Laura EwingPresident/CEO

Texas Council on Economic Educationwww.economicstexas.org

www.smartertexas.org Laura@economicstexas.org

713-655-1650

STAARs Shine Bright On Social Studies Economics

TodaySTAARs Shine Bright on

Social Studies Economics

• Yvonne Fernandez, El Paso Branch of the Federal Reserve Bank of Dallas: Monetary Policy and Entrepreneurship

• • Laura Ewing, TCEE: Virtual Economics

Lessons

TCEE• 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.

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

Economics Challenge Fall and Spring Online Testing In

Micro, Macro and International Economics

Adam Smith Division 2nd place national champs

Bellaire HS 2010/3rd 2012

David Ricardo Division 3rd place national champs Plano HS 2010/4th place 2012

State competition in Austin

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 2nd in nation 2012

Stock Market Game ™InvestWriteTeams of 2 to 5 students

Grades 4 to 12Cost: FirstLight CU

Legislative Challenge10 week Student Session

 

www/economicstexas/org How Do You Get These Materials?

www.economicstexas.org

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Smarter Texas Program

The staff development program will include specific English Language Learner strategies as well as lessons on financial literacy. Each teacher will receive for free the Financial Fitness for Life book which includes teacher and student guides for grades K to 12! TCEE will also provide PFL training for parents and students in a weekend or evening program. They will receive a book to take home for them to work through together on financial literacy lessons. This program is made possible from the Council for Economic Education.

Learning, Earning, Investing and online Gen I Revolution

Hispanic Teacher and Parent Training in PFL

Founding Leaders and Founding Documents

Laura EwingPresident/CEO

Texas Council on Economic Educationwww.economicstexas.org

www.smartertexas.org Laura@economicstexas.org

713-655-1650

What Role Does Geography Play In…

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

What are the factors of production?

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

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.

Visual 4.2: % of Distribution of Total Colonial Trade (1768 to 1772)

United Kingdom

West Indies

Southern Europe

Africa

% of Colonial

Imports of G & S80%18%

2%0%

% of Colonial Exports of G

& S

56%26%

18%1%

Role of property rightsUse these concepts to explain the free

enterprise system in colonial America:Property rightsIncentivesProductiveSpecializationTradeGlobal economyInvestmentsprofits

Goods and ServicesWhat 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.

What do you know about the US Articles of Confederation and

U.S. Constitution?

Years?

Purpose?

Authors?

Why?

U. S. ConstitutionFirst 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 partyAgreed to petition King George for redress of

grievances12/13 colonies attended with 56 people (only Georgia,

the convict state not included)

First CC agreed to meet again next yearShot heard ‘round the world in Lexington 1775

Second Continental CongressBegan meeting in Philadelphia May 1775Organized the war effortCommissioned 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.

Declaration of IndependenceWe 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 grievancesJohn Hancock’s signatureWritten by Thomas Jefferson

Economic Problems During the Articles of ConfederationDebt

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 GameWhat is the role of the government in the U.S.

market economy?

Constitutional ConventionMay to September 1787September 17, 1787 is Constitution Day

The U. S. Constitution: The Rules of the GameThe 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 FoundersThe 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.

Rules of the Game and YOUWhat are three ways that the rules of the

game affect you:

Economically?

Personally?

Texas Boomtowns: the Impact of Oil Discovery on A Community

Economic Vocabulary1. demand supply goods and services profit2. price boomtown entrepreneur production

What would life be like if…•25 new families moved into your neighborhood and every neighborhood in your area?•there were so many more people…what would you need?

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

Spindletop Changed Rural Areas to Boomtowns

•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????

Goods and ServicesWhat 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.

Primary Sources

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?

PROCESS

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

Spindletop Changed Rural Areas to Boomtowns

•Share your answers with your expert group.

•Switch groups and share what you learned about the new story

PROCESS 2

1. Floyd County: 125 to 1000 population in 2 months2. One gas station which sells groceries (mainly milk

and bread)3. Work in small groups to:

1. A. List problems2. B. What goods and services will they need?3. C. Make a list of actions needed to help people deal

with population boom.

What is Fracking???

. Please read your section of the article: 

http://stateimpact.npr.org/texas/tag/fracking/?gclid=CO7FraGdp7ACFWLktgodhx46Yw

Answer the following questions. 1. What is fracking?2. Where is the fracking taking place? 3. What are three important points about what is happening4. Using the map, what do you notice about locations?

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.htmlYou 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?

What are the Pros and Cons of Fracking?

Compare Beaumont with Small Towns in Texas Today With Fracking?

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?

WHAT IN THE WORLD IS HAPPENING ECONOMICALLY?

T E X A S C O U N C I L O N E C O N O M I C E D U C AT I O N

L AU R A E W I N G7 1 3 . 6 5 5 . 1 6 5 0L AU R A @ E C O N O M I C S T E X A S . O R G1 8 0 1 A L L E N PA R K WAY, H O U S T O N , T X 7 7 0 1 9W W W. E C O N O M I C S T E X A S . O R G W W W. S M A RT E RT E X A S . O R G

WORLD CULTURES ECONOMICS( 8 ) E C O N O M I C S . T H E S T U D E N T U N D E R S T A N D S T H E F A C T O R S O F P R O D U C T I O N I N A S O C I E T Y ' S E C O N O M Y. T H E S T U D E N T I S E X P E C T E D T O :( A ) D E S C R I B E W A Y S I N W H I C H T H E F A C T O R S O F P R O D U C T I O N ( N A T U R A L R E S O U R C E S , L A B O R , C A P I T A L , A N D E N T R E P R E N E U R S ) I N F L U E N C E T H E E C O N O M I E S O F V A R I O U S C O N T E M P O R A R Y S O C I E T I E S

(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

TEKS FOR U.S. HISTORY POST RECONSTRUCTION

(13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:

(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and

(B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States.

TEKS FOR U.S. HISTORYPOST RECONSTRUCTION

(15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:

(A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century;

(C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas;

TEKS FOR WORLD HISTORY(15) Geography. The student uses geographic skills and tools to

collect, analyze, and interpret data. The student is expected to:

(A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and

(B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.

(16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to:

(C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.

TEKS FOR WORLD HISTORY(1) History. The student understands traditional historical

points of reference in world history. The student is expected to:

(F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.

TEKS FOR GEOGRAPHY(5) Geography. The student understands how political, economic, and social

processes shape cultural patterns and characteristics in various places and regions. The student is expected to:

(A) analyze how the character of a place is related to its political, economic, social, and cultural elements; and

(B) interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed.

(6) Geography. The student understands the types, patterns, and processes of settlement. The student is expected to:

(A) locate and describe human and physical features that influence the size and distribution of settlements; and

(B) explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

TEKS FOR WORLD GEOGRAPHY(7) Geography. The student understands the growth, distribution,

movement, and characteristics of world population. The student is expected to:

(A) construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends;

(B) explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration;

(C) describe trends in world population growth and distribution; and(D) examine benefits and challenges of globalization, including

connectivity, standard of living, pandemics, and loss of local culture.

TEKS FOR WORLD GEOGRAPHY(11) Economics. The student understands how geography

influences economic activities. The student is expected to:(A) understand the connections between levels of development

and economic activities (primary, secondary, tertiary, and quaternary);

(B) identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and

(C) assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.

TEKS FOR GOVERNMENT(6) Economics. The student understands the relationship

between U.S. government policies and the economy. The student is expected to:

(A) examine how the U.S. government uses economic resources in foreign policy; and

TEKS FOR ECONOMICS/FREE ENTERPRISE

(4) Economics. The student understands the issues of free trade and the effects of trade barriers. The student is expected to:

(A) compare the effects of free trade and trade barriers on economic activities;

(B) evaluate the benefits and costs of participation in international free-trade agreements; and

TEKS FOR ECONOMICSFREE ENTERPRISE

(10) Economics. The student understands key economic measurements. The student is expected to:

(A) interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation; and

THE DEMAND FOR IMMIGRANTSEXAMINE 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 livingJoin family and friendsNeeded jobs due to surplus labor abroadEscape religious persecutionRead advertisements of promises for better life

Why do you think Swedish immigrants would have abandoned their lands in the late 19th and early 20th centuries to come to the U.S.?

DISCUSS VISUAL 22.IRead 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 TWOREVIEW THE STATISTICSESTIMATE 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?

REMINDERSTHE 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

P5P4P3P2P1

Q1 Q2 Q3 Q4 Q5

DEMAND

SUPP

LY 1

SUPP

LY 2

CLOSUREIN 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?

WHY DO PEOPLE MOVE?

VISUAL 4.1GEOGRAPHIC MOBILITY

What is significant about each figure and why do you think these changes happened?•Figure 1?•Figure 2?•Figure 3?

TERMS•Migration•Immigrants•Emigrants•Benefits•Costs•Push and Pull

COSTS AND BENEFITS?

BABYSIT FOR $6.00 FOR UNRULY KIDS OR BE WITH FRIENDS?Costs Benefits

PUSH AND PULL FACTORS

PUSH PULLCosts of present location that drive people away

Benefits of new location because it has advantages

REASONS FOR MIGRATION

1.You will be assigned one card from Activity 4.1.

2.You will answer questions on Activity 4.2.

3. Complete the chart based on reading.Push Factors for Migration

Pull Factors for Migration

AND THE POINT IS?

PLACES AND PR

ODUCTION

SO

UR

CE

: GE

OG

RA

PH

Y

FO

CU

S O

N E

CO

NO

MI C

S

WHAT DO TH

ESE MEAN?

GDP

GNP

DEFINITIONSGDP: 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?GDPCOUNTRY A $100,000,000COUNTRY B $200,000,000

POPULATIONCOUNTRY A = 1,000,000 PEOPLECOUNTRY B = 3,000,000 PEOPLE

PER CAPITA GDPTHE TOTAL MARKET VALUE PER PERSON

OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR.

What is U.S?What is Texas GSP?

WHAT IS U.S. GDP VS. TX GSP?

U.S. 2007 2008 2009 2010

$46,459 $47,015 $45,793 $Source: http://

data.worldbank.org/indicator/NY.GDP.PCAP.CD

2010 U.S. $47,482#1 DC $174,500# 2 Delaware $ 69,667#24 Texas $ 45,940#50 Idaho $ 34,250http://en.wikipedia.org/wiki/List_of_U.S._states_by_GDP

ACTIVITY 1: GDPPLEASE READ THE ARTICLEWHAT 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?

GDPGDP = C + I + G + (X-M)C = CONSUMERSI = INVESTMENTSG = GOVERNMENTEXPORTS = EXPORTS – IMPORTSU. S. POPULATION IN 1993 =

$24,683WHAT DOES GDP NOT TELL US?

WHAT IS A CHOROPLE

TH

MAP? ACTIV

ITY 2

WH AT A

R E TH E C

H A R A C T E R I ST I C

S ?

SOUTH AMERICAN MAPTHE 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 ACHOROPLETH 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.

VISUAL 4.1GEOGRAPHIC MOBILITY

What is significant about each figure and why do you think these changes happened?•Figure 1?•Figure 2?•Figure 3?

MIGRATION: LESSON 8FOCUS: GLOBALIZATION

TEXAS COUNCIL ON ECONOMIC EDUCATION

1801 Allen Parkway Houston, TX 77019 713.655.1650 www.economicstexas.org

VOCABULARY AND CONCEPTS Human capital Skilled workers Unskilled workers Emigration Immigration Brain drain

FOCUS: LET’S BEGIN Why do people migrate? What are the concerns about

immigration? What are the concerns about

emigration?

CONTENT STANDARDS 1. How and why do people react to

incentives? 2. What role do incentives play? 3. What determines the income people

earn?

OBJECTIVES

1. Explore economic incentives that lead to migration, both economic and non-economic

2. Describe the difference between skilled and unskilled workers and the effects of immigration on both

3. What are the economic effects of immigration 4. Define/discuss cause and effect of brain drain 5. Illustrate impact of immigration on wages

using supply and demand diagram

STUDENT FOCUS 1. Do you know anyone who was born

in a different country? 2. Was anyone in your family born in a

different country?

UNITED STATES: NATION OF IMMIGRANTS

Melting pot Salad bowl US 31 million born elsewhere 11 % of US population Define: Emigration &

Immigration Why do people come to the US?

VISUAL 1: U.S. IMMIGRANTS BY CLASS OF ADMISSION, 2004

What are three facts that you can learn from the chart?

Summarize the point of the chart Continue looking at the other charts

WHY IS IMMIGRATION TO US DIFFICULT?

Why do people need to be related to a citizen or resident?

Why else is it difficult to immigrate?

WHO SHOULD BE ALLOWED TO IMMIGRATE TO THE UNITED STATES? Doctor Teacher Construction worker Agricultural worker Computer programmer

WORKERS What is the difference between skilled

and unskilled workers? “Most countries have adopted

immigration policies that are at least partly based on workers’ occupation or skill level.”

VISUAL 2: VISAS What is a visa? What are three facts you can learn from

the chart? How would you summarize the point of

the chart?

WHAT ARE THE DIFFERENCES BETWEEN -

Permanent residence status Temporary Worker Visas

ECONOMIC REASONS FOR IMMIGRATION INTO THE UNITED STATES ARE –

WHAT IS HUMAN CAPITAL? What impact do immigration and

emigration have on human capital in a market?

Why is human capital important in a global economy?

What role do wages play with immigration?

ROLE PLAY: 20 MINUTES You will be assigned a particular role from

Activity One. (pages 190 to 195) Follow the instructions on page 188:

Play the role but you can improvise Interview 5 people to find out how each has

been affected by migration. Would they agree or disagree with laws to limit immigration?

As you interview, complete the chart on page 189

Summarize the most important statements Decide whether or not each would favor laws

to make migration easier.

DISCUSSION Based on what you have learned, discuss

who gains and who loses from immigration? Use these terms as you discuss your

answers – Host country home, source, native country Remittances (cards 9 and 14) – transfer Returnees - reverse immigration

WHO IS HELPED? WHO IS HURT? Why is immigration restricted in the

US? Discuss Visual 3 Why does the United States allow

immigration with the “negative” impact displayed on

Visual 3?

UNSKILLED WORKERS What are the advantages and

disadvantages of allowing more unskilled immigrants into the United States?

What are the advantages and disadvantages of skilled workers?

COMPARE AND CONTRAST

1. Do you believe that the benefits of immigration by skilled workers are greater than the benefits of immigration by unskilled workers?

How do you contrast the benefits of the immigration of skilled workers with the costs of emigration by skilled workers?

How do you use the term brain drain in your examples?

BRAIN DRAIN

Read Visual 4 and describe the main points

Study Visual 5 and summarize the information

What do you notice about the information in Visual 6?

What is the message in Visual 7?

COMPARE AND CONTRAST

The supply and demand of labor in the host country before and after immigration with

The supply and demand of labor in source country before and after emigration

?WHY DOES THE UNITED STATES

Attract so many workers, both skilled and unskilled?

Offer higher wages than many other countries?

DEBATE

Using topics A, B, and C on page 177, debate the pros and cons of each issue one at a time.

AND THE POINT IS?

What in the World Were They Thinking? Ideas That Changed The Word

How did geography, history, government, economics and history impact the thinking and actions of humans? The session will provide teachers with economic based lessons on how natural resources, politics, and historical events impacted decision making.

And the World Cultures TEKS Say…6th grade 2(B)  evaluate the social, political,

economic, and cultural contributions of individuals and groups from various societies, past and present

WH 1 (B)  identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20th century;

The World Geography TEKS Say…

(11)  Economics. The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems. The student is expected to:

(B)  identify factors affecting the location of different types of economic activities; and

(C)  describe how changes in technology, transportation, and communication affect the location and patterns of economic activities.

World Geography TEKS Too (12)  Economics. The student understands the

economic importance of, and issues related to, the location and management of key natural resources. The student is expected to:

(B)  analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people; and

(C)  evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or policies related to the development of scarce natural resources.

U. S. History TEKS Say… (22)  Science, technology, and society. The student

understands the impact of science and technology 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, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;

(B)  explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs

The Economics TEKS Say… (11)  Economics. The student

understands key components of economic growth. The student is expected to:

(A)  analyze how productivity relates to growth;

(B)  analyze how technology relates to growth; and

The Government TEKS Say… (20)  Science, technology, and

society. The student understands the impact of advances in science and technology on government and society. The student is expected to:

(A)  analyze the potential impact on society of recent scientific discoveries and technological innovations

Ideas that changed the worldConceptsGeography

•Standard of Living•Interaction with the physical environment

Economics•Technological change•Productivity•Capital goods •Human Capital•Standard of living

What is productivity?• What was The Little Red Hen story about?

• If it took 8 hours to bake 8 loaves, how many can she bake in 1 hour?

• 8X = 8 X = 1 loaf of bread• Productivity = the amount of good or service a worker can produce in a period of time.

The hen becomes more productive

If the number of workers remains the same, what is needed to increase productivity?•Technology and capital goodsWhat are the factors of production?•Land or natural resources•Labor•Capital

Visual 8.1What happened as production increases?

What happens to prices?

What is the impact on standard of living?

Problem solving1. What problem needed to be solved?2. Who came up with a solution?3. What was the solution?4. How did this solution affect productivity?

A. Change in technology?B. New capital good?C. Improve people’s education or health?

5. How did the solution allow people to overcome challenges presented by the physical environment?

6. How did this solution affect people’s stand of living?7. How did this solution affect people’s quality of life?

Finnish technology award foundation

…”Promote people’s quality of life, are based on human values and encourage sustainable economic development”

Who would you nominate based on 8.3 criteria? Why?Make a poster to present their candidateJudge each other’s nominations with sticky notes

The candidates are…•Double Bubbler•Barbed Wire •Penicillin•Telephone•Self-Polishing Steel Plow•Dynamite

AssessmentBrainstorm a list of new inventionsChoose one and write a newspaper story and headline about it

Paragraph 1• Who developed the invention?• What does it do or how is it used?• When was it developed?• Where was it developed?• Why was it developed?

•Paragraph 2• How does the invention increase productivity?• How does it change the environment or allow people to

overcome challenges in the environment?• How does it affect the people’s standard of living?• How does it improve the quality of life?

CONTROVERSY OVER GLOBALIZATION What do you know about the pros and cons of

Globalization? Please read your part to yourself. Make a

poster that shows your arguments. Draw a picture and list words/phrases that describe your viewpoint. You will hold this up during your presentation.

You will participate in a production in which you will portray your character’s viewpoint and personality. Hold you poster up for all to see.

CONTROVERSY OVER GLOBALIZATION Use the chart to jot down notes about

the positions that others played. Discuss the viewpoints in small groups

and continue to complete your chart. Your group will make large protest

posters. What is the point of the lesson?

WHAT ARE SWEATSHOPS? What do you look for when you buy

clothes and shoes? Look at your clothes label and

determine where your clothes are made.

Using your handout, find and record three different ways to view sweatshops.

Which position best represents you? Why?

EVALUATIONS Thank you for attending today! Please complete your 2 evaluations. Please pick up your VE4 as you leave.

Laura EwingTexas Council on Economic Education1801 Allen Parkway, Houston 77019713.655.1650www.economicstexas.org www.smartertexas.org

PRESENTER• LAURA EWING• TEXAS COUNCIL ON ECONOMIC

EDUCATION• 1801 ALLEN PARKWAY HOUSTON 77019• LAURA@ECONOMICSTEXAS.ORG• WWW.ECONOMICSTEXAS.ORG