Download SOCIAL STUDIES SS57—Economics

SOCIAL STUDIES
SS57—Economics
Course #:
SS-57
Course Name: Principles and Practices of Economics
Grade Level:
12
Level of Difficulty: Average to
High
# of Credits: ½ (One semester)
Prerequisites: None
The following Social Studies performance objectives are integrated throughout the entire course:
ECONOMICS DATA ANALYSIS SKILLS
S5C1
PO 4
S5C1
PO 5
Evaluate the economic implications of current events from a variety of sources (e.g., magazine articles, newspaper
articles, radio, television reports, editorials, Internet sites).
Interpret economic information using charts, tables, graphs, equations and diagrams.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
1
SOCIAL STUDIES
SS57—Economics
2010 READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-12
The following standards define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad
standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
College and Career Readiness ANCHOR STANDARDS for Reading
11-12 RH GRADE SPECIFIC STANDARDS
Key Ideas and Details
CCR. 1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
11-12.RH.1.
Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific
details to an understanding of the text as a whole.
CCR. 2. Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
11-12.RH.2.
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
CCR. 3. Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
11-12.RH.3.
Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
Craft and Structure
CCR. 4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
11-12.RH.4.
Determine the meaning of words and phrases as they are
used in a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
CCR. 5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene,
or stanza) relate to each other and the whole.
11-12.RH.5.
Analyze in detail how a complex primary source is
structured, including how key sentences, paragraphs, and larger portions
of the text contribute to the whole.
CCR. 6. Assess how point of view or purpose shapes the content and
style of a text.
11-12.RH.6.
Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’ claims, reasoning, and
evidence
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
2
SOCIAL STUDIES
SS57—Economics
2010 READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-12
College and Career Readiness ANCHOR STANDARDS for Reading
11-12 RH GRADE SPECIFIC STANDARDS
Integration of Knowledge and Ideas
CCR. 7. Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.*
11-12.RH.7.
Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as
well as in words) in order to address a question or solve a problem.
CCR. 8. Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
11-12.RH.8.
Evaluate an author’s premises, claims, and evidence by
corroborating or challenging them with other information.
CCR. 9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors
take.
11-12.RH.9.
Integrate information from diverse sources, both primary
and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
Range of Reading and Level of Text Complexity
CCR. 10. Read and comprehend complex literary and informational texts
independently and proficiently
11-12.RH.10. By the end of grade 12, read and comprehend
history/social studies texts in the grades 11–CCR text complexity band
independently and proficiently.
AZ.11-12.RH.10a. By the end of grade 11, read and comprehend
informational and functional text, including history/social studies,
science, and technical texts, in the grades 11– CCR text complexity
band proficiently, with scaffolding as needed at the high end of the
range.
AZ.11-12.RH.10b. By the end of grade 12, read and comprehend
informational and functional text, including history/social studies,
science, and technical texts, at the high end of the grades 11–CCR text
complexity band independently and proficiently.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
3
SOCIAL STUDIES
SS57—Economics
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
The following standards define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad
standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
College and Career Readiness ANCHOR STANDARDS for Writing
11-12 WHST GRADE SPECIFIC STANDARDS
Text Types and Purposes
CCR. 1. Write arguments to support claims in an analysis of
11-12.WHST.1 Write arguments focused on discipline-specific content.
substantive topics or texts using valid reasoning and relevant and
a. Introduce precise, knowledgeable claim(s), establish the significance of
sufficient evidence.
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying
the most relevant data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
are writing.
e. Provide a concluding statement or section that follows from or
supports the argument presented.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
4
SOCIAL STUDIES
SS57—Economics
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
College and Career Readiness ANCHOR STANDARDS for Writing
11-12 WHST GRADE SPECIFIC STANDARDS
Text Types and Purposes
CCR. 2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
11-12.WHST.2. Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it
to create a unified whole include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
c. Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques
such as metaphor, simile, and analogy to manage the complexity of the
topic; convey a knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
5
SOCIAL STUDIES
SS57—Economics
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
College and Career Readiness ANCHOR STANDARDS for Writing
11-12 WHST GRADE SPECIFIC STANDARDS
Text Types and Purposes
CCR. 3. Write narratives to develop real or imagined experiences or
11-12.WHST.3. Students’ narrative skills continue to grow in these grades.
events using effective technique, well-chosen details and wellThe Standards require that students be able to incorporate narrative elements
structured event sequences.
effectively into arguments and informative/explanatory texts. In history/social
studies, students must be able to incorporate narrative accounts into their
analyses of individuals or events of historical import. In science and technical
subjects, students must be able to write precise enough descriptions of the
step-by-step procedures they use in their investigations or technical work that
others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
CCR. 4. Produce clear and coherent writing in which the
11-12.WHST.4. Produce clear and coherent writing in which the development,
development, organization, and style are appropriate to task,
organization, and style are appropriate to task, purpose, and audience.
purpose, and audience.
AZ11-12.WHST.4 a.
Produce clear and coherent functional writing (e.g., formal
letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps,
captions, charts, diagrams, sidebar, flow charts) in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCR. 5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
11-12.WHST.5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCR. 6. Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with others.
11-12.WHST.6. Use technology, including the Internet, to produce, publish,
and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
6
SOCIAL STUDIES
SS57—Economics
2010 WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE and TECHNICAL SUBJECTS 6-12
College and Career Readiness ANCHOR STANDARDS for Writing
11-12 WHST GRADE SPECIFIC STANDARDS
Research to Build and Present Knowledge
CCR. 7. Conduct short as well as more sustained research projects
11-12.WHST.7. Conduct short as well as more sustained research projects to
based on focused questions, demonstrating understanding of the
answer a question (including a self-generated question) or solve a problem;
subject under investigation.
narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.
CCR. 8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
11-12.WHST.8. Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the strengths
and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and overreliance on any one source and following a
standard format for citation.
CCR. 9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
11-12.WHST.9. Draw evidence from informational texts to support analysis,
reflection, and research.
Range of Writing
CCR. 10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and
audiences.
11-12.WHST.10 Write routinely over extended time frames (time for reflection
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
7
SOCIAL STUDIES
SS57—Economics
Economics SS57–Suggested Teaching Timeline
First Semester
August
September
October
November
Second Semester
December
January
February
March
April
May
Economic Data
Analysis Skills
Language Arts
Connection
Foundations
Economic Systems
Microeconomics
Measurement and
Fiscal Policy
Money, Banking,
Monetary Policy
Personal Finance &
Decision Making
International Trade
*Economic Data Analysis Skills and Language Arts Connections are to be taught throughout course.
*All units are approximately two week units.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
8
SOCIAL STUDIES
SS57—Economics
Foundations
Students should know and be able to…
Priority Performance Objective
S5C1-PO1:
Analyze the implications of scarcity:
a. limited resources and unlimited human wants
influence choice at individual, national, and
international levels
b. factors of production (e.g., natural (land), human
(labor), and capital resources, entrepreneurship,
and technology)
c. marginal analysis by producers, consumers,
savers, and investors
Linking Performance Objective
S5C1-PO2:
Analyze production possibilities curves to
describe opportunity costs and trade-offs.
S5C3-PO7:
Determine how investment in factories,
machinery, new technology, and the health,
education, and training of people can raise
future standards of living.
S4C3-PO2:
Analyze different points of view on the use of
renewable and non-renewable resources in
Arizona.
S5C2-PO1:
Describe how the interdependence of both households
and firms is affected by trade, exchange, money, and
banking:
a. why voluntary exchange occurs only when all
participating parties expect to gain from the
exchange
b. role and interdependence of households, firms,
and government in the circular flow model of
economic activity
c. role of entrepreneurs in a market economy and
how profit is an incentive that leads entrepreneurs
to accept risks of business failure
Vocabulary/Concept
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scarcity
economics
limited resources
unlimited
wants
factors of production
capital
entrepreneurship
technology
marginal
production
possibilities
opportunity costs
trade-offs
renewable
standards of living
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interdependence
voluntary exchange
households
firms
government
circular flow model
entrepreneurs
market economy
Suggested
Activities
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
9
SOCIAL STUDIES
SS57—Economics
Economic Systems
Students should know and be able to…
Priority Performance Objective
S5C4-PO1:
Analyze the similarities and differences among
economic systems:
a. characteristics of market, command, and mixed
economic systems, including roles of production,
distribution, and consumption of goods and
services
b. benefits and costs of market and command
economies
c. characteristics of a mixed-market economy of the
United States, including such concepts as private
ownership, profit motive, consumer sovereignty,
competition, and government regulation (public
ownership).
d. role of private property in conserving scarce
resources and providing incentives in a market
economy
Linking Performance Objective
Vocabulary/Concept
S5C1-PO3:
Describe the characteristics of the mixedmarket economy of the United States:
a. property rights
b. profit motive
c. consumer sovereignty
d. competition
e. role of the government (i.e., Smith, Marx,
Keynes, see C2-PO1 a.)
f. rational self-interest
g. invisible hand
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S5C2-PO1:
Describe how the interdependence of both
households and firms is affected by trade,
exchange, money, and banking:
a. importance of rule of law in a market
economy for enforcement of contracts
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Suggested
Activities
market economic
systems
command economic
systems
mixed economic
systems
production
distribution
consumption
private ownership
consumer
sovereignty
competition
government
regulation
public ownership
profit motive
Smith
Marx
Keynes
invisible hand
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
10
SOCIAL STUDIES
SS57—Economics
Microeconomics
Students should know and be able to…
Priority Performance Objective
Linking Performance Objective
S5C2-PO2:
Describe how markets function and the forces that
impact supply and demand:
a. laws of supply and demand
b. elasticity of supply and demand
c. how a market price is determined (equilibrium)
d. graphs that demonstrate changes in supply and
demand
e. how price ceilings and floors cause shortages or
surpluses
f. comparison of monopolistic and competitive
behaviors (i.e., pure competition, monopolistic
competitor, oligopoly).
g. theory of production and the role of cost (i.e., fixed
cost, marginal cost)
Define the three major business organizations (i.e., sole
proprietorship, partnerships, corporation):
a. describe the key characteristics of the major business
organizations (e.g., stockholders, board of directors,
officers, ownership, legal issues, liability)
b. understand sources of business financing (e.g.,
corporate bonds and stocks, business plan, personal
assets)
Vocabulary/Concept
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Define a corporation:
a. describe the corporate structure (e.g.,
stockholders, board of directors, officers)
b. understand corporate finance (e.g., corporate
bonds and stocks)
S5C5-PO6:
Identify investment options, (e.g., stocks,
bonds, mutual funds) available to individuals
and households.
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Suggested
Activities
elasticity
market price
equilibrium
graphs
changes in supply
and demand
price ceilings
floors
shortages
surpluses
monopolistic
behaviors
competitive
behaviors
fixed cost
variable cost
marginal
sole proprietorship
partnerships
corporation
stockholders
board of directors
officers
liability
corporate bonds and
stocks
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
11
SOCIAL STUDIES
SS57—Economics
Measurement and Fiscal Policy
Students should know and be able to…
Priority Performance Objective
Identify the phases of the business cycle (e.g., recession,
depression, prosperity, recovery)
a. define inflation and unemployment
b. define Gross Domestic Product
Linking Performance Objective
S5C3-PO1:
Determine how inflation, unemployment, and
gross domestic product statistics are used in
policy decisions. (e.g., consumer price, index)
S5C3-PO2:
Explain the effects of inflation and deflation on
different groups (e.g., borrowers v. lenders,
fixed income/cost of living adjustments).
S5C3-PO3:
Describe the economic and non-economic
consequences of unemployment.
S5C3-PO4:
Analyze fiscal policy and its effects on inflation,
unemployment, and economic growth. (e.g.,
Keynesian Theory)
a. role of government (e.g., Congress and President)
b. fiscal policy tools
S5C2-PO3:
Describe and utilize examples to demonstrate
how government policies influence the
economy:
a. need to compare costs and benefits of
government policies before taking action
b. use of federal, state, and local government
spending to provide national defense;
address environmental concerns; define
and enforce property, consumer and
worker rights; regulate markets; and
provide goods and services
c. effects of progressive, proportional, and
regressive taxes on different income
groups
d. role of self-interest in decisions of voters,
elected officials, and public employees
Vocabulary/Concept
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Suggested
Activities
business cycle
recession
depression
prosperity
recovery
inflation
consumer price index
(CPI)
unemployment
gross domestic
product (GDP)
borrowers
lenders
cost of living
adjustments
fiscal policy
government policies
economy
federal spending
state spending
government spending
progressive taxes
proportional taxes
regressive taxes
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
12
SOCIAL STUDIES
SS57—Economics
Money, Banking, Monetary Policy
Students should know and be able to…
Priority Performance Objective
S5C3-PO6:
Explain the effects of monetary policy on
unemployment, inflation, and economic growth.
Linking Performance Objective
Trace the historical developments of money and
banking (e.g., currency, financial intermediaries,
Federal Reserve System (FED), Great
Depression, e-commerce).
S5C3-PO5:
Describe the functions of the Federal Reserve
System (e.g., banking regulation and
supervision, financial services, monetary
policy) and their influence on the economy.
a. tools of the Federal Reserve System
1. discount rate
2. reserve requirement
3. open market operations
Vocabulary/Concept
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Suggested
Activities
currency
Great Depression
functions of the
Federal Reserve
monetary policy
financial institutions
securities markets
discount rate
reserve requirement
open market
operations
S5C2-PO1:
Describe how the interdependence of both
households and firms is affected by trade,
exchange, money, and banking:
a. financial institutions and securities markets
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
13
SOCIAL STUDIES
SS57—Economics
Personal Finance and Decision Making
Students should know and be able to…
Priority Performance Objective
S5C5-PO3:
Determine short- and long-term financial goals and
plans, including income, spending, saving, and
investing.
Linking Performance Objective
S5C5-PO1:
Explain how education, career choices, and
family obligations affect future income.
Maintain personal financial records accurately
(e.g., checking, budget, bill payments)
S5C5-PO6:
Identify investment options, (e.g., stocks,
bonds, mutual funds) available to individuals
and households. (Re-teach)
S5C5-PO4:
Compare the advantages and disadvantages of
using various forms of credit and the
determinants of credit history.
Vocabulary/Concept
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Suggested
Activities
income
spending
saving
investing
checking
budget
stocks
bonds
mutual funds
credit
risk
return
liquidity
S5C5-PO5:
Explain the risk, return, and liquidity of shortand long-term saving and investment vehicles.
S5C5-PO2:
Analyze how advertising influences consumer
choices.
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
14
SOCIAL STUDIES
SS57—Economics
International Trade
Students should know and be able to…
Priority Performance Objective
S5C4-PO2:
Describe the effects of international trade on the
United States and other nations:
a. how people and nations gain through trade
b. how the law of comparative advantage leads to
specialization and trade
c. effects of protectionism, including tariffs and
quotas on international trade and on a nation’s
standard of living
d. how exchange rates work and how they affect
international trade
e. how the concepts of balance of trade and balance
of payments are used to measure international
trade
f. factors that influence the major world patterns of
economic activity including the differing costs of
production between developed and developing
countries (e.g., outsourcing).
g. economic connections among different regions,
including changing alignments in world trade
partners
h. identify the effects of trade agreements (e.g., North
American Free Trade Agreement)
Linking Performance Objective
S4C4-PO4:
Analyze issues of globalization (e.g.,
resistance to “cultural imperialism” trade,
outsourcing).
S4C2-PO2:
Describe the factors (e.g., demographics,
political systems, economic systems,
resources, culture) that contribute to the
variations between developing and developed
regions.
Vocabulary/Concept
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•
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•
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Suggested
Activities
trade
comparative
advantage
protectionism
tariffs
quotas
standard of living
balance of trade
balance of payments
developed countries
developing countries
outsourcing
trade agreements
globalization
“cultural imperialism”
demographics
economic systems
Plain text denotes Mesa Public Schools guidelines and/or performance objective.
Bold text denotes exact wording and punctuation from the Arizona Academic Content Standard.
i.e.-(abbreviation for “that is”) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation.
e.g.-(abbreviation for “for example”) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a testing situation.
Italics denote a repetition of a performance objective (learned in an earlier grade) that is to be applied to grade level content or at a higher level of complexity.
MPS Governing Board Approval, January 23, 2007
15