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Page 1 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ Course Title: Economics Adopted: February 17, 1999 Department: Social Science UC/CSU Requirement: Yes Pre-Requisite: None Fulfills CSF Requirement: Yes Length of Course: One Semester Fulfills H/S Graduation Credit As: Required X__ Elective ____ Semester/Credits: 5 Grade Level: 12 I. Course Description The major emphasis of this course is upon studying the basic principles of economics to help pupils understand the “demand” economic system within which they live, an to learn to analyze, objectively, the wide range of problems that confront their society. The course briefly contrasts other systems, such as “command” economics, with the United States economic system. The course also identifies the growing problem caused by unlimited demands on limited natural resources and by socioeconomic desires for a balanced ecology on the one hand and an increased standard of living on the other. Appreciation is developed for the fact that sound economic growth results only from increased productivity, and for the necessary role of investment capital as the seed for future growth in either a “command” or a ‘demand” market system. The course enables pupils to gain better understanding of how and why the United States economic system works, how they can help it to serve them better. The methodology of the professional economist and economics is studied in its historical context. The course also includes extensive reading, and written and oral composition. II. Rationale The economics semester course will increase understanding of how individuals and groups use their limited resources to satisfy their basic needs and unlimited wants. the student will develop essential decision-making skills necessary for dealing with critical issues in their local communities, California, the United States, and global society. Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 2 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 1. Skills Attainment And Social Participation The student will develop and refine his or her basic study, critical thinking, and participatory skills in each knowledge strand. 1.1 Locates/Organizes/Analyzes Information The student will locate, organize, interpret, and analyze written information, graphically organized information, information from electronic media, and cartoons. 013 1.1.1 Interprets Graphic Information The student will interpret the information presented on a graph, chart, table, or timeline. (Essential) 014 1.1.2 Graphs Information The student will construct a graph, chart, table, and/or timeline that correctly organizes given data. (Essential) USIII-012 1.1.3 Locates Information The student will use the electronic card catalog, encyclopedias, and other resources to locate information. (Essential) 019 1.1.4 Analyzes Cartoon Or Slogan The student will analyze the message or significance of a cartoon or slogan. (Expected) 179 1.1.5 Analyzes Primary Sources The student will analyze primary sources. (Expected) 1.2 Uses Critical Thinking The student will use critical thinking skills through questioning and writing activities. 026 1.2.1 Evaluates Information The student will evaluate information related to problem resolution (e.g., distinguish fact and opinion, recognize stereotypes and bias, identify supporting information, judge quantity and quality of information, recognize alternative solutions, predict probable consequences of events). (Expected) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 3 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ LA07-271 1.2.2 Expresses An Opinion The student will express his or her opinion with reasons and supporting evidence. (Essential) 1.3 Develops Participation Skills The student will develop personal and interactive skills that will assist him or her to work cooperatively with others. 032 1.3.1 Collectively Solves Problem The student will develop strategies to collectively solve a problem. (Essential) 1.4 Develops Communication Skills The student will develop written communication skills. 042 1.4.1 Writes Essay The student will write a multiple-paragraph essay using topic sentences, supporting details, and conclusions. (Expected) 1.5 Practices Oral Communication Skills The student will practice oral communication skills. LA07-199 1.5.1 Practices Effective Listening The student will practice effective listening in group and individual situations. (Essential) LA07-287 1.5.2 Engages In Discussions The student will engage in classroom discussions. (Expected) 1.5.3 Gives Oral Presentations The student will give oral presentations. (Expected) 1.6 Develops Computer Literacy The student will develop necessary computer literacy skills. Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 4 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 037 1.6.1 Uses Computers For Research The student will locate, organize, interpret, or analyze information using computers and other electronic media. (Expected) 1.6.2 Uses Computers For Presentation The student will demonstrate the use of a multimedia program for a classroom presentation. (Extended) 2. Historical Literacy The student will demonstrate an understanding of the historical development of economic thought and systems. 2.1 Understands Economic Philosophies The student will demonstrate knowledge of economic philosophies and their impact on economic history. 2.1.1 Describes Various Economies The student will describe the elements of traditional, command, and market economies. (Essential) 047 2.1.2 Examines Economic Teachings The student will examine the economic teachings of Adam Smith, Karl Marx, and John Maynard Keynes and their influence on the economic development of nations. (Expected) 090 2.1.3 Analyzes Economic Debates The student will analyze contemporary debates regarding the appropriate economic goals of society and how best to achieve them. (Expected) 3. Ethical Literacy The student will demonstrate an understanding of the ethical issues that influence economic decision making. Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 5 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 3.1 Understands Relation Of Ethics/Economy The student will demonstrate understanding of the relationships between ethics and economic systems. 3.1.1 Develops Opinions - Economic Values The student will develop and refine his or her own opinions about the appropriate values that should underlie economic systems and policies. (Expected) 4. Cultural Literacy The student will demonstrate an understanding of the influence of cultural factors on economics. 4.1 Relates Economic/Cultural Changes The student will demonstrate understanding that economic systems change to reflect changes in culture. 4.1.1 Analyzes Cultural Economic Patterns The student will analyze how the distinct cultural patterns of a country influence economic development and policies, including the relationship between the market and government and the economic roles of individuals. (Extended) 5. Geographic Literacy The student will demonstrate an understanding of the influence of geography on economics. 5.1 Understand Geographic Variables Of Economics The student will understand the relationship between geographic variables and economic systems. 5.1.1 Identifies Economic Differences Among Countries The student will identify the economic differences among countries, categorizing them according to their economic development. (Essential) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 6 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 5.1.2 Analyzes Geographic Factors Affecting Economics The student will analyze how geographic factors affect patterns of economic development, commerce, and monetary relations. (Expected) 6. Economic Literacy - Basic Concepts The student will demonstrate an understanding of basic economic concepts, including scarcity, factors of production, opportunity cost, and productivity. 6.1 Understands Basic Economic Concepts The student will demonstrate understanding of and apply the basic economic concepts of scarcity, opportunity costs, economic trade-offs, and productive resources. 001 6.1.1 Uses The Vocabulary Of Economics The student will use the basic vocabulary of economics, including the terms wants, goods, services, consumers, producers, and entrepreneurship. (Essential) 006 6.1.2 Explains Scarcity/Opportunity Costs/Trade-Offs The student will explain scarcity, opportunity costs, and trade-offs for both producers and consumers and will illustrate their relationship to decisionmaking and the problem of scarcity. (Expected) 005 6.1.3 Describes/Explains The Factors Of Production The student will describe the three factors of production—natural, human, and capital resources—and will explain how they are combined to produce goods and services. (Essential) 007 6.1.4 Defines The Concept Of Productivity The student will define the concept of productivity. (Expected) 008 6.1.5 Analyzes Changes In Productivity And Their Implications The student will analyze how productivity can be changed by use of investment, technology, and innovation. (Expected) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 7 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 7. Economic Literacy - Similarities/Differences The student will demonstrate an understanding of similarities and differences among the major political-economic systems. 7.1 Understands Different Economic Systems The student will demonstrate an understanding of the different economic systems. 089 7.1.1 Analyzes The Modified-Market Economy Of The United States The student will analyze the strengths and weaknesses of the modifiedmarket economy in the United States, including such concepts as private ownership, free enterprise, profit motive, consumer sovereignty, and competition. (Expected) 090 7.1.2 Evaluates Different Economic Systems The student will evaluate the different economic systems based on broad societal goals, including freedom, efficiency, equity, security, and growth. (Extended) 8. Economic Literacy - Microeconomics The student will demonstrate an understanding of microeconomics, including resource allocation, market forces, supply and demand, and individual behavior in the economy. 8.1 Understands Supply/Demand/Prices The student will demonstrate understanding of the concepts of supply, demand, and prices. 095 8.1.1 Uses The Vocabulary Of Microeconomics The student will use the vocabulary of microeconomics, including the terms market, market equilibrium, price, supply, and demand. (Essential) 096 8.1.2 Explains Market And Market Equilibrium Price The student will explain how a market equilibrium price is determined. (Essential) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 8 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 097 8.1.3 Analyzes The Effects Of Prices The student will analyze the effects of prices on the behavior of buyers and sellers. (Expected) 098 8.1.4 Explains Supply And Demand And Their Determinants The student will explain the causes of changes in supply and demand. (Essential) 099 8.1.5 Graphs Changes In Supply And Demand The student will graph changes in supply and demand. (Essential) 100 8.1.6 Analyzes Effect Of Supply And Demand On Market Equilibrium The student will analyze how supply and demand affect the market equilibrium price. (Essential) 102 8.1.7 Describes Effect Of Price Controls: Ceilings And Floors The student will describe, both graphically and in writing, how price ceilings and price floors affect price, supply, and demand. (Expected) 103 8.1.8 Describes Elasticity Of Supply And Demand The student will describe the concept of elasticity as it relates to price, supply, demand, and related (substitute and complementary) goods. (Expected) 8.2 Understands Competitive Markets The student will demonstrate understanding of different market structures and determine how their operation affects competition and prices. 108 8.2.1 Analyzes The Effects Of Competition The student will analyze the effects of competition on prices and quality in the marketplace. (Expected) 109 8.2.2 Defines Monopolies/Oligopolies/Monopolistic/Perfect Competition The student will define the terms monopolies, oligopolies, and monopolistic and perfect competitive markets. (Essential) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 9 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 110 8.2.3 Explains The Impact Of Markets On The Economy The student will explain how monopolies, oligopolies, and monopolistic and perfectly competitive markets impact consumers, producers, and the economy as a whole. (Expected) 111 8.2.4 Describes Market Failures/Evaluates Corrections The student will describe market failures, including externalities, monopolies, public goods, and incomplete information, and will evaluate the necessity of corrective action by the government through taxes, regulations, and subsidies. (Expected) 8.3 Understands Income Distribution/Labor Markets The student will demonstrate understanding of how income is distributed and how workers and business owners organize their activities in a market economy. 116 8.3.1 Defines Earned Income, Rent, And Interest The student will define the various types of earned income, rent, and interest. (Expected) 117 8.3.2 Explains Transfer Payments The student will explain how transfer payments differ from earned income. (Expected) 118 8.3.3 Describes Public Policies To Redistribute Income The student will describe four public policies that redistribute income. (Expected) 119 8.3.4 Analyzes Poverty The student will contrast absolute and relative poverty and analyze possible causes, consequences, and solutions. (Expected) 120 8.3.5 Analyzes Labor Market Operations The student will analyze the determinants of employment levels and wages and the impact of unionization, minimum wage, and unemployment insurance. (Expected) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 10 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 121 8.3.6 Describes Alternative Forms Of Business Organization The student will describe alternative forms of business organization—single proprietorship, partnership, and corporations—and their impacts on the economy. (Essential) 9. Economic Literacy - Macroeconomics The student will demonstrate an understanding of macroeconomics, including measures of economic performance, the role of government, and the components of fiscal and of monetary policy. 9.1 Understands Measurements Of Economic Performance The student will demonstrate understanding of measures of economic performance. 126 9.1.1 Uses The Vocabulary Of Macroeconomics The student will use the vocabulary of macroeconomics, including such terms as inflation, Consumer Price Index, Gross Domestic Product, aggregate supply and demand, unemployment, and the business cycle. (Essential) 127 9.1.2 Describes Broad Macroeconomic Goals The student will describe broad societal goals such as price stability, economic growth, "full" employment, equity, efficiency, and security. (Essential) 128 9.1.3 Examines Inflation/Deflation The student will examine the measurement of inflation through the Consumer Price Index and the effects of government policies, employment levels, and aggregate supply and demand. (Essential) 129 9.1.4 Explains Gross Domestic Product The student will explain the measurement and uses of the Gross Domestic Product. (Essential) 130 9.1.5 Describes Aggregate Supply And Demand The student will describe the components of aggregate supply and demand and their relationship to prices, employment, and the business cycle. (Expected) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 11 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 131 9.1.6 Describes Labor Force And Types Of Unemployment The student will describe the term labor force, the four types of unemployment, and the policies designed to increase employment levels. (Essential) 132 9.1.7 Analyzes The Business Cycle The student will analyze the four legs of the business cycle and the possible relationship of each of them to aggregate supply, demand, and government policies. (Essential) 9.2 Identifies/Analyzes Government Fiscal Policy The student will identify and analyze the components, determinants, and impacts of fiscal policy. 137 9.2.1 Analyzes The Effects Of Different Kinds Of Taxes The student will contrast progressive, regressive, and proportional taxes and will analyze their effects on different income groups. (Expected) 138 9.2.2 Explains The Political Nature Of Fiscal Policy The student will explain conditions in which fiscal policy is influenced by the political process. (Extended) 139 9.2.3 Describes Major Components Of The Federal Budget The student will describe the major components of the federal budget. (Expected) 140 9.2.4 Explains The Significance Of Federal Deficits The student will explain the causes of federal deficits, their financing, and their possible economic effects on interest rates and savings ("crowding out" theory). (Expected) 141 9.2.5 Contrasts Federal Deficits And National Debt The student will contrast yearly federal deficits with the accumulated public (national) debt. (Expected) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 12 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 142 9.2.6 Explains Fiscal Policy And The Business Cycle The student will explain how fiscal policy can be used to smooth out the business cycle through the use of taxing and government spending. (Expected) 10. Economic Literacy - Monetary Policy The student will demonstrate an understanding of the development of money and of the monetary and banking systems. 10.1 Identifies And Analyzes Monetary Policy The student will identify and analyze the major components and consequences of monetary policy. 148 10.1.1 Defines Monetary Policy And Its Major Goals The student will define monetary policy and its major goals for the economy. (Essential) 149 10.1.2 Identifies Monetary Policy Tools/Describes Impact The student will identify the three major monetary policy tools used by the Federal Reserve Board and describe their intended impact. (Essential) 150 10.1.3 Contrasts/Analyzes Tight And Loose Monetary Policy The student will contrast tight and loose monetary policies and analyze their probable impacts on the economy and aggregate demand. (Essential) 152 10.1.4 Explains The Role Of The Federal Reserve System The student will explain the role of the Federal Reserve System in relation to commercial banks, monetary reserves, money supply, and interest rates. (Expected) 153 10.1.5 Explains The Relationship Between Fiscal/Monetary Policy The student will explain how fiscal and monetary policy can work together to influence the national economy. (Expected) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 13 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 11. Economic Literacy - International Trade The student will demonstrate an understanding of international monetary and trade relations and the problems of developing nations. 11.1 Analyzes Benefits/Problems Of International Trade The student will analyze the benefits and problems of international trade. 158 11.1.1 Uses The Vocabulary Of International Trade The student will use the vocabulary of international trade, including the terms trade surplus, trade deficit, protectionism, balance of trade, balance of payments, and exchange rates. (Essential) 159 11.1.2 Analyzes Reasons For International Trade The student will analyze the reasons for international trade, including specialization, global interdependence, increased output, and differing productive resources. (Essential) 160 11.1.3 Contrasts Absolute And Comparative Advantage The student will contrast absolute and comparative advantage and will explain their relation to international trade. (Essential) 161 11.1.4 Analyzes Government Trade Policy/Examines Effect The student will analyze government policies (e.g., tariffs, quotas, trade agreements) and examine how these policies affect the nation as a whole. (Expected) 166 11.1.5 Analyzes Exchange Rates The student will analyze how exchange rates are used to facilitate and affect trade between countries. (Expected) 167 11.1.6 Describes Use Of Performance Measures Of International Trade The student will describe how the concepts of balance of trade and balance of payments are used to measure international trade. (Essential) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 14 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 172 11.1.7 Explains Regional/International Economic Organization/Agreements The student will explain the purpose of regional/international trade agreements, alliances, and organizations such as the European Economic Community, the North American Free Trade Agreement, and the General Agreement on Tariffs and Trade. (Expected) 173 11.1.8 Contrasts Developed And Developing Countries The student will contrast conditions in developed and developing countries and offer explanations for the differences. (Expected) 12. Sociopolitical Literacy The student will demonstrate an understanding of the relationships among society, government, and the economy. 12.1 Analyzes Connections - Society/Politics/Economics The student will analyze the connections between society, politics, and economics. 12.1.1 Identifies Sociopolitical Influences On Economics The student will identify the social and political concerns that have influenced economic policies, including the roles of women and ethnic and racial groups. (Essential) 12.1.2 Analyzes Influences Of Law On Economics The student will analyze the role of law on economic decision making, including key U.S. Supreme Court decisions affecting such issues as appropriate market structures and labor-management relations. (Expected) 13. National Identity The student will demonstrate an understanding of the influence of the American creed on American economic development. 13.1 Understands Effects Of National Identity On Economics The student will demonstrate understanding of how American national identity affects the American economic system. Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017 Page 15 Version 5.0 Antelope Valley Union High School District Social Studies - Economics Curriculum Outline __________________________________________________________________ 13.1.1 Identifies Effects Of Political Values On Economics The student will analyze how American political values affect economic decision making. (Essential) 14. Constitutional Heritage The student will demonstrate an understanding of the relationship between economic practice and constitutional principles and values. 14.1 Understands Constitutional Effects On Economy The student will demonstrate understanding of how American constitutional systems affect the U.S. economy. 14.1.1 Analyzes Constitutional Effects On Economy The student will analyze how constitutional principles affect the economic roles of a variety of economic actors. (Expected) 15. Civic Values, Rights, And Responsibilities The student will demonstrate an understanding of individual rights and responsibilities in the American economy. 15.1 Understands Economic Rights/Responsibilities The student will demonstrate understanding of individual rights and responsibilities in the American economy. 15.1.1 Analyzes Constitutional Effects Of Economic Rights The student will analyze how constitutional principles affect the economic rights and responsibilities of a variety of economic roles in the American economy. (Essential) Copyright © 1998, 1997 National Computer Systems, Inc. All rights reserved. MCAD® is a registered trademark of NCS. 04/05/2017