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. 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 in Austin

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: Fidelity sponsors Legislative Challenge 10 week Student Session

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. (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.

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

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

15. 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.

16. Visual 1: Mystery of Colonial Prosperity Read Why Did the Colonists Prosper Between 1585 and 1763 on page 49? 1. Give three reasons why the colonies should not have prospered? 2. What evidence is given of the colonial prosperity? Please answer the three questions for reflection on page 49. What are 3 examples of entrepreneurial endeavors? What sets a free market economy apart from any other? What if England had controlled all colonial production?

17. Is the U.S. part of a global economy? Where are your clothes made? Where are electronics made? What is the difference between imports and exports? What role did imports and exports play in the U.S. colonies? Is the U.S. participation in the global economy a 21 st issue only? View Visual 4.2. What are three things you notice?

18. 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%

19. Specialization and Trade 1. What is the definition of specialization? 2. What is the definition of trade? 3. How do these two concepts relate to each other? 4. How do they relate to the term: interdependence? 5. How do these concepts related to a global economy? 6. What role does profit play?

20. Colonial and English Trade View Visual 4.3 as you answer these questions. 1. What pattern do you see in the value of the goods and services produced by the American colonists? 2. What pattern do you see in the value of the goods and services produced by England for consumption in the American colonies? 3. What do these patterns in export and import trade between the American colonies and England suggest about each economy’s ability to produce g and s for international consumers? 4. Colonies: rich natural resources/poor labor England: opposite situation What types of g & s would colonies export to England and what was likely to be imported?

21. Visual 4.4: The Population of Colonial America List three facts you see about the population of the colonies from 1700 to 1770. How did the changes in population change the colonial: A. Demand for products? B. Demand for workers? C. Use the information in the chart to explain the role these concepts played during that time period: specialization, trade, production, employment, income.

22. 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

23. Specialization and Trade Read the “biographies” in Activity 4.1. In small groups discuss the role of specialization and trade in each situation.

24. Closure: Activity 4.2 Read Activity 2 and answer the questions at the end. Discuss your answers in small group. Listen as several people provide their answers.

25. Colonial America and NAFTA Trade http://www.ustr.gov/trade-agreements/free-trade- agreements/north-american-free-trade-agreement- nafta Use the online sources to provide GDP for US and Mexico between 1993 and 1998. Use the online resource to find 5 trends and /or patterns on NAFTA trade.

26. 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.

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

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

30. 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?

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

32. 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

33. 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.

34. 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

35. 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.

36. 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

37. 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

38. 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.

39. 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

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

41. 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.

42. 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?

43. 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

44. 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?

45. 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.

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

47. 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…

49. 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.