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Enduring Understandings - important ideas
that students should carry with them years beyond the instruction received
this year.
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Decisions must be made about the use of scarce resources.
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Making economic choices imposes opportunity costs.
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Economic incentives influence the use of scarce resources.
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Different societies use different economic systems.
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The type of economic system a society uses is determined by how it
answers the basic What, How, and Who questions of economics.
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Prices are the way producers and consumers communicate with one another.
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The
US Government uses monetary and fiscal policy to influence the economy.
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Trade, global interdependence and specialization contribute to economic
growth.
Essential Questions - most important “big picture” questions
students should be able to answer after completing learning activities.
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How
does scarcity influence how economic decisions are made?
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How
do incentives and opportunity costs influence economic decision-making?
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How
are economic systems alike and how are the different?
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What
are the costs and benefits of each system?
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How
are prices signals to producers and consumers?
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What
determines changes in supply and demand?
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How
does the US government use monetary and fiscal policy to influence the
economy?
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How
do trade, global interdependence and specialization contribute to
economic growth?
District 11 curriculum is
designed to prepare and equip students to be successful in the 21st Century.
Curriculum resources and lessons included here have been aligned to the
Colorado Standards for each content area. In addition, the entire program
has been aligned with the knowledge, skills, and learner attributes the
Partnership for 21st Century Skills promotes as
necessary for success in the 21st Century. You will see the highlighted core
values embedded in these lessons and activities.
Standards and Benchmarks
Standard 1: Students understand that
because of the condition of scarcity, decisions must be made about the use
of scarce resources.
Benchmark A: Students know that economic choices are made because
resources are scarce and that the act of making economic choices imposes
opportunity cost.
Benchmark B: Students understand that economic incentives influence the
use of scarce human, capital, and natural resources.
Benchmark C: Students understand that resources can be used in many ways and
understand the costs of alternative uses.
Standard 2: Students understand how different economic systems employ
different means to produce, distribute, and exchange goods and services.
Benchmark A: Students understand that different economic
systems employ different means to produce, distribute, and exchange goods
and services.
Benchmark B: Students understand the fundamental
characteristics of the United States Economic System.
Benchmark
C: Students understand that government actions and policies, including
taxes, spending and regulations influence the operation of economies.
Standard 3:
Students understand the results of trade, exchange, and interdependence
among individuals, households, businesses, governments, and societies.
Benchmark
A: Students understand that the exchange of goods and services creates
economic interdependence and change.
Benchmark
B: Students understand how a country's monetary system facilitates the
exchange of resources.
District 11 Economics Indicators
1. Make
economic decisions based on an economic way of thinking.
2. Identify personal investment strategies.
3. Compare and contrast economic systems.
4. Explain how the price system affects producers
and consumers.
5. Describe the economic roles of the US
government.
6. Describe the impact of trade and global
interdependence on the US economy.
Economics
Conceptual Vocabulary
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Visual Thesaurus - use
the approved District 11 login and password to the right.
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Login:
hs912@d11.org
Password: d112009 |
Research confirms that students must have at least 6
opportunities through varied means to experience the same vocabulary before
it can be applied. Here are 6 sample methods for teaching the vocabulary for
this unit:
These examples are endorsed by the
Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy
to Improving Vocabulary. Instead of looking at a dictionary first, follow
the 6 steps to insure students have a full understanding. Read more about
Research on Teaching
Vocabulary.
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Step 1: Teacher
provides a description, explanation, or example of the term
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Step 2: Student
restates the description, explanation, or example in his/her own words
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Step 3: Student
designs a visual representation
Use the suggested
Vocabulary
Activities for Steps 4-6.
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Step 4: Student
completes activities that provide practice for using terms in writing
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Step 5: Students
review and discuss word meanings
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Step 6: Students
practice words with games
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Sample Units
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Resources
Financial Football - an interactive Web-based game that reviews economic
terms and important concepts. When played as a class using an InterWrite
Board or an LCD projector, the class is divided into two teams and Team Captains respond on the
Board with team members' suggestions. Students can also play in pairs
for individual review.
Download lessons from
the Financial Football Training Camp. Use
these fun and exciting lessons to learn about economics and finance, so you
are prepared for the bug game.
Module 1: The Fundamentals
Module 2: Strength Training
Module 3: Defensive Spending
Module 4: The Game Plan
Credit Quiz Show
Exemplary Student Economics Papers |
