Quarter A

Quarter A

Quarter A

Unit of Study and Suggested Pacing

Content/Strand

Common Core State Standards for Reading

Common Core State Standards for  Writing

 

 

Intro to Macro-Economics and Personal Finance

 

3 Weeks

Strand: Economics

Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments. Students will:

9-12 Benchmark 4-A: analyze the ways individuals, households, businesses, governments and societies make decisions, are influenced by incentives (economic and intrinsic) and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocating:

IVA.1 Analyze “opportunity costs” as a factor resulting from the process of decision making.
IVA.4 Analyze and evaluate the impact of economic choices on the allocation of scarce resources.

IV-A.9.a

Understand the relationship between essential learning skills and workforce requirements (e.g., school to work initiatives, service learning)

IV-A.9.b

Understand the relationship between supply and demand in the labor market.

IV-A.10

Use quantitative data to analyze economic information.

IV-A.12

Understand the basis of supply and demand and marginal productivity.

IV-A.13

Understand personal financing (e.g., banking, credit, debit, lending institutions).

CCSS R.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 

CCSS R.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationship among the key details and ideas.

CCSS R.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS R.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.

  • ELA Literacy WHST 11-12 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  • A. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • C. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • D. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
  • E. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Trends in US Economics and the Global Economy

 

5-6 Weeks

 9-12 Benchmark 4-C: analyze and evaluate the patterns and results of trade, exchange and interdependence between the United States and the world since 1900:

IV-C.2

Analyze significant economic developments between World War I and World War II, to include: economic growth and prosperity of the 1920s; causes of the great depression and the effects on United States economy and government; new deal measures enacted to counter the great depression; expansion of government under new deal.

IV-C.3

Analyze the effects of World War II, the cold war and post-cold war on contemporary society, to include: economic effects of World War II on the home front; United States prosperity of the 1950s; impact of the cold war on business cycle and defense spending; recession of 1980s; technology boom and consequent economic slow-down of 2000.

IV-C.7

Evaluate the effect on international trade of domestic policies that either encourage or discourage exchange of goods and services and investments abroad.

IV-C.9

Explain and describe how the federal reserve system and monetary policies (e.g., open market, discount rate, and change in reserve requirements) are used to promote price stability, maximum employment, and economic growth.

IV-C.10

Identify how monetary policies can affect exchange rates and international trade.

IV-C.11

Analyze and evaluate the use of technology affecting economic development.

IV-C.12

Describe and analyze multinational entities (e.g., NAFTA, European Union) in economic and social terms.

CCSS R.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 

CCSS R.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationship among the key details and ideas.

CCSS R.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS R.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.

  • ELA Literacy WHST 11-12 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  • A. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • C. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • D. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
  • E. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

1 Week Review of Content for Quarterly Assessment

 

Quarter B

Quarter B

Quarter B

Economic Systems and the Factors of Production

9 Weeks

9-12 Benchmark 4-B: analyze and evaluate how economic systems impact the way individuals, households, businesses, governments and societies make decisions about resources and the production and distribution of goods and services:

IV-B.1 Analyze the historic origins of the economic systems of capitalism, socialism and communism.

IV-B.3

Understand the distribution and characteristics of economic systems throughout the world, to include: (e.g., characteristics of command, market, and traditional economies; how command, market and traditional economies operate in specific countries; comparison of the ways that people satisfy their basic needs through the production of goods and services).

IV-B.4

Analyze the importance of, and issues related to the location and management of the factors of production.

IV-B.9

Explain how businesses (e.g., sole proprietorships, partnerships, corporations, franchises) are organized and financed in the United States economy.

IV-B.11

Analyze the impact of fiscal policy on an economic system (e.g., deficit, surplus, inflation).

IV-B.12

Compare and contrast different types of taxes (e.g., progressive, regressive, proportional).

IV-B.14

Compare, analyze and evaluate the positive and negative aspects of American capitalism in relationship to other economic systems.

IV-B.17

Analyze the economic ramifications of entrepreneurship.

Continue to integrate CCSS 1-4 and add in:

CCSS R.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS R.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

  • ELA Literacy WHST 11-12 1 Write arguments focused on discipline-specific content.
  • A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
  • B. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  • C. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • E. Provide a concluding statement or section that follows from or supports the argument presented
1 Week Review of Content for Quarterly Assessment