What is a DBQ/TDQ? - Shelby County Schools Econ Q1.docx · Web viewIt requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from

Social Studies Curriculum Map Part 1/Quarter 1 Economics

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this

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document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCorehttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.


KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

http://www.tncurriculumcenter.org/social_studies


Note:

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) WIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Lesson Activities – Suggestions for use in planning lessons w/ literacy connections. (Coded in green)Resources – Links to additional resource



Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA Examples for EconomicsModified tasks

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA Can Do Name charts may be located here: http://shelbycountyesl.weebly.com/wida.html (password: SCS-ESL) -

WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: 9-12Supply and DemandEntering:Identify resources or products in supply or demand on maps or graphs from oral statements.

Beginning:Indicate availability of resources or products in graphs or maps from oral statements.

Developing:Compare resources or products in supply or demand from maps or graphs and oral statements.

Expanding:Analyze oral scenarios related to resources or products in supply or demand from maps or graphs.

Bridging:Interpret cause and effect of resources or products in supply or demand from oral discourse.

Example: 9-12Global EconomyEntering:Identify products related to economic trends of regions or countries from oral statements, maps and charts (e.g., Oil is part of the world's economy. Find countries with oil.)

Beginning:Match regions or countries with similar economic trends from oral descriptions, maps and charts.

Developing:Find examples of regions or countries that have similar economic trends from descriptive oral scenarios, maps and charts.

Expanding:Compare/contrast the economic trends of regions or countries from oral discourse, maps and charts.

Bridging:Evaluate impact of economic trends on regions or countries from oral reading of grade level material.


https://www.wida.us/standards/ELP_standardlookup.aspx

http://shelbycountyesl.weebly.com/wida.html


Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print. (Ex: composed, apply, establish)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content. (Ex: reformation, legislation, medieval, and Socialism)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written

word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.

ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

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Economics Topics & Ideas

Suggested Time

Quarter 1

Weeks 1-3.5 Scarcity and Economic ReasoningBig Ideas: Productive Resources Abound, The Costs of Production,

Weeks 3.5-7 Supply and DemandBig Ideas: The Law of Supply; the Law of Demand

Weeks 8-9 Market StructuresBig Ideas: Perfect Competition at its Best!

Suggested Time

Quarter 2

Weeks 1-2 National Economic Big Ideas: Can Businesses and Labor both be right?

Weeks 3-5.5 Money and the Role of Financial InstitutionsBig Ideas: Making the most out of your money

Weeks 5.5-7 The Role of GovernmentBig Ideas: How safe if your money? How well do financial institutions serve our needs? Savings and Investment choices.

Weeks 8-9 TradeBig Ideas: Free Trade or Not? What are the costs of economic development?

* Please note that these time-frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors

Scarcity and Economic ReasoningWeeks 1-3.5

Textbook/Anchor Text: Prentice Hall ECONOMICS (1340L)



TN State Recommendation: The United States Constitution (Lexile 1540L)TN State Social Studies Standards Big Ideas, Guiding Questions &Vocabulary Suggested Activities & Resources

E.1 Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services.

E.2 Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs.

Productive Resources Abound

E.1 What are the three basic economic productive resources?

E.1 Why are natural, human, and capital productive resources necessary for the production of goods and services?

E.2 What are scarcity and choice, in economic

Textbook References:Chapter 1:Complete Chapter 1’s Section(s), Chapter, and DBQs Assessments pp. 19-21 Literacy RH.11-12.6

Visuals: What Does an Entrepreneur Do? pp. 4-5, Water Wars? pp. 6, Trade-Offs pp. 9, What is Opportunity Cost? p. 10, Production Possibility Curve p. 14, Law of Increasing Costs p. 17

Chapter 2: Complete Chapter 2’s Section(s), Chapter, and Document Based Assessments pp. 45-47 Literacy RH.11-12.6

Visuals: How Can Innovation Lead to Economic Growth? pp. 26-27, Circular Flow Model of a Market Economy p. 31, , Circular Flow Model of a Mixed Economy p. 40, Continuum of Mixed Economies p. 41, Buying and Selling in a Mixed Economy p. 43

Suggested Activities

E.1 In an essay, have students define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services.http://www.kidseconposters.com/posters/the-basics/productive-resources/ Literacy W.11-12.1.DE.1 Write an explanation of the production of goods and services.

http://www.theusaonline.com/economy/production.htm andTextbook p.24Literacy W.11-12.2

E.2 Compose essay that explains how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs.


http://www.theusaonline.com/economy/production.htm

http://www.kidseconposters.com/posters/the-basics/productive-resources/


E.3 Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment.

E.4 Describe how people respond predictably to positive and negative incentives.

E.5 Explain that voluntary exchange occurs when all participating parties expect to gain.

E.6 Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? For whom to produce?

terms?

E.2 What is opportunity cost? Why is it important to understand opportunity cost?

The Costs of Production

E3 What are the broad goals of economic policy?

E4 How do people respond to incentives?

E.5 How is voluntary exchange significant?

E.6 How are decisions made about what to

Textbook p.512 Literacy RI.11-12.1, Literacy W.11-12.2

E.3 Write an essay that Identifies and explains the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment. Make sure that each term is thoroughly defined.Textbook pp. 29-34 Literacy RI.11-12.1, Literacy W.11-12.2

E.4 After reading, write a short description of how people respond predictably to positive and negative incentives. What are Incentives? Textbook p.32 Literacy RI.11-12.1, Literacy W.11-12.2

E.5 Write an explanation of how voluntary exchange occurs. The explanation should speak to what all participating parties expect to gain. Textbook p. 51 Literacy RI.11-12.1, W.11-12.2.B

E.6 Write a compare and contrast paper that explores how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? For whom to produce? Textbook pp. 109,116-22 Literacy RI.11-12.1, W.11-12.9



E.7 Describe how clearly defined and enforced property rights are essential to a market economy.

E.8 Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth.

E.9 Compare and contrast the theoretical principles of the economic systems of capitalism, socialism, and communism, and use historical examples to provide evidence of their effectiveness.

produce?

E.7 How are clearly defined and enforced property rights essential to a market economy?

E.8 What is a production possibilities curve and how is it used?

E9 What are the theoretical principles of the economic systems of capitalism, socialism, and

E.7 The productive resources are necessary for the production of goods and services and have value due to their scarcity. Clearly defined and enforced property rights are essential to a market economy because resources are scarce and have value. Increased populations lead to increased scarcity and the population continues to increase. This is one source of inflation. Students will create a presentation that compares and contrasts the productive resources and provides five examples of each. Textbook pp. 51-52 Literacy RI.11-12.1.3, W.11-12.9

E.8 Every choice we make has an opportunity cost, or the cost of the next available opportunity. What is the opportunity cost for skipping school? Buying a bag of chips? Production possibilities curves can help a producer make decisions about production by showing possible combinations of inputs utilized to produce outputs. Imagine you only have one piece of land and cannot by another. What limits what you can produce using that land? Producers refer to demand to find the most valued production choice. Students will write an explanatory piece after further researching the topic of opportunity cost. Textbook pp. 451-2Literacy RH.11-12.1,7,9, W.11-12.7

E.9 These goals can be defined as natural rights according to John Locke. (E.3) The U.S. Congress established three key objectives for monetary policy in the Federal Reserve Act: Maximum employment, stable prices, and moderate long-term interest rates. Congress works to obtain these through taxing and spending, fiscal policy. Keeping our economy stable helps keep everyone working and above the poverty line. Students will research this idea and compose an explanatory writing piece to summarize their findings. (Textbook P418) Literacy



E. 10 Examine informational text and primary sources to analyze the major ideas of the following economists:

Adam Smith Thomas Malthus Karl Marx John Maynard Keynes Friedrich Hayek Milton Friedman Ben Bernanke

communism?

E.10 What are the major ideas of the following economists:

Adam Smith Thomas Malthus Karl Marx John Maynard Keynes Friedrich Hayek Milton Friedman Ben Bernanke

Content Vocabulary (Tier 3): economics, shortage entrepreneur, factors of production, “guns and butter,” opportunity cost,

RH.11-12.1,9

E.9 After reading Comparing Economic Systems via http://www.ushistory.org/gov/13b.asp, students will compare and contrast the principles using historical examples to provide evidence of their effectiveness. Literacy RH.11-12.10

E. 9 While reading pages 22-28, students will complete a concept web detailing what goals and values affect how a society answers the three key economic questions. Students may refer to page 23 to get a suggested starter to the assignment. Literacy RH.11-12.7

E. 10 Students will analyze texts as well produce a written summary or outline of the major ideas of the following economists: Literacy RH.11-12.4

Adam Smith: http://www.econlib.org/library/Enc/bios/Smith.html Thomas Malthus: http://www.econlib.org/library/Enc/bios/Malthus.html Karl Marx: http://www.econlib.org/library/Enc/bios/Marx.html John Maynard Keynes: http://www.econlib.org/library/Enc/bios/Keynes.html Friedrich Hayek: http://www.econlib.org/library/Enc/bios/Hayek.html Milton Friedman: http://www.econlib.org/library/Enc/bios/Friedman.html Ben Bernanke: http://www.britannica.com/biography/Ben-Bernanke

Suggested Independent Research Activities: Students should choose their own sources, cite evidence, and present their work in a format of their choosing be it graphically, essay format, or via oral presentation with visual aids.

E.1 Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services. (Textbook P2) Literacy RH.11-12.6

E.2 Explain how consumers and producers confront the condition of scarcity, by


http://www.britannica.com/biography/Ben-Bernanke

http://www.econlib.org/library/Enc/bios/Friedman.html

http://www.econlib.org/library/Enc/bios/Hayek.html

http://www.econlib.org/library/Enc/bios/Keynes.html

http://www.econlib.org/library/Enc/bios/Marx.html

http://www.econlib.org/library/Enc/bios/Malthus.html

http://www.econlib.org/library/Enc/bios/Smith.html

http://www.ushistory.org/gov/13b.asp


thinking at the margin, cost/benefit analysis, marginal cost, marginal benefit, production possibilities curve, production possibilities frontier, underutilized, law of increasing costs, economic system, factor payment, safety net, standard of living, innovation, traditional economy, market, specialization, free market economy, factor market, product market, self-interest, incentive, competition, invisible hand, consumer sovereignty, centrally planned economy, authoritarian, laissez faire, private property, mixed economy, economic transition, free enterprise system

Academic Vocabulary (Tier 2):Needs, wants, goods, services, money, income, limited, resources, business, growth, increase, resources, goods, services, society, consume, goals, efficiency, growth, produce, citizens, economySee pg. 5 for Vocabulary Instructions

making choices that involve opportunity costs and tradeoffs. (Textbook P3) Literacy RH.11-12.6

E.3 Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment. (Textbook P334) Literacy RH.11-12.6

E.4 Describe how people respond predictably to positive and negative incentives. (Textbook P32) Literacy RH.11-12.6

E.5 Explain that voluntary exchange occurs when all participating parties expect to gain. (Textbook P29) Literacy RH.11-12.6

E.6 Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? For whom to produce? (Textbook P22) Literacy RH.11-12.6

E.7 Describe how clearly defined and enforced property rights are essential to a market economy. (Textbook P3) Literacy RH.11-12.6

E.8 Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth. (Textbook P13) Literacy RH.11-12.6

Supply and Demand11

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(Weeks 3.5-7)Textbook/Anchor Texts: Prentice-Hall: ECONOMICSTN State Recommendations: NA

TN State Social Studies Standards Big Ideas, Guiding Questions &Vocabulary Suggested TDQs, Activities & Resources

E.11 Define supply and demand, and provide relevant examples.

E.12 Describe the role of buyers and sellers in determining the equilibrium price.

E.13 Describe how prices of products as well as interest rate and wage rates send signals to buyers and sellers of products, loanable funds, and labor.

E.14 Explain that consumers ultimately determine what is produced in a market economy (consumer sovereignty).

The Law of Supply; the Law of Demand

E.11, E.12, E.14 What is the role of suppliers and consumers in determining supply, demand, and the equilibrium price?E.11, E.12, E.14 What are supply and demand curves and how are they used to determine the equilibrium price?

E.12 -16 What causes changes to those curves and the equilibrium price as well as quantity demanded and quantity supplied?

Textbook ReferencesChapter 4: Complete Chapter 4’s Section(s), Chapter, and DBQ Assessments pp. 105-107 Literacy RH.11-12.6

Visuals: What is the Law of Demand? p. 86, The Law of Demand in Action p. 87, The Substitution Effect p. 88, Demand Schedules p. 89, Demand Curves p. 90, Graphing Changes in Demand p. 92, Elasticity of Demand p. 98, How Does Elasticity Affect Consumer Demand? pp. 100-101, Revenue Table p. 103, Elasticity and Revenue p. 104

Chapter 5: Complete Chapter 11’s Section(s), Chapter, and Document Based Assessments pp. 301-303 (Textbook P) Literacy RH.11-12.6

Visuals: What is the Law of Supply? P. 110, Supply Schedule p. 112, Supply Curves p. 113, Marginal Product of Labor p. 117, Marginal Returns p. 117, What are the Production Costs? pp. 118-119, Production Costs p. 120, Output and a Change in Price p. 121, Input Costs p. 124, Shifts in the Supply Curve p. 125,

While reading pages 116-122, student s will complete a chart detailing ways a producer can maximize profits. Students may refer to page 116 to get chart topics. Literacy RH.11-12.6

E.12 After reading the about supply and demand, students will create written supply and demand scenarios. (Textbook P84) Literacy RH.11-12.9

E.16 Changes in supply and demand influence equilibrium price and quantity in the in the product, resource, and financial markets by sending signals to consumers and producers about how much to buy or sell. Students will research this process and create a chart to demonstrate their understanding of the process. (Textbook P) Literacy RH.11-12.2



E.15 Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.

E.16 Demonstrate how supply and demand determine equilibrium price and quantity in the product, resource, and financial markets, including drawing and reading supply and demand curves.

E.17 Identify factors that cause changes in market supply and demand.

E.18 Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets.

E.19 Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses.

E. 20 Cite evidence from appropriate informational texts to argue in an opinion piece for or against the minimum wage.

E.21 Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as prices fluctuate.

E.22 Explain how financial markets, such as the stock market, channel funds from savers to investors.

E.17-18 How are shortages and surpluses created?

Content Vocabulary (Tier 3): Demand, law of demand, substitution effect, demand schedule, market demand schedule, demand curve, ceteris paribus, normal good, inferior good, demographics, complements, substitutes, elasticity of demand, inelastic, unitary elastic, total revenue,law of supply, quantity supplied, supply schedule, variable, market supply schedule, supply curve, market supply curve, elasticity of supply, marginal product of labor, increasing marginal returns, diminishing marginal returns, fixed cost, variable cost, total cost, marginal cost, marginal revenue, average cost, operating cost, subsidy, excise tax

Academic Vocabulary (Tier 2):

E. 17 While reading pages 91-96, students will complete a concept web that details the demand curve shift. Student may refer to page 91 to start the concept web. Literacy RH.11-12.5

E.19 People have a wide variety of opinions on the topic of minimum wage. Students will research the purpose of minimum wage and write an opinion piece to detail their feelings toward minimum wage. (Textbook P226) Literacy RH.11-12.9

Suggested Student Choice Independent Research Activities: Students should choose their own sources, cite evidence, and present their work in a format of their choosing be it graphically, essay format, or via oral presentation with visual aids.

E.11 Define supply and demand, and provide relevant examples. (Textbook P84) Literacy RH.11-12.7

E.12 Describe the role of buyers and sellers in determining the equilibrium price. (Textbook P132) Literacy RH.11-12.7

E.13 Describe how prices of products as well as interest rate and wage rates send signals to buyers and sellers of products, loanable funds, and labor. (Textbook P148) Literacy RH.11-12.7

E.14 Explain that consumers ultimately determine what is produced in a market economy (consumer sovereignty). (Textbook P159) Literacy RH.11-12.7

E.15 Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure. (Textbook P159) Literacy RH.11-12.7

E.16 Demonstrate how supply and demand determine equilibrium price and quantity in the product, resource, and financial markets, including drawing and reading supply and demand curves. (Textbook P133) Literacy RH.11-12.7,2,1

E.17 Identify factors that cause changes in market supply and demand. (Textbook P141) Literacy RH.11-12.7,1



Principles, entry, production, supply, short run, long run, supplier, wages, shortages, surpluses, sum, output, expectations, regulation, Income, reduction, goods, population, demographics, advertising, consumers, calculating, value, availability, policy

(For Vocabulary Strategies see page 5)

E.22 How do financial markets channel funds from savers to investors?

E.18 Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets. (Textbook P135) Literacy RH.11-12.7

E.19 Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses. (Textbook P216) Literacy RH.11-12.7

E. 20 Cite evidence from appropriate informational texts to argue in an opinion piece for or against the minimum wage. (Textbook P223) Literacy RH.11-12.7

E.21 Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as prices fluctuate. (Textbook P97) Literacy RH.11-12.7

E.22 Explain how financial markets, such as the stock market, channel funds from savers to investors. (Textbook P276) Literacy RH.11-12.6

Market Structure(Weeks 8-9)

Textbook/Anchor Texts: Prentice-Hall: ECONOMICSTN State Recommendations: NA

TN State Social Studies Standards Big Ideas, Guiding Questions &Vocabulary Suggested Activities & Resources

E.23 Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation.

Perfect Competition at its Best!

Textbook ReferencesChapter 7: Complete Chapter 7’s Section(s), Chapter, and DBQ Assessments pp. 185-187 Literacy RH.11-12.6Visuals: What is Perfect Competition? p. 161; Market Equilibrium in Perfect Competition p. 162; Effect of Economies of Scale p. 165; Monopoly p. 166; Demand Schedule of deep Breathe p. 170; Setting a Price in a Monopoly p. 171; Monopolistic Competition p. 175; Nonprice Competition p. 176; Oligopoly p. 177; The OPEC cartel p. 178;



E.24 Analyze the various ways and reasons that firms grow either through reinvestment of financial capital obtained through retained earnings, stock issues and borrowing, or through horizontal, vertical, and conglomerate mergers.

E.25 Analyze key details and central ideas from diverse forms of informational text to summarize the role and historical impact of

E.23 What are the forms of business organization?

E.24 How do firms grow?

E.25 What have been the historical impacts of various economic institutions, such as labor unions, multinationals, and nonprofit organizations, in market economies? E.26, E.27, E.28, E.29 What are the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition

Key events in Federal Antitrust Policy p. 181; How is Broadcasting Regulated? pp. 182

Chapter 9: Complete Chapter 9’s Section3 Assessment pp. 242 Literacy RH.11-12.6

Visuals: Key Events in the U.S. Labor Movement p. 236, U.S. economic Changes That Have Affected Unions p.238, Labor and Union Membership p.239, How Can Collective Bargaining Settle Differences? pp.240-241,

Suggested ActivitiesE. 23 Using the link http://www.kcsourcelink.com/learning-center/starting-a-business/register-and-license-your-business/forms-of-business-organization, students will compare and contrast forms of business organization through a comparative writing piece. Literacy RH.11-12.2

E.23 Through an opinion writing piece, students will write about the business organization they feel would be the best to pursue. Students will support their opinions with textual evidence and examine the primary advantages and disadvantages of sole proprietorships and partnerships, LLC’s, and corporations. (Textbook P190) Literacy RH.11-12.7; WHST.11-12.2

E.25 Relevance: Labor unions do several things to help keep the wages of their workers high. Students will research the things that determine workers' earnings. (Textbook P226) Literacy RH.11-12.9,7

E.26 Unions use collective bargaining and also invest in the productivity of workers. Students will research to determine ways to increase the productivity of workers. (Textbook P235) Literacy RH.11-12.7,9; WHST.11-12.1,2

E.28 The major market structures are monopolies, oligopolies, monopolistic competition, and pure competition. Students will create a chart to list their similarities and differences. (Textbook P158) Literacy RH.11-12.4; WHST.11-12.1

E.27 Using Competition: Pizza! Via http://www.econedlink.org/lessons/projector.php?lid=383&type=educator, students will understand that competition takes place when there are many buyers and sellers


http://www.econedlink.org/lessons/projector.php?lid=383&type=educator

http://www.kcsourcelink.com/learning-center/starting-a-business/register-and-license-your-business/forms-of-business-organization

http://www.kcsourcelink.com/learning-center/starting-a-business/register-and-license-your-business/forms-of-business-organization


economic institutions, such as labor unions, multinationals, and nonprofit organizations, in market economies.

E.26 Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.

E.27 Explain how competition among many sellers lowers costs and prices and encourages producers to produce more.

E.28 Demonstrate how firms with market power can determine price and output through marginal analysis.

E.29 Explain ways that firms engage in price and non-price competition.

and how does competition work in each case?

Content Vocabulary (Tier 3):Perfect competition, commodity, barrier to entry, imperfect competition, start-up costs, monopoly, economies of scale, natural monopoly, patent, franchise, license, price discrimination, market power, monopolistic competition, differentiation, non-price competition, oligopoly, price war, collusion, price fixing, cartel, predatory pricing, antitrust laws, merger, deregulation

Academic Vocabulary (Tier 2):Buyers, sellers, products, entry, exit, costs, technology, output, barriers, labor, conditions, bargain, wages, benefits settlements

(For Vocabulary Strategies- see page 5)

E.30 How is productivity increased?

E.31 How are wages determined?

E .32 What is the role of entrepreneurs in a free enterprise system?

of similar products, identify competing businesses in their community, understand that competition among sellers results in lower prices, higher product quality, and better customer service. Students will also explain how the opening of a second pizza shop in a small community affects prices, profits, service, and quality. Literacy RH.11-12.3

E.31 Relevance: Labor unions do several things to help keep the wages of their workers high. Students will research the things that determine workers' earnings. (Textbook P226) Literacy RH.11-12.9; WHST.11-12.2

E.31 In groups, students will read Elasticity of Demand and Supply via the link http://faculty.winthrop.edu/stonebrakerr/book/elasticity.htm. Students will work together to complete a concept web of the main idea of the text before writing individual summaries of the text. Literacy RH.11-12.6; WHST.11-12.2

Suggested Independent Research Activities: Students should choose their own sources, cite evidence, and present their work in a format of their choosing be it graphically, essay format, or via oral presentation with visual aids.

E.23 In a paper, compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation. (Textbook P190) Literacy RH.11-12.6; WHST.11-12.1

E.24 In a paper, analyze the various ways and reasons that firms grow through reinvestment of financial capital obtained through retained earnings, stock issues and borrowing, or through horizontal, vertical, and conglomerate mergers. (Textbook P202) Literacy RH.11-12.6; WHST.11-12.2,3

E.25 In a paper, analyze key details and central ideas from diverse forms of informational text to summarize the role and historical impact of economic institutions, such as labor unions, multinationals, and nonprofit organizations, in market economies. (Textbook P190) Literacy RH.11-12.6; WHST.11-12.1,2

E.26 In an essay, Identify the basic characteristics of monopoly, oligopoly,


http://faculty.winthrop.edu/stonebrakerr/book/elasticity.htm


E.30 Examine informational text in diverse formats and media to analyze how investment in research and development, equipment and technology, and training of workers increases productivity.

E.31 Describe how the earnings of workers are determined by the market value of the product produced or service provided workers’ productivity, incentives, collective bargaining, and discrimination.

E.32 Analyze the role and productivity of entrepreneurs in a free-enterprise system and how entrepreneurial decisions are influenced by tax, regulatory, education, and research support policies.

monopolistic competition, and pure competition. (Textbook P158) Literacy RH.11-12.6; WHST.11-12.2

E.27 Explain how competition among many sellers lowers costs and prices and encourages producers to produce more (Textbook P148). Literacy RH.11-12.6

E.28 Use a graphic organizer to demonstrate how firms with market power can determine price and output through marginal analysis. (Textbook P174) Literacy RH.11-12.6; WHST.11-12.2,3

E.29 In an essay, explain ways that firms engage in price and non-price competition. (Textbook P158) Literacy RH.11-12.6; WHST.11-12.2

E.30 Examine informational text in diverse formats and media to analyze how investment in research and development, equipment and technology, and training of workers increases productivity. (Textbook P323) Literacy RH.11-12.6

E.31 In a paper, describe how the earnings of workers are determined by the market value of the product produced or service provided, workers’ productivity, incentives, collective bargaining, and discrimination. (Textbook P228) Literacy RH.11-12.6; WHST.11-12.2

E.32 Analyze in a paper, the role and productivity of entrepreneurs in a free-enterprise system and how entrepreneurial decisions are influenced by tax, regulatory, education, and research support policies. (Textbook P306) Literacy RH.11-12.6; WHST.11-12.2

Resources Economic Close Reads and Lesson Plans:http://www.econedlink.org/lessons/economic-lesson-search.php?type=educator&gid=4Graphic Organizers http://www.studenthandouts.com/Productive Resources


http://www.studenthandouts.com/

http://www.econedlink.org/lessons/economic-lesson-search.php?type=educator&gid=4


http://www.econedlink.org/interactives/index.php?iid=191&type=studentEconomic Institutionshttp://www.whatiseconomics.org/what-is-economics/economic-institutionsFree Enterprise Education Acthttp://www.alec.org/model-legislation/free-enterprise-education-act/

These sites can be used as you develop your lesson plans!


Reference Resources:Please register for these free sites:

Ever Fi (Economics, financial Literacy & African American History)www.everfi.com/login

Read Works (Informational Passages/Articles including Paired Texts)http://www.readworks.org/

Newsela (Informational topics)https://newsela.com/

Britannica www.school.eb.com Username: Shelby Password: county

To Log on to ImageQuestGo to: quest.eb.com Username – shelby Password - county

The World Almanac Online (for middle and high)http://online.infobaselearning.com/Direct.aspx?aid=237361&pid=WE29Access Credentials: for middle and highUsername: shelbycty-2nd Password: digital

Gilder-Lehrmanhttps://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program

Teacher Tube (Uses your SCS Log-in)These sites can be used as you develop your lesson plans!

www.eduToolbox.org

http://www.us8.list-manage.com/track/click?u=b28b453ee164f9a2e2b5057e1&id=1696b5c323&e=ee5ae730eb

https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program

http://online.infobaselearning.com/Direct.aspx?aid=237361&pid=WE29

http://www.school.eb.com/

https://newsela.com/

http://www.readworks.org/

http://www.everfi.com/login

http://www.alec.org/model-legislation/free-enterprise-education-act/

http://www.whatiseconomics.org/what-is-economics/economic-institutions

http://www.econedlink.org/interactives/index.php?iid=191&type=student

Documents

What is a DBQ/TDQ? - Shelby County Schools Econ Q1.docx · Web viewIt requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from