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Livingston County Curriculum Document
SUBJECT:
Social Studies
Grade: 8
Big Idea:
Economics
Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions
affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives
and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and
interdependence among people, societies, and governments.
Academic Expectations:
2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.
Duration
(amount of
time)
August
Core Content
4.1 (DOK)
SS-08-3.1.1
Students will
explain and give
examples of how
scarcity required
individuals, groups
and the
government in the
United States prior
to Reconstruction
Program of Studies (POS)
Skills and Concepts
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of
limited resources and scarcity in
the United States prior to
Reconstruction, using information
from a variety of print and nonprint sources (e.g., news media,
news magazines, textbook,
Internet):
Essential Questions
How did scarcity
affect the United
States prior to
Reconstruction?
Critical Vocabulary
Introduced
(I)
Reinforced
( R)
Mastered
(M)
Productive
I,R,M
resources,
natural
resources, human
resources, capital
goods, scarcity,
inflation, slavery,
government
bonds
Assessments
(Include dates
for GRADE,
GMADE and
Thinklink
testing
Tests/quizzes,
mercantilism
activity,
slavery issues
tied to
economy
activity, unit
test
Resources
(Include
field trips
and books
required to
be read)
Text,
primary
sources
book
to make decisions
about how
productive
resources (natural
resources, human
resources, capital
goods) were used.
DOK 2
AugustMay
AugustMay
SS-08-3.1.2
Students will
identify how
financial decisions
(considering
finance and
opportunity cost) by
individuals and
groups impacted
historical events in
U.S. History prior
to Reconstruction.
SS-08-3.2.1
Students will
describe the
economic system
that developed in
the United States
prior to
Reconstruction.
DOK 2
a) explain how scarcity
required individuals,
groups and governments
to make decisions about
use of productive
resources (e.g., natural
resources, human
resources and capital
goods)
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of
limited resources and scarcity in
the United States prior to
Reconstruction, using information
from a variety of print and nonprint sources (e.g., news media,
news magazines, textbook,
Internet):
b) describe how goods and
services were exchanged
and how supply and
demand and competition
determined prices
c) analyze cause-effect
relationships among
financial decisions by
individuals and groups
and historical events
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of
limited resources and scarcity in
the United States prior to
Reconstruction, using information
from a variety of print and nonprint sources (e.g., news media,
news magazines, textbook,
Internet):
d) describe how goods and
services were exchanged
Economic
system, free
enterprise
system, profit,
goods, services,
economic risks,
national bank,
opportunity cost.
Industrialism,
tariffs
How did the
Free enterprise,
economic system
goods, services
develop in
different historical
periods?
R
ORQ
Text,
KCCT
Coach
I,R,M
Kentucky
Learn Links
text
AugustMay
AugustMay
SS-08-3.2.2
Students will
explain how profit
motivated
individuals and
groups to take risks
in producing goods
and services in the
early United States
prior to
Reconstruction and
influenced the
growth of a free
enterprise system.
SS-08-3.2.2
Students will
explain how profit
motivated
individuals and
groups to take risks
in producing goods
and services in the
early United States
prior to
Reconstruction and
influenced the
growth of a free
and how supply and
demand and competition
determined prices
e) analyze cause-effect
relationships among
financial decisions by
individuals and groups
and historical events
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of
limited resources and scarcity in
the United States prior to
Reconstruction, using information
from a variety of print and nonprint sources (e.g., news media,
news magazines, textbook,
Internet):
f)
describe how goods and
services were exchanged
and how supply and
demand and competition
determined prices
g) analyze cause-effect
relationships among
financial decisions by
individuals and groups
and historical events
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of
limited resources and scarcity in
the United States prior to
Reconstruction, using information
from a variety of print and nonprint sources (e.g., news media,
news magazines, textbook,
Internet):
h) describe how goods and
services were exchanged
and how supply and
How does profit
motivate
individuals and
groups to take
risks in producing
goods and
services?
Free enterprise,
goods, services
R
United
streaming,
quiz
internet
Capital, joint
stock company,
trade
R
Tests and
quizzes
Primary
sources,
text
How does profit
influence the
growth of free
enterprise?
How is money
used to express
the market value
of goods and
services?
How does money
make it easier to
trade, borrow,
invest and save?
enterprise system.
Aug-may
SS-08-3.3.3
Students will
explain how
competition among
buyers and sellers
impacted the price
of goods and
services in the
United States prior
to Reconstruction.
AugustMay
SS-08-3.4.1
Students will
explain ways in
which the basic
economic
questions about
the production,
distribution and
consumption of
goods and services
were addressed in
the United States
prior to
Reconstruction.
demand and competition
determined prices
i)
analyze cause-effect
relationships among
financial decisions by
individuals and groups
and historical events
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of
limited resources and scarcity in
the United States prior to
Reconstruction, using information
from a variety of print and nonprint sources (e.g., news media,
news magazines, textbook,
Internet):
j)
describe how goods and
services were exchanged
and how supply and
demand and competition
determined prices
k) analyze cause-effect
relationships among
financial decisions by
individuals and groups
and historical events
SS-8-E-S-2
Students will investigate the
production and distribution of
goods and services in the United
States prior to Reconstruction:
a) examine ways in which
basic economic questions
about the production,
distribution and
consumption of goods
and services were
addressed
b) explain how resources
were used to produce
How did the laws
of supply and
demand impact
the price of goods
and services in the
US throughout
history?
Law of supply
and demand,
market price,
goods and
services,
competition,
interest,
investment,
money, trade,
borrow, capital,
bartering
R
Ky Learn
Links, quiz
internet
Production,
distribution,
consumption,
triangular trade,
shipping,
railroads, factory
system, Ohio and
Mississippi
River’s role in
trade/shipping
I,R,M
Quality of
chart or
graph (in
essential
question)
Texts
DOK 2
Aug-May
AugMay
SS-08-3.4.2
Students will
describe how new
knowledge,
technology/tools
and specialization
increased
productivity in the
United States
prior to
Reconstruction.
DOK 2
SS-08-3.4.3
Students will
explain how
personal, national
and international
goods and services and
how profit motivated
individuals and groups to
take risks in producing
goods and services
c) analyze how new
knowledge,
technology/tools and
specialization influenced
productivity of goods and
services
SS-8-E-S-2
Students will investigate the
production and distribution of
goods and services in the United
States prior to Reconstruction:
d) examine ways in which
basic economic questions
about the production,
distribution and
consumption of goods
and services were
addressed
e) explain how resources
were used to produce
goods and services and
how profit motivated
individuals and groups to
take risks in producing
goods and services
f) analyze how new
knowledge,
technology/tools and
specialization influenced
productivity of goods and
services
SS-8-E-S-1
Students will demonstrate an
understanding of the nature of
limited resources and scarcity in
the United States prior to
What is the cause
and effect
relationship
between Eli
Whitney’s cotton
gin and the
institution of
slavery in the
South prior to the
Civil War?
What are some of
the benefits of
specialization and
division of labor?
What are some
examples of ways
personal, national
and economic
Specialization,
productivity,
technology,
industrialization,
interchangeable
parts, assembly
line, cotton gin,
Eli Whitney,
Robert Fulton,
Tom Thumb,
Francis Lowell,
Cyrus
McCormick,
reaper, spinning
jenny, John
Deere, cottage
industry
I,R,M
Reenactment of
an assembly
line/factory
setting;
quizzes
Text,
handout,
sound
effects,
lighting
Interdependent,
personal
finances,
economic
I,R,M
Test, quizzes
text
economic activities
were
interdependent in
the United States
prior to
Reconstruction.
DOK 2
Reconstruction, using information
from a variety of print and nonprint sources (e.g., news media,
news magazines, textbook,
Internet):
c) analyze cause-effect
relationships among
financial decisions by
individuals and groups
and historical events
SS-8-E-S-3
Students will analyze
interdependence of economic
activities among individuals and
groups in the United States prior
to Reconstruction
activities are
interdependent?
activity, Shay’s
Rebellion,
Industrial
Revolution,
national bank,
tariff, taxes