econstem.wikispaces.com C… · Web viewCCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough...

Introduction to EconomicsFinancial Literacy

Curriculum Course Guide

PERTH AMBOY PUBLIC SCHOOLS

August 31, 2015

1


Course Description

2

This course is designed to present economics as a relevant, serious, spirited, and evolving social science. The course is intended to expand the realm of critical, analytical, and evaluative processes of thought; all designed to have students see the world through the more objective and considered lens of an economist. The course will help students gain an integrated insight to economic philosophy and theory as well as the operational dynamics of economic societies, especially the United States. The course will allow to students to understand how incentive-based human behavior often determines how an economy (and society) works and to conceive of ways in which it might be made to work better. The course will provide students with the life and career skills needed to function optimally within this dynamic context and will better prepare students for the intensely competitive and constantly changing worldwide marketplace. Students learn how economies and markets operate and how the United States economy is interconnected with the global economy. Additionally they learn how to navigate the financial decisions they must face and to make informed decisions relating to career exploration, budgeting, banking, credit, insurance, spending, financing postsecondary education, taxes, saving and investing, buying/leasing a vehicle, and living independently. They also learn the importance of investing in themselves in order to gain the knowledge and skills valued in the marketplace. Development of financial literacy skills and an understanding of economic principles will provide the basis for responsible citizenship, more effective participation in the workforce, and career success. The impact of a variety of factors including geography, the federal government, economic ideas from important philosophers and historic documents, societal values, and scientific discoveries and technological innovations on the national economy and economic policy is an integral part of the course. The course incorporates all economics and financial literacy objectives included in New Jersey’s Standard 9.1 Personal Financial Literacy and incorporates the 20 National Content Standards developed and revised by the Council for Economic Education.


Syllabus & Pacing Guide

Use font Calibri 12 – no bold- no italicsModify Format and lay out of pacing guide as needed – may overflow onto new page(s).

PACING GUIDE

Unit/Topic/Skill Suggested Time Frame Notes

Foundations of Economics

Chapters 1-6Seven Weeks

What is Economics?

Economic Systems

American Free Enterprise System

Demand

Supply

Prices

Personal Finance

Chapters 10,11,19

Six Weeks

Money and Banking

Financial Markets

Personal Financial Literacy

Credit & Loans

3

Financial Awareness

Microeconomics

Chapters 7-9Five Weeks

Market Structures

Business and Labor

Labor and Wages

Macroeconomics

Chapters 12-16Six Weeks

Evaluating the Economy

Economic Instability

Taxes and Government Spending

Fiscal Policy

Monetary Policy

Global Economics

Chapters 17, 18Five Weeks

Recourses for Global Trade

Global Economic Development

Global Trade Organizations

4

PERTH AMBOY PUBLIC SCHOOLS Curriculum Guide

(Copy & Paste this table onto pages after completing each “guide” or unit.)Content Area Economics Grade Level 10th GradeTopic/Concept/Skill Foundations of Economics Time Frame Seven

WeeksOverview/Rationale

Economics influences the lives of everyone on Earth. Economics affects your life when you earn money and then decide to spend your money to buy something you need or want. The process of deciding what to buy and how much to pay for it applies some of the basic elements of thinking like an economist. Understanding the fundamentals of how economists think will allow students make better choices in their own economic decisions. This unit will cover the foundations of economics to be built upon throughout the course. Included are the concepts of, scarcity, economic systems, free enterprise, supply, demand, and the role of prices.

Desired ResultsCritical Content Standards

New Jersey Content Standards for Social Studies

9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions. 9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice. 6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of

conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources

6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.

6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.

Common Core State Standards – Literacy for History/Social Studies

CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

5

CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-LITERACY.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-LITERACY.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-LITERACY.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

CCSS.ELA-LITERACY.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes. CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences. CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and researched material under study;

6

http://www.corestandards.org/ELA-Literacy/W/9-10/10/





http://www.corestandards.org/ELA-Literacy/L/9-10/




http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/


http://www.corestandards.org/ELA-Literacy/RH/9-10/9/






explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.9-10.1.b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-Literacy.SL.9-10.1.c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-Literacy.SL.9-10.1.d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Enduring Understandings Essential Questions1. Resources are limited, so people must make

choices.2. Economic systems shape the way individuals,

businesses, and government interact.3. Enterprises, consumers, and the government play

an important role in the American free enterprise system.

4. Demand influences WHAT, HOW and FOR WHOM goods are produced.

5. Supply in a market economy is determined by what produces the greatest amount of profit.

6. The interaction of buyers and sellers in a market economy determines market prices and thereby allocates scarce goods and services.

1. In what ways do people cope with the problem of scarcity?

2. How does an economic system help a society deal with the fundamental problem of scarcity?

3. What are the benefits of a free enterprise economy?

4. What are the major economic and social goals of the American free enterprise system?

5. How does demand help societies determine WHAT, HOW and FOR WHOM to produce?

6. What are the causes of a change in demand?7. How do companies determine the most profitable

way to operate?8. How do prices help determine WHAT, HOW, and

FOR WHOM to produce?9. What factors affect prices?

Student Objectives1. Explain why all societies face the problem of scarcity.2. Identify three basic choices that are faced by all societies.3. Explain why mixed economies exist.4. Compare and contrast the characteristics of traditional, command, and market economies.

7

5. Analyze the role of entrepreneurs in a free enterprise economy.6. Express the role of the consumer in a free enterprise economy.7. Explain how the American economy incorporates the five main characteristics of a free enterprise economy.8. Describe the advantages and disadvantages of a free enterprise economy.9. Explain who determines the role of government in the American free enterprise economic system.10. Explain how demand helps societies determine WHAT, HOW, and, FOR WHOM to produce.11. Explain how income and substitutes affect quantity demanded as well as the elasticity of demand for a product.12. Describe the basic differences between supply and demand using supply and demand curves.13. Discuss how the signals sent by prices help people make economic decisions.

Assessment EvidenceFormative Assessment(s) Summative Assessment(s)

1. Do Now Checks – short response based on previous lesson/or introduction to upcoming lesson.

2. Exit Slips – students will complete a short assignment before leaving class.

3. Graphic Organizers4. Current Events – incorporate economic concepts

into weekly or monthly current event topics.5. Discussion/Debate – students debate opposing

views on historical policy or current issue.6. Vocabulary Quizzes – quizzes testing vocabulary for

the unit.7. Guided Reading – teacher created or adapted from

textbook.8. Chapter Assessment – answers the essential

question and analyzes primary source documents.9. Chapter Case Study – a summary of a story which

focuses on a real world economic issue.10. Constructed Responses – student will write short

responses to standard based questions.11. Letter to the Absent – students will write a letter

explaining the lesson to a student who was absent.

1. Unit Test2. Projects3. Portfolios

Teaching and Learning Actions – Instructional Strategies – Activities

1. https://scottfenwickteachingeconomics.wikispaces.com/file/view/TEAIPM_2007.pdf Page 1 - Lesson 1: Defining Economics

2. Draw and label a circular flow diagram for both a mixed and a market economy.3. Draw and label a production possibilities curve for a simplified economy and explain.4. Students create a demand/supply schedule and graph, demonstrating the laws of demand and supply.

Indicate the best selling price as well as levels of elasticity.5. Create human supply and demand charts with students, and give scenarios that would indicate shifts

in either one. Students should indicate what happened to price and quantity, and what specifically caused the shift of supply and/or demand.

6. In small groups, ask students to create a list of words that come to mind when they hear the word economics. Ask students to compare lists and/or ask students to create collage illustrating those

8

terms. Additional terms can be added as the course continues7. Ask students to create a poster that illustrates the three factors of production.8. Ask students to construct decision-making grids using examples from their own lives, such as the decision to

join a sports team9. Ask students to create a production possibilities graph for a fictional nation. Have students research the

controversies over rain forests—preservation versus development? Tell them to consider such economic factors as scarcity, trade-offs, opportunity costs, efficiency, and underutilization. Students can present their findings in an essay, visual, and/or oral presentation.

10. Ask students to create and present to class posters that explain the three key economic questions.11. Ask students to research key details about the four economic systems. Students may compare/contrast any

two of the systems in a venn diagram or essay.12. Have students compare college choices or work opportunities, using trade-offs and opportunity costs13. Create a Cost and Benefit T-Chart with a written cost and benefit analysis14. Students will read current events and analyze the texts in various writing activities connecting to the Enduring

Understandings/Essential Questions, the Five Big Ideas and participate in the writing/peer review processes-

VocabularyScarcity, Economics, Need, Want, Good, Durable Good, Non-durable Good, Consumer Good, Capital Good, Service, Value, Paradox of Value, Utility, Wealth, Gross Domestic Product, Factors of Production, Land, Capital, Labor, Entrepreneurs, Production Possibilities Curve, Opportunity Cost, Trade-off, Consumerism, Economic Growth, Productivity, Human Capital, Division of Labor, Specialization, Economic Interdependence, Market, Factor Markets, Product Markets, Economic Model, Cost-benefit Analysis, Free Enterprise Economy, Standard of Living.

Traditional Economy, Economic Systems, Command Economy, Socialism, Market Economy, Capitalism, Mixed Economy, Great Depression, Communism.

GDP Per Capita, Privatization, Vouchers, Five-Year Plan, Gosplan, Collectivization, Perestroika, Great Leap Forward, Nationalization, Solidarity, European Union(EU), Black Market, Capital-Intensive, Keiretsu, Population Density.

Voluntary Exchange, Private Property Rights, Profit, Profit Motive, Competition, Biofuels, Great Recession, Customer Sovereignty, Modified Free Enterprise Economy, Minimum Wage, Social Security, Medicare, Inflation, Fixed Income.

Demand, Microeconomics, Demand Schedule Incentive, Demand Curve, Law of Demand, Demand Market Curve, Marginal Utility, Diminishing Marginal Utility, Change in Quantity Demanded, Income Effect, Substitution Effect, Substitutes, Compliments, Elasticity, Demand Elasticity, Elastic, Inelastic, Unit Elastic.

Supply, Law of Supply, Supply Schedule, Supply Curve, Market Supply Curve, Quantity Supplied, Change in Quantity Supplied, Change in Supply, Subsidy, Supply Elasticity, Production Function, Short Run, Long Run, Total Product, marginal product, Stages of Production, Diminishing Returns, Fixed Cost, Overhead, Variable Costs, Total Cost, Marginal Cost, Average Revenue, Total Revenue, Marginal Revenue, Profit-Maximizing Quantity of Output, Break-Even Point, E-commerce.

Price, Rationing, Equilibrium Price, Equilibrium Quantity, Surplus, Shortage, Price Ceiling, Price Floor, Target Price, Nonrecourse Loan.

Resources1. http://www.sharemylesson.com/teaching-resource/demand-and-supply-shifts-matching-cards-6148080/

9

http://www.sharemylesson.com/teaching-resource/demand-and-supply-shifts-matching-cards-6148080/

2. http://www.sharemylesson.com/teaching-resource/an-introduction-to-supply-6115910/3. http://www.sharemylesson.com/teaching-resource/supply-and-demand-project-50008370/4. http://www.sharemylesson.com/teaching-resource/supply-and-demand-6006198/5. http://www.sharemylesson.com/teaching-resource/black-markets-3008741/6. http://www.sharemylesson.com/teaching-resource/shifts-and-movements-in-demand-6113589/7. http://www.sharemylesson.com/teaching-resource/production-possibility-boundary-workbook-6112376/8. http://www.teachingeconomics.org/content/index.php?topic=defeconomics9. http://www.fte.org/teacher-resources/lesson-plans/rslessons/the-economic-way-of-thinking10. http://www.fte.org/teacher-resources/lesson-plans/rslessons/trade-offs-and-opportunity-cost11. http://www.fte.org/teacher-resources/lesson-plans/rslessons/demand-supply-and-the-market12. http://www.fte.org/teacher-resources/lesson-plans/rslessons/teaching-students-how-markets-work-

market-changes-price-determination-and-elasticity13. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-1-economic-growth-and-scarcity14. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-2-opportunity-cost-and-incentives15. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-3-open-markets16. http://www.sharemylesson.com/teaching-resource/market-v-command-economy-activity-50034136/17. https://www.khanacademy.org/economics-finance-domain/macroeconomics/gdp-topic/econ-intro-in-

macro-tutorial/v/introduction-to-economics18. https://www.youtube.com/watch?v=Np-dZSdzymk19. https://www.youtube.com/watch?v=LwLh6ax0zTE20. https://www.youtube.com/playlist?list=PLA46DB4506062B62B21. https://www.youtube.com/playlist?list=PLD5BC727C84E254E522. http://www.investopedia.com/university/economics/economics2.asp23. http://www.investopedia.com/university/economics/economics3.asp24. http://www.investopedia.com/university/economics/economics4.asp25. http://www.investopedia.com/university/economics/economics5.asp26. http://www.investopedia.com/university/economics/economics6.asp27. http://www.shmoop.com/supply-demand/game.html28. http://www.brighthubeducation.com/middle-school-social-studies-lessons/91239-hands-on-activities-for-

teaching-supply-and-demand/29. http://thismatter.com/economics/resource-demand-elasticity.htm30. http://montessorimuddle.org/2010/10/15/capitalism-vs-socialism-a-simulation-game/31. https://www.icivics.org/teachers/lesson-plans/market-economy-032. http://welkerswikinomics.com/blog/2010/09/08/circular-flow/33. http://www.nytimes.com/34. http://www.msnbc.com/35. http://www.economist.com/36. http://www.wsj.com/37. http://www.ft.com/home/uk38. http://www.usatoday.com/39. http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=040. http://www.educationworld.com/a_special/current_events.shtml41. http://socialstudies.pressible.org/lizhoelzle/current-events42. http://literacyteaching.net/2015/01/27/how-to-use-current-events-in-the-classroom/43. http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/44. http://www.edutopia.org/blog/ccia-examining-social-studies-texts-monica-burns45. http://busyteacher.org/4964-how-to-teach-current-events-to-esl-students.html

10

http://busyteacher.org/4964-how-to-teach-current-events-to-esl-students.html

http://www.edutopia.org/blog/ccia-examining-social-studies-texts-monica-burns

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://literacyteaching.net/2015/01/27/how-to-use-current-events-in-the-classroom/

http://socialstudies.pressible.org/lizhoelzle/current-events

http://www.educationworld.com/a_special/current_events.shtml

http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=0

http://www.usatoday.com/

http://www.ft.com/home/uk

http://www.wsj.com/

http://www.economist.com/

http://www.msnbc.com/

http://www.nytimes.com/

http://welkerswikinomics.com/blog/2010/09/08/circular-flow/

https://www.icivics.org/teachers/lesson-plans/market-economy-0

http://montessorimuddle.org/2010/10/15/capitalism-vs-socialism-a-simulation-game/

http://thismatter.com/economics/resource-demand-elasticity.htm

http://www.brighthubeducation.com/middle-school-social-studies-lessons/91239-hands-on-activities-for-teaching-supply-and-demand/

http://www.brighthubeducation.com/middle-school-social-studies-lessons/91239-hands-on-activities-for-teaching-supply-and-demand/

http://www.shmoop.com/supply-demand/game.html

http://www.investopedia.com/university/economics/economics6.asp





https://www.youtube.com/playlist?list=PLD5BC727C84E254E5

https://www.youtube.com/playlist?list=PLA46DB4506062B62B

https://www.youtube.com/watch?v=LwLh6ax0zTE

https://www.youtube.com/watch?v=Np-dZSdzymk

https://www.khanacademy.org/economics-finance-domain/macroeconomics/gdp-topic/econ-intro-in-macro-tutorial/v/introduction-to-economics

https://www.khanacademy.org/economics-finance-domain/macroeconomics/gdp-topic/econ-intro-in-macro-tutorial/v/introduction-to-economics

http://www.sharemylesson.com/teaching-resource/market-v-command-economy-activity-50034136/

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-3-open-markets

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-2-opportunity-cost-and-incentives

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-1-economic-growth-and-scarcity

http://www.fte.org/teacher-resources/lesson-plans/rslessons/teaching-students-how-markets-work-market-changes-price-determination-and-elasticity

http://www.fte.org/teacher-resources/lesson-plans/rslessons/teaching-students-how-markets-work-market-changes-price-determination-and-elasticity

http://www.fte.org/teacher-resources/lesson-plans/rslessons/demand-supply-and-the-market

http://www.fte.org/teacher-resources/lesson-plans/rslessons/trade-offs-and-opportunity-cost

http://www.fte.org/teacher-resources/lesson-plans/rslessons/the-economic-way-of-thinking

http://www.teachingeconomics.org/content/index.php?topic=defeconomics

http://www.sharemylesson.com/teaching-resource/production-possibility-boundary-workbook-6112376/

http://www.sharemylesson.com/teaching-resource/shifts-and-movements-in-demand-6113589/

http://www.sharemylesson.com/teaching-resource/black-markets-3008741/

http://www.sharemylesson.com/teaching-resource/supply-and-demand-6006198/

http://www.sharemylesson.com/teaching-resource/supply-and-demand-project-50008370/

http://www.sharemylesson.com/teaching-resource/an-introduction-to-supply-6115910/

DifferentiationEnrichment Extra DBQ

Extension activities Tiered assessment Flexible grouping Peer teaching

Intervention scaffolding group work extra vocabulary (content and academic) adapted reading and note taking study guide

ELLs Multiple types of assessment Flexible grouping Connect to Content through Visuals Language-based expectations in addition to content-based expectations

In this unit plan, the following 21st Century themes and skills are addressed.Check all that apply.

21 s t Century ThemesIndicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.21 s t Century Skills

X Global Awareness X Creativity and InnovationX Environmental Literacy X Critical Thinking and Problem Solving

Health Literacy X CommunicationX Civic Literacy X CollaborationX Financial, Economic, Business, and

Entrepreneurial LiteracyOther Interdisciplinary standards:

Notes-Observations-Reflections

11


(Copy & Paste this table onto pages after completing each “guide” or unit.)Content Area Economics Grade Level 10th GradeTopic/Concept/Skill Personal Finance Time Frame Six Weeks

Overview/Rationale

Personal finance looks at how your money and future is managed. For example personal finance would include monitoring spending, budgeting for an emergency fund, and paying down debt. This unit is designed to incorporate the foundations of economics with the financial decisions and activities of an individual. This includes budgeting, insurance, savings, investing, debt servicing, mortgages and more. Financial planning generally involves analyzing a current financial position and predicting short-term and long-term needs. This unit will inform students how individual choices directly influence occupational goals and future earnings potential. Real world topics covered will include income, money management, spending and credit, as well as saving and investing. Students will design personal and household budgets utilizing checking and saving accounts, gain knowledge in finance, debt and credit management, and evaluate and understand insurance and taxes. This course will provide a foundational understanding for making informed personal financial decisions leading to financial independence


New Jersey Content Standards for Social studies

6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.


12

6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship. 9.1.12.A.1 Differentiate among the types of taxes and employee benefits. 9.1.12.A.2 Differentiate between taxable and nontaxable income. 9.1.12.A.3 Analyze the relationship between various careers and personal earning goals. 9.1.12.A.4 Identify a career goal and develop a plan and timetable for achieving it, including educational/training

requirements, costs, and possible debt. 9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice. 9.1.12.A.7 Analyze and critique various sources of income and available resources (e.g., financial assets, property,

and transfer payments) and how they may substitute for earned income. 9.1.12.A.8 Analyze different forms of currency and how currency is used to exchange goods and services. 9.1.12.A.10 Demonstrate how exemptions and deductions can reduce taxable income. 9.1.12.A.12 Explain how compulsory government programs (e.g., Social Security, Medicare) provide insurance

against some loss of income and benefits to eligible recipients. 6.2.12.C.2.a Relate the development of more modern banking and financial systems to European economic

influence in the world.














CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting,

13












or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)







CCSS.ELA-Literacy.SL.9-10.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.







Enduring Understandings Essential Questions1. Money makes it easier to trade, borrow, save,

invest, and compare the value of goods and services.

2. Resources are limited, so people must make choices.

3. The Federal government budgetary policy and the

1. How has money evolved to meet the needs of people everywhere?

2. How did the creation of the Fed improve out banking system?

3. How has technology affected the way we use money today?

14







Federal Reserve System's monetary policy influence the overall levels of employment, output, and prices.

4. People should have an understanding of interest rates and their relationship to both financial and investment risks.

5. The role of financial institutions in saving, borrowing, and investing.

6. The advantages and disadvantages of using credit cards.

7. The costs and benefits of buying insurance, renting a home, buying a home and charitable giving.

4. What is the role of savings in the financial system?5. What options are available for investing your

money?6. How can financial institutions help you increase

and better manage your money?7. What are the different types of business

organizations?8. How can you take control of your money?9. How can financial institutions help you increase

and better manage your money?

Student Objectives1. Summarize the development of money in the United States.2. Explain why the National Banking System was created.3. Compare the available types of financial assets4. Explain how investors make money using futures contracts.5. Practice setting up a budget.6. Explain various methods of paying for college.7. Describe how various types of businesses are formed and how they grow.8. Discuss the advantages and disadvantages of sole proprietorships, and corporations.9. Compare the advantages and disadvantages of renting versus buying a home.10. Identify the necessity of buying insurance.11. Appreciate the value of charitable giving.











responses to standard based questions.


15

11. Letter to the Absent – students will write a letter explaining the lesson to a student who was absent.


1. https://scottfenwickteachingeconomics.wikispaces.com/file/view/TEAIPM_2007.pdf Page 75 - Lesson 11: How Savings Accounts and Stocks Function

2. Page 60 – Lesson 10: What is Wealth, and Who Owns Most of It?3. Page 87 – Lesson 13: Economic Boom for Whom?4. Create a chart, diagram, or drawing showing the characteristics of commodity, representative, and

fiat money.5. Choose the best investment options relative to risk and return, based on given personal

characteristics such as age, income, and financial goals.6. Students create an investment portfolio with a written component. The written component will be an

explanation/justification to the teacher of why they believe their investment portfolio will be successful by citing textually based evidence.

7. Students select and track five stocks and keep a daily journal documenting the movement of selected stocks for a period of seven days. Extension idea: students track selected stocks throughout the unit, plot prices on graph and present to class.

8. Invite a representative from a local bank, credit union, insurance company, brokerage firm, or financial planning company to visit the class and discuss their institution’s different products and services. Have students prepare questions before the presentation and develop a financial plan after it.

9. Compare and contrast different commercial banks and the different loans, deposits and interest rate they offer

10. Students will read current events and analyze the texts in various writing activities connecting to the Enduring Understandings/Essential Questions, the Five Big Ideas and participate in the writing/peer review processes-

VocabularyFederal Reserve System(Fed), Federal Reserve Notes, Barter Economy, Commodity Money, Fiat Money, Specie, Monetary Unit, Medium of Exchange, Measure of Value, Store of Value, Demand Deposit Accounts(DDAs), M1, M2, State Bank, Legal Tender, National Bank, National Currency, Gold Certificates, Silver Certificates, Gold Standard, Central Bank, Bank Run, Bank Holiday, Federal Deposit Insurance Corporation(FDIC), Credit Union, Corporation, Stock, Shareholder, State-chartered Bank, Certificate of Deposit(CDs), Reserve Requirement.

Savings, Financial Assets, Financial Intermediaries, Financial System, Finance Company, Premium, Pension, Pension Fund, Diversification, Risk, Bond, Par Value, Maturity, Coupon Rate, Current Yield, Junk Bonds, Municipal Bonds, Tax-exempt, Savings Bonds, EE Savings Bonds, Beneficiary, Treasury Notes, Treasury Bonds, Treasury Bills, Individual Retirement Accounts(IRAs), Capital Market, Money Market, Primary Market, Secondary Market, Equities, Stockbroker, Efficient Market, Hypothesis(EMH), Portfolio Diversification, Mutual Fund, Net Asset Value(NAV), 401(k) Plan, Vesting, Stock or Securities Exchange, Dow Jones Industrial Average(DJIA), Standard & Poor’s 500(S&P 500), Bull Market, Bear Market, Spot Market, Futures Contract, Option, Call Option, Put Option.

16

Resources1. http://www.sharemylesson.com/teaching-resource/common-sense-economics-young-workers-50033902/2. http://www.sharemylesson.com/teaching-resource/c-r-e-d-i-t-that-spells-credit-project-50027513/3. http://www.investopedia.com/4. https://www.practicalmoneyskills.com/foreducators/lesson_plans/highschool.php5. https://www.practicalmoneyskills.com/foreducators/lesson_plans/college.php6. http://financeintheclassroom.org/teacher/standard4.shtml7. http://janj.org/resources8. http://www.edutopia.org/blog/financial-literacy-high-school-students-brian-page9. http://financeintheclassroom.org/student/activities.shtml10. http://www.teachingeconomics.org/content/index.php?topic=savingstocks11. http://www.fte.org/teacher-resources/lesson-plans/rslessons/money-and-the-banking-system-the-

mechanics12. http://www.fte.org/teacher-resources/lesson-plans/rslessons/money-and-the-banking-system-the-federal-

reserve-and-monetary-policy13. http://www.sharemylesson.com/teaching-resource/taxation-50037265/14. http://www.sharemylesson.com/teaching-resource/tax-brackets-and-amp-monthly-budgeting-50036550/15. http://www.sharemylesson.com/teaching-resource/budget-project-for-high-school-economics-50039158/16. http://www.sharemylesson.com/teaching-resource/managing-your-money-financial-literacy-6045757/17. http://www.sharemylesson.com/teaching-resource/financial-literacy-lessons-for-esl-students-50039022/18. https://www.khanacademy.org/economics-finance-domain/core-finance19. https://www.khanacademy.org/economics-finance-domain/entrepreneurship220. https://www.federalreserveeducation.org/21. http://www.dollarsandsense.org/archives/2001/0301maier.html22. http://thismatter.com/money/credit/credit-scores.htm23. http://thismatter.com/money/banking/money.htm24. http://thismatter.com/money/banking/financial-system.htm25. http://thismatter.com/money/banking/financial-institutions.htm26. http://thismatter.com/money/banking/financial-markets.htm27. http://www.jumpstart.org/28. http://janj.org/29. http://www.360financialliteracy.org/30. http://www.mymoney.gov/Pages/default.aspx31. http://www.economist.com/node/1095870232. http://www.nytimes.com/2013/10/06/business/financial-literacy-beyond-the-classroom.html?_r=033. https://financiallit.org/34. https://www.fdic.gov/consumers/education/35. https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist

%20Fractional%20Reserve%20Banking%20TYK36. https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20History

%20of%20Central%20Banking%20TYK37. https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20What

%20is%20Money%20TYK38. http://www.nytimes.com/39. http://www.msnbc.com/40. http://www.economist.com/41. http://www.wsj.com/

17

http://www.wsj.com/




https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20What%20is%20Money%20TYK

https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20What%20is%20Money%20TYK

https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20History%20of%20Central%20Banking%20TYK

https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20History%20of%20Central%20Banking%20TYK

https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20Fractional%20Reserve%20Banking%20TYK

https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20Fractional%20Reserve%20Banking%20TYK

https://www.fdic.gov/consumers/education/

https://financiallit.org/

http://www.nytimes.com/2013/10/06/business/financial-literacy-beyond-the-classroom.html?_r=0

http://www.economist.com/node/10958702

http://www.mymoney.gov/Pages/default.aspx

http://www.360financialliteracy.org/

http://janj.org/

http://www.jumpstart.org/

http://thismatter.com/money/banking/financial-markets.htm

http://thismatter.com/money/banking/financial-institutions.htm

http://thismatter.com/money/banking/financial-system.htm

http://thismatter.com/money/banking/money.htm

http://thismatter.com/money/credit/credit-scores.htm

http://www.dollarsandsense.org/archives/2001/0301maier.html

https://www.federalreserveeducation.org/

https://www.khanacademy.org/economics-finance-domain/entrepreneurship2

https://www.khanacademy.org/economics-finance-domain/core-finance

http://www.sharemylesson.com/teaching-resource/financial-literacy-lessons-for-esl-students-50039022/

http://www.sharemylesson.com/teaching-resource/managing-your-money-financial-literacy-6045757/

http://www.sharemylesson.com/teaching-resource/budget-project-for-high-school-economics-50039158/

http://www.sharemylesson.com/teaching-resource/tax-brackets-and-amp-monthly-budgeting-50036550/

http://www.sharemylesson.com/teaching-resource/taxation-50037265/

http://www.fte.org/teacher-resources/lesson-plans/rslessons/money-and-the-banking-system-the-federal-reserve-and-monetary-policy

http://www.fte.org/teacher-resources/lesson-plans/rslessons/money-and-the-banking-system-the-federal-reserve-and-monetary-policy

http://www.fte.org/teacher-resources/lesson-plans/rslessons/money-and-the-banking-system-the-mechanics

http://www.fte.org/teacher-resources/lesson-plans/rslessons/money-and-the-banking-system-the-mechanics

http://www.teachingeconomics.org/content/index.php?topic=savingstocks

http://financeintheclassroom.org/student/activities.shtml

http://www.edutopia.org/blog/financial-literacy-high-school-students-brian-page

http://janj.org/resources

http://financeintheclassroom.org/teacher/standard4.shtml

https://www.practicalmoneyskills.com/foreducators/lesson_plans/college.php

https://www.practicalmoneyskills.com/foreducators/lesson_plans/highschool.php

http://www.investopedia.com/

http://www.sharemylesson.com/teaching-resource/c-r-e-d-i-t-that-spells-credit-project-50027513/

http://www.sharemylesson.com/teaching-resource/common-sense-economics-young-workers-50033902/

42. http://www.ft.com/home/uk43. http://www.usatoday.com/44. http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=045. http://www.educationworld.com/a_special/current_events.shtml46. http://socialstudies.pressible.org/lizhoelzle/current-events47. http://literacyteaching.net/2015/01/27/how-to-use-current-events-in-the-classroom/48. http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/49. http://www.edutopia.org/blog/ccia-examining-social-studies-texts-monica-burns50. http://busyteacher.org/4964-how-to-teach-current-events-to-esl-students.html










Notes-Observations-Reflections*******Nothing is entered here – Space will remain blank for teachers to enter their own notes********

18











(Copy & Paste this table onto pages after completing each “guide” or unit.)Content Area Economics Grade Level 10th GradeTopic/Concept/Skill Microeconomics Time Frame Five Weeks

Overview/Rationale

Microeconomics looks at the smaller picture and applies the basic theories of supply and demand and how individual businesses decide how much of something to produce and how much to charge for it. People who have any desire to start their own business or who want to learn the rationale behind the pricing of particular products and services would be more interested in this area. The purpose of this unit is to revisit the principles of economics and apply them to the functions of individual decision makers, both consumers and producers, within the larger economic system. It places primary emphasis on the nature and functions of product markets, labor, wages, and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. Microeconomics introduces students to the cost-benefit analysis that is the economic way of thinking and using this analysis to understand smaller segments of the economy. Students will learn to create, interpret, label, and analyze graphs, charts, and additional data to describe and explain various economic concepts.



9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice. 9.1.12.A.13 Analyze the impact of the collective bargaining process on benefits, income, and fair labor practice. 6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on

19

individuals and nations. 6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship. 6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor,

and evaluate how this has affected individuals and society.

















CCSS.ELA-LITERACY.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question;

20
















integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.











Enduring Understandings Essential Questions1. Profit inspires people to take risks with their

resources.2. Individuals and groups work independently and

cooperatively to achieve goals.3. Disputes over ideas, resources, values, and politics

can lead to change.

1. How do varying market structures impact prices in a market economy?

2. Why do markets fail?3. How does the government attempt to correct

market failures?4. How are businesses formed and how do they

grow?5. How does a market economy support nonprofit

organizations?6. What features of the modern day labor industry

are the result of union action?7. What factors lead to higher wages for a worker?

Student Objectives1. Describe factors that affect competition and success or failure in a market.2. Make connections between past government laws and today’s modified free enterprise economic system.

21



3. Describe how various types of businesses are formed and how they grow.4. Discuss the purpose of labor unions.5. Analyze the effect of union action on the modern labor industry.6. Identify the different types of union arrangements that exist today and state reasons for the decline of union

influence.7. List three major causes for pay discrimination in the labor market.















1. https://scottfenwickteachingeconomics.wikispaces.com/file/view/TEAIPM_2007.pdf Page 5 - Lesson 2: What is income and why do some people earn so much more of it than others?

2. Page 24 – Lesson 4:Distributing income, you be the judge.3. Page 27 – Lesson5: Income levels and how they’ve changed over the past 25 years.4. Page 38 – Lesson 6: Viewing income through gender and race lenses.5. Page 43 – Lesson 7: How much more do CEO’s make than the average worker?6. Page 52 – Lesson 8: Widening the pay gap. What experts say, what government can do about it, and

how it affects the business cycle.7. Supply and Demand simulation game - http://econoclass.com/frozen.html8. Conduct a classroom debate on the following issue: “Resolved: Competition is the best way for

individuals to improve themselves and for businesses to improve their products.”9. Have students plan to open a hypothetical business. Ask them to study the different legal structures

and explain the differences between the following types of enterprises: sole proprietorship,

22

http://econoclass.com/frozen.html

partnership, corporation, and nonprofit organization. Have students compare these enterprises from the perspective of ownership, taxation, legal structures, and profits. Have small groups of students select a type of business and evaluate it in terms of strengths, weaknesses, opportunities, and challenges.

10. Have students role-play management and labor over an issue like improved working conditions, better wages and benefits, or potential layoffs. Ask each side to present its cases and then have students try to come to an agreement

11. Have students investigate the pros and cons of low-wage factories or sweatshops in less-developed countries. Students should also research child labor and efforts to end it worldwide. One teacher resource is Lost Futures: The Problem of Child Labor, available from The American Federation of Teachers, International Affairs Department, (202) 879-4400.

12. Argumentative writing: “Should the federal government raise the minimum wage?”13. Write a speech supporting your opinion on minimum wage or set price of gasoline.14. Unit End Products15. Create a Cost and Benefit T-Chart with a written cost and benefit analysis.16. Voice and Choice: Write a speech supporting your opinion on minimum wage or set price of gasoline.17. Be an entrepreneur create a business plan for a specific type of business organization, of your choice

with a written informative essay.18. Assess past business cycles and forecast future for your business in a research paper.19. Students will read current events and analyze the texts in various writing activities connecting to the

Enduring Understandings/Essential Questions, the Five Big Ideas and participate in the writing/peer review processes-

VocabularyMarket Structure, Pure Competition, Industry, Perfect Competition, Monopolistic Competition, Product Differentiation, Nonprice Competition, Oligopoly, Collusion, Price-fixing, Monopoly, Laissez-faire, Natural Monopoly, Geographic Monopoly, Technological Monopoly, Government Monopoly, Market Failure, Public Good, Spillover Effects, Externalities, Cost-benefit Analysis, trusts, price discrimination, cease and desist order, economics of scale, public disclosure, mortgage, foreclosure.

Sole proprietorship, unlimited liability, inventory, limited life, partnership, general partnership, limited partnership, corporation, charter, stock, shareholders, dividend, common stock, preferred stock, bond, principal, interest, double taxation, franchise, franchisor, franchisee, income statement, net income, depreciation, cash flow, horizontal merger, vertical merger, conglomerate, multinational, incubators, venture capitalist, angel investors, crowdfunding, nonprofit organization, cooperative(co-op), credit union, labor union, collective bargaining, chamber of commerce, Better Business Bureau.

Craft union, industrial union, strike, picket, boycott, lockout, company unions, Great Depression, right-to-work law, interdependent unions, closed shop, union shop, modified union shop, agency shop, civilian labor force, wage rate, market theory of wage, determination, equilibrium wage rate, theory of negotiated wages, seniority, signaling theory, grievance procedure, mediation, arbitration, fact-finding, injunction, seizure, giveback, two-tier wage system, glass ceiling, set-aside contract, minimum wage, current dollars, real or constant dollars, base year.

Resources1. http://www.sharemylesson.com/teaching-resource/intro-to-markets-6175230/

23

http://www.sharemylesson.com/teaching-resource/intro-to-markets-6175230/

2. http://www.sharemylesson.com/teaching-resource/micro-economics-handout-2-6127925/3. http://www.sharemylesson.com/teaching-resource/supply-and-demand-project-wages-50010399/4. http://www.teachingeconomics.org/content/index.php?topic=tenchairs5. http://www.teachingeconomics.org/content/index.php?topic=thirdbase6. http://www.fte.org/teacher-resources/lesson-plans/rslessons/understanding-the-role-and-importance-of-

the-public-and-private-sectors7. http://www.fte.org/teacher-resources/lesson-plans/rslessons/market-structures-and-competition8. http://www.fte.org/teacher-resources/lesson-plans/is-capitalism-good-for-the-poor/lesson-1-define-terms/9. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-3-open-markets10. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-4-markets-in-action11. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-5-labor-markets12. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-6-incentives-innovations-and-roles-

of-institutions13. http://www.sharemylesson.com/teaching-resource/introduction-to-business-ethics-50039560/14. http://www.sharemylesson.com/teaching-resource/people-and-39-s-pie-50037267/15. http://www.sharemylesson.com/teaching-resource/class-debate-capitalism-and-communism-6082351/16. http://www.sharemylesson.com/teaching-resource/democracy-vs-communism-project-50039396/17. https://www.khanacademy.org/economics-finance-domain/microeconomics18. https://www.khanacademy.org/economics-finance-domain/core-finance19. https://www.khanacademy.org/economics-finance-domain/entrepreneurship220. http://thismatter.com/economics/labor-union-models.htm21. http://thismatter.com/economics/wage-differentials.htm22. http://thismatter.com/economics/labor-unions.htm23. http://thismatter.com/economics/wages.htm24. pov-tc.pbs.org/pov/film-files/pov_wagingaliving_lp_lesson_plan_0.pdf25. http://www.freetech4teachers.com/2009/11/life-on-minimum-wage-lesson-in-personal.html26. http://econsimulator.com/27. https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20GDP

%20TYK28. http://www.nytimes.com/29. http://www.msnbc.com/30. http://www.economist.com/31. http://www.wsj.com/32. http://www.ft.com/home/uk33. http://www.usatoday.com/34. http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=035. http://www.educationworld.com/a_special/current_events.shtml36. http://socialstudies.pressible.org/lizhoelzle/current-events37. http://literacyteaching.net/2015/01/27/how-to-use-current-events-in-the-classroom/38. http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/39. http://www.edutopia.org/blog/ccia-examining-social-studies-texts-monica-burns40. http://busyteacher.org/4964-how-to-teach-current-events-to-esl-students.html


Extension activities Tiered assessment

24










http://www.wsj.com/




https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20GDP%20TYK

https://www.federalreserveeducation.org/resources/districts/atlanta/Classroom%20Economist%20GDP%20TYK

http://econsimulator.com/

http://www.freetech4teachers.com/2009/11/life-on-minimum-wage-lesson-in-personal.html

http://thismatter.com/economics/wages.htm

http://thismatter.com/economics/labor-unions.htm

http://thismatter.com/economics/wage-differentials.htm

http://thismatter.com/economics/labor-union-models.htm

https://www.khanacademy.org/economics-finance-domain/entrepreneurship2

https://www.khanacademy.org/economics-finance-domain/core-finance

https://www.khanacademy.org/economics-finance-domain/microeconomics

http://www.sharemylesson.com/teaching-resource/democracy-vs-communism-project-50039396/

http://www.sharemylesson.com/teaching-resource/class-debate-capitalism-and-communism-6082351/

http://www.sharemylesson.com/teaching-resource/people-and-39-s-pie-50037267/

http://www.sharemylesson.com/teaching-resource/introduction-to-business-ethics-50039560/

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-6-incentives-innovations-and-roles-of-institutions

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-6-incentives-innovations-and-roles-of-institutions

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-5-labor-markets

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-4-markets-in-action

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-3-open-markets

http://www.fte.org/teacher-resources/lesson-plans/is-capitalism-good-for-the-poor/lesson-1-define-terms/

http://www.fte.org/teacher-resources/lesson-plans/rslessons/market-structures-and-competition

http://www.fte.org/teacher-resources/lesson-plans/rslessons/understanding-the-role-and-importance-of-the-public-and-private-sectors

http://www.fte.org/teacher-resources/lesson-plans/rslessons/understanding-the-role-and-importance-of-the-public-and-private-sectors

http://www.teachingeconomics.org/content/index.php?topic=thirdbase

http://www.teachingeconomics.org/content/index.php?topic=tenchairs

http://www.sharemylesson.com/teaching-resource/supply-and-demand-project-wages-50010399/

http://www.sharemylesson.com/teaching-resource/micro-economics-handout-2-6127925/

Flexible grouping Peer teaching








Notes-Observations-Reflections*******Nothing is entered here – Space will remain blank for teachers to enter their own notes********

25


(Copy & Paste this table onto pages after completing each “guide” or unit.)Content Area Economics Grade Level 10th GradeTopic/Concept/Skill Macroeconomics Time Frame Six Weeks

Overview/Rationale

Macroeconomics is focused on the movement and trends in the economy as a whole, while in microeconomics the focus is placed on factors that affect the decisions made by firms and individuals. The factors that are studied by macro and micro will often influence each other, such as the current level of unemployment in the economy as a whole will affect the supply of workers which an oil company can hire from, for example. This unit builds on previous knowledge and will provide students with a thorough understanding of the principles of economics that apply to an economic system as a whole. The unit places particular emphasis on the study of national income, unemployment, inflation, and price-level determination, and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. The unit will also look at macroeconomic issues such as the political impact on economic systems and the economic decision making process as well as through current events and global trends.



6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address

26

economic imbalances and social inequalities. 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate

the potential impact of these trends on the economy, political stability, and use of resources. 6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and

exchange rates play in maintaining stable regional and global economies. 6.1.12.C.16.c Assess the impact of international trade, global business organizations, and overseas competition

on the United States economy and workforce. 9.1.12.A.1 Differentiate among the types of taxes and employee benefits. 9.1.12.A.2 Differentiate between taxable and nontaxable income. 9.1.12.A.10 Demonstrate how exemptions and deductions can reduce taxable income. 9.1.12.A.11 Explain the relationship between government programs and services and taxation. 9.1.12.A.12 Explain how compulsory government programs (e.g., Social Security, Medicare) provide insurance

against some loss of income and benefits to eligible recipients.














CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-

27












10 here.) CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual

or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.













Enduring Understandings Essential Questions1. Economics provides strategies, theories, and

analytical tools to deal with everyday problems.2. Learning about the past helps us understand the

present and make decisions about the future.3. Governments are formed to maintain order and

regulate activities in a geographic area.

1. How do we determine the economic and social well-being of the United States?

2. How do population trends impact the economy?3. What are the causes and consequences of

instability in the economy?4. How does the government collect revenue, and on

what is that revenue spent?5. How does the government promote the economic

goals of price stability, full employment and

28







economic growth?6. How do we know if macroeconomic equilibrium

has been achieved?

Student Objectives1. Discuss what the GDP and other economic indicators tell us about the economy.2. Discuss the distribution of income in the United States.3. Explain why ups and downs in the business cycle are considered normal.4. Discuss inflation and the unemployment rate and understand information they provide.5. Discuss the three general criteria for effective taxes; the two principles of taxation in use in the United States; the

three types of taxes; and the effects of taxes on resources, behavior, productivity, and growth in a society.6. Summarize and explain tax reform attempts since 1981, the process of determining an annual federal budget,

sources of revenue, categories of government expenditures, and the difficulties of reducing the national debt.7. Evaluate and describe the goals, methods, and limitations of demand-side policies as well as supply-side policies.8. Explain how monetary policy works, the tools of the Fed uses to expand and contract the money supply, and the

principle of monetary expansion under a fractional reserve system.9. Discuss the importance of timing in the use of monetary policy.















1. https://scottfenwickteachingeconomics.wikispaces.com/file/view/TEAIPM_2007.pdf Page 10 - Lesson 3: Signs of the economic times

29

2. Page 60 – Lesson 9: Monetary policy and the role of the Federal Reserve Board.3. Page 120 – Lesson 16: America, who really pays the taxes?4. Page 153 – Lesson 18: Democracy, a game for the elite5. Page 168 – Lesson 20: Economic inequality, why should we care? Because knowledge without action

leads to despair.6. Page 174 – Lesson 21: what can you do: real policies that lift the floor, level the playing field, and

address the concentration of wealth and power.7. Students create their own ‘shopping basket’ of goods to track over the course of the marking period.

Determine change in CPI and inflation rate.8. Students research and diagram the business cycle for the last ten years noting GDP and

unemployment trends.9. After researching progressive, proportional, and regressive in addition to statistics provided at

www.irs.gov students debate the pros, and cons of each and debate the fairness of our current tax system.

10. Have students debate the issue of moral hazard as follows: “Resolved: Some businesses are too big and important to fail. Therefore, the government should take all necessary steps to prevent it from happening.”

11. Have students create a mock television show analyzing a global economic crisis (e.g., the Great Depression of 1929 or the Great Recession 2008). Topics would include the causes, suggested solutions, and lasting effects. Students should be divided into groups of researchers, writers, anchors, feature reporters, graphic designers, and editorialists.


VocabularyGross domestic product(GDP), intermediate products, secondhand sales, nonmarket transactions, underground economy, base year, real GDP, current GPD, real GDO per capita, gross national product(GNP), net national product(NNP), national income(NI), personal income(PI), disposable personal income(DPI) household, unrelated individual, family, net exports of goods and services, output-expenditure model, census, urban population, rural population, center of population, infrastructure, baby boom, population pyramid, dependency ratio, demographers, fertility rate, life expectancy, net immigration, poverty threshold, poverty guidelines, Lorenz curve, welfare, food stamps, Medicaid, Earned Income Tax Credit(EITC), enterprise zones, workfare, negative income tax.

Business cycles, business fluctuations, recession, peak, trough, expansion, trend line, depression, depression scrip, leading economic indicator, Dow-Jones Industrial Average(DJIA), leading economic index(LEI), economic model, inflation, deflation, price index, consumer price index(CPI), market basket, base year, creeping inflation, hyperinflation, stagflation, producer price index(PPI), implicit GDP price deflator, demand-pull inflation, cost-push inflation, creditors, debtors, civilian labor force, unemployed, unemployment rate, long-term unemployed, frictional unemployment, structural unemployment, outsourcing, technical unemployment, cyclical unemployment, seasonal unemployment, GDP gap, misery index.

Sin tax, distribution of income, incidence of a tax, tax loopholes, individual income tax, Internal revenue Service(IRS), sales tax, tax return, ability-to-pay, proportional tax, average tax rate, Medicare, progressive tax, marginal tax rate, regressive tax, flat tax, value-added tax(VAT), alternative minimum tax, capital gains, fiscal year, indexing,

30

http://www.irs.gov/

appropriations bill, continuing budget resolution, Medicaid, budget deficit, budget surplus, customs duty, payroll tax, FICA, corporate income tax, estate tax, gift tax, public sector, user fee, national debt, earmarks or pork, transfer payments, private sector, crowding-out effect, sequester, line-item veto, spending caps, entitlements, debt ceiling, intergovernmental revenue, balanced budget amendment, intergovernmental expenditures, property tax, tax assessor, natural monopolies.

Fiscal policy, Keynesian economics, multiplier, accelerator, automatic stabilizers, unemployment insurance, entitlements, supply-side policies, Laffer curve, deregulation, macroeconomics, equilibrium price, aggregate supply, aggregate supply curve, aggregate demand, aggregate demand curve, macroeconomic equilibrium.Member bank, currency, coins, bank holding companies, fractional reserve system, legal reserves, reserve requirement, member bank reserve(MBR), excess reserves, monetary policy, interest rate, easy money policy, tight money policy, open market operations, discount rate, prime rate, monetarism, quantity theory of money, wage-price controls, quantitative easing(QE), passive fiscal policies, baby boomers, Council of Economic Advisors.

Resources1. http://www.sharemylesson.com/teaching-resource/government-macroeconomic-policies-6111162/2. http://www.teachingeconomics.org/content/index.php?topic=signs3. http://www.fte.org/teacher-resources/lesson-plans/rslessons/economic-goals-and-measuring-economic-

activity-goals-simulation4. http://www.fte.org/teacher-resources/lesson-plans/rslessons/economic-goals-and-measuring-economic-

activity-measurement-tools5. http://www.fte.org/teacher-resources/lesson-plans/rslessons/inflation-and-unemployment6. http://www.fte.org/teacher-resources/lesson-plans/rslessons/fiscal-policy7. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-8-setting-the-rules-costs-and-

benefits-of-government-action8. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-9-money-and-inflation9. http://www.sharemylesson.com/teaching-resource/inflation-bingo-6046050/10. http://www.sharemylesson.com/teaching-resource/government-and-the-economy-50037264/11. http://www.sharemylesson.com/teaching-resource/budget-deficits-and-public-debt-50037535/12. http://www.sharemylesson.com/teaching-resource/class-debate-capitalism-and-communism-6082351/13. http://www.sharemylesson.com/teaching-resource/democracy-vs-communism-project-50039396/14. http://www.sharemylesson.com/teaching-resource/taxation-50037265/15. http://www.sharemylesson.com/teaching-resource/it-and-39-s-a-not-so-wonderful-life-50037955/16. http://www.sharemylesson.com/teaching-resource/financial-literacy-lessons-for-esl-students-50039022/17. https://www.khanacademy.org/economics-finance-domain/macroeconomics18. http://www.opensecrets.org/19. https://www.youtube.com/playlist?list=PLD7C33AB80B405B9A20. http://thismatter.com/economics/government-failure.htm21. http://thismatter.com/economics/gross-domestic-product.htm22. http://thismatter.com/economics/national-accounts.htm23. http://thismatter.com/economics/nominal-and-real-gdp.htm24. http://thismatter.com/economics/economic-growth-business-cycles.htm25. http://thismatter.com/economics/unemployment.htm26. http://www.econedlink.org/teacher-lesson/78527. http://www.tolerance.org/lesson/unequal-unemployment28. http://www.fte.org/teacher-resources/lesson-plans/rslessons/inflation-and-unemployment/29. http://www.bls.gov/audience/students.htm

31

http://www.bls.gov/audience/students.htm

http://www.fte.org/teacher-resources/lesson-plans/rslessons/inflation-and-unemployment/

http://www.tolerance.org/lesson/unequal-unemployment

http://www.econedlink.org/teacher-lesson/785

http://thismatter.com/economics/unemployment.htm

http://thismatter.com/economics/economic-growth-business-cycles.htm

http://thismatter.com/economics/nominal-and-real-gdp.htm

http://thismatter.com/economics/national-accounts.htm

http://thismatter.com/economics/gross-domestic-product.htm

http://thismatter.com/economics/government-failure.htm

https://www.youtube.com/playlist?list=PLD7C33AB80B405B9A

http://www.opensecrets.org/

https://www.khanacademy.org/economics-finance-domain/macroeconomics

http://www.sharemylesson.com/teaching-resource/financial-literacy-lessons-for-esl-students-50039022/

http://www.sharemylesson.com/teaching-resource/it-and-39-s-a-not-so-wonderful-life-50037955/

http://www.sharemylesson.com/teaching-resource/taxation-50037265/

http://www.sharemylesson.com/teaching-resource/democracy-vs-communism-project-50039396/

http://www.sharemylesson.com/teaching-resource/class-debate-capitalism-and-communism-6082351/

http://www.sharemylesson.com/teaching-resource/budget-deficits-and-public-debt-50037535/

http://www.sharemylesson.com/teaching-resource/government-and-the-economy-50037264/

http://www.sharemylesson.com/teaching-resource/inflation-bingo-6046050/

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-9-money-and-inflation

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-8-setting-the-rules-costs-and-benefits-of-government-action

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-8-setting-the-rules-costs-and-benefits-of-government-action

http://www.fte.org/teacher-resources/lesson-plans/rslessons/fiscal-policy

http://www.fte.org/teacher-resources/lesson-plans/rslessons/inflation-and-unemployment

http://www.fte.org/teacher-resources/lesson-plans/rslessons/economic-goals-and-measuring-economic-activity-measurement-tools

http://www.fte.org/teacher-resources/lesson-plans/rslessons/economic-goals-and-measuring-economic-activity-measurement-tools

http://www.fte.org/teacher-resources/lesson-plans/rslessons/economic-goals-and-measuring-economic-activity-goals-simulation

http://www.fte.org/teacher-resources/lesson-plans/rslessons/economic-goals-and-measuring-economic-activity-goals-simulation

http://www.teachingeconomics.org/content/index.php?topic=signs

http://www.sharemylesson.com/teaching-resource/government-macroeconomic-policies-6111162/

30. http://www.econedlink.org/lesson/61531. https://www.myclassroomeconomy.org/grade11-12_inflationday.html32. http://economistsview.typepad.com/economistsview/2013/08/teaching-about-inflation-is-fun-but-

dangerous.html33. http://www.nytimes.com/34. http://www.msnbc.com/35. http://www.economist.com/36. http://www.wsj.com/37. http://www.ft.com/home/uk38. http://www.usatoday.com/39. http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=040. http://www.educationworld.com/a_special/current_events.shtml41. http://socialstudies.pressible.org/lizhoelzle/current-events42. http://literacyteaching.net/2015/01/27/how-to-use-current-events-in-the-classroom/43. http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/44. http://www.edutopia.org/blog/ccia-examining-social-studies-texts-monica-burns45. http://busyteacher.org/4964-how-to-teach-current-events-to-esl-students.html











32










http://www.wsj.com/




http://economistsview.typepad.com/economistsview/2013/08/teaching-about-inflation-is-fun-but-dangerous.html

http://economistsview.typepad.com/economistsview/2013/08/teaching-about-inflation-is-fun-but-dangerous.html

https://www.myclassroomeconomy.org/grade11-12_inflationday.html

http://www.econedlink.org/lesson/615

*******Nothing is entered here – Space will remain blank for teachers to enter their own notes********


(Copy & Paste this table onto pages after completing each “guide” or unit.)Content Area Economics Grade Level 10th GradeTopic/Concept/Skill Global Economics Time Frame Five Weeks

Overview/Rationale

The global economy refers to the economy of the world, comprising of different economies of individual countries, with each economy related with the other in one way or another. A key concept in the global economy is globalization, which is the process that leads to individual economies around the world being closely interwoven such that an event in one country is bound to affect the state of other world economies. In the past century or so, the focus on globalization has intensified a lot. More and more trade has been done between different countries, and restrictions on movement and business across borders have been reduced a great deal. The resulting phenomenon is what a global economy is all about. People are now able to sell their commodities in any market across the world. Likewise, consumers also enjoy a much wider variety of goods and services since they can sample them from other places and not just their own countries alone. This unit will analyze the effects of globalization on countries across the

33

http://www.whatiseconomics.org/microeconomics/consumers

world. Students will incorporate the foundations of economics and apply them to international governments. IN addition, students will evaluate the pros and cons of international organizations including, the IMF, WTO, NAFTA, and CAFTA and how they positively and/or negatively affect member countries.


New Jersey Content Standards for Social Studies 6.3.12.C.1 Participate in a simulated meeting (e.g., President's Council, World Bank, International Monetary Fund

(IMF)), research evidence from multiple sources about an economic problem, (e.g., inflation, unemployment, deficit), and develop a plan of action.

6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources.

6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. 6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the

environment. 6.1.12.A.16.c Assess from various perspectives the effectiveness with which the United States government

addresses economic issues that affect individuals, business, and/or other countries. 6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict,

and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.


6.1.12.C.16.c Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.








CCSS.ELA-LITERACY.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the

34






author's claims. CCSS.ELA-LITERACY.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and

secondary sources. CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events,
















CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric,

35













identifying any fallacious reasoning or exaggerated or distorted evidence. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and

logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Enduring Understandings Essential Questions1. The movement of people, goods, and ideas causes

societies to change over time.2. When individuals, regions and nations specialize in

what they can produce at the lowest cost and then trade with others, both production and consumption increase.

3. Individuals and nations have a comparative advantage in the production of goods or services if they can produce a product at a lower opportunity cost than other individuals of nations.

4. The impact of international organizations(NAFTA, CAFTA, WTO,GATT, IMF, ETC) on the United States and countries abroad.

1. How does trade benefit all participating parties?2. Why is the economic health of all nations

important to a global economy?3. What are the challenges associated with

globalization?4. What are the factors used to compare the economy

of nations around the world?5. Why is interdependence an important part of 21st

century business?6. Why is it important to understand the fluctuations

in the US economy over time as well as their impact?

Student Objectives1. Compare the concepts of absolute advantage and comparative advantage.2. Describe the restrictions governments place on international trade.3. List the arguments of protectionists and free traders.4. Evaluate the advantages and disadvantages of trade agreements.5. Analyze the national and international effects of the strength of the dollar.6. List the stages of economic development.7. Name major obstacles to economic growth in developing countries.8. Explain how agreements for regional cooperation help member nations develop economically.9. Define globalization.









question and analyzes primary source documents.


36

9. Chapter Case Study – a summary of a story which focuses on a real world economic issue.

10. Constructed Responses – student will write short responses to standard based questions.

11. Letter to the Absent – students will write a letter explaining the lesson to a student who was absent.


1. https://scottfenwickteachingeconomics.wikispaces.com/file/view/TEAIPM_2007.pdf Page 180 - Lesson 15: The race to the bottom.

2. https://www.cia.gov/kids-page/parents-teachers/teacher-resources/index.html3. Students analyze two country’s production of two different products, determine which has an

absolute advantage and which has a comparative advantage4. Students research and report an economic sanction or embargo issued by the United States and its

effects on that country.5. Have students research the economic, social, and political effects that globalization has had on

various local businesses and/or industries. Have students investigate the effects of companies that move their manufacturing processes to other parts of the world. Ask students to explain how outsourcing or contracting out has influenced the local labor market.

6. Have students identify some familiar large corporations (e.g., G.M., Wal-Mart, McDonald’s) and examine their size and the number of countries in which they operate. Have the class debate the positive and negative effects of multinational corporations operating in less-developed countries.


VocabularyExports, imports, absolute advantage, production possibilities curve, comparative advantage, opportunity cost, tariff, quota, protective tariff, revenue tariff, embargo, protectionists, free traders, infant industries argument, balance of payments, most favored nation clause, General Agreement on Tariffs and Trade(GATT), World Trade Organization(WTO), North American Free Trade Agreement(NATFA), foreign exchange, foreign exchange rate, fixed exchange rates, floating exchange rates, trade deficit, trade surplus, trade-weighted value of the dollar.

Developing countries, primitive equilibrium, crude birthrate, life expectancy, zero population growth(ZPG), external debt, default, capital flight, micro loans, International Monetary Fund(IMF), World Bank, soft loans, exploration, globalization, multinationals, outsourcing, free trade area, customs union, European Union, European Coal and Steel Community(ECSC), euro, ASEAN, Common Market for Eastern and Southern Africa(COMESA), cartel, Organization of Petroleum Exporting Countries(OPEC), division of labor, scarcity, subsistence, renewable resource, hydropower, biomass, gasohol, solar power, nonrenewable resources, glut, pollution, acid rain, pollution permits.

Resources1. http://www.fte.org/teacher-resources/lesson-plans/tradelessons/ioit-lesson-1-the-basics-still-apply2. http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-2-bridges-barriers-to-trade3. http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-3-trade-labor-sweatshops

37

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-3-trade-labor-sweatshops

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-2-bridges-barriers-to-trade

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/ioit-lesson-1-the-basics-still-apply

https://www.cia.gov/kids-page/parents-teachers/teacher-resources/index.html

4. http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-4/5. http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-5-trade-and-the-environment6. http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-6-the-balance-of-payments-always-

balances7. http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-7-international-monetary-exchange8. http://www.fte.org/teacher-resources/lesson-plans/rslessons/international-trade-part-i-why-people-trade9. http://www.fte.org/teacher-resources/lesson-plans/rslessons/international-trade-part-ii-exchange-rate-

determination-and-implications/10. http://www.fte.org/teacher-resources/lesson-plans/rslessons/the-magic-of-markets-trade-creates-wealth11. http://www.fte.org/teacher-resources/lesson-plans/rslessons/foreign-currencies-and-foreign-exchange12. http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-10-international-markets13. http://www.imf.org/external/np/exr/center/action/eng/index.htm14. https://www.cia.gov/library/publications/the-world-factbook/15. http://www.choices.edu/resources/twtn/twtn_cost_of_war.php16. https://agenda.weforum.org/2015/07/lessons-for-the-imf-from-the-greek-crisis/17. https://www.imf.org/external/np/exr/center/econed/#lessonplans18. www.perjacobsson.org/lectures/092511.pdf19. http://www.socialeurope.eu/2015/07/six-key-lessons-the-imf-ignored-in-the-euro-crisis/20. https://www.imf.org/external/np/exr/facts/finfac.htm21. http://www.nea.org/tools/lessons/teaching-about-the-european-union.html22. http://www.globalization101.org/teaching-tools/23. http://www.cultureconnections.org/resources/curriculum-artifact-boxes/globalization-an-introduction/unit-

01/lesson-plans/activities-03.html24. http://education.nationalgeographic.com/activity/the-debate-over-globalization/25. https://ustr.gov/trade-agreements/free-trade-agreements/north-american-free-trade-agreement-nafta26. http://www.citizen.org/nafta27. https://www.wto.org/28. http://teachers.net/lessonplans/posts/2664.html29. https://ustr.gov/trade-agreements/free-trade-agreements/cafta-dr-dominican-republic-central-america-fta30. http://www.citizen.org/Page.aspx?pid=104631. http://www.nytimes.com/32. http://www.msnbc.com/33. http://www.economist.com/34. http://www.wsj.com/35. http://www.ft.com/home/uk36. http://www.usatoday.com/37. http://learning.blogs.nytimes.com/2014/10/07/50-ways-to-teach-current-events/?_r=038. http://www.educationworld.com/a_special/current_events.shtml39. http://socialstudies.pressible.org/lizhoelzle/current-events40. http://literacyteaching.net/2015/01/27/how-to-use-current-events-in-the-classroom/41. http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/42. http://www.edutopia.org/blog/ccia-examining-social-studies-texts-monica-burns43. http://busyteacher.org/4964-how-to-teach-current-events-to-esl-students.html


Extension activities

38










http://www.wsj.com/




http://www.citizen.org/Page.aspx?pid=1046

https://ustr.gov/trade-agreements/free-trade-agreements/cafta-dr-dominican-republic-central-america-fta

http://teachers.net/lessonplans/posts/2664.html

https://www.wto.org/

http://www.citizen.org/nafta

https://ustr.gov/trade-agreements/free-trade-agreements/north-american-free-trade-agreement-nafta

http://education.nationalgeographic.com/activity/the-debate-over-globalization/

http://www.cultureconnections.org/resources/curriculum-artifact-boxes/globalization-an-introduction/unit-01/lesson-plans/activities-03.html

http://www.cultureconnections.org/resources/curriculum-artifact-boxes/globalization-an-introduction/unit-01/lesson-plans/activities-03.html

http://www.globalization101.org/teaching-tools/

http://www.nea.org/tools/lessons/teaching-about-the-european-union.html

https://www.imf.org/external/np/exr/facts/finfac.htm

http://www.socialeurope.eu/2015/07/six-key-lessons-the-imf-ignored-in-the-euro-crisis/

http://www.perjacobsson.org/lectures/092511.pdf

https://www.imf.org/external/np/exr/center/econed/#lessonplans

https://agenda.weforum.org/2015/07/lessons-for-the-imf-from-the-greek-crisis/

http://www.choices.edu/resources/twtn/twtn_cost_of_war.php

https://www.cia.gov/library/publications/the-world-factbook/

http://www.imf.org/external/np/exr/center/action/eng/index.htm

http://www.fte.org/teacher-resources/lesson-plans/efllessons/lesson-10-international-markets

http://www.fte.org/teacher-resources/lesson-plans/rslessons/foreign-currencies-and-foreign-exchange

http://www.fte.org/teacher-resources/lesson-plans/rslessons/the-magic-of-markets-trade-creates-wealth

http://www.fte.org/teacher-resources/lesson-plans/rslessons/international-trade-part-ii-exchange-rate-determination-and-implications/

http://www.fte.org/teacher-resources/lesson-plans/rslessons/international-trade-part-ii-exchange-rate-determination-and-implications/

http://www.fte.org/teacher-resources/lesson-plans/rslessons/international-trade-part-i-why-people-trade

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-7-international-monetary-exchange

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-6-the-balance-of-payments-always-balances

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-6-the-balance-of-payments-always-balances

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-5-trade-and-the-environment

http://www.fte.org/teacher-resources/lesson-plans/tradelessons/lesson-4/

Tiered assessment Flexible grouping Peer teaching





E Global Awareness E Creativity and InnovationE Environmental Literacy T Critical Thinking and Problem Solving

Health Literacy E CommunicationT Civic Literacy E CollaborationT Financial, Economic, Business, and



39

econstem.wikispaces.com C… · Web viewCCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough...

Documents

Transcript of econstem.wikispaces.com C… · Web viewCCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough...