Hello, what seems to be engaging and empowering is to use actual data for product types that student's can appreciate -- usually consumer durables.
In the U.S., this is from the BEA and some series can be downloaded from FRED. The Section 2 underlying detail is the most practical as it is most familiar to students as real products they buy. Eurostat, UK, and other countries have convenient data access. Other countries, like Japan, have spreadsheets that are reasonably user-friendly. Students can start with U.S. data as is it most detailed and then use home country data.
Importantly, data needs be from from the UN SNA-based national accounting, so that they are matched price-quantity data series.
This enables students to plot Econ 101-style price-quantity charts with real data. This also enables students to easily see (at least in industrial countries) how the long run curve went from upward-sloping to downward-sloping in the mid 1990s. Coincidentally, this is just before most of today's students where born, so they can also anchor in their history.
Discussion topics include:
* How global tech and trade has been driving down product costs per decade -- a nice bridge to microeconomics
* Outside of industrial countries, they can compare their local price trends to U.S. price trends and then discuss the specific causes of the differences.
* It can be empowering because students are actually working with data, not just theory, given them a sense of discovery especially if they explore different product types. It might also encourage students to pursue graduate work in line with the AEA's effort to promote such career paths.
Hope this helps.