Stage 1 – Desired Results

Overarching Understandings:

• I am part of a global community and I influence my surroundings and my surroundings influence me.

Essential Questions:

• What does it mean to be a part of a global community?

Unit: Economics

Established Goal(s)

Learning Outcomes are located in the 9th Grade World Geography Curriculum Guide.

Understanding(s)/goals

Students will understand that:

• Individual choices can affect the global economy.
• There are limited resources that are distributed unevenly around the global community.
• They are part of a global community.

Essential Question(s):

• How does economy shape our geography? How does geography shape our economy?
• How do individual decisions impact the economy?
• What is the “best” economic system?
• What are the strengths and weaknesses of a global economy (basic economic systems)?
• What is the best decision on distribution of goods and services around the world?

Student objectives (outcomes):

Students will know and be able to:

• Identify and understand basic economic systems around the world, i.e. capitalism, communism, and socialism.
• Understand how people's choices affect the resources on a global scale.

Stage 2 – Assessment Evidence

Performance Task(s):

• Sim Island Culmination Project (give groups an economic system to incorporate into their island community.)
• Debate on Economic Systems.

Other Evidence:

• Unit Test on Economic Systems.
• Current Events Journal that shows different Economic Systems.
• Write a business plan using a certain economy.

Stage 3 – Learning Plan

Learning Activities:

[This is the core of your lesson plan and includes a listing describing briefly (usually in bullet or numbered form so easy to follow) what:

• [the students will do during the class to prepare them for the outcomes you expect of them.]
• [the teacher will do to guide the learning]

The following are examples of what the teacher can use for this unit.

1. Hershey Kiss Activity

• Activity on trading products with other countries around the world and the production of

Hershey Kisses.

 

2. Mystery Product (Pencil) Activity

• Activity on where and how a pencil is produced.
• Teacher reads clues and students have to begin processing and guess what the mystery item might be.

3. Classroom Economy Game

• Teacher creates his/her classroom into a type of Economic system, where the teacher is the leader of the system and gives students a certain amount of income. The teacher will charge students to use certain supplies or sit in certain sits (maybe one desk is for free so students “fight” over who gets the desk). Then the teacher can give students jobs so they can earn money, etc. This can last for the whole unit.