Social Studies Curriculum Indicators
Blue Valley USD 229
Class: AP MICROECONOMICS
Standard 4 (Concept): Power, Authority, and Governance-- the student uses a working knowledge and understanding of the concepts of power,
authority, and governance.
Benchmark 4 (Enduring Understandings): Power and influence determine who has the authority to govern and provides structure for and impacts the
needs of societies.
(Knowledge) The student
understands…
1Efficiency, Equity and the Role of
Government
(Skill) The student will be able to….
2. Taxation and Government
Redistribution of Income
2a. Criteria of taxation (benefits received,
ability to pay)
2b. Types of taxes (progressive,
proportional, and regressive taxes)
2c. Tax incidence and efficiency loss
3. Conservative and Liberal Economic
Positions
3a. Fallacy of limited decisions
3b. Economic choice
Quarters
1 2 3 4
Assessments
KSA
National District
1a. Positive and negative externalities
1b. Collective goods and the free rider
theory
1c. Paradox of voting, median voter model,
bundled choices
1
Social Studies Curriculum Indicators
Blue Valley USD 229
Class: AP MICROECONOMICS
Standard 6 (Concept): Scarcity, Production, Distribution, Consumption--the student uses a working knowledge and understanding of economic
concepts.
Benchmark 6 (Enduring Understandings): Scarcity of resources forces choices and establishes economic and political systems.
(Knowledge) The student
understands…
1. how all economies (market, mixed
and command) face scarcity, must
make choices, and decide what to
produce, how to produce and for whom
to produce (the 3 basic questions).
(Skill) The student will be able to….
2. why individuals, communities and
nations must make choices which result
in trade offs & opportunity costs.
2- identify the concept of opportunity cost
for the individual, community and nation.
3. how the model of the PPF can assist
students and leaders about the efficacy
of their choices.
3- graph and interpret the model of the PPF
(production possibilities frontier).
4. how government addresses issues of
efficiency & equity and why the nature
of public goods is vastly different from
private goods.
4- a. distinguish between examples of
private and public goods
4 b. why liberal economists have different
priorities than conservative economists
4 c. use a benefit cost analysis to determine
which programs work best.
4d. graph and interpret positive and negative
externalities.
Quarters
1 2 3 4
Assessments
KSA
National District
1-a. identify who or what answers the 3
basic economic questions in the market,
mixed and command economies
1. b. explain the role of scarcity in all types
of economies.
2
Social Studies Curriculum Indicators
5. why government intervention
sometimes prevents market failures
(externalities) and sometimes creates
inefficiency.
6. how redistribution of wealth is
accomplished by a government (i.e.,
taxation criteria - benefits received ,
horizontal, vertical equity- progressive,
proportional, regressive taxation and
tax incidence).
Blue Valley USD 229
Class: AP MICROECONOMICS
5-graph and interpret tax incidence
(identifying the burden on the producer or
consumer).
6-evaluate/ analyze the criteria of taxation
and types of taxation available to the
government.
Standard 9 (Concept): Technology--the student uses a working knowledge of technology.
Benchmark 9 (Enduring Understandings): Technology makes for a more efficient society and provides greater access to information.
(Knowledge) The student understands…
1. the function of the internet or given
resource pages.
2. multiple uses for computers and can
carry out given functions of a computer
(Skill) The student will be able to….
A. conduct an independent internet search as
part of the historical inquiry process using a
variety of electronic sources.
B. create a series of web pages.
C. present data from digital libraries and
other on-line sources, while maintaining an
annotated bibliography of used sources.
D. access electronic bulletin boards, online
dialogues for educational purposes, and email
assignments to teacher.
E. independently, interact with
telecommunication tools, i.e. blogs, threaded
discussions, email.
A. communicate and compile findings using
graphics programs.
1 2
3 4
KSA
National District
3
Social Studies Curriculum Indicators
or computer program.
3. the function of projector technology.
4. the functions of given software
programs.
5. the functions of various multimedia
products.
Blue Valley USD 229
Class: AP MICROECONOMICS
B. construct maps, diagrams, and charts to
display geographic information.
C. use a word processor to type a cited report.
D. create an electronic journal of learned
material or reflections (electronic interactive
notebook).
A. use projection technology/multimedia
tools to relay information.
A. use electronic map tools such as grid
systems, symbols, compass rose, etc. to
navigate both current day and historical maps.
B. use desktop publishing programs to relay
information.
C. use spreadsheets to track given data about
various regions, cultures, or historical time
periods and analyze that data to draw
conclusions.
D. create a team short-story presentation that
includes a script, text, sound, images, and
video clips using a book production tool.
A. use videography equipment to record
information with a cooperative group i.e. a
camecorder.
4