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MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
COURSE DESCRIPTION:
The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. This course provides students with the opportunity to acquire an
understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the United States, and
how economic questions are answered.
The grade 9 – 12 Economics course also includes financial literacy. Financial literacy includes the knowledge, understanding, skills, behaviors, attitudes, and values that will enable
a student to make responsible and effective financial decisions on a daily basis. Financial literacy instruction shall be an integral part of instruction throughout the entire economics
course and include information regarding earning income; buying goods and services; saving and financial investing; taxes; the use of credit and credit cards; budgeting and debt
management, including student loans and secured loans; banking and financial services; planning for one’s financial future, including higher education and career planning; credit
reports and scores; and fraud and identity theft prevention. Note: All benchmarks, vocabulary, and instructional resources related to financial literacy are highlighted in green. All
financial literacy benchmarks are considered essential benchmarks.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:
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The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.
The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.
Benchmarks that are highlighted in yellow denote ESSENTIAL benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
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Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Internet resources applicable to all “Essential Content” and “Suggested Activities” found in this pacing guide:
Dallas Federal Reserve: www.dallasfed.org
Dr T's EconLinks: http://econlinks.com/
EconEdLink: http://www.econedlink.org/
Federal Reserve Bank Atlanta: http://www.frbatlanta.org/
Federal Reserve Bank: http://www.federalreserveeducation.org/
Federal Resources for Education Excellence (primary documents): http://www.ed.gov/free/
Florida Council on Economic Education: http://www.fcee.org/
Foundation for Teaching Economics: http://www.fte.org/
Gen i Revolution Online Personal Finance Game: www.councilforeconed.org/resource/gen-i-revolution/
JumpStart Coalition: http://www.jumpstartcoalition.org/
National Center on Education and the Economy: http://www.ncee.org/
National Council for the Social Studies: http://www.ncss.org/
OrleyAmosWorld: http://www.amosweb.com/
Resources for Economists on the Internet: http://www.rfe.org/
US Census (census.gov): http://www.census.gov/
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Florida Literacy and Writing Standards for History/Social Studies 6-12:
When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven
approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and
internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx.
Course themes identified under “Essential Content” are course themes that span multiple topics. For Economics with Financial Literacy, the following themes are identified:
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Competition – The struggle among sellers to attract consumers while lowering costs; rivalry for markets, jobs, consumers.
Consumer Sovereignty – Role of consumer as a ruler of the market when determining the types of goods and services produced.
Cost-Benefit Analysis – Way of thinking that compares the cost of an action to its benefits.
Environment – Ideas about the consumption and conservation of natural resources. The impact of consumerism, globalization, industrialization, pollution.
Financial Literacy – The knowledge, understanding, skills, behaviors, attitudes and values that enable responsible and effective financial decisions.
Globalization – The process and impact of financial and investment markets engaged in global trade and the impact on resources, labor, consumers, the
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
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environment and government.
Incentives – A motivating influence which encourages action. People usually respond to both positive and negative incentives.
Role of Markets – The role of free markets in determining price, resource allocation, interest rates and growth.
Role of Government – The economic role played by government in a market economy to address policy, environmental and labor concerns, property rights and
market competition.
Scarcity – Fundamental economic problem that results from a combination of scare resources and virtually unlimited wants.
Please see the addendum to each nine weeks Economics with Financial Literacy Pacing Guide for additional resources and best practices for infusing financial literacy
skills into this course.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Topic 6: Labor
Pacing
Pacing
Traditional
Block
Date(s)
5 days
2.5 days
10-27-16 to 11-3-16
10-27-16 to 11-3-16
or
Traditional
Block
Date(s)
5 days
2.5 days
3-27-17 to 3-31-17
3-27-17 to 3-31-17
Essential Question(s):
What factors determine the wages of workers and entrepreneurs in the global economy?
Financial Literacy Essential Question:
What are the skills and education needed to prepare for and thrive in a changing job market?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
Financial Literacy (Standard 1: Earning Income)
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standard{s} Focus:
Florida Standards Focus Activity:
Competition
LAFS.1112.RH.1.3: Evaluate various explanations for
Have students conduct research and gather relevant information from multiple
Cost-Benefit Analysis
actions or events and determine which explanation best
print and digital sources showing various explanations of the contributions made
Environment
accords with textual evidence, acknowledging where the text by immigrants, minorities, and women to the United States’ economy. Have
Financial Literacy
leaves matters uncertain.
students prepare a written report and/or PowerPoint describing the contributions,
Globalization
as well as economic issues that are especially significant to minority groups
Incentives
LAFS.1112.WSHT.3.8: Gather relevant information from
and/or women and propose methods that business and government could use to
Role of Markets
multiple authoritative print and digital sources, using
promote increased economic equity for minorities and women. Students should
Role of Government
advanced searches effectively; assess the strengths and
integrate information while avoiding plagiarism and follow a standard format for
Scarcity
limitations of each source in terms of the specific task,
citation.
purpose, and audience; integrate information into the text
Labor
Vocabulary/Identification: 401(k), affirmative action, arbitration, blue collar
selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a
worker, collective bargaining, fringe benefit (e.g. health insurance, life

Labor Force
standard format for citation.
insurance), full employment, glass ceiling, income distribution, individual
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Labor Unions
Retirement Account (IRA), labor force, labor union, living wage, mediation,
o History
Content Benchmarks:
minimum wage, National Labor Relations Board, outsourcing, pension, pink
o Membership
collar worker, right-to-work, semi-skilled labor, skilled labor, strike, theory of
Trends
SS.912.E.1.9: Describe how the earnings of workers are
wages, unemployment, unskilled labor, wage discrimination, wages, white collar
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Unemployment
determined.
worker
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Anti-trust Laws
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Employment Trends
Technology:
SS.912.FL.1.1: Discuss that people choose jobs or careers
o
for which they are qualified based on non-income factors,
Bureau of Labor Statistics: http://bls.gov/
such as job satisfaction, independence, risk, family, or
Financial Literacy
location.
US Health & Human Services (Poverty): http://aspe.hhs.gov/poverty/
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Types of Income
emphasizing benefit-cost
Suggested Activities:
SS.912.FL.1.2: Explain that people vary in their willingness
decisions related to jobs
to
obtain
more
education
or
training
because
these
Have students identify non-income factors that influence career or job choice by
and careers in the labor
decisions involve incurring immediate costs to obtain
interviewing three individuals who work at different jobs.
market.
possible
future
benefits.
Describe
how
discounting
the
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Wage Determination
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
o Unskilled Workers
o Semi-skilled
Workers
o Skilled Workers
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
future benefits of education and training may lead some
Have students explain how people’s willingness to wait or plan for the future
people to pass up potentially high rates of return that more
affects their decision to get more education or job training in a dynamic and
education and training may offer.
changing labor market.
SS.912.FL.1.3: Evaluate ways people can make more
informed education, job, or career decisions by evaluating
the benefits and costs of different choices.
Have students speculate how a high school student might assess the future
benefits of going to college, and describe how that assessment will affect the
student’s decision to attend college.
SS.912.FL.1.4: Analyze the reasons why the wage or salary
paid to workers in jobs is usually determined by the labor
market and that businesses are generally willing to pay
more productive workers higher wages or salaries than less
productive workers.
Have students compare the benefits and costs or a college education to those of
a technical school.
Have students compare the unemployment rates of workers with different levels
of education.
Have students explain why wages or salaries vary among workers in different
types of jobs and among workers in the same jobs. Have students explain how
a waitress, a teacher, and a realtor are paid.
Have students discuss why the productivity of workers is important to
businesses.
Have students use the Occupational Outlook Handbook at www.bls.gov/ooh to
research three possible career choices. Have students compare and contrast
educational background required, salaries, and long-term growth opportunities
for each of the three career choices and decide which option to select.
Have students make a list of different types of jobs and describe the different
skills associated with each job.
Have students respond to the following prompt:
Do labor unions have enough power to prevent companies from
outsourcing manufacturing and service jobs? Include a discussion of
why this is occurring and how to minimize it, as well as the affect on
the wages of American workers
Have students debate an issue related to labor management relations; e.g.,
binding arbitration, Chinese competition, laborers replaced by machinery, closing
factories, outsourcing. Have students write an editorial or letter to the editor
expressing their views one or more of these issues.
Have students role-play a collective bargaining between labor and management,
e.g., the teacher’s union and the local school board, professional sports players
and team owners, United Auto Workers and Ford Motor Company.
Have students think about the fact that some states allow labor unions in
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
particular industries to require union membership for workers to be employed in
that industry. Have students write about whether the advantages of compulsory
union membership for a worker outweigh the disadvantages.
Have students analyze why a specific economic issue is especially significant to
minority groups and/or women; e.g., pay for comparable work, quota systems for
hiring, discrimination and/or sexual harassment. Have students research and
evaluate current laws that protect and/or promote women and minorities in the
work place.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Topic 7: Financial Institutions
Pacing
Traditional
Block
Date(s)
10 days
5 days
11-4-16 to 11-21-16
11-4-16 to 11-21-16
Pacing
or
Traditional
Block
Date(s)
10 days
5 days
4-3-17 to 4-21-17
4-3-17 to 4-21-17
Essential Question(s):
What types of financial institutions exist in the United States and how do financial markets work for the benefit of consumers, businesses, investors and government?
Financial Literacy Essential Question(s):
What does the expression “people don’t plan to fail, they fail to plan” mean? Why are savings, investments, insurance and good credit essential for a sound financial
plan?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
Financial Literacy (Standard 3: Saving, Standard 4: Using Credit, Standard 5: Financial Investing, 6: Protecting and Insuring)
Essential Content
Course Themes Addressed:
Competition
Consumer Sovereignty
Cost-Benefit Analysis
Financial Literacy
Globalization
Incentives
Role of Markets
Role of Government
Scarcity
Financial Institutions
 Money and Banking
 Functions of Money
o Medium of Exchange
o Unit of Account
o Store of Value
 Characteristics of Money
o Durability
o Portability
o Divisibility
o Uniformity
o Limited Supply
o Acceptability
 Composition of Money
o M1, M2
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Florida Standard{s} Focus:
Florida Standards Focus Activity:
LAFS.1112.RH.3.7: Integrate and evaluate multiple sources Have students create a PowerPoint showing their portfolios from the stock
of information presented in diverse formats and media (e.g.,
market simulation, explaining their investment choices, and providing an analysis
visually quantitatively, as well as in words.)
of the profits and losses from the mock stock market simulation (see Technology
section below for links to simulations) and include a reflection on what they
LAFS.1112.WSHT.1.2: Write informative/explanatory texts,
learned. Detailed lesson plans (12 Economics LP038 Stock Market Research
including the narration of historical events, scientific
Project - Part 2) are available to support this activity at the M-DCPS Learning
procedures/experiments, or technical processes.
Village. See the following link: Senior High Lesson Plans - 12 Economics LP038
Stock Market Research.pdf Students should explain procedures and processes
Content Benchmarks:
used in stock selection, as well as graphs and charts to visually and
quantitatively show results.
SS.912.E.1.13: Explain the basic functions and
characteristics of money, and describe the composition of
Vocabulary/Identification:
the money supply in the United States
acceptability, bankruptcy, bear market, borrowing, brokerage firm, bull market,
SS.912.E.1.14: Compare credit, savings, and investment
capital gain, capital loss, central bank, certificate of deposit, checking account,
services available to the consumer from financial
commercial bank, consumer loan, corporate bond, credit, credit card, credit
institutions.
unions, current financial meltdown, debit card, default, demand deposits
(checks), disposable income, diversification, Dow Jones Industrial Average,
SS.912.E.1.15: Describe the risk and return profiles of
durability, electronic banking, equities, Federal Depository Insurance Corporation
various investment vehicles and the importance of
(FDIC), Federal Reserve System, fiat money, financial asset, financial institution,
diversification.
financial institution, financial planning, financial system, foreclosure, functions of
money, futures, gold standard, greenback, insurance, interest rates, investment,
SS.912.E.1.16: Construct a one-year budget plan for a
junk bond, life insurance, limited supply, liquidity, loan, medium of exchange,
specific career path including expenses and construction of
money, money market account, money supply (M1, M2, M3), mortgage,
a credit plan for purchasing a major item.
municipal bond, mutual fund, New York Stock Exchange, options, personal
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
 Financial Literacy
o Financial Planning
o Budgeting
o Spending and Credit
o Savings and Investing
 Financial Markets
o Stocks
o Bonds
o Mutual Funds
o Retirement Accounts
o Real Estate
o Diversification
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
SS.912.FL.3.3: Compare the difference between the
nominal interest rate which tells savers how the dollar value
of their savings or investments will grow, and the real
interest rate which tells savers how the purchasing power of
their savings or investments will grow.
SS.912.FL.3.4: Describe ways that money received (or
paid) in the future can be compared to money held today by
discounting the future value based on the rate of interest.
SS.912.FL.3.5: Explain ways that government agencies
supervise and regulate financial institutions to help protect
the safety, soundness, and legal compliance of the nation’s
banking and financial system.
Instructional Tools
income, portability, portfolio, predatory lending, primary and secondary mortgage
market, principle and interest, prospectus, real estate (real asset), representative
money, retirement, risk and reward, rule of 72, S&P 500, savings, savings
account, savings and loan associations, savings bond, Securities and Exchange
Commission (SEC), share, speculation, stock broker, stock exchange, stock
market, stock split, store of value, student loans, the OTC market, underwater,
uniformity, unit of account
Technology:
Bankrate: http://www.bankrate.com/
CNN Money.com: http://money.cnn.com/
Florida Stock Market Simulation: http://www.floridasms.com/
The Stock Market Game: http://www.stockmarketgame.com
SS.912.FL.4.1: Discuss ways that consumers can compare
the cost of credit using the annual percentage rate (APR),
initial fees charged, and fees charged for late payment or
missed payments.
SS.912.FL.4.2: Discuss that banks and financial institutions
sometimes compete by offering credit at low introductory
rates, which increase after a set period of time or when the
borrower misses a payment or makes a late payment.
SS.912.FL.4.3: Explain that loans can be unsecured or
secured with collateral, that collateral is a piece of property
that can be sold by the lender to recover all or part of a loan
if the borrower fails to repay. Explain why secured loans are
viewed as having less risk, lenders charge a lower interest
rate than they charge for unsecured loans.
SS.912.FL.4.4: Describe why people often make a cash
payment to the seller of a good-called a down payment-in
order to reduce the amount they need to borrow. Describe
why lenders may consider loans made with a down payment
to have less risk because the down payment gives the
borrower some equity or ownership right away and why
these loans may carry a lower interest rate.
SS.912.FL.4.5: Explain that lenders make credit decisions
based in part on consumer payment history. Credit bureaus
record borrowers’ credit and payment histories and provide
that information to lenders in credit reports.
Department of Social Sciences
(Additional web-based resources relevant to the 12th Grade Economics course
can be found on the second page of this Pacing Guide.)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
SS.912.FL.4.6: Discuss that lenders can pay to receive a
borrower’s credit score from a credit bureau and that a credit
score is a number based on information in a credit report
and assesses a person’s credit risk.
Instructional Tools
SS.912.FL.4.8: Examine the fact that failure to repay a loan
has significant consequences for borrowers such as
negative entries on their credit report, repossession of
property (collateral), garnishment of wages, and the inability
to obtain loans in the future.
SS.912.FL.4.9: Explain that consumers who have difficulty
repaying debt can seek assistance through credit counseling
services and by negotiating directly with creditors.
SS.912.FL.4.10: Analyze the fact that, in extreme cases,
bankruptcy may be an option for consumers who are unable
to repay debt, and although bankruptcy provides some
benefits, filing for bankruptcy also entails considerable
costs, including having notice of the bankruptcy appear on a
consumer’s credit report for up to 10 years.
SS.912.FL 4.12: Discuss that consumers who use credit
should be aware of laws that are in place to protect them
and that these include requirements to provide full
disclosure of credit terms such as APR and fees, as well as
protection against discrimination abusive marketing or
collection practices.
SS.912.FL.4.13: Explain that consumers are entitled to a
free copy of their credit report annually so they can verify
that no errors were made that might increase their cost of
credit.
SS.912.FL.5.2: Explain how the expenses of buying,
selling, and holding financial assets decrease the rate of
return from an investment.
SS.912.FL.5.9: Identify why investors should be aware of
tendencies that people have that may result in poor choices,
which may include avoiding selling assets at a loss because
they weigh losses more than they weigh gains and investing
in financial assets with which they are familiar, such as their
own employer’s stock or domestic rather than international
stocks.
Department of Social Sciences
Suggested Activities:
Have students create a concept map explaining the basic functions and
characteristics of money, and describe the composition of the money supply in
the United States.
Have students create a brochure showing the major products and services
available at financial institutions today.
Have students diagram and explain the Financial Planning Pyramid and write
about the relationship between risk and reward. A detailed lesson plan (12
Economics LP039 Financial Planning Pyramid) is available to support this
activity at the M-DCPS Learning Village. See the following link: Senior High
Lesson Plans - 12 Economics LP039 Financial Planning Pyramid.pdf
Have students create mock investment portfolios using four different scenarios:
a young college graduate, single mom with young child, middle-aged couple with
three teenagers and an elderly widow. Have students focus on the principles of
risk and reward and the importance of diversification when developing these
mock portfolios.
Have students construct a one-year budget plan for a specific career path
including expenses and construction of a credit plan for purchasing a major item.
Have students complete select activities from the Florida Council on Economic
Education’s Financial Freedom Program: www.fcee.org/educationalresources/financial-freedom.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
SS.912.FL.5.10: Explain that people vary in their
willingness to take risks because the willingness to take
Have students explain how savings can result in getting more goods and
risks depends on factors such as personality, income, and
services in the future.
family situation.
Have students explain what will happen to the purchasing power of savings,
SS.912.FL.5.11: Describe why an economic role for a
given the nominal interest rate and the rate of inflation over one year.
government may exist if individuals do not have complete
information about the nature of alternative investments or
Have students use spreadsheet software to calculate the amount a 10-year old
access to competitive financial markets.
would need to save today in order to pay for one year of college tuition eight
years from now.
SS.912.FL.5.12: Compare the Securities and Exchange
Commission (SEC), the Federal Reserve, and other
Have students explain the role of government agencies charged with regulating
government agencies regulate financial markets.
financial institutions play in helping to protect the safety, soundness, and legal
compliance of the nation’s banking system. These agencies include the Federal
Reserve System, the Office of the Comptroller of the Currency, the Consumer
Financial Protection Bureau, the FDIC, and state banking departments.
Have students use the APR, initial fees, late fees, nonpayment fees, and other
relevant information to compare the cost of credit from various sources for the
purchase of a product.
Have students explain why a bank may offer low-rate introductory credit offers.
Have students give examples of collateral used to secure a loan, such as a
house for a mortgage or a car for a car loan and explain why lenders charge
lower interest rates on mortgages as compared to unsecured loans.
Have students explain how a down payment reduces the total amount financed
and why this reduces monthly payment and/or the length of the loan and explain
why a borrower who has made a down payment has an incentive to repay a loan
or make payments on time.
Have students list factors from an individual’s credit history or credit application
that may cause a lender to deny credit and explain what credit bureaus do.
Note: Chapter 4 from Building Wealth: A Beginner’s Guide to Securing Your
Financial Future can be used in conjunction with or instead of the activities
related to credit and personal debt.
http://www.dallasfed.org/microsites/mob/wealth/chapters/invest/index.html
Have students explain the concept of a credit score and what it indicates about a
borrower and explain why certain factors, such as having many credit cards with
large lines of credit and large balances, might hurt a credit score.
Have students write a scenario about the future opportunities a person can lose
by failing to repay loans as agreed.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Have students identify the costs and benefits associated with using different
credit counseling services.
Have students investigate the costs of bankruptcy by examining the bankruptcy
laws in Florida.
Have students explain why it is important that consumers have full information
about loans and explain the information on a credit disclosure statement.
Have students explain why it is important to check the accuracy of the
information recorded on a credit report and know what steps to take to correct
errors on credit reports.
Have students identify and compare the administrative costs of several mutual
funds and estimate the differences in the total amount accumulated after 10
years for each mutual fund, assuming identical market performance.
Have students explain why investors may sell stocks that have gained in value,
but hold ones that have lost value and explain why this might not make sense.
Have students identify an example of why an investor may have a bias toward
familiar investments and why this may or may not be a rational decision.
Have students explain how the portfolio of a retiree might differ from that of a
young, single person.
Have students explain why it is important for individuals to have accurate
information about a company’s sales and profits when investing in that company.
Have students conduct research to learn about the SEC or the Federal Reserve
and identify their roles in regulating markets.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Related Programs:
Stock Market Game
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/ , and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Topic 8: Measuring Economic Performance
Pacing
Traditional
Block
Pacing
Date(s)
6 days
3 days
11-22-16 to 12-2-16
11-22-16 to 12-2-16
or
Traditional
Block
Date(s)
6 days
3 days
5-1-17 to 5-8-17
5-1-17 to 5-8-17
Essential Question(s):
What are the major economic indicators/how are they used to determine the health of the economy and whether or not the United States is meeting its economic goals?
Financial Literacy Essential Question:
How can the three major economic indicators (GDP, Unemployment Rate and the CPI) be useful in making financial decisions about saving, investing and career moves?
STRAND(S) and STANDARD(S): Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy. Standard 2:
Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.)
Financial Literacy (Standard 1: Earning Income, Standard 3: Saving)
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Essential Content
Course Themes Addressed:
Florida Standard{s) Focus:
Florida Standards Focus Activity:
Competition
LAFS.1112.RH.3.9: Integrate information from diverse
Have students use primary and secondary sources such as The Economist,
Consumer Sovereignty
sources, both primary and secondary, into a coherent
Business Week, www.bls.gov or www.bea.gov to interpret current economic
Cost-Benefit Analysis
understanding of an idea or event, noting discrepancies
indicators by using headlines and statistics related to GDP, CPI (inflation), the
Environment
among sources.
unemployment rate, bankruptcies, retail sales, housing starts, consumer
Financial Literacy
confidence, etc. Have students work in small groups to analyze the current state
Globalization
LAFS.1112.WSHT.4.10: Write routinely over extended time
of the economy based on their research and note any discrepancies among
Role of Markets
frames (time for research, reflection, and revision) and
sources.
Role of Government
shorter time frames (a single sitting or a day or two) for a
Vocabulary/Identification:
range of tasks, purposes, and audiences.
aggregate demand, aggregate supply, business cycle, business investment,
Measuring Economic
Content Benchmarks:
consumer expectations, Consumer Price Index, consumption expenditures, costPerformance
SS.912.E.1.12: Examine the four phases of the business
push inflation, cyclical unemployment, deflation, deflation, demand-pull inflation,
cycle (peak, contraction - unemployment, trough, expansion
depression, discouraged worker, durable goods, economic growth, economic
 Gross Domestic Product/
– inflation.)
indicators, efficiency, expansion, exports, final goods and services, food stamps,
Gross National Product
frictional unemployment, full employment, full employment, GDP per capita,
o Consumption
SS.912.E.2.5: Analyze how capital investments may impact government expenditures, Great Depression, Gross Domestic Product, gross
Expenditures
productivity and economic growth.
investment, Gross National Product, hyper-inflation, imports, inflation, jobless
o Business Investment
recovery, lagging indicators, leading indicators, market basket, net exports,
o Government
SS.912.E.2.7: Identify the impact of inflation on society.
nominal GDP, non-durable goods, offshoring, outsourcing, peak, poverty,
Expenditures
poverty level, price-level, productivity, purchasing power, real GDP, recession,
o Net Exports
SS.912.FL.1.5: Discuss reasons why changes in economic
savings rate, seasonal worker, stagflation, structural unemployment, trough,
 Aggregate Demand and
conditions or the labor market can cause changes in a
underemployment
Aggregate Supply
worker’s income or may cause unemployment.
 Consumer Price Index
Technology:
o Business Cycle
SS.912.Fl.3.2: Examine the ideas that inflation reduces the
Conference Board (confidence and other indicators): http://www.conferenceo Expansion
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy






Essential Content
o Peak
o Contraction
o Trough
Economic Growth
Productivity
Capital Investment
Full Employment
Economic Challenges
Technology
Financial Literacy

Real vs. Nominal rates of
return

Employment statistics

Inflation
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
value of money, including savings, that the real interest rate
board.org/
expresses the rate of return on savings, taking into account
the effect of inflation and that the real interest rate is
EconData: http://www.econdata.net/
calculated at the nominal interest rate minus the rate of
inflation.
EconMagic: http://www.economagic.com/
(Additional web-based resources relevant to the 12th Grade Economics course
can be found on the second page of this Pacing Guide.)
Suggested Activities:
Have students explain, orally or in writing, how economic performance is
measured; e.g., Consumer Price Index (CPI), Gross National Product (GNP),
Gross Domestic Product (GDP), Per Capita Income (CPI). Have students use
www.bls.gov and www.bea.gov to interpret graphs and tables that illustrate
economic performance.
Have students research and discuss the economic performance of the United
States’ economy during different historical periods. Have student construct a
graph showing the U.S. business cycles beginning with the end of the Civil War.
Have students read, review, and critique magazine and newspaper articles that
assess the current performance of the United States’ economy. Have students
propose, through team or small group discussion, ideas to enhance the
performance of the United States’ economy.
Have students watch and discuss “The Story of Stuff,” www.storyofstuff.org.
Have students describe examples from the film demonstrating negative
externalities. Teacher tools are available through the website.
Have students explain how an increase in the demand for mobile applications
might impact the wages paid to software developers.
Have students explain the effects of a recession on the unemployment rate.
Have students explain why savers expect a higher nominal interest rate when
inflation is expected to be high.
Assessment: Develop rubrics and share with students for each of the above
mentioned projects in order to increase opportunities for mastery of content and
historical thinking skills. Each project or assignment should be assessed for
content accuracy and skill development in terms of writing and reading
comprehension.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
ELL: Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SPED: Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements: Teachers should be aware that
State and District policy requires that all teachers K-12 provide instruction to
students in the following content areas: African-American History, Character
Education, Hispanic contributions to the United States, Holocaust Education, and
Women’s Contributions to the U.S. Detailed lesson plans can be downloaded
from the Department of Social Sciences website,
http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Topic 9: Government and the Economy
Pacing
Traditional
Block
Date(s)
15 days
7.5 days
12-5-16 to 12-23-16
12-5-16 to 12-23-16
Pacing
or
Traditional
Block
Date(s)
15 days
7.5 days
5-8-17 to 5-26-17
5-8-17 to 5-26-17
Essential Question(s):
What role does government play in trying to stabilize the economy through fiscal and monetary policies? What is the impact of the resulting national debt on consumers,
businesses and government?
Financial Literacy Essential Question:
What are the different types of taxes that must be paid to the federal, state and local government and what types of goods and services are provided in return? How are
taxes paid and/or filed?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy. Standard 2: Understand the fundamental concepts
relevant to the institutions, structure, and functions of a national economy.)
Financial Literacy (Standard 1: Earning Income, Standard 2: Buying Goods and Services, Standard 3: Saving, Standard 5: Financial Investing)
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Essential Content
Course Themes Addressed
Florida Standard{s} Focus:
Florida Standards Focus Activity:
Cost-Benefit Analysis
LAFS.1112.RH.4.10: By the end of grade 12, read and
Have students read about the history and purposes of taxation and how taxes
Financial Literacy
comprehend history/social studies texts in the grades 11are classified. Have students interview family members and/or members of the
Globalization
CCR text complexity band independently and proficiently.
community about their views of the fairness and the efficiency of the various
Incentives
types of taxes, Have students plan, revise, edit and rewrite a letter to a member
Role of Markets
LAFS.1112.WSHT.2.5: Develop and strengthen writing as
of Congress expressing their informed opinion about what is most significant
Role of Government
needed by planning, revising, editing, rewriting, or trying a
about the current tax system.
Scarcity
new approach, focusing on addressing what is most
Vocabulary/Identification:
significant for a specific purpose and audience.
Government and the
1040 Form, balanced budget, Board of Governors, budget deficit, budget
Economy
Content Benchmarks:
surplus, Congressional Budget Office (CBO), contractionary fiscal policy,
contractionary monetary policy, corporate income tax, direct tax, discount rate,
 Taxes and Government
SS.912.E.1.10: Explain the use of fiscal policy (taxation,
discretionary spending, easy money policy, economic growth, entitlements,
Spending
spending) to promote price stability, full employment, and
estate tax, expansionary fiscal policy, expansionary monetary policy,
 Direct and Indirect Taxes
economic growth.
externalities (positive and negative), federal budget, Federal Funds Rate,
 Progressive, Proportional,
Federal Open Market Committee (FOMC), Federal Reserve, Federal Reserve
Regressive Taxes
SS.912.E.1.11: Explain how the Federal Reserve uses the
District, Federal Reserve System, FICA, financial stimulus, fiscal policy, fiscal
 Fiscal Policy
tools of monetary policy (discount rate, reserve requirement, year, gift tax, individual income tax, Internal Revenue Service, Keynesian
o Government Spending
open market operations) to promote price stability, full
economics, mandatory spending, Medicare, monetary policy, money multiplier
o Tax Policies
employment, and economic growth.
formula, national debt, Office of Management and Budget (OMB), Open Market
 The Federal Budget and
Operations, personal exemption, Prime Interest Rate, progressive tax, property
Deficits
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy




Essential Content
o Deficit Spending
o National Debt
o Entitlements
o Social Security
Monetary Policy
o Discount Rate
o Reserve Requirement
o Open Market Operations
Organization and Function of
the Federal Reserve System
Public Policy Analysis
Positive and Negative
Externalities
Financial Literacy

The Role of Government
o Incentives
o Disincentives

Taxes
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
SS.912.E.2.2: Use a decision-making model to analyze a
tax, proportional tax, regressive tax, Required Reserve Ratio, sales tax, Social
public policy issue affecting the student's community that
Security, supply-side economics, tax, tax base, tax deductions, tax return, tax
incorporates defining a problem, analyzing the potential
revenue, taxable income, tight money policy, Treasury bonds, W-2 Form,
consequences, and considering the alternatives.
withholding tax.
SS.912.E.2.4: Diagram and explain the problems that occur
when government institutes wage and price controls, and
explain the rationale for these controls.
The Commanding Heights (PBS): http://www.pbs.org/wgbh/commandingheights/
SS.912.E.2.8: Differentiate between direct and indirect
taxes, and describe the progressivity of taxes (progressive,
proportional, regressive).
SS.912.E.2.9: Analyze how changes in federal spending
and taxation affect budget deficits and surpluses and the
national debt.
SS.912.E.2.10: Describe the organization and functions of
the Federal Reserve System.
SS.912.FL.1.6: Explain that taxes are paid to federal, state,
and local governments to fund government goods and
services and transfer payments from government to
individuals and that the major types of taxes are income
taxes, payroll (Social Security) taxes, property taxes, and
sales taxes.
SS.912.FL.1.7: Discuss how people’s sources of income,
amount of income, as well as the amount and type of
spending affect the types and amount of taxes paid.
SS.912.FL.2.7: Examine governments establishing laws
and institutions to provide consumers with information about
goods or services being purchased and to protect
consumers from fraud.
SS.912.FL.3.6: Describe government policies that create
incentives and disincentives for people to save.
SS.912.FL.5.1: Compare the ways that federal, state, and
local tax rates vary on different types of investments.
Describe the taxes effect on the after-tax rate of return on an
Department of Social Sciences
Technology:
Bureau of Economic Analysis: http://bea.gov/
(Additional web-based resources relevant to the 12th Grade Economics course
can be found on the second page of this Pacing Guide.)
Suggested Activities:
Have students complete sample IRS tax forms, e.g., W2, W4, 1040EZ and 1040.
Teacher materials, support and simulations are available through
www.irs.gov/app/understandingTaxes/index/jsp/
Have students think about the national debt and the negative consequences to
operating a government in such high indebtedness and also about the ability of
the government to print its own currency. Have students write to explain why the
government does not print enough money to pay off the national debt and
specifically include what would happen to the U.S. economy if the government
chose this course.
Have students think about the U.S. government as an extremely large buyer of
goods and services in the marketplace and about the consequences of doing so
during a stagnant economy. Have students write about how increased
government spending would theoretically stimulate a stagnant economy.
Have students write about how tax cuts would theoretically stimulate a stagnant
economy.
Have students think about what would happen if Congress, in an attempt to stop
inflation, froze the prices of all goods and services in America and set them at
today’s prices. Have students write a persuasive essay on whether the longterm effects of this policy are advantageous or disadvantageous to the economy.
Have students explain the various effects that changing interest rates have on
the economy and how the Federal Reserve Bank's Board of Governors tries to
control the growth of the U.S. economy by raising or lowering those rates.
Have students demonstrate the multiplier effect through a small group activity
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
investment.
where choices about spending and saving affect gross domestic product and
economic growth.
SS.912.FL.5.8: Discuss ways that the prices of financial
assets are affected by interest rates and explain that the
Have students relate the multiplier effect to fiscal and monetary policy through
prices of financial assets are also affected by changes in
teacher led discussion. A detailed lesson plan (12 Economics LP021
domestic and international economic conditions, monetary
Introduction to Economic Growth and Macroeconomics) is available to support
policy, and fiscal policy.
this activity at the M-DCPS Learning Village. See the following link: Senior High
Lesson Plans - 12 Economics LP021 Introduction to Economic.pdf
Have students think about the benefits of saving money from the perspective of
both the individual and society in general. Have students write about the positive
and negative effects of savings.
Have students calculate the amount of taxes a person is likely to pay when given
information or data about the person’s sources of income and amount of
spending and identify which level of government receives the tax revenue for a
particular tax and describe what is done with the tax revenue.
Have students investigate the tax rates on different sources of income and on
different types of goods that are purchased.
Have students draft a complaint letter to an appropriate firm or agency about a
problem the consumer has encountered with a purchase.
Have students explain why traditional IRAs (individual retirement accounts), Roth
IRAs, and educational savings accounts provide incentives for people to save.
Have students calculate the real, after-tax rates of return for groups of stocks
and bonds, given tax rates and inflation rates.
Have students give an example of a change in interest rates affecting the current
value of a financial asset that pays returns in the future. Explain why the current
value increases when interest rates fall. Explain how a change in economic
growth might change the value of a stock held by an investor.
Assessment:
Develop rubrics and share with students for each of the above-mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Topic 10: The Global Economy
Pacing
Pacing
Traditional
Block
Date(s)
9 days
4.5 days
1-9-17 to 1-20-17
1-9-17 to 1-20-17
Traditional
Block
Date(s)
8 days
4 days
5-22-17 to 6-8-17
5-22-17 to 6-8-17
or
Essential Question(s):
What are the advantages and disadvantages to consumers, businesses, investors and government from international trade and globalization?
Financial Literacy Essential Question:
What challenges and opportunities face entrepreneurs, investors and consumers in the age of globalization?
STRAND(S) and STANDARD(S):
Economics
(Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy. Standard 3: Understand the
fundamental concepts and interrelationships of the United States economy in the international marketplace.)
Geography
(Standard 2: Understand physical and cultural characteristics of places. Standards 3: Understand the relationships between the Earth's ecosystems and the
populations that dwell within them. Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Financial Literacy (Standard 6: Protecting and Insuring)
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Essential Content
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Course Themes Addressed:
Competition
Consumer Sovereignty
Cost-Benefit Analysis
Environment
Financial Literacy
Globalization
Incentives
Role of Markets
Role of Government
Scarcity
The Global Economy
 International Trade
 Comparative Advantage and
Absolute Advantage
 Open Model Economy
Circular Flow
 Trade Barriers
 Trade Agreements
o NAFTA
o EU
o WTO
 Economic Development
 Balance of Trade
 Developing Nations
 Developed Nations
 Financing Economic
Development
 Negative and Positive
Externalities
 Globalization
o Interdependence of
economies
o Renewable and
nonrenewable resources
o Sustainability
o Inflation, Unemployment,
Economic Growth
Financial Literacy
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Florida Standard{s} Focus:
Florida Standards Focus Activity:
LAFS.1112.RH.2.4: Determine the meaning of words and
Have students read about and explain David Ricardo’s theory of comparative
phrases as they are used in a text, including analyzing how
advantage and analyze its effect on international trade. Determine the meaning
of the words and phrases used by David Ricardo in excerpts from On the
an author uses and refines the meaning of a key term over
Principles of Political Economy and Taxation to the explanation of comparative
the course of the text.
advantage in the textbook.
Content Benchmarks:
Vocabulary/Identification:
SS.912.E.2.11: Assess the economic impact of negative
and positive externalities on the local, state, and national
absolute advantage, balance of trade, barriers to trade, bootleg, brain drain,
environment.
carbon footprint, comparative advantage, copyright, currency exchange, debt
forgiveness, developed country, developing country, economic development,
SS.912.E.2.12: Construct a circular flow diagram for an
euro, European Union, exchange rate, export, foreign aid, foreign debt, foreign
open-market economy including elements of households,
investment, free trade agreements, free trade zones, free-trade agreement,
firms, government, financial institutions, product and factor
glasnost and perestroika, globalization, Gross Domestic Product per capita,
markets, and international trade.
identity theft, import, import quota, infant industry, infant mortality rate,
intellectual property, International Monetary Fund, international division of labor,
SS.912.E.3.1: Demonstrate the impact of inflation on world
law of comparative advantage, less developed country, life expectancy, literacy
economies.
rate, microlending, multi-national corporation, NAFTA, non-governmental
organizations (NGOs), offshoring, OPEC, opportunity cost, outsourcing, patent,
SS.912.E.3.2: Examine absolute and comparative
population growth rate, population growth, protectionism, remittance payment,
advantage, and explain why most trade occurs because of
specialization, sustainable development, tariffs, tariffs and quotas, Thomas
comparative advantage.
Malthus, trade barrier, trade deficit, trade surplus, trade war, World Bank, World
Trade Organization
SS.912.E.3.3: Discuss the effect of barriers to trade and
Technology:
why nations sometimes erect barriers to trade or establish
free trade zones.
Bureau of Economic Analysis: http://bea.gov/
SS.912.E.3.4: Assess the economic impact of negative and
positive externalities on the international environment.
CIA World Factbook Online: https://www.cia.gov/library/publications/the-worldfactbook/
SS.912.E.3.5: Compare the current United States economy
with other developed and developing nations.
European Union: http://europa.eu/
Population Reference Bureau: http://www.prb.org/
SS.912.G.2.2: Describe the factors and processes that
contribute to the differences between developing and
developed regions of the world.
The Commanding Heights (PBS): http://www.pbs.org/wgbh/commandingheights/
The Economist: http://www.economist.com/
SS.912.G.3.3: Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in, the United States, and the world.
(Additional web-based resources relevant to the 12th Grade Economics course
can be found on the second page of this Pacing Guide.)
SS.912.G.4.4: Use geographic terms and tools to analyze
Suggested Activities:
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Identity and intellectual property
theft in a global economy
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
case studies of issues in globalization.
Have students work in small groups to create a bulletin board, or posters,
showing the circular flow diagram in an open-market economy.
SS.912.FL.6.9: Explain that the loss of assets, wealth, and
future opportunities can occur if an individual’s personal
Have students think about the different types of trade barriers between countries,
information is obtained by others through identity theft and
the purpose of trade barriers from the perspective of one country and the
then used fraudulently, and that by managing their personal
consequences of such trade barriers on another country. Have students
information and choosing the environment in which it is
research and debate the advantage and disadvantages of free trade and
revealed, individuals can accept, reduce, and insure against protectionism.
the risk of loss due to identity theft.
Have students write a letter to the editor or an editorial about the impact of
SS.912.FL.6.10: Compare federal and state regulations that international trade on a selected regional, national, or local economic issue; e.g.,
provide some remedies and assistance for victims of identity tariffs, unemployment, inflation, rising expectations of citizens in developing
theft.
nations, most favored nation trading status.
Have students think about the challenges the U.S. faces in today’s global
economy. Explain to your reader how technological industries can both help and
harm the economic situation in the U.S.
Have students work in small groups to identify examples of the
internationalization of the world’s economy; e.g., flows of goods/services/capital,
labor mobility, cultural/intellectual/technological exchanges.
Have students watch “Pennies A Day” from www.izzit.org/. Have students
discuss economic challenges in developing countries and the role of
microlending as a possible solution to this problem.
Have students work in small groups to research the important economic facts
about selected world regions. Have students create maps that show the
distribution of economic freedom. Detailed lesson plans (LP016 and LP017) are
available to support this activity at the M-DCPS Learning Village. See the
following link: LP16 Economics
Senior High Lesson Plans - 12 Economics LP016 Distribution of Economic.pdf
LP17 Economics
Senior High Lesson Plans - 12 Economics LP017 Distribution of Economic.pdf
Have students research the environmental and economic impact of the British
Petroleum Deep Water Horizon oil rig explosion and spill in the Gulf of Mexico.
Have students analyze the costs of this disaster and the pros and cons of offshore drilling in general, and for the State of Florida in particular. Have students
write a Florida legislator expressing their views
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Have students simulate a G-20 Summit. Have students work in small groups to
research and represent the interests of specific countries on issues such as
trade, environmental protection, globalization, labor conditions.
Have students describe problems that occur when an individual is a victim of
identity theft. Students will give specific examples of how online transactions,
online banking, email scams, and telemarketing calls can make consumers
vulnerable to identity theft. Describe the conditions under which individuals
should and should not disclose their Social Security number, account numbers,
or other sensitive personal information.
Have students recommend actions a victim of identity theft should take to limit
losses and restore personal security.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
Related Programs:
Model United Nations
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Essential Content
Department of Social Sciences
Second Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Financial Literacy Instructional Unit
PACING
Dates
Traditional
15 Days
Optional Last 3 Weeks of
Block
7.5
Course
ESSENTIAL QUESTION:
What skills and knowledge do I need to be able to manage money responsibly and have a successful and financially stable future?
Note to teachers: The last 15 days of the academic year are designed to deliver instruction regarding financial literacy. The Department of Social Sciences has created
and published 15 comprehensive lesson plans for each grade level K-12. To access these lesson plans, go to the Department of Social Sciences’ website and click on
the Financial Literacy icon, as seen below. Lessons are designed around national financial literacy standards and contain all pertinent resources a teacher needs to
implement the lessons. See flyer below for additional information.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Program Overview
EverFi Financial Literacy™
Student Length: 6 hours (approximate)
Meets 53 of the 107 Florida Standards for economics.
Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA,
•mortgages, •taxes, •stocks, •savings, •401k’s
EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently
providing critical need financial skills in a fun and engaging digital environment. The system automatically records student progress and reports the
unique score of each user back to the teacher. The program is engaging, easy to use, and provides students with a wonderful background on the
essential skills that are critical for their future financial success. The resource contains 10 modules covering over 600 topics including banking,
credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical concepts. Video, animations, 3-D
gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully complete
the course earn certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.
Vault – Understanding Money™
Student Length: 2.5 Hours (approximate)
Meets 28 of 30 Florida Standards for Grade 4 economics and financial literacy.
Meets 18 Florida Standards for Grade 4 LAFS
Topics Covered: •Responsible Money Choices • Income and Careers • Planning & Money Management • Credit & Borrowing • Insurance & Safety
Management • Savings & Investing •wants and needs • scarcity and choice
Vault - Understanding Money is an interactive course designed to introduce financial literacy skills early in a child’s cognitive development. Vault™
features 6 learning groups that focus on skill building and decision-making, from learning how to control spending, to going to trusted adults for
financial advice. Rich Assessment Data Each learning group contains assessments that measure student knowledge gains throughout the program.
Personalized Goal-Setting & Interactive Learning Students will “unlock” games and will apply their learning in a variety of story-based simulations.
These activities challenge students to make choices in real-life scenarios to achieve important goals around saving, job planning, and budgeting.
Students will earn a certification upon completion of the curriculum, a representation of the important financial concepts they have mastered.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Steps to Access
I. Activating Administrative Account
• Go to http://www.everfi.com/login • Click “sign up” on the top right of the screen. • Type in your school site registration site code (see list) and click “I’m a teacher”. • Complete the fields, enter your email address, create a • password and fill remaining fields. Click finished!
II. Creating Classes and Class Codes
1. Once logged in, select the “classes” tab from the top navigation bar.
2. On the dropdown and select “create class”.
3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration
code that will be stored on your dashboard. Students will use this class code in the same manner in which you registered.)
III. Activating and Registering for Student Accounts
1. Go to www.everfi.com/login
2. Select “sign up” at the top right of the screen.
3. Enter the class registration code for YOUR class.
4. Select “I’m a student Student”
5. Fill in all the required fields.-You DO NOT have to enter an email address.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Additional Useful Online Resources for Financial Literacy Instruction:
Financial Literacy from Florida’s Chief Financial Officer:
 The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE online
fi
-DCPS employees can access this FREE online financial
literacy learning resource by clicking on the following link: http://www.myfloridacfo.com/YMM/default.aspx.
 Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s events,
such as saving for college, buying a car, and accessing health care, and even games for students to teach them impo
resources are also available in Spanish by clicking on the “Spanish” tab at the bottom of the page.
H & R Block’s Budget Challenge:
 http://www.hrblockdollarsandsense.com/
 Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and fiscal
discipline early, kids can gain the knowledge and confidence to manage their own financial future. Our free H&R Block Budget Challenge
encourages students to learn personal finance in a fun, engaging way while competing against other classrooms and students for $3 million
in classroom grants and student scholarships.
National Education Association’s Warehouse on Teaching Financial Literacy:
 http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html
 Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their financial
resources effectively throughout their lives.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
DISCOVERY EDUCATION RESOURCES
TOPIC 6: LABOR
Videos:
The Plight of Laborers
The PBS NewsHour: Many Left Uncounted in Nation's Official Jobless Rate
Division of Labor
The United State's Changing Job Force
The Decreasing Power of Unions
Pressures on Domestic and International Workers
Hidden Agenda
The Triangle Shirtwaist Fire
The Jungle: A View of Industrial America
The Great Depression in America
Economically-driven Social Change
Images:
Education Pays
Cesar Chavez Leading a Farm Workers' March
Audio:
Social Reform Movements: Labor Movements & Unions
The Great Depression: Effects: The Need for Organized Labor
Articles:
National Industrial Recovery Act
Open Shop
Closed- Shop Agreement
Activity:
Election 2012: Week 07: The Economy
TOPIC 7: FINANCIAL INSTITUTIONS
Videos:
Money
The PBS NewsHour: Evaluating and Preventing a Massive Financial Crisis
The PBS NewsHour: Bailout of Mortgage Firms Could Set Risky Precedent
The PBS NewsHour: The State Of Student Loans: More Debt, More Defaults, More Problems
Making Money Grow
Developing a Financial Plan
Figuring Interest
Rewards and Risks of Credit Cards
Getting a Loan: Car, School, or Home
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Saving
Investing
Types of Investment Opportunities
Choosing an Investment Strategy
Long-Term Savings and Investing
Images:
Crowd of Depositors Stands Outside the Union Bank
A troubled S&L.
Audio:
Stuff You Should Know Podcast: Cash, Debit, or Credit: Which is best?
Articles:
Investment Banking
TOPIC 8: MEASURING ECONOMIC PERFORMANCE
Videos:
Wealth of Nations
Measuring Economic Development
Gross National Product
Origin of Supply
Other Aggregates
America's Modern Recession
2008 Stock Market Crash
Maintaining, Expanding, and Sharing Production
Song:
Lodge McCammon Songs: Full Employment
Articles:
National Income
Gross National Product
Cost of Living
Business Cycle
TOPIC 9: GOVERNMENT AND THE ECONOMY
Videos:
Tools Economists and Governments Use to Control and Manipulate the Economy
An Introduction to Microeconomic Concepts
The Role of the Federal Reserve
Government Responses to Market Failure
The PBS NewsHour: Evaluating and Preventing a Massive Financial Crisis
The PBS NewsHour: Arrogance, Ignorance Recurring in Economic History
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
12th Grade Honors Economics with Financial Literacy
Reagan and the US Economy
Consequences of Deregulation in the Airline Industry
The Price of Progress
2008 Stock Market Crash
Monetary Policy
Federal Reserve Act
Fiscal Policy
Opportunity & Public Policy
America's Failing Infrastructure
Culture Clip: Taxes
Images:
"Old Reliable."
Articles:
Income Tax
Skill Builder:
How the Fed Controls the U.S. Economy
TOPIC 10: THE GLOBAL ECONOMY
Videos:
Trade Policy
Globalization's Impact
Leveling the Playing Field?
The Washington Consensus
Climate Change, Species Loss, & Resource Renewal
International Exchange Rates & Profitability
Free Trade
Fair Trade
Is the World Flat?
Trading Blocks and Agreements
International Organizations
American Jobs Moving to China
The Future of America in the Face of Outsourcing
Cheap Labor Driving the Global Economy
Wal-Mart Economics
Three Commutes
It's a Win-Win
Economies Intertwined
World Poverty & Uncertainty
Reasons for Poverty & Affluence
The World Bank and the International Monetary Fund
Globalization
Helping Less Developed Countries
Department of Social Sciences