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Middle School: The Economics of Texas and the U. S. Are Upon the World!. Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650. The Economics of Texas Are Upon You!. Visit economicstexas.org
Middle School:The Economics of Texas and the U. S. Are Upon the World! Laura Ewing President/CEO Texas Council on Economic Education www.economicstexas.org www.smartertexas.org Laura@economicstexas.org 713-655-1650
The Economics of Texas Are Upon You! Visit economicstexas.org Smartertexas.org Click on “resources” for free Texas economics books
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.
TCEE Conferenceswww.econonomicstexas.org June 19, 2012 Children’s Museum of Houston (Grades K to 5) July 11-12, 2012 FLIGHT (Financial Literacy Ignites Greater Horizons Tomorrow June or August 2011 FTE: Economics and Environment San Antonio July 30-August 2, 2012
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
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 ™InvestWrite Teams of 2 to 5 students Grades 4 to 12 Cost: $10 a team 10 week Student Session
www/economicstexas/org How Do You Get These Materials? www.economicstexas.org
Select either Browse Economics Concepts Or Browse Economics Lessons Select Grade Band
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…
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
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
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.
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.
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
Texas Boomtowns: the Impact of Oil Discovery on A Community Economic Vocabulary demand supply goods and services profit 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 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.
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?
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 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
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.
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?
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?
Cotton Industry in Texas demand supply goods and services profit price natural resources entrepreneur production Civil War land labor capital interdependent
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?
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.
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?
Are you wearing cotton? Jeans? Socks? Other?
What role does geography play in the growth of cotton? Where is it grown?
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?
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?
Picking Cotton Read page 93. What type of work would you like to do the most? The least? Why?
Compare Maps Read page 97. What differences do you see? Why do you think that west Texas was able to produce cotton by 1929?
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?
How has cotton been an economic milestone? What role did it play with Texas’ involvement in the Civil War?
What do you know about the US Articles of Confederation and U.S. Constitution? • Years? • Purpose? • Who wrote? • Why?
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
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.
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
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.
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
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