Скачать презентацию Texas Council on Economic Education Virtual Economics for Скачать презентацию Texas Council on Economic Education Virtual Economics for

d51a8e49fa649f103bdaec68c19b9f98.ppt

  • Количество слайдов: 89

Texas Council on Economic Education Virtual Economics for the US History World Geography World Texas Council on Economic Education Virtual Economics for the US History World Geography World History Classrooms. .

PRESENTER • LAURA EWING • TEXAS COUNCIL ON ECONOMIC EDUCATION • 1801 ALLEN PARKWAY PRESENTER • LAURA EWING • TEXAS COUNCIL ON ECONOMIC EDUCATION • 1801 ALLEN PARKWAY HOUSTON 77019 • [email protected] ORG • WWW. ECONOMICSTEXAS. ORG

1 t 5 or as sh h , at ts es, s, lm h 1 t 5 or as sh h , at ts es, s, lm h ep z m i W c iz er , f n u t ns e co q + so lin 0 s n s? 0 le o e 5 0 s, c r 0 lip ou 4 c s 1 re

Virtual Economics 4 • http: //screencast. com/t/9 cl. G 89 Sv. Q 6 • Virtual Economics 4 • http: //screencast. com/t/9 cl. G 89 Sv. Q 6 • Narrated and organized by TCEE Center Director Susan Doty, UT Tyler

Select either Browse Economics Concepts Or Browse Economics Lessons Select Grade Band Select either Browse Economics Concepts Or Browse Economics Lessons Select Grade Band

Selected lesson Selected lesson

How do you receive VE 4? Turn in tcee registration How do you receive VE 4? Turn in tcee registration

Free Council for Econ Ed Resources Online economics and financial literacy lessons Gen I Free Council for Econ Ed Resources Online economics and financial literacy lessons Gen I Revolution teaches financial literacy through problem solving 9

What Is the Gen i Revolution? • • An interactive, webbased computer game. Designed What Is the Gen i Revolution? • • An interactive, webbased computer game. Designed to teach students the basics of personal finance and investments. 15 missions designed to be playable as standalone missions. Also effective as a supplement to classroom instruction.

This workshop and the accompanying materials are made available to teachers through the generous This workshop and the accompanying materials are made available to teachers through the generous support of State Farm and the Council for Economic Education.

Smarter Texas, a personal financial literacy project for grades k to 12, is sponsored Smarter Texas, a personal financial literacy project for grades k to 12, is sponsored by TCEE and Opportunity Texas Ask About Children’s Savings Accounts!

MARRIAGE OF ECONOMICS AND GEOGRAPHY PLACES AND PRODUCTION MARRIAGE OF ECONOMICS AND GEOGRAPHY PLACES AND PRODUCTION

PLACES AND PRODUCTION SOURCE: GEOGRAPHY FOCUS ON ECONOMICS Virtual Economics 4. 0 CD PLACES AND PRODUCTION SOURCE: GEOGRAPHY FOCUS ON ECONOMICS Virtual Economics 4. 0 CD

WHAT DO THESE MEAN? GDP GNP WHAT DO THESE MEAN? GDP GNP

DEFINITIONS • GDP: THE TOTAL MARKET VALUE OF ALL FINAL GOODS AND SERVICES PRODUCED 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

WHY FINAL VALUE? • VALUE OF SUGAR, FLOUR, EGGS • VALUE OF FINISHED PRODUCT: WHY FINAL VALUE? • VALUE OF SUGAR, FLOUR, EGGS • VALUE OF FINISHED PRODUCT: COOKIES • WHY?

WHICH COUNTRY IS RICHER? • COUNTRY A GDP $100, 000 • COUNTRY B GDP WHICH COUNTRY IS RICHER? • COUNTRY A GDP $100, 000 • COUNTRY B GDP $200, 000

WHICH COUNTRY IS RICHER? GDP • COUNTRY A $100, 000 • COUNTRY B $200, WHICH COUNTRY IS RICHER? GDP • COUNTRY A $100, 000 • COUNTRY B $200, 000 POPULATION • COUNTRY A = 1, 000 PEOPLE • COUNTRY B = 3, 000 PEOPLE

PER CAPITA GDP • THE TOTAL MARKET VALUE PERSON OF ALL FINAL GOODS AND PER CAPITA GDP • THE TOTAL MARKET VALUE PERSON OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR. •

ACTIVITY 1: GDP • PLEASE READ THE ARTICLE • WHAT IS THE DEFINITION OF 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?

GDP • • GDP = C + I + G + (X-M) C = 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?

WHAT IS A CHOROPLETH MAP? ACTIVITY 2 WHAT ARE THE CHARACTERISTICS? WHAT IS A CHOROPLETH MAP? ACTIVITY 2 WHAT ARE THE CHARACTERISTICS?

SOUTH AMERICAN MAP • THE GDP PER CAPITA OF CANADA IS BETWEEN $_____ AND 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 $___.

HOW WOULD YOU SET UP A • CHOROPLETH MAP OF SOUTH AMERICA? PAGES 58 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.

Push and Pull Factors PUSH Costs of present location that drive people away PULL Push and Pull Factors PUSH Costs of present location that drive people away PULL Benefits of new location because it has advantages “In 2002 the United Nations estimated that around 175 million people, or about 3% of the world’s population, resided in a country different from their country of birth. ”

Economic Problems During the Articles of Confederation How did differing viewpoints on property rights Economic Problems During the Articles of Confederation How did differing viewpoints on property rights impact the beliefs about: Debt Taxation Tariff Battles Military Weakness

A New Nation in 1781: One Nation or Thirteen? Guidelines for the activity: 1. 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 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 The new nation was in 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 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?

Process: Property Rights How are the factors of production and property rights “connected? ” Process: Property Rights How are the factors of production and property rights “connected? ” How did colonial ideology impact the conditions of the Articles of Confederation? How did events and ideology lead to the development of the U. S. Constitution? What role property rights play in the founding of the United States of America?

THE DEMAND FOR IMMIGRANTS • EXAMINE AN ECONOMIC MYSTERY AS TO WHY SWEDISH FARMERS THE DEMAND FOR IMMIGRANTS • 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

Why Did Immigrants Come To The U. S. Late 1800’s? • 1865 to 1920 Why Did Immigrants Come To The U. S. Late 1800’s? • 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. ?

DISCUSS VISUAL 22. I • Read the advertisement distributed to farmers in Sweden in DISCUSS VISUAL 22. I • Read the advertisement distributed to farmers in Sweden in the 1880’s 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 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

VISUAL TWO • REVIEW THE STATISTICS • ESTIMATE HOW MANY IMMIGRANTS ARRIVED IN THE VISUAL TWO • REVIEW THE STATISTICS • ESTIMATE HOW MANY IMMIGRANTS ARRIVED IN THE U. S. BETWEEN 18711920. WHAT HAPPENED IN THE 1870’S AND 1880’S AND 1916 -1920 THAT HAD AN IMPACT ON IMMIGRATION?

REMINDERS • THE MARKETS ALLOCATE SCARCE RESOURCES. WHAT ARE THE SCARCE RESOURCES HERE? • REMINDERS • THE MARKETS ALLOCATE SCARCE RESOURCES. WHAT ARE THE SCARCE RESOURCES HERE? • WHAT ROLE DO IMMIGRANTS PLAY? • WHAT ROLE DO EMPLOYERS PLAY?

VISUAL 22. 2: MIGRATION TO THE UNITED STATES • WHAT MIGHT HAVE BEEN PUSH 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.

WHAT CAUSED A RETURN TO SWEDEN? PL Y SU P P 5 SU 2 WHAT CAUSED A RETURN TO SWEDEN? PL Y SU P P 5 SU 2 PP LY • WHY WOULD SUCCESSFUL SWEDISH FARMERS DECIDE TO RETURN TO SWEDEN? • VIEW VISUAL 3 1 P 4 P 3 DE M P 2 P 1 Q 2 Q 3 Q 4 AN D Q 5

CLOSURE • IN WHAT WAYS CAN IMMIGRATION BE VIEWED AS ACTION TAKING PLACE WITHIN 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?

THE DEMAND FOR IMMIGRANTS • EXAMINE AN ECONOMIC MYSTERY AS TO WHY SWEDISH FARMERS THE DEMAND FOR IMMIGRANTS • 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

Why Did Immigrants Come To The U. S. Late 1800’s? • 1865 to 1920 Why Did Immigrants Come To The U. S. Late 1800’s? • 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. ?

DISCUSS VISUAL 22. I • Read the advertisement distributed to farmers in Sweden in DISCUSS VISUAL 22. I • Read the advertisement distributed to farmers in Sweden in the 1880’s 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 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

VISUAL TWO • REVIEW THE STATISTICS • ESTIMATE HOW MANY IMMIGRANTS ARRIVED IN THE VISUAL TWO • REVIEW THE STATISTICS • ESTIMATE HOW MANY IMMIGRANTS ARRIVED IN THE U. S. BETWEEN 18711920. WHAT HAPPENED IN THE 1870’S AND 1880’S AND 1916 -1920 THAT HAD AN IMPACT ON IMMIGRATION?

REMINDERS • THE MARKETS ALLOCATE SCARCE RESOURCES. WHAT ARE THE SCARCE RESOURCES HERE? • REMINDERS • THE MARKETS ALLOCATE SCARCE RESOURCES. WHAT ARE THE SCARCE RESOURCES HERE? • WHAT ROLE DO IMMIGRANTS PLAY? • WHAT ROLE DO EMPLOYERS PLAY?

VISUAL 22. 2: MIGRATION TO THE UNITED STATES • WHAT MIGHT HAVE BEEN PUSH 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.

WHAT CAUSED A RETURN TO SWEDEN? PL Y SU P P 5 SU 2 WHAT CAUSED A RETURN TO SWEDEN? PL Y SU P P 5 SU 2 PP LY • WHY WOULD SUCCESSFUL SWEDISH FARMERS DECIDE TO RETURN TO SWEDEN? • VIEW VISUAL 3 1 P 4 P 3 DE M P 2 P 1 Q 2 Q 3 Q 4 AN D Q 5

CLOSURE • IN WHAT WAYS CAN IMMIGRATION BE VIEWED AS ACTION TAKING PLACE WITHIN 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?

FOCUS: GLOBALIZATION MIGRATION: LESSON 8 FOCUS: GLOBALIZATION MIGRATION: LESSON 8

TEXAS COUNCIL ON ECONOMIC EDUCATION 1801 Allen Parkway Houston, TX 77019 713. 655. 1650 TEXAS COUNCIL ON ECONOMIC EDUCATION 1801 Allen Parkway Houston, TX 77019 713. 655. 1650 www. economicstexas. org

VOCABULARY AND CONCEPTS Human capital Skilled workers Unskilled workers Emigration Immigration Brain drain VOCABULARY AND CONCEPTS Human capital Skilled workers Unskilled workers Emigration Immigration Brain drain

FOCUS: LET’S BEGIN Why do people migrate? What are the concerns about immigration? What FOCUS: LET’S BEGIN Why do people migrate? What are the concerns about immigration? What are the concerns about emigration?

CONTENT STANDARDS 1. How and why do people react to incentives? 2. What role CONTENT STANDARDS 1. How and why do people react to incentives? 2. What role do incentives play? 3. What determines the income people earn?

OBJECTIVES 1. Explore economic incentives that lead to migration, both economic and non-economic 2. OBJECTIVES 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

STUDENT FOCUS 1. Do you know anyone who was born in a different country? STUDENT FOCUS 1. Do you know anyone who was born in a different country? 2. Was anyone in your family born in a different country?

UNITED STATES: NATION OF IMMIGRANTS Melting pot Salad bowl US 31 million born elsewhere UNITED STATES: NATION OF IMMIGRANTS Melting pot Salad bowl US 31 million born elsewhere 11 % of US population Define: Emigration & Immigration Why do people come to the US?

VISUAL 1: U. S. IMMIGRANTS BY CLASS OF ADMISSION, 2004 What are three facts VISUAL 1: U. S. IMMIGRANTS BY CLASS OF ADMISSION, 2004 What are three facts that you can learn from the chart? Summarize the point of the chart Continue looking at the other charts

WHY IS IMMIGRATION TO US DIFFICULT? Why do people need to be related to WHY IS IMMIGRATION TO US DIFFICULT? Why do people need to be related to a citizen or resident? Why else is it difficult to immigrate?

WHO SHOULD BE ALLOWED TO IMMIGRATE TO THE UNITED STATES? Doctor Teacher Construction worker WHO SHOULD BE ALLOWED TO IMMIGRATE TO THE UNITED STATES? Doctor Teacher Construction worker Agricultural worker Computer programmer

WORKERS What is the difference between skilled and unskilled workers? “Most countries have adopted WORKERS 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. ”

VISUAL 2: VISAS What is a visa? What are three facts you can learn VISUAL 2: VISAS What is a visa? What are three facts you can learn from the chart? How would you summarize the point of the chart?

WHAT ARE THE DIFFERENCES BETWEEN Permanent residence status Temporary Worker Visas WHAT ARE THE DIFFERENCES BETWEEN Permanent residence status Temporary Worker Visas

ECONOMIC REASONS FOR IMMIGRATION INTO THE UNITED STATES ARE – ECONOMIC REASONS FOR IMMIGRATION INTO THE UNITED STATES ARE –

WHAT IS HUMAN CAPITAL? What impact do immigration and emigration have on human capital WHAT IS HUMAN CAPITAL? 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?

ROLE PLAY: 20 MINUTES You will be assigned a particular role from Activity One. ROLE PLAY: 20 MINUTES 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.

DISCUSSION Based on what you have learned, discuss who gains and who loses from DISCUSSION 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

WHO IS HELPED? WHO IS HURT? Why is immigration restricted in the US? Discuss WHO IS HELPED? WHO IS HURT? 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?

UNSKILLED WORKERS What are the advantages and disadvantages of allowing more unskilled immigrants into UNSKILLED WORKERS What are the advantages and disadvantages of allowing more unskilled immigrants into the United States? What are the advantages and disadvantages of skilled workers?

COMPARE AND CONTRAST 1. Do you believe that the benefits of immigration by skilled COMPARE AND CONTRAST 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?

BRAIN DRAIN Read Visual 4 and describe the main points Study Visual 5 and BRAIN DRAIN 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?

COMPARE AND CONTRAST The supply and demand of labor in the host country before COMPARE AND CONTRAST 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

? WHY DOES THE UNITED STATES Attract so many workers, both skilled and unskilled? ? WHY DOES THE UNITED STATES Attract so many workers, both skilled and unskilled? Offer higher wages than many other countries?

DEBATE Using topics A, B, and C on page 177, debate the pros and DEBATE Using topics A, B, and C on page 177, debate the pros and cons of each issue one at a time.

AND THE POINT IS? AND THE POINT IS?

TEXAS COUNCIL ON ECONOMIC EDUCATION PROGRAMS HELP STUDENTS GAIN GREATER ECONOMIC, FINANCIAL AND ENTREPRENEURAL TEXAS COUNCIL ON ECONOMIC EDUCATION PROGRAMS HELP STUDENTS GAIN GREATER ECONOMIC, FINANCIAL AND ENTREPRENEURAL SUCCESS 76

How can Texas Council on Economic Education and the Economics Center at UT Pan How can Texas Council on Economic Education and the Economics Center at UT Pan Am help? Smarter Texas Financial Literacy, Economics and Entrepreneurship… – Teacher training – Resources (Virtual Economics 4 pin drive with 1400 lessons) – Student programs 77

Free Council for Econ Ed Resources Online economics and financial literacy lessons Gen I Free Council for Econ Ed Resources Online economics and financial literacy lessons Gen I Revolution teaches financial literacy through problem solving 78

The Texas Council on Economic Education (TCEE) Teaches Teachers Who Teach Students Who Are The Texas Council on Economic Education (TCEE) Teaches Teachers Who Teach Students Who Are the Future of Texas --John Anderson, TCEE Board Member

Jean Walker, MBA West TX A&M Steve Cobb, Ph. D. University North TX Cheryl Jean Walker, MBA West TX A&M Steve Cobb, Ph. D. University North TX Cheryl Mc. Gaughey, MBA, Angelo State U Susan Doty, MBA UT Tyler Texas Southern Univ. Nancy Shepherd, Ph. D. Stephen F. Austin State University Alberto Davila, Ph. D. UT Pan Am TCEE Center Directors and Staff Provide Training All Over The Great State of Texas In Personal Financial Literacy (PFL), Social Studies Economics Strand, Math PFL, Career/CTE, Entrepreneurship, Economics, Paying For College

Staff Development Playful Economics • Entrepreneurship • Career/Business • Financial Literacy Staff Development Playful Economics • Entrepreneurship • Career/Business • Financial Literacy

 • Free lessons for grades K-8 – Lessons for grades 2 -3 funded • Free lessons for grades K-8 – Lessons for grades 2 -3 funded by – Lessons for grades K-1 & 4 -6 funded by – Lessons for grades 7 -8 funded by – www. smartertexas. org under Resource tab 82

Saving For College The Why, When, and How • Published by RAISE Texas • Saving For College The Why, When, and How • Published by RAISE Texas • Parent and Student Guides Written by TCEE • Download Book And Guides at http: //economicstexas. org/? page_id=5703

Three Student Programs Directly Reach 27, 000 students annually Stock Market Game™ Economics Challenge Three Student Programs Directly Reach 27, 000 students annually Stock Market Game™ Economics Challenge Personal Financial Literacy (PFL) Challenge

Texas Regional Competitions 10 week simulation Grades 4 through 12 Teams of 2 to Texas Regional Competitions 10 week simulation Grades 4 through 12 Teams of 2 to 5 students FINRA Sponsorship allows Valley teams to participate for free • Virtual $100, 000 to invest • Research indicates improved math scores on standardized tests • • SMG Training in Valley in January

Open to students participating in the Stock Market Game™ Elementary, Middle and High School Open to students participating in the Stock Market Game™ Elementary, Middle and High School Competition Cash prizes from Texas First and 9 th Place National Winners From Texas in 2014

Economics Challenge • Fall and Spring Online Testing In Micro, Macro and International Economics Economics Challenge • Fall and Spring Online Testing In Micro, Macro and International Economics • Bellaire HS placed FIRST in the Nation in the Economics Challenge • Funding provided by State Farm

Personal Financial Literacy Challenge • Teams of 4 compete in online test for state Personal Financial Literacy Challenge • Teams of 4 compete in online test for state finals • Winning state team and teacher win cash • First place state team attends regional and national finals at St. Louis Federal Reserve Bank • Funded by State Farm • Bellaire HS Placed 5 th in Nation in 2014

Why encourage young people to save? Elliott and Beverly in the paper The Role Why encourage young people to save? Elliott and Beverly in the paper The Role of Savings and Wealth in Reducing Wilt Between Expectations And College Attendance (2010) state that - • when a savings account is set up for students, they are 4 times more likely to go to college. • if students have a savings account in their name, they are 7 times more likely to go to college.