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Social Studies Curriculum

Economics

Grade 11&12

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Course Description

This course will give the students a greater understanding of economics ranging from the viewpoint of the individual consumer or small business owner to the global economy. The course will study the law of supply and demand, forms of business, labor unions, government finances and influence on the economy, money and prices, inflation and deflation cycles. The course relates history and politics to the study of economics.

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Economics

PACING CHART

Unit Topic Duration

Unit 1 Introduction to Economics and Investing 7 Weeks

Unit 2 Factors that affect the way markets perform 7 Weeks

Unit 3 How the world of work is organized 7 Weeks

Unit 4 How economic performance is measured 7 Weeks

Unit 5 Ways the government obtains and spends resources

7 Weeks

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Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation

with peers and experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

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Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

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Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

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Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self -Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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New Jersey Core Curriculum Content Standards 9-12

Standards 6.1 C

6.1.12.C.1.a

Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.

6.1.12.C.1.b

Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African

slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American

colonies.

6.1.12.C.2.a

Assess the effectiveness of the new state and national governments attempts to respond to economic challenges

including domestic (e.g., inflation, debt) and foreign trade policy issues.

6.1.12.C.3.a

Analyze how technological developments transformed the economy, created international markets, and affected

the environment in New Jersey and the nation.

6.1.12.C.3.b

Relate the wealth of natural resources to the economic development of the United States and to the quality of life

of individuals.

6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war.

6.1.12.C.4.b

Compare and contrast the immediate and long-term effects of the Civil War on the economies of the North and

South.

6.1.12.C.4.c

Explain why the Civil War was more costly to America than previous conflicts were.

6.1.12.C.5.a

Analyze the economic practices of corporations and monopolies regarding the production and marketing of

goods, and determine the positive or negative impact of these practices on individuals and the nation and the

need for government regulations.

6.1.12.C.5.b

Compare and contrast economic development of the North, South, and West in the post-Civil War period.

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6.1.12.C.5.c

Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses

and individuals.

6.1.12.C.6.a

Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for

various groups.

6.1.12.C.6.b

Determine how supply and demand influenced price and output during the Industrial Revolution.

6.1.12.C.6.c

Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of

the nation and the lives of individuals.

6.1.12.C.7.a

Determine how technological advancements affected the nature of World War I on land, on water, and in the air.

6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration.

6.1.12.C.8.b

Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and

the changing role and status of women.

6.1.12.C.9.a

Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the

country’s economic health.

6.1.12.C.9.b

Explain how economic indicators (i.e., gross domestic product, the consumer price index, the national debt, and

the trade deficit) are used to evaluate the health of the economy.

6.1.12.C.9.c

Explain the interdependence of various parts of a market economy (i.e., private enterprise, government

programs, and the Federal Reserve System).

6.1.12.C.9.d

Compare and contrast the causes and outcomes of the stock market crash in 1929 with other periods of economic

instability.

6.1.12.C.10.a

Evaluate the effectiveness of economic regulations and standards established during this time period in

combating the Great Depression.

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6.1.12.C.10.b

Compare and contrast the economic ideologies of the two major political parties regarding the role of

government during the New Deal and today.

6.1.12.C.11.a

Evaluate the shift in economic resources from the production of domestic to military goods during World War II

in terms of opportunity costs and trade-offs, and analyze the impact of the post-war shift back to domestic

production.

6.1.12.C.11.b

Relate new wartime inventions to scientific and technological advancements in the civilian world.

6.1.12.C.12.a

Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the

government, and the people.

6.1.12.C.12.b Assess the impact of agricultural innovation on the world economy.

6.1.12.C.12.c

Analyze how scientific advancements impacted the national and global economies and daily life.

6.1.12.C.12.d

Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.

6.1.12.C.13.a

Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit

downs, etc.) as weapons in the struggle for civil and human rights.

6.1.12.C.13.b

Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.

6.1.12.C.13.c

Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by

assessing the economic impact on the economy (e.g., inflation, recession, taxation, deficit spending,

employment, education).

6.1.12.C.13.d

Relate American economic expansion after World War II to increased consumer demand.

6.1.12.C.14.a

Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and

taxation) and monetary (i.e., interest rates) policies.

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6.1.12.C.14.b

Judge to what extent government should intervene at the local, state, and national levels on issues related to the

economy.

6.1.12.C.14.c

Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the

work force), and government and consumer debt and their impact on society.

6.1.12.C.14.d

Relate the changing manufacturing, service, science, and technology industries and educational opportunities to

the economy and social dynamics in New Jersey.

6.1.12.C.15.a

Relate the role of America’s dependence on foreign oil to its economy and foreign policy.

6.1.12.C.15.b

Assess economic priorities related to international and domestic needs, as reflected in the national budget.

6.1.12.C.16.a

Evaluate the economic, political, and social impact of new and emerging technologies on individuals and

nations.

6.1.12.C.16.b

Predict the impact of technology on the global workforce and on entrepreneurship.

6.1.12.C.16.c

Assess the impact of international trade, global business organizations, and overseas competition on the United

States economy and workforce.

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Common Core Standards

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and

interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

HSS.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the

data

ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how

they interact and build on one another to produce a complex account; provide an objective summary of the text

ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.

ELA-Literacy.W.11-12.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.

ELA-Literacy.W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple

point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

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Grade: 12

Unit: V

Topic : This unit will discuss ways the government obtains

and spends resources. Students will review fiscal policies

and the role of the government in the economy

NJCCCS: 6.1.12.C1-16

Standards: CCSS: HSN.Q.A.1,3; HSS.ID.C.7; ELA-Literacy.RL.11-12.2, ELA-Literacy.W.11-12.1, ELA-Literacy.W.11-12.2,

ELA-Literacy.W.11-12.3.a

NJDOE Student

Learning Objectives Essential Question Sample Activities Resources Interdisciplinary

Connections

Analyze the impact that collected revenue has to fund programs Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.RL.11-12.2, ELA-Literacy.W.11-12.1

Where does our tax money go?

Website: Students can research mandatory and discretionary spending of the US government

Website: www.whitehouse.gov www.cato.org Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal

Math: Students can calculate what programs are getting the most funding

Understanding how the federal government collects different types of taxes Standards: 6.1.12.C1,4,5,7,8,9,10,11,13

What is the purpose for all of these different types of taxes?

Simulation: Ch. 14 Simulation Taxes and Changing Circumstances

Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal Simulation Act. workbook

Social Studies: Students will analyze events that influence government spending

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

HSN.Q.A.1,7 ELA-Literacy.RL.11-12.2,

Identify how states and local governments create budgets Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.W.11-12.2, ELA-Literacy.W.11-12.3.a

What is the importance of a local budget?

Website: Students can research the spending of Paterson and the state of NJ on various programs

Website: www.nj.gov Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal

Math: Students will calculate the spending habits of local governments

Describe how fiscal policy is used as a tool for achieving economic goals Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.W.11-12.2, ELA-Literacy.W.11-12.3.a

What types of policies are used to achieve economic goals?

Website: Have student’s research capital gains taxes. Put students in groups and give them a dollar amount they have earned in an investment

Website: www.irs.gov Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal

Math: Students will be able to calculate the net earnings of an investment

Analyze the different types of fiscal policy options Standards: 6.1.12.C1,4,5,7,8,9,10,11,13 ELA-Literacy.W.11-12.2,

Which kind of policy do nations leaders what?

Simulation: Simulation Act. Workbook Ch. 15 Expand or Contract?

Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal Simulation Act. Workbook

Social Studies: Students will compare and contrast different types of policies that are used in government

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Explain the importance of balancing the budget Standards: 6.1.12.C1,4,5,7,8,9,10,11,16 HSN.Q.A.1

What is the importance of balancing a budget?

Create: Have students do a personal budget

Website: www.mircosoft.com Pearson: Unit 6 All – In- One Teaching Resources work book Essential Question Journal

Math: Students will calculate if they are over budget

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Unit 5 Vocabulary

Vocabulary: Tax Revenue Income tax Sales tax Property tax Corporate tax Proportional tax Progressive tax Regressive tax Withholding Tax return Personal exemption Deductions FICA Social Security

Medicare Estate tax Mandatory spending Discretionary spending Medicaid Operating budget Balanced budget Fiscal policy Federal budget OMB CBO Appropriations bill Classical economics Demand side economics Keynesian economics Supply side economics Budget surplus Budget deficit Hyperinflation National debt

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Choose 1

Unit Project (Suggested) Unit Project (Suggested)

Suggested Unit 5 Project:

Students can write a research paper comparing John Maynard Keynes ideas with a classic capitalism approach to government

Suggested Unit 5 Project : Students can do a research paper on mandatory spending and discretionary spending. Have students look for ways to balance budgets by reducing spending