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Neshaminy School DistrictLanghorne, Pennsylvania

Social Studies12th Grade

Civics and Economics

Process date: May 2013 Prepared by: Staff

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12th Grade Course Title: Civics Duration: 8 Weeks

Big Ideas/Enduring Understandings The original beliefs and documents of the American founding fathers and the evolving interpretations have created a thriving democratic

society in the 21st century. The structure of the American government is designed to protect rights and to ensure safety of the American people. Individual participation is essential for a healthy democracy

I. The Foundation of American Government (8 Days)Essential Questions How do the Declaration of Independence and the Constitution continue to guide American political life? How has the government been able to adapt to a continually changing America? How can an individual bring about political change? How do competing interests influence and shape the political process?

Tentative: CommonCore Standards

Standards Content Skills/Competency

Assessment

ALL COMMONCORE STANDARDSARE INCLUDED INTHE APPENDIX ATTHE END

WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.9.

RH.11-12.1.

RH.11-12.2.

RH.11-12.4.

RH.11-12.10.

5.1.12.A:Analyze the sources, purposes,functions of law, and how therule of law protects individualrights and promotes thecommon good.5.1.12.B:Employ historical examplesand political philosophy toevaluate the major argumentsadvanced for the necessity ofgovernment.5.1.12.C:Evaluate the application of theprinciples and ideals incontemporary civic life.

Liberty / Freedom Democracy Justice Equality

5.1.12.D:Evaluate state and federalpowers based on significantdocuments and other critical

Declaration of Ind.Spells out the basic ideals ofAmerican political culture: Equality (of opportunity) Rights – Life, liberty and pursuit

of happiness Government by consent of

the governed

Constitution- Establishes the responsibilities

of the three branches of gov.

- Establishes a strong nationalgovernment with powerdivided, limited, andbalanced among threebranches of government.

- A federal system wasestablished which dividespowers and responsibilitybetween national and state

Analyzeexcerpts fromthe Declarationand Constitutionand Bill of Rightsto determinehow the role oflaw protectsindividual rightsand promotesthe commongood.

Identify theindividual dutiesof the threebranches ofgovernment

Demonstratehow the threebranches ofgovernmentand check

Possible assessments:

Create a graphic organizerdepicting the checks andbalances as described inthe Constitution

Quiz/TestMay include:

Multiplechoice

Definitions Open-

endedquestions

Essay DBQ Matching True/False Illustrations Chart

reading

Informal observation during

3

sources. Declaration of Independence United States Constitution Bill of Rights Pennsylvania Constitution

5.1.12.E:Analyze and assess the rights

of people as written in the PAConstitution and the USConstitution.5.2.12.A:Evaluate an individual's civilrights, responsibilities andobligations in variouscontemporary governments.

governmentso Pennsylvania

government Similar to the

nationalgovernment instructure

- The Bill of Rights was added toprotect the rights ofindividuals

each other’spower.

Explain howfederalismdivides powerinto national,state andshared power.

classwork

TRANSFER TASK

4

II. The Working of American Government (9 Days)Essential Questions How do the Declaration of Independence and the Constitution continue to guide American political life? How has the government been able to adapt to a continually changing America? How can an individual bring about political change? How do competing interests influence and shape the political process?

Tentative: Common CoreStandards

Standards Content Skills/Competency Assessment

WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.9.

RH.11-12.1.

RH.11-12.2.

RH.11-12.10.

5.1.12.A:Analyze the sources, purposes,functions of law, and how therule of law protects individualrights and promotes thecommon good.5.1.12.C:Evaluate the application ofthe principles and ideals incontemporary civic life.

Liberty / Freedom Democracy Justice Equality

5.1.12.D:Evaluate state and federalpowers based on significantdocuments and other criticalsources.

Declaration of Independence United States Constitution Bill of Rights Pennsylvania Constitution

5.1.12.E:Analyze and assess the rights

of people as written in the PAConstitution and the USConstitution.5.3.12.A:Analyze the changes in powerand authority among the

The role of the threebranches of government hasexpanded over time to meetthe needs of the Americanpeople.

- Congress representsthe people andenacts laws in theirname

- The executivebranch’s power hasexpanded over timein executing andupholding laws.o The federal

bureaucracyhas grown toassist the chiefexecutive.

- The Supreme Courtnow functions as thefinal word onquestions of federallaw and theConstitution

-

Explain thechanges to thethree branches ofgovernment usinghistorical examples(possible examples:Supreme Court –Marbury v.Madison, Congress– War Powers Act,Executive – NewDeal legislation)

Investigate how theFederalbureaucracyimpacts individuals

Quiz/Quest/TestMayinclude: Multiple

choice Definitions Open-

endedquestions

Essay DBQ Matching True/False Illustrations Maps Chart

reading Homework Descriptive Writing Timeline of Events Project

Informal observation duringclasswork

TRANSFER TASK

5

three branches of governmentover time.5.3.12.C:Evaluate how governmentagencies create, amend, andenforce regulations.5.3.12.F:Analyze landmark UnitedStates Supreme Courtinterpretations of theConstitution and itsAmendments.

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III. Pennsylvania Government (3 Days)Essential Questions How do the Declaration of Independence and the Constitution continue to guide American political life? How has the government been able to adapt to a continually changing America? How can an individual bring about political change? How do competing interests influence and shape the political process?

Tentative:Common CoreStandards


WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.9.

Use the FOUR subject areas forSocial Studies from thePDESAS.org site.

Pennsylvania’s governmentis similar to the nationalgovernment in balancingpower among a bicamerallegislature, governor andlieutenant governor andcourt system.

Powers of the PAgovernment are based onthe Constitution of theCommonwealth ofPennsylvania andguaranteed by theReserved Clause of the USConstitution.

These powers include (butare not limited to): Education Marriage Districting

(gerrymandering) Voting methods

Pennsylvania’s relationshipto national government isheavily influenced byfederal funding.

Compare and contrast thestructure of the nationalgovernment to thePennsylvania stategovernment.

Differentiate betweenvarious forms of grants-in-aid (block grants,categorical grants,unfunded mandates)

Explain how grants-in-aidgive the nationalgovernment increasedinfluence in Pennsylvanialaws.

Quiz/Quest/TestMay include: Multiple

choice Definitions Open-ended

questions Essay DBQ Matching True/False Illustrations Maps Chart reading

Homework Descriptive Writing Timeline of Events Project


TRANSFER TASK

7

IV. Shaping Public Opinion and Policy (7 Days)

Essential Questions How do the Declaration of Independence and the Constitution continue to guide American political life? How has the government been able to adapt to a continually changing America? How can an individual bring about political change? How do competing interests influence and shape the political process?


Standards Content Skills/Competency

Assessment

WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.9.

RH.11-12.1.

RH.11-12.2.

RH.11-12.3.

RH.11-12.10.

5.2.12.B: Examine the causes of conflicts insociety and evaluate techniques to addressthose conflicts.5.2.12.C:Evaluate political leadership and publicservice in a republican form of government.5.2.12.D:Evaluate and demonstrate what makescompetent and responsible citizens.5.3.12.D:Evaluate the roles of political parties,interest groups, and mass media in politicsand public policy.5.3.12.G:Evaluate the impact of interest groups indeveloping public policy.5.3.12.H:Evaluate the role of mass media in settingpublic agenda and influencing political life.5.3.12.J:Evaluate critical issues in variouscontemporary governments.5.4.12.A:Examine foreign policy perspectives,including realism, idealism, and liberalism.

Public opinioninfluences the politicalprocess and affects theactions thatgovernment takes.

Mass media aredifferent means ofcommunication whichcan influence popularopinion andgovernment direction.

Interest groups areprivate organizationsthat try to influencepublic opinion andconvince public officialsto accept their goals.

Political parties areformal organizationsthat work to electcandidates and directgovernment action

Identify andevaluate politicalbias in the media

Critique the roleof interest groupsin guidinggovernmentpolicyIdentify the role ofpolitical parties

Compare andcontrast thebeliefs of theRepublican andDemocraticparties

Evaluate the levelof trust theAmerican peoplehave to bothinfluence thenationalgovernment andto have thenationalgovernmentaddress theirneeds



endedquestions


reading Homework Descriptive Writing Project


TRANSFER TASK

8

V. Participation (8 Days)Essential Questions How do the Declaration of Independence and the Constitution continue to guide American political life? How has the government been able to adapt to a continually changing America? How can an individual bring about political change? How do competing interests influence and shape the political process?



WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.9.

RH.11-12.1.

RH.11-12.2.

RH.11-12.3.

RH.11-12.9.

RH.11-12.8.

RH.11-12.10.

5.2.12.A:Evaluate an individual's civil rights,responsibilities and obligations invarious contemporary governments.5.2.12.B: Examine the causes ofconflicts in society and evaluatetechniques to address those conflicts.5.2.12.C:Evaluate political leadership andpublic service in a republican form ofgovernment.5.2.12.D:Evaluate and demonstrate whatmakes competent and responsiblecitizens.5.3.12.E:Evaluate the fairness and effectivenessof the United States electoralprocesses, including the ElectoralCollege.

Citizenship has severalmeanings. There is thelegal definition (14th

amendment andprocess) of a citizenand the belief that aperson has certainresponsibilities.

There is a legalprocess for immigrantsto become citizens ofthe United States.

There are many formsof participation in ademocracy includingvoting, jury duty,campaigning, runningfor public office,demonstrating.

Many factors affectthe voting processincluding income,occupation, level ofeducation, gender.

Explain the legaldefinition of a citizen.

Explain whatAmericans considerto be the attributesof a model citizen.

Analyze charts andgraphs

Identify patterns invoting trends

Apply variousmethods of citizenparticipation to ahypotheticalscenario to bringabout change

Explain the electoralsystem

ExplainPennsylvania’sprimary and voterregistration process

Obtain and fill out avoter registration card


choice Definitions Open-ended


Homework Descriptive Writing Project


TRANSFER TASK

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12th Grade Economics Duration: 1 week

Big Ideas/Enduring Understandings Because resources are limited, people cannot have everything they need and want and are forced to make choices Different societies have different ways to make those choices In the modern world, those choices often have a global impact

Unit 1 – Introduction to EconomicsEssential Questions:What is economics and how does society allocate scarce resources?


Standards Content Skills/Competency Assessment Suggested Activities

RH.11-12.1.

RH.11-12.2.

RH.11-12.3.

RH.11-12.4.

RH.11-12.5.

RH.11-12.10.

WHST.11-12.2.

WHST.11-12.4..

WHST.11-12.9.

WHST.11-12.10.

6.1.12APredict the long-term consequencesof decisions madebecause of scarcity.

6.1.12BEvaluate effectiveallocation ofresources for theproduction ofgoods and services.

6.1.12CAnalyze theopportunity cost ofdecisions made byindividuals,businesses,communities, andnations.

6.1.12DPredict howchanges inincentives mayaffect the choicesmade byindividuals,businesses,communities, and

Essential Vocabulary:economicsneedwantscarcitygoodsservicescapitalentrepreneuropportunity cost

Productive resourcesare limited. Therefore,people cannot have allof the goods andservices they want; asa result they mustchoose some thingsand give up others.

Effective decisionmaking requirescomparing theadditional costs ofalternatives with theadditional benefits.Most choices involvedoing a little more of alittle less of something;few choices are "all or

1. Evaluate decisions basedon T-charts.

2. Explain how theuniversal scarcity ofresources presents thefundamental humanproblem studied ineconomics.

3. Identify land, labor, andcapital as the three factorsof production, and identifytwo types of capital.

4. Explain how trade-offsand opportunity costsinfluence choices.

Obtain and fill out a voterregistration card

Quiz/Quest/TestMay include: Multiple choice Definitions Open-ended




Economic Skills:Interpreting Line Graphs

Complete the activity“Understanding EnergyConcerns.” Follow-up theactivity by applying theirlearning to showo How the three

basic economicquestions (What?How? For Whom?)are answereddifferently indifferent places.

o The concept ofeconomicinterdependence

Create Decision-MakingGrids like using your first$200 paycheck.

Lesson 1: “Why PeopleTrade.” (NCEE)

Distinguish between“NEEDS” and “WANTS.”Then use “How Can WeHelp You?” and examplesof the marketers as listed onp. 8 to have students prepare

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nations.

6.5.12FAssess the impactof entrepreneurs onthe economy.

nothing" decisions.

The fundamentaleconomic problem isscarcity, the result oflimited resources in aworld of seeminglyunlimited wants. Theseresources, or factors ofproduction, are land,labor, capital andentrepreneurship. Theyprovide the means forsociety to produce anddistribute goods andservices. It is becauseof scarcity that allsocieties must answerthe three basiceconomic questions ofWHAT?, HOW? andFOR WHOM? toproduce.

Individuals face trade-offs amongalternatives. Theopportunity cost of aneconomic decision isthe alternative givenup when one course ofaction is chosen overanother.

Consumers helpdetermine which goodsand services will beproduced by makingpurchasing decisionswhich satisfy theirneeds and wants.

a Power Point presentation,tri-fold display or websitedemonstrating anunderstanding of theoutcome that shows howmarketers manipulate ourthinking to create theperception of “need” out ofour new-found “wants.”(Circular flow of economicactivity.)

Show excerpts of“Merchants of Cool” toreinforce the idea of circularflow of economic activity.

Students review a variety of demandand supply schedules and generategraphs. They should be identifyingfrom these models the marketequilibrium, and at what pricessurpluses and shortages appear.

Students participate inEconomic Simulation 3(Clayton 13-17) to analyzeand applysupply/demand/competitioninformation in makingbusiness decisions.

To evaluate risks ininvestments, completeActivity Lesson 12: “AllSavings Choices InvolveRisk: Grandma’s Gift”.Appendix 1.

Complete a Cause/Effectprocess chart

Show video, “Stock Market:What Goes Up….?” VHS.

Right Start Activities:o The Big Apple

simulation

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12th Grade Economics Duration: 1.5 weeks

Unit 2 – Economic SystemsEssential Questions:How does a society answer the three economic questions of what to produce, how to produce, and who consumes what is produced?

Tentative:CommonCoreStandards


RH.11-12.1.

RH.11-12.2.

RH.11-12.3.

RH.11-12.4.

RH.11-12.5.

RH.11-12.10.

WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.4.

6.1.12BEvaluate the economic reasoning behind achoice. Evaluate effective allocation ofresources for the production of goods andservices.

6.2.12BAnalyze the effect of changes in the levelof competition in different markets.

6.2.12EEvaluate the health of an economy (local,regional, national, global) using economicindicators.

6.2.12GEvaluate various economic systems.

6.3.12AEvaluate the costs and benefits ofgovernment decisions to provide public

Essential Vocabulary:market economycommand economymixed economycapitalismsocialismcommunismlaissez fairefree enterprisecompetitionincentive

An economic system is themethod used by a society toproduce and distribute goodsand services. This is usuallydetermined by asking threebasic questions: What goodsand services should beproduced? How should thesegoods and services be

1. Identify the three basiceconomic questions.

2. Compare and contrast thecharacteristics of traditional,command, and market economies

3. Analyze the role of both thegovernment and the individual incommand and market economies

4. Explain how mixed economiesinclude characteristics of bothcommand and market economies.Provide examples of how theUnited States is an example of amixed economy.

5. Explain how economicindicators are used to measure theperformance of a nation’s

Obtain and fill out avoter registrationcard



endedquestions


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WHST.11-12.5.

WHST.11-12.9

WHST.11-12.10.

goods and services.

6.5.12ECompare distribution of wealth acrossnations

produced? Who consumesthese goods and services?

Four different economicsystems have developed toaddress these questions:traditional, market, command,and mixed

A free market is a self-regulating economic systemdirected by individuals actingin their own self-interest.

In a command economy, thecentral government controlsthe economy.

Most modern economies mixfeatures of both free marketand command systems. TheUnited States is based on theprinciples of the free market.

There are several ways toevaluate a nation’s economicperformance. These includebut are not limited to GrossDomestic Product, GrossNational Product, andConsumer Price Index

economy. reading Homework Descriptive Writing Project

Informal observationduring classwork

Transfer Task

13

12th Grade Course Title: Economics Duration: 2 weeks

Unit 3 – How Markets WorkEssential Questions:How do the factors of supply, demand, and prices of goods and services affect market economies?



RH.11-12.1.RH.11-12.2.RH.11-12.3.RH.11-12.4.RH.11-12.5.RH.11-12.10.WHST.11-12.1.WHST.11-12.2.WHST.11-12.4.WHST.11-12.5.WHST.11-12.9.WHST.11-12.10.

6.1.12BEvaluate the economicreasoning behind achoice

6.1.12DPredict how changes inincentive may affect thechoices made byindividuals, businesses,communities, andnations.

6.5.12DAnalyze the role ofprofits and losses in theallocation of resources ina market economy

EssentialVocabulary:demandcomplementsubstitutesupplyvariableequilibriumsurplusshortage

Demand is countedin the market whendesire for a productis coupled with theability andwillingness to pay.This economicprinciple can beillustrated as ademand schedulethat lists thequantity of aproduct that peopleare willing to buyat various prices,and as adownward-slopingdemand curve thatgraphicallyillustrates the samerelationship.

The law of demandstates that peoplewill purchase more

1. Explain the meaning of theconcept of demand.

2. Illustrate the concept of demandin the form of a demand curve.

3. Describe factors that cause achange in the level of demand.

4. Explain the meaning of theconcept of supply.

5. Illustrate the concept of supplyin the form of a supply curve.

6. Describe the factors that cause achange in the level of supply.

7. Explain how prices act aseconomic signals to producers andconsumers as they performmarginal cost/benefit analysis.

8. Illustrate the concept ofequilibrium price as theintersection of the supply curveand the demand curve.

9. Explain how competition andprices allocate resources betweenmarkets.

Obtain and fillout a voterregistrationcard

Quiz/Quest/TestMay include:

Multiplechoice

Definitions Open-

endedquestions


reading

Homework Descriptive

Writing Project


TRANSFER TASK:

Students should read/bepresented with a case studyof a mark-down or adiscount store. Studentswill use theirunderstanding of supply,demand and equilibriumprice to explain the conceptof “sales” and discountmerchandisers using theterms surplus andshortages.

Morton, et al.o “Scarcity, Choices

and Decisions.”o “Circular Flow

EconomicActivity.”

o “A Market inWheat”

o “The MarketNever StandsStill”

o “The EquilibriumPrice andQuantity”

o “The MarketAllocatesResources”

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of a product atlower prices andless at higherprices. A change indemand means thatpeople havechanged theirminds about theamount they wouldbuy at each andevery price.Demand changesbecause of changesin consumerincomes, tastes, orthe prices of relatedgoods such assubstitutes orcomplements.

The principle ofdecreasingmarginal utilitystates thatsatisfaction tendsto decrease witheach successivepurchase.

Supply is thequantities of outputthat producers willbring to market ateach and everyprice. Thiseconomic principlecan be illustrated asa supply scheduleor a supply curve.

The law of supplystates that thequantity of aneconomic productoffered for salevaries directly with

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its price. A changein quantitysupplied isrepresented bymovement alongthe supply curve. Achange in supply isa change in thequantity that willbe supplied at eachand every price.The law of variableproportions statesthat the quantity ofoutput will vary asincreasing units ofa single input areadded. This law isrepresentedgraphically as theproductionfunction.

Prices serve assignals to bothproducers andconsumers. Highprices are signals toproduce more andconsume less. Lowprices are signals toproduce less andconsume more.

In a competitivemarket, the forcesof supply anddemand establishprices. If the priceis too high, atemporary surplusappears until theprice goes down. Ifthe price is too low,a temporaryshortage appears

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until the price rises.Eventually themarket reaches anequilibrium price,which results inneither a shortagenor a surplus.

People respondpredictably topositive andnegative economicincentives.Prices send signalsand provideincentives tobuyers and sellers.When supply ordemand change,market pricesadjust, affectingincentives.

Competitionamong sellerslowers costs andprices andencouragesproducers toproduce more ofwhat consumersare willing to buy.Competitionamong buyersincreases pricesand allocates goodsand services tothose people whoare willing and ableto pay the most forthem.

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12th Grade Course Title: Economics Duration: 1 week

Unit 4 – Business and LaborEssential Questions:How are businesses organized and what factors influence labor and wages?



RH.11-12.1.RH.11-12.2.RH.11-12.3.RH.11-12.4.RH.11-12.5.RH.11-12.10.WHST.11-12.1.WHST.11-12.2.WHST.11-12.4..WHST.11-12.5.WHST.11-12.9.

6.2.12BAnalyze the effect ofchanges in the levelof competition indifferent markets.

6.2.12FEvaluate the impactof private economicinstitutions on theindividual, thenational and theinternational economy

6.2.12GEvaluate the variouseconomic systems

6.5.12AAnalyze the factorsinfluencing wages.

6.5.12BEvaluate how changesin education,incentive, technology,and capitalinvestment alterproductivity.

6.5.12CAnalyze the costs andbenefits of organizinga business as a soleproprietorship,

Essential Vocabulary:sole proprietorshippartnershipcorporationconglomeratefranchiselabor unionproductivity

Economists categorizebusinesses according to the waythey are organized sole proprietorships

are owned byindividuals

partnerships involvetwo or more peopleand fall into one ofthree categories

corporations arecomplex businessesowned by stockholders

there are other types ofbusiness organizationssuch as conglomerates,multinationalcorporations, andfranchises

Each type of businessorganization has certainadvantages and disadvantages

Labor and the wages associatedwith certain occupations arebased on a variety of factorsincluding skills, opportunity,

1. Compare and contrast thethree primary types of businessorganization taking into accounttheir characteristics, advantagesand disadvantages

2. Explain how as businessescontinue to grow they maycombine with other similarcompanies, dissimilar companies(conglomerates), or establishfranchises

3. Outline the factors thatinfluence job opportunity andwage levels


Multiple choice Definitions Open-ended



Informal observationduring classworkTRANSFER TASK:

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partnership, orcorporation.

education, and union influence

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12th Grade Course Title: Economics Duration: 1.5 weeksUnit 5 – Role of Government

Essential Questions:What actions does the government take to provide for the interests of its citizens and help ensure the health of the nation’s economy?

Tentative:CommonCoreStandards


RH.11-12.1.RH.11-12.2.RH.11-12.3.RH.11-12.4.RH.11-12.5.RH.11-12.10.

WHST.11-12.1.WHST.11-12.2.WHST.11-12.4..WHST.11-12.5.WHST.11-12.9.

6.3.12BAssess thegovernment’s role inregulating andstabilizing the stateand nationaleconomy.

6.3.12CEvaluate the social,political andeconomiccosts/benefits ofpotential changes totaxation policies.

Essential Vocabulary:taxrevenueentitlementsfiscal policyfederal budgetsurplusdeficitinflationmonopoly

The government, atmany levels, collects awide variety of taxes.These can include, butare not limited to;income, property, andsales

Taxes are a means bywhich the governmentgenerates revenue toprovide for theinterests of its citizens.

The governmentoperates based on abudget of expectedrevenues andexpenditures. Ifexpenditures exceedrevenues a deficit andincreased governmentdebt results. If revenue

1. Define the various typesof taxes that generaterevenue for the government

2. Understand how thegovernment uses taxes tofund programs

3. Explain how differentlevels of governmentmaintain a budget.

4. Distinguish between asurplus and deficit and howthey are achieved.

5. Describe how thegovernment uses fiscalpolicy as a tool forachieving its economicgoals.

6. Define deregulation, andlist the effects on severalindustries.

7. Assess how thegovernment tries toinfluence unemploymentand inflation.

8. List several marketpractices that thegovernment regulates orbans to protect competition.


Multiple choice Definitions Open-ended




TRANSFER TASK:

Show video, “The Fed Today”VHS to review the function of theFederal Reserve.

Discuss excerpt fromFreakonomics comparing the wagestructure of McDonald’s to thewage structure of the urban drugmarket.

Fill out a sample short federal taxreturn and discuss Blumenthal“That’s All I Get.”

Discuss economic articles as theyarise in Wall Street JournalClassroom Edition.

Morton et al:o “When There are Floors

and Ceilings.”o Updated “When There are

Economic Ups andDowns”

o “Money Growth andInflation”

o “The Federal ReserveControls the MoneySupply”

o “Analyzing Fiscal Policy”

Right Start Activities:o Goals of Economic Policy

activity

20

exceeds expenditures, asurplus results.

The government cantry to adjust theeconomy through fiscalpolicy, or changinghow much it taxes andspends.

One of the ways thegovernment tries toprotect the interests ofits people is througheconomic regulation.These measures areoften used to contendwith problems that areinversely related suchas unemployment andinflation.

The federalgovernment sometimessteps into markets topromote competitionand the lower prices itbrings. In recent years,the government hasalso deregulatedseveral markets topromote competitionand preventmonopolies fromforming.

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12th Grade Course Title: Economics Duration: 1 weekUnit 6 – The Global Economy

Essential Questions:How do countries that are interconnected in a global economy pursue their own best economic interests?Tentative: CommonCore Standards


RH.11-12.1.

RH.11-12.2.

RH.11-12.3.

RH.11-12.4.

RH.11-12.5.

RH.11-12.10.

WHST.11-12.1.

WHST.11-12.2.

WHST.11-12.4.

WHST.11-12.5.

WHST.11-12.9.

WHST.11-12.10.

6.2.12AEvaluate the flow ofgoods and services in aninternational economy.

6.2.12FEvaluate the impact ofprivate economicinstitutions on theindividual, the nationaland the internationaleconomy.

6.3.12DEvaluate the role thatgovernments play ininternational trade.

6.4.12BAssess the growth andimpact of internationaltrade around the world.

6.4.12CEvaluate the impact ofmultinationalcorporations and othernon-governmentorganizations

6.4.12DAnalyze how changes intransportation,communicationnetworks, andtechnology affecteconomicinterdependence around

Essential Vocabulary:importexporttrade barriertariffprotectionismfree trademultinational corporation

The basis for trade todayis comparative advantage.People and countriesspecialize in the thingsthey do more efficiently,and they engage in tradeto secure the things theydo not produce.

Protectionists argue infavor of trade barriers tosafeguard nationalsecurity, help growingindustries, and protectdomestic jobs.

Free traders believe tradeagreements are the bestway to pursuecomparative advantage,raise general livingstandards, and promotecooperation betweenmember nations.

Multinational corporationsproduce and sell theirgoods and servicesthroughout the world.

1. Explain how the concept ofcomparative advantage makestrade beneficial to individualsand to nations.

2. Discuss the arguments forand against free trade andprotectionism.

3. Describe the role ofmultinational corporations andcompare their advantages anddisadvantages.


Multiplechoice

Definitions Open-

endedquestions


reading

Homework Descriptive

Writing Project


TRANSFER TASK:

Complete NCSSLesson “Globalizationand ForeignInvestment.”

Discuss the role ofWal-Mart in theeconomy.

Discuss the changesin the role andinfluence of China inthe global economy.

Complete CYLCsimulation, “CDS andClothing: The Politicsof Trade.”

Students participate ina simulated foreignexchange market.NCEE “ForeignCurrencies andForeign Exchange.”

Complete NCEE activity,“Comparative Advantage andTrade in a Global Economy.”

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the world in the21stcentury.

6.5.12ECompare distribution ofwealth across nations.

There are numerousadvantages anddisadvantages for both thecorporation and hostnation.

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COMMON CORE APPENDIXSocial Studies Common Core -Reading Informational Text

RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details toan understanding of the text as a whole.

RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear therelationships among the key details and ideas.

RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledgingwhere the text leaves matters uncertain.

RH.11-12.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaningof a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RH.11-12.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the textcontribute to the whole.

RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, andevidence.

RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as inwords) in order to address a question or solve a problem.

RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting

discrepancies among sources.RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently

and proficiently.

Social Studies Common Core - Writing

WHST.11-12.1. Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing

claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the

strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledgelevel, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify therelationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they arewriting.

Provide a concluding statement or section that follows from or supports the argument presented.

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WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technicalprocesses.

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it tocreate a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aidingcomprehension.

Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, orother information and examples appropriate to the audience’s knowledge of the topic.

Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships amongcomplex ideas and concepts.

Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity ofthe topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likelyreaders.

Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulatingimplications or the significance of the topic).

WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressingwhat is most significant for a

specific purpose and audience.

WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoingfeedback, including new

arguments or information.

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