Rigorous Curriculum Design - DeKalb County School District · Rigorous Curriculum Design ... SSEF1 Explain why limited productive resources and unlimited wants result ... a.Use a
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“Unwrapped” Priority Georgia Standards of Excellence
Skills and Concepts
SSEF1 Explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments. a. DEFINE scarcity as a basic condition that exists when unlimited wants exceed limited productive resources. b. DEFINE and GIVE EXAMPLES of productive resources (i.e. factors of production): natural resources (i.e. land), human resources (i.e. labor and human capital), physical capital and entrepreneurship. d. DEFINE opportunity cost as the next best alternative given up when individuals, businesses, and governments confront scarcity by making choices. SSEF6 Explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people. a. DEFINE productivity as the relationship of inputs to outputs. d. ANALYZE by means of a production possibilities curve: trade-offs, opportunity cost, growth, and efficiency. SSEF4 Compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. a. COMPARE traditional, command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation. b. ANALYZE how each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability. c. COMPARE AND CONTRAST strategies for allocating scarce resources, such as by price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics
scarcity, opportunity costs and factors of production productivity and (human capital vs physical capital)
1 Knowledge 1 Knowledge
1 Recall 1 Recall
SSEF4a COMPARE, CONTRAST SSEF4c UNDERSTAND
economic systems and explain how they answer the three basic economic questions allocating scarce resources
2 Comprehension 1 Knowledge
2 Skills and Concepts
SSEF4b ANALYZE SSEF6d
ANALYZE
broad social and economic goals Possibility production Curve(PPC)
4 Analysis
4 Extended Thinking
SSEF1abd: DEFINE SSEF6a: DEFINE
scarcity, opportunity costs and factors of production productivity and (human capital vs physical capital)
1 Knowledge 1 Knowledge
1 Recall 1 Recall
Supporting Standards
SSEF3 Explain how specialization and voluntary exchange influence buyers and sells. a. Explain how and why individuals and businesses specialize, including division of labor.
SSEF2 Give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action. a. Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs. b. Explain that rational decisions occur when the marginal benefits of an action equal or exceed the marginal costs. c. Explain that people, businesses, and governments respond to positive and negative incentives in predictable ways. SSEPF1 Apply rational decision making to personal spending and saving choices. a.Use a rational decision making model to evaluate the costs and benefits of post-high school. life choices (i.e., college, technical school, military enlistment, workforce participation, or other option). b.Create a budget that includes a savings or financial investment plan for a future goal. SSEIN1 Explain why individuals, businesses, and governments trade goods and services. a.Define and distinguish between absolute advantage and comparative advantage. SSEMI1 Describe how households and businesses are interdependent and interact through flows of goods, services, resources, and money. a. Illustrate a circular flow diagram that includes the product market, the resource (factor) market, households, and firms. b. Explain the real flow of goods, services, resources, and money between and among households and firms. Informational Processing Skills: 1. compare similarities and differences 3. identify issues and /or problems and alternative solutions 9.construct charts and tables 12. analyze graphs and diagrams 17. interpret political cartoons
Essential Questions Corresponding Big Ideas
1. How can limited resources force individuals as well as nations to make choices?
2. How do separate political systems answer the three basic economic questions of what to produce, how to produce and for whom to produce?
3. How does human capital and education contribute in developing economic growth for societies?
1. Scarcity forces people to make rational decisions.
2. Economic systems are based on what nations and individuals produce, how they produce, and for whom they will produce.
3. Productivity promotes economic growth and future standards of living.
Student version: link 12_Economics_Unit1_Preassessment_student Teacher Version 12_Economics_Unit1_Preassessment_teacher
Student Version Post DeKalb Benchmark assessment
Teacher Version Post
DeKalb Benchmark assessment
Authentic Performance Assessment
Engaging Scenario
Your wealthy aunt and uncle have decided to move to another nation and liquidate all of their financial
assets. You have been named as the executor/administrator of their $100,000 estate. Their only
stipulations are for you to divide the $100,000 dollars amongst several family members which includes:
o Your two siblings, two 20-year-old juniors at Georgia State University. Tuition and housing expense is more than $10,000 per student.
o Grandparents whose home is on the verge of foreclosure. They owe $65,000 on the mortgage. o You need braces that will cost $4500.00. You also really want a new car that will cost between
$12, 000.00 and $18,000.00.
Performance Task Synopses
Task 1: SSEF1ab, SSEF2abc, SSEPF1ab, IPS3, IPS9
1.Describe in a two paragraphs how you decided to liquidate your aunt and uncles estate include the
following concepts:
o scarcity o opportunity cost and tradeoff o the marginal cost and marginal benefits of your decisions o developed strategies for allotting resources o create a graphic organizer that explains what choices you would make in deciding how to
o Using the pair share method students construct possibility production frontiers. Each student writes a one paragraph essay explaining how incentives are used to increase productivity.
o Create a Venn diagram comparing and contrasting the command, market, and mixed economic systems.
o Students create political cartoons describing how market and command economics systems
differ and why.
Performance Task 1 In Detail
Task 1 Student Directions: Take notes as teacher introduces the basic concepts of economics. Create a graphic organizer explaining your choices for the Engaging Scenario. In two paragraphs, describe how you handled: scarcity, opportunity cost and tradeoff, the marginal cost and marginal benefits in deciding how to allocate the funds. Task 1 Teacher Notes:
This performance task is specifically designed to introduce students to the basic concepts of economics including: scarcity, trade-off, opportunity cost and making rational decisions. Provide your students with a basic lecture describing the fundamentals of economics https://youtu.be/1cYMW5d_bn4; You might consider subscribing to Jason Welker's website for economic teachers.
Task 2 Student Directions: Using data given from the teacher, construct a possibility production curve with a partner. Each student will explain in their own paragraph how incentives are used to increase productivity. Task 2 Teacher Notes: Provide a brief mini-lecture on the functions of Possibility Production Curves.
Use the teacher provided Econedlink lesson plan http://www.econedlink.org/teacher-
lesson/852/Production-Possibilities-Curve
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
Demonstrates
advanced proficiency
Ex.-
All “3” criteria plus:
• PPC are accurate depictions of efficient allocations of resources
• Possibility Production Frontier accurately displays opportunity cost
• Paragraph
accurately
explains how
incentives are
used to
increase
productivity.
• Paragraph also
clearly
discusses role
of opportunity
cost
Demonstrates proficiency
• PPC are accurate depictions of efficient allocations of resources
• Possibility Production Frontier accurately displays opportunity cost
• Paragraph accurately explains how incentives are used to increase productivity.
Demonstrates partial
proficiency
• PPC are somewhat accurate depictions of efficient allocations of resources
• Possibility Production Frontier somewhat accurately displays opportunity cost
• Paragraph
somewhat
accurately
explains how
incentives are
used to
increase
productivity.
Does not meet
proficiency
• PPC are inaccurate depictions of efficient allocations of resources
• Possibility Production Frontier inaccurately displays opportunity cost
o Create a Venn diagram comparing and contrasting the command, market, and mixed economic systems. Students create political cartoons describing how and why market and command economics systems differ.
Task 3 Teacher Notes:
Provide an overview of the different economic systems and how each answers the basic questions:
what to produce, for whom to produce and how to produce?
L9-10RHSS4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
L9-10RHSS10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Teacher will introduce the concept of production possibilities.
Week 6
SSEF4abc IPS1 IPS17
Task 3: Economic Systems Venn diagram comparison
Create political
cartoon
o Teacher will discuss the basic economic systems and explain how they answer the three basic questions of what to produce, how to produce, and for whom to produce?
• Have student complete economic systems interactive assignment (see resource)
• Obtain power point presentations, lesson plans, student formative assessments, videos from the link above (13 fundamentals Economics Systems)
Task 3 refer to scoring rubric
Week 7 SSEF4abc IPS1 IPS17
Task 3
Teacher will provide mini lecture and assessments on Broad, Social and economic goals using above link for www.econedlink.org Explain the six broad, social, and economic
Goals of a market economy Identify how the economic goals are socially related.
Week 8 SSEF4abc IPS1 IPS17
Task 3 and preparation for new unit
Teacher will provide mini lecture and assessments on Broad, Social and economic goals using above link for www.econedlink.org Explain the six broad, social, and economic Goals of a market economy Identify how the economic goals are socially related