Economic Systems Unit Plan.doc.docx



Pottsgrove School District

Unit Planning Organizer

|Subjects |Economics | |

|Grade / Course |12/Econ&Soc | |

|Unit of Study |Economic Systems |Dominant Focus: Introduction to Economics; Economic Systems: traditional, free market, command plan; American free |

| | |enterprise |

|Unit Type(s) | Topical Skills-based Thematic | |

|Pacing |Weeks: 7 weeks | |

|Current Priority State Standards and/or Common Core Standards |

|List the priority standards (written out in bold) that will be taught during this unit of study. |

|CAPITALIZE the SKILLS and underline the important concepts for all priority standards addressed in this unit. |

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|6.3.12.A: EVALUATE the costs and benefits of government decisions to provide public goods and services. |

|6.1.12.B: EVALUATE the economic reasoning behind a choice. Evaluate effective allocation of resources for the production of goods and services. |

|6.2.12.E: EVALUATE the health of an economy (local, regional, national, global) using economic indicators. |

|CC.WHST.12.9 DRAW evidence from informational texts to support analysis, reflection, and research. |

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|Current Supporting State Standards and/or Common Core Standards |

|List the supporting standards (written out in non-bold) that will be taught during this unit of study. Supporting standards should not be unwrapped. |

|6.1.12.A: Predict the long-term consequences of decisions made because of scarcity. |

|6.1.12.D: Predict how changes in incentives may affect the choices made by individuals, businesses, communities, and nations. |

|6.3.12.B: Assess the government's role in regulating and stabilizing the state and national economy. |

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|Priority Standards |“Unwrapped” Concepts |“Unwrapped” Skills |Bloom’s II Taxonomy |

| |(Students need to know) |(Students need to be able to do) | |

|Ex: 8.12.U.D |May also include concepts in unit but not specified in standard |Ex: Verb (concept) |Ex: 4 - Analyzing |

|6.3.12.A |Costs and benefits of government decisions to provide public goods|Assess(cost and benefits) |5-Evaluating |

| |and services |Defend(public goods and services) |Can the student justify a stand or |

| | | |decision? |

| |Role of the Government in the Free Enterprise System | | |

|6.1.12.B |Economic reasoning behind a choice |Debate |5-Evaluating |

| | | |Can the student justify a stand or |

| | | |decision? |

|6.2.12.E |Health of an economy |Determine or debate |5-Evaluating |

| | | |Can the student justify a stand or |

| | | |decision? |

|CC.WHST.12.9 |Evidence from informational texts |Draw | |

|Essential Questions |Corresponding Big Ideas |

|Essential Questions are engaging, open-ended questions that educators use to spark initial student interest|Big ideas are what you want your students to discover on their own as a result of instruction and learning |

|in learning the content of the unit about to commence. |activities. |

| |Identify the Big Ideas for each corresponding essential question. |

|Identify the Essential Questions that will be used throughout this unit to focus your instruction and | |

|assessment. For consideration, ask yourself the following about each essential question: |The goal is for students to effectively be able to respond to the teacher’s essential questions with the |

| |big ideas, stated in their |

|Is this question written in student friendly language? | |

|Can this question be answered with one of the Big Ideas? | |

|Does the question lead the students to discovery of the Big Ideas? | |

|Does the question go beyond who, what, where, when and ask the students to explain how and why? | |

|1. What is scarcity? Why are all resources always scarce? |1. Scarcity implies limited quantities of resources to meet unlimited wants. Resources are always scarce |

| |because sooner or later, a limit is reached. You cannot have a an endless supply of everything. |

| |Economics is about solving the problem of scarcity. |

|2. What is a trade-off? Explain how people make trade-offs by thinking at the margin. |2. Trade-offs are all the alternatives that we give up whenever we choose one course of action over |

| |another. Thinking at the margin is when you decide how much more or less to do. |

|3. What is an economic system? Explain the positives and negatives of the three main economic systems. (CR)|3. Economic System is the method used by a society to produce and distribute goods and services. Answers |

| |will vary: Traditional, Market, Command, Mixed. |

|4. What is the free market? Identify the advantages of a free market economy. |4. An economic systems that are based on voluntary exchanges markets. In a free market economy, individuals|

| |and businesses use markets to exchange money and products. Individuals and privately owned businesses own |

| |the factors of production, make what they want, and buy what they want. They answer the 3 key economic |

| |questions of what to produce, how to produce it, and who consumes that which is produced. Advantages(pg |

| |32): 1. Economic efficiency 2. Economic freedom 3. Economic growth 4. Offer a wider variety of goods and |

| |services than any other system, because producers have incentives to meet consumers’ desires. Consumers |

| |decide what gets produced (called consumer sovereignty) |

|5. What is a centrally-planned economy? Identify the problems of a centrally planned economy. |5. In a centrally-planned economy, the central government, rather than the individual producers and |

| |consumers in markets, answers the key economic questions of production and consumption. Problems: Poor |

| |quality, serious shortages of non-priority goods and services, and diminishing production. Greatest |

| |disadvantage of centrally planned economies is that their performance almost always falls short of the |

| |ideals upon which the system is built. Cannot meet consumers’ needs or wants; workers lack any incentive to|

| |work hard; these systems also do not reward innovation, actively discouraging any kind of change; sacrifice|

| |individual freedoms in order to pursue societal goals. |

|6. What is a mixed economic system? Where does America fall on a continuum between centrally-planned and |A mixture of economic systems. Most contemporary mixed economies blend the market with government |

|free market economic systems? |intervention or involvement, in the marketplace. USA: The U.S. has a free enterprise economy but the |

| |government intervenes to keep order, provide vital services, and to promote the general welfare. |

|7. What is American free enterprise? Describe the role of the government is the American free enterprise. |Basic principles of Free Enterprise: Several key characteristics; profit motive, open opportunity, legal |

| |equality, private property rights, free contract, voluntary exchange, and competition. Role of Government:|

| |Carry out its constitutional responsibilities to protect rights, contracts, and other business activities |

| |in our free enterprise system. As well as protection from problems that affect us all, such as air |

| |pollution or unsafe foods or drugs |

|8. What is a business cycle? What are the differences between macroeconomics and microeconomics? |A business cycle is a period of macroeconomic expansion followed by a period of contraction or decline. |

| |Macroeconomics is the study of the behavior and decision making of entire economies. Economy as a whole. |

| |Microeconomics is the study of the economic behavior and decision making of small units, such as |

| |individuals, families, and small businesses. |

|9. What is a public good? Evaluate how the government allocates resources. |A public good is a shared good or service for which it would be inefficient or impractical, (1) to make |

| |consumers pay individually or (2) exclude nonpayers. The Government encourages the creation of positive |

| |externalities (education) and tries to limit negative externalities (acid rain) |

|10. What is a safety net? Describe the main programs through which the government redistributes income. |A safety net is designed to help the very young, the very old, the sick, the poor, and the disabled. |

| |Various federal, state, and local government programs help raise people’s standard of living, their level |

| |of economic well-being as measured by the ability to purchase goods and services they need and want. Main |

| |programs for redistributing income: 1. TANF, Temporary Assistance for Needy Families 2. Social Security 3.|

| |Unemployment insurance 4. Workers’ compensation |

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| Plan for Instruction | |

|Make connections between learning experiences and teaching strategies. | |

|Engaging Learning Experiences (Authentic Performance Tasks) |Researched-based Effective Teaching Strategies |

|Task #1: Vocabulary association | |

|Task #2: Deserted Island |Performance tasks |

|Task #3: American Free enterprise |Jig-saw |

| |Think-pair-share |

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|Engaging Learning Experiences for Honors (Authentic Performance Tasks) |Researched-based Effective Teaching Strategies for Honors |

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|Common Assessments |

|Note to Curriculum Designers: |

|Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and skills in focus for this unit of study. |

|Identify the vocabulary used and frequency of these questions. |

|Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned. |

|Create the Post Assessment using the Common Formative Assessment Template (Appendix A). |

|Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact number and type of questions as post-assessment. |

|Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study that are directly aligned to the post-assessment |

|questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning progressions—the “building block chunks” of instruction. |

|Post Assessment: |

|Pre Assessment: |

|Informal Progress Monitoring Checks: |

|Unit Vocabulary | | |

|Tier 2 |Tier 3 |Literary Terms |

| |Scarcity | |

|Need |Physical Capital | |

|Want |Human Capital | |

|Economics |Entrepreneurs | |

|Goods |Trade-offs | |

|Services |Opportunity Costs | |

|Shortage |Thinking at the Margin | |

|Land |Underutilization | |

|Labor |Efficiency | |

|Capital |Factor payments | |

|Economic System |safety net | |

|Patriotism |Traditional economy | |

|Standard of Living |Market economy | |

|Specialization |Centrally planned economy | |

|household |Command Economy | |

|firm |Mixed economy | |

|Profit |Markey | |

|self-interest |Factor market | |

|Competition |Product market | |

|Socialism |Incentive | |

|Communism |Invisible hand | |

|Authoritarian |consumer sovereignty | |

|private property |Collective | |

|privatize |heavy industry | |

|technology |Laissez faire | |

|work ethic |Free enterprise | |

|welfare |continuum | |

|cash transfers |transition | |

| |Profit motive | |

| |open opportunity | |

| |private property rights | |

| |free contract | |

| |voluntary exchange | |

| |interest group | |

| |public disclosure laws | |

| |public interest | |

| |macroeconomics | |

| |mircoeconomics | |

| |GDP | |

| |business cycle | |

| |public good | |

| |public sector | |

| |private sector | |

| |free rider | |

| |market failure | |

| |externality | |

| |poverty threshold | |

| |in-kind benefits | |

|Instructional Resources and Materials | | |

|Program / Text |Technology |Teacher Created |

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