Download 8th Grade CE.11

Richmond Public Schools
Department of Curriculum and Instruction
Curriculum Pacing and Resource Guide ~ Unit Plan
Course Title/ Course #: Civics and Economics/ #2080/2082
Unit Title/ Marking Period # (MP): Economic Concepts/ MP3
Start day: 98
Meetings (Length of Unit): 11
Desired Results ~ What will students be learning?
Standards of Learning/ Standards
CE.11
The student will demonstrate knowledge of how economic decisions are made in the marketplace by
a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand,
production, and consumption;
b) comparing the differences among traditional, free market, command, and mixed economies;
c) describing the characteristics of the United States economy, including limited government, private property, profit, and
competition.
Essential Understandings/ Big Ideas
People make choices about how to use limited resources, decide the ownership of resources, and structure markets for the
distribution of goods and services.
Every country must develop an economic system to determine how to use its limited productive resources.
The key factor in determining the type of economy a country has is the extent of government involvement.
The United States economy is primarily a free market economy; but because there is some government involvement it is
characterized as a mixed economy.
Government intervenes in a market economy when the perceived benefits of a government policy outweigh the anticipated costs.
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Key Essential Skills and Knowledge
Essential Knowledge:
CE11a
The student will demonstrate knowledge of how economic decisions are made in the marketplace by applying the concepts of
scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption.
Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. This requires that choices be
made.
Resources are factors of production that are used in the production of goods and services. Types of resources are natural, human,
capital, and entrepreneurship.
Choice is selection of an item or action from a set of possible alternatives. Individuals must choose or make decisions about desired
goods and services because these goods and services are limited.
Opportunity cost is what is given up when a choice is made—i.e., the highest valued alternative is forgone. Individuals must
consider the value of what is given up when making a choice.
Price is the amount of money exchanged for a good or service. Interaction of supply and demand determines price. Price determines
who acquires goods and services.
Incentives are things that incite or motivate. Incentives are used to change economic behavior.
Supply and demand: Interaction of supply and demand determines price. Demand is the amount of a good or service that
consumers are willing and able to buy at a certain price. Supply is the amount of a good or service that producers are willing and
able to sell at a certain price.
Production is the combining of human, natural, capital, and entrepreneurship resources to make goods or provide services.
Resources available and consumer preferences determine what is produced.
Consumption is the using of goods and services. Consumer preferences and price determine what is purchased and consumed.
CE11b
The student will demonstrate knowledge of how economic decisions are made in the marketplace by comparing the differences
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among traditional, free market, command, and mixed economies.
The three basic questions of economics
 What will be produced?
 Who will produce it?
 For whom will it be produced?
Each type of economy answers the three basic questions differently.
Characteristics of major economic systems
 No country relies exclusively on markets to deal with the economic problem of scarcity.
Traditional economy
 Economic decisions are based on custom and historical precedent.
 People often perform the same type of work as their parents and grandparents, regardless of ability or potential.
Free market economy
 Private ownership of property/resources
 Profit motive
 Competition
 Consumer sovereignty
 Individual choice
 Minimal government involvement in the economy
Command economy
 Central ownership (usually by government) of property/resources
 Centrally-planned economy
 Lack of consumer choice
Mixed economy
 Individuals and businesses are owners and decision makers for the private sector.
 Government is owner and decision maker for the public sector.
 Government’s role is greater than in a free market economy and less than in a command economy.
 Most economies today, including the United States, are mixed economies.
CE11c
The student will demonstrate knowledge of how economic decisions are made in the marketplace by describing the characteristics
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of the United States economy, including limited government, private property, profit, and competition.
Characteristics of the United States economy
 Markets are generally allowed to operate without undue interference from the government. Prices are determined by supply and
demand as buyers and sellers interact in the marketplace.
 Private property: Individuals and businesses have the right to own real and personal property as well as the means of production
without undue interference from the government.
 Profit: Profit consists of earnings after all expenses have been paid.
 Competition: Rivalry between producers and/or between sellers of a good or service usually results in better quality goods and
services at lower prices.
 Consumer sovereignty: Consumers determine through purchases what goods and services will be produced. Government
involvement in the economy is limited. Most decisions regarding the production of goods and services are made in the private
sector.
Essential Skills:
Create and explain maps, diagrams, tables, charts, graphs, and spreadsheets. (CE.1b)
Review information for accuracy, separating fact from opinion. (CE.1e)
Distinguish between relevant and irrelevant information. (CE.1d)
Identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend
solutions, using a decision-making model. (CE.1f)
Vocabulary
Academic
Apply
Characteristic
Compare
Concepts
Contrast
Create
Determine
Civics and Economics
Content
Alternative
Capital Resource
Central/Centrally
Owned
Choice
Command Economy
Competition
Market/Market Place
Minimal
Mixed Economy
Natural Resource
Opportunity Cost
Preference
Price
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Explain
Identify
Review
Consumer
Sovereignty
Consumers
Consumption
Distribution
Economics
Economy
Entrepreneurship/
Entrepreneur
Factors
Forgone
Free Market
Economy
Goods
Historical Precedent
Human Resource
Inability
Incentive
Individual Choice
interaction
interaction
Interference
Intervene
Primarily
Private Property/Private
Sector
Produce/Producers
Production
Profit/ Profit Motive
Public Property/ Public
Sector
Resources
rivalry
satisfy
Scarcity
Services
Society
Supply and Demand
Traditional Economy
Assessment Evidence ~ What is evidence of mastery? What did the students master & what are they
missing?
Assessment/ Evidence
Check for Understanding Strategies
Exit Tickets
Interactive Notebooks
Practice SOL Test Questions
DBQ
Interactive Achievement Assessments
Non-linguistic Representations
Teacher Made Assessments
VGLA Documents for 2008 Standards
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Learning Plan ~ What are the strategies and activities you plan to use?
Learning Experiences/ Best Practices
Learning Experiences
 Students can evaluate charts. CE11b, Civics Today, pg. 408 &
409(#6), CE11a, Civics Today, pg. 449, 459 (#19&20), 463, 464
 Students can practice reading circle and line graphs. Skill
Builder, Civics Today, pgs. 415, 457
 Students can analyze and interpret political cartoons. CE11a,
Civics Today, pg. 409 &465
 Students can analyze maps and graphs, CE11b, Civics Today,
pg. 568
 Given a scenario, students can determine whether price will go
up or down depending on the effects of supply or demand.
Example: A cold spell killed orange trees in Florida. What will
happen to the price of organs? CE11a
 Students can work in groups or alone to determine what
resources go into the production of commonly used goods such
as chicken noodle soup or paper. CE11a.
 Students can answer the following question in paragraph form.
Explain why private property is an essential characteristic of the
U.S. economy. CE11c
 Students can create written or illustrated examples of the basic
economic concepts being exercised. Students could also do this
as a power point presentation. CE11a
 Students can assign a report card grade for each type of
economic system. They can then give a written explanation as
to why they gave that grade and how the system could improve
the grade. CE11b
 Students can use newspapers, ads, and magazines to create
vocabulary collages. CE11a-c
 Students can go on a gallery walk of images and determine
which types of economic systems is on display. CE11b
 Students can create Frayer models for key vocabulary. CE11a-c
http://www.theteachertoolkit.com/index.php/tool/frayer-model
 Students can create foldables for the types of economic systems
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Instructional Strategies
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Compare and Contrast
DBQ
Drawing Inferences
Evaluating and Reading Charts, Graphs & Tables
Frayer Model
Gallery Walks
Graphic Organizers
Interactive Notebooks
Interpreting Political Cartoons
Non-linguistic Representations
Role Play Simulations
Sorting Activities
Narrative or Short Answer Writing
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and/or the characteristics of the American economy. CE11b,c
http://rpshistory.weebly.com/high-yield-activities.html
Students can create VENN diagrams comparing and contrasting
free market, mixed and command economies.
Students can sort scenarios about economic systems. CE11b
Students can participate in a simulation to develop a better
understanding of the effects of different types of economic
systems on consumers. Students will be divided into groups and
will create “badges” according to guidelines provided by the
“government.” A class discussion follows the simulation. CE11b
Students can play on-line review games from SOL Pass,
reviewgamezone.com, etc.
Students can play BINGO using the vocabulary terms from
CE11a,b,c.
Students can create narrative stories or comic strips using key
economic concepts. CE11a-c
http://www.readwritethink.org/files/resources/interactives/comic
/
Students can complete a DBQ essay comparing capitalism with
communism. CE11b
http://rpshistory.weebly.com/uploads/2/7/3/6/27363111/economi
cs__dbq.pdf
Students can complete a graphic organizer while watching a
Brain Pop video on supply and demand. CE11a
https://www.brainpop.com/socialstudies/economics/supplyandde
mand/
Technology Integrations
Students can create power point presentations for key vocabulary and concepts.
Students can complete graphic organizers while watching on-line videos.
Resources
Text Book/Materials:
Civics Today: Unit 6, Chapters 18-21 pp 402-477
Everything I Need to Know for the SOL by Cutlip
FastTrack Book: 114-130
Civics and Economics
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Interactive Reading and Notetaking
Pearson Coach and Assessment: pages 95-101
Thunks 08 Civics and Economics Review
Virginia Experience by Gallopade
VGLA Documents for 2008 Standards
ICIVICS Lesson Plans:
https://www.icivics.org/teachers/lesson-plans/government-economy-0 (also covers monopolies and federal agencies/consumer
rights)
https://www.icivics.org/teachers/lesson-plans/market-economy-0 (also covers some aspects of CE11a,b)
Web Resources:
SOL Pass: http://www.solpass.org/ce.php
United Streaming: http://www.discoveryeducation.com/
RPS Social Studies Weebly: http://rpshistory.weebly.com/
Brain Pop: https://www.brainpop.com/socialstudies/economics/
EconEdLink: http://www.econedlink.org/
Virginia Department of Education
VDOE Released Tests: http://www.doe.virginia.gov/testing/sol/released_tests/index.shtml
VDOE Scope and Sequence:
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/2008/lesson_plans/index.shtml
VDOE Curriculum Framework:
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml
VDOE Instructional Resources
http://www.doe.virginia.gov/instruction/history/resources.shtml
Checking for Understanding Strategies
http://nau.edu/uploadedFiles/Academic/CAL/History/HistorySocial_Studies_Education/Formative%20Assessment%20in%20Social%20Studies.pdf
http://www.readingquest.org/strat/
www.reviewgamezone.com
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Cross Curricular Connection
Math: Students will learn how to analyze charts, graphs and tables.
English: Students can write narratives and/or complete a DBQ essay. Students can write short answers to critical thinking questions.
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