The Utimate Resource: Eusebio's Dream - Izzit.org

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The Ultimate Resource: Eusebio’s DreamAnswer KeyViewing Guide:1. 100 years2. Title3. Inca; Spanish Conquistadors (Spanish or Conquistadors also acceptable)4. Government5. Title6. In order to stay on the land, he had to work for others. He worked hard but earned little.7. Cooperatives8. Work for the cooperative or move off the land. The hardships did not end.9. Two-thirds of the world’s people, or 4 billion people.10. A. Legal means of identification; legal business association; property rightsB. Assets11. Property rights and the rule of law.12. The villagers have each received legal title to their land.Quiz:1. B) Peru2. C) Gold3. A) Government4. D) By moving rocks to redirect a nearby stream5. The land6. Title7. Two-thirds of the world’s people, or 4 billion people.8. Property rights and the rule of law.9. The villagers have each received legal title to their land.10. Borrow money for seed; get a loan for children’s education; sell all or part of their land; passthe land on to their children.7
The Ultimate Resource: Eusebio’s DreamEnrichment ActivitiesEssay Topics:1. How do property rights and the rule of law ensure that no one receives special treatment fromthe government?2. In what ways does the right to own property allow people to improve their lives?3. Write a letter from Eusebio to an elected official about the importance of property rights.Report:Research and write a report about the work of the Institute for Liberty and Democracy.Game:The Magic of Markets: How Trade Creates WealthThis game is a fun and effective way to help students understand the dynamics of markets and theimportance of well-defined and enforceable property rights. A complete description and demo video ofthis game are posted on the website for the Foundation for Teaching Economics at:http://www.fte.org/teachers/programs/efl/lessons/mon/eflmon2.htm. Through this activity, thestudents can experience firsthand the incentives and results of different “rules of the game.”The game involves students in a trading simulation designed to illustrate a complex marketplace inwhich goods and services are traded. Students use this experience to investigate the conditions thatencourage or discourage trade among individuals.After playing the standard version of the game, to highlight the concepts presented in Eusebio’sDream, play a variation of this game that demonstrates the importance of property rights. People canhave incomplete property rights (e.g., can only trade with a member of the same sex). A few peoplecan have tenuous rights (they are identified as having rights that are only enforced for the first threeminutes). The teacher knows who these people are and can take their goods at any time after the first 3minutes. See how these people make trades differently than those who have complete and enforcedrights.8
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