Laura Ewing
President/CEO
Texas Council on Economic Education
www.economicstexas.org
www.smartertexas.org
Laura@economicstexas.org
713-655-1650
• 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
Teams of 2 to 5 students
Grades 4 to 12
Cost: Fidelity sponsors
Legislative Challenge
10 week Student Session
How Do You Get These Materials?
www.economicstexas.org
Select either
Browse Economics
Concepts
Or
Browse Economics
Lessons
Select Grade Band
Selected
lesson
To Receive VE4.0, Please Complete
and Turn In1. A Registration form with the date, location and title of the workshop
written in at the top of the form.
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…
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 publication be in helping you plan instruction?
(1 = Useless, 3 = Somewhat Effective, 5 = Very Effective)
1
2
3
4
5
(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.
•1.
how Texans make a living
•2. where people settle
•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 1: Mystery of Colonial
Prosperity
 Read Why Did the Colonists Prosper Between 1585 and
1763 on page 49?
 1. Give three reasons why the colonies should not have
prospered?
 2. What evidence is given of the colonial prosperity?
 Please answer the three questions for reflection on page 49.
 What are 3 examples of entrepreneurial endeavors?
 What sets a free market economy apart from any other?
 What if England had controlled all colonial production?
Is the U.S. part of a global
economy?
 Where are your clothes made?
 Where are electronics made?
 What is the difference between imports and exports?
 What role did imports and exports play in the U.S.
colonies?
 Is the U.S. participation in the global economy a 21st
issue only?
 View Visual 4.2. What are three things you notice?
Visual 4.2: % of Distribution of
Total Colonial Trade (1768 to 1772)
% of Colonial
Imports of G & S
% of Colonial
Exports of G & S
United Kingdom
80%
56%
West Indies
18%
26%
2%
18%
0%
1%
Southern Europe
Africa
Specialization and Trade
 1. What is the definition of specialization?
 2. What is the definition of trade?
 3. How do these two concepts relate to each other?
 4. How do they relate to the term: interdependence?
 5. How do these concepts related to a global economy?
 6. What role does profit play?
Colonial and English Trade
 View Visual 4.3 as you answer these questions.
 1. What pattern do you see in the value of the goods and services
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produced by the American colonists?
2. What pattern do you see in the value of the goods and services
produced by England for consumption in the American
colonies?
3. What do these patterns in export and import trade between
the American colonies and England suggest about each
economy’s ability to produce g and s for international
consumers?
4. Colonies: rich natural resources/poor labor
England: opposite situation
What types of g & s would colonies export to England and what
was likely to be imported?
Visual 4.4: The Population of
Colonial America
 List three facts you see about the population of the
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

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colonies from 1700 to 1770.
How did the changes in population change the
colonial:
A. Demand for products?
B. Demand for workers?
C. Use the information in the chart to explain the role
these concepts played during that time period:
specialization, trade, production, employment,
income.
Role of property rights
 Use these concepts to explain the free enterprise
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
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
system in colonial America:
Property rights
Incentives
Productive
Specialization
trade
Global economy
Investments
profits
Specialization and Trade
 Read the “biographies” in Activity 4.1.
 In small groups discuss the role of specialization and
trade in each situation.
Closure: Activity 4.2
 Read Activity 2 and answer the questions at the end.
 Discuss your answers in small group.
 Listen as several people provide their answers.
Colonial America and NAFTA Trade
 http://www.ustr.gov/trade-agreements/free-trade-
agreements/north-american-free-trade-agreementnafta
 Use the online sources to provide GDP for US and
Mexico between 1993 and 1998.
 Use the online resource to find 5 trends and /or
patterns on NAFTA trade.
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.
1.
2.
demand supply
price boomtown
goods and services profit
entrepreneur production
What do you see in these photos from 1901?
What do you think these photos represent?
Where is Beaumont, Longview?
Beaumont
early 1900
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?
Small towns
Early 2000
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
th
8
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
th
8
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
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




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
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.
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
Economic Problems During the
Articles of Confederation
 Debt
 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 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
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?
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
The Particular:
Name and summary of
statement
1.
2.
3.
4.
5.
6.
Location
In US Constitution
Based on the rule,
how would you
decide on the
question?
Rules of the Game and YOU
 What are three ways that the rules of the game affect
you:
 Economically?
 Personally?
To Receive VE4.0, Please Complete
and Turn In1. A Registration form with the date, location and title of the workshop
written in at the top of the form.
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…
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 publication be in helping you plan instruction?
(1 = Useless, 3 = Somewhat Effective, 5 = Very Effective)
1
2
3
4
5
• 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.