pacing guide - gccscurric.gcs.k12.in.us/.../sites/16/...pacing-guide.pdf · pacing guide ongoing...

G R E A T E R C L A R K C O U N T Y S C H O O L S

PACING GUIDE United States Economics 2014 - 2015

Greater Clark County Schools

08 Fall

Pacing Guide

ANNUAL PACING GUIDE

Pacing Guide

ONGOING CONTENT AREA LITERACY STANDARDS

2014-2015 Standards

Learning

Outcomes

11-12.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for

grades 11 CCR independently and proficiently by the end of grade 12.

11-12.LH.1.2: Write routinely over a variety of time frames for a range of discipline-specific tasks, purposes, and

audiences.

Key Ideas and

Textual Support

11-12.LH.2.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting

insights gained from specific details to an understanding of the text as a whole.

11-12.LH.2.2: Determine the central ideas or information of a primary or secondary source; provide an accurate

summary that makes clear the relationships among the key details and ideas.

11-12.LH.2.3: Evaluate various explanations for actions or events, and determine which explanation best accords

with textual evidence, acknowledging where the text leaves matters uncertain.

Structural

Elements and

Organization

11-12.LH.3.1: Determine the meaning of words and phrases as they are used in a text, including analyzing how an

author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in

Federalist No. 10).

11-12.LH.3.2: Analyze in detail how a complex primary source is structured, including how key sentences,

paragraphs, and larger portions of the text contribute to the whole.

11-12.LH.3.3: Evaluate authors’ differing perspectives on the same historical event or issue by assessing the

authors’ claims, reasoning, and evidence.

Synthesis and

Connection of

Ideas

11-12.LH.4.1: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,

visually, quantitatively, as well as in words) in order to address a question or solve a problem.

11-12.LH.4.2: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them.

11-12.LH.4.3: Integrate information from diverse sources, both primary and secondary, into a coherent

understanding of an idea or event, noting discrepancies among sources.

Writing Genres 11-12.LH.5.1: Write arguments focused on discipline-specific content.

11-12.LH.5.2: Write informative texts, including analyses of historical events.

Writing Process 11-12.LH.6.1: Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach,

focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and

strengthen writing that is clear and coherent.

11-12.LH.6.2: Use technology to produce, publish and update individual or shared writing products in response to

ongoing feedback, including new arguments or information.

Research Process 11-12.LH.7.1: Conduct short as well as more sustained research assignments and tasks to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

11-12.LH.7.2: Gather relevant information from multiple authoritative sources, using advanced searches

effectively; annotate sources; assess the usefulness of each source in answering the research question; synthesize

and integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following

a standard format for citation (e.g., APA or Chicago).

11-12.LH.7.3: Draw evidence from informational texts to support analysis, reflection, and research.

Pacing Guide

Quarter 1 / Quarter 3 Routines

Vocabulary Study (List specific word parts here)

Daily Social Studies Review Template Monday

Tuesday

Wednesday

Thursday

Assessment:

DSSR

Pacing Guide

Goal Clarity Windows Q1 / Q3 – LC1

Learning

Check Standard Vocabulary

1 Standard 1: Scarcity and Economic Reasoning

Students will understand that productive resources are limited;

therefore, people, institutions and governments cannot have all

the goods and services they want. As a result, people, institutions

and governments must choose some things and give up others.

SS.E.1.1 2007 Define each of the productive resources

(natural, human, capital) and explain why they are

necessary for the production of goods and services.

SS.E.1.2 2007 Explain how consumers and producers

confront the condition of scarcity by making choices

which involve opportunity costs and tradeoffs.

SS.E.1.3 2007 Explain the important role of the

entrepreneur in taking the risk to combine productive

resources to produce goods and services.

SS.E.1.4 2007 Describe how people respond

predictably to positive and negative incentives.

SS.E.1.5 2007

Explain that voluntary exchange occurs when all

participating parties expect to gain.

SS.E.1.6 2007 Compare and contrast how the various

economic systems (traditional, market, command,

mixed) answer the questions: What to produce? How

to produce it? For whom to produce?.

SS.E.1.7 2007 Describe how clearly defined and

enforced property rights are essential to a market

economy.

SS.E.1.8 2007 Use a production possibilities curve to

explain the concepts of choice, scarcity, opportunity

cost, tradeoffs, unemployment, productivity and

growth.

SS.E.1.9 2007 Explain a Circular Flow Model of a

market economy, showing households and businesses

as decision makers, resource and money flows, and

the three basic markets - product, productive

resources and financial markets.

Vocabulary

Goods, services, scarcity, economics, shortage, entrepreneur, factors of production, physical capital, human capital, Trade-off, opportunity cost, thinking at the margin, marginal cost, marginal benefit, production possibilities graph, underutilization, safety net, standard of living, traditional economy, Specialization, free market economy, factor market, product market, self-interest, competition, invisible hand, consumer sovereignty, command economy, socialism, communism, Laissez-faire, private property, mixed economy, free enterprise, voluntary exchange, interest group, eminent domain, public good, private sector, free rider, market failure, externality

WALT/WILT

Resources

Pacing Guide

Learning and Assessment Rubric

DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide


Learning


2 Standard 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.

SS.E.2.1 2007 Define supply and demand.

SS.E.2.2 2007 Identify factors that cause changes in

market supply and demand.

SS.E.2.3 2007 Describe the role of buyers and

sellers in determining the equilibrium price.

SS.E.2.4 2007 Describe how prices send signals to

buyers and sellers.

SS.E.2.5 2007 Recognize that consumers ultimately

determine what is produced in a market economy

(consumer sovereignty).

SS.E.2.6 2007 Demonstrate how supply and demand

determine equilibrium price and quantity in the

product, resource and financial markets.

SS.E.2.7 2007 Demonstrate how changes in supply

and demand influence equilibrium price and

quantity in the product, resource, and financial

markets.

SS.E.2.8 2007 Describe how the earnings of

workers are determined by the market value of the

product produced and workers' productivity.

SS.E.2.9 2007 Demonstrate how government wage

and price controls, such as rent controls and

minimum wage laws, create shortages and

surpluses.

SS.E.2.10 2007 Use concepts of price elasticity of

demand and supply to explain and predict changes

in quantity as price changes.

SS.E.2.11 2007 Investment in factories; machinery;

new technology; and the health, education and

training of people increases productivity and raises

future standards of living.

Vocabulary

demand, law of demand, substitution effect, income effect, normal good, inferior good, complements, substitutes, elasticity of demand, inelastic, elastic, unitary elastic, total revenue, supply, law of supply, variable, supply curve, elasticity of supply, marginal product of labor, fixed cost, variable cost, total cost, marginal cost, marginal revenue, subsidy, excise tax, regulation, equilibrium, shortage, surplus, price ceiling, rent control, price floor, black market

WALT/WILT Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide


Learning


3 Standard 3: Market Structures Students will understand the organization and role of

business firms and analyze the various types of market

structures in the United States economy.

SS.E.3.1 2007 Compare and contrast the following forms of

business organization: sole proprietorship, partnership and

corporation.

SS.E.3.2 2007 Identify the three basic ways that firms

finance operations (retained earnings, stock issues and

borrowing) and explain the advantages and disadvantages of

each.

SS.E.3.3 2007 Recognize that economic institutions, such as

labor unions, nonprofit organizations and cooperatives,

evolve in market economies to help members and clients

accomplish their goals.

SS.E.3.4 2007 Identify the basic characteristics of the four

market structures: monopoly, oligopoly, monopolistic

competition and pure competition.

SS.E.3.5 2007 Explain how competition among many sellers

lowers costs and prices.

SS.E.3.6 2007 Demonstrate how firms determine price and

output through marginal analysis.

SS.E.3.7 2007 Explain ways that firms engage in price and

non-price competition.

SS.E.3.8 2007 Identify laws and regulations adopted in the

United States to promote competition among firms.

SS.E.3.9 2007 Explain the function of profit in a market

economy as an incentive for entrepreneurs to accept the

risks of business failure.

SS.E.3.10 2007 Describe the benefits of natural monopolies

(economies of scale) and the purposes of government

regulation of these monopolies, such as utilities.

SS.E.3.11 2007 Explain how cartels affect product price and

output.

Vocabulary

perfect competition, commodity, start-up costs, monopoly, economies of scale, natural monopoly, government monopoly, patent, franchise, monopolistic competition, oligopoly, collusion, anti-trust laws, deregulation, sole proprietorship, liability, partnership, general partnership, limited partnership, business franchise, corporation, stock, dividend, limited liability, horizontal merger, vertical merger, conglomerate, cooperative, consumer cooperative, nonprofit organization

WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide


Learning


4 Standard: The Role of Government

Students will understand that typical microeconomic roles of

government in a market or mixed economy are the provision of

public goods and services, redistribution of income, protection

of property rights, and resolution of market failures.

SS.E.4.1 2007 Explain the basic functions of government in

a market economy.

SS.E.4.2 2007 Explain how markets produce too few public

goods and how the government determines the amount to

produce through looking at benefits and costs.

SS.E.4.3 2007 Describe how the government taxing

harmful spillovers and subsidizing helpful spillovers helps

to resolve the inefficiency they cause.

SS.E.4.4 2007 Describe major revenue and expenditure

categories and their respective proportions of local, state

and federal budgets.

SS.E.4.5 2007 Explore the ways that tax revenue is used in

the community.

SS.E.4.6 2007 Identify taxes paid by students.

SS.E.4.7 2007 Define progressive, proportional and

regressive taxation.

SS.E.4.8 2007 Determine whether different types of taxes

(including income, sales and social security) are

progressive, proportional or regressive.

SS.E.4.9 2007 Describe how costs of government policies

may exceed benefits, because social or political goals

other than economic efficiency are being pursued.

SS.E.4.10 2007 Use an economic decision-making model to

analyze a public policy issue.

Vocabulary

tax, revenue, progressive tax, proportional tax, regressive tax, tax base, individual income tax, corporate income tax, property tax, sales tax, incidence of tax, Withholding, tax return, taxable income, personal exemption, tax deduction, tax credit, estate tax, gift tax, tariff, tax incentive, mandatory spending, discretionary spending, entitlement, budget, operating budget, capital budget, balanced budget, tax exempt, real property, personal property, tax assessor

WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide

Pacing Guide

Quarter 2 / Quarter 4

Routines

Vocabulary Study (List specific word parts here)

Daily Social Studies Review Template Monday

Tuesday

Wednesday

Thursday

Assessment:

DSSR

Pacing Guide


Learning


1 Standard: National Economic Performance

SS.E.5.1 2007

Define aggregate supply and demand, Gross Domestic Product

(GDP), economic growth, unemployment, and inflation.

SS.E.5.2 2007

Explain how GDP, economic growth, unemployment and inflation

are measured.

SS.E.5.3 2007

Explain the limitations of using GDP to measure economic

welfare.

SS.E.5.4 2007

Explain the four phases of the business cycle (contraction,

trough, expansion and peak).

SS.E.5.5 2007

Analyze the impact of events in United States history, such as

wars and technological developments, on business cycles.

SS.E.5.6 2007

Identify the different causes of inflation and explain who gains

and loses because of inflation.

SS.E.5.7 2007

Analyze the impact of inflation on students' economic decisions.

SS.E.5.8 2007

Illustrate and explain cost-push and demand-pull inflation.

SS.E.5.9 2007

Recognize that a country's overall level of income, employment

and prices are determined by the individual spending and

production decisions of households, firms and government.

SS.E.5.10 2007

Illustrate and explain how the relationship between aggregate

supply and aggregate demand is an important determinant of the

levels of unemployment and inflation in an economy.

SS.E.5.11 2007

Compare and contrast solutions for reducing unemployment.

Vocabulary

gross domestic product (GDP), intermediate goods, durable goods, nondurable goods, real GDP, gross national product (GNP), depreciation, business cycle, expansion, economic growth, peak, contraction, rough, recession, depression, stagflation, leading indicators, frictional unemployment, structural unemployment, seasonal unemployment, full employment, inflation, purchasing power, consumer price index (CPI), inflation rate, fixed income, deflation, poverty threshold, poverty rate, income distribution, food stamp program

WALT/WIL

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide


Learning


2 Standard: Money and the Role of Financial Institutions

Students will understand the role of money and financial institutions in a

market economy.

SS.E.6.1 2007

Explain the basic functions of money.

SS.E.6.2 2007

Identify the composition of the money supply of the United States.

SS.E.6.3 2007

Explain the role of banks and other financial institutions in the economy of

the United States.

SS.E.6.4 2007

Explain how interest rates act as an incentive for savers and borrowers.

SS.E.6.5 2007

Describe the organization and functions of the Federal Reserve System.

SS.E.6.6 2007

Compare and contrast credit, savings and investment services available to

the consumer from financial institutions.

SS.E.6.7 2007

Demonstrate how banks create money through the principle of fractional

reserve banking.

SS.E.6.8 2007

Research and monitor financial investments, such as stocks, bonds and

mutual funds.

SS.E.6.9 2007

Analyze the difference in borrowing costs using various rates of interest

when purchasing a major item, such as a car or house.

SS.E.6.10 2007

Formulate a savings or financial investment plan for a future goal.

Vocabulary

money, medium of exchange, barter, unit of account, store of value, currency, commodity money, bank, gold standard, central bank, money supply, fractional reserve system, mortgage, interest, principal, investment, financial system, financial asset, financial intermediary, diversification, return, maturity, par value, yield, savings bond, capital market, money market, share, bull market, bear market, speculation

WALT/WILT Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide


Learning


3 Standard: Economic Stabilization

Students will understand the macroeconomic role of the government in

developing and implementing economic stabilization policies and how

these policies impact the economy.

SS.E.7.1 2007

Define and explain fiscal and monetary policy.

SS.E.7.2 2007

Define the tools of fiscal and monetary policy.

SS.E.7.3 2007

Describe the negative impacts of unemployment and unexpected inflation

on an economy and how individuals and organizations try to protect

themselves.

SS.E.7.4 2007

Explain how monetary policy affects the level of inflation in the economy.

SS.E.7.5 2007

Analyze how the government uses taxing and spending decisions (fiscal

policy) to promote price stability, full employment and economic growth.

SS.E.7.6 2007

Analyze how the Federal Reserve uses monetary tools to promote price

stability, full employment and economic growth.

SS.E.7.7 2007

Predict possible future effects of the national debt on the individual and

the economy.

SS.E.7.8 2007

Predict how changes in federal spending and taxation would affect budget

deficits and surpluses and the national debt.

SS.E.7.9 2007

Explain how a change in monetary or fiscal policy can impact a student's

purchasing decision.

Vocabulary

fiscal policy, federal budget, fiscal year, expansionary policy, contractionary policy, classical economics, demand-side economics, supply-side economics, budget surplus, budget deficit, national debt, monetary policy, reserves, reserve requirements, discount rate, required reserve ratio, money multiplier formula, excess reserves, prime rate, easy money policy, tight money policy

WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide


Learning


4 Standard: Trade

Students will understand why individuals, businesses and governments

trade goods and services and how trade affects the economies of the

world.

SS.E.8.1 2007

Explain the benefits of trade among individuals, regions and countries.

SS.E.8.2 2007

Define and distinguish between absolute and comparative advantage.

SS.E.8.3 2007

Define trade barriers, such as quotas and tariffs.

SS.E.8.4 2007

Explain why countries erect barriers to trade.

SS.E.8.5 2007

Explain the difference between balance of trade and balance of payments.

SS.E.8.6 2007

Compare and contrast labor productivity trends in the United States and

other developed countries.

SS.E.8.7 2007

Explain how most trade occurs because of a comparative advantage in

the production of a particular good or service.

SS.E.8.8 2007

Explain how changes in exchange rates impact the purchasing power of

people in the United States and other countries.

SS.E.8.9 2007

Evaluate the arguments for and against free trade.

SS.E.8.10 2007

Identify skills that individuals need to be successful in the global economy.

Vocabulary

export, import, absolute advantage, comparative advantage, interdependence, trade barrier, tariff, import quota, sanctions, embargo, trade war, protectionism, free trade, exchange rate, balance of trade, trade surplus, trade deficit, balance of payments, developed nation, newly industrialized country, per capita GDP, industrialization, literacy life expectancy

WALT/WILT

Resources

Pacing Guide


DOK 1

DOK 2

DOK 3

DOK 4

Pacing Guide

Lesson Plan Template

Module / Date Topic/Theme

Materials/Resources/ Technology

Standards Addressed: Essential Questions:

Anticipatory Set / Bell-Ringer Routine: What will students do EVERY day when they arrive to class that allows you the opportunity to check attendance and capture all instructional minutes?

Focused Instruction (“I Do”) Focused Instruction: Is lesson purpose clear to students? Does lesson connect to prior learning? Has relevancy been established? Have I modeled Think Aloud of skill(s)?

Guided Instruction (“We Do”) Guided Instruction: Have students thought through task(s)? Have prompts and cues been provided? Are students allowed a variety of methods in which to respond?

Collaborative Learning (“You Do Together”) Collaborative Learning: Are there hands-on opportunities? Are student groupings intentional? Are students accountable for learning?

Independent Learning (“You Do Alone”) Independent Learning: Are students ready for independent tasks? Does assignment reflect required learning? Does assignment reflect required format? Will students receive feedback?

Assessment Formative “Learning Check” Summative

pacing guide - gccscurric.gcs.k12.in.us/.../sites/16/...pacing-guide.pdf · pacing guide ongoing...

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