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 LAURA@ECONOMICSTEXAS.ORG WWW.ECONOMICSTEXAS.ORG

What has 51 concepts, short quizzes, 500 + terms, 1400 lessons, film clips, online resources?

Virtual Economics 4 http://screencast.com/t/9clG89SvQ6 Narrated and organized by TCEE Center Director Susan Doty, UT Tyler

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

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Free Council for Econ Ed Resources Online economics and financial literacy lessons Gen I Revolution teaches financial literacy through problem solving 9

What Is the Gen i Revolution? An interactive, web- based computer game. Designed to teach students the basics of personal finance and investments. 15 missions designed to be playable as stand- alone 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

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 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.”

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

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 19 th and early 20 th 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 DEMAND SUPPLY 1 SUPPLY 2

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?