Seattle Public Schools

K-12 Social Studies Standards (Economics)

*Please select a grade below*
Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4
Grade 5	Grade 6	Grade 7	Grade 8	Grade 9
Grade 10	Grade 11	Grade 12

Kindergarten

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Recognizes that sometimes there is not enough for everyone
* Recognizes that when you make a choice, you may have to give something up

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Is aware that the availability of materials in the home and classroom affects activities

Social Studies Skills
1. Inquiry and Information
* Identifies key points
* Extracts particular facts from information presented

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

3. Critical Thinking Skills
* Identifies central issues
* Compares pros and cons; suggests solutions; chooses appropriate solution
* Explores cause and effect relationships in the family and classroom
* Listens to others

Instructional Support Materials

Instructional Strategies

* Present situations where the dispersal of something requires an adjustment of the goods/services - where sharing and collaboration are needed.

Assessment

* Observe how students solve the situations where there is not enough for everyone

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because both expect to gain from the exchange
* Experiences the give and take exchange of goods, favors, jobs

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Experiences how the rules, values, and customs influence the distribution of home and classroom resources

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Is aware that goods have different prices and values

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Is aware that education and training influence the jobs a person can perform

Social Studies Skills
1. Inquiry and Information
* Identifies key points
* Uses basic research skills: learning from books, newspapers, magazines, videos, people
* Locates particular facts from information presented; identifies main idea; knows the difference between fiction and nonfiction
Uses graphic organizers (e.g., Bubble Map, Double Bubble Map, Venn Diagram, Sequence Map)

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)
* Communicates own feelings and beliefs; listens to others; asks questions

3. Critical Thinking Skills
* Selects a social studies topic from those presented in the classroom and asks questions that guide the study
* Compares pros and cons; suggests solutions; chooses appropriate solution
* Listens to others

Instructional Support Materials

Instructional Strategies

* Discuss and compare rules at home and school. Why are they the same or different?
* Discuss why certain goods, favors, jobs, are selected

Assessment

* Make selections and provide reasons (listening to the students' selections and reasonings)

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Is aware of various roles in the school

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Is aware that money has value and can purchase goods and services

Social Studies Skills
1. Inquiry and Information
* Identifies central issue; asks appropriate questions

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)
* Identifies appropriate people to gain needed information, asks relevant question, records information
* Explores cause and effect relationships in the family and classroom

3. Critical Thinking Skills
* Distinguishes between fact and fiction
* Compares pros and cons; suggests solutions; chooses appropriate solution
* Listens to others

Instructional Support Materials

Instructional Strategies

* Set up a make-believe store and role play as buyers and sellers with real or play money

Assessment

* Anecdotal records
* Observation of how students interrelate during the buying and selling experience

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Grade 1

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Experiences and discusses the idea that making a choice requires the loss of at least one alternative
* Recognizes that, given a problem, there are a variety of solutions to choose from

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Understands that the use of a classroom or community material affects the availability of the material and the natural resource that it comes from (e.g., paper, pencils)

Social Studies Skills
1. Inquiry and Information
* Selects an economics topic; develops questions to study
* Identifies key points to research
* Uses basic research skills such as library research, interviews, reading, and listing to books and videos
* Locates relevant facts; cross-checks facts; distinguishes between fact, fiction, or fantasy
* Uses graphic organizers (Bubble Maps, Double Bubble Maps, Venn Diagrams, Sequence Maps)
* Presents product (e.g., reports, dramatic presentation, class project, construction, artwork to an audience)

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to other viewpoints
* Identifies roles of different members of a group; serves in different roles in groups (family, classroom, student body, teams, and other activities)
* Interviews appropriate people to gain information and records answers (e.g., family, histories, surveys, research projects)

3. Critical Thinking Skills
* Identifies the problem
* Defines fact vs. opinion
* Compares pros and cons of different solutions; decides course of action
* Explores cause and effect relationships in family and classroom interactions
* Places some events in past, present, and future, sequences events
* Listens to others' points of view

Instructional Support Materials

Storypath
Families In Their Neighborhoods
The Parade

Harcourt Brace
My World

Nystrom Geography
Exploring Where and Why
Neighbors Near and Far
Block Buddy Atlas
World/US Desk Maps
Globes

Instructional Strategies

Scarcity and choices
* Discuss finite amount of classroom supplies and how to make sure there will be enough to last
* Students make choice where possible on the use of classroom materials. (Construction paper or tissue? Colored pencils or crayons?)

Assessment

* Justify choices on which supplies to regulate. Develop plans for conserving supplies. (Draw on both side of paper.)
* Decide on which supplies to replenish (colored pencils, because they have more uses than crayons).

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because bothe expect to gain from the exchange
* Understands and experiences the idea that exchanging goods, favors, and jobs benefits both parties and the wider classroom community

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Explains how rules ensure equitable distribution of classroom resources
* Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, exchange)

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Knows that advertising is a tool to increase demand for a product

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Discusses applicability of what students are learning in school to specific future occupations and pursuits

Instructional Support Materials

Storypath
Families In Their Neighborhoods
The Parade

Harcourt Brace
My World

Nystrom Geography
Exploring Where and Why
Neighbors Near and Far
Block Buddy Atlas
World/US Desk Maps
Globes

Instructional Strategies

Economic systems
* Create a mini-market. They create something to sell (friendship bracelets, origami, pictures, chains). They earn "money" by performing class jobs. On market day, they buy and sell their wares
* Create advertising flyers for their products
Future occupations
* Refer often to students as writers, editors, mathematicians, scientists, explorers, etc. as they do their daily L.A., math, science, and so on
* Read books about ground-breaking scientists, writers, etc.

Assessment

* Create ads for responsible behaviors, using persuasive language and art
* Write about future occupation and what skills they will need. What first grade skills will apply?
* Critique ads for truth

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Participates in setting classroom rules and policies
* Describes the benefits of classroom rules and policies

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Describes how money is used to pay for goods and services
* Describes how banks hold and protect money

Instructional Support Materials

Storypath
Families In Their Neighborhoods
The Parade

Harcourt Brace
My World

Nystrom Geography
Exploring Where and Why
Neighbors Near and Far
Block Buddy Atlas
World/US Desk Maps
Globes

Instructional Strategies

Banking
* Make piggy banks. Role-play using the money for frivolous purchases then needing it for something important

Assessment

* Role-play bartering vs. money economy
* Role-play class with no rules vs. class with rules

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Grade 2

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Understands that wants exceed availability of resources
* Recognizes that the existence of scarce resources is a relevant decision-making issue
* Understands the concept of economy

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Identifies examples of resources (e.g., water, fish) and understands that some resources are limited
* Introduces the concept of goods (e.g., clothing, services)

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions relevant to topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Uses index and table of contents to help search
* Locates facts
* Presents product (e.g., model, such as a map) that demonstrates an understanding of information and responds to the central question
* Presents product to an audience/public

2. Interpersonal and Group Process Skills
* Communicates own feelings; listens to other viewpoints
* Identifies roles of different members of a group; serves in different roles in groups
* Asks relevant questions of identified appropriate people

3. Critical Thinking Skills
* Identifies the problem
* Explores fact vs. opinion
* Identifies solutions to problems; explores the choices involved in taking particular actions
* Recognizes and defines cause and effect relationships
* Places items in proper sequence on timeline
* Recognizes other peoples' points of view

Instructional Support Materials

Storypath
* The Wampanoags and the First Thanksgiving
* Main Street

Harcourt Brace
Meeting Many People

Nystrom Geography
Exploring Where and Why
Communities Here and There
Nystronaut Atlas
World/US Desk Maps
Globes

Instructional Strategies

* Study a Pacific Northwest animal (e.g., squirrels). What season do they work to collect food? Why do they need to stock up and save for winter?
* Examine a Pacific Northwest tribe. Create with a Flow Map a timeline of harvesting specific crops and how that determines use
* Discuss available resources in class (e.g., so many glue sticks, pencils) and organize system to keep track of such item
* Brainstorm chart of needs vs. wants with a Bubble Map
* Through study of Native Americans, students identify natural resources and describe where and why we set limitations on the use of them

Assessment

* In MS Word, choose five pictures of needs and five wants on clip art
* Differentiate between a need and want by defining them and listing five examples of each
* Give a problem/scenario (e.g., 20 students, but only 15 scissors). Use pictures, numbers, or words to present a solution
* Identify five examples of natural resources and explain why they must be protected and used wisely

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because bothe expect to gain from the exchange
* Understands that trade and exchange takes place and that these transactions are ideally beneficial for both parties in the family, school, and other cultures

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Understands the concept of marketplace and the basic economic concepts that are a function of it

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Explores the concept of supply and demand
* Develops and understanding for prices of items (e.g., the same cookies sold for $.10 at one store and $.15 at another, and how that drives spending choices)

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Understands the concept of saving to meet a goal
* Explores various jobs and understands the education required to train people

Instructional Support Materials

Storypath
* The Wampanoags and the First Thanksgiving
* Main Street

Harcourt Brace
Meeting Many People

Nystrom Geography
Exploring Where and Why
Communities Here and There
Nystronaut Atlas
World/US Desk Maps
Globes

Instructional Strategies

* Reenact barter/trade of Europeans with Native Americans. Identify wants/needs of both parties and purpose for trading. Reenact resources each party had, then have a "trade day"
* In class, discuss favors. Role-play situations where students borrow items from one another and respect those items then return them when they have finished
* Study attributes of an ancient civilization's marketplace (e.g., Aztecs, Egyptians)
* Give students equal amounts of toy money, (math manipulatives). Set up two shops with the same items (e.g., cookies, pencils), one set at a higher price than the other. Which will be chosen to buy? Why?
* Create a class wish list (an item the class needs). Establish a class goal. Devise a plan to raise money (e.g., recycle, can drive) then earn and save money to purchase that goal
* Students collect pictures or photographs of workers doing a variety of jobs and write description. Extension: Using PowerPoint, each student creates a slide to be put together for a class slide show

Assessment

* Reflect on "trade day" of how both parties have benefited
* Present a product to the class (e.g., a cookie), stating that it is sold at a local bakery for a given price. Imagine starting a business selling that item. Have students create an advertisement competing with that price
* Participate in a marketplace. Design a product, mass producing it, valuing and pricing it, advertising, and then selling/profiting
* In Excel or Appleworks, create a graph, recording deposits (weekly) illustrating the growth of savings

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Explores the concept that the government provides goods and services for the community
* Understands the government's role in the economy (e.g., sales tax, collecting taxes, putting money back into the communities)

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Describes the need for a monetary system at a smaller scale (e.g., family, schools, neighborhood) to meet individuals' needs
* Describes how people and businesses use banks

Instructional Support Materials

Storypath
* The Wampanoags and the First Thanksgiving
* Main Street

Harcourt Brace
Meeting Many People

Nystrom Geography
Exploring Where and Why
Communities Here and There
Nystronaut Atlas
World/US Desk Maps
Globes

Instructional Strategies

* Hold a "marketplace" in class where students develop their products and pay tax on them. Taxes go toward the purchase of something for the classroom
* Hold a banking system in class where students develop their own classroom money and get paid for doing classroom jobs. Have an opportunity for that money to be spent (e.g., at the marketplace)
* Have students keep track of money earned (a bank-envelope) by filling out "deposit" slip when depositiong their money
* Create a class wish list and have students hold a fundraiser to buy something from the list

Assessment

* Students reflect and write about how they felt earning money to give part of it back to the classroom to then purchase/obtain a classroom want or need
* Collect students' banks/deposit slips monthly to check for understanding
* Students respond to a journal prompt (e.g., "Why do we have money?" or "What does money mean to your family?")

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Grade 3

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Identifies the opportunity and cost of a personal choice
* Lists and describes possible solutions to a limitation of choices
* Understands the concept of economy

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Identifies and describes the differences between resources, goods, and services

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by central question
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic search skills
* Uses table of contents and indexes as social studies reference materials
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps, tables, charts)
* Presents a product (e.g., models, reports, newspapers) that demonstrate understanding of information and responds to central questions
* Presents product to audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; recognizes that there are other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in groups
* Asks relevant questions of appropriate people and records answers

3. Critical Thinking Skills
* Identifies central issue
* Recognizes fact and opinion, recognizes point of view, identifies main message
* Suggests solutions to problems describing why to take a specific course of action
* Recognizes cause and effect relationships and explores the impacts
* Constructs a timeline and places events (past, present, future) in chronological order
* Recognizes and values other peoples' points of view

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Provide scenarios where students compare cost vs. quality (e.g., name brands, store brands)
* Provide scenarios in which students' choices are limited by a budget-the amount of money one has to spend
* Provide definition of goods and services. Brainstorm list of examples of each. Create list of jobs providing goods and services. Assign jobs. Have a job fair

Assessment

* Explain difference between a good and service and provide three examples of each. Make a list of jobs that are goods and services and identify which are which
* Participate in cost vs. quality choices and write an explanation for what is chosen and why chosen

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because bothe expect to gain from the exchange
* Demonstrates knowledge about trade and exchange of goods and explains the beneficial end result of all participating parties

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Describes the roles of people involved in marketplace (e.g., production, distribution, exchange)
*Compares and contrasts various economies past and present

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Demonstrates knowledge of supply and demand
* Understands concept that within a market there is competition for a customer

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Demonstrates knowledge of investments and returns (e.g., allowances, school savings, school store, future education)
* Understands that the economy invests in the success of its own attributes (e.g., money for schools, Safeco Field)
* Describes the relationship between education and future careers

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Demonstrate the concept of producer/consumer benefits by taking class survey of favorite__. Then show steps on how to develop/obtain/resell so that producer makes money and consumer wants/needs are met
* Study economy, trading system/marketplace of an ancient civilization (e.g., Egypt, Aztecs). Compare and contrast with today's economy in the United States
* Discuss differences in today's world. For instance, would you find Fred Meyer in a third world country?
* Hold a marketplace. Have students design a product, mass produce it, price it, advertise it, then sell it at a classroom marketplace
* Hold a classroom demonstration selling 8 oz. cup of hot chocolate for $1.00 and the shop is selling 8 oz. of hot chocolate for $1.25. Which is the better deal? How should the shop owner compete with same product and cheaper price? Write up a business plan
* Choose a stock at the beginning of the year. Follow it throughout the year, discussing long and short term advantages/disadvantages to investing
* Compare sales tax prices before and after Safeco vote. Discuss who paid for Safeco. Why did the vote pass? How does it affect Seattle's economy?
* Create "education" timeline of a career person of their choice (e.g., teachers, doctors, authors) through interview or studying a book

Assessment

* Choose a job to research and then dress as that occupation or profession and explain the role
* Participate in marketplace and reflect upon choices of designing pricing, producing, and advertising
* Given scenarios with different "deals". Students can identify the better choice and explain why and can then create their own scenario giving a customer a choice
* Create a class list of needs and wants. Turn this into an axis for a large graph. Give each student a dollar sign. Have students paste their dollar signs, spending their money. Have students individually examine class graph, writing about what the demand is and how it could be supplied

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Identifies goods and services that the government provides for its citizens
* Understands and describes how the cyclical relationship of earning, spending, and being taxed connects the employee/consumer with the government

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Demonstrates how the monetary system operates in various places (e.g., store, school store, classroom store)
* Describes the role money plays in individuals' choices and the choices made by businesses

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Set up classroom money. Have the students name and design it, modeling $1, $5, $10, and $20 bills. Have the students get paid for classroom jobs. Discuss ways to spend money and provide those opportunities (e.g., purchase privileges)
* Create a flow chart, recording their own earning, spending, and taxation in their marketplace experience or interview an adult and create one corresponding to their working/living experiences
* Make a large pie chart for the class. Teach services provided by the community through taxes (e.g., schools, library, police fire, garbage, streets/buildings, city employees, parks) then piece together the pie, making size of pieces proportionate to the amount received from taxes

Assessment

* Given a certain amount (earnings) as a class (e.g., $100/month) with needs identified and priced (e.g., rent, electricity, water). Keep track of earning and spending on individual chart and with leftover money, research the internet to find something fun to buy-graphing that as well
* List five services in their community paid for from taxes
* Write a story about a character who desires a product and what he/she must do to acquire it

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Grade 4

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Defines economic terms (e.g., product, supply, demand, goods, services)
* Defines role of money in our lives

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Defines and explores resources, services, and entrepreneurial experiences
* Understands goods and wealth are affected by natural resources

Social Studies Skills
1. Inquiry and Information
* Locates particular facts in social studies documents
* Presents a product that demonstrates understanding of information and responds to central question

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Identifies central issue' formulates appropriate questions
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions

* Discovering Washington. Ruth Pelz Peregrine Smith Books, 1997.

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

* Library Materials: See bibliographies of recommended titles

Instructional Strategies

* Give definitions of specific examples of economic terms: product, supply, demand, goods, services, job, salary, career, production, distribution, labor, using a Tree Map. Distinguish between want and need using a Double Bubble Map
* Set up a simple classroom business (with the approval of school administration) and explore the different economic systems by attempting to market a product in the different systems. An example would be to create simple refrigerator magnets. Have students market them by: trading for other objects, selling them for profit, making the goods cooperatively and then distributing them to everyone

Assessment

* Report a description of your "ideal" job or "worst job"
* Simple marketing plans/proposals, logos, cost assessments (rationale for price setting)

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because bothe expect to gain from the exchange
* Understands and compares different economic systems (e.g., bartering cooperatives)

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Discusses and explores how regions produce and exchange goods and services

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Understands supply and demand and how it relates to need

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Understands that people and communities are affected by business' successes or failures

Social Studies Skills
1. Inquiry and Information
* Uses basic search skills
* Locates particular facts in social studies documents
* Presents a product that demonstrates understanding of information and responds to central question

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Compares advantages and disadvantages, suggests solutions, discusses appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions

* Discovering Washington. Ruth Pelz Peregrine Smith Books, 1997.

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

* Library Materials: See bibliographies of recommended titles

Instructional Strategies

* Compare and contrast different economic systems (e.g., barter, cooperatives, socialism, capitalism, communism) using a Double Bubble Map
* Define some basic economic terms: commune, coop, socialized medicine, social security, welfare using a Circle Frame Map
* Explore the history of money in combination with a money unit in math. Why did people begin to use it as a means of exchange? What is the value of certain coins? How does money show us things about our government? What are some of the symbols found on money and what do they mean?
* Divide into groups to role-play archeologists and look at money from various cultures. What do they learn about each culture from looking at their currency?
* Set up a classroom situation in which students must make decisions based on needs and supply and demand
* Study the use of various advertising techniques to see how the media affects supply and demand

Assessment

* Discussion, "research" paper, presentation
* Archeologist "conference"
* Create a commercial for a product using one of the techniques. Evaluate the success of the commercial by seeing how many students would purchase the item

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Understands that government provides goods and services and that payment comes from taxation

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Explores how people trade and pay for goods and finance continuing endeavors (e.g., bank loans)

Social Studies Skills
1. Inquiry and Information
* Uses key words, appropriate and varied sources
* Uses basic search skills
* Locates particular facts
* Depicts data using graphic organizers
* Presents a product that demonstrates understanding of information and responds to central question

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Distinguishes between fact and opinion
* Compares advantages and disadvantages, suggests solutions, discusses appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions

* Discovering Washington. Ruth Pelz Peregrine Smith Books, 1997.

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

* Library Materials: See bibliographies of recommended titles

Instructional Strategies

* Brainstorm, using a graphic organizer such as a Bubble Map, the goods and services provided by the government through taxation
* Research the system of taxation in Washington State. How does it differ from other states?
* Interview a bank loan officer
* Create a flowchart, such as a Multi-flow Map, showing how banks finance home, car, business loans

Assessment

* Create a brochure of how taxes benefit Washington State, showing government subsidized goods and services
* Design a financial plan to start your own business in Washington State

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Grade 5

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Recognizes that wants exceed available resources
* Identifies the opportunity cost of a personal choice (e.g., purchasing a soft drink instead of an alternative)
* Given a problem of choice, lists and describes possible solutions (e.g., what to do with gift money)
* Lists some benefits of choosing between two alternatives (e.g., spending versus saving gift money)

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Differentiates between resources (e.g., water, minerals, fish), goods (e.g., cars, clothing, food), and services (e.g., repairs, hair cutting, lawyers)
* Identifies factors of production: natural resources, labor; capital such as tools and machines; and entrepreneurship

By the end of fifth grade, the student:
1.1
* Recognizes that wants exceed available resources
* Identifies and analyzes the opportunity cost of a personal choice; identifies and analyzes the opportunity cost of a choice within a community context
* Given a problem of choice, lists possible costs and benefits of choosing each alternative
1.2
* Differentiates among resources, goods, and services
* Identifies factors of production

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify subtopics
* Identifies key words; identifies appropriate and varied sources; uses basic research skills; uses table of contents and indices as social studies reference materials
* Locates particular facts in social studies documents, identifies the main idea
* Locates data into graphic organizers
* Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; listens to viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Distinguishes between fact and opinion; clarifies point of view; identifies main message and target audience
* Compares advantages and disadvantages, suggests solutions, discusses appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline
* Assumes and portrays others' points of view

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* U.S. Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Read materials on goods and services, then prepare a graphic organizer (Double Bubble Map) to show the difference
* Create a product from raw materials provided by teacher. Describe the steps gone through to produce the product. Relate this to terms defining production of a products (e.g., capitol, labor, tools)

Assessment

* Write a compare and contrast essay about the differences between goods and services
* Write a manual for producing a product using appropriate vocabulary

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because bothe expect to gain from the exchange

* Identifies exchanges of goods and how they lead to specialization

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)

* Understands and describes how economies throughout time exchange goods and services in different ways

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers

* Understands that goods and services are dependent on demand

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living

By the end of fifth grade, the student:
2.1
* Recognizes that people trade or exchange goods and services only when they think they will gain
* Describes how markets are created by buyers and sellers exchanging goods and services
* Understands that exchange will lead to specialization
2.2
* Gives an example of how laws and/or beliefs influence what is bought and sold
* Recognizes that economies distribute and exchange goods and services in different ways
2.3
* Understands that a higher price for a good or service provides an incentive for buyers to purchase less of a good or service and for producers to make or sell more
* Understands that competition is when there are buyers and sellers of similar products in the same market at the same time
* Analyzes that sellers advertise their goods and services in order to increase sales
2.4
* Explains how economic change affects individuals and societies in neighborhoods, communities, and countries
* Analyzes the impact of technology and tools on the production of goods and services

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Prepare posters contrasting goods and services of the colonial times to goods and services today
* Simulate an activity where you create a shortage of items (e.g., paper, computer access) and then discuss in terms of supply and demand

Assessment

* Write about what goods and services might look like in the future and what things might be in demand because of shortages. Can be presented as a PowerPoint, poster, report, play

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Understands that governments can increase or decrease taxes to cover necessary services

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Understands that people and businesses use institutions such as banks to save and borrow money

By the end of fifth grade, the student:
3.1
* Understands that governments provide certain kinds of goods and services in a market economy
* Provides examples of how governments use taxation to pay for goods and services
3.2
* Explains how money makes trading easier by replacing barter with currency, coins, or checks

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Set up a system of taxation in your classroom. Tax students on items used or borrowed. Increase or decrease taxes. Have students keep a journal about their reactions to taxation. Relate to taxation of colonists by British
* Participate in school banking, or set up class bank to save money for a class project
* Visit a bank or have a banker visit your class

Assessment

* Write a picture book for younger students explaining what a bank is and how it operates
* If there were no taxes...
* Create a Bubble Map or other graphic organizer with taxation as the topic. Use it to write an essay on the benefits and drawbacks of taxation

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Grade 6

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Understands what economic forces are (e.g., scarcity) and explains how these forces shaped economies of early civilizations

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Identifies these resources, goods, and services of a particular region

Social Studies Skills
1. Inquiry and Information
* Uses a variety of strategies to generate and narrow a focus or a specific topic
* Gathers information from a variety of sources

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations

3. Critical Thinking Skills
* Identifies central issue
* Analyzes and evaluates the impact of ideas, events, and/or people in groups, environments, economic systems, and/or subsequent events

Instructional Support Materials

Silver Burdett Ginn
* The World and its People

Instructional Strategies

* Identify key elements of economics (e.g., scarcity, resources, production, distribution, exchange, consumption) using a Circle Frame Map
* Use newspaper ads to generate discussion about some of the key elements of economics
* Have student assess and chart their individual "comforts" of home to help them distinguish between "wants" and "needs". Use a Tree Map to classify wants and needs
* Have students assess and chart those things that are not tangible items, but still necessary, useful, or desired to get them to distinguish between "goods" and "services"
* Have students research how and what economic forces shaped economies of early civilizations. Students work individually or in groups to make a presentation
* Construct a chart of goods, services, and resources that affect the economy of this region and analyze what the effect is
* Choose one "good" or "service" and write a short paper on the production process of that good or service

Assessment

* Charts
* Research paper
* Participation
* Group presentation

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because bothe expect to gain from the exchange
* Understands the evolution of trade and its benefits

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Recognizes that economies throughout time and around the world produce, distribute, and exchange goods and services in different ways

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Explains the origins and functions of bartering, trading, and monetary systems

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Understands the factors (buildings, technology, health, and education) that contribute to the development of an economy

Social Studies Skills
1. Inquiry and Information
* Gathers information from a variety of sources

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations

3. Critical Thinking Skills
* Identifies central issue
* Compares advantages and disadvantages

Instructional Support Materials

Silver Burdett Ginn
* The World and its People

Instructional Strategies

* Brainstorm about the very first "goods" and/or "services" that may have been traded, using Bubble Maps. The discussion of the gain made by the "seller" and "buyer" in this first exchange will aid in understanding the evolution of trade
* Extract the definitions for the elements of commerce from this discussion and clarify where needed
* Have students check accessible clothing tags for country(ies) of origin. Have students analyze why these "goods" have been manufactured or assembled in different places
* Enhance brainstorming with information on how laws, values, and customs in various economies influence the elements of commerce
* Provide examples of bartering and trading that go on in the classroom. Why do they happen? Why do they work?
* Lead a lecture on the difference of a barter system without money and with money. Students generate advantages and disadvantages of both systems

Assessment

* Note taking
* Quiz/test
* Classroom discussion

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Studies the development of government's role in the evolution of economies, particularly in ancient civilizations

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Differentiates among different forms of exchange and money

Social Studies Skills
1. Inquiry and Information
* Uses a variety of strategies to generate and narrow a focus or a specific topic
* Gathers information from a variety of sources

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations
* Identifies appropriate people to gain needed information

3. Critical Thinking Skills
* Identifies central issue
* Identifies multiple perspectives
* Compares advantages, disadvantages, and suggests alternative solutions
* Understands and takes perspective based on the time period, group of people, and social hierarchy being studied

Instructional Support Materials

Silver Burdett Ginn
* The World and its People

Instructional Strategies

* Construct individual pie charts showing the allocation of family income in percentages. What is the role of government?
* Lead class in a discussion of a school budget. Where do funds come from? What is the role of government?
* Choose three or four goods/services (e.g., defense, housing, transportation) and have students work in city, county, state, national groups to investigate the government's role at each level
* Apply information gained in group activity to ancient civilizations. What was the government's role?

Assessment

* Use a variety of strategies to generate and narrow a focus on a specific topic
* Gather information from a variety of sources

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Grade 7

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands the impact of scarcity on their personal life and on the households, businesses, governments, and society in which they are participants.

1.1 ECONOMICS - Understands that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice
* Describes how economic forces determine which goods and services are produced, distributed, and consumed

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Identifies the economic needs of changing economy as the country shifts from farm production to manufacturing to service industry
* Contrasts the economy of colonial people/times in independence/early years of republic

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks questions to identify the subtopic
* Uses basic search skills
* Locates particular facts in social studies documents
* Identifies main idea
* Presents a product that demonstrates understanding of information and responds to central question
* Depicts data using graphic organizers

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in group
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Groups human and natural events into broadly defined eras and places in proper sequence on a timeline
* Distinguishes among fact and opinion; clarifies point of view; identifies main message and target audience

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Identify key elements of economics (e.g., scarcity, resources, production, distribution, exchange, consumption)
* Distinguish between want and need
* Distinguish between goods and services
* Engage in service learning
* Engage in job shadowing

Assessment

* Case studies

Standard 2. The student analyzes the purposes and organization of governments and laws.

2.1 ECONOMICS- Recognizes that both buyers and sellers participate in voluntary trade because bothe expect to gain from the exchange
* Compares Native American trade practices with European practices

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Understands the benefits of imports/exports and the system of tariffs

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Lists products where supply is greater than demand at different historical times and where demand is greater than supply
* Identifies products where supply is greater than demand at different historical times and where demand is greater than supply
* Cites specific examples of supply and demand and provides explanations

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Understands how private investment and government incentive can stimulate economic growth or slow it down

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Discuss, compare/contrast using a Double Bubble Map, trade with neighbors Canada and Mexico
* Explore what Seattle does for the global economy
* Discuss the impact of international trade on Seattle and Washington State

Assessment

* Quiz-use a compare/contrast thinking map to show trade with Mexico and Canada
* In an essay question, discuss the effects of international trade on Seattle and Washington State

Standard 3. The student understands the purposes and organization of international relationships and how United States foreign policy is made.

3.1 ECONOMICS - Analyzes the role of government as participant in an economy through taxation, spending and policy setting
* Lists the various roles of different levels of governments and their impact on the local economy

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Understands the differing roles of banking and financial institutions during strong and weaker economic times