D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. D2.Eco.2.9-12. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. D2.Eco.3.9-12. Analyze the ways in which incentives influence what is produced and distributed in a market system. D2.Eco.4.9-12. Evaluate the extent to which competition among sellers and among buyers exists in specific markets. D2.Eco.5.9-12. Describe the consequences of competition in specific markets. D2.Eco.6.9-12. Generate possible explanations for a government role in markets when market inefficiencies exist. D2.Eco.7.9-12. Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. D2.Eco.8.9-12. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. D2.Eco.9.9-12. Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. D2.Eco.10.9-12. Use current data to explain the influence of charges in spending, production, and the money supply on various economic conditions. D2.Eco.11.9-12. Use economic indicators to analyze the current and future state of the economy. D2.Eco.12.9-12. Evaluate the selection of monetary and fiscal policies in a variety of economic conditions. D2.Eco.13.9-12. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. D2.Eco.14.9-12. Analyze the role of comparative advantage in international trade of goods and services. D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS C3 Framework INDICATORS: Grades 9-12 GEOGRAPHY GEOGRAPHIC REPRESENTATIONS: SPATIAL VIEWS OF HUMAN-ENVIRONMENT INTERACTION: PLACE, REGIONS, AND CULTURE HUMAN POPULATION: SPATIAL PATTERNS AND MOVEMENTS GLOBAL INTERCONNECTIONS: CHANGING SPATIAL
THE WORLD PATTERNS By the end of Grade 12, individually and with others, students will… D2.Geo.1.9-12. Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics. D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. D2.Geo.3.9-12. Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales. D2.Geo.4.9-12. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. D2.Geo.5.9-12. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. D2.Geo.6.9-12. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. D2.Geo.7.9-12. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. D2.Geo.8.9-12. Evaluation the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. D2.Geo.9.9-12. Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales. D2.Geo.10.9-12. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. D2.Geo.11.9-12 Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. D2.Geo.12.9-12. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS C3 Framework INDICATORS: Grades 9-12 HISTORY CHANGE, CONTINUITY, AND CONTEXT PERSPECTIVES HISTORICAL SOURCES AND EVIDENCE CAUSATION AND ARGUMENTION
Gathering and Evaluating Sources Individually and with others, students… D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. D3.2.9-12. Evaluate the credibility of a source by examining how experts value the source. Developing Claims and Using Evidence Individually and with others, students… D3.3.9-12. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. D3.4.9-12. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. In this section, students are asked to work with the sources that they gather and/or are provided for them. It is important for students to use online and print sources, and they need to be mindful that not all sources are relevant to their task. They also need to understand that there are general Common Core literacy skills, such as identifying an author’s purpose, main idea, and point of view, that will help in evaluating the usefulness of a source. This subsection focuses on argumentation. In contrast to opinions and explanations, argumentation involves the ability to understand the source-to-evidence relationship. That relationship emphasizes the development of claims and counterclaims and the purposeful selection of evidence in support of those claims and counterclaims. Students will learn to develop claims using evidence, but their initial claims will often be tentative and probing. As students delve deeper into the available sources, they construct more sophisticated claims and counterclaims that draw on evidence from multiple sources. Whether those claims are implicitly or explicitly stated in student products, they will reflect the evidence students have selected from the sources they have consulted. C3 Framework INDICATORS: Grades 9-12 C3 INDICATORS DESCRIPTION APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS
Assessment Formative Assessment Quizzes/Tests Journal/Learning Log Preliminary Plans/Outlines Rough Drafts Online Quizzes/Tests Practice Presentations Notes Checklists Concept Maps Other: Summative Assessment Written Product(s), with rubric(s): Oral Presentation with rubric Multiple Choice/Short Answer Test Essay Test Other Product(s) or Performance(s) with rubric(s): Peer Evaluation Self-Evaluation Other: