Transcript Play - 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
Visit economicstexas.org
Smartertexas.org
Click on “resources” for free
Texas economics books
• 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.
October 4 arrival
October 5-6 Teacher
Conference
October 7 possible breakfast
departure
TCEE seeking scholarships
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
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Lessons
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Selected
lesson
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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
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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
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?
•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
Early 2000
1.
2.
3.
demand supply goods and services profit
price natural resources entrepreneur
production Civil War land labor capital
interdependent
•
•
•
•
•
•
What would life be like if there was no cotton?
How important is cotton production to the
economy of Texas?
How has the production of cotton changed in TX?
What role does cotton play in economic
interdependence?
What role does the climate and soil play in where
cotton can be grown?
What economic concepts apply to the production of cotton?
1.
2.
3.
1. Please number the paragraphs on pages 87-88.
2. Think: please read your paragraph(s) and think of
a creative way to provide others with the main points.
3. Share: please share key points you have learned.
What Is the Connection Between…?
1. The Allen brothers and Buffalo Bayou?
2. Cotton and slavery before the Civil War?
3.
4.
Why did immigrants come to Texas after the Civil
War?
How does the cotton crop connect Texas to the nation
and to the world?
Are you wearing cotton?
1.
2.
3.
Jeans?
Socks?
Other?
1.
What role does geography play in the growth of
cotton?
2.
Where is it grown?
1.
2.
Review the figures on page 94
If you were a producer of cotton goods, what
product would you produce and why?
1.
Read page 92.
2.
Where are the Brazos and Colorado Rivers?
Why was cotton grown here?
3.
How is production of cotton labor intensive?
4.
What is the timeline for production of
cotton?
1.
Read page 93.
2.
What type of work would you like to do
the most? The least? Why?
1.
Read page 97.
2.
What differences do you see?
3.
Why do you think that west Texas was able
to produce cotton by 1929?
1.
2.
3.
4.
How is cotton production different today?
How would economic activities differ?
What role has technology played in the
changes in production?
How has the role of human labor changed
over time?
1.
How has cotton been an economic milestone?
2.
What role did it play with Texas’ involvement in
the Civil War?
What do you know about the US
Articles of Confederation and
U.S. Constitution?

Years?


Purpose?

Who wrote?

Why?
TEKS for World Cultures
 (9) Economics. The student understands the various ways
in which people organize economic systems. The student is
expected to:
 (A) compare ways in which various societies organize the
production and distribution of goods and services;
 (B) compare and contrast free enterprise,
 (11) Government. The student understands the concepts of
limited and unlimited governments. The student is
expected to:
 (C) identify reasons for limiting the power of government;
and
TEKS for Texas History
 (14) Government. The student understands the basic
principles reflected in the Texas Constitution. The
student is expected to:
 (B) compare the principles and concepts of the Texas
Constitution to the U.S. Constitution, including the
Texas and U.S. Bill of Rights.
TEKS for
th
8
U.S. History
 (1) History. The student understands traditional historical
points of reference in U.S. history through 1877. The
student is expected to:
 (A) identify the major eras and events in U.S. history
through 1877, including … revolution, drafting of the
Declaration of Independence, creation and ratification of
the Constitution,
 (B) apply absolute and relative chronology through the
sequencing of significant individuals, events, and time
periods; and
 (C) explain the significance of the following dates: … 1776,
adoption of the Declaration of Independence; 1787, writing
of the U.S. Constitution
TEKS for
th
8
U.S. History (con’t.)
 (14) Economics. The student understands the origins
and development of the free enterprise system in the
United States. The student is expected to:
 (A) explain why a free enterprise system of economics
developed in the new nation, including minimal
government intrusion, taxation, and property rights;
and
 (B) describe the characteristics and the benefits of the
U.S. free enterprise system during the 18th and 19th
centuries.
Timeline
 Continental Congress is “government” from 1775 to







1781
American Revolution 1775 to 1783
Declaration of Independence July 4, 1776
Treaty of Paris September 3, 1783
Articles of Confederation (1777) Ratified by all 13 in
1781
U. S. Constitution signed September 17, 1787
U.S. Constitution ratified with New Hampshire 1788
First presidential election 1789
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?
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
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
•How do changes in demand and supply affect
•market price?
•How does market price help producers determine what
to produce?
1. What trends do you see ?
2. What are three things you have learned about
how the market or free enterprise system
operates?
3. What concepts and TEKS would this activity
teach?
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
President/CEO
Texas Council on Economic Education
(TCEE)
www.economicstexas.org
[email protected]
713-655-1650
Government:
5d. Understand how government taxation and regulation can serve as
restrictions to private enterprise.
6b. Understand the roles of the executive and legislative branches in
setting international trade and fiscal policies.
High School U.S. History
16A Identify the causes of the Great Depression, including the impact
of tariffs on worldwide trade, stock market speculation, bank failures
and monetary policy of the Free Enterprise System.
If a presidential election were held tomorrow, what
would be three issues of concern for you that would
impact your vote?
1.
2.
3.
Ask a person who is at least 18 years of age the following question:
Please indicate the three issues that are most important to you as you
decide who will get your vote in a U. S. presidential election.
1.
2.
3.
Due Date; ________________________________________________
1.
What are the common answers?
2. What do you think about the answers?
3. How many are economic answers?
What do the indicators indicate about the
economy?
Economic Indicators
Unemployment Rate
Inflation rate
Growth rate in per
capita GDP
Statistics Based on
Indicators
Misery Index
Visual
8.1rate in real GDP
Growth
Unemployment rate: the percentage of people in the
labor force who are unemployed.
2. Inflation rate: The percentage increase in the overall
price level.
3. Real GDP: the value of all final goods and services
produced in a country in a year, expressed in terms of
constant dollars.
1.
1.
Misery Index: The sum of the unemployment rate
and the inflation rate.
2. Real Per Capita GDP Growth Rate: The percentage
change in real GDP per person
Think, Pair, Share
1. 1. What do you see on the chart?
2. 2. What year since 1957 has the unemployment
rate been the highest?
3. 3. What year had the highest inflation rate?
4. What year had the highest Misery Index?
Did the incumbent win?
Did the “in office” party win?
Predict who you think will win based on the data on
Activity 8.2.
Write two or more rules that demonstrated how to
apply the data
Share your rules and evaluate them.
Review the “rules” on 8.2 and 8.3.
Which of these rules serve as a strong predictor?
Which ones do not?
Do economics play a role in
presidential elections?
Do you believe the data we have studied shows that
economic conditions impact presidential
elections?
Is it fair to blame or give credit to the incumbent ?
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
Laura Ewing
President/CEO
Texas Council on Economic Education
www.economicstexas.org
www.smartertexas.org
[email protected]
713-655-1650
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;
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;
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
(8) Economics. The student understands the factors of
production in a society's economy. The student is expected to:
(A) describe ways in which the factors of production (natural
resources, labor, capital, and entrepreneurs) influence the
economies of various contemporary societies