Business Education Teachers of:



Business Education Teachers of:

Albany High School

Bethlehem Central High School

Burnt Hills-Ballston Lake High School

Guilderland High School

Mohonasen High School

ECONOMICS IN BUSINESS

Course Description

1 Grade 12 ½ year, ½ credit

Economics explained: everything you need to know about how the economy works and where it is going will be covered in this half-year course. Economics doesn’t have to be complicated—it can be very interesting and very relevant to our everyday lives. You will learn a logical way of thinking about economic matters through graphic representations, computer simulations, on-line research and reporting, and a seminar about economics with students from other schools. At the end of this course you will be prepared to make rational economic choices as citizens of a state, nation, and the world. This course will meet the economics course requirement for graduation.

IX. ECONOMICS IN BUSINESS

Learning Standards/Performance Indicators:

Students Will:

Define and apply basic economic concepts such as:

➢ Scarcity

➢ Supply/demand

➢ Opportunity costs

➢ Production

➢ Resources

➢ Money and Banking

➢ Economic Growth

➢ Markets

➢ Costs

➢ Competition

➢ World Economic Systems

Compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions:

➢ What goods and services shall be produced and in what quantities?

➢ How shall goods and services be produced?

➢ For whom shall goods and services be produced?

Explain how economic decision making has become global as a result of interdependent work economy.

Understand the roles in the economic system of consumers, producers, workers, investors, and voters.

Apply a problem-solving model to:

➢ Identify economic problems or issues

➢ Generate hypotheses

➢ Test hypotheses

➢ Investigate and analyze selected data

➢ Consider alternative solutions or positions

➢ Make decisions about the best solution or position

Present economic information and conclusions in different formats including:

➢ Graphic representation

➢ Computer models

➢ Research reports

➢ Oral presentations

Source: NYSED School Executive Bulletin, October, 1999

REFERENCE MATERIALS USED FOR CURRICULUM DEVELOPMENT:

ECONOMICS TODAY & TOMORROW (0-02-823596-7), R. L. Miller, Glencoe/McGraw-Hill, 1999

ECONOMICS (0-538-43037-0 TE), Wilson & Clark, West Educational Publishing/Thomson Learning, 2000

ECONOMICS PRINCIPLES AND PRACTICES (0-02-823560-6), Gary E. Clayton, Glencoe/McGraw-Hill, 1999

BUSINESS IN A GLOBAL ECONOMY (0-538-62290-3), Les R. Dlabay and James Calvert Scott, South Western Publishing Co., 1996

ECONOMIC EDUCATION FOR CONSUMERS (0-538-68690-1), Roger LeRoy Miller and Alan D. Stafford, South Western Educational Publishing Co., 2000

ENTREPRENEURSHIP AND SMALL BUSINESS MANAGEMENT (0-02-644068-7), Dr. Earl Meyer and Dr. Kathleen R. Allen, Glencoe/McGraw-Hill, 2000

New York State Learning Standards

National Council on Economic Education Standards

|Content/Concept |New York State Standard |National Council on Economic Education |Other New York State Standards |

| |Social Studies |Standard | |

|Microeconomics |SS 4-1 |NCEE 1 |Career Development and Occupational |

|Introduction to Economics |The study of economics requires an |Productive resources are limited. |Studies 3A (CDOS) |

|Choices |understanding of major economic concepts |Therefore, people cannot have all the |Universal Foundation Skills: Students |

|Opportunity Costs |and systems, the principles of economic |goods and services they want; as a result,|will demonstrate mastery of the foundation|

|Basic Economic Questions |decision making, and the interdependence |they must choose some things and give up |skills and competencies essential for |

|Economic Systems |of economies and economic systems |others. |success in the workplace. |

|Economic Decision-Making Model |throughout the world. |NCEE 2 |English Language Arts 1 (ELA) |

|Private Sector vs. Public Sector |SS 4-2 |Effective decision making requires |Language for Information and |

| |Economics requires the development and |comparing the additional costs of |Understanding: Students will listen, |

| |application of the skills needed to make |alternatives with the additional benefits.|speak, read, and write for information and|

| |informed and well-reasoned economic |Most choices involve doing a little more |understanding. As listeners and readers, |

| |decisions in daily and national life. |or a little less of something: few |students will collect data, facts, and |

| | |choices are “all or nothing” decisions. |ideas; discover relationships, concepts, |

| | |NCEE 3 |and generalizations; and use knowledge |

| | |Different methods can be used to allocate |generated from oral, written, and |

| | |goods and services. People acting |electronically produced texts. As |

| | |individually or collectively through |speakers and writers, they will use oral |

| | |government, must choose which methods to |and written language that follows the |

| | |use to allocate different kinds of goods |accepted conventions of the English |

| | |and services. |language to acquire, interpret, apply, and|

| | | |transmit information. |

| | |NCEE 7 |English Language Arts 3 (ELA) |

| | |Markets exist when buyers and sellers |Language for Critical Analysis and |

| | |interact. This interaction determines |Evaluation: Students will listen, speak, |

| | |market prices and thereby allocates scarce|read, and write for critical analysis and |

| | |goods and services. |evaluation. As listeners and readers, |

| | | |students will analyze experiences, ideas, |

| | | |information, and issues presented by |

| | | |others using a variety of established |

| | | |criteria. As speakers and writers, they |

| | | |will use oral and written language to |

| | | |present, from a variety of perspectives, |

| | | |their opinions and judgments on |

| | | |experiences, ideas, information and |

| | | |issues. |

| | | |Math, Science, and Technology 1 (MST) |

| | | |Analysis, Inquiry, and Design: Students |

| | | |will use mathematical analysis, scientific|

| | | |inquiry, and engineering design, as |

| | | |appropriate, to pose questions, seek |

| | | |answers, and develop solutions. |

| | | |Math, Science, and Technology 2 (MST) |

| | | |Information Systems: Students will |

| | | |access, generate, process, and transfer |

| | | |information using appropriate |

| | | |technologies. |

|Making Economic Decisions |SS 4-1 |NCEE 1 |CDOS 3A |

|Supply and Demand |SS 4-2 |NCEE 2 |ELA 1 and 3 |

|Pricing | |NCEE 4 |MST 1 and 2 |

|Types of Businesses | |People respond predictably to positive and| |

|Market Characteristics | |negative incentives. | |

|Competition | |NCEE 7 | |

|Market Economy | |NCEE 8 | |

|Labor | |Prices send signals and provide incentives| |

|Personal Income | |to buyers and sellers. When supply or | |

| | |demand changes, market prices adjust | |

| | |affecting incentives. | |

| | |NCEE 9 | |

| | |Competition among sellers lowers costs and| |

| | |prices, and encourages producers to | |

| | |produce more of what consumers are willing| |

| | |and able to buy. Competition among buyers| |

| | |increases prices and allocates goods and | |

| | |services to those people who are willing | |

| | |and able to pay the most for them. | |

| | |NCEE 17 | |

| | |Costs of government policies sometimes | |

| | |exceed benefits. This may occur because | |

| | |of incentives facing voters, government | |

| | |officials, and government employees, | |

| | |because of actions by special interest | |

| | |groups that can impose costs on the | |

| | |general public, or because social goals | |

| | |other than economic efficiency are being | |

| | |pursued. | |

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|Macroeconomics |SS 4-1 |NCEE 6 |CDOS 3A |

|Measuring Economic Activity |SS 4-2 |When individuals, regions, and nations |ELA 1 and 3 |

|Distribution of Income | |specialize in what they can produce at the|MST 1 and 2 |

|Unemployment | |lowest cost and then trade with others, | |

|Inflation | |both production and consumption increase. | |

|Money, Banking, Federal Reserve | |NCEE 10 | |

|Monetary Policy | |Institutions evolve in market economics to| |

|Taxes | |help individuals and groups accomplish | |

|Fiscal Policy | |their goals. Banks, labor unions, | |

|Economic Growth | |corporations, legal systems, and | |

| | |not-for-profit organizations are examples | |

| | |of important institutions. A different | |

| | |kind of institution, clearly defined and | |

| | |enforced property rights, is essential to | |

| | |a market economy. | |

| | |NCEE 11 | |

| | |Money makes it easier to trade, borrow, | |

| | |save, invest, and compare the value of | |

| | |goods and services. | |

| | |NCEE 12 | |

| | |Interest rates, adjusted for inflations, | |

| | |rise and fall to balance the amount saved | |

| | |with the amount borrowed, which affects | |

| | |the allocation of scarce resources between| |

| | |present and future uses. | |

| | |NCEE 13 | |

| | |Income for most people is determined by | |

| | |the market value of the productive | |

| | |resources they sell. What workers earn | |

| | |depends, primarily, on the market value of| |

| | |what they produce and how productive they | |

| | |are. | |

| | |NCEE 15 | |

| | |Investment in factories, machinery, new | |

| | |technology, and in health, education, and | |

| | |training of people can raise future | |

| | |standards of living. | |

| | |NCEE 16 | |

| | |There is an economic role for government | |

| | |in a market economy whenever the benefits | |

| | |of a government policy outweigh its costs.| |

| | |Governments often provide for national | |

| | |defense, address environmental concerns, | |

| | |define and protect property rights, and | |

| | |attempt to make markets more competitive. | |

| | |Most government policies also redistribute| |

| | |income. | |

| | |NCEE 18 | |

| | |A national’s overall levels of income | |

| | |employment, and prices are determined by | |

| | |the interaction of spending and production| |

| | |decisions made by all households, firms, | |

| | |government agencies, and others in the | |

| | |economy. | |

| | |NCEE 19 | |

| | |Unemployment imposes costs or individuals | |

| | |and nations. Unexpected inflation imposes| |

| | |costs on many people and benefits some | |

| | |others because it arbitrarily | |

| | |redistributes purchasing power. Inflation| |

| | |can reduce the rate of growth of national | |

| | |living standards because individuals and | |

| | |organizations use resources to protect | |

| | |themselves against the uncertainty of | |

| | |future prices. | |

| | |NCEE 20 | |

| | |Federal government budgetary policy and | |

| | |the Federal Reserve System’s monetary | |

| | |policy influence the overall levels of | |

| | |employment, output, and prices. | |

|World Economy |SS 4-1 |NCEE 3 |CDOS 2 Integrated Learning: Students will|

|Global Markets |SS 4-2 |NCEE 5 |demonstrate how academic knowledge and |

|Economic Development | |Voluntary exchange occurs only when all |skills are applied in the workplace and |

|International Trade | |participating parties expect to gain. |other settings. |

| | |This is true for trade among individuals |CDOS 3A |

| | |or organizations within a nation, and |Languages Other Than English 2 |

| | |usually among individuals or organizations|Cultural Understanding: Students will |

| | |in different nations. |develop cross-cultural skills and |

| | |NCEE 6 |understandings. |

| | |NCEE 17 |ELA 1 and 3 |

| | | |MST 2 |

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|Entrepreneurship | |NCEE 1 |CDOS 1 |

|Starting a Business | |NCEE 2 |Career Development Students will be |

|Sole Proprietorships and Partnerships | |NCEE 9 |knowledgeable about the world of work, |

|Corporate vs. Franchise | |NCEE 13 |explore career options, and relate |

| | |NCEE 14 |personal skills, aptitudes, and abilities |

| | |Entrepreneurs are people who take the |to future career decisions. |

| | |risks of organizing productive resources |CDOS 2 and 3A |

| | |to make goods and services. Profit is an |ELA 1 and 3 |

| | |important incentive that leads |MST 2 |

| | |entrepreneurs to accept the risks of |MST 7 |

| | |business failure. |Interdisciplinary Problem Solving: |

| | |NCEE 15 |Students will apply the knowledge and |

| | |NCEE 17 |thinking skills of mathematics, science, |

| | |NCEE 19 |and technology to address real-life |

| | |Unemployment imposes costs on individuals |problems and make informed decisions. |

| | |and nations. Unexpected inflation imposes| |

| | |costs on many people and benefits some | |

| | |others because it arbitrarily | |

| | |redistributes purchasing power. Inflation| |

| | |can reduce the rate of growth of national | |

| | |living standards because individuals and | |

| | |organizations use resources to protect | |

| | |themselves against the uncertainty of | |

| | |future prices. | |

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|Finance | |NCEE 12 |CDOS 1, 2, and 3A |

|Consumption and Income | |NCEE 15 |ELA 1 and 3 |

|Saving and Investing | |NCEE 20 |MST 1 and 2 |

|Credit and Loans | | |Health, Physical Education, Family and |

| | | |Consumer Sciences 3 |

| | | |Resource Management: Students will |

| | | |understand and be able to manage their |

| | | |personal and community resources. |

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|Goals/Objectives |Wks |Activities |Materials/Resources |Assessments |

|Microeconomics |2 | | | |

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|Choices | | | | |

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|1. Define economics as how people allocate their limited resources to | |Read: pages 2 -7 | | |

|satisfy needs and wants | |Lecture | | |

|Explain how limited resources force people, and businesses to make choices. | |Internet activity | | |

| | |Discussion: How can you determine| | |

| | |whether or not something is truly | | |

| | |a need? How can needs be confused| | |

| | |with wants? | | |

| | |Critical writing: Answer the | | |

| | |following “If an item that | | |

| | |everyone needs is scarce, how can | | |

| | |it be allocated? | | |

| | |Focus: Scarcity | | |

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|Opportunity Costs | |Read: pages 12 – 16 | | |

| | |Q & A: Rain Forest, historical | | |

|1. Explain the relationship between trade-offs and opportunity cost. | |building & college education | | |

| | |Assessment | | |

| | | | | |

| | |Read: Pages 31 - 39 | | |

| | |Graph - Choices. | | |

|Basic Economic Questions | |Hands On: Small group activity. | | |

| | |Find articles that discuss | | |

|1. Explain the economic questions i.e. what will be produced, how will it | |economic decisions. | |Chapter 2 Test |

|be produced, who will produce it and for whom will it be produced. | |Internet activity: Focus on Free | | |

| | |Enterprise- | | |

| | |Discussion: Why can’t nations | | |

| | |produce as much as they want? | | |

| | |What factors are there to consider| | |

| | |on how to produce? How should | | |

| | |goods be distributed? | | |

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| | |Group activity: Each group | | |

| | |explains the | | |

| | |advantages/disadvantages of their | | |

| | |assigned system. Search | | |

| | |magazines/newspapers/internet for | | |

| | |examples of each. Prepare | | |

|Economic Systems | |bulletin board with results. | | |

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|1. List and summarize the major economic systems i.e. market, command, | | | | |

|traditional and their differences | | | | |

| | |Group activity: Divide class into| | |

| | |three groups. Each will prepare | | |

| | |an economic model using consumer | | |

| | |testing of products. | | |

| | | | | |

| | |Read pages 40 – 44 | | |

| | |Lecture | | |

|Economic Decision-Making Model | |Vocabulary | | |

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|1. Describe and give examples of economic decision-making models. | |Focus: Market Economy | | |

|Explain the purpose of economic decision-making models. | |Discussion: What types of things | | |

| | |might cause a popular product to | | |

| | |de discontinued? To what degree | | |

| | |does the risk of losing money | | |

|Private Sector vs. Public Sector and the American Economy | |deter people from starting a new | | |

| | |company? Why does it deter some | | |

|1. Describe the role of government in the free enterprise system. | |people more than others? | | |

|Explain the importance of freedom of enterprise in the American economy. | |Writing activity: Type a page | | |

|List the advantages of private property. | |describing a situation in which | | |

|Identify the role of the profit incentive. | |quality was more important to you | | |

|Evaluate competition in the American free enterprise system. | |than price and vice versa. How | | |

| | |did you compare quality? | | |

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