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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 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 1 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 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 2 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 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 3 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 4 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 5 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. 6