Oklahoma C 3 High School Economics

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1 A Correlation of Economics 2013 To the Oklahoma C 3 High School Economics Incentives and Disincentives: Land, Labor, Capital, and Entrepreneurship

2 Table of Contents PROCESS AND LITERACY SKILLS FOR LEARNING, Grades PROCESS AND LITERACY SKILLS FOR LEARNING, Grades CONTENT SKILLS

3 High School ECONOMICS PROCESS AND LITERACY SKILLS FOR LEARNING Grades 9-10 Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details A.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. A.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. SE/TE: Case Study, 16, 42, 60, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466; Key Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook, S-10, S-11, S-12, S-13, S-14, S-15, S-16, S-17, S-18 SE/TE: Critical Thinking Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Critical Thinking Chapter Assessment questions, 46, 186, 274; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Social Studies Skills Handbook, S-10, S-12; also see: Critical Thinking: Main Ideas, 416 3

4 A.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. SE/TE: Critical Thinking: Cause and effect, 156, 398, 407, 454, 470; How the Economy Works, 4, 26, 64, 100, 118, 144, 182, 198, 240, 266, 286, 318, 336, 378, 412, 438, 450, 484 B. Craft and Structure B.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. B.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. B.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. SE/TE: Economic Dictionary, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Section Assessment: Key Terms, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Visual Glossary, p. 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Vocabulary definitions throughout text (examples), 27, 64, 92, 109, 117, 153, 165, 181, 249, 293, 310, 320, 340, 356, 366, 385, 426; TE only: Differentiate: Vocabulary, 60, 66, 137, 151, 167, 170, 210, 218, 231, 285, 294, 295, 382, 458 SE/TE: 21st Century Skills, Social Studies Skills Handbook: Analyze Primary and Secondary Resources, S-10; Document- Based Assessment: Main Points, 47, 157, 215, 245, 333 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook, S-11 4

5 C. Integration of Knowledge and Ideas C.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Visual Glossary, 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Charts, Graphs, and Tables, 12, 14, 16, 17, 21, 24, 31, 38, 40, 41, 42, 46, 54, 57, 66, 70, 74, 76 81, 87, 89, 90, 92, 93, 98, 103, 104, 105, 112, 113, 115, 117, 120, 121, 125, 129, 131, 134, 136, 138, 139, 140, 142, 143, 147, 150, 155, 156, 162, 165, 166, 169, 170, 171, 175, 177, 181, 185, 192, 197, 203, 206, 210, 213, 214, 215, 218, 219, 220, 221, 225, 227, 229, 230, 231, 232, 236, 238, 239, 242, 244, 245, 258, 265, 269, 270, 273, 279, 280, 285, 288, 289, 294, 297, 301, 309, 310, 311, 312, 313, 316, 320, 323, 324, 325, 329, 331, 332, 333, 339, 341, 345, 346, 350, 353, 357, 358, 359, 366, 370, 375, 383, 385, 387, 392, 396, 398, 400, 402, 403, 404, 407, 409, 410, 411, 416, 422, 423, 426, 430, 431, 433, 437, 441, 448, 449, 455, 461, 464, 466, 469, 472, , 482, 483, 488, 489, 493, 597, 500, 509, 510; TE only: Essential Questions Videos: developed by students to explore evolving economic issues. See page 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Economics Online: all print resources are available on CD-ROM and online. See pages 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Differentiate: Graphic Organizer, 10, 63, 143, 165, 366, 373, 379, 484; Extend: Graphic Organizer, 11, 17 5

6 C.8. Assess the extent to which the reasoning and evidence in a text support the author s claims. C.9. Compare and contrast treatments of the same topic in several primary and secondary sources. SE/TE: Quick Write, 424; Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Social Studies Skills Handbook: Compare Viewpoints, S-11 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511 D. Range of Reading and Level of Text Complexity D.10. By the end of grade 10, read and comprehend history/ social studies texts in the grades 9 10 text complexity band independently and proficiently. SE/TE: Case Study, 16, 42, 60, 93,127, 150, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466, 490; Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Innovators, 15, 30, 53, 95, 114, 146, 167, 211, 237, 260, 298, 328, 340, 376, 406, 436, 452, 499 Process and Literacy Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes A.1. Write arguments focused on disciplinespecific content. SE/TE: 21st Century Skills: Writing Skills Handbook, S-5, S-6, S-7; Quick Write, 67, 184, 234, 330, 380, 407, 440, 462, 494; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; TE only: Differentiate: Advertisement, 94, 287; Extend: Write a Critique, 37; Write an Editorial, 206; Write a Letter Editor, 413; Write a Persuasive Essay, 328; Write a Position, 367 6

7 A.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. A.1.b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. A.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. A.1.d Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. A.1.e Provide a concluding statement or section that follows from or supports the argument presented. A.2. Write informative/explanatory texts, including the narration of historic events, scientific procedures/ experiments, or technical processes. SE/TE: 21st Century Skills: Writing Skills Handbook, S-5; Quick Write, 407; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511 SE/TE: 21st Century Skills: Writing Skills Handbook, S-5 - S-7; Quick Write, 407, 440 SE/TE: 21st Century Skills: Writing Skills Handbook, S-7 SE/TE: 21st Century Skills: Writing Skills Handbook, S-5 S-7; Quick Write, 330 SE/TE: 21st Century Skills: Writing Skills Handbook, S-6; Quick Write, 407 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 7, 44, 55, 96, 128, 212, 283, 356; TE only: Differentiate: Write an Essay, 15; Write Explanatory Paragraph, 5, 118, 271; Write a Summary, 497; Extend: Write a Blog, 153, 453; Write a Brochure, 271; Write a Critique, 37; Write a Description, 241; Write an , 282; Write an Essay, 59, 373, 379; Write an Explanation, 427; Write a Report, 299, 321; Write a Summary, 27, 28, 146, 224, 233, 261, 433; Write Explanatory Paragraph, 33 7

8 A.2.a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. A.2.b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate audience s knowledge of the topic. A.2.c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. A.2.d Use precise language and domainspecific vocabulary to manage the complexity of the topic and convey a style appropriate discipline and context as well as expertise of likely readers. A.2.e Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. A.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). A.3. (See note; not applicable as a separate requirement) SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 7, 55 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 55; Quick Write, 7, 55, 283 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 356 SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2 Not applicable according to Common Core State Standards 8

9 B. Production and Distribution of Writing B.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. B.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. B.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8; TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 SE/TE: Essential Question Activity, 46, 156, 274, 472; Quick Write, 7, 55, 508; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S- 7, S-8 SE/TE: Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-4, S- 5; Digital Literacy, S-20, S-21; TE only: Economics Online, 2, 22, 48, 84, 108, 132, 158, 190, 216, 248, 276, 306, 334, 362, 390, 418, 446, 480; WebQuest Online, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510 9

10 C. Research to Build and Present Knowledge C.7. Conduct short as well as more sustained research projects 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. C.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. C.9. Draw evidence from informational texts to support analysis, reflection, and research. SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Extend: Write a Report, 299, 321 SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-5; TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Extend: Write a Report, 299, 321 SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Critical Thinking Section Assessment questions, 322; Quick Write, 7, 96, 154, 162, 184, 255, 283, 300, 440; TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Extend: Write a Report, 299,

11 D. Range of Writing D.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8; TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 PROCESS AND LITERACY SKILLS FOR LEARNING Grades Process and Literacy Standard 1: Reading Skills. The student will develop and demonstrate social studies Common Core reading literacy skills. A. Key Ideas and Details A.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. SE/TE: Case Study, 16, 42, 60, 169, 210, 223, 262, 281, 329, 352, 371, 402, 432, 466; Key Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook, S-10, S-11, S-12, S-13, S-14, S-15, S-16, S-17, S-18 11

12 A.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. A.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. SE/TE: Critical Thinking Terms and Main Ideas Section Assessment, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Critical Thinking Chapter Assessment questions, 46, 186, 274; Analyzing Documents/Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Social Studies Skills Handbook, S-10, S-12; also see: Critical Thinking: Main Ideas, 416 SE/TE: Critical Thinking Section Assessment questions, 414, 424, 428; Critical Thinking Chapter Assessment questions, 46, 274, 302, 416, 510; 21st Century Skills, Social Studies Skills Handbook, S-14, S-15; also see: Critical Thinking: Make Decisions, 12, 20, 61, 72, 122, 242, 244, 472, 494, 510; Take a Position, 462, 494, 508,

13 B. Craft and Structure B.4. 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). B.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute whole. B.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. SE/TE: Economic Dictionary, 3, 8, 13, 23, 29, 35, 39, 49, 56, 62, 68, 85, 91, 97, 109, 116, 123, 133, 141, 148, 159, 164, 174, 180, 191, 196, 202, 208, 217, 226, 235, 249, 256, 264, 277, 284, 291, 307, 315, 323, 335, 344, 349, 363, 369, 375, 381, 391, 399, 408, 419, 425, 429, 435, 447, 455, 463, 481, 487, 495, 501; Section Assessment: Key Terms, 7, 12, 18, 28, 34, 38, 44, 55, 61, 67, 73, 90, 96, 104, 115, 122, 128, 140, 147, 154, 163, 173, , 195, 201, 207, 212, 225, 234, 242, 255, 263, 272, 283, 290, 300, 314, 322, 330, 341, 348, 356, 368, 374, 380, 398, 407, 414, 424, 428, 434, 440, 454, 462, 470, 486, 494, 500, 508; Visual Glossary, p. 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Vocabulary definitions throughout text (examples), 27, 64, 92, 109, 117, 153, 165, 181, 249, 293, 310, 320, 340, 356, 366, 385, 426 TE only: Differentiate: Vocabulary, 60, 66, 137, 151, 167, 170, 210, 218, 231, 285, 294, 295, 382, 403, 458, 465 SE/TE: Document-Based Assessment, 47, 157, 215, 245, 333; 21st Century Skills, Social Studies Skills Handbook: Analyze Primary and Secondary Resources, S-10 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook: Compare Viewpoints, S-11 13

14 C. Integration of Knowledge and Ideas C.7. 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. SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Visual Glossary, 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Charts, Graphs, and Tables, 12, 14, 16, 17, 21, 24, 31, 38, 40, 41, 42, 46, 54, 57, 66, 70, 74, 76 81, 87, 89, 90, 92, 93, 98, 103, 104, 105, 112, 113, 115, 117, 120, 121, 125, 129, 131, 134, 136, 138, 139, 140, 142, 143, 147, 150, 155, 156, 162, 165, 166, 169, 170, 171, 175, 177, 181, 185, 192, 197, 203, 206, 210, 213, 214, 215, 218, 219, 220, 221, 225, 227, 229, 230, 231, 232, 236, 238, 239, 242, 244, 245, 258, 265, 269, 270, 273, 279, 280, 285, 288, 289, 294, 297, 301, 309, 310, 311, 312, 313, 316, 320, 323, 324, 325, 329, 331, 332, 333, 339, 341, 345, 346, 350, 353, 357, 358, 359, 366, 370, 375, 383, 385, 387, 392, 396, 398, 400, 402, 403, 404, 407, 409, 410, 411, 416, 422, 423, 426, 430, 431, 433, 437, 441, 448, 449, 455, 461, 464, 466, 469, 472, , 482, 483, 488, 489, 493, 597, 500, 509, 510 TE only: Essential Questions Videos: developed by students to explore evolving economic issues. See page 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Economics Online: all print resources are available on CD-ROM and online. See pages 10, 32, 50, 86, 110, 135, 161, 204, 228, 250, 292, 308, 344, 365, 393, 420, 459, 502; Differentiate: Graphic Organizer, 10, 63, 143, 165, 366, 373, 379, 484; Extend: Graphic Organizer, 11, 17 14

15 C.8. Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information. C.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. SE/TE: Quick Write, 424; Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Social Studies Skills Handbook: Compare Viewpoints, S-11 SE/TE: Document-Based Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 21st Century Skills, Social Studies Skills Handbook: Analyze Primary and Secondary Resources, S-10; Compare Viewpoints, S- 11 D. Range of Reading and Level of Text Complexity D.10. By the end of grade 12, read and SE/TE: Case Study, 16, 42, 60, 93,127, comprehend history/social studies texts in 150, 169, 210, 223, 262, 281, 329, 352, the grades text complexity band 371, 402, 432, 466, 490; Document-Based independently and proficiently. Assessment, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Global Impact, 6, 52, 178, 200, 222, 271, 321, 367, 457, 505; Innovators, 15, 30, 53, 95, 114, 146, 167, 211, 237, 260, 298, 328, 340, 376, 406, 436, 452,

16 Process and Literacy Standard 2: Writing Skills. The student will develop and demonstrate Common Core social studies writing literacy skills. A. Text Types and Purposes 1. Write arguments focused on disciplinespecific content. a. 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. b. 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 knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. SE/TE: 21st Century Skills: Writing Skills Handbook, S-5, S-6, S-7; Quick Write, 44, 67, 184, 234, 263, 283, 330, 341, 374, 380, 407, 440, 462, 494; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; Essential Question Activity, 46, 442, 472, 510; Critical Thinking Section Assessment questions, 140, 462, 494, 508; Critical Thinking Chapter Assessment questions, 186, 358, 510 TE only: Differentiate: Advertisement, 94, 287; Extend: Write a Critique, 37; Write an Editorial, 206; Write a Letter Editor, 413; Write a Persuasive Essay, 328; Write a Position,

17 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds discipline and context as well as expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 3. (See note; not applicable as a separate requirement) SE/TE: 21st Century Skills, Writing Skills Handbook, S-1, S-2; Quick Write, 7, 44, 55, 96, 128, 212, 283, 356, 494 TE only: Differentiate: Write an Essay, 15; Write Explanatory Paragraph, 5, 118, 271; Write a Summary, 497; Extend: Write a Blog, 153, 453; Write a Brochure, 271; Write a Critique, 37; Write a Description, 241; Write an , 282; Write an Essay, 59, 373, 379; Write an Explanation, 427; Write a Report, 299, 321; Write a Summary, 27, 28, 146, 224, 233, 261, 433; Write Explanatory Paragraph, 33 Not applicable according to Common Core State Standards 17

18 B. Production and Distribution of Writing B.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8 TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 B.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. B.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. SE/TE: Essential Question Activity, 46, 156, 274, 472; Quick Write, 7, 55, 508; 21st Century Skills, Writing Skills Handbook, 5-1, S-2, S-3, S-4, S-5, S-6, S-7, S-8 SE/TE: Essential Question Activity, 20, 46, 74, 106, 130, 156, 186, 244, 274, 302, 332, 358, 388, 416, 442, 472, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-4, S- 5; Digital Literacy, S-20, S-21 TE only: Economics Online, 2, 22, 48, 84, 108, 132, 158, 190, 216, 248, 276, 306, 334, 362, 390, 418, 446, 480; WebQuest Online, 20, 46, 74, 106, 130, 156, 186, 214, 244, 274, 302, 332, 358, 388, 416, 442, 472,

19 B.7. Conduct short as well as more sustained research projects 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. B.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information in text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. B.9. Draw evidence from informational texts to support analysis, reflection, and research. SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322 TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Write a Report, 299, 321 SE/TE: Essential Question Activity, 74, 130, 156, 214, 244, 332, 416, 442, 510; Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, 303, 333, 359, 389, 417, 443, 473, 511; Critical Thinking Section Assessment questions, 322; 21st Century Skills, Writing Skills Handbook, S-2, S-3, S-5 TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Write a Report, 299, 321 SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Critical Thinking Section Assessment questions, 322; Quick Write, 7, 96, 154, 162, 184, 255, 283, 300, 440 TE only: Differentiate: Research, 15, 42, 64, 70, 102, 162, 167, 233, 262, 271, 281, 321, 326, 352, 366, 449; Extend: Research 11, 27, 28, 71, 121, 162, 178, 183, 200, 233, 241, 261, 289, 299, 313, 321, 340, 355, 373, 379, 397, 427, 433, 439, 493; Write a Report, 299,

20 C. Range of Writing C.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. SE/TE: Writing About Economics, 21, 47, 75, 107, 131, 157, 187, 215, 245, 275, Quick Write, 7, 34, 44, 55, 67, 96, 128, 154, 163, 179, 184, 201, 212, 234, 255, 263, 283, 300, 330, 341, 356, 374, 380, 407, 424, 440, 462, 494, 508; Essential Question Activity, 46, 442, 472, 510; Unit Challenges, 82, 188, 246, 304, 360, 444, 512; 21st Century Skills, Writing Skills Handbook, S-1, S-2, S-3, S-4, S-5, S-6, S- 7, S-8 TE only: Extend: Writing, 27, 28, 33, 43, 95, 145, 146, 206, 211, 224, 233, 241, 261, 271, 282, 299, 321, 328, 367, 373, 379, 385, 433, 453; Differentiate: Writing, 5, 15, 118, 271, 485 CONTENT SKILLS Content Standard 1: The student will develop and apply economic reasoning and decision-making skills. 1. Define and apply basic economic concepts of scarcity, surplus, choice, opportunity cost, cost/benefit analysis, risk/reward relationship, incentive, disincentive, and trade-off to a variety of economic situations. 2. Determine appropriate courses of economic actions using a variety of economic reasoning and decision-making models including the PACED Decision- Making Model by using the five step process of P = Stating the PROBLEM, A = Listing the ALTERNATIVES, C = Identifying the CRITERIA, E = EVALUATING the options, based on the criteria, and D = Making a DECISION. SE/TE: Scarcity, 3 4, 7, 9; Surplus, 133, , 145, 297; Opportunity Cost, 9 11, ; Cost/Benefit Analysis, 11 12; Risk, 280, , 295; Incentives, 23, 32, 33, 149, 183, 374; Trade-Off 8 11, 14, 24, 194, 268 SE/TE: Related content, Decision-Making Grid, 11, Figure 1.1 Decision-Making at the Margin, 12, Production Possibilities,

21 Content Standard 2: The student will evaluate how societies answer the three basic economic questions: what goods and services to produce, how to produce them, and for whom are they produced. 1. Compare the world s basic economic systems of market (free enterprise), command, and mixed market economies identifying countries that have adopted each and comparing and contrasting the results those economic systems have produced in those countries as measured by GDP, national prosperity, and individual income and wealth. 2. Describe the role of the factors of production, land, labor, capital, entrepreneurship, and technology in economic systems. SE/TE: Economic Systems, 22; Answering the Three Economic Questions, 23 28; The Free Market, 29 34; Centrally Planned Economies, 35 38; Mixed Economies, 39 45; Chapter Assessment, 46; also see: American Free Enterprise, SE/TE: Scarcity and the Factors of Production, 3 7; Technology and Education, 18 Content Standard 3: The student will explain how prices are set in a market economy using supply and demand graphs and will determine how price provides incentives to buyers and sellers. 1. Analyze how price and non-price factors affect the demand and supply of goods and services available in the marketplace. 2. Explain what causes shortages and surpluses including government imposed price floors, price ceilings, and other government regulations and the impact they have on prices and people s decisions to buy or sell. SE/TE: Combining Supply and Demand, ; Changes in Market Equilibrium, ; The Role of Prices, SE/TE: Reaching Equilibrium, ; Disequilibrium, ; Price Ceilings, ; Price Floors,

22 Content Standard 4: The student will evaluate how changes in the level of competition in different markets affect prices. 1. Explain how competition impacts the free market including the concepts that competition among sellers lowers costs and prices while encouraging increased production and competition among buyers increases prices and the allocation of goods and services to consumers willing and able to pay higher prices. 2. Explain how people s own self-interest, incentives and disincentives influence market decisions. SE/TE: Competition, 33; Imperfect Competition, 154; Market Structure, 158; Perfect Competition, ; Monopolistic Competition and Oligopoly, ; Competition in the Free Market, 33; Wages and Competition, 227; SE/TE: Self-Interest, 33; Incentives, 23, 32, 33, 149, 183, 374 Content Standard 5: The student will describe the role of economic institutions including banks, labor unions, corporations, governments, and not-for-profits in a market economy. 1. Evaluate the impact of government ensuring the protection of private property rights and the rule of law in a market economy. 2. Describe how banks match savers with borrowers and allow people to pool their incomes and provide future income through investing in stocks. 3. Identify how labor unions, corporations, and not-for-profits influence a market economy. SE/TE: Property Rights, 51, 52, 496; Legal Equality, 51 SE/TE: Banking Today, ; Saving and Investing, ; Bonds and Other Financial Assets, ; The Stock Market, SE/TE: Corporations, Mergers, and Multinationals, ; Nonprofit Organizations, ; Labor Market Trends, ; Labor and Wages, , Organized Labor,

23 Content Standard 6: The student will analyze how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. 1. Explain how individuals, businesses and the overall economy benefit from using and saving money. 2. Identify the components of the money supply, the different functions of money, and give examples of each. 3. Explain how the value of money is determined by the goods and services it can buy. SE/TE: Uses of Money, ; Saving and Investing, SE/TE: Money, ; Exchange Rate, ; Money Supply, , 345, 346, 427, 435 SE/TE: Sources of Money s Value, Content Standard 7: The student will evaluate how interest rates impact decisions in the market economy. 1. Analyze the relationship between interest rates and inflation rates. 2. Determine how changes in real interest rates impact people s decisions to borrow money and purchase goods in a market economy. SE/TE: Interest Rates and Inflation, ; Interest Rates and Recessions, 321 SE/TE: Interest Rates, 265, , 270, 272, 274, 287, 317, 321, ; Prime Rate, 435; Interest Rates and Spending, ; Buying a Car, PF32 PF33 Content Standard 8: The student will analyze the role of entrepreneurs in a market economy. 1. Analyze the potential risks and potential gains of entrepreneurs opening new businesses or inventing a new product, and determine the financial and nonfinancial incentives that motivate them. 2. Identify an entrepreneur and describe how his/her decisions affect job opportunities for others. SE/TE: Entrepreneurs, 4 7, 162, , 192 SE/TE: Entrepreneurs, 4 7, 162, , 192; Innovators, 15, 30, 53, 95, 114, 146, 167, 211, 237, 260, 298, 328, 340, 376, 406, 436, 452,

24 Content Standard 9: The student will evaluate the economic role of government in a market economy. 1. Explain the role that government has in dealing with issues such as poverty, pollution, and medical research. 2. Describe the costs and benefits of government assistance programs, education, and other government funded services and projects. SE/TE: Poverty, ; Pollution, 67, 498; Medical Research, 330 SE/TE: Poverty, ; Head Start, 71; Unemployment and Education, ; Paying for Colleges, PF40 PF41 Content Standard 10: The student will examine current economic conditions in the United States. 1. Determine how interest rates, unemployment, Consumer Price Index (CPI), individual savings and debt, government debt, labor supply, and inflation impact current economic conditions in the United States. 2. Explain how these conditions have an impact on consumers, producers, and government policymakers. SE/TE: Labor Market Trends, ; Interest Rates, 265, , 270, 272, 274; Savings and Investing, ; Unemployment, ; Inflation, ; Interest Rates and Inflation, ; Consumer Price Index, 343, 345, 357; Budget Deficits and the National Debt, SE/TE: Labor Market Trends, ; Interest Rates, 265, , 270, 272, 274; Savings and Investing, ; Unemployment, ; Inflation, ; Interest Rates and Inflation, ; Consumer Price Index, 343, 345, 357; Budget Deficits and the National Debt,

25 Content Standard 11: The student will identify Gross Domestic Product (GDP) and Gross National Product (GNP) as basic measures of a nation s economic output and income. 1. Explain GDP and GNP and how they are used to describe economic output over time and compare the GDP of various countries representing free-market, command, and mixed economies. 2. Describe the impact on the economy when GDP and GNP are growing or declining. SE/TE: Gross Domestic Product, 57, , ; Gross National Product, 312 SE/TE: Economic Growth, 57; Gross Domestic Product, ; Gross National Product, 312; Business Cycles, ; Quality of Life, 324; Investments, 325; Inflation, 346; GDP and Fiscal Policy, 396; National Debt, 410 Content Standard 12: The student will explain the role of inflation and unemployment in an economic system. 1. Define inflation and determine how it is measured and the impact it has on different sectors of the United States economy. 2. Define the different types of unemployment and determine how it is measured and the impact it has on different sectors of the United States economy. SE/TE: Inflation, ; Monetary Policy and Inflation, SE/TE: Unemployment, Content Standard 13: The student will identify the potential economic impact of policy changes by the Federal Reserve and the federal government. 1. Compare and contrast fiscal and monetary policy and their impact on the economy. 2. Evaluate the conditions under which the federal government and the Federal Reserve implement expansionary or contractionary policies. SE/TE: Understanding Fiscal Policy, ; Fiscal Policy Options, ; The Federal Reserve System, ; Federal Reserve Functions, ; Monetary Policy Tools, SE/TE: Monetary Policy Tools, ; Monetary Policy and Macroeconomic Stabilization,

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