and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. WIDA Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: 9-12 Supply and Demand Entering: Identify resources or products in supply or demand on maps or graphs from oral statements. Beginning: Indicate availability of resources or products in graphs or maps from oral statements. Developing: Compare resources or products in supply or demand from maps or graphs and oral statements. Expanding: Analyze oral scenarios related to resources or products in supply or demand from maps or graphs. Bridging: Interpret cause and effect of resources or products in supply or demand from oral discourse. Example: 9-12 Global Economy Entering: Identify products related to economic trends of regions or countries from oral statements, maps and charts (e.g., Oil is part of the world's economy. Find countries with oil.) Beginning: Match regions or countries with similar economic trends from oral descriptions, maps and charts. Developing: Find examples of regions or countries that have similar economic trends from descriptive oral scenarios, maps and charts. Expanding: Compare/contrast the economic trends of regions or countries from oral discourse, maps and charts. Bridging: Evaluate impact of economic trends on regions or countries from oral reading of level material. If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox. Economics Pacing Guide
Out of Resources? Video: Opportunity Costs E.3 Identify and explain the broad goals of economic policy such as freedom, efficiency, equity security, growth, price stability, and full employment. E.3 What are the key questions that all societies answer? What are the characteristic of a tradition economy? Content Vocabulary (Tier 3): Economic system, profit, safety net, standard of living, innovation, traditional economy, equity Academic Vocabulary (Tier 2): Security, growth, price, stability, employment See pg. 5 for Vocabulary Strategies E.3 Write an essay that thoroughly identifies, defines, and explains the broad goals of economic policy such as freedom, efficiency, equity, security, growth, price stability, and full employment. Students should use the vocabulary words in their essay. Use text pp.49-50, 23, 52-53 Literacy RH.11-12.3,4,6, WHST.11-12.1.D Students will present a speech, as if running for a political office, voicing the economic policies they would adopt with the focus of identifying the broad goals of economic policies, but narrowing it down to 3 main goals and explaining their importance for a thriving society. This task be a speech or a debate that challenges the importance of each goal. Literacy SL.11-12.2,4,6; RH.11-12.1,3,4,6 Textbook: Chapter 2 pp. 23-28 The Goal of U.S. Economic Policy Shifted Video: Out of Resources? Handout for Activity Literacy WHST.11-12.2; RH.11-12.6 E.4 Describe how people respond predictably to positive and negative incentives. GUIDING QUESTIONS: What are incentives and how do people respond predictably to them? Content Vocabulary (Tier 3): E.4 Students will read the text and write a summary that identifies the central idea and thoroughly define incentives and explains how people respond predictably to them, while citing specific textual evidence. Achieve The Core unit (Includes TDQs)
E.6 Compare and contrast how various economic systems (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce? For whom to produce? E.6 How do the various economic systems make decisions about production and who gets it? Content Vocabulary (Tier 3): Economic system Academic Vocabulary (Tier 2): Produce, traditional, market, command, mixed See page 5 for Vocabulary Strategies E.6 a compare and contrast paper that identifies the various economic systems and explores how each (traditional, market, command, mixed) try to answer the questions: What to produce? How to produce it? For whom to produce? Textbook: Chapter 2 p. 23-47 and pg. 109, 116-122 Lesson Plan PowerPoint Literacy RH. 11-12.1,2,6 E.7 Describe how clearly defined and enforced property rights are essential to a market economy. E.7 How are clearly defined and enforced property rights essential to a market economy? Content Vocabulary (Tier 3): market economy, property rights Academic Vocabulary (Tier 2): essential See page 5 for Vocabulary Strategies E.7 Students will create a presentation that describes how clearly enforced property rights, both physical and intellectual, are essential to a market economy. Presentation should consider both sides and include benefits and consequences of enforced property rights as well as predict what the economy would look like if property rights were not clearly defined or enforced. Textbook: Chapter 3 p. 51-52, pg. 61 Property Rights Key to Economic Development Video: Intellectual Property Rights Protection Literacy RI.11-12.1,.3; SL.11-12.2,4 E.8 Use a production possibilities to explain the concepts of choice, scarcity, opportunity cost, tradeoffs, unemployment, productivity, and growth. E.8 How is a production possibilities curve used and what concepts can it explain? E.8 Students will write an explanatory piece after further researching the topic of production possibilities frontier. Students will illustrate, analyze and identify how the
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 E.10 What are the major ideas of some famous economists? How have the ideas of some famous economists help shape economic thoughts? Adam Smith Thomas Malthus Karl Marx John Maynard Keynes Friedrich Hayek Milton Friedman Content Vocabulary (Tier 3): Economist, self-interest, invisible hand, Academic Vocabulary (Tier 2): seller, personal gain See page 5 for Vocabulary Strategies A. Text Pp.33, 36,39,47.154,399; K. Marx pp. 36, 47; T. Malthus pg. 399; J. Keynes pp. 321,400, 401; M. Friedman pp.26, 406, 407 and 436. E.10 To prepare for participation in a debate on fiscal and/or monetary policies, students will read and analyze as well as answer text dependent questions about different economists. For ex: What were the major ideas of the economist? How did the economist’s ideas shape today’s economy? Although all of the economists had an impact on the economy, which economist made the greatest contribution to the economy? Use evidence from the texts to justify your opinion. Adam Smith Thomas Malthus Karl Marx John Maynard Keynes Friedrich Milton Friedman Ben Bernanke
(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understandings and conversations.) Chapter 11 pg. 277-303 Literacy W.11-12.2 Literacy RH.11-12.6 After reviewing and discussing the chart Financial Intermediaries on page of the textbook, students will answer the following questions: What advantages do financial intermediaries provide for savers? What advantages do financial intermediaries provide for investors? Students will read the article Principles and Principal on page 281 of the textbook. Students will then answer the following question: Which of the three basic approaches to the SRI cited by Paul Hilton do you think is the most effective? Use evidence from the text to support your opinion. Literacy RH.11-12.6 Market Structure (Weeks 8-9) Textbook/Anchor Prentice-Hall: ECONOMICS TN State Recommendations: NA Additional Readings: Economic Close Reads and Lesson Plans: Graphic Organizers Productive Resources Economic Institutions Free Enterprise Education Act TN State Social Studies Standards Big Ideas, Guiding Questions &Vocabulary Suggested Activities & Resources E.23 Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation. E.23 Various market structures and the organization of business firms. E.23 What are the forms of business organization? E.23 Using the link , students will compare and contrast forms of business organization through a comparative writing piece. Literacy RH.11-12.2: WHST.11-12.1.B,2.B