Unit 1: Economic Systems

Which economic system will produce or contribute to the best quality of life for
consumers/citizens?
Why is This Unit Taught?
This unit is being taught as part of the grade nine curriculum which is titled Canada: Opportunities and
Challenges, and is focused under the second general learning outcome which discusses issues that Canadians face, in
particular, the economic systems of Canada and the United States. This unit is taught because it addresses the concepts of
citizenship, identity, and our quality of life, and delves deep into how these are impacted through the economic systems in
Canada and the U.S. The economy plays a defining role in our country and represents who we are as Canadians. This is
why there is such a heavy focus and a whole grade devoted to our political and economic systems. The topic is extremely
relevant to the everyday lives of students and it is important for them to have the knowledge of how our economy works,
and understand the factors that might affect it either positively or negatively. Economics is a topic that every Canadian
citizen needs to understand as his or her livelihood and quality of life are directly linked to it. Grade nine is a good time to
introduce this because they now have the mental capacity that is needed to comprehend the difficult function and role that
economics plays in different societies. Also, this is nearing the time that some students will be getting a job of their own,
and since they will be actively participating in our economy they should be well informed about it.
Citizenship and Identity
This unit is directly related to the core concepts of citizenship and identity because one's identity is who they are
and this is linked to their job, education, friends, and for some people, their possessions. All of these things coincide with
and are directly impacted by the study of economics. This unit provides ample opportunity for students to develop the
understanding and skills that are necessary for them to be active and responsible citizens. Students will learn about the
concept of quality of life which is a stem of our identity here in Canada and how this can be impacted by our
governments involvement in the economic system. We cover the values that established and run our own economy and
the system that they have in the United States. By exploring what we value, students will understand more fully our
collective identity, and can then apply this knowledge to what they value as an individual and how this is represented in
their Canadian citizenship. Ultimately, this unit allows the students to explore a different aspect of what citizenship means
and how their own identity (individual and collective) revolves around or is affected by different economic issues.
Aboriginal, Francophone, & Pluralist Groups
This unit does not directly reference separate groups within Canada, however, the issues and concepts related
within it do pertain to these groups. By realizing that our economic system (mixed economy) influences competition,
supply and demand, the roles of consumers/producers, and scarcity, we can relate this to these distinct groups within
Canada and see how everyone might be impacted to a varying extent. Up to this point, students have had a lot of
interaction with aboriginal content in their schooling, so they can take what they already know and apply it to this context.
As a collective, Canada should theoretically be on the same page when it comes to how we benefit from a mixed
economy, but realistically, as individuals this is not the case. Pertaining to economics, the experiences of the Francophone
people are not drastically different than from the majority of English Canadians. Going further however, the perspectives
and experiences of aboriginal and other cultural/ethnic groups can be radically opposing. Because of their history,
language, cultural, and religious differences these groups may experience a very different level of quality of life in Canada
due to how our economic challenges affect them. This is to be explored further throughout the unit to bring a sense of
awareness to the students.
Planning & Teaching the Unit
In order to plan this unit effectively I began with creating the critical inquiry question, deciding how to best assess this at
the end of the unit and go from there. There are a lot of big concepts to address in order to create a whole picture for the
inquiry question, and to do this I tried to have the students take a more self directed approach to some of the lessons and
assessments so that they are discovering knowledge and answers to related questions, instead of being directly instructed
by myself. It was important for me to ensure that the students were participating in engaging and relevant activities that
could be related to their own lives in order to allow for meaningful learning. Along with the planning, I am aware that
changes will most likely need to be made as we sort through all of this information.

This unit reflects powerful teaching and learning in social studies by addressing the following components:
Challenging This particular unit requires students to challenge their previous knowledge and opinions on the
concept of economy. Through the use of critical thinking and inquiry based learning the students will find and create new
meaning and understanding of the concept of economy. I think that this unit can be rather challenging because of all of the
sub concepts that need to be well understood before seeing the big picture and how they all interconnect. A big challenge
was making the whole unit meaningful to every student.
Meaningful This unit is extremely meaningful to the everyday lives of students as they are a part of our
Canadian economy and are therefore at risk to the ever-changing impacts and influences of it. The knowledge, skills, and
attitudes that the students will develop by the end of the unit will be relevant for their future schooling career and beyond.
Particularly, critical thinking, inquiry based learning, research, looking at and respecting other perspectives, and creating
valid and reasoned arguments to name a few.
Integrative Students are to examine and compare the different economic systems that are in place in Canada
and the United States. In order to make a sound judgment as to the extent that each of these affect quality of life, students
are to use and analyze case studies, current events, the textbook, the internet at their disposal, an informal debate, and their
own lives.
Active Students will be participating in a unit that requires an active mind to process, question, and make
reasoned rationales about the new information they are learning. The varying lessons, activities, and assessments will
speak to a hands on/minds on approach where the students will be engaged and mentally stimulated. They will also be
working with others to build conclusions and collaborating their thoughts.
Value Based By exploring what economic system we have in place, students are able to understand what we
value for our country and how things are dealt with. Throughout the unit the students will have to realize their own values
pertaining to our economy in order to conclude which economic system they believe promotes the best quality of life for
its citizens and why.
Special Considerations
I need to take into consideration the fact that I will be team teaching some of this unit with another intern teacher,
and to work on finding the balance between both of our instruction styles and our ideas. I also need to be aware of the
week trip that we as a grade will be taking and how this time off from humanities might make it difficult to jump right
back in. Because of this I need to try and leave off at an appropriate spot, rather than in the middle of a concept. Further, I
need to think about how my placement is very rich in culture, religion, language and ability levels (as any classroom is)
and therefore I need to be conscientious of the differentiation, modification, and extra support that will be required.
Knowledge/Skills in Place
I will need to spend some time getting to know my students on a more personal level as this will be the first unit
that we explore together. In order to do this I will do a few get to know you activities and then get a diagnostic sample of
their writing abilities to gauge where each individual is at in this regard. I will also begin the unit with a pre-assessment of
their knowledge by having them co-create a graffiti wall with all of the information that they know or think about when
they hear economics/economic systems.
Family and Community Issues
My students represent a wide array of ethnicities, religions, and cultures. This is fantastic as they can all offer a
unique perspective on the various topics that we will be exploring. With a school that puts a high focus on collaborative
learning it is important to establish respectful talk within the classroom as to not bash, label, or speak ill of other points
of view etc. A positive and respectful classroom environment will be key. Understanding such vast perspectives and how
this impacts peoples worldview will be effective and meaningful for the students.
ICT Outcomes & Other Subject Areas
Students will meet the needs of some ICT outcomes through their continuous time spent on computers for
research, creating a plan for their final demonstration of learning which is sensitive to time management, and analyzing
and synthesizing information. Other subject areas will be integrated throughout the unit, particularly English Language

Arts as writing effectively plays a big role throughout the unit. They will have to examine ideas and information from
different points of view, and considering peers interpretations of oral and print.
Individual Differences
Individual differences are very prevalent in my students as addressed previously; they are extremely diverse
culturally, religiously, ethnically, linguistically, and ability wise on top of being diverse in their learning styles, readiness,
and interests. This poses a big challenge for myself, as I have to provide them with a lot of extra support, and
differentiation in my lessons and assessments. I need to keep in mind different strategies that I can employ to support
these students such as one on one discussions, prioritizing steps and assignments, and prompting them to help them get
started on an activity. I also need to be wary of how I will be implementing assessment to these diverse learners.

Date

Friday
August 21st

Essential
Question/
Issue
Who are the
students in my
class?

Instructional
Objectives &
Outcomes
(GLO 9.2)
N/A

Basic Procedure

Materials
See resource
links in LPs

Introduce myself to class

through Question Garage.

-Sticky Notes

Have them do Musical

Chairs game

9:00 - 9:40
(9.2)
9:40 - 10:20
(9.1)

Assessments

Getting to know student

names, and some things
they did over the summer
(interests/hobbies)

Intro/Getting
to know
students
(Day 1)

Monday
August 31st
9:00 - 10:20
(9.2/4)
10:20-11:40
(9.)

Writing
Assessment
& Diagnostic

What level are my

students at for
their writing?

Students will
determine the
importance of
having, sharing, and
developing ideas.

What do you do
with an idea?

We will read the book to the

whole class, and ask them to
tell us their thoughts and
impressions on it. Students
will then complete a journal
entry asking about their
ideas, and then will create a
visual representation of what
an idea means to them

- Book
What Do You Do
With An Idea?
- Laptops

Journal Entry & Picture

(WH)
Writing/ communication
skills

- Coloured
paper
- Markers &
Pencil Crayons

(Day 1)

Tuesday
September 1
Graffiti Wall
9:00 - 10:20
(9.)
10:20-11:40
(9.2/4)

What is
Economics?

Students will
demonstrate their
existing knowledge
on economics and
the concepts it
consists of.
Students will also
discuss the ways
governments make
decisions that impact
our quality of life.
(9.2.3)

(Day 2)

Students will get into groups

to share their own thoughts
on economics and then work
together to create a
definition of the term
economics. They will then
have a chance to put the
definition and their thoughts
onto a graffiti wall which
will be put on a bulletin
board.

- Large Brown
Paper
- Markers, etc.

Looking to see what

students already know
about economics to help
determine how to direct
them and what needs more
focus
(WH) (ESC)

Friday
September 4
9:00 - 10:20
(9.2/4)
10:20-11:40
(9.)

What is the Most

Important Factor
Pertaining to a
Good Quality of
Life?

4 Corners &
Debate

Students will
determine major
factors pertaining to
QoL and provide a
definition of QoL.
Students will
critically assess their
own QoL.
(9.2.5.1 - what are
the indicators of
quality of life?)

Students will examine

pictures of multiple families
in different countries (QoL
vs. Location). As a class we
will determine some factors
of QoL and they will then
pick what they believe is the
most important factor. With
this a 4 corner activity will
occur, and a debate amongst
the different factors will
ensue.

- Laptops
- Smartboard
- Website for pics
- Paper (factors)

Students will watch a short

TedEd video. They will then
work independently on a
source analysis where they
analyze 3 sources and
answer questions. Students
will then take all this info
and form their own opinion
and answer the question
Does money really buy
happiness?
We will show them a
template for writing a
business letter and then
students will work in
partners to fill out an
organizer which will
determine an alternative to
money. Once this is done
they will use the letter
template to transfer their
ideas, and formally write a
letter to the new supreme
leader voicing their new
idea.

-Projector (video)
- Laptops
-Organizers
prepped and
posted to edmodo

Students will be divided into

2 large groups (25 each).
One will represent the jungle
& the other the zoo. With
these environments in mind
they will answer 9 questions
pertaining to life in these
areas. They will then
reorganize into pairs with
one from each side and
discuss what they found in
their enviro. Students will
then have time to work
through the textbook and
focus on specific terms and
relate that back to the
economic continuum/jungle
vs.zoo.

-inquiry notes
-textbook pages
(photocopied)
-whiteboard/
markers

Looking for them to note

the significance of QoL,
and the differences
between societies.
Identifying between needs
& wants.
Articulating their
reasoning & ESC

(Day 5)

Students will create

an alternative to
monetary currency
for our economy in
Canada.

Weds &
Thurs
September 9,
& 10
9:00 - 10:20
(9.1/3)
10:20-11:40
(9.2/ 4) alternate on
the 10th

Does money have

an effect on our
Quality of life?

Students will
analyze how money
affects our QoL.
(9.2.3, 9.2.5.1)

Does money
really buy
happiness?
(Day 6 & 1)

Tuesday
September 22
9:00 - 10:20
(9.2/4)
10:20-11:40
(9.1/3)

Jungle vs.
Zoo

Students will
compare and
contrast the market,
mixed, and
command economic
systems.
What are the
defining
characteristics of
Mixed, Command,
and Market
economies?
How does an
(economic)
environment affect
ones Quality of
life?

Students will
analyze the ways in
which economic
systems affect their
quality of life

(9.2.1, 9.2.3, 9.2.4.1,

9.2.4.2, 9.2.4.3,
9.2.4.8)

Looking for how well they

work with a partner and
brainstorm, collaborate
(ESC, WH)
Ability to evaluate sources
with a critical eye (INQ)
(Source Analysis)
Ability to relate these
inquiries to QoL and the
decisions that
governments must make
(more so on the 10th)
Communication skills in
journal entry (COM)

Looking for the students

ability to compare
economic systems, place
certain terms and ideas on
a spectrum (after
inquiring), work together
and discuss critically

(Day 3)
Wednesday
September 23
9:00 - 10:20
(9.1/3)
10:20-11:40
(9.2/ 4)
(Day 4)

What qualities
does Canada
possess that make
it a mixed
economy?

(9.2.4.3, 9.2.4.8)

Students will review the

economic spectrum and
brainstorm qualities that
make Canadas economy
unique. Students will inquire
into how Canadas economy
works to prevent scarcity.
(Pick one issue from
provided site and use TttT
strategies to summarize and
determine significance in
notes) From here, students
will examine the three
economic questions in order
to help them answer how
Canadas economy/
government attempts to deal
with scarcity (as well as the
United States and command
economies) through our Rice
Krispies activity.

-whiteboard/
markers
-Rice Krispies
(enough for 100)
-laptops (inquiry
notes)

-inquiry notes and

discussion (knowledge
and skills)
- work habits

-laptops

-FoP table in inquiry notes

-Supply and Demand &
Competition inquiry in
journal
(communication,
knowledge and skills)

What are the three

economic
questions? How do
they work to
counter scarcity?

Thursday,
September 24

How do
governments
answer the basic
economic questions
in order to deal
with scarcity?
(factors of
production, land
labor capital)
-supply and
demand
-competition

(9.2.4.2, 9.2.4.8)

Students will review the

concept of scarcity and
investigate how the factors
of production are integral to
helping economies answer
the 3 BEQs. Students will
then get a mini-lesson on
supply and demand, test
their knowledge with some
authentic scenarios, and
perform an inquiry about
competition.

Monday,
September 28

What are social

programs and how
do they affect
quality of life?

9.2.4.6, 9.2.4.8,
9.2.5.7

Students will first review

some of the major concepts
discussed so far in
economics. Then, we will
pose the question : How do
social programs affect ones
quality of life? for students
to answer by the end of the
inquiry. Students will then
be split into groups defined
by the political parties in

-white board
- chart paper
- markers
- laptops

- Journal entry
culminating their
knowledge and answering
the question: How do
social programs affect
the quality of life for
citizens? How do social
programs work to
counter scarcity? (could
re-word)

Canada and then the Social

Security program of the US.
They will inquire to the
parties positions on social
programs, pensions and
labor unions and participate
in a gallery walk/jigsaw
before placing each group
somewhere on the economic
spectrum.
Tuesday
September 29

Review of
Yesterday
Project
Introduced

What economic
system produces or
contributes to the
best quality of life
for citizens?

(9.2.3, 9.2.4.1,
9.2.4.2, 9.2.4.3,
9.2.4.4, 9.2.4.6,
9.2.4.7, 9.2.4.8,
9.2.5.1, 9.2.5.7)
Students will
analyze the
characteristics of
multiple economic
systems.
Students will use
their knowledge and
skills on economic
systems to propose a
shift to a different
place on the
spectrum by
identifying which
one contributes to a
better quality of life.

Wednesday
September 30
full

9.2.3, 9.2.4.1,
9.2.4.2, 9.2.4.3,
9.2.4.4, 9.2.4.6,
9.2.4.7, 9.2.4.8,
9.2.5.1, 9.2.5.7)
Students will
continue to work
on their project

October 1
(both - 40
mins)

Students will
analyze the
characteristics of
multiple economic
systems.
Students will use
their knowledge and
skills on economic
systems to propose a
shift to a different
place on the
spectrum by
identifying which
one contributes to a
better quality of life.

9.2.3, 9.2.4.1,
9.2.4.2, 9.2.4.3,
9.2.4.4, 9.2.4.6,
9.2.4.7, 9.2.4.8,
9.2.5.1, 9.2.5.7)
Students will

Students will have to answer

the provided question by
taking on the role of an
economic expert. With this
they will need to decide
which economic system our
government should adopt
and why.

- laptops
- textbooks/notes
- Inquiry Project
Doc

- They will need to decide

on a presentation style
format for their project, lay
out a schedule for how they
plan to accomplish
everything in the allotted
time, and begin their
exploration of the topic.

For whole project:

Looking for students
ability to take a position
and defend it effectively,
demonstrate a thorough
understanding of the
stated outcomes, and to
critically examine and
explore the topic. This will
be done through check-ins
on their project planning
notes, talks and
questioning with students,
and their final product.
By end of today:
Looking for:
- WH: have students
solidified a work schedule
to help keep them on track
throughout the project?
- WH: were students able
to choose a presentable
format based on their
skills?

Go over the expectations

for the day (have them
map out finer points of
their presentation style),
and allow students the
class to continue working
on their project.

- Laptops
-Textbook/notes
- Plus any extra
materials each
student may
need for their
individual
projects

All students will continue

to explore the question at
hand and their chosen
position. This is an
excellent time for them to
use us as resources for
any assistance or

- Laptops
-Textbook/notes
- Plus any extra
materials each
student may
need for their
individual

Looking for:

- WH: are students

using their class time
wisely to work on the
project and use us as
resources for help?

Students will
continue to work
on their project

October 2 (9.1/
3)

9.2.3, 9.2.4.1,
9.2.4.2, 9.2.4.3,
9.2.4.4, 9.2.4.6,
9.2.4.7, 9.2.4.8,
9.2.5.1, 9.2.5.7)
Check ins

October 5 (9.2/
4)

Students will
analyze the
characteristics of
multiple economic
systems.
Students will use
their knowledge and
skills on economic
systems to propose a
shift to a different
place on the
spectrum by
identifying which
one contributes to a
better quality of life.

9.2.3, 9.2.4.1,
9.2.4.2, 9.2.4.3,
9.2.4.4, 9.2.4.6,
9.2.4.7, 9.2.4.8,
9.2.5.1, 9.2.5.7)

Check ins

October 7
(both)

analyze the
characteristics of
multiple economic
systems.
Students will use
their knowledge and
skills on economic
systems to propose a
shift to a different
place on the
spectrum by
identifying which
one contributes to a
better quality of life.

Review/ create
study guide for
break - Enduring
Understandings

Students will
analyze the
characteristics of
multiple economic
systems.
Students will use
their knowledge and
skills on economic
systems to propose a
shift to a different
place on the
spectrum by
identifying which
one contributes to a
better quality of life.

Students will
create their own
study sheet to help
them prepare for
their unit test.
Students will

questions.

projects

We will check in with

students. All students will
continue to explore the
question at hand and their
chosen position. This is
an excellent time for them
to use us as resources for
any assistance or
questions.

- Laptops
-Textbook/notes
- Plus any extra
materials each
student may
need for their
individual
projects

We will check in with

students. All students will
continue to explore the
question at hand and their
chosen position. This is
an excellent time for them
to use us as resources for
any assistance or
questions.

- Laptops
-Textbook/notes
- Plus any extra
materials each
student may
need for their
individual
projects

Discuss with students main

concepts they need to know
and keep in mind for their
unit test. Talk about ways to
organize this, and give them
all access to a doc where
they can all pose questions

- laptops
- smartboard
- links to group
study sheet

- Looking at their work

habits and
organizational skills
- knowledge on
outcomes and main
concepts covered thus

explore all
concepts that have
been examined in
this unit and made
into some
organizational
form.

to each other and help

further one another's
understanding.
Have rest of class to work on
study sheet and project.

far

After the break: Get out and vote (19th), Project Due Oct 28 (Final reflections in the afternoon of 28 for 9.1/9.3 and the 29th for 9.2/9.4)
Economic/Political test on Oct 29th (morning)
Then Unit 2, starting Nov 2 - Global Issues NS (teach separately)

Outcomes we plan to uncover

Scarcity:
9.2.3 appreciate the impact of government decision making on quality of life
9.2.4.8 compare and contrast the principles and practices of market and mixed

economies by exploring and reflecting upon the following questions and

issues:
How do the economic systems of Canada and the United States differ in answering the basic
economic question of scarcity?
Mixed/Market:
9.2.1 appreciate the values underlying economic decision making in Canada and

the United States

9.2.3 appreciate the impact of government decision making on quality of life
9.2.4.1 compare and contrast the principles and practices of market and mixed
economies by exploring and reflecting upon the following questions and
issues:

What are the principles of a market economy? (ER)

9.2.4.2 compare and contrast the principles and practices of market and mixed

economies by exploring and reflecting upon the following questions and

issues:

Why do governments intervene in a market economy?

9.2.4.3 compare and contrast the principles and practices of market and mixed

economies by exploring and reflecting upon the following questions and

issues:

Why is Canada viewed as having a mixed economy?

9.2.4.6 compare and contrast the principles and practices of market and mixed

economies by exploring and reflecting upon the following questions and

issues:
How has the emergence of labour unions impacted market and mixed economies?
9.2.4.7 compare and contrast the principles and practices of market and mixed

economies by exploring and reflecting upon the following questions and

issues:

What are some similarities and differences in the way governments in Canada and the United States
intervene in the market economies?

9.2.4.8 compare and contrast the principles and practices of market and mixed

economies by exploring and reflecting upon the following questions and

issues:
How do the economic systems of Canada and the United States differ in answering the basic
economic question of scarcity?
9.2.5.1 assess, critically, the relationship between consumerism and quality of

life in Canada and the United States by exploring and reflecting upon the
following questions and issues:

What are the indicators of quality of life?

Political:
9.2.5.7 assess, critically, the relationship between consumerism and quality of

life in Canada and the United States by exploring and reflecting upon the
following questions and issues:
What societal values underlie social programs in Canada and the United States?
9.2.6.2 assess, critically, the interrelationship between political decisions and

economic systems by exploring and reflecting upon the following questions

and issues:

How is a political partys philosophy reflected in its platform (i.e., social programs, specific taxes,
taxation model)?
Assessments:
Final Inquiry:
https://docs.google.com/document/d/1CYCcRGjmcjMUGoiZW9pUUxiZrfN6OVe4oSskdc5iZ8w/ed
it?usp=sharing
Journal Entries: (What Do You Do With an Idea, Does Money Really Buy Happiness?, Not
Dollars, But, Enduring Understandings
Discussions and Inquiry Notes: Harkness discussions, Jungle vs Zoo Notes (venn, spectrum,
discussion notes)
Final Test
*Throughout this unit on economic systems, the skills and processes we will focus on pertain to creative and
critical thinking, cooperation and group work, and problem solving. (See 9.S.1, 9.S.4, 9.S.5 in the
Program of Studies)*

Resources:
Extra doc of resources that was shared with me from a friend: https://docs.google.com/document/d/1obniw60mOC3jEA_H-ep98sFLThdOwt6nUdndYXZ71k/edit

PDF from Elections Alberta with designed inquiry activities specifically for Grade 9 Social Studies
http://www.elections.ab.ca/wp-content/uploads/Grade9.pdf
Intro Lessons to economic way of thinking (made for grade 3-5 but easily adapted and used for grade
9) http://www.brighthubeducation.com/lesson-plans-grades-3-5/43204-intro-to-economics-andeconomic-way-of-thinking/

Critical Challenges for Grade 9 Social Studies:

http://www.learnalberta.ca/content/ssocirm/html/summariesoftheccs/index.htm?grade=9
TedEd videos on Economics ( Ive used The World is Full and What Gives a Dollar Bill its Value?)
http://ed.ted.com/search?utf8=%E2%9C%93&qs=Economics
ABCEE Website for inquiry about the environment and how its affected by the economy and vice versa
:http://www.abcee.org/grade-9#socialstudies
Create stick figure video animated videos: http://goanimate.com/channel/stickfigure
Supply and Demand Game: http://www.shmoop.com/supply-demand/game.html
(This site also connects to other resources for supply and demand and other economic concepts school of rock videos, other games and resources - super accessible
Cow photos to explain economies, corporations, government intervention ( keep in mind)
Jungle vs Zoo: http://www.learnalberta.ca/content/ssoc9/html/ratingtheeffectiveness_cc.html
Economic action plan sources:
o http://actionplan.gc.ca/en
o http://www.cbc.ca/news/politics/canada-election-2015-economy-debate-central-bank-1.3232927
Pensions: http://www.esdc.gc.ca/en/pension/cpp/index.page
http://www.ndp.ca/
http://www.conservative.ca/
https://www.liberal.ca/
http://www.greenparty.ca/en
http://www.ssa.gov/