their classmates.
  • Have students preview the text features, including the headline, subhead, section headers, images, and the “What Do You Think?” box or the student letters, depending on the style of debate.
  • Invite students to do a short turn-and-talk with a partner to determine the topic of the debate and what the two (or more) sides might be.
  • If a video is included with the debate, show it to the class.
  • Take a quick pulse check by a show of hands to see where students think they will stand on the issue. Let them know that they may change their minds as they read evidence on each side and hear arguments from their classmates.

2. Reading the Debate

  • Read the debate as a class or in small groups. For striving readers or multilingual learners, assign the lower-Lexile version. You can also play the author read-aloud, on either level, for the class as they follow along.
  • Have a brief check-in as a class to confirm what the sides of the debate are and explain any words or ideas students don’t understand.
  • Direct students to read the debate again, annotating the text to show the types of support the author uses to back up each side. For example:
    • F/S: Facts and statistics
    • Q: Quotes from experts
    • EX: Examples or stories
  • Read the debate as a class or in small groups. For striving readers or multilingual learners, assign the lower-Lexile version. You can also play the author read-aloud, on either level, for the class as they follow along.
  • Have a brief check-in as a class to confirm what the sides of the debate are and explain any words or ideas students don’t understand.
  • Direct students to read the debate again, annotating the text to show the types of support the author uses to back up each side. For example:
    • F/S: Facts and statistics
    • Q: Quotes from experts
    • EX: Examples or stories

3. Discussing the Debate

  • Project or distribute the Debate Anchor Chart, which provides guidelines for holding a civil debate and offers sentence starters for sharing opinions.
  • In small groups, have students discuss the debate, thinking about these questions:
    • Which evidence is most effective in supporting each side?
    • Is one side stronger than the other? If so, why?
    • What is your opinion on the issue? What evidence from the debate leads you to hold this opinion?
    • Does your support for one side or the other depend on the circumstances? (Is there an “It depends” option?) If so, in what circumstances would you take each side?
  • Come back together as a class and invite students to share what they discussed in their groups and what their opinions are. Ask if anyone changed their mind based on what they read or discussed. Let them explain why they changed their mind.
  • Project or distribute the Debate Anchor Chart, which provides guidelines for holding a civil debate and offers sentence starters for sharing opinions.
  • In small groups, have students discuss the debate, thinking about these questions:
    • Which evidence is most effective in supporting each side?
    • Is one side stronger than the other? If so, why?
    • What is your opinion on the issue? What evidence from the debate leads you to hold this opinion?
    • Does your support for one side or the other depend on the circumstances? (Is there an “It depends” option?) If so, in what circumstances would you take each side?
  • Come back together as a class and invite students to share what they discussed in their groups and what their opinions are. Ask if anyone changed their mind based on what they read or discussed. Let them explain why they changed their mind.

4. Skill Building and Writing

Distribute or digitally assign the Write an Opinion Essay skill builder, available on two levels and in Spanish. It will guide students through collecting supporting evidence and crafting an opinion essay. The higher-level version invites students to bring in their own additional evidence and write a rebuttal of the other side. The Opinion Essay Tool Kit offers writing tips including sentence starters and transition words. (If the debate asks students to write a letter giving advice on a question, distribute the Give Your Advice letter-writing template.)

Distribute or digitally assign the Write an Opinion Essay skill builder, available on two levels and in Spanish. It will guide students through collecting supporting evidence and crafting an opinion essay. The higher-level version invites students to bring in their own additional evidence and write a rebuttal of the other side. The Opinion Essay Tool Kit offers writing tips including sentence starters and transition words. (If the debate asks students to write a letter giving advice on a question, distribute the Give Your Advice letter-writing template.)

Can't-Miss Teaching Extras
Explore the Storyworks Archive

Meet a young girl who’s also a clothing designer in our December 2022/January 2023 mini read, “Designing for Difference.” For another debate about kids earning money, check out “Should Kids Be Paid to Do Chores?

Look at the Pros and Cons

Although geared toward parents, this article from the Clever Tykes website provides a clear list of pros and cons for children interested in starting their own businesses.

Watch a Video

Hear from three kids who have their own successful businesses in this 3-minute video from the Australian Broadcasting Corporation. (Note: Video starts after short advertisements.)

Text-to-Speech