Economics With Financial Literacy

VolusiaDistrictSocialStudiesOffice
20152016
Social Studies
Curriculum Map
Volusia County Schools
Page1
2102335/NNQ
2102345/NNR
Economics with Financial Literacy
Economics with Financial Literacy

Honors
12th Grade Economics
20152016
UNDERSTANDING THE CURRICULUM MAPS

Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay
and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student
know what you as a teacher are trying to prove. All the measurement topics, curriculum standards and vocabulary that you teach should come back
to the Organizing Principle in some way.
The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created
by the Department of Education.
The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the
standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans,
teacher hints, assessment and activities aligned to Florida Reading and Writing Literacy Standards. These are only examples of some of the items
you can use to teach the unit.
Considering the Next Generation Sunshine State Standards please keep in mind the Department of Education has determined the content that will be
delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy
Standards are complementary to the NGSS standards we are expected to teach. The Florida Literacy alignment is found on the Resource Page with
example activities.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are
designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources to
teach the content and skills. The textbook should be one of the resources used.
The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents; they are
dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.
Scott Hallett
Social Studies Curriculum Specialist
Volusia County Schools
Page2
20152016
Social Studies Curriculum Mapping

-TEACHING WITH A PURPOSE IN MINDNext Generation Sunshine
State Standards
OrganizingPrinciple
(Thesis)
MeasurementTopic
CurriculumStandards(NGSSS)
AcademicLanguage
TeachingResources(Florida
LiteracyStandards)
Assessment
FormativeandSummative
Page3
20152016
.
END OF COURSE EXAM EMPHASIS

The pacing in this document is offered as a suggestion and adds to 77 days. Typically, Volusia Countys first semester is 86 days and the
second semester is 94 days (although senior graduation and testing days will typically reduce that number significantly). The extra days are
built in for reviewing, testing, emphasizing topics of a teachers choosing, etc.
A district EOC will include at least one question on each of the standards below, with an approximate breakdown of the following:
30%
Financial Literacy Emphasis- 3.5 weeks (19 days)

Standard 1
Earning Income (3 days)
Standard 2
Buying Goods and Services (2 days)
Standard 3
Saving (2 days)
Standard 4
Using Credit (4 days)
Standard 5
Financial Investing (5 days)
Standard 6
Protecting and Insuring (3 days)
45%
Microeconomics Emphasis 6.5 weeks (32 days)

Standard 1
Economics Decision Making and Economic Systems (10 days)
Standard 2
Demand, Supply, and Equilibrium (14 days)
Standard 3
Market Structures and Business Organizations (8 days)
25%
Macroeconomics Emphasis- 5.5 weeks (26 days)

Standard 4
Money, Banking, and Finance (6 days)
Standard 5
GDP, Inflation and Unemployment (8 days)
Standard 6
Taxation, Fiscal and Monetary Policy (10 days)
Standard 7
Global Economy and Economic Thought (2 days)
Page4
20152016
HONORS COURSE - Teacher and Student Expectations

Advanced coursework is offered in high school to provide a more rigorous course of study for high school students and to prepare them for advanced work in college. To this end,
Social Studies teachers of Advanced High School courses are expected to utilize a variety of instructional strategies / activities and students are expected to participate in more
rigorous coursework to include the following:
-
Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a
textbook or other resource.
Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction
(remember, its like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each day.
They should be visible and discussed before and after instruction.
Social Studies Literacy Strategies should be utilized regularly (Cornell Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or GSPRITE categorization tools).
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology
affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons and The DBQ Project Lessons).
Students should conduct research projects related to the Social Studies Fair.
Assessment should include both formative assessments and summative assessments. Questions should include Level 1 items that involve low order, foundational
knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.
Writing for Understanding is not only the name of a TCI strategy but is an essential element in the learning process. Students should be engaged in higher order writing on a
regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take
a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and
structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldnt be
assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
Page5
20152016
OrganizingPrinciple1:Understandthefundamentalconceptsrelevanttothedevelopmentofa
marketeconomy.
MeasurementTopics
CurriculumStandards
EconomicDecision
1. Identifythefactorsofproductionandwhytheyarenecessaryforthe
productionofgoodsandservices.
MakingandEconomic
Systems
2. Analyzeproductionpossibilitiescurvestoexplainchoice,scarcity,and
opportunitycosts.
3. Assesstheeconomicimpactofnegativeandpositiveexternalitiesonthe
local,state,andnational(natural)environment.
4. Whenpeopleconsumegoodsandservices,theirconsumptioncanhave
positiveandnegativeeffectsonothers.
5. Comparehowthevariouseconomicsystems(traditional,market,
command,mixed)answerthequestions:(1)Whattoproduce?;(2)How
toproduce?;and(3)Forwhomtoproduce?
6. Constructacircularflowdiagramforanopenmarketeconomyincluding
elementsofhouseholds,firms,government,financialinstitutions,
productandfactormarkets,andinternationaltrade.
7. ComparetheUnitedStateseconomywithotherdevelopedand
developingnations.
8. Researchcontributionsofentrepreneurs,inventors,andotherkey
individualsfromvariousgender,social,andethnicbackgroundsinthe
developmentoftheUnitedStates.
*ThesestandardsfallunderSS.912.E.2andE.3respectively.Becauseoftheir
relevancetothematerialinthisMeasurementTopic,itissuggestedthat
thesebenchmarksareinstructedtogether.
Pacing10days
Benchmarks
SS.912.E.1.1
SS.912.E.1.2
SS.912.E.2.11,
SS.912.FL.2.2
SS.912.E.1.3
SS.912.E.2.12*
SS.912.E.3.5*
SS.912.E.2.3
33.Positive/Negative
Externalities
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Economics
Scarcity
Shortage
Factorsofproduction
Land
Labor
Capital
Physicalcapital
Humancapital
Entrepreneurship
Opportunitycost
Production
possibilitiescurve
Efficiency
Inefficiency
Underutilize
LawofIncreasing
(Opportunity)Costs
Economicsystem
Traditionaleconomy
Marketeconomy
Centrally
planned/command
economy
Mixedeconomy
Specialization
Market
Factormarket
Productmarket
Incentive
Competition
Selfinterest
InvisibleHand
CircularFlowDiagram
Socialism
Communism
Page6
Resources
Textbook
Safari Montage
20152016
EconomicDecisionMakingandEconomicSystems
Economics: Concepts and Choices (Holt McDougal) Chapters 1, 2, & 3
Entrepreneur: http://safari3.volusia.k12.fl.us/SAFARI/montage/play.php?keyindex=85560&location=local&filetypeid=14
Andrew Carnegie: http://safari3.volusia.k12.fl.us/SAFARI/montage/play.php?keyindex=46725&location=local&filetypeid=2
Henry Ford: http://safari3.volusia.k12.fl.us/SAFARI/montage/play.php?keyindex=46841&location=local&filetypeid=2
Madam C.J. Walker:
http://safari2.volusia.k12.fl.us/SAFARI/montage/play.php?keyindex=40402&location=local&filetypeid=2
Websites
EconMovies: Star Wars Basic Economic Concepts (Scarcity, Choices, and Exchange): https://www.youtube.com/watch?v=NpdZSdzymk&index=8&list=PL1oDmcs0xTD9Aig5cP8_R1gzq-mQHgcAH
EconMovies: Monsters, Inc. Production Possibilities Curve: https://www.youtube.com/watch?v=tW4G5IPpzFY
AC/DC Production Possibilities Curve: https://www.youtube.com/watch?v=SJQ56vJoy3Y
Comparing U.S. States to countries: http://www.economist.com/blogs/dailychart/2011/01/comparing_us_states_countries
http://geocurrents.info/geonotes/us-states-renamed-for-countries-with-similar-gdps
List of countries by GDP: http://en.wikipedia.org/wiki/List_of_countries_by_GDP_(nominal)
Interactive slides on many topics: http://reffonomics.com/TRB/INPROGRESS/index12.html
Collection of data sites for use throughout the course: http://www.reffonomics.com/Internetsites.htm
CPALMS Resources
URL: http://www.cpalms.org/Public/search/Resource
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
SS.912.E.1.1 Lesson Plans
SS.912.E.1.3 NA
SS.912.E.2.3 NA
SS.912.E.2.12 NA
SS.912.E.3.5 NA
Teacher Hints
Page7
Have students provide specific examples of land, labor, and capital.

Have students use the PPC to demonstrate scarcity and opportunity cost.
In comparing countries, comparison by GDP is helpful, but teacher will have to give a basic understanding of what GDP is this early on.
Emphasize the concepts of scarcity and opportunity cost.
For SS.912.E.2.3, students can research and report on a variety of past and contemporary economic figuresBill Gates, Steve Jobs, Andrew
Carnegie, John D. Rockefeller, Adam Smith, and others. Textbooks often provide a specific page to individuals or at least a panel on the
textbook page. Also, consider doing this benchmark throughout the semester, rather than in all one go.
Draw and label a circular flow diagram for both a mixed economy and a market economy.
Assessment
Draw and label a production possibilities curve for a simplified economy. Explain the relevant features.
Essay on life within a centrally planned economy detailing lack of choice, innovation, variety, and so forth.
(Holt McDougal) Assessment System
Florida Literacy
Standards
Reading 2, 7
(LAFS.912.RH.1.2)
(LAFS.912.RH.3.7)
Writing 2, 4, 8
(LAFS.1112.WH.1.2)
(LAFS.1112.WH.2.4)
(LAFS.1112.WH.3.8)
Page8
20152016
Activities
Students should read an article of their choice of an entrepreneur and offer a written explanation of why the individual was
successful, citing evidence from the text.
Students should reproduce and explain a PPC and its relevant concepts through both the graph and text.
20152016
marketeconomy.
MeasurementTopics
Demand,Supplyand
Equilibrium
Page9
Pacing14days
CurriculumStandards
Benchmarks
1. Definesupply,demand,quantitysupplied,andquantitydemanded.
Graphicallyillustratesituationsthatwouldcausechangesineach,and
demonstratehowtheequilibriumpriceofaproductisdeterminedbythe
interactionofsupplyanddemandinthemarketplace.
2. Graphandexplainhowfirmsdeterminepriceandoutputthroughmarginal
costanalysis.
3. Describehowtheearningsofworkersaredetermined.
4. Peoplecanmakemoreinformededucation,job,orcareerdecisionsby
evaluatingthebenefitsandcostsofdifferentchoices.
5. Thewageorsalarypaidtoworkersinjobsisusuallydeterminedbythe
labormarket.
6. Diagramandexplaintheproblemsthatoccurwhengovernmentinstitutes
wageandpricecontrols,andexplaintherationaleforthesecontrols.
*ThisstandardislistedunderSS.912.E.2.Becauseofitsrelevancetothe
materialinthisMeasurementTopic,itissuggestedthatthisbenchmarkis
instructedalongside.
SS.912.E.1.4
SS.912.E.1.7
SS.912.E.1.9
SS.912.FL.1.3
SS.912.FL.1.4
SS.912.E.2.4*
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
Demand
Quantitydemanded
LawofDemand
Substitutioneffect
Incomeeffect
Demandschedule
Demandcurve
Ceterisparibus
Normalgood
Inferiorgood
Complements
Substitutes
Elasticityofdemand
Inelastic
Elastic
Totalrevenue(andtotal
revenuetest)
Supply
Quantitysupplied
LawofSupply
Supplyschedule
Supplycurve
Elasticityofsupply
Diminishingmarginal
returns
Fixedcost
Variablecost
Totalcost
Marginalcost
Marginalrevenue
ProfitmaximizingOutput
Subsidy
Excisetax
Regulation
Equilibrium
Shortage
Surplus
Priceceiling
Pricefloor
20152016
Resources
Textbook
Safari Montage
Demand,SupplyandEquilibrium
Economics: Concepts and Choices ( Holt McDougal)- Chapters 4,5,6, & 9.
NA
Websites
EconMovies: Indiana Jones (Demand, Supply, Equilibrium, Shifts):

https://www.youtube.com/watch?v=RP0j3Lnlazs&index=5&list=PL1oDmcs0xTD9Aig5cP8_R1gzq-mQHgcAH
AC/DC Demand and Supply:
http://www.youtube.com/watch?v=sLkUlcsBy0g&safety_mode=true&persist_safety_mode=1&safe=active
Interactive slides on many topics: http://www.reffonomics.com/TRB/INPROGRESS/Microeconomicsindex.html
Welkers Wikinomics (advanced level video lessons on a variety of topics): http://www.econclassroom.com/?cat=98
CPALMS Resources
Instructions:
7. Click Search
SS.912.E.1.7 NA
SS.912.E.2.4 NA
SS.912.FL.1.3 NA
SS.912.FL.1.4 NA
Students will identify with demand rather easily, but sometimes struggle with supply.
Save the math on elasticity for honors level students if you do it at all. The concepts behind elasticity and total revenue are
more important in understanding price determination.
Marginal analysis is about how businesses decide how much to produce and how much to charge. Make this a step by step
process as you go through examples and tables from fixed, variable, and total costs.
On marginal analysis, emphasize the profit-maximization rule, that is, profit is maximized where marginal revenue equals
marginal cost. Oftentimes, you will see tables that will list the same amount of profit for two different levels of production
(e.g., for 8 workers, marginal cost = $12 and marginal revenue = $20, with a profit of $807; for 9 workers, marginal cost = $20
and marginal revenue = $20, with a profit of $807). The reason why profit is maximized where MC = MR is because the fixed
costs are now spread out over a larger amount of revenue gained. When that happens, total cost per unit goes down and profits
go up. Teachers will return to this idea when they teach economies of scale with monopolies.
For more information, go to https://www.boundless.com/economics/firms-in-competitive-markets/maximized-profit-andsupply/example-firm-s-decision-on-maximizing-profit/.
Teacher Hints
Page10
20152016
Create a demand/supply schedule and graph, demonstrating the laws of demand and supply. Indicate the best selling price as
Assessment
well as levels of elasticity.
Identify on a demand/supply graph where a price ceiling and a price floor would be in relation to equilibrium, and give an
example of each.
Using marginal cost analysis complete a production cost schedule and indicate where optimal level of production would be.
(Holt McDougal) Assessment System
Florida Literacy
Standards
Reading 1,7
(LAFS.1112.RH.1.1)
(LAFS.1112.RH.3.7)
Writing1,3
(LAFS.1112.WH.1.1)
(LAFS.1112.WH.1.3)
Page11
Activities
Create human supply and demand graphs with your students and give them scenarios that would indicate shifts of either
one. Students should indicate what happened to price and quantity, and what specifically caused the shift of supply
and/or demand.
Students could then write a business plan considering the scenarios from the above activity.
20152016
marketeconomy.
MeasurementTopics
CurriculumStandards
MarketStructuresand 1. Comparethebasiccharacteristicsofthefourmarketstructures
BusinessOrganizations
(monopoly,oligopoly,monopolisticcompetition,perfectcompetition).
2. Explainwaysfirmsengageinpriceandnonpricecompetition.
3. Examinethebenefitsofnaturalmonopoliesandthepurposesof
governmentregulationofthesemonopolies.
4. Comparedifferentformsofbusinessorganizations.
5. Aneconomicroleforgovernmentexistsifindividualsdonothave
completeinformationaboutalternativeinvestmentsoraccessto
competitivefinancialmarkets.
*ThisstandardislistedunderSS.912.E.2becauseofitsrelevancetothe
materialinthisMeasurementTopic,itissuggestedthatthisbenchmarkis
instructedalongside.
Page12
Pacing8days
Benchmarks
SS.912.E.1.6
SS.912.E.1.8
SS.912.E.2.6*
SS.912.E.1.5
SS.912.FL.5.11
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Perfectcompetition
Commodity
Barrierstoentry
Monopoly
Economiesofscale
Naturalmonopoly
Patent
Copyright
Trademark
Franchise
Pricediscrimination
Nonpricecompetition
Marketpower
Monopolistic
competition
ProductDifferentiation
Oligopoly
Collusion
Cartel
Predatorypricing
Antitrustlaws
Trust
Merger
Regulation/deregulation
Businessorganization
Soleproprietorship
Partnership
Generalpartnership
Limitedpartnership
Limitedliability
Corporation
Resources
Textbook
Safari Montage
Websites
20152016
MarketStructuresandBusinessOrganizations
Economics: Concepts and Choices (Holt McDougal)- Chapters 7 & 8
Commanding Heights: The Battle of Ideas: Vol. 1, Ch. 14:
http://vsod.volusia.k12.fl.us/SAFARI/montage/play.php?keyindex=49343&location=local&chapterskeyindex=65326&play=1
EconMovies: The Dark Knight (Oligopolies and Game Theory):
https://www.youtube.com/watch?v=JMq059SAQXM&index=1&list=PL1oDmcs0xTD9Aig5cP8_R1gzq-mQHgcAH
Business Organizations Song: https://www.youtube.com/watch?v=5BsOF1uJZnQ
Florida Department of Corporations: http://www.sunbiz.org/
Market Structures Song: https://www.youtube.com/watch?v=qqWiaTA3PMU
Interactive slides on many topics: http://www.reffonomics.com/TRB/INPROGRESS/Microeconomicsindex.html
Welkers Wikinomics-advanced level video lessons on a variety of topics: http://www.econclassroom.com/?cat=98
CPALMS Resources
Instructions:
11. Click Search
SS.912.E.1.5 NA
SS.912.E.1.6 NA
SS.912.E.1.8 NA
SS.912.E.2.6 NA
SS.912.FL.5.11 NA
Teacher Hints
Assessment
Page13
Reference supply and demand graphs when working with market structures as an applied review of previous
Measurement Topic.
When teaching about business organizations, show students how to file a business through http://www.sunbiz.org.
Using ads from either newspaper, the internet, or other sources show examples of how companies use price and non-price
competition, as well as choosing one example for each of the four major market structures.
Find an example of a proposed merger that was blocked by the government, and explain the likely reasons it was not
allowed.
Given the characteristics of a new business start-up, explain which type of business organization should be chosen, and the
advantages and disadvantages of that choice.
( Holt McDougal) Assessment System.
Florida Literacy
Standards
Reading 9
(LAFS.1112.RH.3.9)
20152016
Activities
Students should have the opportunity to read and discuss the differences amongst business organizations including sole
proprietorship, partnership and corporations.
Writing 1, 2, 10
(LAFS.1112.WH.1.1) Students can write an essay adopting a business organization (sole proprietorship, partnership, and corporation) for their very
(LAFS.1112.WH.1.2) own business. Have them explain the advantages and disadvantages of the organization, and how it applies to the business
(LAFS.1112.WH.4.10) they are creating citing textually based evidence.
Page14
marketeconomy.
Measurement
CurriculumStandards
Topics
Money,
1. Explainthebasicfunctionsandcharacteristicsofmoney,anddescribethe
Bankingand
compositionofthemoneysupplyintheUnitedStates.
Finance
2. DescribetheorganizationandfunctionsoftheFederalReserveSystem.
3. Governmentagenciessuperviseandregulatefinancialinstitutionstohelpprotect
thesafety,soundness,andlegalcomplianceofthenationsbankingandfinancial
system.
4. TheSecurityandExchangeCommission(SEC),theFederalReserve,andother
governmentagenciesregulatefinancialmarkets.
Page15
20152016
Pacing6days
Benchmarks
SS.912.E.1.13
SS.912.E.2.10
SS.912.FL.3.5
SS.912.FL.5.12
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Money
Mediumofexchange
Unitofaccount
Storeofvalue
Currency
Commoditymoney
Representativemoney
Fiatmoney
Centralbank
Memberbank
FederalReserveSystem
FederalDeposit
InsuranceCorporation
(FDIC)
Moneysupply
M1
M2
Liquidity
Demanddeposit
Requiredreserveratio
Default
Mortgage
Financialsystem
Financialintermediary
Resources
Textbook
Safari Montage
Websites
CPALMS Resources
20152016
Money,BankingandFinance
Economics: Concepts and Choices (Holt McDougal)- Chapters 10 & 11
Dow and Jones: Wizards of Wall Street:
http://safari3.volusia.k12.fl.us/SAFARI/montage/play.php?keyindex=47015&location=local&filetypeid=2
Dollars and Cents: http://www.frbatlanta.org/pubs/dollarscents/
Katrina and Personal Finance: http://www.frbatlanta.org/forms/katrina.cfm
Florida Council on Economic Education: http://www.fcee.org/
Council for Economic Education: http://www.councilforeconed.org/
EconEdLink: http://www.econedlink.org/
Instructions:
15. Click Search
SS.912.E.1.13 NA
SS.912.FL.2.10 NA
SS.912.FL.3.5 NA
SS.912.FL.5.12 NA
Katrina and Personal Finance is a free DVD provided by the Federal Reserve and shows students affected by Katrina and how
their personal financial habits changed since Katrina. It emphasizes more than just financial responsibility in terms of fiscal
health; rather, it gives students an understanding of why financial responsibility is a good idea so that when the worst happens,
they can be prepared. Free lesson plans and DVD available from the link above.
Florida Council on Economic Education is based out of the Stavros Center for Economic Education at University of South
Florida. It is an amazing resource and is the only economic education center in the country aimed at providing materials for
elementary and secondary education, rather than adult or college education. They sponsor the Stock Market Challenge, and
offer a variety of publications. One of the free publications they offer is Financial Freedom, a small workbook that students
can use through the semester to learn how to buy a house, dealing with student loans, and more.
Council for Economic Education is another great resource to use, although their resources are not free. One product that they
do sell is Virtual Economics, which is an electronic copy of all of their publications. It is $99.95 for the CD-ROM/USB drive,
but it is worth the materials you get in return.
Teacher Hints
Assessment
Page16
Create a chart, diagram, or drawing showing the characteristics of commodity, representative, and fiat money.
Choose the best investment options relative to risk and return, based on given personal characteristics such as age,
income, and financial goals.
( Holt McDougal) Assessment System.
Florida Literacy
Standards
Reading 7, 9
(LAFS.1112.RH.3.7)
(LAFS.1112.RH.3.9)
Writing 8, 10
(LAFS.1112.WH.3.8)
(LAFS.1112.WH.4.10)
20152016
Activities
Students should read articles about different types of investment responding to a prompt allowing them to support their
response with textually based evidence.
Students can create an investment portfolio with a written component. The written component will be an
explanation/justification to the instructor of why they believe their investment portfolio will be successful by citing
textually based evidence
Page17
20152016
OrganizingPrinciple5:Understandthefundamentalconceptsrelevanttotheinstitutions,
structure,andfunctionsofanationaleconomy.
MeasurementTopics
GDP,Inflationand
Unemployment
Page18
Pacing8days
CurriculumStandards
Benchmarks
1. Examinethefourphasesofthebusinesscycle(peak,contraction
unemployment,trough,expansioninflation).
2. Analyzehowcapitalinvestmentsmayimpactproductivityandeconomic
growth.
3. Identifytheimpactofinflationonsociety.
4. Demonstratetheimpactofinflationonworldeconomies.
5. Examinetherealinterestratewhichtakesinflationintoaccount.
6. Analyzethedifferencesbetweentherealinterestrateandnominal
interestrate.
7. Moneyreceived(orpaid)inthefuturecanbecomparedtomoneyheld
todaybydiscountingthefuturevaluebasedontherateofinterest.
*ThesestandardsfallunderSS.912.E.1andE.3respectively.Becauseof
theirrelevancetothematerialinthisMeasurementTopic,itissuggested
thatthesebenchmarksareinstructedtogether.
**ThesearestandardsthathavebeenaddressedinpreviousMeasurement
Topics,andarerelevantforreview/instructioninthisone.
SS.912.E.1.12*
SS.912.E.2.5
SS.912.E.2.7
SS.912.E.3.1*
SS.912.FL.3.2
SS.912.FL.3.3
SS.912.FL.3.4
SS.912.E.1.4**
SS.912.E.2.12**
35.Costpushtheory
36. Wageprice
spiral
37. Deflation
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
Grossdomesticproduct
(GDP)
Intermediategoods
NominalGDP
RealGDP
(Aggregate)Pricelevel
Aggregatesupply
Aggregatedemand
Businesscycle
Expansion
Peak
Contraction
Trough
Recession
Depression
Stagflation
Leadingeconomic
indicators
RealGDPpercapita
Unemployment
Frictional
unemployment
Seasonal
unemployment
Structural
unemployment
Cyclicalunemployment
Unemploymentrate
Fullemployment
Underemployment
Discouragedworker
Inflation
Purchasingpower
CPI/priceindex
Marketbasket
Inflationrate
Hyperinflation
Quantitytheory
Demandpulltheory
Resources
Textbook
Safari Montage
Websites
CPALMS Resources
20152016
GDP,InflationandUnemployment
Economics: Concepts and Choices ( Holt McDougal)- Chapters 12 & 13
Dow and Jones: Wizards of Wall Street, Ch. 6:
EconMovies: Back to the Future (Nominal vs. Real, Unemployment, Inflation):
https://www.youtube.com/watch?v=3GTgniuxA50&index=3&list=PL1oDmcs0xTD9Aig5cP8_R1gzq-mQHgcAH
EconMovies: Cars (GDP, Recession, Fiscal Policy):
https://www.youtube.com/watch?v=SYFYla1H7KE&index=4&list=PL1oDmcs0xTD9Aig5cP8_R1gzq-mQHgcAH
Inflation: https://www.youtube.com/watch?v=dYtWJI4_c7o
Bureau of Labor Statistics: http://www.bls.gov/
Bureau of Economic Analysis: http://www.bea.gov/
Global Rates of Inflation: http://data.worldbank.org/indicator/FP.CPI.TOTL.ZG
Federal Reserve Economic Data (FRED): http://research.stlouisfed.org/fred2/
http://en.wikipedia.org/wiki/Economy_of_the_United_States
Instructions:
19. Click Search
SS.912.E.2.5 NA
SS.912.E.2.12 - NA
SS.912.E.3.1 NA
SS.912.FL.3.2 NA
SS.912.FL.3.3 NA
SS.912.FL.3.4 NA
Teacher Hints
Assessment
Page19
The three leading economic indicators, GDP, unemployment, and inflation are related to one another, and that
relationship should be emphasized to students.
Term Project: Students create their own shopping basket of goods to track over course of semester. Determine change
in CPI and inflation rate.
After researching, students will diagram the business cycle over the past 10 years noting GDP and unemployment trends.
(Holt McDougal) Assessment System.
Florida Literacy
Standards
Reading 1, 2
(LAFS.1112.RH.1.1)
(LAFS.1112.RH.1.2)
20152016
Activities
Use a newspaper article announcing the unemployment numbers for a given period. Have students analyze how those
numbers apply to the overall economy with reference to GDP (production).
Students can use the information/data they gathered from the newspaper article to formulate a plan to decrease
unemployment.
Page20
20152016
OrganizingPrinciple6:Understandthefundamentalconceptsrelevanttotheinstitutions,structure,
andfunctionsofanationaleconomy.
MeasurementTopics
Taxation,andFiscal
andMonetaryPolicy
CurriculumStandards
Benchmarks
1. IdentifyandexplainthesevenbroadgoalsoftheU.S.economicsystem.
(Freedom,Efficiency,Equity,Security,Growth,PriceStability,Full
Employment)
2. Explaintheuseoffiscalpolicy(taxation,spending)topromoteprice
stability,fullemployment,andeconomicgrowth.
3. ExplainhowtheFederalReserveusesthetoolsofmonetarypolicy
(discountrate,reserverequirement,openmarketoperations)topromote
pricestability,fullemployment,andeconomicgrowth.
4. Differentiatebetweendirectandindirecttaxes,anddescribethe
progressivityoftaxes(progressive,proportional,regressive).
5. Analyzehowchangesinfederalspendingandtaxationaffectbudget
deficitsandsurplusesandthenationaldebt.
6. DescribetheorganizationandfunctionsoftheFederalReserveSystem.
7. Useadecisionmakingmodeltoanalyzeapublicpolicyissueaffectingthe
student'scommunitythatincorporatesdefiningaproblem,analyzingthe
potentialconsequences,andconsideringthealternatives.
8. Pricesoffinancialassetsareaffectedbyinterestrates,domestic
conditions,internationalconditions,monetarypolicy,andfiscalpolicy.
9. Taxesarepaidtofederal,state,andlocalgovernmentstofund
governmentgoodsandservices.Majortypesoftaxesareincometaxes,
payroll(SocialSecurity)taxes,propertytaxes,andsalestaxes.
SS.912.E.2.1
SS.912.E.1.10*
SS.912.E.1.11*
SS.912.E.2.8
SS.912.E.2.9
SS.912.E.2.10
SS.912.E.2.2
SS.912.FL.5.8
SS.912.FL.1.6
*ThesestandardsfallunderSS.912.E.1andE.3respectively.Becauseoftheirrelevancetothematerialin
thisMeasurementTopic,itissuggestedthatthesebenchmarksareinstructedtogether.
**ThisisastandardthathasbeenaddressedinapreviousMeasurementTopic,andisrelevantfor
review/instructioninthisone.
Page21
Pacing10days
SS.912.E.1.4**
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
Tax
Revenue
Taxbase
Individualincometax
Salestax
Propertytax
Corporateincometax
Proportionaltax
Progressivetax
Regressivetax
Taxincidence
Withholding
Taxreturn
Taxableincome
Exemption
Deduction
FederalInsurance
ContributionsAct(FICA)tax
SocialSecurity
Medicare/Medicaid
Estatetax
Gifttax
Tariffs
Taxincentive
Mandatoryspending
Discretionaryspending
Entitlementprograms
Fiscalpolicy
Monetarypolicy
Automaticstabilizer
Multipliereffect
Balancedbudget
Budgetsurplus/deficit
Nationaldebt
Classicaleconomics
Keynesianeconomics
Supplysideeconomics
Demandsideeconomics
Monetarism
Resources
Textbook
Safari Montage
Websites
20152016
Taxation,andFiscalandMonetaryPolicy
Economics: Concepts and Choices ( Holt McDougal) Chapters 14,15, & 16
Commanding Heights: The Battle of Ideas: Vol. 1 Ch. 6
EconMovies: Cars (GDP, Recession, Fiscal Policy):
https://www.youtube.com/watch?v=SYFYla1H7KE&index=4&list=PL1oDmcs0xTD9Aig5cP8_R1gzq-mQHgcAH
Internal Revenue Service: http://www.irs.gov/
Expansionary Fiscal Policy: https://www.youtube.com/watch?v=QHqoxNOYIOo
Federal Reserve Bank of Atlanta: http://www.frbatlanta.org/
Federal Reserve Structure: http://www.frbatlanta.org/pubs/frstructurefunctions/
Federal Reserve System Publications Catalog:
https://www.newyorkfed.org/publications/frame1.cfm?cmdBrowseType=Publications
Keynes-Hayek rap Fear The Boom and Bust http://econstories.tv/fear-the-boom-and-bust/
Interactive slides on many topics: http://www.reffonomics.com/TRB/INPROGRESS/Macroeconomics1.html
CPALMS Resources
Instructions:
23. Click Search
SS.912.E.1.10 NA
SS.912.E.1.11 NA
SS.912.E.2.8 - NA
SS.912.E.2.9 NA
SS.912.E.2.10 NA
SS.912.E.2.11 NA
SS.912.E.3.4 - NA
SS.912.FL.1.16 NA
SS.912.FL.5.12 NA
SS.912.FL.2.2 NA
SS.912.FL.5.8 NA
Page22
20152016
The Federal Reserve has enormous amounts of publications regarding monetary policy, macroeconomics, personal finance and
Teacher Hints
more. The Jacksonville Branch of the Federal Reserve Bank of Atlanta is extremely active in outreach to schools. For information
on tours or publications, you can contact Leslie Mann at (904) 632-1000.
Assessment
Florida Literacy
Standards
Reading 1,4
(LAFS.1112.RH.1.1)
(LAFS.1112.RH.2.4)
Writing 4, 6
(LAFS.1112.WH.2.4)
(LAFS.1112.WH.2.6)
Small Group Assessment: Given a particular economic climate, (recession/inflationhigh/low unemploymentslow/fast rising
GDP) students will present appropriate fiscal or monetary policy using charts, diagrams, and graphs to demonstrate desired results.
After reading sections on progressive, proportional, and regressive taxes and using given IRS statistics on the U.S. federal income
tax, students will debate the fairness of our current system.
Activities
Students should read the different schedules concerning taxes and summarize key points.
Have students complete a 1040 with a mock W2 form. Students should offer a written explanation to support the decisions
they make.
Forms are available at http://www.irs.gov.
Page23
20152016
OrganizingPrinciple7:UnderstandthefundamentalconceptsandinterrelationshipsoftheUnited
Stateseconomyintheinternationalmarketplace
MeasurementTopics
GlobalEconomyand
EconomicThought
CurriculumStandards
1. Examineabsoluteandcomparativeadvantage,andexplainwhymosttrade
occursbecauseofcomparativeadvantage.
2. Discusstheeffectofbarrierstotradeandwhynationssometimeserect
barrierstotradeorestablishfreetradezones.
3. Assesstheeconomicimpactofnegativeandpositiveexternalitiesonthe
international(natural)environment.
4. Differentiateanddrawconclusionsabouthistoricaleconomicthought
theorizedbyeconomists.
*IfSS.912.E.3.1,3.4and/or3.5havenotbeencoveredinprevioussections,
thiswouldbetheappropriateplacetocoverthem.However,giventheir
relevancetotheprevioustopics,itissuggestedthattheteacherinstructthose
benchmarkswiththosetopics.
Pacing2days
Benchmarks
SS.912.E.3.2
SS.912.E.3.3
SS.912.E.3.4
SS.912.E.3.6
SS.912.E.3.1*
SS.912.E.3.5*
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Absoluteadvantage
Comparativeadvantage
LawofComparative
Advantage
Export
Import
Tradebarrier
Embargo
Importquota
Customsduty
Tradewar
Protectionism
Infantindustry
WorldTrade
Organization(WTO)
EuropeanUnion(EU)
MERCOSUR
NAFTA
Page24
Resources
Textbook
Safari Montage
Websites
20152016
GlobalEconomyandEconomicThought
Economics: Concepts and Choices Holt McDougal Chapter 17
The Global Economy:
http://vsod.volusia.k12.fl.us/SAFARI/montage/play.php?keyindex=30929&location=local&filetypeid=2
60 Second Adventures in Economics: https://www.youtube.com/watch?v=LCRNI04tnN8
Absolute and Comparative Advantage: https://www.youtube.com/watch?v=Vvfzaq72wd0
European Union: http://europa.eu/index_en.htm
World Trade Organization: http://www.wto.org/
NAFTAOffice of the United States Trade Representative: http://www.ustr.gov/trade-agreements/free-tradeagreements/north-american-free-trade-agreement-nafta
CPALMS Resources
Instructions:
27. Click Search
SS.912.E.3.1 NA
SS.912.E.3.2 NA
SS.912.E.3.3 NA
SS.912.E.3.4 NA
SS.912.E.3.5 NA
SS.912.E.3.6 - NA
Teacher Hints
Return to concept of opportunity costs to help students understand the Theory of Comparative Advantage.
Use U.S. Census bureau for articles and statistics on U.S./Foreign trade.
http://www.census.gov/foreign-trade/index.html
Assessment
Analyzing two countrys production of two different products, determine which has an absolute and comparative
advantage for each.
Students will research and report on the current U.S trade policy with Cuba.
Page25
Florida Literacy
Standards
Reading 1,2,8
(LAFS.1112.RH.1.1)
(LAFS.1112.RH.1.2)
(LAFS.1112.RH.3.8)
Writing 1,7,9
(LAFS.1112.WH.1.1)
(LAFS.1112.WH.3.7)
(LAFS.1112.WH.3.9)
20152016
Activities
David Ricardo: The Theory of Comparative Advantage. Students will read article in text and understand how Ricardos
theories of why nations should trade differed from the prevailing views of that time.
After researching U.S./Cuba trade relations, students should write on the post embargo economic consequences for both
countries.
Page26
20152016
OrganizingPrinciple8:FinancialLiteracyandConsumerEconomics
MeasurementTopic
EarningIncome
Page27
CurriculumStandards
1.NonIncomefactorscaninfluencewhichjobs/careerspeoplechoose.
2.Thepossiblebenefitsofeducation/trainingmustbeweighedagainstthe
immediatecosts.
3.Peoplemakemoreinformededucation,job,orcareerdecisionswhenthey
evaluatethecostsandbenefitsofdifferentchoices.
4.Changesineconomicconditionsorthelabormarketcancausechangesin
aworkersincomeorcauseunemployment.
5.Differentsourcesandamountsofincomeaswellasdifferenttypesand
amountsofspendingaffectthetypesandamountsoftaxespaid.
Resources:TheBudgetProject,JuniorAchievement,FoundationsinPersonal
FinancesandEverFi
Pacing3days
Benchmarks
SS.912.FL.1.1
SS.912.FL.1.2
SS.912.FL.1.3
SS.912.FL.1.5
SS.912.FL.1.7
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
Salary
Wages
Benefits
LaborMarket
Employment
CostBenefitAnalysis
SocialSecurity
Propertytaxes
SalesTaxes
Resources
CPALMS Resources
20152016
EarningIncome
Instructions:
3. Click Search
SS.912.FL.1.1 NA
SS.912.FL.1.2 NA
SS.912.FL.1.3 NA
SS.912.FL.1.4 NA
SS.912.FL.1.5 NA
SS.912.FL.1.6 NA
Page28
20152016
FinancialLiteracyandConsumerEconomics
MeasurementTopic
BuyingGoodsand
Services
Page29
Pacing2days
CurriculumStandards
1.Beforepurchasingagood,consumersshouldconsideritsfeatures,
durabilityandmaintenancecosts.
2.Consumerscanbeinfluencedbyagoodorservicespricing.
3.Consumersshouldthoroughlyresearchgoodsandservicesbeforemaking
purchases.Someresearchmightincuracost,whichshouldbeweighed
againstitspossiblebenefits.
4.Peoplemaygainsatisfactionfromdonatingmoneytocharitableornot
forprofitorganizations.
5.Governmentsestablishlawsandinstitutionstoprovideconsumerswith
informationaboutgoodsorservicesandtoprotectconsumersfromfraud.
6.Consumerdecisionsareinfluencedbyprices,pricesof
alternatives/substitutes,incomeandotherpreferences.
7.Constructaoneyearbudgetplanforaspecificcareerpathincluding
expensesandconstructionofacreditplanforpurchasingamajoritem.
Resources:TheBudgetProjectSL1:BudgetBasics,TheBudgetProjectQuiz
1:BudgetBasics,TheBudgetProjectInteractiveExperience,Junior
Achievement,FoundationsinPersonalFinanceandEverFi
Benchmarks
SS.912.FL.2.3
SS.912.FL.2.4
SS.912.FL.2.5
SS.912.FL.2.6
SS.912.FL.2.7
SS.912.FL.2.1
SS.912.E.1.16
AcademicLanguage
1.DurableGoods
2.Nondurable
3.CostBenefitAnalysis
4.Charity
5.Notforprofit
6.Fraud
7.Credit
8.Budget
Resources
CPALMS Resources
20152016
BuyingGoodsandServices
Instructions:
3. Click Search
SS.912.FL.2.1 NA
SS.912.FL.2.2 NA
SS.912.FL.2.3 NA
SS.912.FL.2.4 NA
SS.912.FL.2.5 NA
SS.912.FL.2.6 NA
SS.912.FL.2.7 NA
Page30
20152016
MeasurementTopic
Saving
Pacing2days
CurriculumStandards
1.Peoplemustweighthecostsandbenefitsofspendingintheshortterm
versussavingforthelongterm.
2.Governmentpoliciescreateincentivesanddisincentivesthatcaninfluence
howmuchpeoplesave.
3.Employerbenefitprogramscaninfluencehowmuchpeoplesave.
Resources:TheBudgetProjectSL4:Savings,TheBudgetProjectQuiz4:
Savings,TheBudgetProjectInteractiveExperience,JuniorAchievement,
FoundationsinPersonalFinancesandEverFi
Page31
Benchmarks
SS.912.FL.3.1
SS.912.FL.3.6
SS.912.FL.3.7
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
Savings
Interestrate
401K
403B
Annuity
MutualFund
TraditionalIRA
RothIRA
Educationsavings
account
Resources
CPALMS Resources
20152016
Savings
Instructions:
3. Click Search
SS.912.FL.3.1 NA
SS.912.FL.3.6 NA
SS.912.FL.3.7 NA
Page32
20152016
MeasurementTopic
Pacing4days
CurriculumStandards
1.Consumersshouldcomparethecostofcreditbyconsideringannualpercentage
rate(APR),initialfees,latepaymentfees,annualfeesandmissedpaymentcharges.
2.Financialinstitutionssometimescompetebyofferinglowintroductorycredit
ratesthatincreasesatasetlaterdateorafteralate/missedpayment.
3.Loanscanbeeithersecuredorunsecuredwithcollateral.
4.Downpaymentsonaloangiveborrowersanequitystakeinthetransaction
whichreducesnotonlytheprincipalbeingborrowedbutalsotherisktothelender
whichcanresultinalowerinterestrate.
5.Lendersdetermineeligibilityandinterestrateslargelybaseduponthepayment
historyofloanapplicantswhichcanbeobtainedviacreditreports.
6.CreditBureausarebusinessesthatcalculate/compileratingsofloanapplicants
calledacreditscoreandprovidethemtolenders.
7.Anapplicantscreditscorecanalsobeusedbyprospectiveemployers,landlords,
insurancecompaniesandevenutilitycompanies.
8.Failuretorepayaloanhassignificantconsequencesforborrowerssuchas
negativeentriesontheircreditreport,repossessionofproperty(collateral),
garnishmentofwages,andtheinabilitytoobtainfutureloans.
9.Consumerswhohavedifficultyrepayingdebtcanseekassistancethroughcredit
counselingservicesand/orbynegotiatingdirectlywiththeirlenders.
10.Inextremecases,bankruptcymaybeanoptionforborrowerswhoareunableto
repaytheirloans.Whilebankruptcyhasbenefits,italsohassignificantlongterm
costs.
11.Mortgagesareapopulartypeofloanforpeoplebuyinghomesorothertypesof
realestate.
12.Therearelawsinplacetoprotectconsumerswhousecredit.
13.Consumersareentitledtoanannualfreecopyoftheircreditreport.
UsingCredit
Benchmarks
SS.912.FL.4.1
SS.912.FL.4.2
SS.912.FL.4.3
SS.912.FL.4.4
SS.912.FL.4.5
SS.912.FL.4.6
SS.912.FL.4.7
SS.912.FL.4.8
SS.912.FL.4.9
SS.912.FL.4.10
SS.912.FL.4.11
SS.912.FL.4.12
SS.912.FL.4.13
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
APR
LateFees
Collateral
DownPayment
Equity
EquityStake
Principal
CreditScore
Bankruptcy
Mortgages
AmortizationSchedule
CreditReport
SecuredLoan
UnsecuredLoan
CreditCard
Interest
Simpleinterest
Compoundinterest
Resources:TheBudgetProjectSL2:ConsumerCredit,TheBudgetProject
Quiz2:ConsumerCredit,TheBudgetProjectSL5:Mortgages,TheBudget
ProjectQuiz5:Mortgages,TheBudgetProjectInteractiveExperience,Junior
Achievement,FoundationsinPersonalFinancesandEverFi
Page33
Resources
CPALMS Resources
20152016
UsingCredit
Instructions:
3. Click Search
SS.912.FL.4.1 NA
SS.912.FL.4.2 NA
SS.912.FL.4.3 NA
SS.912.FL.4.4 NA
SS.912.FL.4.5 NA
SS.912.FL.4.6 NA
SS.912.FL.4.7 NA
SS.912.FL.4.8 NA
SS.912.FL.4.9 NA
SS.912.FL.4.10 NA
SS.912.FL.4.11 NA
SS.912.FL.4.12 NA
SS.912.FL.4.13 NA
Page34
20152016
MeasurementTopics
FinancialInvesting
Pacing5days
CurriculumStandards
Benchmarks
1. Analyze the impact of tax rates on different types of investment products

2.Calculating the rate of return for investment products
3.The influence of investor trading within the financial markets
4.Comparison of risk vs rate of return for investment products.
5.Calculate the short, intermediate and long term rate of return for investment
products.
6.Analyze diversification vs risk factors of investment products.
7.Research the impact of financial news to changes in price of financial
assets.
8.Evaluate investor rationale in the purchasing and selling of investment
products.
9.Analyze investment decision making, risk and return on investment based
on age.
10. Compare credit, savings, and investment services available to the consumer
from financial institutions.
11. Describe the risk and return profiles of various investment vehicles and the
importance of diversification.
SS.912.FL.5.1
SS.912.FL.5.2
SS.912.FL.5.3
SS.912.FL.5.4
SS.912.FL.5.5
SS.912.FL.5.6
SS.912.FL.5.7
SS.912.FL.5.9
SS.912.FL.5.10
SS.912.E.1.14
SS.912.E.1.15
AcademicLanguage
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Investment
Taxrates
Inflationrates
Stocks
Bonds
Dividends
MutualFund
BlueChip
Portfolio
Asset
Resources:TheBudgetProjectSL6:Bonds,TheBudgetProjectQuiz6:Bonds,
TheBudgetProjectSL7:Stocks,TheBudgetProjectQuiz7:Stocks,The
BudgetProjectInteractiveExperience,JuniorAchievement,Foundationsin
PersonalFinancesandEverFi
Page35
Resources
CPALMS Resources
20152016
FinancialInvesting
Instructions:
3. Click Search
SS.912.E.1.15 NA
SS.912.FL.5.1 NA
SS.912.FL.5.2 NA
SS.912.FL.5.3 NA
SS.912.FL.5.4 NA
SS.912.FL.5.5 NA
SS.912.FL.5.6 NA
SS.912.FL.5.7 NA
SS.912.FL.5.9 NA
SS.912.FL.5.10 NA
Page36
20152016
MeasurementTopics
Protectingand
Insuring
Pacing3days
CurriculumStandards
1. Costbenefitanalysisofinsurancepaymentsversusacceptingrisk.
2. Analyzetheprobabilityofriskyandinfrequentinsuranceevents.
3. Choosinginsurancecoveragebasedoncriteria/variables.
4. People may be required by governments or by certain types of

contracts(e.g.,homemortgages)topurchasesometypesofinsurance.
5. Aninsurancecontractcanincreasetheprobabilityorsizeofapotential
lossduetoriskshoweverdeductiblesandcopaymentsarecostsharing
optionstoexplore.
6. Peoplecanlowerinsurancepremiumsbybehavinginwaysthatshow
theyposealowerrisk.
7. Healthinsurance,disabilityinsurance,propertyandcasualtyinsurance
andlifeinsuranceprovidefinancialassistanceinatimeofneed.
8. Inadditiontoprivatelypurchasedinsurance,somegovernmentbenefit
programs provide a social safety net to protect individuals from
economichardshipcreatedbyunexpectedevents.
Benchmarks
SS.912.FL.6.1
SS.912.FL.6.2.
SS.912.FL.6.3
SS.912.FL.6.4
SS.912.FL.6.5
SS.912.FL.6.6
SS.912.FL.6.7
SS.912.FL.6.8
9. Managingthesafetyandenvironmentinwhichpersonalinformationis SS.912.FL.6.9
revealedcanlimittheriskofidentitytheft,lossofassets,wealth,and
futureopportunities.
10. Federal and state regulations provide some remedies and assistance SS.912.FL.6.10
forvictimsofidentitytheft.
Resources:TheBudgetProjectSL3:Insurance,TheBudgetProjectQuiz3:
Insurance,TheBudgetInteractiveExperience,JuniorAchievement,
FoundationsinPersonalFinancesandEverFi
Page37
AcademicLanguage
1.InsurancePremium
2.Warranty
3.Deductibles
4.Copayments
5.SocialSecurity
6.Medicare
7.Medicaid
8.UnemploymentInsurance
9.HealthInsurance
10.DisablityInsurance
11.PropertyandCasualty
Insurance
12.LifeInsurance
13.FinancialAssistance
14.PrivateMortgage
Insurance
17.IdentityTheft
18.Fraud
19.Scams
20152016
Resources
CPALMS Resources
ProtectingandInsuring
Instructions:
3. Click Search
SS.912.FL.6.1 NA
SS.912.FL.6.2 NA
SS.912.FL.6.3 NA
SS.912.FL.6.4 NA
SS.912.FL.6.5 NA
SS.912.FL.6.6 NA
SS.912.FL.6.7 NA
SS.912.FL.6.8 NA
SS.912.FL.6.9 NA
SS.912.FL.6.10 NA
Page38

Economics With Financial Literacy

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Economics With Financial Literacy

Hochgeladen von

Copyright:

Verfügbare Formate

VolusiaDistrictSocialStudiesOffice

Economics with Financial Literacy

Economics with Financial Literacy

12th Grade Economics

UNDERSTANDING THE CURRICULUM MAPS

12th Grade Economics

Social Studies Curriculum Mapping

12th Grade Economics

END OF COURSE EXAM EMPHASIS

Financial Literacy Emphasis- 3.5 weeks (19 days)

Microeconomics Emphasis 6.5 weeks (32 days)

Macroeconomics Emphasis- 5.5 weeks (26 days)

12th Grade Economics

HONORS COURSE - Teacher and Student Expectations

12th Grade Economics

12th Grade Economics

Have students provide specific examples of land, labor, and capital.

12th Grade Economics

12th Grade Economics

12th Grade Economics

EconMovies: Indiana Jones (Demand, Supply, Equilibrium, Shifts):

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

12th Grade Economics

1. Analyze the impact of tax rates on different types of investment products

12th Grade Economics

12th Grade Economics

4. People may be required by governments or by certain types of

12th Grade Economics

12th Grade Economics

Das könnte Ihnen auch gefallen