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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