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Teaching Economics in American History: a Teacher's Manual for Secondary Schools

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Teaching Economics in American History: a Teacher's Manual for Secondary Schools . -DOCUMENT RESUME ED. 243 774 SO pis 613 AUTHOR Dawson, George G.; Prehn, Edward C. TITLE Teaching Economics in American History: A Teacher's Manual for Secondary Schools. Second Edition. JCEE Checklist No. 334. INSTITUTION Joint COundil on Economic Education, New York, N.Y. PUB DATE 84 NOTE 133p.; For earlier edition, see ED 4)79 206. - AVAILABLE FROM Joint Council on. Economic Efteation, 1212 Avenue of the Aiericas, New York, NY 10036 ($7.50, 1-9 copies; $6.00, 10 or Aore4., PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Civil Oar. (United Staten); Colonial History (United States); Constitutional HistOry; Economic Development; *Economics Education; History Instruction; *Interdisciplinary Approach; Learning- Actiiiities; Resource Materials; Revolutionary War (United. States); Secondary Education; *United States History . IDENTIFIERS Depression '(Economic 1929); Jacksonian Era;Worid War I; World War II ABSTRACT The primary purpose of this book is to point out events reported in the typical U.S. history course°that can be enriched by a consideration of relevant economic topics. The book is organized chronologically by 21 topics:- explorers and the early American colonies; the American Revolution; the Confederation period and the Constitutional Convention; establishing a new government; growth of tho U.S. economy; the Jacksonian era; the Civilliar; industrialization; protest movements; bnsinets concentration; reforms of Theodore Roosevelt; Wilson and the new freedom* World War I; the 1920's'and the depression of the 1930's; the Newieal; Nerld War II; postwar recovery and development; the rise of newnations; competing economic systems; and domestic problems.today. Each topic is introduced with a brief account of the events that bad important economic aspects. Discussion questions, varying in difficulty, follow the introduction.-Finally, a wide range of activities iidescribed for each topic. The book concludes with a 3-page bibliography of general works on basic economics and American economichistory, economic textbooks, reference works, and books. on methods of teaching economics or history.. (RN) *********************************************************************** Reproductions supplied by ZDRS are the best that can be made * from the original. document. * **********************************e************************************ 100UCE THIt. Rai ONLY, ABOUT THE AUTHORS: George G. Dawson, ispotesSor of economics and director of-the Center for:Business and--Econoinic-Education-atImphti-Stateand =Economic Col- lege,State University of New York. Edward C. Prelm is the editor of Economics for Social 'Studies Teachers, the newsletter of the independent New York City COun+ .cil:on-Economic EdutatiorrePrevious.tehis retirement, he wis.as=- sistant principal-supervision of:social studies at Susan.E. Wagner Hio School, Staten Island, New York. The 'Publications Committee of the Joint -Coupcil on Economic Education was not asked toreview -this seto Tiguhing Economics in American History because the revisions updat- ings it contains,-although considerable, delbOt alter the substan- tive content of the first edition. The committee reviewed the first edition. ©1984 Joint Council on Economic Education / Two Park Avenue/ New YOrk, New York 10016 All rights reserved. Lawrence A. Mayes:. inctor of.Publications 5'4 3 2 1 Este Moslcontitz: Alsodatitirector of Publications Contents O -Preface HOW TO USE Ti4IS.BOOK i Format of the Topics 1 - Some Mites on Methodology 2 Guidelines for Inquiry-Discustion Lessons 4 TOPIC ... 1 THE .EXPLOREFIS AND THE EARL_ Y AMERICAN COLONIES Discussion Questions 7 Activities -. 9 2 THE AMERICAN REVOLUTION 12 DisOussion Questions 13 Activities 15 THE'CONFEDERATION:PERIOD AND THE CONSTITUTIONAL CONVENTION. .... 18 DisduiSion QueitionS 19 :Activities 21 mor ESTABLISHING A NEW GOVERNMENT 23' Discussion Questions 24 ActivitieS- THEGROWTH OF THE U.S. ECONOMY' "27 Discussion-Questions '29 Activities 30 6 THE AGE OF 'JACKSON 33 . Discussion ,Questions- 34 .2 . Activities 36 , , SECTIONALISM' ND THE COMING OF THE CIVIL WAR 38. DiscussionQuestions 40 Activities 41 O THE CIVIL WAR 43 Discussion Questions 45 Activities 46 9 THE-UNITED STATES-BECOMES AN INDUSTRIAL LEADER 48 Discussion Questions 50 Activities 51 10 ;THE-PROTEST MOVEMENTS 54 Discussion QUestions. \ Activities 59 11 BUSINESS CONCENTRATION 61 :Discussion Questions 62 ActiVitles 64 12 THE REFORMS OF THEODORE ROOSEVELT 66 DiscuSsion Questions 67 Activities 69 13 WILSON AND THE NEW FREEDOM 71 Discuasiori Questions 73 Activities 74' 14 WORLD WAR I 76 - Discussion Questions 78 Activities 80 15 THE 1920$. AND THE DEPRESSION OF THE1930A 82 . Discutsion Questions- 84 ActiVities 85 16. THE NEW DEAL 87 Discussion Questions 89 Activaies 91 17 WORLD WAR 1.1 93- Distussion Questions 94 Activities 96 18 POSTWAR RECOVERY AND DEVELOPMENT 98 Discussion_Questions 100 Activities 102 19 THE RISE OF NEW NATIONS 104 Discussion Questions 107 Activities 108 20 COMPETING ECONOMIC SYSTEMS. 110 'Discussion Question's 1.12 Activities 114 21 ,DOMESTIC PROBLEMS TODAY 116 Ditcustion Questions 120 Activities 122 BIBLIOGRAPHY 125 General Works on Basic Economics 125 General Works on American Economic History 125 Methods of Teaching Economic?, or History 126 Secopdary School Economics Textbooks 126 Referende Works 127 5 Preface MIRINGTHE DECADE of the 1970s-, Americans-began toface up tO new realities. As a people we became aware of the possible litnits to our natural resources,- aseeming diminished world leadership role for the United States, and-continuing problems concerning unemployment, energy, inflation, budget ,deficits, and high interest rates. At the beginning of the 1980s,these problems were still present to one degree oranothercand it seeinedluilikely that all would go away soon. Still other changes are in store for the American economy as we approach the 0 twenty-first century, and they may well drastically alter the world of work as we have known it Italready common knowledge that computerization and robotics and other offspring ofthe silicon technology that dominates the new electronics age are underway, and.,that basic industriet aredeclining while the serviCe sectors are growing. This revision -Of a work published a decade ago incorporates in the text,discus- r sion qtiestio6i, and: related student . activities, the concerns of theearly 1980s -- in- .cluding the state of the iob market, sluggish productivity; and the changing fortunes of particular industries. It also takes up such matters as population trends,-therights of women and minorities,isstiesrelated to energy and to the environment,.and space exploration, as well as the persistence of nationwide economic problems including .poverty, inflation, interest rates, and increasing budget ,,tleficits. There has been great ferment in the history profession-inthe last twodecades, including an emphasis on social history.We touch throughout on matters that the inbpdtiCtion of nels, topics such as changesin-faiiiiliesaridhOriseholdt,ther new labolqiistory- (which ,puts new emphasis- on therank and file), the history of native Americans, and quantitative-history..methods. Social history is ;likely to be especially interesting to yo people because it dealt with problems such as crime and with the everyday activitiesthe patterns of work and leisureofordinary people such as factory workers and fanners. Since the "facts" of-social-histOrymay prove to be more easily digested at highschool ages,- students should also be able to grasp the related concepts andgeneralizations of both economics and history more easily. After the edition of Teaching Economics in American _History was pub- lished in 1973, the Master Curriculum:Guide in Economics for the Nations Schools (MCG) came into general use The guideconsistt of a volume on basic concepts in economics and a number of Volumes-for use in teaching spetific, grade-levels or courses. They are-all published by the Joint _Council on EconomicEducation The MCG. provides standard guidelines with which school systems can more easily inte- grate- economics into their courses-of study One of the guides_ designed for use in secondary schools is United States History (Secondary) by James B. O'Neill (1980, 115 pp). It contains an overview and rationale for. teachers atwell as lessons that shows-how economics can-provide an analytic framework for courses in American history. Most of the economic coritepts emphasized are treated.in.leading textbooks e on American histOry for secondaryschools, and-the lessons are especially, designed to enhance student understanding of these concepts:The lessons in United. States History cover different historical' periods in order to illustrate apossible deVelop- mental sequence. How to Use This Book THIS BOOKis designed to help teachers incorporate eco- Ideally, the teacher should have on hand at least nomic factS, concepts, principles, and problems into the one good textbook in American economic history and a high school Ampican historicourse. It is important to standard. basic -text in principles of economics. These realize that injecting economics into a course does not will provide more detailed' accounts of the events and require one to take something else out. Indeed, econom- concepts mentioned in manual. For the teacher who ics will enrich and enliven the history course and enable does not have a principles text at hand, we recommend the teacher to relate historical events to current
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