Economic Standards EDSSE105Report Yuzon

7/29/2019 Economic Standards EDSSE105Report Yuzon

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Economic Standards

Chapin, June R.

Reporter: Danna Mae Yuzon


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1.What is economics?

2.Why is economics relevant orimportant in our daily lives?

3.How could we teach economics?


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TABOO

ECONOMICSis the study of how humanbeings choose to use scarceresources to achieve personaland social goals.


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I have no laptop and I need to researchfor something on the internet. I leftmy pink card (internet access card)athome. Which would I choose? Blessings

computer shop at Vinson's or Alvacomputer shop at the shopping center?

You still have a lot of time and energyleft before your next class and you

have to buy something at SC. Would youride an Ikot jeep or just take a walk(going to SC)?


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We cannot have everything we want.

We have to make goodeconomic decisions.


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Other surveys indicate that...

Adults and high school students do nothave a good understanding of fundamentaleconomic concepts such as inflation andscarcity.

twenty content standards

www.economicsamerica.orgbenchmarks


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WINTERTemplate07Content Standard 4

Students will understand that:

People respond predictably to positive and negative incentives.

Students will be able to use this knowledge to:Identify incentives that affect peoples behavior and explain how

incentives affect their own behavior.

BenchmarksAt the completion of Grade 4, students will know that:

1. Rewards are positive incentives that make people better off.

2. Penalties are negative incentives that make people worse off.

3. Both positive and negative incentives affect peoples choices andbehavior.

4. Peoples views of rewards and penalties differ because people

have different values.


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08Teaching Content Standard 4

Examples should tie into the studentslives

Start from their personalexperience.wages persuade people to workpenalties/negative incentives used byparentsincentives used in the classroom


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09Many states used older economic standards.

Economics is seldom taught as a course inthe elementary school.

Focus on self, families, school, andcommunity

History is predominant from 4th to 8th grade


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10help students make better decisions in our

modern global economy

economic reasoning (problem solving orcritical thinking)

1.Identify the question or problem.

2.List the alternatives.

3.Identify the advantages and disadvantages of

each alternative.

4.Choose the best alternative.

5.Re-evaluate the consequences of the decision.


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11Different interpretations/Children and EconomicsEconomists hold different views aboutvarious economic topics andrecommendations for what the governmentshould do.

Children are often confused abouttransactions they dont directly see.Brophy and Alleman: most of the childrenunderstood that people have to pay forshelter and most people prefer homes toapartments.

Most children had difficulty understandingwhy some people prefer apartment rental tohome ownership.Issue of privacy
http://g/~$Question1.pptxhttp://g/~$Question1.pptx


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WINTERTemplate12Strategies for TeachingEconomics

Teaching about costs and benefits at the Primary Level

Standard 2Arizonas Economics Standards for Grades 1-3(2000)

1. Describe how scarcity affects students daily lives, with emphasis on:

1. The opportunity cost of a choice

2. Natural resources, human resources, and capital resources ,

and how they are used to produce goods and services

3. The costs and benefits of personal spending and saving

choices

2. Describe the characteristics of production and exchange in an

economy, with emphasis on:

1. The use of money and barter in the exchange of goods and

services2. Why some things are made locally, and some in other countries

3. The work that people do to manufacture, transport, and market

goods and services

4. The interdependence of consumers and producers of goods and

services


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13I. PetsA. Costs of buying and caring for a pet.B. Benefits of buying and caring for a pet.

II. Use of their own time on a Saturday afternoonA. Costs and benefits of riding bikes with

friendsB. Costs and benefits of going shopping for

groceries with parentC. Costs and benefits of helping with housework

III. Use of their own money

A. Costs and benefits of saving all or part oftheir moneyB. Costs and benefits of spending all or part oftheir money


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14Teaching about Production andExchange in the Primary Grades

Make flowchartsby George Ancona

- both economics & geography objectives can bestressed

By Eric Carle- sequence charts: ingredient, source, who or

what involved, trade- pancake party

resources, opportunity costs, division of labor


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15Field trips & resource people

In-school bookstores

Individual accounts

Getting up-to-date information on economictopics


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WINTERTemplate16History as the Background forEconomics

4th grade economic history of the state

5th grade how markets played a key role in theearly explorations of the Americas and Asia byEuropeans

6th & 7th grades relationship between economics,politics, culture, and geography

8th grade the economy at the time of theConstitution, development of the capitalist

economy, etc.


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17(Christopher Columbus, Bartholomew Diaz,Vasco Da Gama, and Ferdinand Magellan)

1. Each group is to write a skit using economicterms about their explorer looking for a cheaper

way to get valuable spices to Europe. Whengiving the skit, the economic words are to beemphasized verbally.

2. Each group will also identify the route taken bythe explorer.

3. At the end of the skit, the narrator asks theclass to mark down what is happening to theprice of the spices. It is assumed that thepopulation and consumption of prices areincreasing.


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18Dramatic Reenactment/Simulations

Understand the point of viewAllow them to practice outsideCritique their efforts (before the play) or askabout the accuracy of the play (after the play)Clarify any misinformationFocus on the economic concepts underlying the

dramatic play

Computer simulations (Sim City)Marilyn Kourilskys Mini-SocietyUse of characters and situations


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19Flexible attitude toward changeCapacity to readily acquire new knowledge &

skills to compete in a global market

Students as participants in the economy

Students as workers in the school

Field trips to hospitals, stores, offices &factories

study of nutrition and ways to improve our

food buying and eating habitsdevelop skills to live more intelligently in

the real world


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Thank you for not sleeping. =)

Economic Standards EDSSE105Report Yuzon

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