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Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Social Studies

Grade and Course

12th grade Economics

Unit of Study Unit 1: Fundamental Economics

Pacing

Timeframe: 8 weeks traditional 4 weeks block

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

SSEF1 Explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments. a. DEFINE scarcity as a basic condition that exists when unlimited wants exceed limited productive resources. b. DEFINE and GIVE EXAMPLES of productive resources (i.e. factors of production): natural resources (i.e. land), human resources (i.e. labor and human capital), physical capital and entrepreneurship. d. DEFINE opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices. SSEF6 Explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people. a. DEFINE productivity as the relationship of inputs to outputs. d. ANALYZE by means of a production possibilities curve: trade-offs, opportunity cost, growth, and efficiency. SSEF4 Compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. a. COMPARE traditional, command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation. b. ANALYZE how each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability. c. COMPARE AND CONTRAST strategies for allocating scarce resources, such as by price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics

“Unwrapped” Priority Standards



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“Unwrapped” Skills

(Students Need to Be Able to Do)

“Unwrapped” Concepts

(Students Need to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

SSEF1abd: DEFINE SSEF6a: DEFINE

scarcity, opportunity costs and factors of production productivity and (human capital vs physical capital)

1 Knowledge 1 Knowledge

1 Recall 1 Recall

SSEF4a COMPARE, CONTRAST SSEF4c UNDERSTAND

economic systems and explain how they answer the three basic economic questions allocating scarce resources

2 Comprehension 1 Knowledge

2 Skills and Concepts

SSEF4b ANALYZE SSEF6d

ANALYZE

broad social and economic goals Possibility production Curve(PPC)

4 Analysis

4 Extended Thinking

SSEF1abd: DEFINE SSEF6a: DEFINE

scarcity, opportunity costs and factors of production productivity and (human capital vs physical capital)

1 Knowledge 1 Knowledge

1 Recall 1 Recall

Supporting Standards

SSEF3 Explain how specialization and voluntary exchange influence buyers and sells. a. Explain how and why individuals and businesses specialize, including division of labor.



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SSEF2 Give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action. a. Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs. b. Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs. c. Explain that people, businesses, and governments respond to positive and negative incentives in predictable ways. SSEPF1 Apply rational decision making to personal spending and saving choices. a.Use a rational decision making model to evaluate the costs and benefits of post-high school. life choices (i.e., college, technical school, military enlistment, workforce participation, or other option). b.Create a budget that includes a savings or financial investment plan for a future goal. SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a.Define and distinguish between absolute advantage and comparative advantage. SSEMI1 Describe how households and businesses are interdependent and interact through flows of goods, services, resources, and money. a. Illustrate a circular flow diagram that includes the product market, the resource (factor) market, households, and firms. b. Explain the real flow of goods, services, resources, and money between and among households and firms. Informational Processing Skills: 1. compare similarities and differences 3. identify issues and /or problems and alternative solutions 9.construct charts and tables 12. analyze graphs and diagrams 17. interpret political cartoons

Essential Questions Corresponding Big Ideas

1. How can limited resources force individuals as well as nations to make choices?

2. How do separate political systems answer the three basic economic questions of what to produce, how to produce and for whom to produce?

3. How does human capital and education contribute in developing economic growth for societies?

1. Scarcity forces people to make rational decisions.

2. Economic systems are based on what nations and individuals produce, how they produce, and for whom they will produce.

3. Productivity promotes economic growth and future standards of living.



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Unit Assessments Pre-Assessment Post-Assessment

Student version: link 12_Economics_Unit1_Preassessment_student Teacher Version 12_Economics_Unit1_Preassessment_teacher

Student Version Post DeKalb Benchmark assessment

Teacher Version Post

DeKalb Benchmark assessment

Authentic Performance Assessment

Engaging Scenario

Your wealthy aunt and uncle have decided to move to another nation and liquidate all of their financial

assets. You have been named as the executor/administrator of their $100,000 estate. Their only

stipulations are for you to divide the $100,000 dollars amongst several family members which includes:

o Your two siblings, two 20-year-old juniors at Georgia State University. Tuition and housing expense is more than $10,000 per student.

o Grandparents whose home is on the verge of foreclosure. They owe $65,000 on the mortgage. o You need braces that will cost $4500.00. You also really want a new car that will cost between

$12, 000.00 and $18,000.00.

Performance Task Synopses

Task 1: SSEF1ab, SSEF2abc, SSEPF1ab, IPS3, IPS9

1.Describe in a two paragraphs how you decided to liquidate your aunt and uncles estate include the

following concepts:

o scarcity o opportunity cost and tradeoff o the marginal cost and marginal benefits of your decisions o developed strategies for allotting resources o create a graphic organizer that explains what choices you would make in deciding how to

divide the $100,000 dollars Task 2: SSEF1bd, SSEF6d, IPS3, IPS9, IPS11

o Using the pair share method students construct possibility production frontiers. Each student writes a one paragraph essay explaining how incentives are used to increase productivity.



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Task 3: SSEF4abc, IPS1, IPS17

o Create a Venn diagram comparing and contrasting the command, market, and mixed economic systems.

o Students create political cartoons describing how market and command economics systems

differ and why.

Performance Task 1 In Detail

Task 1 Student Directions: Take notes as teacher introduces the basic concepts of economics. Create a graphic organizer explaining your choices for the Engaging Scenario. In two paragraphs, describe how you handled: scarcity, opportunity cost and tradeoff, the marginal cost and marginal benefits in deciding how to allocate the funds. Task 1 Teacher Notes:

This performance task is specifically designed to introduce students to the basic concepts of economics including: scarcity, trade-off, opportunity cost and making rational decisions. Provide your students with a basic lecture describing the fundamentals of economics https://youtu.be/1cYMW5d_bn4; You might consider subscribing to Jason Welker's website for economic teachers.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

https://youtu.be/1cYMW5d_bn4



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Demonstrates

advanced proficiency

All “3” criteria plus:

Clear distinction

between wants and

needs are established

using allocation

methods.

Demonstrates proficiency

• Graphic organizer allots all resources efficiently

• Writing is descriptive of fundamental economic concepts including opportunity cost, scarcity, tradeoffs, marginal costs and marginal benefits

Demonstrates partial

proficiency

• Graphic organizer allots most resources efficiently

• Writing is

somewhat

descriptive of

fundamental

economic

concepts

including

opportunity

cost, scarcity,

tradeoffs,

marginal costs

and marginal

benefits

Does not meet

proficiency

• Graphic organizer allots a few resources efficiently

• Writing is not

descriptive of

fundamental

economic

concepts

including

opportunity cost,

scarcity, trade-

offs, marginal

costs and

marginal benefits



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Task 2 Student Directions: Using data given from the teacher, construct a possibility production curve with a partner. Each student will explain in their own paragraph how incentives are used to increase productivity. Task 2 Teacher Notes: Provide a brief mini-lecture on the functions of Possibility Production Curves.

Use the teacher provided Econedlink lesson plan http://www.econedlink.org/teacher-

lesson/852/Production-Possibilities-Curve



Demonstrates


Ex.-


• PPC are accurate depictions of efficient allocations of resources

• Possibility Production Frontier accurately displays opportunity cost

• Paragraph

accurately

explains how

incentives are

used to

increase

productivity.

• Paragraph also

clearly

discusses role

of opportunity

cost


• PPC are accurate depictions of efficient allocations of resources

• Possibility Production Frontier accurately displays opportunity cost

• Paragraph accurately explains how incentives are used to increase productivity.


proficiency

• PPC are somewhat accurate depictions of efficient allocations of resources

• Possibility Production Frontier somewhat accurately displays opportunity cost

• Paragraph

somewhat

accurately

explains how

incentives are

used to

increase

productivity.

Does not meet

proficiency

• PPC are inaccurate depictions of efficient allocations of resources

• Possibility Production Frontier inaccurately displays opportunity cost

• Paragraph

inaccurately

explains how

incentives are

used to

increase

productivity.



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Task 3 Student Directions:

o Create a Venn diagram comparing and contrasting the command, market, and mixed economic systems. Students create political cartoons describing how and why market and command economics systems differ.

Task 3 Teacher Notes:

Provide an overview of the different economic systems and how each answers the basic questions:

what to produce, for whom to produce and how to produce?

Reference:

http://cms.gavirtualschool.org/Shared/SocialStudies/Economics_13/Fundamentals_EconomicSystemsa

ndRoleGovt/index.html This source provides complete Economic teacher notes as well as

assessments for students.



Demonstrates




o Venn diagram displays


proficiency

o Venn diagram displays some

Does not meet

proficiency

o Venn diagram does not

http://cms.gavirtualschool.org/Shared/SocialStudies/Economics_13/Fundamentals_EconomicSystemsandRoleGovt/index.html

http://cms.gavirtualschool.org/Shared/SocialStudies/Economics_13/Fundamentals_EconomicSystemsandRoleGovt/index.html



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Student includes the

role of mixed

economies

similarities and differences based on the basic questions of economics

o Political cartoon depicts how and why economics systems differ

o Three basic

economic

questions are

answered for

both economic

systems

of the similarities and differences based on the basic questions of economics

o Political cartoon somewhat depicts how and why economics systems differ

o Three basic

economic

questions are

somewhat

answered for

both economic

systems

display similarities and differences based on the basic questions of economics

o Political cartoon does not depict how and why economics systems differ

o Three basic

economic

questions are

not answered

for both

economic

systems



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Instructional Strategies Research-Based Effective

Teaching Strategies 21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing

Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other- Authentic

Relevant

Highly Motivational, not routine

Mentally stimulating, though-provoking

Incorporate the full spectrum of thinking-skill rigor

Intervention Strategies

Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different

media

Pair-share

Modeling



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Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text

sets

Providing additional guided practice

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time

Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous



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Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration

Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Glencoe Economics Principles and Practices(Textbook) url link:

www.themint.org/teachers/planning-

the-prom1.html(Copyrighted

Material)

https://youtu.be/1cYMW5d_bn4; http://www.ocap.org/pubs_Forms/Publications/YMM_HS_Guide.pdf (Copyrighted Material)

http://cms.gavirtualschool.org/Shared/SocialStudies/Economics_13/Fundamentals_ActingLikeAnEconomist/index.html

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Economics-Teacher-Notes.pdf http://www.econedlink.org/teacher-lesson/1327/Broad-Social-Goals-Economy (Copyrighted Material) http://cms.gavirtualschool.org/Shared/SocialStudies/Economics_13/Fundamentals_EconomicSystemsandRoleGovt/index.htm (Copyrighted Material) http://www.econedlink.org/teacher-lesson/852/Production-Possibilities-Curve

Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

http://www.themint.org/teachers/planning-the-prom1.html

http://www.themint.org/teachers/planning-the-prom1.html

https://youtu.be/1cYMW5d_bn4




https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Economics-Teacher-Notes.pdf

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/Economics-Teacher-Notes.pdf

http://www.econedlink.org/teacher-lesson/1327/Broad-Social-Goals-Economy

http://www.econedlink.org/teacher-lesson/1327/Broad-Social-Goals-Economy

http://www.econedlink.org/teacher-lesson/852/Production-Possibilities-Curve

http://www.econedlink.org/teacher-lesson/852/Production-Possibilities-Curve



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Wants, Needs

Resources Analyze Define

Compare Contrast Explain

Scarcity, Opportunity costs

Trade-off Productivity

Factors of production Allocation

Economic systems Production Possibility

Frontier Specialization Marginal Cost

Marginal Benefit Comparative Advantage

Circular Flow

L9-10RHSS4: 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.

L9-10RHSS10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Weekly Planner

Course: __Economics________ Unit: _1____Fundamental Economics________________



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Pacing

Priority (in bold) and Supporting Standards

Engaging Learning

Experiences

Core Instruction (in bold) and additional

resources

Formative Assessments

Week 1

SSEF1ab SSEF2abc SSEPF1ab IPS3 IPS9

Performance Task (See above) Task 1: Create a graphic organizer and written response.

.

Teacher will introduce students to the basic themes in economics. Discuss the following:

• Why nations trade?

• How scarcity affects all societies and individuals

• Incentives serve as motivations

• Interdependency

• Have students design a short story for youths between the ages of 10 and 14 explaining the basic themes of economics.

Teacher refer to unit 1 performance task

Task 1 refer to scoring guide

Week 2



.





• Interdependency

• Have students design a short story for youths between the ages of 10 and 14 explaining the basic themes of economics.

Teacher refer to unit 1 performance task


Week 3



.






Week 4

SSEF1bd SSEF6d IPS3 IPS9 IPS11

Task 2: Construct PPC and written response.

Teacher will introduce the concept of production possibilities.


Week 5

SSEF1bd SSEF6d IPS3 IPS9 IPS11

Task 2: Construct PPC and written response.

Task 2 refer to scoring rubric



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Pacing


Engaging Learning

Experiences


resources


Teacher will introduce the concept of production possibilities.

Week 6

SSEF4abc IPS1 IPS17

Task 3: Economic Systems Venn diagram comparison

Create political

cartoon

o Teacher will discuss the basic economic systems and explain how they answer the three basic questions of what to produce, how to produce, and for whom to produce?

• Have student complete economic systems interactive assignment (see resource)

• Obtain power point presentations, lesson plans, student formative assessments, videos from the link above (13 fundamentals Economics Systems)

Task 3 refer to scoring rubric

Week 7 SSEF4abc IPS1 IPS17

Task 3

Teacher will provide mini lecture and assessments on Broad, Social and economic goals using above link for www.econedlink.org Explain the six broad, social, and economic

.

http://www.econedlink.org/



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Pacing


Engaging Learning

Experiences


resources


Goals of a market economy Identify how the economic goals are socially related.

Week 8 SSEF4abc IPS1 IPS17

Task 3 and preparation for new unit

Teacher will provide mini lecture and assessments on Broad, Social and economic goals using above link for www.econedlink.org Explain the six broad, social, and economic Goals of a market economy Identify how the economic goals are socially related

Post Assessment Introduction to linking concepts

http://www.econedlink.org/

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