1. Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650

2. 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.

3. Scholarships Available for Texas Teachers

4. This workshop and the accompanying materials are made available to teachers through the generous support of State Farm and the Council for Economic Education.

5. Economics Challenge Fall and Spring Online Testing In Micro, Macro and International Economics Adam Smith Division 2nd place national champs Bellaire HS 2010/3 rd 2012 David Ricardo Division 3 rd place national champs Plano HS 2010/4 th place 2012 State competition all online this year

6. 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 2 nd in nation 2012

7. Teams of 2 to 5 students Grades 4 to 12 Cost: $10 a team 10 week Student Session Each Fall and Spring

8. How Do You Get These Materials? www.economicstexas.org

9. Select either Browse Economics Concepts Or Browse Economics Lessons Select Grade Band

10. Selected lesson

11. 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) 1234 5 To Receive VE4.0, Please Complete and Turn In- 1. 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…

12. (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.

13. (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.

14. 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

15. 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;

16. 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;

17. 1. how Texans make a living 2. where people settle

18. 1. Land 2. Labor 3. Capital 4. Entrepreneurship

19. 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.

20. Visual 4.2: % of Distribution of Total Colonial Trade (1768 to 1772) United Kingdom West Indies Southern Europe Africa % of Colonial Imports of G & S 80% 18% 2% 0% % of Colonial Exports of G & S 56% 26% 18% 1%

21. 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

22. 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.

23. What do you know about the US Articles of Confederation and U.S. Constitution? Years? Purpose? Who wrote? Why?

24. 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

25. 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.

26. 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

27. Economic Problems During the Articles of Confederation Debt Taxation Tariff Battles Military Weakness

28. 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.

29. 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?

30. 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

31. 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?

32. 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 Location In US Constitution Based on the rule, how would you decide on the question? 1. 2. 3. 4. 5. 6.

33. Rules of the Game and YOU What are three ways that the rules of the game affect you: Economically? Personally?

34. 4 th 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

35. (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.

36. (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.

37. 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;

38. 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;

39. Where do you live? Why do you live here? Why do you think citizens of the U. S. would move to Texas?

40. 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

41. 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?

42. 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?

43. 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?

45. 1. 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?

46. 1. Read your selection from page 33 and/or 34. 2. What are the main points of the reading? 3. Illustrate your key points on the placemat. 4. Share your answers. 5. Using the center section, draw the common answers that the Germans shared.

47. Ad for Explorer and Exploration Draw an ad to encourage Germans to settle in the U.S.? What conditions would draw them to Texas? What conditions might they dislike when they move here? We will shared the ad with the class. What is the point of the reading?

48. 1. demand supply goods and services profit 2. priceboomtown entrepreneur production

49. 25 new families moved into your neighborhood and every neighborhood in your area? there were so many more people…what would you need?

50. What do you see in these photos from 1901? What do you think these photos represent? Where is Beaumont, Longview?

51. 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????

52. 1. You are going to be in six different groups. 2. Your group will read one primary source together. 3. What goods and services are limited in supply? 4. What factors caused an increased demand for G & S? 5. What new occupations developed? Why? 6. Are your lists of important goods and services the same as those 100 years ago? Explain. 7. What examples of entrepreneurship are there? What are examples of profit motive?

53. Share your answers with your expert group. Switch groups and share what you learned about the new story

54. 1. 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

55. 1. Floyd County: 125 to 1000 population in 2 months 2. One gas station which sells groceries (mainly milk and bread) 3. Work in small groups to: 1. A. List problems 2. B. What goods and services will they need? 3. C. Make a list of actions needed to help people deal with population boom.

56. . Please read your section of the article: http://stateimpact.npr.org/texas/tag/fracking/?gclid=CO7FraGd p7ACFWLktgodhx46Yw 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?

58. 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-drilling- rush-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?

59. Beaumont early 1900 Small towns 2000s 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?

60. Process What is the point? What are the similarities and differences between Spindletop and today?

61. IMMIGRATION, PLACES, PRODUCTION, WHY DO PEOPLE MOVE?

62. Geography End of Course For more information, please see… http://www.tea.state.tx.us/student.assessment/staar/

63. SOURCE: GEOGRAPHY FOCUS ON ECONOMICS

64. GDP GNP

65. 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

66. WHY FINAL VALUE? VALUE OF SUGAR, FLOUR, EGGS VALUE OF FINISHED PRODUCT: COOKIES WHY?

67. WHICH COUNTRY IS RICHER? COUNTRY A GDP $100,000,000 COUNTRY B GDP $200,000,000

68. 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

69. PER CAPITA GDP THE TOTAL MARKET VALUE PER PERSON OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR.

70. 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?

71. 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?

72. WHAT ARE THE CHARACTERISTICS?

73. 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 $___.

74. 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.

75. Push and Pull Factors PUSHPULL 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.”

76. 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

77. DISCUSS VISUAL I WHY DO YOU THINK SWEDISH IMMIGRANTS WOULD ABANDON THEIR LANDS IN SWEDEN TO COME TO THE U.S. IN LATE 19 TH AND EARLY 20 TH 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

78. 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?

79. REMINDERS THE MARKETS ALLOCATE SCARCE RESOURCES. WHAT ARE THE SCARCE RESOURCES HERE? WHAT ROLE DO IMMIGRANTS PLAY? WHAT ROLE DO EMPLOYERS PLAY?

80. 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.

81. 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 DEMAND SUPPLY 1 SUPPLY 2

83. Describe how the free enterprise system works

85. President/CEO Texas Counci l on Economic Education (TCEE) www.economicstexas.org Laura@economicstexas.org 713-655-1650

86. Market Price: Changes in Supply and Demand

87. President/CEO Texas Counci l on Economic Education (TCEE) www.economicstexas.org Laura@economicstexas.org 713-655-1650

88. How do changes in demand affect market price? How does the market price guide what producers or suppliers produce?

89. Why must costs be subtracted from revenues to determine profits? How can certain events cause costs to change, which can affect profits?

90. 1. 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?

91. 1. We will divide into factories with 4 to 6 workers in each factory. 2. Choose a production manager. 3. Choose an accountant

92. 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.

93. 1. Each product must have 2 colors. 2. You may only use your hands – no capital. 3. You may specialize. 4. Produce at least one of each but as many as possible.

95. 1. Each product must have 2 colors. 2. You may only use your hands – no capital. 3. You may specialize. 4. Produce at least one of each but as many as possible.

96. 1. 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.

97. 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

98. 1. 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.

100. 1. Each product must have 2 colors. 2. You may only use your hands – no capital. 3. You may specialize. 4. Produce at least one of each but as many as possible.

101. 1. 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.

102. 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

103. 1. 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?

104. 4.How did price influence your production decisions? 5. How did other groups influence your strategy and plans?

105. President/CEO Texas Counci l on Economic Education (TCEE) www.economicstexas.org Laura@economicstexas.org 713-655-1650