Download United States Studies Unit 4

United States Studies
Exploring Economics
SS0404
Fourth Grade Social Studies: United States Studies
Unit 4: Exploring Economics
Big Picture Graphic
Overarching Question:
How are geographers, economists, and political scientists similar and different in how they
study places and people?
Previous Unit:
This Unit:
Human Geography in
the United States
Next Unit:
Exploring Economics
Questions To Focus Assessment and Instruction:
1. What questions do economists ask and how do their
answers describe the United States?
2. How do the characteristics of a market economy influence
economic decision making?
3. How does competition affect the economy in the United
States?
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Our Federal Government
Types of Thinking
Cause and Effect
Classification
Description
Using nonlinguistic
representations
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United States Studies
Exploring Economics
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Graphic Organizer
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United States Studies
Exploring Economics
SS0404
Unit Abstract:
In this unit students deepen their understanding of economic principles and examine how an
economic system works using the United States as an example. They begin the unit by engaging
in a scarcity simulation designed to review economic concepts from previous grades. Students
then explore the characteristics of market economies and the types of questions economists ask.
Using a circular flow model, students examine how households and businesses interact in a
market economy. They expand their understanding of economic decision making by applying the
concepts of price, competition, and incentives. Using the automobile industry as a context,
students consider how businesses become interdependent through the use of specialization and
division of labor. They then explore how these factors influence productivity. In addition, the role of
government in the economy is introduced as students distinguish between taxing and spending,
and consider how the purposes of government influence decisions to tax and spend. Finally,
students investigate the role of global competition on the economy and employment in the United
States. In doing so, they apply economic concepts in assessing the impact of global competition on
the national economy and identify public issues relating to global competition.
Focus Questions
1. What questions do economists ask and how do their answers describe the United States?
2. How do the characteristics of a market economy influence economic decision making?
3. How does competition affect the economy in the United States?
Content Expectations
4 - E1.0.1: Identify questions economists ask in examining the United States (e.g., What is
produced? How is it produced? How much is produced? Who gets what is produced?
What role does the government play in the economy?).
4 - E1.0.2: Describe some characteristics of a market economy (e.g., private property rights,
voluntary exchange, competition, consumer sovereignty, incentives, specialization).
4 - E1.0.3: Describe how positive (e.g., responding to a sale, saving money, earning money) and
negative (e.g., library fines, overdue video rental fees) incentives influence behavior
in a market economy.
4 - E1.0.4: Explain how price affects decisions about purchasing goods and services (substitute
goods).
4 - E1.0.5: Explain how specialization and division of labor increase productivity (e.g., assembly
line).
4 - E1.0.6: Explain how competition among buyers results in higher prices and competition
among sellers results in lower prices (e.g., supply, demand).
4 - E1.0.7: Demonstrate the circular flow model by engaging in a market simulation, which
includes households and businesses and depicts the interactions among them.
4 - E1.0.8: Explain why public goods (e.g., libraries, roads, parks) are not privately owned.
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United States Studies
Exploring Economics
4 - E2.0.1:
4 - E3.0.1:
4 - C3.0.7:
4 - H3.0.5:
SS0404
Explain how changes in the United States economy impacts levels of employment
and unemployment (e.g., changing demand for natural resources, changes in
technology, changes in competition).
Describe how global competition affects the national economy (e.g., outsourcing of
jobs, increased supply of goods, opening new markets, quality controls).
Explain how the federal government uses taxing and spending to serve the purposes
of government.
Use visual data and informational text or primary accounts to compare a major
Michigan economic activity today with that same or a related activity in the past.
Integrated GLCEs
R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to
create a deeper understanding by categorizing and classifying, comparing and
contrasting, or drawing parallels across time and culture. (English Language Arts)
R.IT.04.01: Identify and describe the structure, elements, features, and purpose of a variety of
informational genre including autobiography/biography, personal essay, almanac,
and newspaper. (English Language Arts)
R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety of narrative
genre including poetry, myths, legends, fantasy, and adventure. (English Language
Arts).
W.GN.04.01: Write a cohesive narrative piece such as a myth, legend, fantasy, or adventure
creating relationships among setting, characters, theme, and plot. (English Language
Arts).
D.RE.04.03: Solve problems using data presented in tables and bar graphs, e.g., compare data
represented in two bar graphs and read bar graphs showing two data sets.
(Mathematics).
Key Concepts
circular flow
competition
division of labor
economic decision making
economics
employment/ unemployment
incentives
market economy
price
productivity
public goods and services
role of government
specialization
supply/demand
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United States Studies
Exploring Economics
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Duration
6 weeks
Lesson Sequence
Lesson 1: What is Economics?
Lesson 2: Characteristics of a Market Economy
Lesson 3: Circular Flow
Lesson 4: Economic Decision Making: The Role of Price and Competition
Lesson 5: The Role of Incentives
Lesson 6: Specialization and Division of Labor
Lesson 7: How Global Competition Affects the U.S. Economy
Lesson 8: Effects of Changes in the U.S. Economy
Lesson 9: The Role of Government in the U.S. Economy
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Butcher or oversized construction paper
Markers or colored pencils
Overhead Projector or Document Camera and Projector
Student Resource
Adams, Barbara Johnston. The Go-Around Dollar. NY: Four Winds Press, 1992.
Agee, Jon. Nothing. New York: Hyperion Books, 2007.
Assembly Line. Discovery Education. 2007. Discovery Education. 23 April 2009
<http://streaming.discoveryeducation.com/>.
Michigan Citizenship Collaborative Curriculum
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Country Import and Export Trade Data. U.S. Census Bureau. 24 April 2009
<http://www.census.gov/foreign-trade/statistics/country/index.html>.
Crayon Assembly Line. 23 April 2009 <http://videos.howstuffworks.com/discovery/4269-assemblyline-crayola-crayons-video.htm>.
Disalvo-Ryan. Grandpa’s Corner Store. New York: Harper Collins Publishers, 2000.
Economics Songs. 22 April 2009 <http://kidseconposters.com/econsongs.html>
Hall, Donald. The Ox Cart Man. New York: Viking Junior Books, 1979.
History in Motion: Assembling the First Model T video clip. 23 April 2009
<http://www.eyewitnesstohistory.com/himfordassembly.htm>.
How A Car is Built DVD. Big Kids Productions, 2005.
I Love Lucy Chocolate Assembly Line video clip. 23 April 2009
<http://video.yahoo.com/watch/1929279/4634550>.
Index of U.S. Government Department and Agencies. 24 April 2009
<http://www.usa.gov/Agencies/Federal/All_Agencies/index.shtml>.
L’Hommedieu, Arthur. From Plant to Blue Jeans. New York: Children’s Press, 1997.
“The Model-T.” The Mitten. February 2004. 23 April 2009
<http://www.michiganhistorymagaz2ine.com/kids/pdfs/mittenfeb04.pdf>.
The Official Kids Portal for the U.S. Government. 24 April 2009 <http://www.kids.gov/>.
Photographs of Rhyolite. 24 April 2009 <http://www.rhyolitesite.com/sitemap.html>.
Siebert, Diane. Rhyolite. New York, Clarion Books, 2003.
Virtual Tour of Rhyolite, Nevada. 24 April 2009 <http://www.rhyolitesite.com/tour.html>.
Teacher Resource
1950s Kellogg’s Ad. Growing Up in Maine. 23 April 2009
<http://mainestories.blogspot.com/2008/03/kids-battle-for-cereal-box-prize.html>.
Brzaklik, Krystyna. “What, How and For Whom to Produce?” Economics International. 19 May
2008 <http://www.ncee.net/ei/lessons/lesson4/>.
Characteristics of a Market Economy. 22 April 2009
<http://ecedweb.unomaha.edu/lessons/fecg2.htm>.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Economic Education Web. 19 May 2008 <http://ecedweb.unomaha.edu/K-12/home.cfm>.
Economics Books. 19 May 2008 <www.kidseconbooks.com>.
Economics in Action: Circular Flow. Producing Ohio: Creating Our Economy. 19 May 2008
<http://www.producingohio.org/action/circular/index.html>.
Economics Lessons. 19 May 2008 <www.econedlink.org>.
Economics Posters. 19 May 2008 <www.kidseconposters.com>.
Employment and Unemployment. United States Department of Labor. Bureau of Labor Statistics.
19 May 2008 <http://www.bls.gov/data/home.htm>.
First Ford Assembly Line 1913 Photograph. 23 April 2009 <http://www.aeragon.com/02/0204.html>.
Ford Assembly Line. 23 April 2009 <http://image.motortrend.com/f/auto-news/ford-offers-hourlyemployees-another-round-of-buyouts/10269871+cr1+re0+ar1/ford-assembly-line.jpg>.
Ford Assembly Line Photograph. 23 April 2009
<http://www.johndclare.net/images/Ford%20Assembly%20line.JPG>.
Ford Assembly Line Photograph. 23 April 2009
<http://www.solpass.org/7ss/Images/ford%20assembly%20line.jpg>.
Foundations for Teaching Economics. Lesson Plans and Curriculum Materials. 19 May 2008
<http://www.fte.org/teachers>.
Gas Wars Erupt in Houston. KHOU.com. 13 August 2008. 23 April 2009
<http://www.khou.com/topstories/stories/khou080812_tj_gas_war_Houston.3e519226.htm
l>.
Henry Ford Changes the World. Eyewitness to History Website. 23 April 2009
<http://www.eyewitnesstohistory.com/ford.htm>.
Information about Unemployment and Employment. U.S. Bureau of Labor Statistics. 24 April 2009
<http://www.bls.gov/cps/cps_htgm.htm>.
Job Data. U.S. Bureau of Labor Statistics. 24 April 2009 <http://data.bls.gov/>.
Michigan Council on Economic Education. 19 May 2008 <www.mceeonline.org>.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Exploring Economics
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Michigan Trade Data. U.S. Census Bureau. 24 April 2009 <http://www.census.gov/foreigntrade/statistics/state/data/index.html>.
Michigan Unemployment Statistics. U.S. Bureau of Labor Statistics. 24 April 2009
<http://data.bls.gov/PDQ/servlet/SurveyOutputServlet?data_tool=latest_numbers&series_i
d=LASST26000003>.
Moneyville: Online Activities. 19 May 2008
<http://www.omsi.edu/visit/featured/moneyville/activities.cfm>.
National Council on Economic Education. 19 May 2008 <www.ncee.net>.
Nintendo Vs. Sony. ABC News.com. 20 Nov. 2007. 23 April 2009
<http://abcnews.go.com/Technology/GadgetGuide/Story?id=3887235&page=1>.
Online Lessons for each National Standard. 19 May 2008 <http://www.ncee.net/ea/standards/>.
Outsourcing Cartoon. WorldPress.com. 24 April 2009
<http://michaelaltendorf.wordpress.com/2008/04/04/outsourcing-to-india/>.
Outsourcing Figures and Feelings. Seattle Post-Intelligencer. 24 April 2009
<http://www.seattlepi.com/business/164018_outsource10.asp>.
Peanuts, Pecans, and Peas, Please.” EconEdLink. Online Lesson. 22 April 2009
<http://www.econedlink.org/lessons/index.cfm?page=teacher&lesson=EM363>.
Radio Ad. Digital Collection, Duke University Library. 23 April 2009
<http://library.duke.edu/digitalcollections/adaccess.R0384/pg.1/>.
Soap Ad. Digital Collection, Duke University Library. 23 April 2009
<http://library.duke.edu/digitalcollections/adaccess.BH1150/pg.1/>.
Teaching Economics as If People Mattered. 19 May 2008 <http://www.teachingeconomics.org/>.
Tomorrow’s Jobs. U.S. Bureau of Labor Statistics. 24 April 2009
<http://www.bls.gov/oco/oco2003.htm>.
U.S. Export Map. Trade Stats Express. 24 April 2009
<http://tse.export.gov/MapFrameset.aspx?MapPage=NTDMapDisplay.aspx&UniqueURL=
drnbd02nvradbk55bqazxs45-2009-4-6-20-0-23>.
U.S. Imports Map. Trade Stats Express. 24 April 2009
<http://tse.export.gov/MapFrameset.aspx?MapPage=NTDMapDisplay.aspx&UniqueURL=
drnbd02nvradbk55bqazxs45-2009-4-6-20-7-13>.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Exploring Economics
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U.S./China Trade Data. U.S. Census Bureau. 24 April 2009 <http://www.census.gov/foreigntrade/statistics/country/index.html>.
Unemployment Map for January, 2009. U.S. Bureau of Labor Statistics. 24 April 2009
<http://www.creativeclass.com/creative_class/_wordpress/wpcontent/uploads/2009/03/unemployment-map.gif>.
Walstad, William B. Teacher Background Reading on Public vs. Private Goods. EconEdLink.com
24 April 2009
<http://www.econedlink.org/lessons/docs_lessons/462_Teacher_background1.pdf>.
What Economics is About: Understanding the Basics of Our Economic System. National Council
for Economic Education, 2006. 22 April 2009. Available for purchase at:
<http://store.councilforeconed.org/what-econ-is-about.html>.
Who is Working? EconEdLink. Online Lesson. National Council on Economic Education. 19 May
2008 <http://www.econedlink.org/lessons/index.cfm?lesson=EM474&page=teacher>.
Resources for Further Professional Knowledge
Voluntary National Content Standards in Economics. 19 May 2008
<http://www.fte.org/teachers/standards/>.
Michigan Citizenship Collaborative Curriculum
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Exploring Economics
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Instructional Organization
Lesson 1: What is Economics?
Content Expectation:
4 - E1.0.1: Identify questions economists ask in examining the United States (e.g., What is
produced? How is it produced? How much is produced? Who gets what is produced?
What role does the government play in the economy?).
Key Concept: economics
Abstract: This lesson begins with a short simulation of scarcity and an activity in which students
analyze simple economic problems. Both are designed to review previously learned concepts
including scarcity, choice, and opportunity cost. Students are then introduced to a flow chart which
summarizes significant concepts relating to economics. The questions economists ask are
reviewed by having students apply the questions to the flow chart. This lesson serves as the
foundation for the rest of the unit.
Lesson 2: Characteristics of a Market Economy
Content Expectations:
4 - E1.0.2: Describe some characteristics of a market economy (e.g., private property rights,
voluntary exchange, competition, consumer sovereignty, incentives, specialization).
Integrated GLCEs
R.CM.04.03: Explain relationships among themes, ideas, and characters within and across texts to
create a deeper understanding by categorizing and classifying, comparing and
contrasting, or drawing parallels across time and culture. (English Language Arts)
R.IT.04.01: Identify and describe the structure, elements, features, and purpose of a variety of
informational genre including autobiography/biography, personal essay, almanac,
and newspaper. (English Language Arts)
R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety of narrative
genre including poetry, myths, legends, fantasy, and adventure. (English Language
Arts).
Key Concept: market economy
Abstract: In this lesson students first explore the characteristics of a market economy with
narrative text. They then read informational text and work with a partner to complete a graphic
organizer about the reading. After students share their graphic organizers in small groups, the
teacher leads a discussion comparing narrative to informational text and discussing the attributes
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Exploring Economics
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of each. The lesson concludes with students using oversized paper to illustrate each characteristic
of a market economy addressed in the lesson.
Lesson 3: Circular Flow
Content Expectations
4 - E1.0.7: Demonstrate the circular flow model by engaging in a market simulation, which
includes households and businesses and depicts the interactions among them.
Integrated GLCEs
W.GN.04.01: Write a cohesive narrative piece such as a myth, legend, fantasy, or adventure
creating relationships among setting, characters, theme, and plot. (English Language
Arts).
Key Concept: circular flow
Abstract: In this lesson students are introduced to the concept of circular flow through literature
such as “The Go-Around Dollar.” Then, using a small group market simulation, students are
introduced to the circular flow model. As an assessment, students create a diagram illustrating the
circular flow model.
Lesson 4: Economic Decision Making: The Role of Price and Competition
Content Expectations:
4 - E1.0.4: Explain how price affects decisions about purchasing goods and services (substitute
goods).
4 - E1.0.6: Explain how competition among buyers results in higher prices and competition
among sellers results in lower prices (e.g., supply, demand).
Key Concepts: competition, economic decision making, price, supply/demand
Abstract: After reviewing the role of scarcity, choice, and opportunity cost in economic decision
making, students explore the interaction of price, competition, and substitute goods. Through
examples, students learn that when prices decrease, demand for that good or service increases.
They also examine how an increase in price lessens the demand for a good or service and can
result in consumer’s choosing substitute goods or services. Emphasis is placed on specific
examples of consumer goods such as gas, computers, and video game equipment. In addition,
students investigate an example of competition in their local community and how it influences
price.
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United States Studies
Exploring Economics
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Lesson 5: The Role of Incentives
Content Expectation:
4 - E1.0.3: Describe how positive (e.g., responding to a sale, saving money, earning money) and
negative (e.g., library fines, overdue video rental fees) incentives influence behavior
in a market economy.
Key Concept: incentives
Abstract: Students build on their knowledge of the factors that influence economic decision
making by deepening their understanding of incentives. Using ads and written scenarios, students
identify positive and negative incentives and explain how they influence behavior. They then work
in small groups and use local and regional newspapers, observations in the local community, and
other resources to identify instances of positive and negative incentives. The groups report the
results of their investigation to the class in the form of a newscast report.
Lesson 6: Specialization and Division of Labor
Content Expectations:
4 - E1.0.5: Explain how specialization and division of labor increase productivity (e.g., assembly
line).
4 - H3.0.5: Use visual data and informational text or primary accounts to compare a major
Michigan economic activity today with that same or a related activity in the past.
Key Concepts: division of labor, productivity, specialization
Abstract: This lesson begins with a review of the development of the automobile industry in
Michigan with an emphasis on the impact of the assembly line. Using the automobile industry as a
case study, students explore how the assembly line reflects the principles of specialization and
division of labor and how these principles can increase productivity. Students then engage in a
simulation in which they build a product individually (e.g., play dough animals, necklaces, paper
airplanes) and then again using an assembly line. As a class, they discuss the differences in
productivity as they debrief the activity.
Lesson 7: How Global Competition Affects the U.S. Economy
Content Expectations:
4 - E3.0.1: Describe how global competition affects the national economy (e.g., outsourcing of
jobs, increased supply of goods, opening new markets, quality controls).
Key Concepts: competition, employment/unemployment
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United States Studies
Exploring Economics
SS0404
Abstract: This lesson begins with a look at interdependence, global trade, and the role of the U.S.
in the global economy. Students explore the effects of global competition on the national economy
by first looking at Michigan examples. They examine the effects of global competition on the labor
force (outsourcing of jobs), quality of goods, and prices.
Lesson 8: Effects of Changes in the U.S. Economy
Content Expectations
4 - E2.0.1: Explain how changes in the United States economy impacts levels of employment
and unemployment (e.g., changing demand for natural resources, changes in
technology, changes in competition).
4 - E3.0.1: Describe how global competition affects the national economy (e.g., outsourcing of
jobs, increased supply of goods, opening new markets, quality controls).
Integrated GLCEs
R.CM.04.03: Explain relationships among themes, ideas, and characters within and across
texts to create a deeper understanding by categorizing and classifying, comparing
and contrasting, or drawing parallels across time and culture. (English Language
Arts).
R.NT.04.02: Identify and describe the structure, elements, and purpose of a variety
of narrative genre including poetry, myths, legends, fantasy, and adventure. (English
Language Arts).
D.RE.04.03: Solve problems using data presented in tables and bar graphs, e.g., compare data
represented in two bar graphs and read bar graphs showing two data sets.
(Mathematics)
Key Concepts: competition, employment/unemployment
Abstract: In this lesson students examine how changes in the United States economy can affect
employment in the United States. In doing so, students explore the economic consequences of
changes in technology, changing demands for natural resources, and changes in competition.
Students begin the lesson exploring a historical example of a boom town in Nevada. They then
examine examples of changing levels of employment in Michigan. As they broaden their
perspective to the national level, students read informational text to understand concepts relating
to employment. They use a variety of scenarios to distinguish among people that are employed,
unemployed, or not in the labor force. They then examine how the global competition for
employment has affected levels of employment and types of jobs available in the United States.
Finally, they briefly explore the issue of outsourcing.
Lesson 9: The Role of Government in the U.S. Economy
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United States Studies
Exploring Economics
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Content Expectations
4 - E1.0.8: Explain why public goods (e.g., libraries, roads, parks) are not privately owned.
4 - C3.0.7:
Explain how the federal government uses taxing and spending to serve the purposes
of government.
Key Concepts: public goods and services, role of government
Abstract: This lesson begins with a review of public and private goods using Michigan examples.
Students then work in small groups to identify several examples of public goods and services
provided by the federal government such as interstate highways, armed forces, national parks,
federal aid to the elderly, and federal law enforcement. They consider what would happen if
individuals were responsible for funding these goods and services. After reviewing the purposes of
government students learned in previous grade levels, they complete a graphic organizer that ties
public goods and services to the purposes of government. As a class, students discuss the ways
that the federal government participates in the economy through pubic goods and services
identified previously in the lesson. They use these examples to explore how taxing and spending
by the federal government affects the economy. This lesson demonstrates the interconnectedness
of civics and economics.
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