Week 3 Types of economy and push pull factors

Economic Systems:
The way people spend and make money.

While observing the teacher introducing the lesson, it was interesting to see how she presented the subject of economies and the factors that help shape them. The teacher ensured that the students would gain an understanding of how humans focus on how capital and natural resources are utilized. In Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History: C3 Framework (2013), it states, “This economic reasoning process involves the consideration of costs and benefits with the ultimate goal of making decisions that will enable individuals and societies to be as well-off as possible. The study of economics provides students with the concepts and tools necessary for an economic way of thinking and helps students understand the interaction of buyers and sellers in markets, the workings of the national economy, and interactions within the global marketplace.”

Definitions:

• Economies: The way people spend their money and make money.

• Push/Pull Factors: Reasons people choose to migrate from one location to another.

• The economic concepts of push/pull factors may have been centered around economic hardships like low wages, unemployment, poor living conditions, as well as no room for job advancements compelled people to leave in search of better living conditions, higher wages, and stability that attracted people to live in new places. 

The Four Types of Economies:

Snack Economy

1. Traditional Economy

2. Market Economy

3. Command Economy

4. Mixed Economy

Practice and Activities

1. Introduction (Review & Theory):

• Teacher's Overview:
  The teacher began by reviewing the four types of economies and the concepts of push/pull factors. Which encouraged students to understand how economic decisions impacted people's lives and migration choices. 

2. Small Group Activity (Poster Creation):

• Student Activity:
  In small groups, students will pull a popsicle stick to reveal the type of economy they will focus on. Each group will create a poster or anchor chart illustrating their assigned economy's characteristics. This will include examples and a clear explanation of how the economy operates and its influence on people’s lives.

• Teacher's Role:
  As students work on their posters, the teacher circulated the room, offering guidance and ensuring that the concepts are being accurately represented.

• Supplies Needed:

• Mini easel pad sheets (or butcher paper if needed)

• Markers (large supply)

• Prewritten popsicle sticks/plastic cup

• Crayons/colored pencils (if needed)

3. Push/Pull Factors in Migration:

• Theory Teacher focused on ideals of Migration and how it was driven by both push and pull factors that influence people's decision to move. Push factors, such as economic hardship or political instability, "push" people away from a location, while pull factors, like job opportunities or political stability, "pull" people to a new location (Kopp, 2017).

• Big 5 Important Concepts:

• Push Factors

• Pull Factors

• The Relationship between Push and Pull Factors

• Demographic Factors

• The Importance of Push/Pull Factors in Migration

• Practice:
  Students worked in small groups to create anchor charts explaining push and pull factors, using real-world examples. They focused on pictures that show factors such as economic opportunities, political stability, and environmental challenges, discussing how migration is influenced by these factors. 

Inquiry-Based Activity

1. Entry Ticket:

• Upon entering the classroom, students reflected on the question: "What type of economy would you prefer to live in?" They then selected an economy they would live in on their index card which they placed on the table as a way of tracking their initial thoughts.

2. Main Activity (Group Poster Creation):

• After the initial review, students broke into small groups based on the popsicle sticks they drew. Each group was assigned an economy to analyze, and they created a poster to demonstrate the key features of their economy, including how it impacted people's daily lives.

• Interactive Component:
  The teacher spent time reviewing the difference of economic systems and push/pull factors. The teacher explained that students will pull popsicle sticks with topics, form small groups, and work on a poster/anchor chart. Afterward, each group will share their poster with a brief explanation of why they included the illustrations they did. This discussion had to be completed in 15 minutes. 

•   Afterward, each group was called on to present their poster to the class and explain why they selected their illustrations and how the economy type influenced migration patterns.

3. Exit Ticket students then reflected on their learning by answering the question: "Do you still want to live in the economy you selected at the start? Why or why not?" Their reflection was written on an index card and submitted as an exit ticket.

Teacher Evidence:

• Reflection and Critical Thinking:
  The poster activity, group discussions, and exit ticket served as evidence of students’ ability to analyze and apply their understanding of economic systems and migration factors.

Global Interdependence & Economic Growth:

• Connection to Global Trends:
  The teacher will highlight how different economies interact globally and how migration patterns—both voluntary and forced—are shaped by these economic factors. Students will explore how labor migration affects economic development in different regions (U.S. Census Bureau, 2020).

Conclusion:

• Students will have demonstrated their understanding of the four types of economies and how push/pull factors impact migration patterns. They will have had the opportunity to do and engage with the practices and processes themselves through the creation of posters, anchor charts, and a reflection activity, all while understanding the global context of migration and economic systems (National Museum of American History, 2018). This allows the students the chance to find out answers for themselves through meaningful opportunities to explore, learn, explain, and collaborate between cause and effect, patterns and stability and change (Lange Alyssa 2021). 

Works Cited

1. Kopp, M. (2017). Exploring Migration Patterns and Economic Systems: A Classroom Approach. Journal of Social Studies Education, 42(3), 214-223.

2. 1. Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History C3 FRAMEWORK. (2013). https://www.socialstudies.org/system/files/2022/c3-framework-for-social-studies-rev0617.2.pdf

3. Lange, Alissa A.; Robertson, Laura; Price, Jamie; and Perry (Craven), Amie. 2021. Teaching Early and Elementary STEM. Johnson City: East Tennessee State University. https://dc.etsu.edu/etsu-oer/8 

4. National Museum of American History. (2018). The Economics of Migration: Stories from American History.

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