Economics Grade 11&12inet.paterson.k12.nj.us/11_curriculum/social_studies... · 2017-02-22 ·...
Transcript of Economics Grade 11&12inet.paterson.k12.nj.us/11_curriculum/social_studies... · 2017-02-22 ·...
1
Social Studies Curriculum
Economics
Grade 11&12
2
Course Description
This course will give the students a greater understanding of economics ranging from the viewpoint of the individual consumer or small business owner to the global economy. The course will study the law of supply and demand, forms of business, labor unions, government finances and influence on the economy, money and prices, inflation and deflation cycles. The course relates history and politics to the study of economics.
3
Economics
PACING CHART
Unit Topic Duration
Unit 1 Introduction to Economics and Investing 7 Weeks
Unit 2 Factors that affect the way markets perform 7 Weeks
Unit 3 How the world of work is organized 7 Weeks
Unit 4 How economic performance is measured 7 Weeks
Unit 5 Ways the government obtains and spends resources
7 Weeks
4
Educational Technology Standards
8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1
Technology Operations and Concepts
Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources
Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.
Creativity and Innovation
Apply previous content knowledge by creating and piloting a digital learning game or tutorial.
Communication and Collaboration
Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.
Digital Citizenship
Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.
Compare and contrast policies on filtering and censorship both locally and globally.
Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation
with peers and experts synthesizing information from multiple sources.
Critical Thinking, Problem Solving, Decision Making
Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.
5
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a
student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
CRP3. Attend to personal health and financial well-being.
Career-ready individuals understand the relationship between personal health, workplace performance and
personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental
health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,
understanding that personal financial security provides the peace of mind required to contribute more
fully to their own career success.
6
Career Ready Practices
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that
positively impact and/or mitigate negative impact on other people, organization, and the environment. They
are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting
the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
7
Career Ready Practices
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.
CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles
while employing strategies to positively influence others in the workplace. They have a clear understanding of
integrity and act on this understanding in every decision. They use a variety of means to positively impact the
directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that
management’s actions and attitudes can have on productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals.
Career-ready individuals take personal ownership of their own education and career goals, and they regularly
act on a plan to attain these goals. They understand their own career interests, preferences, goals, and
requirements. They have perspective regarding the pathways available to them and the time, effort,
experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the
value of each step in the education and experiential process, and they recognize that nearly all career paths
require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the
planning and execution of career and personal goals.
CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish
workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.
They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and
organizational-of technology applications, and they take actions to prevent or mitigate these risks.
8
Career Ready Practices
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
9
Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies
Time/General
Extra time for assigned
tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture
notes/outline
Processing
Extra Response time
Have students verbalize
steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Comprehension
Precise step-by-step
directions
Short manageable tasks
Brief and concrete
directions
Provide immediate
feedback
Small group instruction
Emphasize multi-sensory
learning
Recall
Teacher-made checklist
Use visual graphic
organizers
Reference resources to
promote independence
Visual and verbal
reminders
Graphic organizers
Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
Behavior/Attention
Consistent daily
structured routine
Simple and clear
classroom rules
Frequent feedback
Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
10
Enrichment Accommodate Based on Students Individual Needs: Strategies
Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self -Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
11
Assessments
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Unit Assessments, Chapter Assessments, Quizzes
DBQ, Essays, Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Portfolio, Presentations, Prezi, Gallery Walks
Homework
Concept Mapping
Primary and Secondary Source analysis
Photo, Video, Political Cartoon, Radio, Song Analysis
Create an Original Song, Film, or Poem
Glogster to make Electronic Posters
Tumblr to create a Blog
12
New Jersey Core Curriculum Content Standards 9-12
Standards 6.1 C
6.1.12.C.1.a
Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.
6.1.12.C.1.b
Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African
slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American
colonies.
6.1.12.C.2.a
Assess the effectiveness of the new state and national governments attempts to respond to economic challenges
including domestic (e.g., inflation, debt) and foreign trade policy issues.
6.1.12.C.3.a
Analyze how technological developments transformed the economy, created international markets, and affected
the environment in New Jersey and the nation.
6.1.12.C.3.b
Relate the wealth of natural resources to the economic development of the United States and to the quality of life
of individuals.
6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war.
6.1.12.C.4.b
Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and
South.
6.1.12.C.4.c
Explain why the Civil War was more costly to America than previous conflicts were.
6.1.12.C.5.a
Analyze the economic practices of corporations and monopolies regarding the production and marketing of
goods, and determine the positive or negative impact of these practices on individuals and the nation and the
need for government regulations.
6.1.12.C.5.b
Compare and contrast economic development of the North, South, and West in the post-Civil War period.
13
6.1.12.C.5.c
Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses
and individuals.
6.1.12.C.6.a
Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for
various groups.
6.1.12.C.6.b
Determine how supply and demand influenced price and output during the Industrial Revolution.
6.1.12.C.6.c
Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of
the nation and the lives of individuals.
6.1.12.C.7.a
Determine how technological advancements affected the nature of World War I on land, on water, and in the air.
6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration.
6.1.12.C.8.b
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and
the changing role and status of women.
6.1.12.C.9.a
Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the
country’s economic health.
6.1.12.C.9.b
Explain how economic indicators (i.e., gross domestic product, the consumer price index, the national debt, and
the trade deficit) are used to evaluate the health of the economy.
6.1.12.C.9.c
Explain the interdependence of various parts of a market economy (i.e., private enterprise, government
programs, and the Federal Reserve System).
6.1.12.C.9.d
Compare and contrast the causes and outcomes of the stock market crash in 1929 with other periods of economic
instability.
6.1.12.C.10.a
Evaluate the effectiveness of economic regulations and standards established during this time period in
combating the Great Depression.
14
6.1.12.C.10.b
Compare and contrast the economic ideologies of the two major political parties regarding the role of
government during the New Deal and today.
6.1.12.C.11.a
Evaluate the shift in economic resources from the production of domestic to military goods during World War II
in terms of opportunity costs and trade-offs, and analyze the impact of the post-war shift back to domestic
production.
6.1.12.C.11.b
Relate new wartime inventions to scientific and technological advancements in the civilian world.
6.1.12.C.12.a
Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the
government, and the people.
6.1.12.C.12.b Assess the impact of agricultural innovation on the world economy.
6.1.12.C.12.c
Analyze how scientific advancements impacted the national and global economies and daily life.
6.1.12.C.12.d
Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.
6.1.12.C.13.a
Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit
downs, etc.) as weapons in the struggle for civil and human rights.
6.1.12.C.13.b
Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.
6.1.12.C.13.c
Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by
assessing the economic impact on the economy (e.g., inflation, recession, taxation, deficit spending,
employment, education).
6.1.12.C.13.d
Relate American economic expansion after World War II to increased consumer demand.
6.1.12.C.14.a
Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and
taxation) and monetary (i.e., interest rates) policies.
15
6.1.12.C.14.b
Judge to what extent government should intervene at the local, state, and national levels on issues related to the
economy.
6.1.12.C.14.c
Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the
work force), and government and consumer debt and their impact on society.
6.1.12.C.14.d
Relate the changing manufacturing, service, science, and technology industries and educational opportunities to
the economy and social dynamics in New Jersey.
6.1.12.C.15.a
Relate the role of America’s dependence on foreign oil to its economy and foreign policy.
6.1.12.C.15.b
Assess economic priorities related to international and domestic needs, as reflected in the national budget.
6.1.12.C.16.a
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and
nations.
6.1.12.C.16.b
Predict the impact of technology on the global workforce and on entrepreneurship.
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.
16
Common Core Standards
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
HSS.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the
data
ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text
ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
ELA-Literacy.W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
17
Grade: 12
Unit: V
Topic : This unit will discuss ways the government obtains
and spends resources. Students will review fiscal policies
and the role of the government in the economy
NJCCCS: 6.1.12.C1-16
Standards: CCSS: HSN.Q.A.1,3; HSS.ID.C.7; ELA-Literacy.RL.11-12.2, ELA-Literacy.W.11-12.1, ELA-Literacy.W.11-12.2,
ELA-Literacy.W.11-12.3.a
NJDOE Student
Learning Objectives Essential Question Sample Activities Resources Interdisciplinary
Connections
Analyze the impact that collected revenue has to fund programs Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.RL.11-12.2, ELA-Literacy.W.11-12.1
Where does our tax money go?
Website: Students can research mandatory and discretionary spending of the US government
Website: www.whitehouse.gov www.cato.org Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal
Math: Students can calculate what programs are getting the most funding
Understanding how the federal government collects different types of taxes Standards: 6.1.12.C1,4,5,7,8,9,10,11,13
What is the purpose for all of these different types of taxes?
Simulation: Ch. 14 Simulation Taxes and Changing Circumstances
Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal Simulation Act. workbook
Social Studies: Students will analyze events that influence government spending
18
NJDOE Student Learning Objectives
Essential Question Sample Activities Resources Interdisciplinary Connections
HSN.Q.A.1,7 ELA-Literacy.RL.11-12.2,
Identify how states and local governments create budgets Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.W.11-12.2, ELA-Literacy.W.11-12.3.a
What is the importance of a local budget?
Website: Students can research the spending of Paterson and the state of NJ on various programs
Website: www.nj.gov Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal
Math: Students will calculate the spending habits of local governments
Describe how fiscal policy is used as a tool for achieving economic goals Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.W.11-12.2, ELA-Literacy.W.11-12.3.a
What types of policies are used to achieve economic goals?
Website: Have student’s research capital gains taxes. Put students in groups and give them a dollar amount they have earned in an investment
Website: www.irs.gov Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal
Math: Students will be able to calculate the net earnings of an investment
Analyze the different types of fiscal policy options Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.W.11-12.2,
Which kind of policy do nations leaders what?
Simulation: Simulation Act. Workbook Ch. 15 Expand or Contract?
Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal Simulation Act. Workbook
Social Studies: Students will compare and contrast different types of policies that are used in government
19
NJDOE Student Learning Objectives
Essential Question Sample Activities Resources Interdisciplinary Connections
Explain the importance of balancing the budget Standards: 6.1.12.C1,4,5,7,8,9,10,11,16 HSN.Q.A.1
What is the importance of balancing a budget?
Create: Have students do a personal budget
Website: www.mircosoft.com Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal
Math: Students will calculate if they are over budget
20
Unit 5 Vocabulary
Vocabulary: Tax Revenue Income tax Sales tax Property tax Corporate tax Proportional tax Progressive tax Regressive tax Withholding Tax return Personal exemption Deductions FICA Social Security
Medicare Estate tax Mandatory spending Discretionary spending Medicaid Operating budget Balanced budget Fiscal policy Federal budget OMB CBO Appropriations bill Classical economics Demand side economics Keynesian economics Supply side economics Budget surplus Budget deficit Hyperinflation National debt
21
Choose 1
Unit Project (Suggested) Unit Project (Suggested)
Suggested Unit 5 Project:
Students can write a research paper comparing John Maynard Keynes ideas with a classic capitalism approach to government
Suggested Unit 5 Project : Students can do a research paper on mandatory spending and discretionary spending. Have students look for ways to balance budgets by reducing spending