THE ROLE OF THE U. S. IN A GLOBAL ECONOMY TEXAS COUNCIL ON ECONOMIC EDUCATION LAURA EWING...
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THE ROLE OF THE U. S. IN A GLOBAL ECONOMY TEXAS COUNCIL ON ECONOMIC EDUCATION LAURA EWING 713.655.1650 [email protected] 1801 ALLEN PARKWAY, HOUSTON,TX
THE ROLE OF THE U. S. IN A GLOBAL ECONOMY TEXAS COUNCIL ON
ECONOMIC EDUCATION LAURA EWING 713.655.1650
[email protected] 1801 ALLEN PARKWAY, HOUSTON,TX 77019
WWW.ECONOMICSTEXAS.ORG WWW.SMARTERTEXAS.ORG
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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.
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THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE
TO TEACHERS THROUGH THE GENEROUS SUPPORT OF STATE FARM AND THE
COUNCIL FOR ECONOMIC EDUCATION.
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WORKSHOP AND MATERIALS FUNDED AND/OR SPONSORED BY: 5
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SCHOLARSHIPS AVAILABLE FOR TEXAS HISPANIC TEACHERS
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10 week Student Session 10 Week Student Session Fall and Spring
Prizes for Regional Winners Teams of 4 to 5 students Teaches math,
investments, decision-making
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WWW/ECONOMICSTEXAS/ORG HOW DO YOU GET THESE MATERIALS?
WWW.ECONOMICSTEXAS.ORG
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Select either Browse Economics Concepts Or Browse Economics
Lessons Select Grade Band
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Selected lesson
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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.
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TEKS FOR U.S. HISTORY POST 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;
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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.
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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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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.
Slide 16
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.
Slide 17
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.
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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
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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
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TEKS FOR ECONOMICS FREE 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
Slide 21
PLACES AND PRODUCTION SOURCE: GEOGRAPHY FOCUS ON ECONOMICS
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WHAT DO THESE MEAN? GDP GNP
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DEFINITIONS GDP: 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
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WHY FINAL VALUE? VALUE OF SUGAR, FLOUR, EGGS VALUE OF FINISHED
PRODUCT: COOKIES WHY?
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WHICH COUNTRY IS RICHER? COUNTRY A GDP $100,000,000 COUNTRY B
GDP $200,000,000
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WHICH COUNTRY IS RICHER? GDP COUNTRY A $100,000,000 COUNTRY B
$200,000,000 POPULATION COUNTRY A = 1,000,000 PEOPLE COUNTRY B =
3,000,000 PEOPLE
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PER CAPITA GDP THE 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?
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WHAT IS U.S. GDP VS. TX GSP? U.S. 2007 2008 2009 2010 $46,459
$47,015 $45,793 $47,153 Source:
http://data.worldbank.org/indicator/NY.GDP.PCAP.CDhttp://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 $ 34,250
http://en.wikipedia.org/wiki/List_of_U.S._states_by_GDP
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ACTIVITY 1: GDP PLEASE READ THE ARTICLE WHAT 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?
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GDP GDP = C + I + G + (X-M) C = CONSUMERS I = INVESTMENTS G =
GOVERNMENT EXPORTS = EXPORTS IMPORTS U. S. POPULATION IN 1993 =
$24,683 WHAT DOES GDP NOT TELL US?
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WHAT IS A CHOROPLETH MAP? ACTIVITY 2 WHAT ARE THE
CHARACTERISTICS?
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SOUTH AMERICAN MAP THE 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 $___.
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HOW WOULD YOU SET UP A CHOROPLETH 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.
Slide 34
Push and Pull Factors PUSHPULL Costs of present location that
drive people away Benefits of new location because it has
advantages In 2002 the United Nations estimated that around 175
million people, or about 3% of the worlds population, resided in a
country different from their country of birth.
Slide 35
THE ECONOMICS OF IMMIGRATION EXAMINE 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
Slide 36
Why Did Immigrants Come To The U.S. Late 1800s? 1865 to 1920 =
28 million + to U.S. Sought higher standard of living Join family
and friends Needed jobs due to surplus labor abroad Escape
religious persecution Read advertisements of promises for better
life Why do you think Swedish immigrants would have abandoned their
lands in the late 19 th and early 20 th centuries to come to the
U.S.?
Slide 37
DISCUSS VISUAL 22.I Read the advertisement distributed to
farmers in Sweden in the 1880s 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
Slide 38
VISUAL TWO REVIEW THE STATISTICS ESTIMATE HOW MANY IMMIGRANTS
ARRIVED IN THE U.S. BETWEEN 1871- 1920. WHAT HAPPENED IN THE 1870S
AND 1880S AND 1916-1920 THAT HAD AN IMPACT ON IMMIGRATION?
Slide 39
REMINDERS THE MARKETS ALLOCATE SCARCE RESOURCES. WHAT ARE THE
SCARCE RESOURCES HERE? WHAT ROLE DO IMMIGRANTS PLAY? WHAT ROLE DO
EMPLOYERS PLAY?
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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.
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WHAT CAUSED A RETURN TO SWEDEN? WHY WOULD SUCCESSFUL SWEDISH
FARMERS DECIDE TO RETURN TO SWEDEN? VIEW VISUAL 3 P5 P4 P3 P2 P1 Q1
Q2 Q3 Q4 Q5 DEMAND SUPPLY 1 SUPPLY 2
Slide 42
CLOSURE IN 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?
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FOCUS: GLOBALIZATION
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1801 Allen Parkway Houston, TX 77019 713.655.1650
www.economicstexas.org
Slide 45
Human capital Skilled workers Unskilled workers Emigration
Immigration Brain drain
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Why do people migrate? What are the concerns about immigration?
What are the concerns about emigration?
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1. How and why do people react to incentives? 2. What role do
incentives play? 3. What determines the income people earn?
Slide 48
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
Slide 49
1. Do you know anyone who was born in a different country? 2.
Was anyone in your family born in a different country?
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Melting pot Salad bowl US 31 million born elsewhere 11 % of US
population Define: Emigration & Immigration Why do people come
to the US?
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What are three facts that you can learn from the chart?
Summarize the point of the chart Continue looking at the other
charts
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Why do people need to be related to a citizen or resident? Why
else is it difficult to immigrate?
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Doctor Teacher Construction worker Agricultural worker Computer
programmer
Slide 54
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.
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What is a visa? What are three facts you can learn from the
chart? How would you summarize the point of the chart?
Slide 56
Permanent residence status Temporary Worker Visas
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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?
Slide 59
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.
Slide 60
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
Slide 61
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?
Slide 62
What are the advantages and disadvantages of allowing more
unskilled immigrants into the United States? What are the
advantages and disadvantages of skilled workers?
Slide 63
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?
Slide 64
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?
Slide 65
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
Slide 66
Attract so many workers, both skilled and unskilled? Offer
higher wages than many other countries?
Slide 67
Using topics A, B, and C on page 177, debate the pros and cons
of each issue one at a time.
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Slide 69
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
characters viewpoint and personality. Hold you poster up for all to
see.
Slide 70
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?
Slide 71
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?
Slide 72
Thank you for attending today! Please complete your evaluation.
Please pick up your pin drive as you leave. Laura Ewing Texas
Council on Economic Education 1801 Allen Parkway, Houston 77019
713.655.1650 www.economicstexas.org www.smartertexas.org
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PRESENTER LAURA EWING TEXAS COUNCIL ON ECONOMIC EDUCATION 1801
ALLEN PARKWAY HOUSTON 77019 [email protected]
WWW.ECONOMICSTEXAS.ORG
