economics: quarter 1 curriculum map scope and sequence school economics q1 2018-19... · web...

Economics: Quarter 1 Curriculum Map Scope and SequenceUnit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

StandardsQ1, Unit 1Scarcity and Economic Reasoning

3 weeks Prentice Hall Economics

Students will understand that productive resources are limited; therefore, people cannot have all goods and services they want. As a result, they must choose some things and give up others.

This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.

E.1, E.2, E.3, E.4, E.5, E.6, E.7, E.8, E.9, E.10

Q1, Unit 2 Supply and Demand


Students will understand the role that supply and demand, prices, and profits play in determining production and distribution in a market economy.


E.11, E.12, E.13, E.14, E.15, E.16, E.17, E.18, E.19, E.20, E.21, E.22

Q1 Unit 3Market Structures

2 Weeks Prentice Hall Economics

Students will understand the organization and role of business firms and analyze the various types of market structures in the United States economy.


E. 23, E.24, E.25, E.26, E.27, E.28, E.29, E.30, E.31, E.32

Economics: Quarter 1 Map Instructional Framework

Planning With the MapThe curriculum map outlines the content and pacing for each grade and subject. For grade 11, Social Studies teachers must carefully balance attention between frequently detailed content standards while supporting inquiry, collaboration and high-impact writing.

To support this work, each unit contains a daily lesson framework and a sample daily lesson as guidance. However, please bear in mind that the map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. While the curriculum map allows for flexibility and encourages each teacher and teacher teams to make thoughtful adjustments, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigorous content and effective teaching practices.

Weekly GuidanceTo help promote “backward design” in planning, each map begins with recommended essential texts for each week, along with some critical text dependent questions and a set of weekly assessments in the form of standards-aligned writing prompts.

In order to assist students with the organization of content, and to aid teachers in assessing this writing, these prompts often include explicit organizational language or recommendations for constructing paragraphs. In each case, care has been taken to ensure that students must produce the appropriate social studies content, while still producing grade appropriate written work.

Because of this, these writing prompts will be content oriented, frequently relying on student knowledge for evidence and examples instead of discrete texts. However, practice with text dependent questions and text analysis should be part the daily routine of every class period. Moreover, while teachers are encouraged to supplement these writing tasks with level appropriate multiple choice and short answer assessments as necessary to demonstrate content knowledge as well, writing should be the largest part of any social studies assessment.

Vocabulary InstructionStrategies for building vocabulary may be found in Social Studies Appendix A. The tools in Appendix A are cross-disciplinary protocols directly from the new Expeditionary Learning curriculum. Students and teachers both will be able to use these increasingly familiar strategies as a common instructional language for approaching new and difficult academic and content area vocabulary. Teachers are encouraged to become familiar with all of these strategies to understand which ones best meet their instructional needs:

Contextual Redefinition….Appendix A Page 58Frayer Model……………..Appendix A Page 59List/Group/Label……...….Appendix A Page 60 Semantic Webbing…..…..Appendix A Page 61SVES (Elaboration)……...Appendix A Page 62Vocabulary Squares….….Appendix A Page 63Word Sorts…………….….Appendix A Page 58

Daily Strategies

The daily strategies provided in this map are taken from SCS Social Studies Curriculum Appendix B, the Facing History and Ourselves teaching strategy guide. These are high-yield classroom strategies to foster collaboration, careful reading and robust writing. Anchor topics are provided below as a starting point for the protocol, but the strategies can be used with any of the texts provided in the Anchor Text or supplemental texts. Teachers are encouraged to learn these protocols and use them with flexibility to plan strong, adaptable lessons. Separate protocols are called out specifically for use in analyzing texts through the course of the class. These include the following:

3,2,1 ....................................................................p. 4 Chunking..............................................................p. 47 Document Analyis Templates ..............................p. 61 Evaluating Arguments in a Resource Book ........ p. 63 Evidence Logs .....................................................p. 66 Read Aloud ..........................................................p. 130 Reader’s Theater .................................................p. 132 Save the Last Word for Me ..................................p. 136 Text to Text, Text to Self, Text to World ...............p. 148 Two Column Note Taking .....................................p. 157 Word Wall .............................................................p. 165

Economics: Quarter 1 Unit 1Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed

Standards

Q1, Unit 1Scarcity and Economic Reasoning


Students will understand that productive resources are limited; therefore, people cannot have all goods and services they want. As a result, they must choose some things and give up others.


E.1, E.2, E.3, E.4, E.5, E.6, E.7, E.8, E.9, E.10

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts The Wealth of Nations Standards E.10Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Frayer Model—Competition and Self-Interest

HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.

Statement of Standards Daily Agenda Essential Question – What are the

characteristics of a free-market economy?

InquiryTeacher guided inquiry into content-rich texts, images or other content including.

Close Reading Protocol—The Wealth of Nations

ApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.

Two Minute Interview—The Wealth of Nations

ClosureIndividual students synthesize and/or summarize learning for the day.

Harvard Visible Thinking Routine – 3-2-1 Bridge

Economics: Quarter 1 Unit 1 Vocabulary

Tier 2 VocabularyNeed, want, goods, services, entrepreneur, efficiency, standard of living, specialization, self-interest, incentive, competition, privatization,

Tier 3 Vocabulary

Economics, shortage, factors of production, land, labor, capital, physical capital, human capital, trade-off, “guns or butter,” opportunity cost, cost/benefit analysis, production possibilities, efficiency, underutilization, economic system, profit, safety net, class struggle, traditional economy, market, firm, invisible hand, consumer sovereignty, command economy, socialism, communism, authoritarian, laissez faire, private property, capitalism, free enterprise

Economics: Quarter 1 Unit 1 Week 1Scarcity and Economic ReasoningEssential Question(s) What are productive resources? Why are productive resources necessary for the production of goods and services? How do consumers and

producers confront the condition of scarcity? Why do consumers make choices that involve opportunity costs and tradeoffs? What are the broad goals of economic policy?

Student Outcomes Students can identify natural, human, and capital resources and categorize them appropriately.Students can explain why resources are necessary for the production of goods and services.Students can define scarcity, and give examples from their own lives.Students can identify choices that are made because of scarcity. Students can explain the concept of opportunity costs, and identify appropriate examples of opportunity costs of their individual choices.Students can identify the broad goals of economic policy, and cite real world examples.

Texts Text Book: Pearson Economics Required Texts

Factors of Production Reading (SCS Q1 Resources) Opportunity Cost Reading (SCS Q1 Resources)

Recommended Protocol(s): Annotating and Paraphrasing Sources, Barometer, Human TimelineSupplemental Texts:

Broad Social Goals of an Economy—Focus Economics Lesson 2 (SCS Q1 Resources) Using Slope to Compute Opportunity Cost (SCS Q1 Resources)

Suggested Classroom Strategies

List, Label, Sort (Appendix A)—ProductionAnticipation Guide (Appendix B, Page 16)—What do students know about the factors of production?Big Paper (Appendix B, Page 27)—Factors of Production Reading (SCS Q1 Resources)Cooperative Activity—Prom Planning Handout (SCS Q1 Resources)Two Column Note-taking (Appendix B, Page 157)—Opportunity Cost Reading (SCS Q1 Resources)Four Corners (Appendix B, Page 78)—Kidney Dialysis Handout (SCS Q1 Resources)Barometer (Appendix B, Page 23)—Should the government take action against companies that move jobs overseas? Wall Street Journal Reading (Textbook, Page 16)Jigsaw (Appendix B, Page 101)—Using Slope to Compute Opportunity Cost (SCS Q1 Resources)

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.

Extended Response Prompt: Q1 Week 1 Assessment (SCS Q1 Resources)

As you write, follow the directions below.• Address all parts of the prompt.• Include information and examples from your own knowledge of social studies.• Use evidence from the sources to support your response.

Standards E.1 Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services. E.2 Explain how consumers and producers confront the condition of scarcity, by making choices that involve opportunity costs and tradeoffs.E.3 Identify and explain the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment.

Economics: Quarter 1 Unit 1 Week 2Scarcity and Economic ReasoningEssential Question(s) What are incentives? How do people respond to positive and negative incentives? What is voluntary exchange? What conditions must exist for

voluntary exchange to occur? What are the three basic economic questions? How do different economic systems answer the three basic economic questions? Why are clearly defined and enforced property rights essential to a market economy?

Student Outcomes Students can explain incentives and give examples of positive and negative incentives in their own lives.Students can explain how people respond to positive and negative incentives.Students can describe circular flow.Students can explain the three basic economic questions.Students can compare and contrast how the three basic economic questions are answered by different economic systems.Students can explain the need for property rights.


Incentives (SCS Q1 Resources) Comparing Economic Systems (SCS Q1 Resources)

Recommended Protocol(s): Document Analysis Templates, Analyzing Visual Images, Café ConversationsSupplemental Texts:

Chart with characteristics of different Economics Systems (SCS Q1 Resources)

When Economic Incentives Backfire (SCS Q1 Resources)Suggested Classroom Strategies

Council for Economic Education Lesson Plan—Incentives (SCS Q1 Resources)Document Analysis Templates (Appendix B, Page 61)—Comparing Economic Systems (SCS Q1 Resources)Analyzing Visual Images (Appendix B, Page 10)—Circular Flow Diagram (Textbook, Page 40)Café Conversations (Appendix B, Page 39)—Traditional Economy, Communists, Socialists, and CapitalistsLife Road Maps (Appendix B, Page 120)—Moving from Traditional Economies to Modern EconomiesTwo Minute Interviews (Appendix B, Page 161)—The Three Basic Economic Questions (What to Produce, How to Produce, For Whom to Produce)


Extended Response Prompt:Based on your economic knowledge and this week’s texts, how do different economic systems answer the three basic economic questions?


Standards E.4 Describe how people respond predictably to positive and negative incentives. E.5 Explain that voluntary exchange occurs when all participating parties expect to gain.E.6 Compare and contrast how the various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce? For whom to produce?E.7 Describe how clearly defined and enforced property rights are essential to a market economy.

Economics: Quarter 1 Unit 1 Week 3Scarcity and Economic ReasoningEssential Question(s) What is a production possibilities curve? How can a production possibilities curve explain choice, scarcity, opportunity costs, tradeoffs,

unemployment, productivity, and growth? How are capitalism, socialism, and communism similar? How are they different? How effective historically are capitalism, socialism, and communism? What are the major ideas of Adam Smith and Karl Marx?

Student Outcomes Students can explain production possibilities curves and their uses.Students can compare and contrast Capitalism, Socialism, and Communism.Students can evaluate the effectiveness of different economic systems with historical examples.Students can infer main ideas and central themes of the writings of Smith and Marx


Wealth of Nations (SCS Q1 Resources) Communist Manifesto (SCS Q1 Resources)

Recommended Protocol(s): Annotating and Paraphrasing Sources, Analyzing Visual Images, Text to Text, Text to Self, Text to WorldSupplemental Texts:

Image of North Korea at Night (SCS Q1 Resources) Sample Production Possibilities Curves


Close Viewing Protocol (Appendix B, Page 52)—Production Possibilities CurveAnnotating and Paraphrasing—Wealth of Nations and Communist Manifesto (SCS Q1 Resources)Text to Text, Text to Self, Text to World (Appendix B, Page 148)—Wealth of Nations and Communist ManifestoFour Corners (Appendix B, Page 78)—Controversial statements about different economic systemsAnalyzing Visual Images (Appendix B, Page 10)—Image of North Korea at Night

SPAR (Appendix B, Page 142)—Effectiveness of the different economic systemsThink, Pair, Share (Appendix B, Page 152)—Pros and cons of different economic systems


Extended Response Prompt:

Prompt: Using Wealth of Nations and the Communist Manifesto, analyze the reasons that capitalism became the dominant economic pattern, and why Marxism developed as a response to capitalism’s problems during and after the Industrial Revolution.

Why did Adam Smith’s economic ideas spread around the western world? What was appealing about the philosophy? What problems did Capitalism cause or aggravate during the Industrial Revolution? How did Marxism develop to respond to these problems? Why did it appeal to many in the working class? What flaws did it have?


Standards E.8 Use a production possibilities curve to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth.E.9 Compare and contrast the theoretical principles of economic systems of capitalism, socialism, and communism, and use historical examples to provide evidence of their effectiveness.E.10 Examine informational text and primary sources to analyze the major ideas of the following economists

Adam Smith Thomas Malthus Karl Marx John Maynard Keynes Friedrich Hayek Milton Friedman Ben Bernanke

(Note: Some economists from E.10 will be used with later content and E.10 will be referenced during multiple units of study)


StandardsQ1, Unit 2 Supply and Demand


Students will understand the role that supply and demand, prices, and profits play in determining production and distribution in a market economy.


E.11, E.12, E.13, E.14, E.15, E.16, E.17, E.18, E.19, E.20, E.21, E.22

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Army worm supply shift article (SCS Q1 Resources)Standards E.17Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

Semantic Webbing—Changes in Supply

HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.

Statement of Standards Daily Agenda Essential Question – What factors can

contribute to a shift in supply for a product?


Iceberg Diagram—Causes of a shift in supply


Save the Last Word for Me—Army worm supply shift article (SCS Q1 Resources)


Harvard Visible Thinking Routine—I used to think…, But now I think…--Changes in Supply


Tier 2 Vocabularycomplements, substitutes, demographics, inelastic, elastic, variable, operating cost, subsidy, excise tax, regulation, quota, minimum wage, inventory, fad, rationing, black market

Tier 3 VocabularyDemand, law of demand, substitution effect, income effect, demand schedule, market demand schedule, demand curve, ceteris paribus, normal good, inferior good, elasticity of demand, unitary elastic, total revenue, supply, law of supply, quantity supplied, supply schedule, market supply schedule, elasticity of supply, marginal product of labor, increasing marginal returns, diminishing marginal returns, fixed cost, variable cost, total cost, marginal cost, marginal revenue, average cost, equilibrium, disequilibrium, shortage, surplus, price ceiling, rent control, price floor, search costs, supply shock,

Economics: Quarter 1 Unit 2 Week 1DemandEssential Question(s) What is demand? What are examples of real world demand? What is the role of buyers in determining price? How do consumers determine

what is produced? What is a demand curve? What can cause a shift in a demand curve? How can artificial demand be created? What is demand elasticity?

Student Outcomes Students can define demand and give real world examples of demand.Students can illustrate the law of demand.Students can explain the role of buyers in the market place.Students can draw and interpret demand curves.Students can explain ways in which governments can interfere with market demand.Students can explain the difference between products with elastic demand and those with inelastic demand.

Texts Text Book: Pearson Economics, Chapter 4 Required Texts

Food Prices and Demand (SCS Q1 Resources) Who Needs to Eat (Textbook, Page 93)

Recommended Protocol(s): Document Analysis Template, Close Read ProtocolSupplemental Texts:

Sample Demand Curves Sample Product Market Examples


Anticipation Guides (Appendix B, Page 16)—What do students know about Demand?Frayer Model (Appendix A, Page 4)—DemandDocument Analysis Template—Food Prices and Demand (SCS Q1 Resources)Close Read Protocol—Who Needs to Eat (Textbook, Page 93)Using Charts and Graphs—Demand (SCS Q1 Resources)Analyzing Shifts—Demand (SCS Q1 Resources)Gallery Walk (Appendix B, Page 81)—Analyzing Demand Elasticity (SCS Q1 Resources)Graffiti Boards (Appendix B, Page 86)—Sample Demand Curves with Demand Shifts


Extended Response Prompt: Pick a product from a list generated from your instructor. Analyze the demand for the following item at specific prices.

Your analysis should include: A sample graph of a demand curve for the product An example increase in demand graphed, and a paragraph of analysis of factors that might cause such a shift An example decrease in demand graphed, and a paragraph of analysis of factors that might cause such a shift Is the product elastic or inelastic? Evidence of the elasticity or inelasticity of the product should be included.


Standards E.11 Define supply and demand, and provide relevant examples.E.12 Describe the role of buyers and sellers in determining the equilibrium price.E.13 Describe how prices of products as well as interest rate and wage rates send signals to buyers and sellers of products, loanable funds, and labor.E.16 Demonstrate how supply and demand equilibrium price and quantity in the product resource and financial markets including drawing and reading supply and demand curves.E.17 Identify factors that causes changes in market supply and demand.E.21 Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as prices fluctuate.

Economics: Quarter 1 Unit 2 Week 2SupplyEssential Question(s) What is supply? What are examples of real world supply? What is the law of supply? What is the role of sellers in determining price? How do

sellers determine what is produced? What is a supply curve? What can cause a shift in a supply curve? What is supply elasticity? Student Outcomes Students can define supply and give real world examples of supply.

Students can illustrate the law of supply.Students can explain the role of sellers in the market place.Students can draw and interpret supply curves.Students can explain the difference between products with elastic supply and those with inelastic supply.

Texts Text Book: Pearson Economics Chapter 5Required Texts

Coffee Beans (SCS Q1 Resources) Army Worm Supply Shift Article (SCS Q1 Resources) Ballooning Problem (Textbook, Page 127)

Recommended Protocol(s): Close-read protocol, Big Paper, Document Analysis TemplatesSupplemental Texts:

Sample Supply Curves Sample Product Descriptions


Alphabet Brainstorm (Appendix B, Page 7)—SupplyClose-read Protocol (Appendix B, Page 50)—Coffee beans (SCS Q1 Resources)Big Paper (Appendix B, Page 27)—Army Worm Supply Shift Article (SCS Q1 Resources)Iceberg Diagram (Appendix B, Page 91—Shifts in supplyDocument Analysis Template (Appendix B, page 61)—Sample Supply GraphsTwo-Minute Interview (Appendix B, Page 161)—Elasticity of Supply


Extended Response Prompt: Pick a product from a list generated from your instructor. Analyze the supply for the following item at specific prices.

Your analysis should include: A sample graph of a supply curve for the product An example increase in supply graphed, and a paragraph of analysis of factors that might cause such a shift An example decrease in supply graphed, and a paragraph of analysis of factors that might cause such a shift Is the product elastic or inelastic supply? Evidence of the elasticity or inelasticity of the product should be included.


Standards E.11 Define supply and demand, and provide relevant examples.E.12 Describe the role of buyers and sellers in determining the equilibrium price.E.13 Describe how prices of products as well as interest rate and wage rates send signals to buyers and sellers of products, loanable funds, and labor.

E.14 Explain that consumers ultimately determine what produced in a market economy (consumer sovereignty).E.15 Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.E.16 Demonstrate how supply and demand equilibrium price and quantity in the product resource and financial markets including drawing and reading supply and demand curves.E.17 Identify factors that causes changes in market supply and demand.E.21 Use concepts of price elasticity of demand and supply to explain and predict changes in quantity as prices fluctuate.

Economics: Quarter 1 Unit 2 Week 3Market Equilibrium Essential Question(s) What is market equilibrium? What causes a shortage of a product? What causes a surplus of a product? How do supply and demand interact

with one another to determine price? How can supply and demand graphs help predict the equilibrium price?Student Outcomes Students can define market equilibrium.

Students can explain how markets shift towards equilibrium.Students can define shortages and surpluses, and explain how charging non-equilibrium prices can cause these economic problems.Students can explain how supply and demand can be used to predict equilibrium price.


Veggie Price Shock (SCS Q1 Resources) Out of the Woodwork (Textbook, Page 150)

Recommended Protocol(s): Town Hall Circle, Text-to-Text, Text-to-Self, Text-to-World, Close Viewing ProtocolSupplemental Texts:

Indiana Jones Supply and Demand Clip (SCS Q1 Resources) How does a market react to a shortage (Textbook, Page 144)


Focus Economics—A Market in Wheat (SCS Resources Focus Economics)Town-Hall Circle (Appendix B, Page 154)—Veggie Price Shock (SCS Q1 Resources)Text-to-Text, Text-to-Self, Text to World (Appendix B, Page 148)—Out of the Woodwork (Textbook, Page 150)Close Viewing Protocol (Appendix B, Page 52)—Indiana Jones Supply and Demand ClipCircle of Viewpoints (SCS Closure Strategies, Page 3)—How does a market react to a shortage? (Textbook, Page 144)


Extended Response Prompt: Pick a product from a list generated from your instructor. Analyze the supply, demand, and market equlibrium for the following item at

specific prices.Your analysis should include: A sample graph of a demand curve and a supply curve for the product An example increase in demand and supply graphed, and a paragraph of analysis of factors that might cause such a shift An example decrease in demand and supply graphed, and a paragraph of analysis of factors that might cause such a shift How does each shift cause a new equilibrium price? What are those new prices?


Standards E.12 Describe the role of buyers and sellers in determining the equilibrium price.E.13 Describe how prices of products as well as interest rate and wage rates send signals to buyers and sellers of products, loanable funds, and labor.E.16 Demonstrate how supply and demand equilibrium price and quantity in the product resource and financial markets including drawing and reading supply and demand curves.E.17 Identify factors that causes changes in market supply and demand.E.18 Demonstrate how changes in supply and demand influence equilibrium price and quantity in the product, resource, and financial markets.

Economics: Quarter 1 Unit 2 Week 4MarketsEssential Question(s) How do government wage and price controls create shortages and surpluses? What economic arguments exist for and against minimum wage?

How do financial markets such as the stock market channel funds from savers to investors?Student Outcomes Students can analyze how artificial governmental intervention can create shortages and surpluses.

Students can evaluate the merits of arguments for and against minimum wage.Students can explain the flow of the stock market and its relation to market equilibrium.


Minimum Wage Overview (SCS Q1 Resources) Fast Food Protesters (SCS Q1 Resources) $15 an Hour (SCS Q1 Resources)

Recommended Protocol(s): Gallery Walk, Close Viewing Protocol, Dissecting the PromptSupplemental Texts:

Life on $7.50 an Hour—CNN (SCS Q1 resources)

Getting by on Minimum Wage (SCS Q1 Resources) Are Americans Saving Enough for Retirement (SCS Q1 Resources)


Focus Economics—Lesson 6—Price Controls and Lesson 8—The Stock Market (SCS Resources Focus Economics)Chunking (Appendix B, Page 47)—Are Americans Saving Enough for Retirement? (SCS Q1 Resources)Math Activity—Getting By on Minimum Wage (SCS Q1 Resources)Gallery Walk (Appendix B, Page 81)—Minimum Wage Overview, Fast Food Protesters, $15 an hour (SCS Q1 Resources)Close Viewing Protocol (Appendix B, Page 52)—Life on $7.50 an hour (SCS Q1 Resources)


Extended Response Prompt:Evaluate the arguments about a minimum wage increase, and analyze their merits. What arguments from the texts exist that support a minimum wage increase? What arguments from the texts exist that oppose a minimum wage increase? Which arguments on each side of the issue are most compelling and why?


Standards E.19 Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create shortages and surpluses. E.20 Cite evidence from appropriate informational texts to argue in an opinion piece for or against the minimum wage.E.22 Explain how financial markets, such as the stock market, channel funds from savers to investors.


StandardsQ1 Unit 3Market Structures

2 Weeks Prentice Hall Economics

Students will understand the organization and role of business firms and analyze the various types of market structures in the United States economy.


E. 23, E.24, E.25, E.26, E.27, E.28, E.29, E.30, E.31, E.32

SAMPLE DAILY FRAMEWORK Day 2 Day 3 Day 4 Day 5Texts Entrepreneurs and Bankers (SCS Q1 Resources)Standards E.26Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)

List, Sort, Label—Economic Competition or Business Competition

HookDevelop student interest and connect learning to daily standards. This can include whiteboard

Statement of Standards Daily Agenda Essential Question – What are the defining

protocol, daily agenda, teacher modeling of the standards.

characteristics of the four basic market structures?


Jigsaw—Four Basic Market Structures (Assign each group one of the four market structures)


Two Minute Interview—Levels of Competition in each market structure


Harvard Visible Thinking Routine—Generate, Sort, Connect, Elaborate—Market Structures


Tier 2 VocabularyDifferentiation, collusion, cartel, merger, deregulation

Tier 3 VocabularyPerfect competition, commodity, barrier to entry, imperfect competition, start-up costs, monopoly, economies of scale, natural monopoly, government monopoly, patent, franchise, license, price discrimination, market power, monopolistic competition, non-price competition, oligopoly, price war, price fixing, predatory pricing, antitrust laws, trust,

Economics: Quarter 1 Unit 3 Week 1Market StructuresEssential Question(s) What are markets? What are the defining characteristics of different market structures? What are the different types of business organizations?

How does competition among many sellers lower costs and prices and encourage producers to produce more? How do firms engage in price and non-price competition? What is the role of entrepreneurs in a free-enterprise system?

Student Outcomes Students can define markets.Students can explain the characteristics of different market structures and differentiate the market structures of individual markets.Students can analyze the relationship between competition and price.Students can explain how and why firms engage in non-price competition.Students can explain how entrepreneurs affect the free-enterprise system.


Entrepreneurs and Bankers (SCS Q1 Resources) Political Cartoons about Monopolies (SCS Q1 Resources)

Recommended Protocol(s): Annotating and Paraphrasing, Chunking, Analyzing Visual Images Supplemental Texts:

Market Structures Video Review (SCS Q1 Resources) The Oligopoly Problem (SCS Q1 Resources)


Alphabet Brainstorm--MarketsFocus Economics—Lesson 15 When There Isn’t Pure Competition (SCS Resources Focus Economics)Analyzing Visual Images (Appendix B, Page 10)—Political Cartoons (SCS Q1 Resources)Chunking (Appendix B, Page 47)—Entrepreneurs and Bankers (SCS Q1 Resources)Annotating and Paraphrasing—The Oligopoly Problem (SCS Q1 Resources)Close Viewing Protocol (Appendix B, Page 52)—Market Structures Video ReviewJigsaw—Market StructuresInteractive Notebook Pages—Market Structures (SCS Q1 Resources)

Assessment(s) Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and

weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.

Extended Response Prompt:Choose a sample business. To which market structure would your business most likely belong? How does it meet the characteristics of that market structure? What are the advantages for your business in that market structure? What are the disadvantages? What kind of non-price competition would your business use?


Standards E.23 Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation.E.26 Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition.E.27 Explain how competition among many sellers lowers costs and prices and encourages producers to produce more.E.29 Explain ways that firms engage in price and non-price competition.E.32 Analyze the role and productivity of entrepreneurs in a free-enterprise system how entrepreneurial decisions are influenced by tax, regulatory, education, and research support policies.E.36 Describe the characteristics of natural monopolies and the purposes of government regulation of these monopolies, such as utilities.

Economics: Quarter 1 Unit 3 Week 2Market StructuresEssential Question(s) How do firms grow through reinvestment, borrowing, and mergers? What are the different types of mergers? What is the role and impact of

labor unions, multinationals, and non-profit organizations? How can firms use marginal analysis to determine price and output? How do companies increase worker productivity? How is the market value of workers determined?

Student Outcomes Students can explain how firms grow.Students can differentiate between horizontal mergers, vertical mergers, and conglomerate mergers.Students can explain how unions, multinationals, and non-profit organizations have affected market economies.Students can describe how workers are trained, and the value of capital improvements to businesses.Students can analyze how the value of workers is determined.


Pro/Con—Filling America’s Need for Skilled Workers (SCS Q1 Resources) The Rise of Organized Labor (SCS Q1 Resources)

Recommended Protocol(s): Document Analysis Templates, Café Conversations, Big PaperSupplemental Texts:

What Kind of Business? (SCS Q1 Resources) Young Money (Textbook, Page 210) Labor Force Trends (SCS Q1 Resources)


SPAR Debate (Appendix B, page 142)—Pro/Con—Filling America’s Need for Skilled Workers (SCS Q1 Resources)Document Analysis Template (Appendix B, Page 61)—The Rise of Organized Labor (SCS Q1 Resources)Graffiti Boards (Appendix B, Page 86)—What Kind of Business? (SCS Q1 Resources)Wraparound (Whiparound) (Appendix B, Page 167)—Young Money (Textbook, Page 210)Big Paper (Appendix B, Page 27)—Labor Force Trends (SCS Q1 Resources)


Extended Response Prompt:DBQ, Textbook 5


Standards E.24 Analyze the various ways and reasons that firms grow either through reinvestment of financial capital obtained through retained earnings, stock issues and borrowing, or through horizontal, vertical, and conglomerate mergers.

E.25 Analyze key details and central ideas from diverse forms of informational text to summarize the role and historical impact of economic institutions, such as labor unions, multinationals, and nonprofit organizations, in market economies.E.28 Demonstrate how firms with market power can determine price and output through marginal analysis.E.30 Examine informational text in diverse formats and media to analyze how investment in research and development, equipment and technology, and training of workers increases productivity.E.31 Describe how the earnings of workers are determined by the market value of the product produced or service provided, workers’ productivity, incentives, collective bargaining, and discrimination.

economics: quarter 1 curriculum map scope and sequence school economics q1 2018-19... · web...

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