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Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economi

STAARs Shine Bright On Social Studies Economics. Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650. Today STAARs Shine Bright on Social Studies Economics.

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Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economi

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  1. STAARs Shine Bright On Social Studies Economics Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650

  2. TodaySTAARs Shine Bright onSocial Studies Economics Yvonne Fernandez, El Paso Branch of the Federal Reserve Bank of Dallas: Monetary Policy and Entrepreneurship Laura Ewing, TCEE: Virtual Economics Lessons

  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. 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

  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 2nd in nation 2012

  7. Stock Market Game ™InvestWrite Teams of 2 to 5 students Grades 4 to 12 Cost: FirstLight CU Legislative Challenge 10 week Student Session

  8. www/economicstexas/org 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. 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…

  12. Smarter Texas Program Learning, Earning, Investing and online Gen I Revolution Hispanic Teacher and Parent Training in PFL • 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.

  13. Founding Leaders and Founding Documents Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650

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

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

  16. 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.

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

  18. 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

  19. 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.

  20. What do you know about the US Articles of Confederation and U.S. Constitution? • Years? • Purpose? • Authors? • Why?

  21. 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

  22. 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.

  23. 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

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

  25. 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.

  26. 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?

  27. 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

  28. 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?

  29. 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

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

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

  32. 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?

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

  34. 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????

  35. 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.

  36. 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?

  37. 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

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

  39. 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.

  40. 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?

  41. 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?

  42. Compare Beaumont with Small Towns in Texas Today With Fracking?

  43. What in the World is happening economically? Texas Council on Economic Education Laura Ewing 713.655.1650 laura@economicstexas.org 1801 Allen Parkway, Houston,TX 77019 www.economicstexas.org www.Smartertexas.org

  44. World Cultures Economics (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

  45. World Cultures Geography (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

  46. 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.

  47. 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;

  48. 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.

  49. 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.

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