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

2. Visit economicstexas.orgeconomicstexas.org Smartertexas.org Click on “resources” for free Texas economics books

3. 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.

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. June 19, 2012 Children’s Museum of Houston (Grades K to 5) July 11-12, 2012 FLIGHT (Financial Literacy Ignites Greater Horizons Tomorrow June or August 2011 FTE: Economics and Environment San Antonio July 30-August 2, 2012

6. 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

7. 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

8. Teams of 2 to 5 students Grades 4 to 12 Cost: $10 a team 10 week Student Session

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

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

11. Selected lesson

12. 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…

13. (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 World Cultures Geography

14. (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

15. (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.

16. (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.

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

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

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

20. 25 new families moved into your neighborhood and every neighborhood in your area? there were so many more people…what would you need?

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

22. 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????

23. 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.

24. 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?

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

26. 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

27. 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.

28. . 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?

30. 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?

31. Beaumont early 1900 Small towns Early 2000 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?

32. 1. demand supply goods and services profit 2. pricenatural resources entrepreneur production Civil War land labor capital 3. interdependent

33. 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?

34. 1. 1. Please number the paragraphs on pages 87-88. 2. 2. Think: please read your paragraph(s) and think of a creative way to provide others with the main points. 3. 3. Share: please share key points you have learned.

35. 1. The Allen brothers and Buffalo Bayou? 2. Cotton and slavery before the Civil War? 3. Why did immigrants come to Texas after the Civil War? 4. How does the cotton crop connect Texas to the nation and to the world? What Is the Connection Between…?

36. 1. Jeans? 2. Socks? 3. Other? Are you wearing cotton?

37. 1. What role does geography play in the growth of cotton? 2. Where is it grown?

38. 1. Review the figures on page 94 2. If you were a producer of cotton goods, what product would you produce and why?

39. 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?

40. 1.Read page 93. 2.What type of work would you like to do the most? The least? Why?

41. 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?

42. 1.How is cotton production different today? 2.How would economic activities differ? 3.What role has technology played in the changes in production? 4.How has the role of human labor changed over time?

43. 1. How has cotton been an economic milestone? 2. What role did it play with Texas’ involvement in the Civil War?

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

45. 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

46. 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.

47. TEKS for 8 th 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

48. TEKS for 8 th 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.

49. 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

50. 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

51. 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.

52. 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

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

54. 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.

55. 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?

56. 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

57. 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?

58. 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.

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

60. 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…

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