Shelby County Schools



Economics Social Studies: Quarter 2 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 1 Market Structures Part II2 WeeksStudents will understand the organization and role of business firms and analyze the various types of marketstructures in a market economy.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.17, E.18, E.19, E.20Week 2: E.26, E.27, E.28Unit 2: The Role of Government 3 WeeksStudents will analyze perspectives on the roles of government in a market economy and explore means offinancing and influencing the economy.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.29, E.30, E.31, Week 2: E.32, E.33, E.34, E.35Week 3: E.36, E.37, E.38Unit 2: National Economic Performance2 WeeksStudents will understand how various models and instruments describe economic performance.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.39, E.40, E.41Week 2: E.42, E.43, E.44Unit 3: Trade1.5 WeeksStudents will understand why individuals, businesses, and governments trade goods and services and howtrade affects the economies of the world.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.45, E.46, E.47, E.48Week 2: E.49, E.50Economics Social Studies: Quarter 2 Map Instructional FrameworkCourse Description Copy standards course description for each grade level.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit Overview: Quarter 2 Unit 1UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 1 Market Structures Part II2 WeeksStudents will understand the organization and role of business firms and analyze the various types of marketstructures in a market economy.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.17, E.18, E.19, E.20Week 2: E.25, E.26, E.27, E.28Economics Social Studies: Quarter 2 Unit 1 VocabularyTier 2 VocabularyDifferentiation, collusion, cartel, merger, deregulationTier 3 VocabularyPerfect competition, commodity, barrier to entry, imperfect competition, start-up costs, monopoly, economies of scale, natural monopoly, government monopoly, patent, franchise, license, price discrimination, market power, monopolistic competition, non-price competition, oligopoly, price war, price fixing, predatory pricing, antitrust laws, trust, Sample Lesson: Quarter 2 Unit 1SS TN Standard(s):E.17Student Outcomes: What will students know and be able to do as a result of this lesson?Students will explain how entrepreneurs are motivated by profit to accept the risks of business failures.Key Academic Vocabulary:Entrepreneur, risk, market economy, business failureResources / Materials:Entrepreneurs and Bankers ReadingWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List-Group-Label—EntrepreneurshipEssential Question / Relevance: Develop student interest and connect learning to daily standards. What motivates entrepreneurs to accept the risks associated with business failure?High-Quality Text(s):Entrepreneurs and Bankers ReadingText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Give One, Get One: Entrepreneurs and BankersText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Wraparound (Whiparound)—Young Money—Textbook p. 210Closure: Individual students synthesize and/or summarize learning for the day.I used to think….But now I think…Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Extended Response Prompt:DBQ, Textbook Page 245Unit 1: Week 1Essential Question(s)Why do entrepreneurs accept the risks of business failure? What is a stock? How are capital, stock markets, banks, and the economy connected? How do firms grow? What are the different types of mergers? What is the role and impact of economic institutions such as labor unions, multi-nationals, and NPOs within market economies?Student OutcomesStudents can explain how profit motivates entrepreneurs to accept the risks of business failure.Students can define stocks and how they are traded.Students can describe connections between capital, stock markets, banks, and the economy.Students can analyze ways that firms grow, including reinvestment of capital and mergers.Students differentiate between different types of mergers.Students can summarize the role and impact of institutions such as labor unions, multi-nationals, and NPOs.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): The Real Cost of a Banana Inquiry (SCS Q2 Resources), Entrepreneurs and Banking Reading (SCS Q2 Resources), Filling America’s Needs for Skilled Labor (SCS Q2 Resources), Labor Force Trends (SCS Q2 Resources), The Rise of Organized Labor (SCS Q2 Resources), What kind of Business? (SCS Q2 Resources)Suggested Classroom Strategies and ProtocolsSPAR Debate—Filling America’s Need for Skilled Workers (SCS Q2 ResourcesDocument Analysis Template—The Rise of Organized Labor (SCS Q2 Resources)Graffiti Boards—What Kind of Business? (SCS Q2 Resources)Wraparound (Whiparound)—Young Money (Textbook p. 210)Big Paper—Labor Force Trends (SCS Q2 Resources)Inquiry on Multi-Nationals/Market Power—Real Cost of Bananas (SCS Q2 Resources)AssessmentExtended Response Prompt:DBQ, Textbook Page 245StandardsE.17 Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.E.18 Define stock, and describe the connections between capital, stock markets, banks, and the economy.E.19 Analyze the various ways and reasons that firms grow either through reinvestment of financial capital or through horizontal, vertical, and conglomerate mergers.E.20 Summarize the role and historical impact of economic institutions (such as labor unions, multi-nationals, and non-profit organizations) within market economiesUnit 1: Week 2Essential Question(s)How do firms with market power determine price and output? What roles do R&D, equipment and technology, and training of workers have in increasing productivity? What factors influence the earnings of workers?Student OutcomesStudents can explain how firms with market power can determine price and output from the banana inquiry.Students can explore ways that firms increase productivity.Students can describe potential factors that influence the earnings of workers.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): Real Cost of Bananas Inquiry (SCS Q2 Resources) Labor Market Inquiry (SCS Q2 Resources)Suggested Classroom Strategies and ProtocolsInquiry on Multi-Nationals/Market Power—Real Cost of Bananas (SCS Q2 Resources)Inquiry on Labor Markets and Wages—Labor Market Inquiry (SCS Q2 Resources)AssessmentSummative Task for Inquiry: Does it matter what I want to be when I grow up?Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.StandardsE.26 Demonstrate how firms with market power can determine price and output.E.27 Explore the roles that research and development, equipment and technology, and the training of workers have in increasing productivity. E.28 Describe potential factors that influence the earnings of workersUnit Overview: Quarter 2 Unit 2UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: The Role of Government 3 WeeksStudents will analyze perspectives on the roles of government in a market economy and explore means of financing and influencing the economy.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.29, E.30, E.31, Week 2: E.32, E.33, E.34, E.35Week 3: E.36, E.37, E.38Economics Social Studies: Quarter 2 Unit 2 VocabularyTier 2 VocabularyMethods, allocation, accrued, utilize, expenditures, feasibility, implications, intervention, incentivize, policiesTier 3 VocabularyRevenue, taxes, bonds, deficits, surpluses, budgets, progressive taxation, proportional taxation, regressive taxation, social security, Medicare, Federal Reserve, fiscal policy, monetary policy, price stability, full employment, Sample Lesson: Quarter 2 Unit 2SS TN Standard(s):E.31Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain different forms of taxation and how they are used by different levels of government.Key Academic Vocabulary:Progressive taxation, regressive taxation, proportional taxationResources / Materials:Taxation ReadingWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List all the taxes that you can think of that people have to pay.Essential Question / Relevance: Develop student interest and connect learning to daily standards. What is the difference between progressive taxation, proportional taxation, and regressive taxation?High-Quality Text(s):Taxation ReadingText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotating and Paraphrasing—Taxation ReadingText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion. Income Tax ActivityClosure: Individual students synthesize and/or summarize learning for the day.3-2-1Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Which kind of taxation should be utilized most frequently in our country and why?Unit 2: Week 1Essential Question(s)What the main sources of revenue for governments? How do governments allocate funds? Why are deficits, debts, and surpluses accrued by governments? How are government budgets like personal budgets, and how are they different? What are the different types of taxation? How do governments utilize the different types of taxation?Student OutcomesStudents can describe the major revenue and expenditure categories in local, state, and federal budgets.Students can explain the proportions of each category in local, state, and federal budgets.Students can analyze the reasons for deficits, debts, and surpluses in government budgets.Students can compare and contrast personal budgets with government budgets.Students can define the different types of taxation.Students can explain how governments utilize them in different fashions.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): County Government Reading, Government Spending Reading, Government and the Economy reading, Taxation Reading, How do U.S. Taxes working reading, and Municipal Government Reading (SCS Q2 Resources), Are Corn Subsidies a Good Idea? Suggested Classroom Strategies and ProtocolsAnticipation Guide: What do students know about government revenue and spending?Big Paper: County Government Reading (SCS Q2 Resources)Close Reading Protocol: Government Spending Reading (SCS Q2 Resources)Barometer: Should governments be required to balance the budget every year? (SCS Q2 Resources)Graffiti board: Sample pie chart of federal budgetDocument Analysis Template: Taxation Reading (SCS Q2 Resources)Math Activity: Income Tax ActivityAssessmentCorn Subsidies DBQStandardsE.29 Describe the methods of revenue (e.g., taxes and bonds) for governments, and explain ways that they allocate funds.E.30 Analyze reasons that government deficits, debts, and surpluses are accrued, and compare and contrast government budgets with personal budgets.E.31 Define progressive, proportional and regressive taxation, and discuss how federal, state, and local governments utilize them.Unit 2: Week 2Essential Question(s)What are the costs and benefits of government policies? Why is the national debt a concern? What solutions exist for the national debt? What is purpose and function of the Federal Reserve? What are fiscal and monetary policy?Student OutcomesStudents can explain the costs and benefits of common government policies as listed in the standard.Students can describe debt management strategies for the government.Students can explain the role of the Federal Reserve.Students can define fiscal and monetary policy and how the government influences the economy.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): DBQ Project: Is the Fed Good for America? and Should we worry about the national Debt (DBQ Binder) National Debt Political Cartoons, Econ Ed Link Debt Lesson, Monetary and Fiscal Policy video, National debt lesson plan, and sample federal budget (SCS Q2 Resources)Suggested Multimedia: Debts and the Deficit: (Link)Suggested Classroom Strategies and ProtocolsAssigning roles for Group Work: The Debt Fixer (Link)Close Viewing Protocol: We the Economy—Debt and Deficit (Link)Analyzing Visual Images: National Debt Political Cartoons (SCS Q2 Resources)Econ Ed Link—National Debt Lesson Plan (SCS Q2 Resources)Evidence Log—Fiscal and Monetary Policy Video (SCS Q2 Resources)DBQ Binder—Is the Fed Good for America?AssessmentIs the Fed Good for America? DBQ BinderStandardsE.32 Analyze economic costs and benefits of government policies (e.g. Social Security, Medicare, earned income credits, military expenditures and public education).E.33 Explore potential national debt management strategies, considering their feasibility and implications.E.34 Describe the purpose, role, and function of the Federal Reserve.E.35 Define fiscal and monetary policy, and explain how the government uses these in its efforts to influence the economy.Unit 2: Week 3Essential Question(s)How do price stability, full employment, and economic growth influence fiscal and monetary policy? What differences exist between the different schools of thought on economic intervention by the government? How do governments incentivize entrepreneurs using policies?Student OutcomesStudents can explain how price stability, full employment, and economic growth influence fiscal and monetary policy.Students can compare the schools of economic thought about government intervention.Students can analyze government incentives for entrepreneurs. TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): The Road to Serfdom, Keynesian Economics, Commanding Heights, The World’s Dumbest Idea, and Social responsibilities of Businesses (SCS Q2 Resources), Fixing a Broken Economy: Did Obama/Reagan Get it Right? (DBQ Binder)Suggested Multimedia: The role of the Fed in fiscal and monetary policy (Link)Suggested Classroom Strategies and ProtocolsAlphabet Brainstorm: What do students know about monetary and fiscal policy?Econ Ed Link: Keynes vs. Hayek (Link)Jigsaw: Road to Serfdom, Keynesian Economics, Commanding Heights (SCS Q2 Resources)Close View Protocol: The Role of the Fed Video (Link)Headlines: Monetary and Fiscal PolicyAssessmentDBQ Project: Reagan/Obama DBQsStandardsE.36 Explain how price stability, full employment, and economic growth influence fiscal and monetary policy making.E.37 Compare the various schools of thought on government intervention in the economy, including: classical (Adam Smith), demand-siders (John Maynard Keynes), the Austrian school (Freidrich Hayek), supply-siders (Arthur Laffer), and Monetarists (Milton Friedman).E.38 Analyze how governments intend to incentivize entrepreneurs through policies (e.g. tax regulatory, education, research support policies, patents, and copyrights.)Unit Overview: Quarter 2 Unit 3UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 2: National Economic Performance2 WeeksStudents will understand how various models and instruments describe economic performance.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.39, E.40, E.41Week 2: E.42, E.43, E.44Economics Social Studies: Quarter 2 Unit 3 VocabularyTier 2 VocabularyCalculate, impact, differentiate, impactTier 3 VocabularyGross domestic product, GDP, economic growth, unemployment, inflation, externalities, bank, financial institution, structural unemployment, functional unemployment, seasonal unemployment, cyclical unemployment, investment, consumer debtSample Lesson: Quarter 2 Unit 3SS TN Standard(s):E.39Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain the purpose of GDP and how it is calculated.Key Academic Vocabulary:GDP, gross domestic product, incomeResources / Materials:GDP Article, TextbookWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Frayer Model—Select Terms from p.331 in textbookEssential Question / Relevance: Develop student interest and connect learning to daily standards. How is data used to track national economic performance?High-Quality Text(s):GDP ArticleText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Close Reading Protocol—GDP ArticleText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Two Column Note-Taking—GDP and Inflation calculationsClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking—Question StartersWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Does GDP tell the right story (DBQ Binder)Unit 3: Week 1Essential Question(s)What are GDP, Economic Growth, Unemployment, and Inflation, and how are they calculated? What are externalities? What causes inflation? What is the impact of inflation?Student OutcomesStudents can define and calculate GDP.Students can define and calculate Unemployment.Students can define and calculate Inflation.Students can explain externalities.Students can identify causes of inflation and analyze its impact.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): DBQ Project: Does GDP Tell the Right Story?, GDP Calculations, GDP Newsela Article, What counts for GDP Activity, Analyzing the Impact of Inflation, Hyperinflation Case Study (SCS Q2 Resources)Suggested Multimedia: Too Much Money (SCS Q2 Resources)Suggested Classroom Strategies and ProtocolsList-Group-Label: GDP, Economic Growth, Unemployment, or InflationAnticipation Guide: What do students know about how economic growth is tracked and calculated?DBQ Project Binder: Does GDP Tell the Right Story?Close Read Protocol: GDP article from Newsela (SCS Q2 Resources)Math Activity: GDP Calculation Sheet (SCS Q2 Resources)Document Analysis Template: Graphs in textbook on p. 313, 316, 341Evidence Log: Too Much Money (SCS Q2 Resources)AssessmentDBQ Project: Does GDP Tell the Right Story?StandardsE.39 Define Gross Domestic Product, economic growth, unemployment, and inflation, and explain how they are calculated.E.40 Define externalities and identify examples of them.E.41 Identify the different causes of inflation, and analyze inflation’s impact.Unit 3: Week 2Essential Question(s)What is the role of banks and other financial institutions in the U.S. economy? What are the different types of unemployment? What is the impact of investment and consumer debt on the national economy?Student OutcomesStudents can explain banking and its role in the economy.Students can differentiate between different types of unemployment.Students can describe the impact of consumer debt and investment on the national economy.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): Comparing Viewpoints Article, Income Inequality Article (SCS Q2 Resources)Suggested Classroom Strategies and ProtocolsAnticipation Guide (Appendix B, p.16) — What do students know about banks and the money supply?Jigsaw (Appendix B, p.101) — Introduction to Banking (SCS Q2 Resources)I Used to Think, but now I think--BankingText-to-Text, Text-to-self, Text to World: Hoover Article on Unemployment (SCS Q2 Resources)Four Corners: Comparing Viewpoints (SCS Q2 Resources)Federal Reserve Board Atlanta — Unemployment Module (Link)AssessmentAnalyze the impact of unemployment on the economy. What are the different types of unemployment? How do they function differently? How can unemployment be managed or effected by government policy?StandardsE.42 Explain the role of banks and other financial institutions in the U.S. economy.E.43 Differentiate between different types of unemployment (e.g., Structural, functional, seasonal, underemployment, and cyclical).E.44 Describe the impact of investment and consumer debt as it relates to the national economy.Unit Overview: Quarter 2 Unit 4UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 3: Trade1.5 WeeksStudents will understand why individuals, businesses, and governments trade goods and services and howtrade affects the economies of the world.TN Social Studies Practices: SSP.01-SSP.06Week 1: E.45, E.46, E.47, E.48Week 2: E.49, E.50Economics Social Studies: Quarter 2 Unit 4 VocabularyTier 2 VocabularyBenefits, regions, distinguish, advantage, causes, consequences, barriers, power, evaluateTier 3 VocabularyAbsolute advantage, comparative advantage, trade barriers, quotas, tariffs, subsidies, trade deficit, purchasing power, exchange rateSample Lesson: Quarter 2 Unit 4SS TN Standard(s):E.47Student Outcomes: What will students know and be able to do as a result of this lesson?Students can describe the causes and consequences of trade barriers.Key Academic Vocabulary:Free trade, trade barriers, quota, tariff, subsidy, NAFTAResources / Materials:NAFTA ArticleWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Vocabulary Squares—Free Trade vocabularyEssential Question / Relevance: Develop student interest and connect learning to daily standards. What are the costs and benefits of trade?High-Quality Text(s):NAFTA ArticleText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Alphabet Brainstorm—TradeText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Big Paper—NAFTA ArticleClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Here Now, There ThenWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Analyze the benefits of trade among individuals, regions, and countries? Why do groups trade? How does comparative and absolute advantage contribute to trade?Unit 4: Week 1Essential Question(s)What are the benefits of trade among individuals, regions, and countries? What are absolute and comparative advantage? Why does most trade occur because of comparative advantage? What are the causes and consequences of trade barriers on consumers and producers? What is a trade deficit? Why do trade deficits exist?Student OutcomesStudents can explain the benefits of trade among individuals, regions, and countries.Students can define absolute advantage and comparative advantage and explain the difference.Students can explain how trade occurs because of comparative advantage.Students can describe causes and consequences of trade barriers.Students can define trade deficits and explain why they exist.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): Benefits of Free Trade, Who Should Produce What? Should Lebron James Mow his Own Lawn (SCS Q2 Resources), Suggested Multimedia: Specialization and Free trade, West Wing Free Trade (SCS Q2 Resources)Suggested Classroom Strategies and ProtocolsAlphabet Brainstorm—TradeFocus Economics Lesson-Why Nations TradeClose Viewing Protocol—Speciallization and Trade Video (SCS Q2 Resources)Evaluating Arguments in a Resource Book—Benefits of Free TradeI use to think but now I think—Free TradeTwo Minute Interview—Should Lebron James Mow his Own Lawn?AssessmentAnalyze the benefits of trade among individuals, regions, and countries? Why do groups trade? How does comparative and absolute advantage contribute to trade?StandardsE.45 Explain the benefits of trade among individuals, regions, and countries.E.46 Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of a comparative advantage.E.47 Describes causes and consequences of trade barriers (e.g. quotas, tariffs, and subsidies) on consumers and producers.E.48 Define trade deficit, and identify reasons why trade deficits exist.Unit 4: Week 2Essential Question(s)How do exchange rates impact the purchasing power of people? What are the arguments for and against free trade?Student OutcomesStudents can explain exchange rates and their impact on purchase power.Students can evaluate arguments for and against free trade.TextsTextbook: Pearson EconomicsSuggested Supplemental Texts (in SharePoint): Trade Political Cartoon, Council for Econ Education Exchange Rates Lesson, Common Sense Economics, NAFTA Pros and Cons, TPP Lesson, Why Nations Trade, DBQ Project: How should the U.S. reduce Economic Inequality?Suggested Classroom Strategies and ProtocolsTwo Minute Interview: What is a balance of trade? What is balance of payments? What are the differences?Council for Econ Education Lesson—Exchange Rates (SCS Q2 Resources)Document Analysis Template—Trade Political CartoonAnalyzing Visual Images—Textbook p 465 Balance of TradeClose Reading Protocol—Home Currency p. 469 in TextbookAssessmentDBQ Project: How should the U.S. reduce Economic Inequality?StandardsE.49 Explain how changes in exchange rates impact the purchasing power of people in the U.S. and other countries.E.50 Evaluate the arguments for and against free trade.Note: This is .5 weeks of instruction instead of 1 week to allow time for review and assessment for the semester. ................
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