1. FAU Center for Economic Education Economics in World History

2. Focus: Middle School World History 23 lessons Beginning of time to Adam Smith Most lessons have an activity / reading; dividable Connections

3. Economic Concepts Scarcity Resources (Natural, Human, Capital) Production Economic Systems What is produced, How is it produced, For whom? Market / Command / Traditional Trade Money & Banking

4. Tonight Scarcity (4:45 p.m. to 5:15 p.m.) Lesson 1: Out of Africa Economic Systems (5:15 p.m. to 6:15 p.m.) Lesson 6: India and the Caste System Lesson 8: Athens and Sparta: Imagine the Possibilities Money (6:45 p.m. to 7:30 p.m.) Lesson 13: Paper Money of the Sung, Yuan, and Ming Dynasties Trade (7:30 p.m. to 8:15 p.m.) Lesson 9: Athens and Olive Oil Highlights from Rest of Book (8:15 p.m. to 8:30 p.m.) Paperwork (8:30 p.m. to end)

5. Source: National Geographic: Available Online. Retrieved at: http://ngm.nationalgeographic.com/ngm/0603/feature2/images/mp_download.2.pdf LESSON 1 – OUT OF AFRICA: WHY EARLY HUMANS SETTLED AROUND THE WORLD FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

6. MIGRATION Migration: The act of moving from one place to another with the intent to live in another place permanently or for a longer period of time. Source: “What is Human Migration?” 2005. National Geographic Society. Available online at: http://www.nationalgeographic.com/xpeditions/lessons/09/g68/migrationguidestudent.pdf FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY LESSON 1 – OUT OF AFRICA: WHY EARLY HUMANS SETTLED AROUND THE WORLD

7. Immigration vs. Emigration Immigration: Migration to a place in order to settle there Emigration: Migration from a place to settle in another place Source: “What is Human Migration?” 2005. National Geographic Society. Available online at: http://www.nationalgeographic.com/xpeditions/lessons/09/g68/migrationguidestudent.pdf FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY LESSON 1 – OUT OF AFRICA: WHY EARLY HUMANS SETTLED AROUND THE WORLD

8. Reading

9. Push vs. Pull Factors Push factors: Negative reasons for wanting to leave a place (emigrate). Examples of push factors are a lack of food or water, natural disasters, a lack of jobs, and wars. Pull factors: Positive reasons for wanting to move to a place (immigrate). Examples of pull factors are more food and water, a better climate, higher wages, and freedom. Source: “What is Human Migration?” 2005. National Geographic Society. Available online at: http://www.nationalgeographic.com/xpeditions/lessons/09/g68/migrationguidestudent.pdf FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY LESSON 1 – OUT OF AFRICA: WHY EARLY HUMANS SETTLED AROUND THE WORLD

10. Activity

11. Reasons for Migration: Environmental and Political Environmental Examples: Floods, water supply, climate, food supply for animals Political Examples: Political freedom, laws, wars Source: “What is Human Migration?” 2005. National Geographic Society. Available online at: http://www.nationalgeographic.com/xpeditions/lessons/09/g68/migrationguidestudent.pdf FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY LESSON 1 – OUT OF AFRICA: WHY EARLY HUMANS SETTLED AROUND THE WORLD

12. Reasons for Migration: Cultural and Economic Cultural Examples: Desire for religious freedom or chance for a better education Economic Examples: To overcome shortages of food, housing, or space; to find better employment or higher wages Source: “What is Human Migration?” 2005. National Geographic Society. Available online at: http://www.nationalgeographic.com/xpeditions/lessons/09/g68/migrationguidestudent.pdf FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY LESSON 1 – OUT OF AFRICA: WHY EARLY HUMANS SETTLED AROUND THE WORLD

13. Economic Systems

14. Characteristics of Economic Systems Market Economic System What to Businesses produce goods and services that produce?consumers are willing and able to buy for prices that will yield profits for the businesses. How toSeeking profits, business owners decide produce?what resources they will use to produce goods and services. Individuals decide what occupations they will seek in the labor market. For whom Finished goods and services are distributed to produce?to individuals willing and able to buy them. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

15. Characteristics of Economic Systems Command Economic System What to A central planning authority (government produce?agency) decides what and how much of goods and services will be produced. How toA central planning authority (government produce?agency) decides what combinations of productive resources will be used to produce goods and services. The government may assign people to jobs. For whom A central planning authority (government produce?agency) decides who will receive the goods and services that are produced. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

16. Characteristics of Economic Systems Traditional Economic System What toThe goods and services produced today are produce?the same goods and services that were produced in previous generations. How to The productive resources used are the same produce?as in past generations. Occupations are determined largely by tradition and families. For whom Finished goods and services are traded within to produce?the group or distributed based on tradition. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

17. The Caste System in Ancient India The Brahmins were the priests. The Kshatriya were the relatively small group of rulers and warriors. The Vaishyas were farmers, merchants, and traders. The Shudras were typically servants and farm workers, including mixed-race people and those who had different religions. The Dalits, the outcasts or untouchables, were not recognized as members of a caste. LESSON 6 – INDIA AND THE CASTE SYSTEM IN 200 B.C.E. FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY

18. Activity: What kind of economy?

19. Economic Systems and Choices: Greece Two readings: Divide into two groups Would read and pair off…

20. Compare and Contrast LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY AthensSparta

21. Characteristics Travel was forbidden. Trade was discouraged. Military power was the focus of society. Slavery existed. Citizens lived in a city-state. Great works of art were created. Philosophy grew. Government was a democracy. Women had considerable freedom.

22. Characteristics Trade was encouraged. Enslaved helots were used to grow food. Boys learned literature, music and gymanastics. Boys lived in military housing and trained for war. Government consisted of 2 kings, assembly, and 5 ephors.

23. How did Athens and Sparta solve their food problems?

24. Societies must make choices because of scarcity. Scarcity: The condition that exists because human wants exceed the capacity of available resources to satisfy those wants. Productive Resources: Natural resources, human resources, and capital resources used to make goods and services. LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

25. Productive resources include:  Natural Resources — "Gifts of nature" that can be used to produce goods and services; for example, oceans, air, mineral deposits, forests, and fields of land.  Human Resources — The health, education, experience, training, skills, and values of people; for example, doctors, teachers, and farmers. LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

26. Productive resources include:  Capital Resources — Goods made and used to produce and distribute goods and services; examples include tools, machinery, and buildings. LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

27. Who decided how resources would be used?

28. Societies must make choices because of scarcity. Choices: Because our wants are greater than our resources, people must make choices. When you choose one thing, you must give up something else, which means there is an opportunity cost. Opportunity Cost: The highest valued alternative that is given up when a choice is made. LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

29. Production Possibilities Frontier Production Possibilities Frontier: A table or graph that shows the various combinations of two goods it is possible to produce with a given amount of resources. Imagine a society that used all of its resources (natural, human, and capital) to produce two goods: olives and grapes. We can illustrate their choices on a production possibilities frontier, shown on the next slide. LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

30. Production Possibilities Frontier LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

31. Production Possibilities Frontier LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY < What to be here

32. Opportunity costs!!!

33. Guns vs. Butter Guns vs. Butter: A phrase that refers to the trade-off that nations face when choosing to devote more or fewer resources to military or civilian goods and services. Guns: Resources devoted to the production of military goods or services. Butter: Resources devoted to the production of civilian goods or services. LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

34. Guns vs. Butter LESSON 8 – ATHENS AND SPARTA: IMAGINE THE POSSIBILITIES F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

35. Economic Systems Across Time Caste System (traditional) Athens (market) / Sparta (command) Incas (command) / Aztec (market) Feudalism (command)

36. Athens and Olive Oil Trade lesson Reading on Olive Oil Reader’s Theater

37. Questions for After the First Act Why doesn’t Pericles grow his own food? Why does Themosticles grow food but not make his own tools and weapons? Compared to Pericles, is Themosticles better at farming or blacksmithing? If he is better at both, why doesn’t he do both?

38. Vocabulary Voluntary Exchange: Trading goods and services with other people because both parties expect to benefit from the trade. Absolute Advantage: The ability to produce more units of a good or service than some other producer, using the same quantity of resources. L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

39. Vocabulary Comparative Advantage: The ability to produce a good or service at a lower opportunity cost than some other producer. This is the economic basis for specialization and trade. Opportunity Cost: The highest valued alternative that is given up when a choice is made. L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

40. Questions for After First Act Who has an absolute advantage in farming, Pericles or Themistocles? Who has an absolute advantage in blacksmithing, Pericles or Themistocles? If Themistocles has an absolute advantage in both farming and blacksmithing, does that mean he should do both? According to the discussion, who is better at growing wheat, Egypt or Athens? Who is better at producing olive oil, Egypt or Athens? Suppose Egypt had an absolute advantage in both. Does Demetrios think they can find an opportunity to trade?

41. Questions for after the Second Act What were the terms of trade for the two sides? Does it seem like Athens will benefit from this trade? Why? Does it seem like Egypt can benefit from this trade? Why?

42. In Athens: Producing one jar of olive oil meant giving up one-half bushel of wheat. The opportunity cost of is In Egypt: Producing one jar of olive oil meant giving up four bushels of wheat. The opportunity cost of is L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

43. Which country has the lower opportunity cost of producing olive oil? Which country has the comparative advantage in producing olive oil? Therefore, who should produce olive oil? Comparative Advantage: The ability to produce a good or service at a lower opportunity cost than some other producer. L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

44. In Egypt: Producing one bushel of wheat meant giving up one-fourth jar of olive oil. The opportunity cost of is In Athens: Producing one bushel of wheat meant giving up two jars of olive oil. The opportunity cost of is L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

45. Which country has the lower opportunity cost of producing wheat? Which country has the comparative advantage in producing wheat? Therefore, who should produce wheat? Comparative Advantage: The ability to produce a good or service at a lower opportunity cost than some other producer. L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

46. The articles which it is difficult to get, one here, one there, from the rest of the world, all these it is easy to buy in Athens. —Isocrates, Greek Orator (436–338 B.C.E.) The magnitude of our city draws the produce of the world into our harbor, so that to the Athenian the fruits of other countries are as familiar a luxury as those of his own. — Thucydides, Greek Historian (460 – 395 B.C.E.) L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

47. Optional

48. Vocabulary Production Possibilities Frontier: A table or graph that shows the various combinations of two goods it is possible to produce with a given amount of resources. L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

49. AthensAll cards wheat Flip one card Flip second card Flip third card Flip last card Wheat43210 Olive Oil02468 Athens’ Production Possibilities Table L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

50. Athens’ Production Possibilities Graph L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

51. Athens’ Production Possibilities Graph L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY < Can be here with trade

52. EgyptAll cards wheat Flip one card Flip second card Flip third card Flip last card Wheat1612840 Olive Oil01234 Egypt’s Production Possibilities Table L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

53. Egypt’s Production Possibilities Graph L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY

54. Egypt’s Production Possibilities Graph L ESSON 9 – A THENS AND O LIVE O IL F OCUS M IDDLE S CHOOL W ORLD H ISTORY © C OUNCIL FOR E CONOMIC E DUCATION, N EW Y ORK, NY < Can be here with trade

55. Highlights Lesson 2: Neolithic Farmers (simulation) Lesson 14: Medieval Europe (feudalism) Lesson 16: Guilds (original source lesson) Lesson 19: Spice Trade (supply and demand lesson) Lesson 21: Renaissance Banking (great banking lesson) Lesson 22: Mercantilists and the Midas Touch (I kind of like it)