analyzing current economic issues cia4u grade 12

Analyzing Current Economic Issues

CIA4U

Grade 12, University Preparation

Unit Title: Economic Institutions

Authors: Sarah Hammond, Anita Patel, David Warrener

Date: Wednesday, July 22nd, 2009

Table of Contents 1. Summative Assessment Plan Pages 1 – 5

2. Unit Overview 6

3. Instructional Organizer 7

4. Lesson #1 8 – 9

5. Lesson #2 9 – 11

6. Lesson #3 11 – 12

7. Lesson #4 13 – 15

8. Lesson #5 16 – 17

9. Lesson #6 17 – 18

10. Lesson #7 18 – 21

11. Lesson #8 22 – 30

12. Lesson #9 31 – 36

13. Culminating Activity 37 – 39

14. Statement of Design 40

1

Summative Assessment Plan (SAP) COURSE TITLE & CODE: Analysing Current Economic Issues, CIA4U

GRADE: 12

DESTINATION: University Preparation

EXPECTATIONS ADDRESSED: Economic Institutions Overall Expectations By the end of this course, students will: • describe the nature and functions of Canada’s private economic institutions; • describe the nature and functions of Canada’s public economic institutions; • analyse the nature and functions of international economic institutions and their impact on the Canadian economy.

Specific Expectations The Private Sector By the end of this course, students will:

• identify ways in which different forms of privately owned, profit-making institutions differ from collective (e.g., cooperatives) and non-profit or charitable institutions in the private sector;

• describe the nature, causes, and consequences of economic institutions and activities that are part of the “hidden” economy;

• describe the role of different types of financial institutions in Canada (e.g., banking system, stock and bond markets) as financial intermediaries in capital markets;

• analyse the advantages and disadvantages, for the overall economy and various stakeholder groups, of privatization compared to the public

ENDURING UNDERSTANDINGS

1. The reasoning behind the existence of both private and public institutions in the Canadian economy.

2. Conflicting self-interests play a major role in the functioning of economic institutions.

3. The media is powerful in informing economic citizens, and can promote bias.

4. Inquiry, research and analysis are transferable skills that promote understanding of current events and their economic impacts.

2

provision of a specific good or service (e.g., private versus public education, private versus government controlled liquor sales).

The Public Sector By the end of this course, students will:

• describe how government is involved in the economy (e.g., as a provider of public goods and services such as defence, supplier of infrastructure, employer of resources, regulator of competition and of aggregate demand, redistributor of income);

Methods of Economic Inquiry and Communication Specific Expectations Research

• Conduct research to locate reliable information from a variety of different media (e.g. newspapers, internet sites), businesses, and interest groups (e.g. Canadian Centre for Policy Alternatives, Fraser Institute), and other sources

• Communicate the results of inquiries, using a variety of styles and forms (e.g., reports, essays, discussions, presentations), as well as visual supports (e.g. charts, graphs, computer presentations);

3

SUMMATIVE ASSESSMENT TASKS

Unit #&Title Name/title of task Brief Description Enduring Understanding Addressed

Types of Formative Assessments or Scaffolding

Required

Unit 3, Economic Institutions Public vs. Private Institutions

*Venn Diagram

This task wraps up the introductory lesson on private and public institutions, students are to think of relevant examples of businesses and organizations that are privately owned and operated, part of the public sector, or can be both. The task is done individually.


• Group discussion activity to define Private and Public Institutions, classify examples from current events, and analyse reasoning for classification

• Students’ Venn diagrams assessed with anecdotal feedback

Unit 3, Economic Institutions Information and the Media

*Media Analysis

Students complete a handout that summarizes the relevant information related to an event in the news involving a private or public institution. A news article and a clip from a news program are presented.

3. The media is powerful in informing economic citizens, and can promote bias.


• Class discussion of the characteristics of good media sources

• Students complete handout and are assessed using rubric

Unit 3, Economic Institutions Business Organizations

*Jigsaw Task

Students start in groups of 6, then break off to each become an expert on a type of business organization using their textbook. They return to their home groups and share what they have learned in order to generate notes on the important characteristics of each type of business organization.


• Home group discussions are debriefed with the teacher to clarify any misunderstandings

• Student notes are given anecdotal feedback by the teacher

4

Unit 3, Economic Institutions Stock Market Challenge

*Stock Market Internet Research

Students research stocks online using tools provided by the teacher in an effort to create a successful portfolio



• Previous lesson and discussion on stock market indicators and investment strategies

• Handout detailing indicators used in web research

• Supporting evidence for stock choices collected and assessed by teacher for feedback

Unit 3, Economic Institutions Corporate and Social Responsibility

*Question and answer sheer

Students watch the film “Enron: Smartest Guys in the Room” and answer questions on a handout provided by the teacher


• Class discussion on role of CEO’s, moral and legal obligations of corporations

• Students debrief film in small groups to clarify understanding

• Handouts assessed by teacher for accuracy and validity of responses

Unit 3, Economic Institutions The Public Sector

* Mind Map

In groups students create a mind map using images and important terms to describe the provision of services by the three levels of government


• Brainstorming activity requiring students to reflect on role of government in provision of services

• Guided web research, shell of Mind Map provided

• Mind Maps assessed with rubric

Unit 3, Economic Institutions Deregulation and Privatization

* Debate Activity

In groups of 4 students research teacher approved industries within the Canadian economy from a pro-privatization or anti-privatization standpoint. Groups present their findings in the form of a debate.


2. Conflicting self-interests play a major role in the functioning of economic

• Important terms defined as a class

• Class discussion and analysis of popular deregulation issue

• Guided web research • Debate procedures and

requirements reviewed as class

• Debates evaluated by

5

institutions.

peers and teacher using peer evaluation sheet and debate rubric respectively

Unit 3, Economic Institutions Culminating Activity

* Media report presentations


2.Conflicting self-interests play a major role in the functioning of economic institutions.

3.The media is powerful in informing economic citizens, and can promote bias.

4.Inquiry, research and analysis are transferable skills that promote understanding of current events and their economic impacts.

• Anectdotal notes and rubric assessment

6

Unit Overview This unit would be part of the Economic Institutions Unit in the Analysing Current Economic Issues course profile. The focus would be on Private and Public economic Institutions, building up to a separate unit to that focuses on the role International economic institutions. This unit would be best situated close to the beginning of the course, after introductory economic concepts have been covered. Specifically students should be familiar with some of the course content dealt with in the Economic Decision Making and Economic Stakeholders Units, such as the nature of the three questions all economic systems must answer, an understanding of the various types of economic systems and how they meet stakeholder needs, a working knowledge of Canada’s economic goals, as well as an understanding of basic stakeholder groups and their impact on market forces. Once an understanding of how these concepts apply to Canada’s Private and Public Economic Institutions (and lead to the necessity of private and public ownership) are enforced, students are equipped to move on in the course and address the tools of Fiscal and Monetary Policy, the implications of International Economic Institutions and global economic interdependence.

The overall purpose of this unit is for students to gain an understanding of the characteristics and purposes of both Private and Public Economic Institutions and the reasoning behind the existence of both. Students will analyse the different types of business organizations they deal with on a daily basis and the implications of their particular business structure. Students will gain an understanding of Canada’s public and private business sectors and their roles in conjunction with the achievement of Canada’s basic economic goals. Practical skills, such as an understanding of the stock market and media literacy are enforced. Moreover students will ideally complete the unit with an understanding of the media’s ability to influence economic citizens, and the importance of being informed and reflecting on bias when making all economic decisions.

7

Instructional Organizer for Unit Monday Tuesday Wednesday Thursday Friday

Lesson #1

Private vs. Public Institutions

Venn Diagrams

Lesson #2

Intro to Summative Evaluation

Media Analysis Sheet

#2 Continued

Topic Request sheet

Lesson #3

Types of Business Organizations

Jigsaw Notes

Group Discussion

Lesson #4

Intro to the Stock Market

Group discussions

#4 Continued

Stock Research reports

Lesson #5

Private Sector Institutions

Article Analysis

Written responses

Lesson #6

Corporate and Social Responsibility

Video Handout

#6 Continued

Video Handout

Group Discussions

Lesson #7

Government Role in the Provision of Goods and Services

Mind Maps

Student Discussion

#7 Continued

Mind Maps

Student Discussion

Lesson #8

Deregulation and Privatization

T-Chart Reports

#8 Continued

On-going Assessment for learning

#8 Continued

On-going Assessment for learning

#8 Continued

Debate

Peer Evaluations

Lesson #9

The Power of Media in Covering Economic Issues

Cartoon Analysis

Discussion

Culminating Activity

Work period


Video Presentations


Video Presentations

8

Summary of Learning Activities and Strategies

Lesson 1: Private versus Public Institutions

Time Required: One 75 minute class period

Learning Expectations: Enduring Understanding #1

Specific Expectations:

• describe the nature, causes, and consequences of economic institutions and activities that are part of the “hidden” economy;

Overview of Activity / Strategy:

1. The teacher prompts students to recall their previous knowledge of Market and Command economies, and the class discusses the general characteristics of each economy, as well as their advantages and disadvantages. (5 minutes)

2. Again prompting the class, the teacher reinforces that Market economies consist of private institutions, while Command economies consist of public institutions. The class then works together to generate a working definition for each type of institution, which can be recorded in student notes for future reference. The teacher reinforces that Canada’s economy is mixed, therefore contains both types. (10 minutes)

3. Students split up into groups of 4-5. Each group is given a series of brief scenarios (3-4) involving private or public institutions that the class will likely be aware of (these could be created by the teacher or come from recent new articles). Within their groups students create an organizer (1 per student) with 4 columns: “Brief Scenario Description”; “Type of Institution”; “Defining Characteristics”. The fourth column is initially left blank. The teacher can model the organizer for students with an overhead projector. Within their groups students go through each scenario and fill out the organizer accordingly. (25 minutes)

4. As a class, work together to complete the organizer on the overhead projector. A member of each group is asked to assist for each scenario. Once the relevant information is complete, the teacher introduces the heading of the 4th column “Reasoning for Type of Institution”. Again within their groups, students are asked to brainstorm reasons why the organizations described in the scenarios would be public or private and fill in their thoughts on the organizer. The teacher reminds students that as they brainstorm they should keep in mind Canada’s economic goals (15 minutes)

5. The class regroups to discuss the brainstorming exercise. The teacher records student answers on the overhead and clarifies any misunderstandings. The organizer is placed in students’ notebooks for further reference (10 minutes)

9

6. Students are asked to create a Venn Diagram for Private and Public Institutions. They should record the examples of businesses or organizations that fall under each category, and examples that can be public or private (i.e. education) in the area that overlaps. The diagram is to be submitted for the following class. (10 minutes)

Possible Resources:

• Short newspaper articles involving public and private organizations • Overhead projector and prepared sample of organizer • Overhead markers for recording

Description of Assessment Options:

• Prior knowledge assessed in first activity • Group discussion of organizer • Venn diagrams collected and verified for accuracy, anecdotal feedback given

Lesson 2: Introduction to Summative Assignment

Time Required: Two 75 minute class periods

Learning Expectations: Enduring Understandings #3, #4





Day 1:

1. The teacher distributes to each student a copy of a new article that details an event or circumstance related to a business or organization that students are familiar with. The event will story will likely be one from the recent past (students should be familiar with the story but it would ideally be resolved at the time of the lesson so as not to take a potential topic for the summative). The article is read aloud as a class with volunteers. Any vocabulary that is unclear is clarified. (10 minutes)

10

2. Students will individually complete a Media Analysis sheet on the article. The Media Analysis Sheet focuses on the purpose, dilemma, and key players described in the article. (15 minutes)

3. The teacher then plays for the class a clip from a local or national new program that pertains to the same situation described in the article. As a class, Students are given time to add to their Media Analysis Sheet any points that have been clarified. (15 minutes)

4. As a class, discuss the types of media that are available to us as sources of news, and their individual advantages. Compile a list of the characteristics of good news reporting according to students (15 minutes).

5. The teacher will collect the students’ Media Analysis Sheets, and distribute the assessment information that pertains to the summative. All parts and due dates are explained clearly. Students are given the opportunity to ask questions. Students use the remainder of the period to brainstorm and discuss potential subjects for the summative (20 minutes)

Day 2: In the computer lab

6. The class will participate in a carousel activity that helps them prepare for the requirements of the summative. The activity ideally takes place in a computer lab. There are three stations, students are split amongst them depending on the class size. Students circulate with a partner – this person will help them with the filming of their video and vice versa. The first station will be lead by a member of the Technology Department. Here the students will have the opportunity to see the equipment necessary for completing the media clip portion of their assignment. Equipment use and care, sign out procedures and necessary supervision are discussed. Deadlines are reinforced and suggestions made for realistic progress (this is determined by the subject teacher in conjunction with the Tech Department). The second station features recent newspapers and magazines (on loan or previously ordered from library) that students may peruse for ideas of relevant stories to cover. At the third station students can use computers to access databases to accomplish the same. Students will complete a Topic Preference organizer that outlines their top 5 choices of relevant issues related to public or private institutions in the media, which briefly describes their understanding of each issue and why it is relevant to the Canadian economy( i.e. 3 columns, “Issue”; “Brief Description”, “Economic Relevance”). The groups will have 20 minutes at each station (60 minutes)

7. Student ensures that their topic selection sheet is complete. Members may return to stations for extra information as necessary. The students assist with clean up and hand in their topic requests before leaving the class or by the next class if more time is required. Topics will be assigned by the teacher the following class (15 minutes)

11

Possible Resources:

• Class set of Media Analysis Sheets (examples can be found in assessment masters of instructors package for the textbook “Economics Now”) and chosen news article

• Video clip of new program / required audio-visual equipment (i.e. computer/ digital projector or TV/VCR)

• Class set of assessment package for summative assignment • Assistance from the Technology Department for Day 2, equipment

necessary • Copies of Topic Request handout for each group • Various recent issues of Canadian newspapers and magazines


• DAY 1: Media Analysis Sheet assessed with applicable rubric • DAY 2: Topic Request Sheets assessed for students’ understanding and

relevance of issues requested.

Lesson 3: Types of Business Organizations

Time: One 75 minute period



• identify ways in which different forms of privately owned, profit-making institutions differ from collective and non-profit or charitable institutions in the private sector


1. Students will learn about the different types of business organizations by utilizing the jigsaw strategy. Each student will be given the opportunity to become an expert on one of the types of business organizations and to teach their home groups about their findings.

2. Students will be placed into groups of six. These groups will be designated as their home groups. They will then be numbered off 1 to 6 within their home groups.

3. Jigsaw groups will then assemble as students go the table that they were designated. All number threes would congregate at table marked #3. Students

12

will be using their textbooks, Economics Now: Analyzing Current Issues, pages 123 -128 in order to become experts on the following types of business organizations: Group #1: Sole Proprietorship Group#2: Partnership Group #3: Co-operative Group#4: Corporation Group#5: Government Enterprise Group#6: Non-Profit Organization

4. Students are expected to discuss what they have learned with their group members in order to become experts on their topic. They should take notes on the advantages and disadvantages of their organization, how to define it, and be able to provide real-life examples. All experts should be writing similar notes to debrief their home groups with.

5. Students will then return to their home groups and each will present their expert findings. The presenters will go in order (1-6) and other home group members will be expected to take notes and ask questions when needed.

6. Once all presentations are complete the class will discuss and debrief the overall activity to see if any points needed to be clarified or further discussed.

7. Students are asked to read pages 133 – 136 in their textbooks as an introduction to the stock market for the following class as homework.

Possible Resources:

• Table numbers and Textbooks


• The teacher will observe each student’s participation in both their home and expert groups.

• Students’ notes on the forms of business organizations will be used as a formative assessment, with anecdotal feedback given.

Lesson 4: Introduction to the Stock Market

13

Time: Two 75 minute periods

Learning Expectations: Enduring Understanding #2 and #4


• describe the role of different types of financial institutions in Canada as financial intermediaries in capital markets.

• analyze different types of economic information to determine main ideas and supporting factual details, identify assumptions, and evaluate the logical consistency, relevance, and validity of opinions expressed.

Overview of Activity / Strategy: Day 1:

1. Teacher will review key concepts that were covered in students’ textbook reading from the previous day. Teacher will prompt student discussion by asking such questions as: What are the differences between stocks and bonds? Why do corporations decide to go public and sell shares in their company? What determines why a share price will go up or down over time? What are the major stock markets around the world? What is a stock market indicator? What are the major stock market indicators? What are differences between bull and bear markets and why they are self-fulfilling?

2. Teacher will then to try to draw on the students experiences: Has anyone in this class ever owned a stock? Has anyone’s parents or other family members ever owned a stock? What stock? For how long? Did it increase or decrease in value?

3. Using a think/pair/share technique the teacher will write a final question on the board: Finally, what would make an individual decide to invest their hard earned money in a specific stock? What could make them believe so strongly that the demand for that stock will increase and therefore the share price will increase? What information could investors rely on? What information should they research?

4. Teacher will record any answers that students come up with on the board. The teacher will add any of the following to this student list and discuss and define each: a) Historical price trend analysis (how the share price has varied over time) b) Expert Analysis (What experts believe about future share price growth) c) Growth forecasting (How the corporation is expected to do in the future) d) Competition Analysis (An understanding of what the corporation sells or provides) e) Competition Analysis (What other corporations provide the same goods or services)

14

f) Free Cash Flow Analysis (A look at their financial statements) g) Price/Earnings Ratio (helps determine whether the share price is overvalued)

Day 2: In the computer lab

5. Teacher will distribute handout on where to find stock indicators as discussed yesterday that will help guide their research to finding promising stocks on www.yahoofinance.com.

6. Students are told that today is a research period to find the top three stocks that they believe have the best chance of increasing in price over the next two months. They are told to save any evidence that they have relied on to choose these stocks. The stocks must be traded on any North American stock market and students will invest a virtual $1000 in each of three stocks starting tomorrow morning.

7. Teacher will walk around monitoring student progress as they use their handouts to research all of their options. Teacher will help students strategize as to how they can maximize the amount of stocks they look at in the least amount of time.

8. Students are required to provide their top three stock choices along with supporting documentation at the beginning of class tomorrow.

9. Teacher will post all stock choices and opening share prices in the class so that updates can be viewed and students can monitor each portfolio’s progress over the next two months. A prize will be rewarded to the student who makes the most profit.

Possible Resources :

• Day 1: Chalkboard, chalk, • Day 2: Computer lab, Research handout (below)

Assessment and Evaluation Options:

• Day 1: Teacher will gauge student understanding by the discussions in class and attempt to get all students involved.

• Day 2: Teacher will collect supporting evidence for stock choices and provide feedback as a formative assessment for this activity.

15

Stock Market Research

For this activity you will learn to research stock choices on www.yahoofinance.com

In order to look up a corporations symbol click on Finance Search

Once a symbol has been chosen type it in the upper left hand corner.

Stock Indicators:

a) Price Trend Analysis – Found in upper right hand corner

- Click on 6M and 5Yrs

b) Expert Analysis – Scroll down, on the left hand margin click Analyst Opinion

c) Growth Forecasting – Scroll down, on the left hand margin click Analyst Estimates

- Scroll to the bottom

d) Competition Analysis – Click on competitors and Industry on the left hand margin

e) Product Analysis – Click on Profile on the left hand margin of the page

f) Free Cash Flow Analysis – Click on financials at the bottom left hand margin.

g) Price/Earnings Ratio – Middle of the Screen, P/E(ttm)

As discussed in class yesterday these indicators when researched effectively should provide you support in deciding what stocks you wish to purchase.

Good luck!

16

Lesson 5: Private Institutions in the Canadian Economy

Time Required: One 75 minute class period

Learning Expectations: Enduring Understanding #1 and #2


• describe the nature, causes, and consequences of economic institutions

Overview of Activity / Strategy

1. Teacher asks questions that reflect what has been learned in previous lessons such as:What does it mean that Canada is a mixed-market economy?What does the private sector in Canada consist of?What types of businesses are included in the private sector?The teacher will then write on the board a student generated list of all the different institutions that would be included in the private sector. (both general and specific)

2. The teacher will then ask students to generate a list of similarities that would be true for the operation of all of these private sector businesses.After students reveal their lists the teacher would add on by talking about:

a) Profit maximization b) Theory of the Firm – decreasing costs and increasing revenues c) The origin of the Firm d) The need in society that they are trying to fill (with their good or service) e) Ownership – by private individuals 3. The teacher would explain that all of these notions are true for all private sector

institutions including manufacturers, retailers, service-providers, banks, etc. 4. Students will be broken up into groups of 4-5. At each table in the room their will

be an article provided discussing a specific private sector institution and an issue that is affecting them. These articles should be as current as possible. If I was teaching the lesson today I produce the following articles that all involve the impact of this year’s global recession on private sector institutions:

1. General Motors Bankruptcy – Article focusing on the impact to local economies

2. CIBC – How their share price has dropped in half over the past year.

3. Nortel Networks – How a Canadian corporation so large and successful ended up filing for bankruptcy

17

4. Lehman Brothers Holding Company – How one of the biggest U.S. bankruptcies in history transpired.

5. Recession proof businesses – Numerous articles available on how certain industries are recession proof and why.

Students will discuss their articles with their groups and then present a summary of their article to the class and present two questions or concerns that they have about the article. Each student will choose two questions to write down and respond to as homework.

Possible Resources:

• Chalkboard, chalk • Relevant articles

Assessment and Evaluation Options:

• Teacher will observe student participation and understanding in class discussions and group discussions.

• Teacher will provide formative feedback to each student’s responses to the questions posed by each group.

Lesson 6: Corporate and Social Responsibility

Time Required: Two 75 minute periods



• analyze the advantages and disadvantages, for the overall economy and various stakeholder groups, of privatization compared to the public provision of a specific good or service.

• describe the nature, causes, and consequences of economic institutions


Day 1:

1. Teacher will review the structure of corporations with the class as discussed in the jigsaw activity in lesson four.

18

A five minute clip from the movie The Corporation will be shown explaining the corporation’s status as a person under the law.Teacher will discuss the idea that corporations are deemed to be their own person under the law and ask students to discuss the implications of this statement. What does this mean for the CEO’s who are in charge of these large firms? What moral obligation do these people have to the environment, the consumer, and society if the corporation itself is its own legal entity? Teacher will lead a class discussion on these issues.

2. Students will then be watching a movie, Enron: The Smartest Guys in the Room, and answering questions from a handout about the film.

Day 2:

3. Students will finish watching the movie Enron: The Smartest guys in the Room and answering questions from the handout. The handout may be completed for homework tonight.

4. At the conclusion of the movie the teacher will break students up into groups of four. Each group will come up with the top three things they learned from the video and the top three questions or concerns they have about what they have seen. They will present these findings to the class and other groups will try to answer or address the questions or concerns that arise.

Possible Resources:

• TV and DVD player • DVD copies of “The Corporation”, “Enron: Smartest Guys in the Room” • Enron Handout

Descriptions of Assessment Options

• The teacher will collect the handout from each student as a formative assessment the next day and observe the group discussions after the video for participation and understanding by each student.

Lesson 7: The Public Sector – The Government’s Role in the Provision of Goods and Services

Time Required: Two 75 minute class periods



• describe how government is involved in the economy (e.g., as a provider of public goods and services such as defence, supplier of infrastructure, employer

19

of resources, regulator of competition and of aggregate demand, redistributor of income);




Day 1:

1. Brainstorming activity: the teacher has students break up into groups (4-5) distributes chart paper and markers to each, and writes the words “PUBLIC SECTOR” on the board. With their partners students are asked to brainstorm and create a thought web with the term from the board at its centre. Students should continue to expand and add to their web until they have run out of ideas, but make sure their contributions to the web are relevant and they can explain the reasoning behind each. (10 minutes)

2. Markers are collected and groups are asked to share their webs with the class, explaining the connections they have made. (15 minutes)

3. The class regroups to discuss the points brought up in brainstorming. Important terms such as Crown Corporations, Public Goods, Externalities and Harmful and Beneficial Goods are defined and discussed. (15 minutes)

4. Ideally students have recognized in their brainstorming that different levels of government provide different services. The teacher reiterates this idea, then introduces the Mind Map activity. In their groups students are to create a mind map that illustrates the Public Sector in terms of the provision of services in Canada. The teacher provides a starting point as illustrated below:

20

5. Within their groups students will identify and classify the major areas of the Canadian economy in which the government plays an important role in terms of the provision of services, and identify any areas of overlap. Students are encouraged to use pictures and colors. The Mind Map rubric is given to clarify expectations. The remainder of the class is spent in the computer lab where students are directed to websites that will help them determine the different services that each level of the government provides: Federal Government: http://www.servicecanada.gc.ca/eng/home.shtml Provincial Government: http://www.ontario.ca/en/services_for_residents/index.htm Municipal Government: http://www.toronto.ca/services/ Students prepare the Mind Map in with the intention of demonstrating the important role the Public Sector plays in the economy. Students should attempt to collect images that would be useful to the Mind Map as homework. (35 minutes)

Day 2: in the computer lab

6. Students return to the computer lab to finish research and complete Mind Maps using chart paper, markers, an any pictures they have collected. The students work together throughout the class to complete the assignment, due by the end of the period. (75 minutes)

Possible Resources:

• Chart paper and markers for groups • Use of a computer Lab • Access to the textbook “Economics Now” for relevant definitions • Mind Map rubric


• Discussion with students to gauge previous understanding • Mind Maps assessed using rubric provided, taken from Ontario History and

Social Sciences Teacher’s Association http://www.ohassta.org/resources/generalresources.htm

analyzing current economic issues cia4u grade 12

Documents