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.

2.2 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
* Evaluates the impact of the actions of these institutions and how they affect everyone from businesses to individuals

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Draw the circular flow diagram: households, businesses, government, financial institutions
* Discuss such questions as: How do they receive funds? How do they spend funds? What are their roles in the economy?
* Engage in role playing
* Invite guest speakers

Assessment

* Construct a Multi-flow Map showing how an industry or business gets fundings, spends their funds, and their role in the economy

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Grade 8

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
* Provides examples of how households, businesses, governments, and societies face scarcity, making choices and budgeting their resources just as individuals do in the Pacific Northwest and the world
* Discusses methods of allocating and distributing resources of the Pacific Northwest and the rest of the world (e.g., auction, first come, first served, money price and lottery, rationing)

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Analyzes the mix of factors of production in a specific good, services, or technology in the world and Pacific Northwest

By the end of eighth grade, the student:
1.1
* Provides examples of how groups and individuals faced scarcity and made choices
* Explains the concept of opportunity cost in various historical contexts
* Identifies incentives such as price, taste, and personal values used in making a choice
1.2
* Gives examples of natural resources, labor, capital (tools and machines), and entrepreneurship
* Explains how new technology causes improvements in productivity
* Gives an example of specialization in the production process

Social Studies Skills
1. Inquiry and Information
* Depicts/interprets data (e.g., outline, chart, graph, map)

2. Interpersonal and Group Process Skills
* Makes decisions, plans, and takes action in a group

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

Instructional Support Materials

Glencoe McGraw-Hill
* World Geography

Pacific Publishing Co
* The Washington Story. History of Our State

Instructional Strategies

* Identify key elements of economics (e.g., scarcity, resources, production, distribution, exchange, consumption) using a Bubble Map
* Give student a limited amount of "simulated" money. Place them in an empty room and have them figure out what they would need to survive and how to use their limited resources

Assessment

* Case studies
* Participation simulations

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 practice to Pacific Northwest immigrants
* Understands that when trade occurs internationally, people in the Pacific Northwest and other countries benefit

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Understands the characterization of the influence of commerce and trade (e.g., WTO, GATT)

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Understands that markets are interrelated, changes in the price of service can lead to other changes in the Pacific Northwest and abroad

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Identifies examples of economic changes that have affected the development of the Pacific Northwest or world economy
* Understands and analyzes economic and social indicators (e.g., GDP, GNP, HDI)

By the end of eighth grade, the student:
2.1
* Understands that when trade occurs, people benefit and have a broader range of choices
* Describes circular flow where households sell labor and buy goods and businesses sell goods and services and buy labor
2.2
* Explains how different economies use different methods to produce, distribute, and exchange goods and services
* Understands how private ownership and property rights vary in different economies
* Identifies laws and values that limit or change what is produced
2.3
* Explains how prices, costs, substitutes, advertising, tastes, and values interact with supply and demand
* Understands that markets are interrelated; changes in the price of one good or service can lead to changes in prices of many other goods and services
* Demonstrates how the number of buyers and sellers in a market influence competition
2.4
* Explains how technological change has lowered the cost of products or provided new products that enhance the quality of life
* Explains why more productive workers are likely to earn higher wages that can reflect choices made in education, training, and careers
* Describes ways that labor organizations and employers negotiate

Social Studies Skills
1. Inquiry and Information
* Takes notes, paraphrases, summarizes, enters data
* Depicts/interprets data (e.g., outline, chart, graph, map)

2. Interpersonal and Group Process Skills
* Identifies appropriate people to gain needed information, asks relevant questions, poses follow-up questions, paraphrases conversations

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

Instructional Support Materials

Glencoe McGraw-Hill
* World Geography

Pacific Publishing CO
* The Washington Story. History of Our State

Instructional Strategies

* Compare/contrast, using Double Bubble Maps, different economic systems, showing trade practices of each one
* Compare/contrast different economic systems and how they affect the use and distribution of natural resources

Assessment

* Visual charts (on board, butcher paper, or overhead)
* Oral presentations, written peer evaluations, rubric

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
* Explains that public goods and services benefits to the public cannot be restricted to those who pay

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Understands how different groups facilitate economic development through loans and grants to governments locally and internationally

By the end of eight grade, the student:
3.1
* Explains that public goods and services provide benefits to the public and cannot be restricted only to those who paid for them
* Describes how federal, state, and local governments are financed through different types of taxes and fees
* Explains the need to establish a legal framework to protect and foster voluntary trade
3.2
* Describes how financial institutions channel funds from savers to borrowers and investors
* Understands that money, as a medium of exchange, serves as a store of value and a measure of account
* Describes how money facilitates transactions by decreasing transaction costs

Social Studies Skills
1. Inquiry and Information
* Creates a product that uses social studies content to support findings; presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Anticipates a particular perspective/value orientation; demonstrates content knowledge

3. Critical Thinking Skills
* Compares advantages and disadvantages, suggests alternate solutions; predicts probable consequences, provides evidence to justify best solution

Instructional Support Materials

Glencoe McGraw-Hill
* World Geography

Pacific Publishing CO
* The Washington Story. History of Our State

Instructional Strategies

* Compare/contrast a traditional form in terms of traditional, market, and command economy
* Simulation: Give each student a "lot in life." Have him/her draw up a budget and respond to varying factors such as income, inflation, personal financial rises (e.g., car loans, transportation costs, food, utilities, taxes)

Assessment

* Visual charts (on board, butcher paper, or overhead)
* Have each student present a story of their simulated life. Include a presentation of their budget

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Grade 9

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 use of historical resources using the concepts of scarcity, choice, and incentive
* Analyzes how government choices can impose costs on others and compares/contrasts the choices and techniques of trade and resource distribution

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Uses agricultural production as a model for explaining the decisions made in production of goods and services

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Identifies key words
* Uses appropriate search method and strategies
* Finds vital information (e.g., online/media)
* Analyzes the sources
* Refers to a variety of social studies sources and compares for validity and reliability
* Creates and explains outlines, maps, charts, timelines, tables that help resolve problems
* Produces a product that supports the thesis and presents to a meaningful audience

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, shows content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Participates in constructing and planning a mock trial, debate, panel discussion, or group discussion
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Identifies a particular problem and gathers and synthesizes information
* Distinguishes between fact and opinion and comes to relevant conclusions
* Gathers factual information and opinions and finds conclusion based on the gathered data
* Takes an issue or problem and finds relevant cause and effect information
* Takes relevant information and finds causes and effects related to changes in time
* Analyzes a cause, effect, and perspectives based on different views of causation

Instructional Support Materials

Prentice Hall
* World Cultures. A Cultural Mosaic

Instructional Strategies

* Investigate how different countries in Europe and the Middle East solve problems related to satisfying basic needs. Compile a list of available resources, industries, modes of transportation, and economic problems
* Compare basic economic systems throughout the world, classifying them as traditional, command, market, or mixed. Focus on questions. What is produced? How is it produced, distributed, and consumed? Which natural, capital, and human resources are available? How are prices set? What is meant by economic growth?

Assessment

* Write an essay analyzing tariff laws and their effect on the economy

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
* Explores specific examples of voluntary international trade historically, looking at gains and losses of both parties
* Compares how various governments have established trade patterns and relations

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Describes how large civilizations established economic systems and legal codes
* Predicts how agricultural and feudal economies will influence laws, customs, and values of large societies

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Understands the historical impact of inflation and pricing on trade routes and supply/demand
* Traces the development of advertising, technology, and mass production as demand increases over time for finished products

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Analyzes standards of living within and between cultures
* Traces the development and expansion of individual ownership, commercial enterprise, guilds, and money systems
* Explains the relationship of technological innovations to exploration, colonization, and triangular trade systems
* Defines employment of people living in various civilizations in terms of their status in society such as landowner, artisan, peasant, etc.

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Uses appropriate search method and strategies
* Finds vital information (e.g., online/media)

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, shows content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Distinguishes between fact and opinion and comes to relevant conclusions
* Gathers factual information and opinions and finds conclusion based on the gathered data
* Takes an issue or problem and finds relevant cause and effect information

Instructional Support Materials

Prentice Hall
* World Cultures. A Cultural Mosaic

Instructional Strategies

* Research a number of economic conditions (e.g., availability of resources, size and distribution of population, degree of technology, political structure) about a particular nation in Europe, Africa, or the Middle East
* Research NAFTA and assess its impact on Canada, USA, Mexico
* Trace a modern advertising campaign and assess its impact on sales of a particular product or brand
* Organize economic information about different kinds of economic systems (e.g., traditional, market, command) in terms of what to produce it, and for whom to produce the product
* Investigate different societies and groups living in Africa, Asia, and the Middle East to determine their available resources, industries, and problems and Evaluate the effectiveness of each proposed solution
* Design a class-size mural that shows how people living in Europe, Asia, and Africa produce and consume various resources, goods, and services. Indicate how these ways of making a living have changed over time

Assessment

* Participate in a group project on ancient economic systems
* Write an essay on the effects of inflation

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 different ways governments establish labor rules, tax collection, and public works projects
* Compares the relative successes and failures of governments to regulate and initiate cohesive policies for a civilization

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Analyzes the effect of banking and money systems on internal trade in Europe and international trade prior to 1600
* Explains the concepts of charters of incorporation, joint stock companies, and standardized monetary systems

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Identifies key words

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, shows content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Identifies appropriate subjects for a specific topic and poses relevant questions

Instructional Support Materials

Prentice Hall
* World Cultures. A Cultural Mosaic

Instructional Strategies

* Research a major United States industry (e.g., steel, automobile, mining, farming, banking) to determine the governmental controls placed on it either directly or indirectly. Determine the extent to which the federal government interacts with and controls these industries
* Examine the history of the banks of the Middle Ages and assess their impact on the growth of capitalism

Assessment

* Create a comparison chart of labor laws in US history
* Write an essay on the origins of banking

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Grade 10

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 and explains several major situations where scarcity requires a choice from alternative selections and describes the opportunity cost and the incentives that influence the choice

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Identifies and explains a world situation where the impact of scarcity limits the production of goods and services
* Compares other world views that acknowledge abundance of resources

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Uses a variety of sources to identify key words
* Analyzes sources for reliability
* Refers to alternative sources to analyze validity of sources and information
* Creates and explains charts and graphs; timelines and tables with diverse perspectives
* Produces a product that reflects two different points of view of historical perspective

2. Interpersonal and Group Process Skills
* Articulates diverse perspectives
* Demonstrates relevant content knowledge and builds on a continuum of ideas
* Participates in a mock trial, debate, panel discussion, or group discussion
* Selects appropriate people with diverse perspectives on a specific topic and asks questions that do not exhibit bias

3. Critical Thinking Skills
* Identifies an issue and gathers information from diverse points of view
* Discusses and analyzes the relevance of diverse points of view
* Gathers information and opinions from diverse perspectives and finds conclusion based on the gathered data
* Finds diverse perspectives of a specific issue/event from different time frames and analyzes the difference in perspectives
* Gathers information relative to a specific issue and analyzes differences in views of causation
* Analyzes different views of cause and effect based on diverse scholarly points of view

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

Instructional Strategies

* Use major concepts (e.g., Colonialism, Mercantilism, Imperialism, World Trade Organization) to explore the idea of opportunity cost and the incentives that influence choice
* Use the activities of the dominating countries involved in imperialism to explain a world situation where the impact of scarcity limits the production of goods and services. At different times in history, this (look) investigation might include the search for gold, Cotton Is King-Middle East Oil

Assessment

* Explain to fellow student major situations where scarcity requires a choice from alternative selections. Explain the opportunity cost and incentives that influence the choice

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
* Describes how voluntary trade and exchange result in gain when both parties anticipate benefit

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Explains how two or more modern economies are influenced by laws, values, and customs

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Selects two or more modern economies and shows how competitive markets and incentives are created due to prices which result from the interaction of supply and demand

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Explains how for any two modern economies, investment in building, equipment, and technology and the health, education, and training of people affects employment

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

Instructional Strategies

* Study the exchange between British and Indian peoples. Identify the essential elements of the past and present economic systems in the relationship between the British and Indian peoples
* Examine the slave trade between United States and Great Britain. Analyze how these two modern economies are influenced by laws, values, and customs. Use the abolitionist point of view to question the laws, values, and customs
* Use the slave trade to investigate cheap labor. Compare cheap labor now and then. Explain the role of prices in competitive markets to create incentives that influence the choice of buyers and sellers. Pay close attention to incentives and the interaction of the supply and demand
* Identify the ways economies invest in people, tools, and technology
* Look at industrial countries and non-industrial countries. Compare how employment and standard of living are affected by investment in people, tools, and technology

Assessment

* Role-play abolitionist meeting where influence of law, values, and customs won out
* Demonstrate understanding in a panel 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
* Uses two or more modern economies to analyze the role of government in the economy through taxation, spending, and policy setting

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Selects two modern economies and shows the role of government and institutions in the regulation of money, banking, and financial institutions

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

Instructional Strategies

* Analyze why mass consumer economies developed in some industrialized countries of the world but not in others
* Compare the government's role in the regulation of the economy in the U.S.A. and Hong Kong

Assessment

* Research essay on inability of a particular nation to develop a viable consumer economy
* Essay assessing the role of government regulation in the growth of the US economy

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Grade 11

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
* Analyzes the economic choices Americans were forced to make during the Civil War, World War I, or World War II

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Analyzes the struggle between labor and management during various periods in US history

By the end of eleventh grade, the student:
1.1
* Identifies how resource costs impact production decisions
* Evaluates the consequences of present day resource use on future production
* Explains how comparative advantage leads to production choices
1.2
* Identifies how resource costs impact production decisions
* Evaluates the consequences of present day resource use on future production
* Explains how comparative advantage leads to production choices

Social Studies Skills
1. Inquiry and Information
* Formulates a thesis statement in the social studies that examines whys as well as hows
* Identifies key words; uses advanced search strategies; independently locates appropriate and varied information sources; evaluates primary/secondary sources
* Evaluates reliability, credibility, and validity of information from a variety of social studies sources
* Produces and interprets outlines, charts, graphs, maps, tables, timelines, and decision-making grids that explain and/or construct solutions
* Creates a product that uses social studies content to support a thesis and presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Voices original ideas; demonstrates content knowledge; persuades audience; listens critically and builds upon the ideas of others; asks clarifying questions and challenges statements of others; negotiates and compromises
* Participates in developing group process, persuades, compromises, debates, resolves conflicts, and negotiates differences
* Selects appropriate people to gain needed information, identifies bias of subject, asks questions to refine and verify understanding

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions; identifies multiple perspectives; compares and contrasts; validates data using multiple sources; determines relevant information; paraphrases problem
* Distinguishes between fact, opinion, and reasoned argument; clarifies point of view and context; identifies assumptions and fallacies; recognizes stereotypes, clichés, bias, and propaganda techniques; evaluates accuracy and timeliness of information; determines main message and identifies target audience; analyzes credibility and authenticity
* Compares benefits and costs; suggests logical alternatives, predicts probable consequences, provides evidence to justify best solution, selects most effective manner of communicating solution
* Hypothesizes possible outcomes from an initial event, recognizing multiple causes and accidental factors
* Groups human and natural events into broadly defined eras and uses timelines to explain patterns of continuity and change in the succession of events
* Reconstructs and expresses multiple points of view and integrates an historic, geographic, civic, or economic perspective

Instructional Support Materials

Addison-Wesley
* The United States and Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Describe a list of economic decisions students will make during the coming year, explaining how the concept of scarcity is involved in each decision. For each decision, discuss a possible opportunity cost involved. Research newspapers, periodicals, and computer databases to compile a list of local, state, or federal government economic decisions, explaining how the concept of scarcity affected each decision
* Investigate how different countries in Europe and the Middle East solve problems related to satisfying basic needs. Compile a list of available resources, industries, modes of transportation, and economic problems
* Compare basic economic systems throughout the world, classifying them as traditional, command, market, or mixed. Focus on questions. What is produced? How is it produced, distributed, and consumed? Which natural, capital, and human resources are available? How are prices set? What is meant by economic growth?

Assessment

* Research essay on early labor movement in the USA
* Opportunity Cost chart based on various decisions a teenager would make with a limited amount of money
* Essay test on traditional, command, market, and mixed economic systems

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
* Describes and discusses trade agreement in United States history

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Identifies and analyzes the changing role of American government, with special focus on the Supreme Court, in the regulation of commerce

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Identifies and analyzes the role of the government in regulating prices during significant economic crises such as The Great Depression

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

By the end of eleventh grade, the student:
2.1
* Analyzes exchanges and identifies the consequences to all parties involved
* Describes the interaction of businesses, households, financial institutions, and government using the circular flow model
* Compares the costs and benefits of policies that alter trade
2.2
* Compares and contrasts traditional, command, and market economies
* Predicts how a change in a law or custom could affect production, distribution, or consumption of a good or service
* Analyzes how laws and people's customs and values influence their economic decisions
* Evaluates how the characteristics of economic systems may advantage or disadvantage particular groups of people
2.3
* Explains how prices provide information and serve as incentives that assist producers and consumers in making decisions that are in their best interest
* Analyzes how prices coordinate production and exchange in markets
* Predicts the impact on prices of changes in forces of supply and demand
2.4
* Predicts the impact of change in international laws, policies, or practices on employment, national output, and price levels
* Explains how investments in human capital can increase productivity but such investments entail opportunity costs and risks
* Examines and analyzes the relationship between labor and management and its impact on individuals and the economy

Social Studies Skills
1. Inquiry and Information
* Formulates a thesis statement in the social studies that examines whys as well as hows
* Produces and interprets outlines, charts, graphs, maps, tables, timelines, and decision-making grids that explain and/or construct solutions
* Creates a product that uses social studies content to support a thesis and presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Selects appropriate people to gain needed information, identifies bias of subject, asks questions to refine and verify understanding
* Identifies central issue; formulates appropriate questions; identifies multiple perspectives; compares and contrasts; validates data using multiple sources; determines relevant information; paraphrases problem

3. Critical Thinking Skills
* Groups human and natural events into broadly defined eras and uses timelines to explain patterns of continuity and change in the succession of events

Instructional Support Materials

Addison-Wesley
* The United States and Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Examine NAFTA and analyze its effects on Canada, Mexico, and the USA
* Look at major tariff legislation and its effect on balance of trade and the prices of goods
* Analyze how traditional, command, market, and mixed economies would address the following issues: health care for individuals with special needs (e.g., elderly, people with disabilities), price supports for farmers, aid to education, and environmental controls of industries
* Conduct an in-depth investigation and analysis of the economic and historical impact of one of the following: the era of Adam Smith and the emergence of capitalism, the Industrial Revolution, Karl Marx and the emergence of communism, the fall of the Berlin Wall, the "opening up" of former communist countries to capitalism, and how economic change has affected families throughout history

Assessment

* Complete a case study of a nation or society, focusing on the fundamental economic questions: What goods and services are produced and in what quantities? How are these goods and services produced? For whom are these goods and services produced?
* Research the early struggles of organized labor, including topic such as labor conditions in specific industries in the nineteenth century, important pieces of labor legislation, and major labor conflicts. Prepare an oral or research report that summarizes the findings and evaluates the effectiveness of the solutions to these problems, conflicts, or conditions

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
* Chronicles and analyzes the evolution of the Federal government's role in the economy from The Great Depression through The Great Society

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Describes and analyzes the role of the government in regulating the flow of money in different periods in US history

By the end of eleventh grade, the student:
3.1
* Evaluates the role of government in establishing and enforcing property rights to protect the producer and consumer while attending to the public interest
* Describes how governments redistribute income through taxation and government expenditures (e.g., food stamps, purchase of products)
* Analyzes benefits and costs of a government program
* Assesses government's role in context of past and present business cycles
3.2
* Understands the operations and functions of various types of financial institutions and the Federal Reserve System
* Understands the role of the Federal Reserve System in controlling the monetary supply and influencing prices and production

3. Critical Thinking Skills
*Selects appropriate people to gain needed information, identifies bias of subject, asks questions to refine and verify understanding
* Identifies central issue; formulates appropriate questions; identifies multiple perspectives; compares and contrasts; validates data using multiple sources; determines relevant information; paraphrases problem

Instructional Support Materials

Addison-Wesley
* The United States and Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Investigate one or more current economic issues in the United States, including their historical antecedents; issues may include, but are not limited to: impact of fiscal policy, the role of Federal Reserve and monetary policy, corporate downsizing and unemployment, economic growth and the information age, welfare policy, health care policy, the national debt, defense spending, foreign aid, affirmative action; consider policy positions and the possible conflicting goals of government, such as full employment, price stability, economic justice, economic freedom, and economic security

Assessment

* Write an essay on the growth of American government since the New Deal and the impact of the growth on the economic involvement of the government

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Grade 12

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
* Explains the use of a contemporary resource using the concepts of scarcity, choice, and incentives (e.g., farmlands, wilderness areas, time, water)
* Analyzes how choices made by businesses and individuals can impose costs on others (e.g., methods of waste disposal, nuclear waste, logging methods, controversial social issues)
* Compares and contrasts opportunity cost choices with tradeoff decisions (e.g., cleaning up a water supply partially versus completely)

1.2 ECONOMICS - Understands that they availability and use of resources influences the production of goods and services in the economy
* Explains how costs of factors of production impact decisions
* Evaluates the consequences of present day uses of resources on future productivity

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought that questions traditional concepts of how and why
* Finds and synthesizes information from different historical perspectives
* Assess the reasons for the differences in diverse historical perspectives
* Produces and interprets charts, graphs, maps, tables, and timelines that reflect diverse perspectives
* Creates a product that reflects the synthesis of diverse perspectives of a historical event or issue

2. Interpersonal and Group Process Skills
* Uses Socratic techniques
* Plans and prepares a Socratic seminar and constructs and leads such a discussion
* Selects appropriate government officials to gain needed information and synthesizes the information relative to a specific topic

3. Critical Thinking Skills
* Compares/contrasts diverse points of view of a specific issue
* Analyzes perspectives and potential bias relative to a specific issue or event
* Reaches conclusions as to why diverse points of view exist relative to a specific issue or event
* Hypothesizes possible reasons for diverse points of view relative to a specific issue or event
* Analyzes the effect of time on diverse points of view relative to a specific issue or event
* Analyzes and discusses the reliability of diverse points of view vis a vis time and place

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For Advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Reading, and Cases

Instructional Strategies

* Compare the actual cost of products purchased with cash or on credit at a variety of different interest rates
* Define the impact of inflation on personal savings

Assessment

* Design simulations that demonstrate the impact of economics on human rights, the environment, or national security
* Write an essay analyzing why mass consumer economies developed in some industrialized countries of the world but not in others

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
* Analyzes exchanges and identifies the gains to themselves and others
* Describes how businesses, households, financial institutions, and government interact using the circular flow model of the economy
* Compares the costs and benefits of policies that alter trade between nations (e.g., tariffs, quotas)

2.2 ECONOMICS - Explains how laws, values, and customs in various economies influence elements of commerce (production, distribution, and exchange)
* Compares and contrasts traditional, command, and market economies
* Predicts how a change in a law or custom will change production, distribution, or consumption of a good or service
* Analyzes how societal and cultural values influence economic decisions

2.3 ECONOMICS - Understands that prices in competitive markets create incentives that influence the choices of buyers and sellers
* Explains how prices provide information and serve as incentives that assist producers and consumers in making decisions that are in their best interest
* Analyzes how prices coordinate production and exchange in markets
* Predicts the impact on prices when there are changes in the determinants of supply or demand

2.4 ECONOMICS - Understands that investment in people, tools, and technology affects employment levels and standards of living
* Evaluates the economic impact of a change in international trade laws, policies, or practices on domestic employment, output, and price levels
* Explains how investments in human capital can increase productivity but such investments entail opportunity costs and risks
* Understands factors that influence the unemployment rate (e.g., race, gender)
* Examines and analyzes the impact of labor-management relations on individuals and the economy
* Understands various forms of business organizations and how they influence investment and production

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For Advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Reading, and Cases

Instructional Strategies

* Draw the circular flow diagram. Include cast of characters, households, businesses, government, and financial institutions and determine how they receive funds and how they spend funds. Discuss the flows depicted
* Explain that the economy is made up of many different types of markets and that the actors in the circular flow can be other buyers or sellers in the market
* Explain what is exchanged in these markets, who is demanding or buying, and who is supplying and selling
* Explain which actions would be considered an investment. Discuss the factors which are considered in making the decision (e.g., an automobile manufacturer buys a robot for the plant, a woman buys a life insurance policy, a student puts his earnings in a savings account, a contractor builds a new apartment building, a taxi company buys a new taxi)

Assessment

* Summarize the role of each of the sectors in the economy
* Draw own version of the circular flow. Summarize the role of savings and investment in increasing productivity and growth in the economy

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
* Evaluates the role of government in establishing and enforcing property rights to protect the producer and consumer while attending to the public interest
* Describes how governments redistribute income through taxation and government expenditures (e.g., food stamps, purchase of products)
* Identifies and evaluates the benefits and costs of a government program or regulation (e.g., the War on Poverty, Head Start, the Clean Air Act, military expenditures)

3.2 ECONOMICS - Understands the role of money, banking and financial institutions and how individuals and businesses use them
* Understands the operations and functions of financial institutions, e.g., banks, credit unions, and insurance firms
* Understands how businesses and individuals use and manage credit to facilitate purchases and improve their economic well being
* Understands the role of the Federal Reserve System in controlling the monetary supply and influencing prices and production

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought that questions traditional concepts of how and why
* Assess the reasons for the differences in diverse historical perspectives
* Finds and synthesizes information from different historical perspectives
* Produces and interprets charts, graphs, maps, tables, and timelines that reflect diverse perspectives
* Creates a product that reflects the synthesis of diverse perspectives of a historical event or issue

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For Advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Reading, and Cases

Instructional Strategies

* Identify, describe, and analyze the role of economics in major conflicts involving the United States in the 20th Century
* Analyze the role of the Federal Reserve in the regulation of the US economy
* Compare/contrast banks and credit unions
* Assess the impact of credit on the US economy

Assessment

* Chart comparing different financial institutions
* Essay assessing the role of credit in the US economy
* Essay on the relationship of a major war and the US economy

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