ECONOMICS Open to: Grades 11 and 12 Prerequisites: None I ...

d. conglomeratese. multi-nationalsf. externalitiesg. Anti-trust legislation and regulation.4. Work: Will unions be effective tools for change in the future? Topics:a. Laborb. Unions5. Society: Are taxes fair? Is government spending done wisely? Which fiscal policydo we need today? Topics:a. GDPb. CPIc. Unemploymentd. Inflatione. Povertyf. Taxesg. Government spendingh. Moneyi. Federal reservej. Monetary policy.k. Supply-side philosophyl. Demand-side philosophy6. Globalization: Why should we be cautious about globalization? Or shouldn’t we?Topics:a. Specialization and Tradeb. Free Trade movementsc. Foreign Currency and Foreign Exchanged. WTO, World Bank, IMFe. Economic systems around the worldf. The role of industrialized nations in developing countriesg. Demographics and world demand (and supply)C. Philosophy, Skills, and Competencies:The skills students will develop include a) identifying economic problems, alternatives,benefits and costs; b) analyzing the incentives at work in an economic situation; c)examining the consequences of changes in economic conditions and public policies; d)collecting and organizing economic evidence; and e) comparing benefits with costs.*II.In addition to requirements of the curricula students will use time management skills, andwill have opportunities to take responsibility for their own learning. In this way,students will have a foundation for success in school and after graduation.GOALS* Adapted from “National Voluntary Content Standards 1 thru 5.” 29 October 1996. Foundation for TeachingEconomics. 16 September 2001. .Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force2

The student will be able to:• Define economics and explain the nature of scarcity and show its relationship toeconomics• Compare normative and positive economic arguments• Apply the concept of opportunity cost to their lives• Describe the factors of production• Examine the 3 basic economic questions each society must decide• Explain the use of an economic model• Explain the meaning and concepts of demand and supply• Apply changes in the quantity demanded and the quantity supplied• Apply changes in demand and change in supply to economic problems• Understand the relationship between the demand curve and diminishing marginal utility• Analyze elasticity for products and explain the determinants of demand elasticity• Describe the importance of productivity and production possibilities curve• Compare decision making in command and free market economies• Explore the characteristics of a free enterprise system• Describe the role that the entrepreneur, consumer, and government play in the economicsystem• Describe the stages of production and how they relate to the concept of diminishingreturns• Identify the relationship between productivity and cost• Explain how prices act as signals and how they are determined• Describe the advantages of using prices as a way to allocate economic products• .Discuss collegiate-style assessment for second half and choice-making• Apply laws of supply, demand and pricing to the economy: aggregate supply, aggregatedemand and macroeconomic equilibrium• Explain the characteristics of pure competition, monopolistic competition, and oligopoly• Discuss inadequate competition• Discuss the modification to our free enterprise system and the major antitrust legislationin the United States• Evaluate how and why competitive corporations attract and treat employees the way theydo.• Trace history of labor relations and union influence currently and in the future• Compare CPI and GDP as measures of the economy• Identify limitations and importance of economic measures• Understand the difference between real and current GDP• Define the different types of employments• Analyze the destabilizing consequences of inflation• Explain how economists measure the distribution of income• Discuss the reasons for the inequality of income• Describe how poverty levels are defined and measured• Discuss antipoverty programs• Explain the economic and social costs of instabilityEconomics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force3

e. Making Economic Decisions: Economics Principles and Practices: ConsumerApplication Activities. New York: Glencoe, 1995. (OLD TEXT)f. Arctic National Wildlife Refuge: FTEg. Productive Resources (Levi’s) worksheet. Economics Principles and Practices:Free Enterprise Activities New York: Glencoe, n.d. (Sacagawea coin TEXT)4. Persuasive essay benchmark (CAPT Interdisciplinary-style)—“Should schools forcemandatory service learning?”D. Connections:1. Current events2. Career/College choices and skills3. English—persuasive writingE. Assessment:1. Worksheets: Circular Flow, Hunger for Economics, Making Economic Decisions,Productive Resources2. Excellence and Citing Sources activities3. Persuasive Essay Benchmark4. Study Questions and Problems5. Arctic National Wildlife Refuge discussion6. Checkpoint and “you’re the economist” analysis7. Problem Set8. Interactive Quiz9. Real-world Analysis10. Online activitiesTopic 2: Demand, Supply and Pricing: Who rules the market and why? Topics:Demand, Supply, Elasticity, Markets, Pricing, Equilibrium.A. Performance Objectives: The student will:1. Explain the meaning and concepts of demand and supply2. Apply changes in the quantity demanded and the quantity supplied3. Apply changes in demand and change in supply to economic problems4. Understand the relationship between the demand curve and diminishing marginalutility5. Analyze elasticity for products6. Explain the determinants of demand elasticity and utility7. Explain the Theory of Production8. Understand marginal product and its application to economics9. Describe the stages of production and how they relate to the concept of diminishingreturns10. Identify the relationship between productivity and cost11. Explain how prices act as signals and how they are determined12. Describe the advantages of using prices as a way to allocate economic products13. Discuss collegiate-style assessment for second half and choice-makingEconomics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force7

14. Apply laws of supply, demand and pricing to the economy: aggregate supply,aggregate demand and macroeconomic equilibriumB. Activities and Methodology:1. Read Chapters 3, 4, 5, and 6(homework), and in-class discuss/review the chapters.2. Chapter 3,4,5, and 6 checkpoint questions and “you’re the economist” analysis:students work in small groups of mixed ability/interest to discuss and answer.3. On-line interactive quiz for Chapters 3, 4, 5, and 6.4. Real World Economic Analysis.5. Students complete Problem Sets for Chapters 3/4, 5, and 6.6. Chapter 3 Online Exercises #1-3 in text, or available at the on-line study center.7. In class—solve economic problems using supply and demand. Samples athttp://www.fte.org/teachers/programs/efl/lessons/lesson4.htm8. “In the chips” activity from the Foundation for Teaching Economics:http://www.fte.org/teachers/programs/efl/lessons/tues/efltue1.htm9. Study Questions and Problems for Chapter 3.10. Wal-Mart Research Project from the New York Times Learning Page:http://www.nytimes.com/learning/teachers/lessons/20031106thursday.html?searchpv=learning_lessonsC. Resources:1. Text Chapters 3 and 42. Online connections:a. http://www.swlearning.com/economics/tucker/eft3e/tuckerecon3e.html .b. http://www.livejournal.com .c. http://fte.orgd. http://www.nytimes.com/learning : This site has many good lessons andmaterials for teachers in all disciplines.3. Worksheets/Student Resources:a. Economic problems gathered from Foundation for Teaching Economics on-linecourses.b. Wal-Mart Research Project from the new York Times Learning Pagec. “Recognizing factors that affect Demand” Economics Principles and Practices:Math Practice for Economics. New York: Glencoe, n.d. (Sacagawea coinTEXT)d. “Making Predictions about consumer demand” Economics Principles andPractices: Critical Thinking Activities New York: Glencoe, n.d. (Sacagaweacoin TEXT)e. “How America Shops.” Economics Principles and Practices: Primary andSecondary Source Readings. New York: Glencoe, n.d. (Sacagawea coin TEXT).f. “How the Furby Flies.” Economics Principles and Practices: Primary andSecondary Source Readings. New York: Glencoe, n.d. (Sacagawea coin TEXT)g. “It’s Still Rock and Roll to Me: Substitution in the Recording Industry”Worksheet. Economics Principles and Practices: Enrichment Activities NewYork: Glencoe, n.d. (Sacagawea coin TEXT).Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force8

h. “Advertising: The Oil of the American Economic Machine” Worksheet.Economics Principles and Practices: Enrichment Activities New York: Glencoe,1995 (OLD TEXT)i. “Understanding Price ceilings and floors” worksheet. Economics Principles andPractices: Math Practice for Economics. New York: Glencoe, 1995. (OLDTEXT)j. “Supplying Health Care” Worksheet Economics Principles and Practices:Enrichment Activities. New York: Glencoe, n.d. (Sacagawea coin TEXT)k. Applying the law of Supply worksheet: Economics Principles and Practices:Math Practice for Economics. New York: Glencoe, 1995. (OLD TEXT)l. “Making Generalizations about the Supply of Hogs” worksheet EconomicsPrinciples and Practices: Critical Thinking Activities New York: Glencoe, n.d.(Sacagawea coin TEXT)m. Economics Lab 2 Worksheet: “Learning from Supply and Demand Curves.”Economics Principles and Practices: Economic Laboratories. New York:Glencoe, n.d.. (Sacagawea coin TEXT)D. Connections:1. Community (research)2. Parents (for interviews)3. Mathematics (graphing and logic)4. Art (collage)E. Assessment:1. Chapter checkpoint questions and “you’re the economist” analysis.2. On-line quizzes3. Real World Economic Analysis4. Online Exercises5. Economic Problem Sets6. Study Questions and Problems for chapters7. Wal-Mart Research Project from the New York Times Learning PageTopic 3: Control: should government control an economy? Topics: market structures,types of businesses, mergers, conglomerates, multi-nationals, externalities, Anti-trustlegislation and regulation.A. Performance Objectives: The student will:1. Explain the characteristics of pure competition, monopolistic competition, andoligopoly2. Discuss inadequate competition3. Describe the nature of resource immobility4. Discuss the modification to our free enterprise system5. Discuss the major antitrust legislation in the United States6. Understand the need for limited government regulationEconomics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force9

B. Activities and Methodology:1. Read Chapter 7 (homework), and in-class discuss/review the chapter.2. Chapter 7 checkpoint questions and “you’re the economist” analysis: students workin small groups of mixed ability/interest to discuss and answer.3. On-line interactive quiz for Chapter 7.4. In class presentation on types of businesses: sole proprietorship, partnerships andcorporations5. In class presentation on mergers, conglomerates and multi-nationals.6. Real World Economic Analysis chapter 7.7. Chapter 7 Online Exercises #1-3 in text, or available at the on-line study center.8. Study Questions and Problems for Chapter 7.9. Read Chapter 8 (homework) and in-class discuss/review the chapter.10. Chapter 8 checkpoint questions and “you’re the economist” analysis: students workin small groups of mixed ability/interest to discuss and answer.11. On-line interactive quiz for Chapter 8.12. Real World Economic Analysis chapter 8.13. Chapter 8 Online Exercises #3 and either 1 or 2 in text, or available at the on-linestudy center.14. Study Questions and Problems for Chapter 8.15. In class presentation on monopolies (chapter 9)16. Read Chapter 10 (homework) and in-class discuss/review the chapter.17. In class cartel simulation from Foundation for Teaching Economics:http://fte.org/teachers/programs/efl/lessons/wed/eflwed1.htm18. Chapter 10 checkpoint questions and “you’re the economist” analysis: students workin small groups of mixed ability/interest to discuss and answer.19. On-line interactive quiz for Chapter 10.20. Real World Economic Analysis chapter 10.21. Chapter 10 Online Exercises #1-4 in text, or available at the on-line study center.22. Study Questions and Problems for Chapter 10.23. Discuss collegiate-style assessment for second half: allow time for students to weighrisks of grade based on 2 papers and Turnitin Discussion Board, vs. nightly homework. Some seniors are ready for this freedom, but others are not.Use revised SAT rubric, identify paper topics, require parent signature.24. Read Chapter 13 (homework).25. Chapter 13 checkpoint questions and “you’re the economist” analysis: students workin small groups of mixed ability/interest to discuss and answer.26. On-line interactive quiz for Chapter 13.27. Real World Economic Analysis chapter 13.28. In class externalities activity from Foundation for Teaching Economics:http://www.fte.org/teachers/programs/efl/lessons/fri/eflfri2.htm29. Explanation and examples of externalities (positive and negative); discuss/debatewhether the government should get involved.30. Chapter 13 Online Exercises #1-4 in text, or available at the on-line study center.31. Study Questions and Problems for Chapter 13.32. Externalities assignment: go to http://www.perc.org/ . Read two articles/analysis.Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force10

Report how a market and property rights are used to solve a problem of externalities.C. Resources:1. Text Chapters 7, 8, 9, 10 and 132. Online connections:a. http://www.swlearning.com/economics/tucker/eft3e/tuckerecon3e.html .b. http://www.livejournal.com .c. http://www.perc.org/ Website that provides analysis and examples of creativeways to use incentives, a market, and property rights to solve problems ofexternalities.d. http://fte.org3. Worksheets/Student Resources:a. “Americas Most Admired Company.” Economics Principles and Practices:Primary and Secondary Readings.. New York: Glencoe, 1995. (OLD TEXT)b. “Is it a Monopoly?” Economics Principles and Practices: Enrichment ActivitiesNew York: Glencoe, n.d. (Sacagawea coin TEXT).c. “Government Regulation” (pizza slice): Economics Principles and Practices:Consumer Application Activities. New York: Glencoe, 1995. (OLD TEXT)d. “The Saturday Morning Economy: Regulating Ads Aimed at Children.”Economics Principles and Practices: Enrichment Activities New York: Glencoe,1995 (OLD TEXT)e. “Summing up Criticism of Oligopolists” Economics Principles and Practices:Critical Thinking Activities New York: Glencoe, n.d. (Sacagawea coin TEXT)f. “Competing in the Marketplace” Economics Principles and Practices: MathPractice for Economics. New York: Glencoe, 1995. (OLD TEXT)g. Second-half options: college-style assessmentD. Connections:1. Math (graphs and logic)2. Marketing and advertising (monopolistic competition)3. Community (examples)4. History (government regulation)E. Assessment:1. Checkpoint questions and “you’re the economist” analysis.2. On-line quizzes3. Real World Economic Analysis4. Online Exercises5. Study Questions and Problems6. Externalities assignmentTopic 4: Work: Will unions be effective tools for change in the future? Topics: Labor,UnionsA. Performance Objectives: The student will:Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force11

1. Research and plan personal finance2. Simulate adult job, home and work budget decisions3. Evaluate how and why competitive corporations attract and treat employees the waythey do.4. Trace history of labor relations5. Predict union influence currently and in the future6. Evaluate film as a medium for social changeB. Activities and Methodology:1. Personal Finance Portfolio2. Economic Simulation Game3. View and discuss 20-minute section of D.W. Griffith’s Intolerance (the part with thecomparison of living styles of workers and factory owners, up until the end of thestrike.4. View and discuss On the Waterfront. Compare to timeline of labor relations.5. View and discuss Harlan County, U.S.A. Discuss the continued need for unions.6. Read Chapter 11 (homework).7. On-line interactive quiz for Chapter 11.8. Real World Economic Analysis chapter 11.9. Chapter 11 Online Exercises.10. Study Questions and Problems for Chapter 11.11. Read and analyze articles from 2003 California Supermarket Strike:http://www.wsws.org/articles/2003/dec2003/groc-d10_prn.shtml ;http://covertheuninsuredweek.org/news/index.php?NewsID=651 ; andhttp://la.indymedia.org/print.php?id=10424312. Final essay questions for students: choose two of the following, and answer each in atleast 450 words:a. Place films/documentaries we watched on a timeline of labor history. Explainhow and why films represent or change the times using book and class-work.b. Create a plan for a film/documentary of the future: what will be the role oflaborers, unions, etc. Explain why you made your plans the way you did usinghistory, book and class-work.c. What has been the importance of unions for individuals and our country? Willthere be unions in the future? Explain by tracing the history, identifying effects,and predicting the future.d. Has film accurately represented the tension between labor and management?e. Are films about labor effective tools for reflection or action?f. Will unions be effective tools for change in the future?.g. Unions generally argue that the best interests of workers can be served whenemployees are members of a union. Do you agree or disagree with thisargument? Include interviews with at least 3 people, and ideas from book andclass-work.C. Resources:1. Text chapter 11Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force12

2. Online connections:a. http://www.swlearning.com/economics/tucker/eft3e/tuckerecon3e.html .b. http://www.livejournal.com .3. Worksheets/Student Resources:a. Personal Finance Portfoliob. Economic Simulation Gamec. Supermarket Strike Articles and questions4. Film/Video/DVDa. Intolerance by D.W. Griffith (1916)b. On the Waterfront (1954)c. Harlan County, U.S.A. (c.1975)D. Connections:1. Media Literacy2. Work (especially students who belong to unions already)3. Investments (Economic Simulation)E. Assessment:1. Personal Finance Portfolio2. Economic Simulation game materials (lots of financial records).3. On-line quiz4. Real World Economic Analysis5. Online Exercises6. Study Questions and Problems7. California Supermarket Strike reading and analysis8. Final essay questions9. NOTE: in this second half of the course you may offer an option based on collegestyleassessment. Consider having parents sign a permission slip to take this option.National Economics: One paper, class presentation, or poster-project dueDecember 1: 30% Includes points for draft submission one week early.Topic: Apply economic theory of supply-side economics and demand-sideeconomics to the topics of labor, unemployment, inflation, poverty,taxation, monetary policy, and government spending using the detailedrubric provided. Utilize textbook, class work (if appropriate), currentnews articles, and 2 interviews (interviews must include 10 meaningfulquestions with answers, submitted with the paper/project).Global Economics: One paper, class presentation, or poster-project due January 9:30% Includes points for draft submission one week early.Topic: Apply issues of globalization to trade, international organizations,and the issues of 3 rd world countries using the detailed rubric provided.Utilize textbook, handouts from class (if appropriate), current newsarticles, and 2 interviews (see above).Class Participation: 15 %Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force13

Topic 5: Society: Are taxes fair? Is government spending done wisely? Which fiscalpolicy do we need today? Topics: GDP, CPI, Unemployment, Inflation, Poverty, Taxes,Government spending, Money, Federal reserve , Monetary policy, Supply-sidephilosophy, Demand-side philosophy.A. Performance Objectives: The student will:1. Compare CPI and GDP as measures of the economy2. Identify limitations and importance of economic measures3. Understand the difference between real and current GDP4. Define unemployment5. Analyze the destabilizing consequences of inflation6. Explain how economists measure the distribution of income7. Discuss the reasons for the inequality of income8. Describe how poverty levels are defined and measured9. Discuss antipoverty programs10. Explain the economic and social costs of instability11. Distinguish between supply-side and demand-side economics12. Understand the way that politics and economics interact: public choice theory13. Define money and trace history of money14. Explain the development of the National Banking and Federal Reserve Systems15. Explain the major regulatory responsibilities of the Fed16. Understand the tools used to conduct monetary policy17. Relate monetary expansion to inflation in the long run18. Explain the economic impact of taxes19. List 3 criteria for effective taxation and 2 primary principle of taxation20. Identify sources of federal, state and local revenue21. Interpret paycheck deductions22. Describe recent tax reforms23. Describe kinds of government expenditures and their effect on the economy24. Identify major categories of state/local government expenditures25. Explain how the federal deficit is related to the federal debt and relate the impact ofthe federal debt on the economy26. Discuss attempts to control the federal deficitB. Activities and Methodology:1. Simulate creation of a teen market basket and analyze the results:http://www.fte.org/teachers/connect/tcpi.htm2. Read Chapters 15, 16, 17, 18, 19 and 22 (homework). Some students may needspecific instruction on when to read each. Others may appreciate it. Others don’tneed it.3. Real World Economic Analysis chapters 15, 16, 17, 18, 19 and 22.4. Study Questions and Problems for Chapters 15, 16, 17, 18, 19 and 22.5. In groups learn about unemployment, inflation and poverty in chapters 12, 16 and17—create posters or a class presentation to teach the class about what was learned.Quiz. The group who gets the highest quiz grades (taught the class best) wins aEconomics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force14

prize.6. Compare supply-side and demand-side economic policies by reading aboutReaganomics in Taking Sides: Clashing Views on Controversial Economic Issues.7. Role play the creation of money and federal reserve policy (Foundation for TeachingEconomics). Materials: 5 sheets green paper say $10 each. Blue paper (checks),pink paper (deposit slip). Purchase a textbook from a student—give $100. Moneysupply (MS)= $100. Put money in the bank and get a deposit slip. MS still is$100—can write a check on it at any time. Bank makes loan of some of the moneyto another student: $50. MS=50. Need a rule—how much can the bank lend(required reserve). What happens when loans are paid off (MS shrinks), whenrequired reserve is increased (MS shrinks) required reserve is lowered (MS grows).Be sure to ask how much money supply is at each level.8. Possible Turnitin Discussion Board: Even though supply-siders might wish for less government involvement (less taxes andless spending) these days our government still does both. What do you think is fair?Do you favor a progressive, regressive or proportional (flat) tax? Why? Which taxescould be raised, and which could be dropped, fairly? What government expendituresshould be increased and which should be decreased(to improve what: the economy, sociallife, ...)? Why?9. Debate the benefits of progressive, regressive and flat taxes:http://www.fte.org/hottopics/archive/taxcut.htm10. Apply tax classification to FIT, FICA and other taxes11. Examine government expenditures and plan to address the deficit:http://www.fte.org/hottopics/archive/deficits101.htm12. View “Nova: World in Balance—China Revs Up” Take notes focusing onopportunity cost, economic growth, externalities, GDP, Public Health, and Economicmodels. What is the government doing? What is the philosophy (supply-side ordemand-side), What opportunities are there for investors? Citizens? Chinas’government? US interests?C. Resources:1. Text chapters 12, 15, 16, 17, 18, 19 and 222. Online connections:a. http://www.swlearning.com/economics/tucker/eft3e/tuckerecon3e.html .b. http://www.livejournal.com .c. http://fte.org3. Worksheets/Student Resources:a. Thomas R. Swartz and Frank J. Bonello. Taking Sides: Clashing Views onControversial Economic Issues 2 nd ed. Guilford: The Dushkin Publishing, Inc.,1984.b. Tax Cut Legislation: What’s Fair (Foundation for Teaching Economics) FTEc. Radical Tax Reform from The Atlantic Monthly January/February 2004.d. Deficits 101 FTE4. Video—Nova: World in Balance, part 2: "China Revs Up"D. Connections:Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force15

1. Business (tax issues)2. Sociology (poverty)3. Political Science (supply-side or demand-side)E. Assessment:1. Real World Economic Analysis2. Study Questions and Problems3. Turnitin Discussion Board4. Group Presentations on unemployment, inflation and poverty5. Quizzes on unemployment, inflation, and poverty6. Tax Cut Legislation worksheet7. Radical Tax Reform notes/discussion8. Deficits 101 worksheet9. Notes from VideoTopic 6: Globalization: Why should we be cautious about globalization? Or shouldn’twe? Topics: Specialization and Trade, Free Trade movements, Foreign Currency andForeign Exchange, WTO, World Bank, IMF, Economic systems around the world, Therole of industrialized nations in developing countries, Demographics and world demand(and supply)A. Performance Objectives: The student will:1. Explain the benefits of trade2. Identify value of specialization3. Trace the development of the WTO, World Bank and International Monetary Fund4. Analyze outsourcing decisions5. Analyze production decisions for a global market6. Simulate foreign currency exchange7. Analyze trade agreements like EU and NAFTA8. Determine the effects of globalization and the role of individual nations9. Describe the characteristics of a traditional economy, a command economy, and amarket economy; as well as, their strengths and weaknesses10. Describe the basic economic and social goals used to evaluate economic performance11. Examine the trade-offs among economic and social goalsB. Activities and Methodology:1. Choices Program: U.S. Trade Policy: Competing in a Global Economy2. In-class Presentation: specialization and the cheap-labor fallacy3. Reading: Friction over Steel Sets Off Trade War:http://www.fte.org/hottopics/archive/steeltradewar.htm4. Outsourcing: reading and class debate:http://www.fte.org/hottopics/archive/outsourcing.htm5. Currency Exchange simulation:http://fte.org/teachers/programs/efl/lessons/fri/eflfri1.htmEconomics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force16

6. Euro Cent Trick: examination of the Euro and currency exchange: reading, questions,mini-research into foreign currencies and presentation to the class:http://www.nytimes.com/learning/teachers/lessons/19981230wednesday.html?searchpv=learning_lessons7. Trade Secrets: effects of globalization: reading, worksheet, research project andpresentation:http://www.nytimes.com/learning/teachers/lessons/20020404thursday.html?searchpv=learning_lessons8. Trade Concessions Stand: reading, worksheet, mini research project and presentationabout the World Trade Organization:http://www.nytimes.com/learning/teachers/lessons/19991118thursday.html?searchpv=learning_lessons9. The Magic of Markets: changing global demographics and the impact on supply anddemand—read and discuss implications10. Trade Analysis readings and questions11. Read chapter 28, 29 and 3012. Take chapter quizzes13. Real World each chapter14. Chapter Problem Sets15. Answer study problems/questions for each chapter16. Do on-line activities for each chapter.17. Final Project: continue research performed for “Trade Secrets” activity and evaluatethe economy of a developing country. Analyze topics from throughout the courseand create a paper or project to present an analysis of the current economy withsuggestions for the future based on economic ideas.C. Resources:1. Text chapters 28, 29 and 30.2. Online connections:a. http://www.swlearning.com/economics/tucker/eft3e/tuckerecon3e.html .b. http://www.livejournal.com .c. http://fte.orgd. http://www.nytimes.com/learning3. Worksheets/Student Resources:a. Choices Program: U.S. Trade Policy: Competing in a Global Economyb. Friction over Steel Sets Off Trade War, FTEc. Outsourcing, FTEd. Euro Cent Trick, NYTimese. Trade Secrets NYTimesf. Trade Concessions Stand NYTimesg. Louise Yamada. “Changing Demographics” Market Magic: Riding the GreatBull Market of the Century. New York: John Wiley and Sons, Inc, 1998.h. Trade Analysis readings #43 (NAFTA), #44 (EU), and #46 (China/WTO).Annual Editions: Economics 03/04. Guilford; McGraw-Hill/Dushkin, 2003.Economics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force17

D. Connections:1. Consumerism2. Family Vacations (currency exchange)3. History (imperialism)E. Assessment:1. Outsourcing: reading and class debate2. Global Job Hopping: questions3. Euro Cent Trick: examination of the Euro and currency exchange: questions, miniresearchinto foreign currencies and presentation to the class4. Trade Secrets: effects of globalization: worksheet, research project and presentation5. Trade Concessions Stand: worksheet, mini research project and presentation aboutthe World Trade Organization6. Trade Analysis questions7. Chapter quizzes8. Real World assignments9. Turnitin Discussion Board10. Study problems/questions for each chapter11. On-line activities for each chapter12. Final ProjectEconomics curriculum Revised 05/12/08Written by: R. Pendleton Property of RSD #17Curriculum Council Task Force18