Economics Des Moines Public Schools



centercenterThe Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with our balanced assessment plan to scaffold our students in mastery of the Iowa Core State Standards. Economics Des Moines Public Schools 2016-17 Curriculum guide8820090900The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with our balanced assessment plan to scaffold our students in mastery of the Iowa Core State Standards. Economics Des Moines Public Schools 2016-17 Curriculum guideEconomicsSchools: East, Hoover, Lincoln, North, Roosevelt, Scavo1 semester – .5 creditThe study of economics is a study of choices, a matter of decision-making. This course provides students with an opportunity to develop sound decision making procedures, based on his/her values, and to evaluate alternative solutions to economic problems. Economics will help students understand how our economy works and how economic incentives influence consumers, business owners, investors, and government employees. Many of the important issues of our country and the world – recession, inflation, urban and ecological decline and decay, racial discrimination and poverty – have economic roots. By developing an awareness and perception of economics as it is interwoven in other areas of existence, students gain insight and understanding of business, government and themselves. This course introduces high school students to economics concepts through a combination of practical problems, analysis, and economic philosophy. Link to Course Resources: and Skill StandardsContent TopicsUnitContent and Skill StandardsContent TopicsUnit 1What is Economics?4 weeksIowa Core Standards:Economics 9-12.E.1, 9-12.E.2, RH.9-12.4Common Core E/LA Standards in History and Social Science:RH.11-12.7The Individual and the Economy BasicsUsing information from different sourcesUnit 4Economic Policy6 weeksIowa Core Standards:Economics 9-12.E.3, 9-12.E.4, 9-12.E.5, 9-12.E.6, 9-12.E.7, RH.9-12.4Common Core E/LA Standards in History and Social Science:RH.11-12.7Economic Interdependence Monetary PolicyEconomic Interdependence Fiscal PolicyUsing information from different sourcesUnit 2Supply, Demand, and Markets4 weeksIowa Core Standards:Economics 9-12.E.1, 9-12.E.2, RH.9-12.4Common Core E/LA Standards in History and Social Science:RH.11-12.7The Individual and the Economy Supply/DemandUsing information from different sourcesUnit 5Globalization2 weeks Iowa Core Standards:Economics 9-12.E.3, 9-12.E.4, 9-12.E.5, 9-12.E.6, 9-12.E.7, RH.9-12.4Common Core E/LA Standards in History and Social Science:RH.11-12.7Economic Interdependence GlobalizationUsing information from different sourcesUnit 3Intro to Macroeconomics4 weeksIowa Core Standards:Economics 9-12.E.3, 9-12.E.4, 9-12.E.5, 9-12.E.6, 9-12.E.7, RH.9-12.4Common Core E/LA Standards in History and Social Science:RH.11-12.7Economic Interdependence MacroeconomicsUsing information from different sourcesFinancial LiteracyIowa Code: 12.5(17) Twenty-first century learning skills include civic literacy, health literacy, technology literacy, financial literacy, and employability skills. d. Financial literacy. Components of financial literacy include developing short- and long-term financial goals; understanding needs versus wants; spending plans and positive cash flow; informed and responsible decision making; repaying debt; risk management options; saving, investing, and asset building; understanding human, cultural, and societal issues; legal and ethical behavior. Financial Literacy StandardsDemonstrate financial responsibility and planning skills to achieve financial goals for a lifetime of financial health. (21.9-12.FL.1) Develop short- and long-term financial goals.Understand needs versus wants.Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow. (21.9-12.FL.2) Develop a realistic spending plan for financial independence. Understand various sources of compensation.Understand financial instruments.Recognize the impact of fees and charges.Make informed and responsible decisions about incurring and repaying debt to remain both creditworthy and financially secure. (21.9-12.FL.3)Identify responsible credit card management.Understand different types of debt.Understand rights and responsibilities of borrowers.Evaluate and identify appropriate risk management options, including types of insurance, non-insurance, and identity protection. (21.9-12.FL.4) Establish strategies for protection of identity. Recognize different types of insurance. Recognize different types of noninsurance protection.Assess the value, features, and planning processes associated with savings, investing, and asset building, and apply this knowledge to achieve long-term financial security with personal and entrepreneurial goals in a global market. (21.9-12.FL.5)Recognize investment options.Distinguish investment options.Understand the relationship between investment risk and return.Understand human, cultural, and societal issues related to financial literacy, and practice legal and ethical behavior. (21.9-12.FL.6)Recognize the local, state, national, and international impact of personal financial habits and actions.Demonstrate responsible financial behaviors, at the personal, local, state, national, and international levels.Methods to Meet StandardsHolt: Concepts and ChoicesConsumer and Personal Finance-Budgeting and Money Management-Credit-Wise Choices for Consumers-Getting Out on Your OwnEverFi – Financial Literacy Online SimulationThis program, funded by Principal Financial Group, requires online access. The teacher’s guide and all resources can be found online: Modules: Higher Education, Payment Types, Savings, Credit Scores, Rent vs. Own, Investing, UnemploymentOur contact for this resource is Lincoln Hughes at lincoln@ Econ Alive! The Power to ChooseApplying Economics: A Toolkit for Personal Financial LiteracyLog in to your school’s account.Click on “More” and then “Resources”The pdf file is available for use with students. Unit 1: What is Economics?Why do choices and incentives influence the behavior of individuals, businesses, and economic institutions? 4 weeks Enduring UnderstandingsSuggested Texts and ResourcesWhen most people think about economics, they think of numbers, graphs, and equations. But this is not what economics is all about. Economics involves the study of how people choose to use their resources. When people cannot have everything they want, they must make choices. Some economics argue that economics is mainly about how we make these choices. These economists define economics as the science of decision making. The driving question for this unit is, “Why do choices and incentives influence the behavior of individuals, businesses, and economic institutions?” In this unit, students explore this question and the fundamentals of economics. Personal financial literacy is also highlighted in this unit, hooking students to the content with authentic connections to students’ lives. Students analyze payment types and the concept of savings. Students learn about the significance of credit scores and think about financing higher education. Economics: Concepts and Choices, HMChapter 1, Chapter 2, Chapter 3-Budgeting and Money Management: 574-581 -Credit: 582-589-Wise Choices for Consumers: 590-599 -Getting Out on your Own: 600-609Econ Alive! TCI Teacher Materials OnlineEconomic Way of Thinking, Economic Decision Making, Economic SystemsMoney, Banking, Saving and InvestingEverFi – Financial Literacy Online SimulationModules: Higher Education, Payment Types, Savings, and Credit ScoresThis program, funded by Principal Financial Group, requires online access. Students who successfully complete the program earn a “Certificate of Completion.” The teacher’s guide and all resources can be found online: Our contact for this resource is Lincoln Hughes at lincoln@ Newspaper Headlines tv.learning/issues_in_depth/economics.htmlFoundation for Teaching Economics Reffonomics YouTube: Fireman’s Auction Clip; Dentist NegotiationLearn 360 Learn Learn Unit 1 Economics ResourcesNBC Learn Unit 5 Personal Financial Literacy ResourcesNBC Learn Personal Finance CollectionLink to Course Resources: and Economy – The BasicsIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Why do choices and incentives influence the behavior of individuals, businesses and economic institutions?Evaluate pros and cons of different economic systems. Identify and explain the factors of production. Apply cost-benefit analysis to an individual choice, business decision, or government decision. Explain, using examples, the differences between a market economy and a command economy. Basic knowledge such as:factors of production, cost-benefit analysis, three economic questionsSpecific vocabulary such as:scarcity, opportunity cost, resources, market economy, mixed economy, command economyUsing Information from Different SourcesIn addition to meeting the level 3 learning goal, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Begins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Unit 2: Supply, Demand, and Market StructuresWhy do choices and incentives influence the behavior of individuals, businesses, and economic institutions? 4 weeks Enduring UnderstandingsSuggested Texts and ResourcesIn this unit, students examine the economic concepts of demand, supply, and market structures. All of these concepts help us understand why markets work. Demand and supply are the two forces that make market economics work. Demand reflects what consumers are willing and able to pay at different prices. Supply is an indication of what producers are willing and able to produce at different prices. In the free market, demand and supply automatically move prices to equilibrium, the point at which quantity demanded equals quantity supplied. The personal financial literacy strands in this unit emphasize an individual’s decision to rent or own and the practices of investing. Economics: Concepts and Choices, HMChapter 4, Chapter 5, Chapter 6, Chapter 7Econ Alive! TCI Teacher Materials OnlineDemand and SupplyMarkets, Equilibrium, and PricesMarket Structures and Market Failures Money, Banking, Saving and InvestingEverFi – Financial Literacy Online SimulationModules: Rent vs. Own, InvestingThis program, funded by Principal Financial Group, requires online access. Students who successfully complete the program earn a “Certificate of Completion.” The teacher’s guide and all resources can be found online: Our contact for this resource is Lincoln Hughes at lincoln@ Heartland AEA ResourcesLearn 360 Learn Supply, Demand and Markets RecourcesNBC Learn Unit 5 Personal Financial Literacy ResourcesNBC Learn Personal Finance CollectionLink to Course Resources: and the Economy – Supply & DemandIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Analyze how economic changes affect price in the short and long run. Illustrate the effects of price change on supply and demand. Explain the law of demand and the law of supply. Construct and analyze a supply and demand graph. Analyze the factors that change supply and demand. Distinguish between movement on the curve and movement of the curve. Interpret graphs showing changing equilibrium prices resulting from changing demand and supply curves.Basic knowledge such as:law of demand, law of supply, shift of the curve versus movement on the curve, using a schedule, plot a demand curve and a supply curve to find equilibrium priceSpecific vocabulary such as:demand, demand curve, supply, supply curve, price, quantity, market equilibrium, shortage, surplusUsing Information from Different SourcesIn addition to meeting the level 3 learning goal, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Begins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Unit 3: Introduction to Macroeconomics In what ways do economists measure a nation’s economic health? 3 weeksEnduring UnderstandingsSuggested Texts and ResourcesWhat does it mean to say that an economy is healthy? Can an economy be sick? Though an economics might not use that exact term, the answer is yes. When economists study a country’s economy, they can look at it from two different perspectives. They can study the economic decision making of individuals and businesses – this is known as microeconomics. In this unit, students study the workings of the economy as a whole – the focus of macroeconomics. Students examine the three key economic indicators: inflation rate, GDP, and unemployment rate. These and other indicators help economists figure out the economy’s position in the business cycle. Economics: Concepts and Choices, HMChapter 12, Chapter 13Econ Alive! TCI Teacher Materials Online: Measuring the EconomyMoney, Banking, Saving and InvestingEverFi – Financial Literacy Online SimulationModules: UnemploymentThis program, funded by Principal Financial Group, requires online access. Students who successfully complete the program earn a “Certificate of Completion.” The teacher’s guide and all resources can be found online: Our contact for this resource is Lincoln Hughes at lincoln@ Web SitesFoundation for Teaching Economics Reffonomics “Shopper on the Go” Newspaper Headlines tv.learning/issues_in_depth/economics.html NPR: This American Life: The Invention of Money – Act 2.WebQuest Economic Indicators: lessons/index.php?lid=49&type=studentLearn 360 Learn Macroeconomics ResourcesNBC Learn Unit 5 Personal Financial Literacy ResourcesNBC Learn Personal Finance CollectionLink to Course Resources: Interdependence - MacroeconomicsIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: What does the business cycle tell us about the nation’s economy? Interpret data using the business cycle. Evaluate a business cycle to interpret and identify a country’s economic status. Explain, with examples, GDP’s relevance to the nation’s economy.Explain, with examples, the causes and effects of inflation.Calculate the labor force and unemployment rate. Apply your understanding of the different types of unemployment to various scenarios.Basic knowledge such as:3 economic indicators: GDP, unemployment, inflation; the business cycle, expansion, contraction; povertySpecific vocabulary such as:gross domestic product – GDPtypes of unemployment Using Information from Different SourcesIn addition to meeting the level 3 learning goal, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Begins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Unit 4: Economic PolicyHow does money make the world go round? 6 weeksEnduring UnderstandingsSuggested Texts and ResourcesIn this unit, the driving question hooks students into thinking about the role of money in our economy and its implications on economic policy.Economic policies are often fiercely debated. The government plays a limited, but important, role in the economy. It protects property rights, regulates the marketplace, corrects market failures, and promotes the economic well-being of the American people. Governments and central banks use two broad policies to keep their economies running smoothly. Fiscal policy is based on the government’s power to tax and spend. Monetary policy is based on the power of the Federal reserve over the money supply and interest rates. Personal financial topics explored by students include taxes, insurance, and banking. Economics: Concepts and Choices, HMMonetary Policy: Chapters 10, 11, 16Fiscal Policy: Chapters 14, 15, 16Econ Alive! TCI Teacher Materials OnlineFiscal and Monetary PolicyGovernment and the EconomyTaxes and TaxationEcon Alive! TCI Teacher Materials OnlineFiscal and Monetary PolicyMoney, Banking, Saving and InvestingEverFi – Financial Literacy Online SimulationModules: Taxes, Insurance, BankingThis program, funded by Principal Financial Group, requires online access. Students who successfully complete the program earn a “Certificate of Completion.” The teacher’s guide and all resources can be found online: NBC Learn Unit 4 Monetary and Fiscal Policy Resources NBC Learn Unit 5 Personal Financial Literacy ResourcesNBC Learn Personal Finance CollectionFoundation for Teaching Economics Reffonomics “Shopper on the Go”Fed Board of Governors “Fed Game” Reffonomics “Shopper on the Go” Newspaper Headlines tv.learning/issues_in_depth/economics.htmlDebt Clock and New York Times Budget SimulationFilms: IOUSA and Ten Trillion and CountingStock Market -Virtual Stock Exchange -Market Watch - Link to Course Resources: Interdependence – Monetary PolicyIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: How does money make the world go round? How do governments use fiscal policy to influence the economy? Evaluate economic data and justify the use of monetary and fiscal policies. Describe the policy tools used by the Federal Reserve and the effect on a nation’s economy.Analyze the effects of expansionary and contractionary policies and recommend measures to promote economic health.Basic knowledge such as:Federal Reserve System, interest rate, reserve requirementSpecific vocabulary such as:money supply, interest, financial markets, expansionary policy, contractionary policyEconomic Interdependence – Fiscal PolicyIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: How does money make the world go round? How do governments use fiscal policy to influence the economy? Evaluate economic data and justify the use of monetary and fiscal policies.Evaluate different forms of taxation.Distinguish between annual budget deficits and total debt and analyze the implications of these concepts.Make policy recommendations on government spending using your understanding of the federal budget.Basic knowledge such as: different forms of taxation (federal, state, local, excise, sales, etc.), different sources of government revenue and spending categories, demand side, supply-side; progressive, proportional, regressiveSpecific vocabulary such as:fiscal policy, budget, deficit, debt, surplusUsing Information from Different SourcesIn addition to meeting the level 3 learning goal, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Begins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. Unit 5: Globalization *OptionalWould a nation be better off if it made everything it consumed? 2 weeksEnduring UnderstandingsSuggested Texts and ResourcesIn this unit, students explore concepts of free trade, imports/exports, protectionism, and balance of trade. The United States plays an active part in the global economy. U.S. trade with other countries has expanded in recent decades and has contributed to economic growth both at home and abroad. Globalization has changed the way we interact and do business. In essence, it is the integration of economies and societies around the world. Critics emphasize its costs, however, while supporters point to its benefits. Economics: Concepts and Choices, HMChapter 17, Chapter 18Econ Alive! TCI Teacher Materials OnlineGains from Trade, The United States and the Global Economy, The Costs and Benefits of GlobalizationWeb SitesFoundation for Teaching Economics Reffonomics “Shopper on the Go” Film: 60 Minutes - Brazil’s Rising Star. PBS FrontlineHeartland AEA ResourcesCulture Grams Freedom Index Learn Unit 6 Globalization ResourcesNBC Learn Global Business CollectionLink to Course Resources: Interdependence - GlobalizationIn addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal.Example: Would a nation be better off if it made everything it consumed?Evaluate and/or apply issues of free trade. Examine the distribution of resources in the global economy.Describe the ways to assess a country’s standard of living and various means of economic development.Examine the role and responsibilities of developed nations in international trade.Basic knowledge such as:levels of development, standard of livingSpecific vocabulary such as:trade, trade barriers, tariffs, sanctions and embargosUsing Information from Different SourcesIn addition to meeting the level 3 learning goal, the product includes the use of extended, content-specific vocabulary and makes connections to history or modern-day concepts.Creates a product by integrating visual information (i.e. charts, graphs, photographs, maps, etc.) with other information in print/digital text by clearly showing connections and making meaning between sources.Begins to create a product by integrating visual information with other information in print/digital text, but needs to do more to show connections between sources. ................
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