Download Final US In The World - Texas Council on Economic Education

Laura Ewing
President/CEO
Texas Council on Economic Education
www.economicstexas.org
www.smartertexas.org
[email protected]
713-655-1650
• Teaches teachers who teach students who are the
future of Texas
• Provides interesting hands-on lessons that develop
critical thinking skills for students in Economics,
Social Studies, Math, and Career/Technical
Education classes.
Scholarships Available for Texas
Teachers
This workshop and the accompanying materials are made
available to teachers through the generous support
of State Farm and the Council for Economic Education.
Economics Challenge
 Fall and Spring Online Testing
In Micro, Macro and
International Economics
 Adam Smith Division
2nd place national champs
Bellaire HS 2010/3rd 2012
 David Ricardo Division 3rd
place national champs Plano
HS 2010/4th place 2012
 State competition all online
this year
Personal Financial
Literacy Challenge
 Middle and High School
 Fall and spring online
challenges will
determine state finalist
candidates
 “State Play-Offs” in
Austin with cash awards
for two top teams
 HS national finals at Fed
in St. Louis
 Bellaire HS Houston 2nd
in nation 2012
Teams of 2 to 5 students
Grades 4 to 12
Cost: $10 a team
10 week Student Session
Each Fall and Spring
How Do You Get These Materials?
www.economicstexas.org
Select either
Browse Economics
Concepts
Or
Browse Economics
Lessons
Select Grade Band
Selected
lesson
To Receive VE4.0, Please Complete
and Turn In1. A Registration form with the date, location and title of the workshop
written in at the top of the form.
2. 2 evaluation forms with the date, location and title of the workshop written
in at the top of the form. The evaluation begins with…
Your state council on economic education or local center for economic education director has indicated you as someone
who has recently attended a training on the use of one of our materials. As such, we would like to know about your
experience with both our training and our product. Please take the time to fill out the following survey.
1.
Overall, how effective will this publication be in helping you plan instruction?
(1 = Useless, 3 = Somewhat Effective, 5 = Very Effective)
1
2
3
4
5
(B) trace the development of major industries that
contributed to the urbanization of Texas such as
transportation, oil and gas, and manufacturing; and
(C) explain the changes in the types of jobs and
occupations that have resulted from the urbanization of
Texas.
(12) Economics. The student understands why various
sections of the United States developed different patterns of
economic activity. The student is expected to:
(A) identify economic differences among different regions of
the United States;
(C) explain the reasons for the increase in factories and
urbanization; and
(D) analyze the causes and effects of economic differences
among different regions of the United States at selected times
in U.S. history.
U. S. History Post Reconstruction
TEKS
 (1) History. The student understands the principles
included in the Celebrate Freedom Week program.
The student is expected to:
 (A) analyze and evaluate the text, intent, meaning, and
importance of the Declaration of Independence and
the U.S. Constitution, including the Bill of Rights, and
identify the full text of the first three paragraphs of the
Declaration of Independence;
 (B) analyze and evaluate the application of these
founding principles to historical events in U.S. history;
and
US History Post Reconstruction
TEKS
 (3) History. The student understands the political,
economic, and social changes in the United States
from 1877 to 1898. The student is expected to:
 (B) analyze economic issues such as industrialization,
the growth of railroads, the growth of labor unions,
farm issues, the cattle industry boom, the rise of
entrepreneurship, free enterprise, and the pros and
cons of big business;
US History Post Reconstruction
TEKS
(27) Science, technology, and society. The student understands the impact of
science, technology, and the free enterprise system on the economic development
of the United States. The student is expected to:
(A)explain the effects of scientific discoveries and technological innovations such
as electric power, telephone and satellite communications, petroleum-based
products, steel production, and computers on the economic development of
the United States;
•1.
how Texans make a living
•2. where people settle
•1.
Land
•2. Labor
•3. Capital
•4. Entrepreneurship
What do you know about the
economy of the 13 colonies?
 Write at least three things about the economy of the 13
colonies.
 Share your answers with a partner.
 Listen as three students share their answers with the
class.
Visual 4.2: % of Distribution of
Total Colonial Trade (1768 to 1772)
% of Colonial
Imports of G & S
% of Colonial
Exports of G & S
United Kingdom
80%
56%
West Indies
18%
26%
2%
18%
0%
1%
Southern Europe
Africa
Role of property rights
 Use these concepts to explain the free enterprise








system in colonial America:
Property rights
Incentives
Productive
Specialization
Trade
Global economy
Investments
profits
What is the difference?
Good:
Service:
Which of the items on the list are goods and which
are services?
Rank order: which do you think most important to
least important.
What do you know about the US
Articles of Confederation and
U.S. Constitution?

Years?


Purpose?

Who wrote?

Why?
U. S. Constitution
 First Continental Congress met September 5, 1774 in
Philadelphia in response to the Coercive Acts
(Intolerable Acts) passed by Parliament which had
punished Boston for the Boston Tea party
 Agreed to petition King George for redress of grievances
 12/13 colonies attended with 56 people (only Georgia, the
convict state not included)
 First CC agreed to meet again next year
 Shot heard ‘round the world in Lexington 1775
Second Continental Congress
 Began meeting in Philadelphia May 1775
 Organized the war effort
 Commissioned writing of Declaration of
Independence
When in the course of human events, it becomes
necessary for one people to dissolve the political bands
which have connected them with another, and to
assume among the powers of the earth, the separate
and equal station to which the Laws of Nature and of
God’s Nature entitled them…should declare the causes
which impel them to the separation.
Declaration of Independence
 We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with
certain unalienable Rights, that among these are Life,
Liberty and the pursuit of Happiness-that to secure these
rights, Governments are instituted among Men, deriving
their just powers from the consent of the governed, That
whenever any Form of Government because destructive of
these ends, it is the Right of the People to alter or to abolish
it, and to institute new Government…Right to revolt…after
a long train of abuses…
 List of grievances
 John Hancock’s signature
 Written by Thomas Jefferson
Economic Problems During the
Articles of Confederation
 Debt
 Taxation
 Tariff Battles
 Military Weakness
A New Nation in 1781:
One Nation or Thirteen?
 Guidelines for the activity:
 1. Individually read the problem and the predicting





consequences.
2. Succinctly state the problem in one sentence.
3. What do you think the consequences will be?
4. Work in a small group and compare your problem
sentences. As a group restate the problem statement.
5. As a group, restate what you predict the
consequences will be.
6. Share your answers with the class.
Processing Activity on
Articles of Confederation
 How did the Articles reflect the wishes of a people
vying for less centralized power?
 What were issues with the Articles?
 What will happen as a result of the issues?
The U. S. Constitution:
The Rules of the Game
 What is the role of the government in the U.S. market
economy?
 Constitutional Convention
 May to September 1787
 September 17, 1787 is Constitution Day
The U. S. Constitution: The Rules
of the Game
 The new nation was in financial crisis.
 The new states sent 55 leaders to amend the Articles of
Confederation.
 They met from May until September 1787.
 They quickly learned that they needed to make
substantial changes. They wrote a new Constitution
based on Adam Smith’s concepts of economic
freedom.
 What were the new rules of the game?
The Constitution:
Rules for the Economy
 As you participate in the activity, notice the new rules of the game, why
they were established, and the expected outcomes.
 Read Economic Freedom and the Founders
The Particular:
Name and summary of
statement
1.
2.
3.
4.
5.
6.
Location
In US Constitution
Based on the rule,
how would you
decide on the
question?
Rules of the Game and YOU
 What are three ways that the rules of the game affect
you:
 Economically?
 Personally?
th
4
grade teks
(B) identify oil and gas, agricultural, and technological
products of Texas that are purchased to meet needs in the
United States and around the world; and
(B) trace the development of major industries that
contributed to the urbanization of Texas such as
transportation, oil and gas, and manufacturing; and
(C) explain the changes in the types of jobs and
occupations that have resulted from the urbanization of
Texas.
(12) Economics. The student understands why various
sections of the United States developed different patterns of
economic activity. The student is expected to:
(A) identify economic differences among different regions of
the United States;
(C) explain the reasons for the increase in factories and
urbanization; and
(D) analyze the causes and effects of economic differences
among different regions of the United States at selected times
in U.S. history.
US History Post Reconstruction
TEKS
 (3) History. The student understands the political,
economic, and social changes in the United States
from 1877 to 1898. The student is expected to:
 (B) analyze economic issues such as industrialization,
the growth of railroads, the growth of labor unions,
farm issues, the cattle industry boom, the rise of
entrepreneurship, free enterprise, and the pros and
cons of big business;
US History Post Reconstruction
TEKS
(27) Science, technology, and society. The student understands the impact of
science, technology, and the free enterprise system on the economic development
of the United States. The student is expected to:
(A)explain the effects of scientific discoveries and technological innovations such
as electric power, telephone and satellite communications, petroleum-based
products, steel production, and computers on the economic development of
the United States;
• Where do you live?
• Why do you live here?
• Why do you think citizens of the U. S. would move to
Texas?
How would you write a sentence using all of the
terms below for the early Texas colonists?
Wants and needs, limited resources, scarcity,
empresario, entrepreneur
• 1. Read page 44
• 2. What is the difference between these three land
grants?
• 3 Why do you think the land grants were set up this
way?
Primary Source Documents
 Read the three primary source documents.
 In your own words, write a sentence for each
explaining the meaning of the statement.
 Who was the author and where did the author live?
 Which quote do you like the most? Why?
Student Handout
 Answer the questions showing all of your math work.
 Share your answers.
 What patterns did you see in the answers? Did you see
favoritism-if so how and why?
 What are two things you learned from this activity?
In looking at the topographic map of Germany,
what do you see?
2. How do you think people made a living based
on the structure?
3. In looking at the topo map of Texas, what areas
are similar to Germany? Where do you predict
people will move?
1.
1.
2.
3.
4.
5.
Read your selection from page 33 and/or 34.
What are the main points of the reading?
Illustrate your key points on the placemat.
Share your answers.
Using the center section, draw the common
answers that the Germans shared.
1.
2.
demand supply
price boomtown
goods and services profit
entrepreneur production
•25 new families moved into your neighborhood and
every neighborhood in your area?
•there were so many more people…what would you
need?
What do you see in these photos from 1901?
What do you think these photos represent?
Where is Beaumont, Longview?
•Beaumont population grew from 9,000 people to 50,000 in three months.
•Breckinridge population went from 600 in 1918 to 30,000 in 1919
•February 1931 Longview grew from 5,000 to 10,000 in 2 months
•How would their lives have changed????
1.
2.
3.
4.
5.
6.
7.
You are going to be in six different groups.
Your group will read one primary source together.
What goods and services are limited in supply?
What factors caused an increased demand for G & S?
What new occupations developed? Why?
Are your lists of important goods and services the same as those
100 years ago? Explain.
What examples of entrepreneurship are there? What are
examples of profit motive?
•Share your answers with your expert group.
•Switch groups and share what you learned about
the new story
Pretend that you live in a community that will
soon have a huge boom in population.
2. It is a fictional town in the panhandle of Texas
in Floyd County. There are 125 people now.
You are close to highway 70.
3. Oil has been discovered and 1000 population is
expected within 2 months
1.
1.
2.
3.
Floyd County: 125 to 1000 population in 2 months
One gas station which sells groceries (mainly milk and
bread)
Work in small groups to:
1.
2.
3.
A. List problems
B. What goods and services will they need?
C. Make a list of actions needed to help people deal with
population boom.
. Please read your section of the article:
http://stateimpact.npr.org/texas/tag/fracking/?gclid=CO7FraGd
p7ACFWLktgodhx46Yw
Answer the following questions.
1. What is fracking?
2. Where is the fracking taking place?
3. What are three important points about what is happening
4. Using the map, what do you notice about locations?
Read your segment of the Eagle Ford Fracking Article and provide
pro and con arguments concerning fracking.
http://www.bloomberg.com/news/2011-12-20/eagle-ford-drillingrush-may-boost-texas-tax-revenue-15-fold.html
You will meet with several other students. Each person will explain
pros and cons of fracking. Make a list of the pros and cons
discussed. Next, choose one pro and one con. Make a list of what
you think the next steps should be for these?
Beaumont early
1900
What was the discovery?
Compare the roles that technology played in the
discovery.
Compare the roles that geography played in the
discovery.
What impact did these discoveries have on
urbanization?
What were similar lifestyle and social changes and how
the people handled them?
What were differences in lifestyles and social changes
and how people handled them?
Small towns
2000s
Process
 What is the point?
 What are the similarities and differences between
Spindletop and today?
IMMIGRATION, PLACES, PRODUCTION,
WHY DO PEOPLE MOVE?
Geography End of Course
 For more information, please see…
 http://www.tea.state.tx.us/student.assessment/staar/
SOURCE: GEOGRAPHY
FOCUS ON ECONOMICS
GDP
GNP
DEFINITIONS
 GDP: THE TOTAL MARKET VALUE OF ALL FINAL
GOODS AND SERVICES PRODUCED IN AN
ECONOMY IN A GIVEN YEAR.
 GNP: THE TOTAL MARKET VALUE OF ALL FINAL
GOODS AND SERVICES PRODUCED BY AN
ECONOMY IN A GIVEN YEAR
WHY FINAL VALUE?
 VALUE OF SUGAR, FLOUR, EGGS
 VALUE OF FINISHED PRODUCT: COOKIES
 WHY?
WHICH COUNTRY IS RICHER?
COUNTRY A GDP
$100,000,000
COUNTRY B GDP
$200,000,000
WHICH COUNTRY IS RICHER?
GDP
 COUNTRY A $100,000,000
 COUNTRY B $200,000,000
POPULATION
 COUNTRY A = 1,000,000 PEOPLE
 COUNTRY B = 3,000,000 PEOPLE
PER CAPITA GDP
 THE TOTAL MARKET VALUE PER PERSON OF ALL
FINAL GOODS AND SERVICES PRODUCED IN AN
ECONOMY IN A GIVEN YEAR.

ACTIVITY 1: GDP
 PLEASE READ THE ARTICLE
 WHAT IS THE DEFINITION OF GDP HERE?
 WHAT ROLE DOES MEASURE OF VALUE PLAY?
 WHAT IS DOUBLE COUNTING?
 WHAT ARE FLOW OF PRODUCT APPROACH AND
EARNINGS AND COST APPROACH?
GDP
 GDP = C + I + G + (X-M)
 C = CONSUMERS
 I = INVESTMENTS
 G = GOVERNMENT
 EXPORTS = EXPORTS – IMPORTS
 U. S. POPULATION IN 1993 = $24,683
 WHAT DOES GDP NOT TELL US?
WHAT ARE THE CHARACTERISTICS?
SOUTH AMERICAN MAP
 THE GDP PER CAPITA OF CANADA IS BETWEEN
$_____ AND $_____.
 FOUR COUNTRIES WITH GDP PER CAPITA
BETWEEN $15,000 AND $19,999 ARE:
 THE NATIONS OF SOUTH AMERICA HAVE GDP
PER CAPITA BETWEEN $___ AND $___.
HOW WOULD YOU SET UP A
 CHOROPLETH MAP OF SOUTH AMERICA? PAGES
58 AND 59
 ENRICHMENT: CHOOSE A COUNTRY WITH A
LOW GDP AND ONE WITH A HIGH GDP. SET UP A
CHOROPLETH MAP TO SHOW THE DIFFERENCE.
ALSO, VISUALLY DEPICT THE CAUSES OF THESE
DIFFERENCES.
PUSH
PULL
Push
and Pull Factors
Costs of present location
that drive people away
Benefits of new location
because it has advantages
“In 2002 the United Nations estimated that around 175
million people, or about 3% of the world’s population,
resided in a country different from their country of birth.”
THE ECONOMICS OF IMMIGRATION
 EXAMINE AN ECONOMIC MYSTERY AS TO WHY
SWEDISH FARMERS MIGHT HAVE COME TO THE
U.S. IN 1880
 STUDY VISUALS TO DETERMINE YOUR ANSWER
 USE SUPPLY AND DEMAND ANALYSIS TO EXPLAIN
WHY THE KING TRIED TO CONVINCE THEM TO
RETURN
DISCUSS VISUAL I
 WHY DO YOU THINK SWEDISH IMMIGRANTS
WOULD ABANDON THEIR LANDS IN SWEDEN TO
COME TO THE U.S. IN LATE 19TH AND EARLY 20TH
CENTURY?
 CHOICES BASED ON:
 MOST ADVANTAGEOUS COMBINATION OF COSTS
AND BENEFITS
 PEOPLE RESPOND TO INCENTIVES IN PREDICTABLE
WAYS
 RULE OF THE ECO SYSTEM AND THEIR INFLUENCE
ON CHOICES AND INCENTIVES
VISUAL TWO
 REVIEW THE STATISTICS
 ESTIMATE HOW MANY IMMIGRANTS ARRIVED IN
THE U.S. BETWEEN 1871-1920. WHAT HAPPENED
IN THE 1870’S AND 1880’S AND 1916-1920 THAT HAD
AN IMPACT ON IMMIGRATION?
REMINDERS
 THE MARKETS ALLOCATE SCARCE RESOURCES.
WHAT ARE THE SCARCE RESOURCES HERE?
 WHAT ROLE DO IMMIGRANTS PLAY?
 WHAT ROLE DO EMPLOYERS PLAY?
VISUAL TWO: MIGRATION TO THE
UNITED STATES
 WHAT MIGHT HAVE BEEN PUSH FACTORS?
 WHAT MIGHT HAVE BEEN PULL FACTORS?
 WHAT WERE THE EXPECTED BENEFITS AND
COSTS FOR THE SWEDISH FARMERS?
 IF YOU HAD LIVED THEN, WOULD YOU HAVE
MIGRATED TO THE U.S? EXPLAIN.
WHAT CAUSED A
RETURN
TO
SWEDEN?
 WHY WOULD SUCCESSFUL SWEDISH FARMERS
DECIDE TO RETURN TO SWEDEN?
 VIEW VISUAL 3
P5
P4
P3
P2
P1
Q1
Q2
Q3
Q4
Q5
Describe how the free
enterprise system works
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
Market Price: Changes in Supply and Demand
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
•How do changes in demand affect market price?
•How does the market price guide what producers or
suppliers produce?
•Why must costs be subtracted from revenues to
determine profits?
•How can certain events cause costs to change, which
can affect profits?
What is meant by demand?
2. What are three things you demand
economically?
3. How much will you pay for them?
4. What determines if you demand/buy them?
1.
We will divide into factories with 4 to 6 workers
in each factory.
2. Choose a production manager.
3. Choose an accountant
1.
There will be 3 rounds of 5 minutes each.
2. You will produce any amount, but at least one of
the apple, hammer, shirt and cup/saucer in 2
inch dimensions.
3. Each product must have 2 colors.
1.
1.
2.
3.
4.
Each product must have 2 colors.
You may only use your hands – no capital.
You may specialize.
Produce at least one of each but as many as
possible.
1.
2.
3.
4.
Each product must have 2 colors.
You may only use your hands – no capital.
You may specialize.
Produce at least one of each but as many as
possible.
Count the quantity produced of each product.
2. Record the quantities on the “Revenues Worksheet”
3. We will do a class total.
4. We will draw a demand card.
5. We will determine prices and factory earnings.
1.
Supply, Demand and Market Price Chart
Goods
Supplied by
Class
Resulting
Market Price
With NO
Change in
Demand
Resulting
Market Price
with
Decrease in
Demand
Resulting
Market Price
with Increase
in Demand
0-8
$10
$8
$13
9-12
$7
$5
$10
13-16
$5
$3
$7
17-20
$3.50
$2
$4
Over 20
$2
$1
$3
Tally your round one results
2. Plan your production strategy for round 2.
3. The production manager has the final
authority on what to produce.
1.
1.
2.
3.
4.
Each product must have 2 colors.
You may only use your hands – no capital.
You may specialize.
Produce at least one of each but as many as
possible.
Count the quantity produced of each product.
2. Record the quantities on the “Revenues Worksheet.
3. We will do a class total.
4. We will draw a demand card.
5. We will determine prices and factory earnings.
1.
Supply, Demand and Market Price Chart
Goods
Supplied by
Class
Resulting
Market Price
With NO
Change in
Demand
Resulting
Market Price
with
Decrease in
Demand
Resulting
Market Price
with Increase
in Demand
0-8
$10
$8
$13
9-12
$7
$5
$10
13-16
$5
$3
$7
17-20
$3.50
$2
$4
Over 20
$2
$1
$3
What patterns do you see in the Supply,
Demand, and Market Price Chart?
2. In a market, what two things are needed for a
price to be determined?
3. What caused price to change?
1.
4. How did price influence your
production decisions?
5.
How did other groups
influence your strategy and
plans?
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650