Download Bourbon County High School

Standards Curriculum Map
Bourbon County Schools
Level:
9th Grade
Grade and/or Course:
Integrated Social Studies (Economics)
Updated:
May 16, 2012
Days
Unit/Topic
Standards
Days
1-10
Introduction
To
Economics
SS-HS-3.1.1
Students will give examples of and explain
how scarcity of resources necessitates
choices at both the personal and societal
levels in the modern world and explain the
impact of those choices.
DOK 2
SS-HS-3.2.1
Students will compare and contrast economic
systems (traditional, command, market,
mixed) and evaluate their effectiveness
based on their abilities to achieve broad
social goals such as freedom, efficiency,
equity, security and growth in the modern
world.
SS-H-E-U-1
Students will understand that the basic
economic problem confronting individuals,
societies and governments is scarcity; as a
result of scarcity, economic choices and
decisions must be made.
SS-H-E-U-2
Students will understand that economic
Activities
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ACT Bellringers
Student News
Factors Handout
Econ. System
Group Activity
Market
Advertisements
Key Terms
Chapter
Assessment
Magazine
Covers
Trade Offs
(Guns or Butter)
Activity
Exit Slips
Learning Targets (“I
Can” Statements)
Vocabulary
I can explain why
scarcity is the basic
problem in
economics.
Wants
Needs
Economics
Goods
Services
Scarcity
Factors of
production
Land
Labor
Capital
Trade offs
Opportunity cost
Guns or butter
Economic system
Traditional economy
Market economy
Centrally planned
Mixed economy
Market
Specialization
Firm
Profit
Self interest
Incentive
Competition
Invisible hand
Socialism
Collective
Heavy industry
Laissez faire
I can identify the
factors of production
I can identify the
types of economic
systems.
I can compare and
contrast the types of
economic systems
I can explain the role
of entrepreneurs
I can explain the
concept of
opportunity cost
I can describe why
every decision
involves trade-offs
I can describe the
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systems are created by individuals, societies
and governments to achieve broad goals
(e.g., security, growth, freedom, efficiency,
equity).
a) explain how governments with limited
budgets consider revenues, costs
and opportunity when planning
expenditures (3.1.2)
Days
Unit/Topic
Days
11-20
Supply &
Demand
Standards
SS-HS-3.3.1
Students will explain and give examples of
how numerous factors influence the supply
and demand of products (e.g., supply—
technology, cost of inputs, number of sellers:
demand—income, utility, price of similar
products, consumers' preferences). DOK 2
SS-HS-3.3.2
Students will describe how specific financial
and non-financial incentives often influence
individuals differently (e.g., discounts, sales
promotions, trends, personal convictions).
Activities
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SS-HS-3.3.3
Students will explain how the level of
competition in a market is largely determined
by the number of buyers and sellers.
SS-HS-3.4.1
Students will analyze the changing
relationships among business, labor and
government (e.g., tariff policy, price controls,
subsidies, tax incentives) and how each has
affected production, distribution and
ACT Bellringers
Student News
Factors Handout
Supply &
Demand
Schedules
Key Terms
Chapter
Assessment
Magazine
Covers
Handout of
factors affective
supply/demand
Exit Slips
relationship between
a country’s
production
possibilities and its
available resources
and technology
Free enterprise
Learning Targets (“I
Can” Statements)
Vocabulary
I can explain the law
of demand
Demand
Law of demand
Substitution effect
Income effect
Demand schedule
Demand curve
Ceteris paribus
Normal good
Inferior good
Complement
Substitute
Elasticity of demand
Inelastic
Elastic
Unitary elastic
Total revenue
Supply
Law of supply
Supply schedule
Supply curve
Elasticity of supply
Marginal product of
labor
Fixed cost
Variable cost
Total cost
Marginal cost
Subsidy
I can describe the
substitution and
income effects
I can Construct a
demand curve using
given information
I can identify the
various demand
determinants
I can describe the
effect that the
demand
determinants have
on a demand curve.
I can explain the law
of supply
I can explain how
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firms decide to hire
labor, address costs,
set output, and shut
down unprofitable
businesses
consumption in the United States or the
world. DOK 3
SS-HS-3.4.2 Students will describe and give
examples of how factors such as
technological change, investments in capital
goods and human capital/resources have
increased productivity in the world. DOK 2
I can identify the
various supply
determinants
Excise tax
Regulation
Equilibrium
Disequilibrium
Shortage
Surplus
Price ceiling
Price floor
Rent control
Minimum wage
I can describe the
effect that the supply
determinants have
on a supply curve.
Analyze supply and
demand in the global
economy
Days
Unit/Topic
21-30
Economics
in America
(Government
& Labor)
Common Core Standards
SS-H-E-U-1
Students will understand that the basic
economic problem confronting individuals,
societies and governments is scarcity; as a
result of scarcity, economic choices and
decisions must be made.
SS-HS-3.2.2 Students will describe economic
institutions such as corporations, labor
unions, banks, stock markets, cooperatives
and partnerships.
SS-HS-3.3.4 Students will explain how laws
and government mandates (e.g., anti-trust
legislation, tariff policy, and regulatory policy)
have been adopted to maintain competition in
Learning Targets (“I
Can” Statements)
Activities
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ACT Bellringers
Student News
Key Terms
Chapter
Assessment
Magazine
Covers
Exit Slips
I can describe a
corporation
I can describe a
labor union
I can describe a bank
I can describe a
stock market
I can describe a
cooperative
I can describe a
partnership
Vocabulary
Anti-trust law
Competition
Consumerism
Labor unions
Banks
Stock markets
Cooperatives
Partnerships
Regulation
Consumption
Corporation
Distribution
Equity
Labor movement
Tariff
Poverty
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the United States and in the global
marketplace.
SS-HS-3.4.3 Students will explain and give
examples of how interdependence of
personal, national and international economic
activities often results in international issues
and concerns (e.g., natural resource
dependencies, economic sanctions,
environmental and humanitarian issues) in
the modern world (1500 A.D. to present) and
the United States (Reconstruction to
present). DOK 2
I can explain how
tariff policy has been
adopted to maintain
competition in the US
Poverty threshold
Unemployment
Inflation
taxes
I can explain how
regulatory policy has
been adopted to
maintain competition
in the US
I can explain with an
example how
interdependence of
personal, national,
and international
economic activities
often results in
natural resource
dependencies
I can explain with an
example how
interdependence of
personal, national,
and international
economic activities
often results in
economic sanctions
I can explain with an
example how
interdependence of
personal, national,
and international
economic activities
often results in
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environmental issues
I can explain with an
example how
interdependence of
personal, national,
and international
economic activities
often results in
humanitarian issues
READING STANDARDS:
(for all units)
INFORMATIONAL TEXT
Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
2. Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective
summary of the text.
3. Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how
they are introduced and developed, and the connections that
are drawn between them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in
a text, including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper).
5. Analyze in detail how an author’s ideas or claims are developed
and refined by particular sentences, paragraphs, or larger
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portions of a text (e.g., a section or chapter).
6. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of
view or purpose.
Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in different mediums
(e.g., a person’s life story in both print and multimedia),
determining which details are emphasized in each account.
8. Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning.
9. Analyze seminal U.S. documents of historical and literary
significance (e.g., Washington’s Farewell Address, the
Gettysburg Address, Roosevelt’s Four Freedoms speech,
King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend literary nonfiction in
the grades 9–10 text complexity band proficiently, with
scaffolding as needed at the high end of the range. By the end
of grade 10, read and comprehend literary nonfiction at the
high end of the grades 9–10 text complexity band
independently and proficiently.
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