Download Economics 12 - Unit Plan & Lesson Plans

Course: Economics 12 [C block]
Date: 2/22/2022 ~ 4/1/2022 (4 weeks, 15 lessons)
Textbook(s) consulted:
- Economics Now (Second Edition; Angelo Bolotta, Carles Hawkes, Rick Mahoney, Brain Raposo), Thompson Educational Publishing
Units covered:
- Political Economics and Policy Goals (Chapter 4)
- Microeconomics: The Basics (Chapter 7)
Unit Overview
Rationale
Class Profile
TBC
Big Ideas
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Financial and economic literacy promotes the financial and economic well-being of both individuals and businesses.
Business creates opportunities to enable change.
Tools and technologies can be adapted for specific purposes.
FPPoL
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Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships,
and a sense of place).
Learning involves recognizing the consequences of one‘s actions.
Learning involves generational roles and responsibilities.
Learning recognizes the role of Indigenous knowledge.
Learning is embedded in memory, history, and story.
Learning involves patience and time.
Learning requires exploration of one‘s identity.
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.
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Curriculuar competencies
Students are expected to be able to do the following:
Applied Design
● Conduct research to understand and explain economic concepts
● Choose or create various economic scenarios, and identify potential issues, intended impact, and possible unintended
negative consequences
● Make decisions about premises and boundaries that define economic scenarios
● Generate ideas, individually and collaboratively
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Critically analyze how competing social, ethical, and sustainability factors impact the economics of global needs for
preferred futures
● Identify patterns and trends to further understand economic systems
● Identify, critique, and use a variety of sources of inspiration and information
● Choose an appropriate form, scale, and level of detail for economic scenarios
● Obtain and evaluate critical feedback from multiple sources, both initially and over time
● Apply the appropriate tools to measure economic activity and impact
● Gather feedback to critically evaluate economic scenarios and make changes to design or processes
● Identify tools, technologies, materials, processes, and time needed for the task at hand
● Share progress to increase feedback and collaboration
● Critically evaluate their ability to work effectively, both individually and collaboratively, including the ability to implement
project management processes
Applied Skills
● Communicate outcomes in multiple formats and in a clear and concise manner
● Evaluate and apply a framework for solving problems and making decisions
● Evaluate safety issues for themselves, co-workers, and users in both physical and digital environments
● Identify and critically assess the skills needed related to current or projected tasks, and develop specific plans to learn or
refine skills over time
● Demonstrate the ability to make responsible economic decisions as individuals and as members of society
Applied Technologies
● Explore existing, new, and emerging tools, technologies, and systems to further support facts and findings
● Evaluate impacts, including unintended negative consequences, of choices made about technology use
● Analyze the role and personal, interpersonal, social, and environmental impacts of technologies in societal change
● Examine and analyze how cultural beliefs, values, and ethical positions affect the economics of the development and use of
technologies on a national and global level
Content objectives
Unit: Political Economies and Policy Goals
Students will be able to:
● Describe different political economies, their economic goals, and their approach to producing and sharing wealth, respecting
individual economic freedom, and promoting the common good
● Provide examples of economic choices (both individual and collective) that Canadians must make as a result of scarce
economic resources
● Recognize the advantages of cost-benefit analysis and how it is used to weigh economic options and make sound choices
● Understand how governments set economic priorities and respond to economic challenges
● Identify Canada’s 10 principal economic goals and describe the links and trade-offs among them
● Conduct research using a variety of reliable sources (such as media, institutions, businesses, and interest groups) to address
an inquiry question, and communicate economic information, research findings, analysis, and conclusions clearly,
effectively, and accurately
Unit: Microeconomics: The Basics
Students will be able to:
● Understand the meaning of demand and supply
● Understand how the forces of demand and supply set prices
● Predict why prices for particular goods or services might change
● Read and construct your own demand and supply graphs
● Calculate price elasticities of demand and supply
Assessment
Formative Assessment
● Call and response
● Classroom discussion
● Textbook / worksheet questions
● Kahoot
● Word Cloud (Answer garden)
● Hot corners
● Supply & Demand graphing race on whiteboard
● Peer feedback forms
Summative Assessment
● Presentation: Political Economics and Policy Goals
● Unit Test & Quizzes
Resources:
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Economics 12 - Resources
Lesson Materials: Chapter 4 + 7
Unit Plans
Economics 12 - Practicum Teaching Planner
Date
Lesson 1
2/23 (Wed)
115 mins
Ch. 4: Political
Economies and Policy
Goals
Activities/Timing
[20] [Warm-up]
● [5] Attendance + “Why are you taking Economics 12?” (please be honest!)
● [5] Self-Introduction using About Me - Teacher - Sample for mini-project
● [5] Overview of TC’s portion of the course
○ Teacher’s personal objectives, classroom expectations & course objective/mission
● [3] Unit objectives
○ Explain the content that will be completed this week
● [2] Lesson objectives & Rationale
[75] [Body]
[30] Activity: Hot corners
Hook + Accessing prior knowledge
1. Students move desks toward the wall
2. Explain the activity (remind - be thourhgful, honest, and brave. Don’t just follow your friends)
3. Students read the statement + move to a corner
4. After each prompt, corner groups discuss. Students can move to a different corner after discussion if they have changed the
5. Each corner shares out their group’s thoughts. Every round, a different person must be a spokesperson.
6. Before the next prompt, students must write down which corner they went to for each prompt.
7. Repeat 3~6 for all prompts.
8. Debrief; move back to desks
[20] Lecture: What do we mean by “political economies”?
● Define terms and explain the 2x2 matrix of political economies
○ Democracy-Dictatorship government; Command-Market economy
● Walk through the history of how the political economies developed
● Discuss real life examples of the 4 ideologies
● Discuss pros and cons, successes and failures of Capitalism and Socialism
[10] Kahoot Quiz
● Link and QR code to Kahoot Quiz:
(Postpone if pressed for time)
[15] Think-pair-share: Euro-centric vs. Indigenous perspective
● Question 1: What commonalities do you notice about all the people we have seen so far? Why is it that way?
● Question 2: Is it fair to say that the people we saw today “invented” the 4 ideologies of political economy?
○ All are men from Europe
○ Discussion of dominating economic and political powers in modern history have been the Western world
● Think, write, pair, share - Think about the following questions as you watch the video: Original Indigenous Economies | Th
Indigenous Economies Project
○ What elements of political economies do you recognize?
○ In what way was the video’s description of indigenous economics different from the image that you had of pre-colo
people?
○ What does this say about you/us?
[5] [Conclusion]
[5] Exit slip: 3-2-1
● Google Forms: https://forms.gle/bHZeZ1cSKDVHqQLCA
● Tell students: I will be using this Exit-slip to adjust future lessons so that I can address any questions or confusions you mi
today. Your name will not be identified in the lessons.
[x] Until class ends, discuss what economics topics, in general, the class might be interested in learning about towards the end of th
Resources:
Lesson 2
2/24 (Thu)
[Hook]
80 mins
Ch. 4: Political
Economies and Policy
Goals
[Body]
[5] Transition discussion: Is Capitalism a perfect solution?
● Discuss how last lesson, we talked about how and why Communist states have not been very successful; but does this mean
perfect?
● Explain that today, the students will be taking a more critical view of Capitalism and investigate what its disadvantages and
[20] Videos
● Students will watch videos that either critique or support capitalism and socialism
○ Video:
○ Video:
● After each video, students will fill in a response sheet
● After hearing the arguements from both sides, students will revisit the hot corner questions from the last lesson and see wh
and more importantly, their thoughts - have changed, and if so, why.
[15] Reflection with Banksy
● Show image: Banksy, Profits over People
● Prompt: Given what we have learned about political economies, what is the artist trying to communicate to us?
[20] Presentation: Canada’s 10 economic goals
● Explain each of the 10 economic goals of Canada
● Illustrate how some are complementary vs. conflicting
[20] Activity: Complementary or conflicting?
● Students will form groups of 2-3
● In groups, the students must reason whether a pair of economic indicators are complementary, conflicting, or undetermined
● Research the status quo of Canada’s economic indicators
● Evaluate whether the figure is a source of concern
○ Historical comparison
○ Global comparison
○ Projection/forecast into the future
[20] Activity: You are Trudeau
● In groups of 2-3, students will draft an economic plan by acting as the Prime Minister of Canada. They will consider questi
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What economic goals would you prioritize? Why are those important for you?
How will you work towards those goals? What will you do?
If an election is coming up, who might you approach for support? i.e. Who might support your economic goals?
What sacrifices must you make? i.e. Who might be angered?
[Conclusion]
[5] Exit slip: 3-2-1
● Google Forms: https://forms.gle/bHZeZ1cSKDVHqQLCA
● Tell students: I will be using this Exit-slip to adjust future lessons so that I can address any questions or confusions you mi
today. Your name will not be identified in the lessons.
Lesson 3
2/25 (Fri)
80 mins
Ch. 4: Political
Economies and Policy
Goals
[10] [Hook]
Bring in the laptop cart (reservation needed)
Attendance
Show a piece of news from the morning and discuss
[60] [Body]
[20] Activity: Vote Compass
● Students take a computer from the laptop cart and take the Canadian political party survey.
○ Students do not need to share the results.
○ Student can answer “neutral” to all questions that they feel are intrusive.
● Tell students to read up about the party’s economic goals and priorities
● Discuss after all students have finished the survey:
○ What do you know about these political parties?
○ Do you have any questions about what the results mean?
○ Were you surprised by the results and political Party?
[40] Research & present: Canadian Political Parties’ Economic policies
● Students will be split into 6 groups; one group for each political party.
● In these groups, students will:
○ Pretend to be campaign supporters of the local representative for the political party.
○ The groups will put together a quick Google Slides deck that explains the party’s economic policies. They should b
endorsers of the party.
○ The presentation should explain where on the political orientation spectrum the party is and present supporting evid
○ Each group should have: leader (facilitates how to split the task), time manager, slide deck creator, and researchers
○ Each member of the the group must present
○ Bonus marks for audience members who ask questions about the presentation afterwards
○ The Google Slides deck must be uploaded onto MS Teams and presented in the next lesson via Teacher’s PC.
[5] [Conclusion]
● [5] Clean up, wipe surfaces, put desks back to original position
Skip if pressed for time
[5] Exit slip: 3-2-1
● Google Forms: https://forms.gle/bHZeZ1cSKDVHqQLCA
● Tell students: I will be using this Exit-slip to adjust future lessons so that I can address any questions or confusions you mi
today. Your name will not be identified in the lessons.
Lesson 4
2/28 (Mon)
80 mins
[Hook]
Economic news of the day
Attendance
[Body]
[60] Presentations: Canadian Political Parties’ Economic policies
● With Q&A, budget for about 10 minutes for each of the 6 groups
● Every student will fill in a peer feedback form for each group.
○ Peer feedback form:
[Conclusion]
Resources: Google Drive
Lesson 5
3/2 (Wed)
Chapter 7: Demand (p.108~111)
115 mins
Key concepts: Demand, Demand schedule, Market demand
[Hook]
[Body]
[Conclusion]
Resources: Google Drive
Lesson 6
3/3 (Thu)
Unit Test: Chapter 1~4
Chapter 4 section to be produced by Teacher
80 mins
Unit Test: Chapter 1~4 Revision
Chapter 7: Supply (p.112~113)
- Supply
- Supply schedule
[Hook]
[Body]
[Conclusion]
Resources: Google Drive
Lesson 7
3/4 (Fri)
80 mins
Chapter 7: Market Equilibrium
- The determination of price
- Change in demand
- Change in supply
- Change in quantity vs shift
[Hook]
[Body]
[Conclusion]
Resources: Google Drive
Lesson 8
3/7 (Mon)
80 mins
Chapter 7: Market Equilibrium
[Hook]
[Body]
[Conclusion]
Resources:
Lesson 9
3/9 (Wed)
Chapter 7: Market Equilibrium
115 mins
[Hook]
[Body]
[Conclusion]
Resources:
Lesson 10
3/10 (Thu)
Chapter 7: The Determination of Price in a Competitive Market
- The coffee market in North America
80 mins
[Hook]
[Body]
[Conclusion]
Resources:
Lesson 11
3/11 (Fri)
80 mins
Chapter 7: The Elasticity of Demand
[Hook]
[Body]
[Conclusion]
Resources: Google Drive
Lesson 12
3/28 (Mon)
80 mins
Chapter 7: The Elasticity of Supply
[Hook]
[Body]
[Conclusion]
Resources:
Lesson 13
3/30 (Wed)
Unit test: Chapter 7
TEST TO BE PRODUCED
115 mins
[Hook]
[Body]
[Conclusion]
Lesson 14
3/31 (Thu)
80 mins
Revision of Unit test: Chapter 7
[Hook]
[Body]
[Conclusion]
Resources:
Lesson 15
4/1 (Fri)
80 mins
- Large-scale simulation lesson
[Simulation activities]
● The Magic of Markets – Trade Creates Wealth
○ Concepts: Trade, Voluntary exchange, Costs, Benefits, Property Rights
○ MagicofMarkets
● The Bread Market! Supply and Demand simulation
○ Concepts: Emergent order
○ The Bread Market!
○ Bread-Market.pdf
○ It's a wonderful loaf
● Hot Topic Lesson: The US Airline Industry…Fight or Flight!?
○ Concepts: Opportunity Cost, Incentives, Institutions, Concentrated Benefits & Diffuse Costs, Subsidies
○ Hot-Topic-Airlines-Fight-or-Flight.pdf
● Hot Topic: Trade Wars – Economics Awakens
○ Concepts: International Trade, Trade Barriers, Balance of Trade, Public Choice Theory
○ HOTTOPICTRADEWARS-final2.pdf
Lesson Plans
Lesson Plan
Lesson 1
Lesson goals
Students will be able to:
● Greet students, self-introduce TC
● Set classroom expectation; overview of the next 4 weeks
● Understand the 4 political economic ideologies: Capitalism,
Communism, Socialism, Fascism
● Define “command economy”, “free market economy”, “democratic
government” and “dictatorship”
● Plot where the 4 ideologies sit in the 2x2 matrix of political
economies; democracy x market freedom
Lesson Stages
Learning Activities
Time
Introduction
[5] Attendance + “Why are you taking Economics 12?” (please
be honest!)
20 min
[5] Self-Introduction using Google Slides presentation
[5] Overview of TC’s portion of the course
● Teacher’s personal objectives
● Classroom expectations
● Course objective and mission (recap as Ms. Vi has
probably done this already)
[3] Unit objectives
● Explain the sub-units that will be completed this
week
[2] Lesson objectives & Rationale
● Explain the rationale of today’s lesson objectives
Activity
60 min
**Rearrange desks back to where they originally were**
Conclusion
[10] Reflective discussion + exit slip: Banksy
● Show image: Banksy, Profits over People
● Think-pair-share: Given what we have learned today,
what is the artist trying to communicate to us?
15 min
[5] Exit slip: 3-2-1
● Google Forms:
https://forms.gle/bHZeZ1cSKDVHqQLCA
[x] Until class ends, discuss what economics topics in general the
class might be interested in learning about towards the end of the
4 weeks
Assessment of
Student
Learning
Formative Assessment:
- Probing questions throughout
- Answer garden responses
Summative Evaluation:
n/a
Extensions and
differentiations
Extension: Instruct the student to look for news articles that are
relevant to any of the economic concepts, product/service,
countries, or current events that were discussed in today’s lesson.
Reinforcements: Allow students to revisit videos or slides that
were presented in today’s lesson for a refresher or deeper reading.
Check-in with students and report back later what they have
learned, either verbally or in writing.
ELL: Explicit definitions of new concepts and terminologies to be
displayed in Google Slides throughout the lesson.
Resources
Lesson Plan
Lesson 2
Lesson goals
Students will be able to:
● Define and discuss the 10 economic goals of the Canadian
government
Lesson Stages
Learning Activities
Time
Introduction
Take attendance
Explain lesson objectives
10 min
Activity
Go through the activity and lecture portion of the lesson using
today’s materials:
60 min
Setting Economic Goals: A Canadian Model
Conclusion
Clean up
Until class ends, discuss what economics topics in general the
class might be interested in learning about towards the end of the
4 weeks
Assessment of
Student
Learning
Formative Assessment:
- Probing questions throughout
- Answer garden responses
10 min
Summative Evaluation:
n/a
Extensions and
differentiations
Extension: Instruct the student to look for news articles that are
relevant to any of the economic concepts, product/service,
countries, or current events that were discussed in today’s lesson.
Reinforcements: Allow students to revisit videos or slides that
were presented in today’s lesson for a refresher or deeper reading.
Check-in with students and report back later what they have
learned, either verbally or in writing.
ELL: Explicit definitions of new concepts and terminologies to be
displayed in Google Slides throughout the lesson.
Resources
Lesson Plan
Lesson 3
Lesson goals
Students will be able to:
● Conduct a basic cost-benefit analysis
● See the connection of CBA and its application on key economic
decision making in the Canadian government
Lesson Stages
Learning Activities
Time
Introduction
Take attendance
Explain lesson objectives
10 min
Activity
Go through the activity and lecture portion of the lesson using
today’s materials:
60 min
Lesson 3: Using Cost-Benefit Analysis to Prioritize Difficult
Choices
Have a discussion about the following ideas:
● One of the most important financial decisions people
make is whether to go to college. The price tag of a
college education is rising, but so are the benefits.
● What is the relationship between level of education and
the average unemployment rate; and level of education
and median weekly income?
● University as an investment in human capital, examine
the costs and benefits, and decide whether it is a good
choice.
Lesson resources:
https://www.econedlink.org/resources/the-411-on-collegeeducation/?view=teacher
Conclusion
Clean up
Until class ends, discuss what economics topics in general the
class might be interested in learning about towards the end of the
4 weeks
10 min
Assessment of
Student
Learning
Formative Assessment:
- Probing questions throughout
- Answer garden responses
Summative Evaluation:
n/a
Extensions and
differentiations
Extension: Instruct the student to look for news articles that are
relevant to any of the economic concepts, product/service,
countries, or current events that were discussed in today’s lesson.
Reinforcements: Allow students to revisit videos or slides that
were presented in today’s lesson for a refresher or deeper reading.
Check-in with students and report back later what they have
learned, either verbally or in writing.
ELL: Explicit definitions of new concepts and terminologies to be
displayed in Google Slides throughout the lesson.
Resources
https://www.unomaha.edu/college-of-businessadministration/center-for-economic-education/teacherresources/benefit-cost-analysis.php
https://www.econedlink.org/resources/the-411-on-collegeeducation/?view=teacher
https://www.stlouisfed.org/education/continuing-feducation-videoseries/episode-2-saving-for-college