Transcript FAll 2014 Presentation TSSSA - Texas Council on Economic

Texas Council on Economic
Education
Virtual Economics for the
US History
World Geography
World History
Classrooms
..
PRESENTER
• LAURA EWING
• TEXAS COUNCIL ON ECONOMIC
EDUCATION
• 1801 ALLEN PARKWAY
HOUSTON 77019
• [email protected]
• WWW.ECONOMICSTEXAS.ORG
Virtual Economics 4
• http://screencast.com/t/9clG89SvQ6
• Narrated and organized by TCEE
Center Director Susan Doty, UT Tyler
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Online economics and
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Gen I Revolution teaches financial
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What Is the Gen i Revolution?
•
•
•
•
An interactive, webbased computer game.
Designed to teach
students the basics of
personal finance and
investments.
15 missions designed to
be playable as standalone missions.
Also effective as a
supplement to classroom
instruction.
This workshop and the accompanying materials
are made available to teachers through the
generous support of State Farm and the Council
for Economic Education.
Smarter Texas, a personal
financial literacy project for
grades k to 12, is sponsored by
TCEE and Opportunity Texas
Ask About Children’s Savings
Accounts!
MARRIAGE OF ECONOMICS
AND GEOGRAPHY
PLACES AND PRODUCTION
PLACES AND PRODUCTION
SOURCE: GEOGRAPHY
FOCUS ON ECONOMICS
Virtual Economics 4.0 CD
WHAT DO THESE MEAN?
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 IS A CHOROPLETH
MAP? ACTIVITY 2
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 and Pull Factors
PUSH
Costs of present location
that drive people away
PULL
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.”
Economic Problems During the
Articles of Confederation
How did differing viewpoints on property rights impact
the beliefs about:
 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
 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?
Process: Property Rights
 How are the factors of production and property rights
“connected?”
 How did colonial ideology impact the conditions of the
Articles of Confederation?
 How did events and ideology lead to the development of
the U. S. Constitution?
 What role property rights play in the founding of the
United States of America?
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 18711920. 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?
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 18711920. 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?
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?
TEXAS COUNCIL ON ECONOMIC EDUCATION
PROGRAMS HELP STUDENTS GAIN
GREATER ECONOMIC, FINANCIAL AND
ENTREPRENEURAL SUCCESS
76
How can Texas Council on Economic Education and the Economics Center
at UT Pan Am help?
Smarter Texas Financial Literacy, Economics and Entrepreneurship…
– Teacher training
– Resources (Virtual Economics 4 pin drive with 1400 lessons)
– Student programs
77
Free Council for Econ Ed Resources
Online economics and
financial literacy lessons
Gen I Revolution teaches financial
literacy through problem solving
78
The Texas Council on Economic Education (TCEE)
Teaches Teachers
Who Teach Students
Who Are the Future of Texas
--John Anderson, TCEE Board Member
Jean Walker, MBA
West TX A&M
Steve Cobb, Ph.D.
University North TX
Cheryl McGaughey,
MBA, Angelo State U
Susan Doty, MBA
UT Tyler
Texas Southern Univ.
Nancy Shepherd,
Ph.D.
Stephen F. Austin
State University
Alberto Davila, Ph.D.
UT Pan Am
TCEE Center Directors and Staff Provide Training All Over The Great State of Texas
In Personal Financial Literacy (PFL), Social Studies Economics Strand, Math PFL,
Career/CTE, Entrepreneurship, Economics, Paying For College
Staff Development
Playful Economics
• Economics
• Entrepreneurship
• Career/Business
• Financial Literacy
• Free lessons for grades K-8
– Lessons for grades 2-3 funded by
– Lessons for grades K-1 & 4-6 funded by
– Lessons for grades 7-8 funded by
– www.smartertexas.org under Resource tab
82
Saving For College
The Why, When, and How
• Published by RAISE Texas
• Parent and Student Guides Written by TCEE
• Download Book And Guides at
http://economicstexas.org/?page_id=5703
Three Student Programs
Directly Reach 27,000 students annually
Stock Market Game™
Economics Challenge
Personal Financial Literacy (PFL) Challenge
Texas Regional Competitions
•
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Teams of 2 to 5 students
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SMG Training in Valley in January
Open to students participating in the
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Cash prizes from Texas
First and 9th Place National Winners From Texas in 2014
Economics Challenge
• Fall and Spring Online
Testing In Micro, Macro
and International
Economics
• Bellaire HS placed FIRST
in the Nation in the
Economics Challenge
• Funding provided by
State Farm
Personal Financial Literacy
Challenge
•
Teams of 4 compete in
online test for state finals
•
Winning state team and
teacher win cash
•
First place state team
attends regional and
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Federal Reserve Bank
•
Funded by State Farm
•
Bellaire HS Placed 5th in
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Why encourage young people to save?
Elliott and Beverly in the paper The Role of Savings and Wealth in Reducing
Wilt Between Expectations And College Attendance (2010) state that -
•when a savings account is set up for students,
they are 4 times more likely to go to college.
•if students have a savings account in their name,
they are 7 times more likely to go to college.