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LAWRENCE HIGH SCHOOL <ECONOMICS> CURRICULUM MAP Semester 1 2015-2016 Semester 1 Intro to Economics Scarcity, Resources & Tradeoffs Economic Systems Production Possibiliites Frontiers Property Rights ECON Semester 2 Semester 2 Gains from Trade Supply and Demand & Elasticity Markets Equilibrium Market Structures & Market Failures Economic Institutions and Organizations 1 The course map could include more than one Unit per quarter if so desired. LAWRENCE HIGH SCHOOL <ECONOMICS> CURRICULUM MAP Semester 1 Learning Goals: Essential Questions How can you think like an economist? Why can’t you always get what you want? Who or what decides what you get? Standards MA Curriculum Frameworks Common Core ELA Standards/Reading Informational Texts Common Core ELA Standards/Reading Literature Common Core Writing Standards 2015-2016 E.1.1 Define each of the productive resources (natural, human, capital) and explain why they are necessary E.1.2 Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs E.1.3 Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment E.1.4 Describe how people respond predictably to positive and negative incentives E.1.6 Recognize the voluntary exchange that occurs when all participating parties expect to gain E.1.7 Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? And for whom to produce? E.1.8 Describe how clearly defined and enforced property rights are essential to a market economy E.1.9 Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2 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. RI.9-10.3 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. RI.9-10.4 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). RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail 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. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). WHST.9-10.1 Write arguments focused on discipline-specific content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 2 The course map could include more than one Unit per quarter if so desired. LAWRENCE HIGH SCHOOL <ECONOMICS> CURRICULUM MAP 2015-2016 Tier II Vocabulary Describe, Show, Infer/Inference, Purpose, Point of View, Analyze , Compare and Contrast, Symbolize, Effect, Represent , Excerpt, Predict, Sequence, Bias, Conflict , Evidence, Claim/Counter Claim, Reasoning, Persuasion, Paraphrase, Summarize, Chronology and Sequence of Events, Theme/Thematic , Argue, Defend, Explain, Image, Refer, Relevant and Specific, Purpose, Main Idea Tier III Vocabulary Economic Enigmas, Microeconomics, Macroeconomics, Scarcity-Forces Trade Off Principle, No-Free Lunch Principle, Costs, Benefits, CostVersus-Benefits Principle, Margin, Thinking-at-the-Margin Principle, Marginal Cost, Marginal Benefit, Incentive, Incentives-Matter Principle, Market, Invisible Hand, Law of Unintended Consequences, Shortage, Inputs, Outputs, Production Equation, Entrepreneurs, Land, Perpetual Resources, Renewable Resources, Nonrenewable Resources, Human Capitol, Correlation, Financial Capital, Physical Capital, Capital Goods, Utility, Opportunity Cost, Marginal Utility, Negative Utility, Law of Diminishing Marginal Utility, Economic Freedom, Full Employment, Economic Growth, Economic Security, Economic Stability, Command Economy, Market Economy, Free Market Economy, Circular Flow Model, Household, Firm, Product Market, Factor Market, Factor Payments, Industrial Revolution, Capitalism, Socialism, Communism, Economic Planning, Production Possibilities Curve, Economic Efficiency Assessments 21st Century Learning Expectations Academic: A1, A2, A3, A4, A5, A6 Social: S1, S2, S3, S4, S5 Texts/Resources Econ Alive! The Power to Choose Textbook 3 The course map could include more than one Unit per quarter if so desired. LAWRENCE HIGH SCHOOL <ECONOMICS> CURRICULUM MAP Semester 2 Learning Goals: Essential Questions How does trade make people better off? What are demand and supply, and what factors influence them? What happens when markets do not work perfectly? Standards MA Curriculum Frameworks Common Core ELA Standards/Reading Informational Texts Common Core ELA Standards/Reading Literature Common Core Writing Standards 2015-2016 RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2 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. RI.9-10.3 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. RI.9-10.4 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). RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail 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. RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). WHST.9-10.1 Write arguments focused on discipline-specific content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Tier II Vocabulary Describe, Show, Infer/Inference, Purpose, Point of View, Analyze , Compare and Contrast, Symbolize, Effect, Represent , Excerpt, Predict, Sequence, Bias, Conflict , Evidence, Claim/Counter Claim, Reasoning, Persuasion, Paraphrase, Summarize, Chronology and Sequence of Events, Theme/Thematic , Argue, Defend, Explain, Image, Refer, Relevant and Specific, Purpose, Main Idea Tier III Vocabulary Laissez-Faire, Contract, Profit, Profit Motive, Property Rights, Specialization, Division of Labor, Voluntary Exchange, Barter, Money, Economic Independence, Trade Barriers, Commerce Clause, Comparative Advantage, Mass Production, Quantity Demanded, Demand, Demand Schedule, Demand Curve, Market Demand, Law of Demand, Substitute Goods, Changes in Quantity Demanded, Changes in Demand, Demand Shifters, Quantity Supplied, Supply, Supply Curve, Market Supply, Law of Supply, Revenue, Changes in Quantity Supplied, Change in Supply, Supply Shifters, Subsidy, Excise Tax, Elasticity, Elasticity of Demand, Inelastic, Unitary, Elastic Demand, Total Revenue Test, Revenue 4 The course map could include more than one Unit per quarter if so desired. LAWRENCE HIGH SCHOOL <ECONOMICS> CURRICULUM MAP 2015-2016 Table, Total Revenue, Supply Chain, Market Structure, Perfect Competition, Commodity, Start Up Costs, Transaction Costs, Imperfect Competition, Monopoly, Price Setters, Antitrust Laws, Public Franchise, License, Natural Monopoly, Economics of Scale, Oligopoly, Concentration Ratio, Price War, Collusion, Cartel, Brand, Brand Loyalty, Product Differentiation, Non-price Competition, Market Share, Market Failures, Externality, Negative Externality, Positive Externality, Technology Spillover, Public Goods, Excludable, Non-excludable, Rival in Consumption, Non-rival in Consumption, Free-Rider Problem Assessments 21st Century Learning Expectations Academic: A1, A2, A3, A4, A5, A6 Social: S1, S2, S3, S4, S5 Texts/Resources Econ Alive! The Power to Choose Textbook 5 The course map could include more than one Unit per quarter if so desired.
