Transcript Play - Texas Council on Economic Education

STAARs Shine Bright On
Social Studies Economics
Laura Ewing
President/CEO
Texas Council on Economic Education
www.economicstexas.org
www.smartertexas.org
[email protected]
713-655-1650
• Yvonne Fernandez, El Paso Branch of the Federal
Reserve Bank of Dallas: Monetary Policy and
Entrepreneurship
•
• Laura Ewing, TCEE: Virtual Economics Lessons
• 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.
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 in Austin
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: FirstLight CU
Legislative Challenge
10 week Student Session
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.
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Smarter Texas Program
Learning, Earning,
Investing and online
Gen I Revolution
Hispanic Teacher and Parent Training in PFL
The staff development program will include specific English Language Learner
strategies as well as lessons on financial literacy. Each teacher will receive for
free the Financial Fitness for Life book which includes teacher and student
guides for grades K to 12! TCEE will also provide PFL training for parents and
students in a weekend or evening program. They will receive a book to take
home for them to work through together on financial literacy lessons.
This program is made possible from the Council for Economic Education.
Laura Ewing
President/CEO
Texas Council on Economic Education
www.economicstexas.org
www.smartertexas.org
[email protected]
713-655-1650
•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?
 Authors?
 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?
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????
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.
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?
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.
•Share your answers with your expert group.
•Switch groups and share what you learned about
the new story
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
Early 2000
WHAT IN THE WORLD IS HAPPENING
ECONOMICALLY?
TEXAS COUNCIL ON ECONOMIC
E D U C AT I O N
LAURA EWING
71 3 . 6 5 5 . 1 6 5 0
[email protected]
1 8 01 A L L E N PA R K W AY, H O U S T O N , T X
77019
WWW.ECONOMICSTEXAS.ORG
WWW.SMARTERTEXAS.ORG
WORLD CULTURES ECONOMICS
(8) ECONOMICS. THE STUDENT UNDERSTANDS THE FACTORS
O F PRO D U C T IO N IN A S O C IE T Y ' S E C O N O M Y. T HE ST U D E N T IS
EXPECTED TO:
(A) DESCRIBE WAYS IN WHICH THE FACTORS OF PRODUCTION
(N AT U R A L R E S O U RC E S , LA B O R , C A PITA L, A N D
ENTREPRENEURS) INFLUENCE THE ECONOMIES OF VARIOUS
CONTEMPORARY SOCIETIES
World Cultures Geography
(4) Geography. The student understands the factors that influence the
locations and characteristics of locations of various contemporary societies on
maps and globes and uses latitude and longitude to determine absolute
locations. The student is expected to:
(B) identify and explain the geographic factors responsible for patterns of
population in places and regions;
(C) explain ways in which human migration influences the character of places
and regions;
(D) identify and locate major physical and human geographic features such as
landforms, water bodies, and urban centers of various places and regions
TEKS FOR U.S. HISTORY
POST RECONSTRUCTION
(13) Geography. The student understands the causes and effects of migration and
immigration on American society. The student is expected to:
(A) analyze the causes and effects of changing demographic patterns resulting from
migration within the United States, including western expansion, rural to urban,
the Great Migration, and the Rust Belt to the Sun Belt; and
(B) analyze the causes and effects of changing demographic patterns resulting from
legal and illegal immigration to the United States.
TEKS FOR U.S. HISTORY
POST RECONSTRUCTION
(15) Economics. The student understands domestic and foreign issues related to U.S.
economic growth from the 1870s to 1920. The student is expected to:
(A) describe how the economic impact of the Transcontinental Railroad and the
Homestead Act contributed to the close of the frontier in the late 19th century;
(C) explain how foreign policies affected economic issues such as the Chinese
Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration
quotas;
TEKS FOR WORLD HISTORY
(15) Geography. The student uses geographic skills and tools to collect, analyze, and
interpret data. The student is expected to:
(A) create and interpret thematic maps, graphs, and charts to demonstrate the
relationship between geography and the historical development of a region or
nation; and
(B) analyze and compare geographic distributions and patterns in world history shown
on maps, graphs, charts, and models.
(16) Geography. The student understands the impact of geographic factors on major
historic events and processes. The student is expected to:
(C) interpret maps, charts, and graphs to explain how geography has influenced
people and events in the past.
TEKS FOR WORLD HISTORY
(1) History. The student understands traditional historical points of reference in world
history. The student is expected to:
(F) identify major causes and describe the major effects of the following important
turning points in world history from 1914 to the present: the world wars and their
impact on political, economic, and social systems; communist revolutions and
their impact on the Cold War; independence movements; and globalization.
TEKS FOR GEOGRAPHY
(5) Geography. The student understands how political, economic, and social processes
shape cultural patterns and characteristics in various places and regions. The student
is expected to:
(A) analyze how the character of a place is related to its political, economic, social, and
cultural elements; and
(B) interpret political, economic, social, and demographic indicators (gross domestic
product per capita, life expectancy, literacy, and infant mortality) to determine the level
of development and standard of living in nations using the terms Human Development
Index, less developed, newly industrialized, and more developed.
(6) Geography. The student understands the types, patterns, and processes of settlement.
The student is expected to:
(A) locate and describe human and physical features that influence the size and
distribution of settlements; and
(B) explain the processes that have caused changes in settlement patterns, including
urbanization, transportation, access to and availability of resources, and economic
activities.
TEKS FOR WORLD GEOGRAPHY
(7) Geography. The student understands the growth, distribution, movement, and
characteristics of world population. The student is expected to:
(A) construct and analyze population pyramids and use other data, graphics, and
maps to describe the population characteristics of different societies and to
predict future population trends;
(B) explain how political, economic, social, and environmental push and pull factors
and physical geography affect the routes and flows of human migration;
(C) describe trends in world population growth and distribution; and
(D) examine benefits and challenges of globalization, including connectivity, standard
of living, pandemics, and loss of local culture.
TEKS FOR WORLD GEOGRAPHY
(11) Economics. The student understands how geography influences economic
activities. The student is expected to:
(A) understand the connections between levels of development and economic
activities (primary, secondary, tertiary, and quaternary);
(B) identify the factors affecting the location of different types of economic activities,
including subsistence and commercial agriculture, manufacturing, and service
industries; and
(C) assess how changes in climate, resources, and infrastructure (technology,
transportation, and communication) affect the location and patterns of economic
activities.
TEKS FOR GOVERNMENT
(6) Economics. The student understands the relationship between U.S. government
policies and the economy. The student is expected to:
(A) examine how the U.S. government uses economic resources in foreign policy; and
TEKS FOR ECONOMICS/
FREE ENTERPRISE
(4) Economics. The student understands the issues of free trade and the effects of
trade barriers. The student is expected to:
(A) compare the effects of free trade and trade barriers on economic activities;
(B) evaluate the benefits and costs of participation in international free-trade
agreements; and
TEKS FOR ECONOMICS
FREE ENTERPRISE
(10) Economics. The student understands key economic measurements. The student
is expected to:
(A) interpret economic data, including unemployment rate, gross domestic product,
gross domestic product per capita as a measure of national wealth, and rate of
inflation; and
THE DEMAND FOR IMMIGRANTS
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
WHY DID IMMIGRANTS COME TO THE U.S. LATE
1800’S?
1865 to 1920 = 28 million + to U.S.
Sought higher standard of living
Join family and friends
Needed jobs due to surplus labor abroad
Escape religious persecution
Read advertisements of promises for better life
Why do you think Swedish immigrants would have
abandoned their lands in the late 19th and early 20th
centuries to come to the U.S.?
DISCUSS VISUAL 22.I
Read the advertisement distributed to farmers in Sweden in the 1880’s by
representatives of Union Pacific Railroad.
RR companies wanted to sell land, establish farmers in west who would sell and buy
products distributed by the railroads. RR built ahead of demand.
Use visual 22.1 and Activity 22.1 to read and answer the questions in context of the
information given.
Three rules of economic decision-making include that people:
 Decide based on the most advantageous combination of costs and benefits
 Respond to incentives in predictable ways
 Must deal with the rule of the economic 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 22.2: 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
CLOSURE
IN WHAT WAYS CAN IMMIGRATION BE VIEWED AS ACTION TAKING PLACE WITHIN AN
INTERNATIONAL MARKET OF BUYERS AND SELLERS?
WHY DID IMMIGRANTS COME TO THE UNITED STATES?
WHY DO PEOPLE MOVE?
VISUAL 4.1
GEOGRAPHIC MOBILITY
What is significant about each
figure and why do you think these
changes happened?
•Figure 1?
•Figure 2?
•Figure 3?
TERMS
•Migration
•Immigrants
•Emigrants
•Benefits
•Costs
•Push and Pull
COSTS AND BENEFITS?
BABYSIT FOR $6.00 FOR UNRULY KIDS
OR BE WITH FRIENDS?
Costs
Benefits
PUSH AND PULL FACTORS
PUSH
PULL
Costs of present location that Benefits of new location
drive people away
because it has advantages
REASONS FOR MIGRATION
1.You will be assigned one card from Activity
4.1.
2.You will answer questions on Activity 4.2.
3. Complete the chart based on reading.
Push Factors for Migration
Pull Factors for Migration
AND THE POINT IS?
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.
What is U.S?
What is Texas GSP?
WHAT IS U.S. GDP VS. TX GSP?
U.S.
2007
2008
2009
2010
$46,459
$47,015
$45,793
$
Source: http://data.worldbank.org/indicator/NY.GDP.PCAP.CD
2010 U.S. $47,482
#1 DC
# 2 Delaware
#24 Texas
#50 Idaho
$174,500
$ 69,667
$ 45,940
$ 34,250
http://en.wikipedia.org/wiki/List_of_U.S._states_by_GDP
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?
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.
VISUAL 4.1
GEOGRAPHIC MOBILITY
What is significant about each
figure and why do you think these
changes happened?
•Figure 1?
•Figure 2?
•Figure 3?
FOCUS: GLOBALIZATION
MIGRATION: LESSON 8
TEXAS COUNCIL ON ECONOMIC EDUCATION
1801
Allen Parkway
Houston, TX 77019
713.655.1650
www.economicstexas.org
VOCABULARY AND CONCEPTS
Human capital
 Skilled workers
 Unskilled workers
 Emigration
 Immigration
 Brain drain

FOCUS: LET’S BEGIN
Why do people migrate?
 What are the concerns about immigration?
 What are the concerns about emigration?

CONTENT STANDARDS
1. How and why do people react to incentives?
 2. What role do incentives play?
 3. What determines the income people earn?

OBJECTIVES





1. Explore economic incentives that lead to
migration, both economic and non-economic
2. Describe the difference between skilled and
unskilled workers and the effects of immigration on
both
3. What are the economic effects of immigration
4. Define/discuss cause and effect of brain drain
5. Illustrate impact of immigration on wages using
supply and demand diagram
STUDENT FOCUS
1. Do you know anyone who was born in a
different country?
 2. Was anyone in your family born in a different
country?

UNITED STATES: NATION OF IMMIGRANTS
 Melting
pot
 Salad bowl
 US 31 million
born elsewhere
 11 % of US population
 Define: Emigration & Immigration
 Why do people come to the US?
VISUAL 1: U.S. IMMIGRANTS BY CLASS
OF ADMISSION, 2004
What are three facts that you can learn from
the chart?
 Summarize the point of the chart
 Continue looking at the other charts

WHY IS IMMIGRATION TO US DIFFICULT?
Why do people need to be related to a citizen or
resident?
 Why else is it difficult to immigrate?

WHO SHOULD BE ALLOWED TO
IMMIGRATE TO THE UNITED STATES?
Doctor
 Teacher
 Construction worker
 Agricultural worker
 Computer programmer

WORKERS
What is the difference between skilled and
unskilled workers?
 “Most countries have adopted immigration
policies that are at least partly based on
workers’ occupation or skill level.”

VISUAL 2: VISAS
What is a visa?
 What are three facts you can learn from the
chart?
 How would you summarize the point of the
chart?

WHAT ARE THE DIFFERENCES BETWEEN Permanent residence status
 Temporary Worker Visas

ECONOMIC REASONS FOR IMMIGRATION INTO
THE UNITED STATES ARE –
WHAT IS HUMAN CAPITAL?
What impact do immigration and emigration
have on human capital in a market?
 Why is human capital important in a global
economy?
 What role do wages play with immigration?

ROLE PLAY: 20 MINUTES
You will be assigned a particular role from
Activity One. (pages 190 to 195)
 Follow the instructions on page 188:

 Play
the role but you can improvise
 Interview 5 people to find out how each has been
affected by migration. Would they agree or
disagree with laws to limit immigration?
 As you interview, complete the chart on page 189
 Summarize the most important statements
 Decide whether or not each would favor laws to
make migration easier.
DISCUSSION
Based on what you have learned, discuss who
gains and who loses from immigration?
 Use these terms as you discuss your answers –
Host country
home, source, native country
Remittances (cards 9 and 14) – transfer
Returnees - reverse immigration

WHO IS HELPED? WHO IS HURT?
Why is immigration restricted in the US?
 Discuss Visual 3
 Why does the United States allow immigration
with the “negative” impact displayed on
Visual 3?

UNSKILLED WORKERS
What are the advantages and disadvantages of
allowing more unskilled immigrants into the
United States?
 What are the advantages and disadvantages of
skilled workers?

COMPARE AND CONTRAST
1. Do you believe that the benefits of
immigration by skilled workers are greater than
the benefits of immigration by unskilled
workers?
 How do you contrast the benefits of the
immigration of skilled workers with the costs of
emigration by skilled workers?
 How do you use the term brain drain in your
examples?

BRAIN DRAIN
Read Visual 4 and describe the main points
 Study Visual 5 and summarize the
information
 What do you notice about the information in
Visual 6?
 What is the message in Visual 7?

COMPARE AND CONTRAST
The supply and demand of labor in the host
country before and after immigration with
 The supply and demand of labor in source
country before and after emigration

?
WHY DOES THE UNITED STATES
Attract so many workers, both skilled and
unskilled?
 Offer higher wages than many other countries?

DEBATE

Using topics A, B, and C on page 177, debate
the pros and cons of each issue one at a time.
AND THE POINT IS?
What in the World Were They
Thinking? Ideas That Changed The
Word
How did geography, history,
government, economics and history
impact the thinking and actions of
humans? The session will provide
teachers with economic based lessons
on how natural resources, politics, and
historical events impacted decision
making.
And the World Cultures TEKS
Say…
6th grade 2(B) evaluate the social, political,
economic, and cultural contributions of individuals
and groups from various societies, past and
present
WH 1 (B) identify changes that resulted from
important turning points in world history such as
the development of farming; the Mongol invasions;
the development of cities; the European age of
exploration and colonization; the scientific and
industrial revolutions; the political revolutions of the
18th, 19th, and 20th centuries; and the world wars
of the 20th century;
The World Geography TEKS
Say…



(11) Economics. The student understands the reasons for the
location of economic activities (primary, secondary, tertiary, and
quaternary) in different economic systems. The student is
expected to:
(B) identify factors affecting the location of different types of
economic activities; and
(C) describe how changes in technology, transportation, and
communication affect the location and patterns of economic
activities.
World Geography TEKS Too



(12) Economics. The student understands the
economic importance of, and issues related to,
the location and management of key natural
resources. The student is expected to:
(B) analyze how the creation and distribution of
resources affect the location and patterns of
movement of products, capital, and people; and
(C) evaluate the geographic and economic
impact of policies related to the use of resources
such as regulations for water use or policies
related to the development of scarce natural
resources.
U. S. History TEKS Say…



(22) Science, technology, and society. The student
understands the impact of science and technology
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, the
telegraph and telephone, petroleum-based
products, medical vaccinations, and computers on
the development of the United States;
(B) explain how scientific discoveries and
technological innovations such as those in
agriculture, the military, and medicine resulted from
specific needs
The Economics TEKS Say…
 (11)
Economics. The student understands
key components of economic growth. The
student is expected to:
 (A) analyze how productivity relates to
growth;
 (B) analyze how technology relates to
growth; and
The Government TEKS Say…
 (20)
Science, technology, and society.
The student understands the impact of
advances in science and technology on
government and society. The student is
expected to:
 (A) analyze the potential impact on
society of recent scientific discoveries
and technological innovations
Ideas that changed the world
Concepts
Geography
•Standard of Living
•Interaction with the physical environment
Economics
•Technological change
•Productivity
•Capital goods
•Human Capital
•Standard of living
What is productivity?
•What was The Little Red Hen story
about?
•If it took 8 hours to bake 8 loaves, how
many can she bake in 1 hour?
•8X = 8
X = 1 loaf of bread
•Productivity = the amount of good or
service a worker can produce in a
period of time.
The hen becomes more
productive
If the number of workers remains the same,
what is needed to increase productivity?
•Technology and capital goods
What are the factors of production?
•Land or natural resources
•Labor
•Capital
Visual 8.1
What happened as production increases?
What happens to prices?
What is the impact on standard of living?
Problem solving
1.
2.
3.
4.
What problem needed to be solved?
Who came up with a solution?
What was the solution?
How did this solution affect productivity?
A. Change in technology?
B. New capital good?
C. Improve people’s education or health?
5. How did the solution allow people to overcome
challenges presented by the physical environment?
6. How did this solution affect people’s stand of living?
7. How did this solution affect people’s quality of life?
Finnish technology
award foundation
…”Promote people’s quality of life, are
based on human values and encourage
sustainable economic development”
Who would you nominate based on 8.3
criteria? Why?
Make a poster to present their candidate
Judge each other’s nominations with sticky
notes
The candidates are…
•Double Bubbler
•Barbed Wire
•Penicillin
•Telephone
•Self-Polishing Steel Plow
•Dynamite
Assessment
Brainstorm a list of new inventions
Choose one and write a newspaper story and headline about it
Paragraph 1
•Who developed the invention?
•What does it do or how is it used?
•When was it developed?
•Where was it developed?
•Why was it developed?
•Paragraph 2
•How does the invention increase productivity?
•How does it change the environment or allow people to
overcome challenges in the environment?
•How does it affect the people’s standard of living?
•How does it improve the quality of life?
CONTROVERSY OVER GLOBALIZATION
What do you know about the pros and cons of
Globalization?
 Please read your part to yourself. Make a poster
that shows your arguments. Draw a picture and
list words/phrases that describe your viewpoint.
You will hold this up during your presentation.
 You will participate in a production in which you
will portray your character’s viewpoint and
personality. Hold you poster up for all to see.

CONTROVERSY OVER GLOBALIZATION
Use the chart to jot down notes about the
positions that others played.
 Discuss the viewpoints in small groups and
continue to complete your chart.
 Your group will make large protest posters.
 What is the point of the lesson?

WHAT ARE SWEATSHOPS?
What do you look for when you buy clothes and
shoes?
 Look at your clothes label and determine where
your clothes are made.
 Using your handout, find and record three
different ways to view sweatshops.
 Which position best represents you? Why?

EVALUATIONS
Thank you for attending today!
 Please complete your 2 evaluations.
 Please pick up your VE4 as you leave.
Laura Ewing
Texas Council on Economic Education
1801 Allen Parkway, Houston 77019
713.655.1650
www.economicstexas.org
www.smartertexas.org

PRESENTER
• LAURA EWING
• TEXAS COUNCIL ON ECONOMIC
EDUCATION
• 1801 ALLEN PARKWAY
HOUSTON 77019
• [email protected]
• WWW.ECONOMICSTEXAS.ORG