CIE3M - UNIT 2 OVERVIEW - CONSUMERS

Ongoing Curriculum Expectations

A:

Economic Inquiry and Skill Development

Overall Expectations
A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when investigating current Canadian and
international economic issues
A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic investigation, and identify various careers in
which a background in economics might be an asset

Unit Specific Curriculum Expectations

B. Fundamentals of Economics
Overall Expectations &
Related Concepts of Historical
Thinking
B1. Scarcity and Choice: analyse the
relationship between scarcity and choice
and how these
considerations affect economic decision
making (FOCUS ON: Economic Significance;
Cause and Effect)

Big Ideas

Framing Questions

Scarcity is a fundamental economic

problem and

How do your personal wants and needs

influence your choices as a consumer?

has a major impact on economic decision

making.

B2. Economic Models: apply economic

models to

Economists use models to illustrate

theories about

analyse economic choices and issues

affecting Canada

how the economy works and to analyse and

predict

How do political values affect economic

decisions?
What impact do peoples immediate and
long-term
financial goals have on their economic
decisions?

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and Canadians (FOCUS ON: Cause and
Effect; Stability

change.

and Variability)

C. Economic Challenges and Responses

Overall Expectations &
Related Concepts of Historical
Thinking

Big Ideas

Framing Questions

C1. Market Systems: analyse how various

factors,

Different stakeholders can have different

perspectives

Why is there economic inequality in

Canada? How is it addressed?

including the practices of different

stakeholders, affect markets and the value
of goods (FOCUS ON: Cause and Effect;
Economic Perspective)

about which economic course of action is

most

C4. Economic Inequality: analyse causes

and measures of, as well as responses to,
economic inequality in Canada (FOCUS ON:
Stability and Variability; Economic
Perspective)

Geographic, social, political, and

demographic factors

appropriate.

How is the value of goods determined?

How can consumers influence markets?

contribute to economic inequality in

Canada.
There are diverse viewpoints regarding the
causes and impact of economic inequality
and how to best address it.

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D. Interrelationships Among Economic Citizens
Overall Expectations &
Related Concepts of Historical
Thinking

Big Ideas

Framing Questions

D1. Producers and Consumers: analyse

ways in which

Government policy affects the economic

roles

How do different groups influence economic

policy?

producers and consumers participate in the

Canadian

and responsibilities of producers and

consumers.

Do all groups have a similar level of

influence?

economy and some ways in which

governments affect
this participation (FOCUS ON: Economic
Significance;
Cause and Effect)
D3. Economic Citizenship: explain the roles,
perspectives, and influence of various
economic citizens in Canada (FOCUS ON:
Stability and Variability, Economic
Perspective)

Canadian citizens have various economic

rights
and responsibilities as well as different
perspectives
on economic issues.

E. Economic Interdependence
Overall Expectations &
Related Concepts of Historical
Thinking

Big Ideas

Framing Questions
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E3. Economic Globalization: assess the
impact of

Globalization has costs and benefits for the

Canadian economy.

How do different stakeholders in Canada

respond to issues relating to scarcity?

globalization, including international trade

and
investment, on the Canadian economy
(FOCUS ON:
Economic Significance; Economic
Perspective)

Literacy Themes
Literacy

Environmental Education

Financial Literacy

Readings and analysis of a variety of

types of text, as well as final
culminating task and linkage of
concepts as the course progresses.

Discuss and analyse environmental

Income Gap, Lorenz curve and impact of
impacts of consumer decisions. Role of
income on demand graphs.
consumers in production and demand of
environmentally friendly goods - ie.
tastes and preferences, be heard.

Unit Overview
Topics/#
Lessons

Curricul
um

Learning Tasks

Assessment

Teaching and Learning Tools:

6 Cs Focus
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Green: e learn available ppt
Blue= demonstration /
simulation materials
Objectiv
es

Framework

Orange = videos / Flipped

Classroom
Red = Handout to be
prepared
Black =

As
2.1

E3.1,
C4.1-4.5,
B2.3

Introduction to socioeconomic groups,

income gap

Introduction to lorenz
curve and elements

2.2

D1.2,
D3.4

Class activity
exemplar, drama skit

Fo
r
X

Other

Of
Watch video on 2008 crisis and rise
of income gap in America
Handout on OWS movement
(infographic)

Lecture and powerpoint

Create lorenz curve as class, check
for correct answers

Complete drama skit activity of

customer service horror stories

Character
education,
citizenship,
communication,
critical thinking,
Communication,
collaboration,
creativity, critical
thinking,
citizenship
Character
education,
communication,
creativity,
collaboration,

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citizenship
Introduce consumer
rights, complete
worksheet
2.3

B2.3,
B1.4,
C1.2

Review consumer
rights in mock quiz,
review consumer
needs and wants
Introduce new
elements to demandwilling & able, factors
that cause
shift/movement in
demand

2.4

2.5

D3.4,
D1.2

ALL

Complete worksheet definitions in

pairs

Collaboration,
communication

Quick kahoot quiz on consumer

rights

Critical thinking,
communication

Video consumer demand, shifts

Communication,
critical thinking,
collaboration,
citizenship,
creativity

Class exemplars for each factor that

causes shift
Handout practice in small groups,
take up

Film analysis of
consumer rights in
movie, impacts of
stakeholders on
government
legislation

quiz

Film analysis - The Constant

Gardener
Critical analysis assignment

Quiz

Communication,
critical thinking,
citizenship,
character
education
Communication,
critical thinking

Note: Total teaching time will equal approximately (## This must align with the
course outline document) hours.
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End of Unit Teacher Checklist
o This section is for housekeeping of records such as Learning Skills and concluding the current unit and preparing
for the next unit.

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