How have people and organizations
interacted to produce, distribute, and consume wealth and take care of
material needs in New Hampshire?
In addition to the outcomes
listed in 10A, 4-6 students should be able to: identify
and describe the economy of New Hampshire and how the economy creates ties
among people, now and in the past.
1. Choose an item produced
in New Hampshire. Write to the company and ask them to describe the means
of communication and transportation necessary to deliver it to users in
New Hampshire; to users outside of New Hampshire. Report findings to the
class.
2. Identify major businesses
in New Hampshire, what they do, and how many people they employ: compare
these with businesses in another era in New Hampshire history.
3. Using U.S. Census information
determine the major occupations of women in New Hampshire today. Compare
these with the major occupations of men in New Hampshire.
Discuss:
How many people in New Hampshire work in agriculture and what kind of products
are produced. Compare this with agriculture in another era in New Hampshire
history.
How many people in New Hampshire work in manufacturing and what kind of
products are produced. Compare this with manufacturing in another era in
New Hampshire history.
How many people in New Hampshire work in service industries and what kinds
of services are provided; compare this with service industries in another
era in New Hampshire.
4. Identify goods and services
produced in New Hampshire that have been exported to other nations in specific
historical eras, including the present. Find examples of these at
home and school. Make a chart arranging these by era.
5. Identify and compare goods
and services that New Hampshire has imported from other nations in specific
historical eras, including the present. Find examples of these at home
and school. Make a chart arranging these by era.
6. Discuss how the exchange
of goods and services around the world has created economic interdependence
between New Hampshire and people in different places.
7. Identify and describe,
using examples from their own households and/or New Hampshire history,
the variety of activities, including producing, consuming, saving, and
investing, that individuals and households undertake in order to satisfy
their economic needs and wants. Small groups make charts of these from
different eras.
8. Visit a bank and learn
how it works. Ask a banker to visit the class and explain simply how banks
and stock markets affect the New Hampshire economy. With help from the
teacher and speaker, students discuss how this affects the students, their
households, and the school.
9.Choose a New Hampshire
product and draw a diagram or graph to show how supply, demand, and competition
affect prices of this product. Talk to a representative of the company
or talk to people who sell and people who use this product to see if the
diagram is right.
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