1 / 115

The STAARS Shine Bright on the U.S. Economy

The STAARS Shine Bright on the U.S. Economy. Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650. The STAARS Shine Bright on the U.S. Economy. Visit economicstexas.org Smartertexas.org

peers
Download Presentation

The STAARS Shine Bright on the U.S. Economy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The STAARS Shine Bright on theU.S. Economy Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650

  2. The STAARS Shine Bright on the U.S. Economy Visit economicstexas.org Smartertexas.org Click on “resources” for free Texas economics books

  3. 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.

  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. TCEE Conferenceswww.econonomicstexas.org October 4 arrival October 5-6 Teacher Conference October 7 possible breakfast departure TCEE seeking scholarships

  6. 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 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 2nd in nation 2012

  8. Stock Market Game ™InvestWrite Teams of 2 to 5 students Grades 4 to 12 Cost: $10 a team 10 week Student Session Each Fall and Spring

  9. www/economicstexas/org 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. 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. 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 publicationbe in helping you plan instruction? (1 = Useless, 3 = Somewhat Effective, 5 = Very Effective) 1 2 3 4 5 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. 7th Grade Economics TEKS (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.

  14. 8th Grade Economics TEKS (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.

  15. U. S. History Post Reconstruction TEKS • (1) History. The student understands the principles included in the Celebrate Freedom Week program. The student is expected to: • (A) analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence; • (B) analyze and evaluate the application of these founding principles to historical events in U.S. history; and

  16. US History Post Reconstruction TEKS • (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: • (B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;

  17. US History Post Reconstruction TEKS (27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to: explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States;

  18. What Role Does Geography Play In… 1. how Texans make a living 2. where people settle

  19. What are the factors of production? 1. Land 2. Labor 3. Capital 4. Entrepreneurship

  20. Texas Boomtowns: the Impact of Oil Discovery on A Community Economic Vocabulary demand supply goods and services profit price boomtown entrepreneur production

  21. 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?

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

  23. 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????

  24. Goods and Services 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.

  25. Primary Sources You are going to be in six different groups. Your group will read one primary source together. What goods and services are limited in supply? What factors caused an increased demand for G & S? What new occupations developed? Why? Are your lists of important goods and services the same as those 100 years ago? Explain. What examples of entrepreneurship are there? What are examples of profit motive?

  26. Spindletop Changed Rural Areas to Boomtowns Share your answers with your expert group. Switch groups and share what you learned about the new story

  27. PROCESS Pretend that you live in a community that will soon have a huge boom in population. It is a fictional town in the panhandle of Texas in Floyd County. There are 125 people now. You are close to highway 70. Oil has been discovered and 1000 population is expected within 2 months

  28. PROCESS 2 Floyd County: 125 to 1000 population in 2 months One gas station which sells groceries (mainly milk and bread) Work in small groups to: A. List problems B. What goods and services will they need? C. Make a list of actions needed to help people deal with population boom.

  29. What is Fracking??? . Please read your section of the article: http://stateimpact.npr.org/texas/tag/fracking/?gclid=CO7FraGdp7ACFWLktgodhx46Yw Answer the following questions. What is fracking? Where is the fracking taking place? What are three important points about what is happening Using the map, what do you notice about locations?

  30. What are the Pros and Cons of Fracking? 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. Compare Beaumont with Small Towns in Texas Today With Fracking?

  32. Cotton Industry in Texas demand supply goods and services profit price natural resources entrepreneur production Civil War land labor capital interdependent

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

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

  36. Are you wearing cotton? Jeans? Socks? Other?

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

  38. How Much Cotton Can Be Grown In One Acre Of Land? Review the figures on page 94 If you were a producer of cotton goods, what product would you produce and why?

  39. The Process of Producing Cotton in the Early Days of TX Read page 92. Where are the Brazos and Colorado Rivers? Why was cotton grown here? How is production of cotton labor intensive? What is the timeline for production of cotton?

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

  41. Compare Maps Read page 97. What differences do you see? Why do you think that west Texas was able to produce cotton by 1929?

  42. Cotton Production Today How is cotton production different today? How would economic activities differ? What role has technology played in the changes in production? How has the role of human labor changed over time?

  43. How has cotton been an economic milestone? 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 8th 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 8th 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

More Related