Grade 12 Economics Curriculum Alignment Guide First Six Weeks Working Draft TEKS TIME STRAND KNOWLEDGE AND SKILLS

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1 Grade 12 Economics Curriculum Alignment Guide First Six Weeks Working Draft TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS History 19: Understand the ideas and decisions from the past that have influenced the present and those of today that will affect the future. 19(a): Analyze the importance of various economic philosophers such as John Maynard Keynes, Karl Marx, and Adam Smith and their impact on the U.S. free enterprise system. 19(d): Identify the contributions of entrepreneurs, past and present, such as Mary Kay Ash, Andrew Carnegie, and Bill Gates. Week 3 Geography Economics Government Citizenship Culture 12: Understand the geographic significance on the economic factors of production. 4: Understand the basic principles of the U.S. free enterprise system. 5: Understand the concepts of scarcity and opportunity costs. 6: Understand the circular-flow model of the economy. 7: Understand the interaction of supply, demand, and price. 9: Understand types of business ownership and types of market structures. 10: Understand traditional, command, and market economic systems. 16: Understand the goals of economic growth, stability, full employment, freedom, security, equity, and efficiency as they apply to the U.S. economic policy. 1: Understand the rights and responsibilities of consumers in the U.S. free enterprise system. 2: Understand the rights and responsibilities of businesses in the U.S. free enterprise system. 21: Understand how societal values affect a nation s economy. 12(a): Describe the effects of the unequal distribution of economic factors of production. 12(b): Analyze the locations of resources used in the production of an economic good and evaluate the significance of the locations. 4(a): Explain the basic principles of the U.S. free enterprise system including profit motive, voluntary exchange, private property rights, and competition. 4(b): Explain the benefits of the U.S. free enterprise system including individual freedom of consumers and producers, variety of goods, responsive prices, and investment opportunities. 5(a): Explain why scarcity and choice are basic problems of economics. 5(b): Interpret a production-possibilities curve and explain the concepts of opportunity costs and scarcity. 6(a): Interpret a circular-flow model of the economy and provide real-world examples to illustrate elements of the model. 7(a): Identify the determinants that create changes in supply, demand, and Weeks 4-6 price. 7(b): Interpret a supply-and-demand graph using supply-and-demand Weeks 4-6 schedules. 9(a): Explain the characteristics of sole proprietorships, partnerships, and Week 3 corporations. 9(b): Analyze the advantages and disadvantages of sole proprietorships, Week 3 partnerships, and corporations. 10(a): Explain the characteristics and give examples of traditional, command, and market economic systems. 16(a): Describe the goals of U.S. economic policy. 3(a): Analyze the economic rights and responsibilities of individuals as Weeks 1 and 4 consumers. 3(b): Analyze the consequences of an economic decision made by an Weeks 1 and 4-5 individual consumer. 2(a): Analyze the economic rights and responsibilities of businesses. Week 3 2(b): Analyze the consequences of an economic decision made by a Week 3 business. 2(c): Analyze the ethics policy of a selected business. Week 3 2(d): Identify and evaluate ordinances and regulations that apply to the Week 3 establishment of various types of businesses. 21(a): Analyze the societal values that determine how a country answers the basic economic questions. 21(b): Describe the societal values that influence traditional, command, and market Austin ISD Social Studies Department Page 1

2 Grade 12 Economics Curriculum Alignment Guide First Six Weeks Working Draft TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS Social Studies Skills 21: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 21(a): Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 22: Communicate in written, oral, and visual forms. 23: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings. 21(b): Create economic models such as production-possibilities curves, circular-flow charts, and supply-and-demand graphs to analyze economic data. 21(c): Create a product on a contemporary economic issue or topic using critical methods of inquiry. 21(d): Explain a point of view on an economic issue. 21(e): Evaluate economic activity patterns using charts, tables, graphs, and maps. 21(f): Use appropriate mathematical skills to interpret social studies information. 22(a): Use social studies terminology correctly. 22(b): Use standard grammar, spelling, sentence structure, and punctuation. 22(c): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 22(d): Create written, oral, and visual presentations of social studies information. 22(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 22(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a Austin ISD Social Studies Department Page 2

3 Grade 12 Economics Curriculum Alignment Guide First Six Weeks Working Draft Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides Economics: Principles and Practices * Texas Curriculum Institute. History Alive! - United States to * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, * George F. Cram. Exploring the History of our Country. Indianapolis, * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, * National Council for Social Studies (NCSS) * Geography Education Standards Project. Geography for Life. Washington, DC: National Geographic Research and Exploration, * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) American Heritage Education Foundation, Inc. Holocaust Museum Houston Institute of Texan Cultures ProjectVote State Bar of Texas Texas Alliance for Geographic Education Texas Association of Museums Texas Council for the Social Studies Texas Historical Commission Texas State Historical Association Junior Achievement Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife American Bar Association Association of Science-Technology Centers American Historical Association Center for Civic Education The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) Foundation for Teaching Economics National Center for History in the Schools National Council for History Education National Geographic Society Organization of American Historians National Council for Geographic Education Geographic Education National Implementation Project National Council of Economic Education National History Day Society for American Archaeology Social Science Education Consortium Austin ISD Social Studies Department Page 3

4 Grade 12 Economics Curriculum Alignment Guide Second Six Weeks Working Draft STRAND History Economics Government Social Studies Skills KNOWLEDGE AND SKILLS 19: Understand the ideas and decisions from the past that have influenced the present and those of today that will affect the future. 20: Understand the economic concepts embodied in historical documents including the U.S. Constitution. 8: Understand the role of financial institutions in saving, investing, and borrowing. 9: Understand types of business ownership and types of market structures. 11: Understand the basic concepts of consumer economics. 16: Understand the goals of economic growth, stability, full employment, freedom, security, equity, and efficiency as they apply to the U.S. economic policy. 17: Understand the economic impact of fiscal policy decisions at the local, state, and national levels. 18: Understand the role of the Federal Reserve System in establishing monetary policy. 21: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. STUDENT EXPECTATIONS TIME 19(b): Trace the history of the labor movement in the United States. Week 6 20(a): Identify economic concepts in the U.S. Constitution including Week 3-4 property rights and taxation. 20(b): Analyze the impact of economic concepts in the U.S. Constitution on contemporary issues and policies. 8(a): Explain the functions of financial institutions and how the role of financial institutions has changed over time. 8(b): Analyze how financial institutions affect households and businesses. 9(c): Describe characteristics and give examples of pure competition, monopolistic competition, oligopoly, and monopoly. 11(a): Analyze the factors involved in the process of acquiring consumer goods and services including credit, interest, and insurance. 11(b): Compare different means by which savings can be invested and the risks and rewards each poses to the consumer. 11(c): Analyze the economic impact of investing in the stock and bond markets. 16(a): Describe the goals of U.S. economic policy. 16(b): Analyze how economic growth, stability, and full employment Week 6 are measured. 17(a): Identify types of taxes at the local, state, and national levels and Weeks 3-4 the economic importance of each. 17(b): Analyze the categories of revenues and expenditures in the U.S. Weeks 3-4 federal budget. 17(c): Analyze the impact of fiscal policy decisions on the economy. Weeks (a): Explain the structure of the Federal Reserve System. Weeks (b): Analyze the three basic tools used to implement U.S. monetary Weeks 4-5 policy. 21(a): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 21(b): Create economic models such as production-possibilities curves, circular-flow charts, and supply-and-demand graphs to analyze economic data. 21(c): Create a product on a contemporary economic issue or topic using critical methods of inquiry. 21(d): Explain a point of view on an economic issue. 21(e): Evaluate economic activity patterns using charts, tables, graphs, and maps. 21(f): Use appropriate mathematical skills to interpret social studies Austin ISD Social Studies Department Page 4

5 Grade 12 Economics Curriculum Alignment Guide Second Six Weeks Working Draft STRAND KNOWLEDGE AND SKILLS 22: Communicate in written, oral, and visual forms. 23: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings. STUDENT EXPECTATIONS TIME 22(a): Use social studies terminology correctly. 22(b): Use standard grammar, spelling, sentence structure, and punctuation. 22(c): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 22(d): Create written, oral, and visual presentations of social studies information. 22(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 22(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a Austin ISD Social Studies Department Page 5

6 Grade 12 Economics Curriculum Alignment Guide Second Six Weeks Working Draft Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides Economics: Principles and Practices: * Texas Curriculum Institute. History Alive! - United States to * Economics America. Focus: High School Economics. New York: National Council on Economic Development, * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, * George F. Cram. Exploring the History of our Country. Indianapolis, * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, * National Council for Social Studies (NCSS) * Geography Education Standards Project. Geography for Life. Washington, DC: National Geographic Research and Exploration, * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) American Heritage Education Foundation, Inc. Holocaust Museum Houston Institute of Texan Cultures ProjectVote State Bar of Texas Texas Alliance for Geographic Education Texas Association of Museums Texas Council for the Social Studies Texas Historical Commission Texas State Historical Association Junior Achievement Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife American Bar Association Association of Science-Technology Centers American Historical Association Center for Civic Education The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) Foundation for Teaching Economics National Center for History in the Schools National Council for History Education National Geographic Society Organization of American Historians National Council for Geographic Education Geographic Education National Implementation Project National Council of Economic Education National History Day Society for American Archaeology Social Science Education Consortium Austin ISD Social Studies Department Page 6

7 Grade 12 Economics Curriculum Alignment Guide Third Six Weeks Working Draft STRAND History Geography KNOWLEDGE AND SKILLS 19: Understand the ideas and decisions from the past that have influenced the present and those of today that will affect the future. 13: Understands the reasons for international trade and its importance to the United States. 14: Understand the effects of free trade and trade barriers on economic activities. Economics 10: Understand traditional, command, and market economic systems. Culture 22: Understands the impact of a nation s culture on its level of economic development. Social Studies Skills 21: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 22: Communicate in written, oral, and visual forms. STUDENT EXPECTATIONS TIME 19(c): Analyze the impact of business cycles on U.S. history. 13(a): Explain the concepts of absolute and comparative advantages. 13(b): Apply the concept of comparative advantage to explain why and how countries trade. 13(c): Analyze the impact of U.S. imports and exports on the United States and its trading partners. 13(d): Analyze changes in exchange rates of world currencies and the effects on the balance of trade. 14(a): Compare the effects of free trade and trade barriers on economic activities. 14(b): Evaluate the benefits and costs of participation in international free-trade agreements. 10(b): Compare the U.S. free enterprise system with other economic systems. 22(a): Describe the level of economic development of selected nations. 22(b): Analyze how societal values affect the economic development of nations. 21(a): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 21(b): Create economic models such as production-possibilities curves, circular-flow charts, and supply-and-demand graphs to analyze economic data. 21(c): Create a product on a contemporary economic issue or topic using critical methods of inquiry. 21(d): Explain a point of view on an economic issue. 21(e): Evaluate economic activity patterns using charts, tables, graphs, and maps. 21(f): Use appropriate mathematical skills to interpret social studies information. 22(a): Use social studies terminology correctly. 22(b): Use standard grammar, spelling, sentence structure, and punctuation. 22(c): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 22(d): Create written, oral, and visual presentations of social studies Austin ISD Social Studies Department Page 7

8 Grade 12 Economics Curriculum Alignment Guide Third Six Weeks Working Draft STRAND KNOWLEDGE AND SKILLS 23: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings. STUDENT EXPECTATIONS 22(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 22(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Austin ISD Social Studies Department Page 8

9 Grade 12 Economics Curriculum Alignment Guide Third Six Weeks Working Draft Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides Economics: Principles and Practices * Texas Curriculum Institute. History Alive! - United States to * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, * George F. Cram. Exploring the History of our Country. Indianapolis, * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, * National Council for Social Studies (NCSS) * Geography Education Standards Project. Geography for Life. Washington, DC: National Geographic Research and Exploration, * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- * Parents and community leaderssurvey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) American Heritage Education Foundation, Inc. Holocaust Museum Houston Institute of Texan Cultures ProjectVote State Bar of Texas Texas Alliance for Geographic Education Texas Association of Museums Texas Council for the Social Studies Texas Historical Commission Texas State Historical Association Junior Achievement Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife American Bar Association Association of Science-Technology Centers American Historical Association Center for Civic Education The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) Foundation for Teaching Economics National Center for History in the Schools National Council for History Education National Geographic Society Organization of American Historians National Council for Geographic Education Geographic Education National Implementation Project National Council of Economic Education National History Day Society for American Archaeology Social Science Education Consortium Austin ISD Social Studies Department Page 9

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