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SSEMA1 The student will illustrate the means by which economic activity is measured.
a. Explain that overall levels of income, employment, and prices are determined by the spending and production
decisions of households, businesses, government, and net exports.
b. Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI),
inflation, stagflation, and aggregate supply and aggregate demand.
c. Explain how economic growth, inflation, and unemployment are calculated.
d. Identify structural, cyclical, and frictional unemployment.
e. Define the stages of the business cycle; include peak, contraction, trough, recovery, expansion as well as
recession and depression.
f. Describe the difference between the national debt and government deficits.
Category
Content
(40 points)
Mastery of Topic
(40 points)
Requirements
(20 points)
Exemplary
Student/s described
all content detailed
in the assignment
and added extra
information above
what was required.
(30-40 points)
Student/s’
assignment shows
they have mastered
the content in the
standard and used
appropriate
examples, evidence,
or statistics that
fully explain each
aspect of their
assignment.
(30-40 points)
Proficient
Student/s described
all content detailed
in the assignment.
(20-29 points)
Needs Improvement
Student/s described
some/most of the
requirements
described in the
assignment.
(10-19 points)
Ineffective
Student/s described
only one or none of
the requirements
described in the
assignment.
(0-9 points)
Student/s’
assignment shows
they mastered the
content in the
standard and used
some appropriate
examples, evidence,
or statistics that
explains most of
their assignment.
Could have added
in extra information
to support their
assignment.
(20-29 points)
Student/s’
assignment shows
they mastered some
of the content in the
standard but used
few appropriate
examples, evidence,
or statistics that
explain parts of
their assignment.
Some information
used was incorrect
or unsupportive to
their assignment.
(10-19 points)
Student/s met all
requirements
described in the
assignment and
added extra details
above what was
required.
(15-20 points)
Student/s met all
requirements
described in the
assignment.
(10-14 points)
Student/s met
some/most of the
requirements
described in the
assignment.
(5-9 points)
Student/s’
assignment shows
they mastered little
or no content of the
standard and used
few or no
appropriate
examples, evidence,
or statistics to
explain their
assignment.
Information used
was mostly
incorrect or
unsupportive to
their assignment.
(0-9 points)
Student/s met only
one or none of the
requirements
described in the
assignment.
(0-4 points)
Verbal –
Linguistic/Intrapersonal:
Define each term in the standard
and explain how it contributes to
the measurement of economic
activity (either good or bad
economic activity).
Terms: income, employment, price,
output-expenditure model, Gross
Domestic Product (GDP),
economic growth, unemployment,
Consumer Price Index (CPI),
inflation, stagflation, aggregate
supply, aggregate demand,
structural unemployment, cyclical
unemployment, frictional
unemployment, peak, contraction,
trough, recovery, expansion,
recession, depression, national
debt, government deficits.
You may include specific examples
of terms to help make their
explanation of their contribution to
the measurement of economic
growth more evident. You will
present your findings to the class.
Mathematical –
Logical/Intrapersonal:
Work by yourself or with a partner
to do research to find statistics
showing how the following topics
are represented in our current
economic status:
 Gross Domestic Product
(GDP)
 Unemployment
 Structural Unemployment
 Frictional Unemployment
 Cyclical Unemployment
 Consumer Price Index
(CPI)
 Inflation
 National Debt
 Government Deficits
After finding the statistics of each
topic, explain how they contribute
to our overall economic
measurement (either good or bad).
Finally create a posterboard that
shows how each statistic has led to
the overall state of our economy
currently. You may use specific
examples to prove your opinion.
You will present the statistics you
found to the class and explain how
they interconnect.
Musical:
You may work by yourself or with
a partner to create a rap/song about
the different topics described in the
standard. You must address the
following aspects of the standard
(but may include other topics we
have discussed previously):
 how the output—
expenditure model shows
economic growth through
GDP
 three types of
unemployment (structural,
frictional, cyclical)
 four types of inflation
(inflation, stagflation,
deflation, hyperinflation)
 business cycle stages
 difference between national
debt and government
deficits
Lyrics must be original but may
use recorded music. You will
record your song (either voice
recording or music video) and play
it for the class. Song must be at
least 2 minutes in length.
Visual Spatial:
Work by yourself or with a partner
to create a poster that shows each
of the following:
 How the output-expenditure
model calculates GDP and
how it has changed for the
past ten years showing
overall economic growth.
 How inflation is calculated
and research showing each
one of the four types of
inflation (inflation,
stagflation, deflation,
hyperinflation) represented
by a current country’s
economy in the world or
how we have represented it
in our own country’s
history.
Bodily
Kinesthetic/Interpersonal:
Create a game for the class to learn
the ideas of the standard. It needs
to allow students the chance to
move around the classroom and get
involved. You need to cover each
part of the standard as it is written
in part a, b, c, d, e, and f. Make
sure the game allows you to see if
the student understands the topic
covered. You may work in a group
of no more than three members.
Verbal-Linguistic/Intrapersonal:
Write a two-page letter to our
district’s Congressman, Lynn
Westmoreland and inform him of
what you have learned about the
state of the economy based on
information about Gross Domestic
Product (GDP), Consumer Price
Index (CPI), inflation,
unemployment, national debt, and
government deficits. Explain your
opinion of the state of our economy
and what you think Congressman
Westmoreland should be
promoting in our government to
improve the state of our economy.
You must support your opinion
with specific evidence, statistics, or
examples.

How unemployment is
calculated, statistics
showing the last ten years
of unemployment, and how
each type of unemployment
(structural, frictional,
cyclical) has been
represented in our
unemployment percentages
for the past ten years.
 A chart showing the
business cycle with specific
examples of how the United
States economy has been
represented in each level of
the cycle.
 The current United States
national debt and the
current United States
government deficits.
Compare our levels with
two other countries’
national debt and
government deficits.
You will present your poster to the
class and explain your findings in
your research.
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