Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
Purpose of this document: This curricular resource is designed to support teaching and learning in classrooms across Pasco County and provide a sequenced, focused curriculum that supports the
acquisition of NGSSS in Economics using Marzano’s Instructional Framework. This “road map” for instruction is intended for use within a Professional Learning Community (PLC) as a common planning
tool. PLC’s should use this document to jumpstart collaborative discussions around the five guiding questions to plan for student learning.
Each unit contains:
 A Scope and Sequence with Recommended Pacing
 A Unit Overview with
o
Focus, Embedded, and Ongoing Standards by unit.
o
Know, Understand and Do (KUD) for each unit.
o
A sample Scale within each unit
Economics with Financial Literacy - Year at a Glance 2016-2017
Scope and Sequence
Unit Title
Unit 1: Fundamental Concepts of Economics & Economic
Reasoning
Unit 2: Supply & Demand – How Markets Work
Unit 3: Factor & Firm Markets
Recommended Pacing
(days/quarter)
18 days, 1st Quarter in Semester
20 days, 1st Quarter in Semester
Step 0
Professional Learning
Communities at Work
!
Clarify Purpose of Teams &
Connect to School’s
Mission, Vision, Values and
Priorities
12 days, 2nd Quarter in Semester
Unit 5: Indicators of Economic Performance
10 days, 2nd Quarter in Semester
Unit 6: Government & The Economy
15 days, 2nd Quarter in Semester
Unit 7: International Trade & Economics
5 days, 2nd Quarter in Semester
Additional days in each quarter taken into account for
Quarter 1: 44
introducing procedures, enrichment projects & competitions,
Quarter 2: 43
state mandated activities, unit extension/reteach and quarterly Quarter 3: 48
checks and district finals.
Quarter 4: 45
Times allotted on this table are subject to modification based on annual assessment schedule.
Problem Analysis:
Why is the problem
occurring?
!
!
Inquiry Cycle
Problem
Identification:
What is the
Problem?
Establish Team Norms &
Expectations
!
Clarify & Assign Roles
Deliver
Instruction
(Teaching)
6 days, 1st Quarter in Semester
Unit 4: Financial Literacy & Personal Finance
Action Plan: What
are we going to do
about it?
Clarify Structures,
Processes & Protocols:
Connect Instructional Talk,
Planning & Practice
4. How will we respond
when some students do
not learn?
Choose Common
Assessments &
Standardize Administration
Modify
Instruction and/or
Curriculum Based
on Learning
Data
!
5. How will we respond
when some students have
already learned?
PLC Guiding
Questions
3. How$will$we$design$learning$
!
Implement
Action Plan
RtI: Evaluate
Instructional
Effectiveness
Is it working?
1. What do we
expect all students to
learn?
experiences$for$our$students?
Build Common Language
and Understanding of
CCSS & Instructional Best
Practices
This a working document that will continue to be revised and improved taking your feedback into consideration.
2. How will we know
if and when they’ve
learned it?
1
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
Course Title: Economics with Financial Literacy
Introduction: The District Curriculum Resource guide based on the Next Generation Sunshine State Standards (NGSSS) contains the essential social studies knowledge all middle school Civics students
must acquire. The NGSSS are content specific, and should guide a teacher to go more in depth with the course material they are teaching. The curriculum guide provides support to identify areas of
coverage required, verses teaching all the chapters in a textbook. The District Curriculum Resource guide has embedded Florida Standards in all organizing principles to enhance learning opportunities
and instructional delivery to ensure student success. Florida Standards for Literacy in History/Social Studies are not meant to replace content standards, but rather to supplement content with
appropriate skills to prepare students to be college and career ready. Teachers are encouraged to use a variety of resources to teach both content and skills. To address the concern of the mobility of
students within the school district, the order of instruction should be followed by all high schools. The culmination of this course will be an District EOC developed by teachers and administered to
grade students. It is important to note that district curriculum resources are not static documents and are open to the revision process.
Course Description:
Course : The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts
and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the
major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and
methodology, financial and investment markets, and the business cycle.
Instructional Practices:
Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any
topic for any reason. Using the following instructional practices also helps student learning:
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Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
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Making close reading and rereading of texts central to lessons.
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Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
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Requiring students to support answers with evidence from the text.

Providing extensive text-based research and writing opportunities (claims and evidence).
General Information Regarding the Economic Curriculum Guide:
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The curriculum resource guide provides curriculum resources and pacing for Economics, in Pasco County Schools.
The order of instruction is included as a pacing reference.
The guide is divided into 9-week segments and provides an estimate of the number of traditional days needed to complete instruction on a given topic (Unit Topics).
Economic Focus benchmarks are noted as mastery or introductory. Benchmarks for mastery should be taught in conjunction with introductory benchmarks as part of comprehensive
instruction for the organizing principles.
Florida Standards (FS) are embedded in the district curriculum resource guide to insure appropriate recursive instruction of the FS.
Slight variations in pacing may occur due to professional decisions made by the teacher or because of school schedules.
The curriculum resource guide is separated into eleven distinct sections to help teachers utilize its resources in planning for instruction.
The curriculum resource guide should help facilitate high quality instruction to maximize student achievement.
Teachers should reflect throughout the year to address yearly revisions to the district curriculum resource guide.
The curriculum guide provides supplemental resources to support instruction in the classroom including but not limited to, district approved textbook, and additional electronic materials, etc.
This a working document that will continue to be revised and improved taking your feedback into consideration.
2
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
Unit 1 : Fundamental Concepts of Economics and
Next Generation Sunshine State Standards
Economic Reasoning
Focus Content Standards
In this unit, students will understand resources are allocated based
upon individual and social choices made in consideration of
opportunity cost.
(Mastery): Focus standards are the big ideas in the unit - which students must walk away to have
content mastery.
SS.912.E.1.1: Identify the factors of production and why they are necessary for the production of goods
and services.
SS.912.E.1.2: Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.
SS.912.E.1.3: Compare how the various economic systems (traditional, market, command, mixed)
answer the questions: (1) What to produce?; (2) How to produce?; and (3) For whom to produce?
SS.912.E.2.2: Use a decision-making model to analyze a public policy issue affecting the student's
community that incorporates defining a problem, analyzing the potential consequences, and
considering the alternatives.
SS.912.E.2.11: Assess the economic impact of negative and positive
externalities on the local, state, and national environment.
SS.912.E.3.4: Assess the economic impact of negative and positive externalities on the international
environment.
VOCABULARY Unit 1
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Economics, economy, scarcity, wants, needs, PPC, tradeoff, opportunity cost
Factors of Production: Land, labor, capital & entrepreneurship
Economic Systems: Traditional, market, command, mixed, socialism, communism
Product market, factor market
Thinking at the margin, cost benefit analysis, marginal cost, marginal benefit
Economic freedom, open opportunity, property rights, voluntary exchange, eminent domain, patent, Laissez faire, Adam Smith & invisible hand
Public good, infrastructure, free rider, market failure, externality (positive and negative), Tragedy of the Commons
This a working document that will continue to be revised and improved taking your feedback into consideration.
3
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
Focus Questions/ Learning Targets/Procedural Knowledge : Unit 1
Focus Questions:
 How do individuals and societies
allocate scarce resources to satisfy
needs and unlimited wants?
 How can we make the best
economic choices?
 What are the factors of
production and why are they
necessary for the production of
goods and services?
 How do societies decide who gets
what goods & services through
their economic system?
 How can a decision-making model
be used to analyze a public policy
decision?
 What role should the government
play in a free market economy?
 What is the economic impact of
negative and positive externalities
on the local, state, and national
level?
Learning Targets:
 Understand resources are
allocated based upon individual
and social choices made in
consideration of opportunity
costs.
 Identify the factors of
production
 Graph a Production Possibilities
curve
 Explain Choice, scarcity &
opportunity cost
 Differentiate between Economic
system
 Know the three economic
questions
 Graph marginal costs and
benefit analysis
 Understand importance of
economic opportunity and Free
Enterprise
 Causes of positive & negative
externalities and examples
Procedural knowledge:
 Identify the factors of production and why they are necessary for the
production of goods and services
 Analyze production possibilities curves to explain choice, scarcity, and
opportunity costs.
 Compare how the various economic systems (traditional, market, command,
mixed) answer the questions: (1) What to produce?; (2) How to produce?; and
3) For whom to produce?
 Construct a circular flow diagram to show the flow of resources within an
economy.
 Use a decision-making model to analyze a public policy issue affecting the
student's community that incorporates defining a problem, analyzing the
potential consequences, and considering the alternatives.
 Assess the economic impact of negative and positive externalities on the local,
state, and national environment.
 Assess the economic impact of negative and positive externalities on the
international environment.
This a working document that will continue to be revised and improved taking your feedback into consideration.
4
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
RESOURCES
Textbook Aligned Resources
Prentice Hall Economics: Chapters 1,2,3
Scarcity and the Factors of Production, 3–7
Opportunity Cost, 8–12, Production Possibilities Curves, 13–
18, Case Study 16, Chapter Assessment, 20
Answering the Three Economic Questions, 23–28, The Free
Market, 29–34, Centrally Planned Economies, 35– 38, Mixed
Economies, 39–45, Case Study 42, Chapter Assessment, 46
Benefits of Free Enterprise 49-55, Promoting Growth and
Stability 56-61, Providing Public Goods 62-67, Externalities,
65–67, Case Study 60, Negative Externalities, 311, Case Study,
490 "Guns or Butter," 9, 12, Self-Interest, 33, Adam Smith, 33.
Additional Resources
Try These for Sure!
Activities to reinforce learning concepts:
Scarcity and Opportunity Costs
-Decision Grid on choices after high school
-Simulation-Scarce chairs
http://welkerswikinomics.com/blog/2012/08/14/my-first-economicslesson-scarce-chairs/
 TCI: EconAlive: Chapter 1-An Economic Way of Thinking.
Writing for Understanding Activity, students analyze, create, and
explain economic anigmas using the principles of economic thinking.
Production Possibilities Curve
 Guns and Butter Graph
 Paul Solomon video on PPC
 Khan Academy video on PPC
 Create your own country and economy (Canvas)
 TCI: EconAlive: Chapter - Economic Decision Making.
 Skill Builder with students playing the Economics is
Everywhere game to identify goods and services, factors of
production, and trade-off/opportunity costs.
Economic Systems:
 Create an advertisement (flyer, brochure, commercial, or
video) highlighting the main tenants of an Economic
System of your choice: Traditional, Free Market/Capitalism,
Command, or Mixed.
 Find a song and explain of how it addresses a failed
Economic System.
 TCI: EconAlive Chapter 3-Economic Systems.
Experiential Exercise with students engaging in a
simulation that parallels the production and consumption
of goods in market and command economies.
Externalities:
 When Is A Potato Chip Not Just a Potato Chip?
http://www.criticalcommons.org/Members/fsustavros/clips/cse-3-1learn-liberty-externalities-potato-chip-1
 Tragedy of the Commons on South Park-peeing in the pool
http://www.criticalcommons.org/Members/economicstube/clips/pee
_in_pool.wmv
https://www.khanacademy.org
http://highered.mheducation.com/sites/9970960097/stude
nt_view0/paul_soloman_videos.html
http://www.econedlink.org/
http://www.fte.org/teacher-resources/lesson-plans/
http://www.councilforeconed.org/resources/type/classroo
m-resources/
http://www.federalreserveeducation.org/resources/classro
om/lesson-plans/
http://www.criticalcommons.org/
http://www.stosselintheclassroom.org/
http://www.cpalms.org/Public/PreviewCourse/Previw/133
24
Differentiation & Enrichment
Graphic Organizers
Create a Kahoot
Modified Assignments
This a working document that will continue to be revised and improved taking your feedback into consideration.
5
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
Open ended projects
Small group instruction
Choice Menus
Leveled text (to meet individual reading abilities) –Example: News ELA, Scope magazine,
Jr. Scholastic, Social Studies Weekly
Problem Based Learning Tasks
ELL, ESE Strategies:
Tiered Assignments
Provide students with oral and visual cues for directions
Provide students with pictures, graphs, charts, and videos.
Individual learning contracts
Specialized grading rubrics
Provide students with oral reading strategies (i.e., read-a-loud, jump in reading)
Create a website/ documentary to explain a topic
Provide students with peer grouping for activities
Provide students with teacher read-a-loud strategies
Provide students with the opportunity to use of audio books
SCAMPER (substitute, combine, adapt, magnify, put to other uses, eliminate, reverse or
rearrange)
Provide students with the use of manipulative items (i.e.,3-D objects)
Socratic Seminars
Provide students with cooperative learning activities (small/large group settings)
Curriculum compacting.
Provide students with structured paragraphs for writing assignments
Provide students with the use of simplified/shortened reading text
Provide students with semantic mapping activities to enhance writing
Provide students with the opportunity to use the Language Experience Approach
Provide students with cloze reading notes
http://www.literacyconnections.com/InTheirOwnWords.php
Unit Scale: The unit scale is a curricular organizer for PLCs to use to begin unpacking the unit. It should prompt PLCs to further explore question #1, “What do we expect all students to learn?” Notice
that all standards are placed at a 3.0 on the scale, regardless of their complexity. A 4.0 extends beyond 3.0 content and helps students to acquire deeper understanding/thinking at a higher taxonomy level
than represented in the standard (3.0). It is important to note that a level 4.0 is not a goal for the academically advanced, but rather a goal for ALL students to work toward. A 2.0 on the scale
represents a “lightly” unpacked explanation of what is needed, procedural and declarative knowledge i.e. key vocabulary, to move students towards proficiency of the standards.
In addition to displaying a 3.0 performance, the student must demonstrate in-depth inferences and applications that go beyond what was taught within these standards.
4.0
Examples:

Calculating the opportunity costs by analyzing a production possibilities curve to explain choice, scarcity and opportunity costs.
 Critique various economic systems by contrasting their benefits and weaknesses in answering the three economic questions.
This a working document that will continue to be revised and improved taking your feedback into consideration.
6
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
3.0
The Student will:

Be able to identify the factors of production and why they are necessary for the production of goods and services

Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.

Be able to compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce? (2) How to produce? and 3)
For whom to produce?

Be able to use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzing the potential
consequences, and considering the alternatives.

Assess the economic impact of negative and positive externalities on the local, state, and national environment.
 Assess the economic impact of negative and positive externalities on the international environment.
2.0
The student will recognize or recall specific vocabulary, such as:

Economics, economy, scarcity, wants, needs, PPC, tradeoff, opportunity cost

Factors of Production: Land, labor, capital & entrepreneurship

Economic Systems: Traditional, market, command, mixed, socialism, communism

Product market, factor market, thinking at the margin, cost benefit analysis, marginal cost, marginal benefit

economic freedom, open opportunity, property rights, voluntary exchange, eminent domain, patent, Laissez faire, Adam Smith & invisible hand
 public good, infrastructure, free rider, market failure, externality
The student will perform basic processes, such as:

Identify the factors of production.

Draw production possibilities curves.
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Explain the various economic systems (traditional, market, command, mixed) and identify the three economic questions: (1) What to produce?; (2) How to produce?;
and 3) For whom to produce?

Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzing the potential
consequences, and considering the alternatives.

Explain a negative and positive externalities.
With help, partial success at 2.0 content but not at score 3.0 content
1.0
Unit 1: Unpacking the Standard(s): What do we want students to Know, Understand and Do (KUD):
Unit:
Fundamental Concepts of Economics and Economic Reasoning
Cluster:
Economics
Standard(s):

SS.912.E.1.1: Identify the factors of production and why they are necessary for the production of goods and services.

SS.912.E.1.2: Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.

SS.912.E.1.3: Compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce?; (2) How to produce?; and (3) For whom
to produce?

SS.912.E.2.2: Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzing the potential
This a working document that will continue to be revised and improved taking your feedback into consideration.
7
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
consequences, and considering the alternatives.

SS.912.E.2.11: Assess the economic impact of negative and positive externalities on the local, state, and national environment.

SS.912.E.3.4: Assess the economic impact of negative and positive externalities on the international environment.
Understand: “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Key learning: Resources are allocated based upon individual and social choices made in consideration of opportunity costs.
Unit Focus Question: How do individuals and societies allocate scarce resources to satisfy needs and unlimited wants?
Lesson Focus Questions:

How can we make the best economic choices?

What are the factors of production and why are they necessary for the production of goods and services?

How do societies decide who gets what goods & services through their economic system?

How can a decision-making model be used to analyze a public policy decision?

What role should the government play in a free market economy?

What is the economic impact of negative and positive externalities on the local, state, and national level?
Know: Declarative knowledge: Facts,vocab,information Do: Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts.







Economics, economy, scarcity, wants,
needs, PPC, tradeoff, opportunity cost
Factors of Production: Land, labor, capital &
entrepreneurship
Economic Systems: Traditional, market,
command, mixed, socialism, communism
Product market, factor market
Thinking at the margin, cost benefit
analysis, marginal cost, marginal benefit
Economic freedom, opportunity, property
rights, voluntary exchange, eminent
domain, patent, Laissez faire, Adam Smith &
invisible hand
Public good, infrastructure, free rider,
market failure, externality (positive and
negative), Tragedy of the Commons






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Students will understand the difference between a need and a want
Students will understand that Economics is the study of how people deal with scarcity which results from limited resoruces
and unlimited wants.
Students will be able to identify the factors of production and why they are necessary for the production of goods and services
Students will analyze production possibilities curves to explain choice, scarcity, and opportunity costs.
Students will be able to compare how the various economic systems (traditional, market, command, mixed) answer the
questions: (1) What to produce?; (2) How to produce?; and 3) For whom to produce?
Students will be able to construct a circular flow diagram to show the flow of resources within an economy.
Students will be able to use a decision-making model to analyze a public policy issue affecting the student's community that
incorporates defining a problem, analyzing the potential consequences, and considering the alternatives.

Students will assess the economic impact of negative and positive externalities on the local, state, and national environment.

Students will assess the economic impact of negative and positive externalities on the international environment
Unit : Sample Learning Progression Scale (for a chunk of learning): The learning progression scale unwraps the cognitive complexity of a focus standard for the unit, using student friendly language.
The purpose is to articulate distinct levels of knowledge and skills relative to a specific topic and provide a roadmap for designing instruction that reflects a progression of learning. The sample learning
progression scale shown below is just one example for PLCs to use as a springboard when creating their own scales for student-owned progress monitoring. The learning progression scale should
prompt teams to further explore question #2, “How will we know if and when they’ve learned it?” for each of the focus standards in the unit and make connections to Design Question 1,
“Communicating Learning Goals and Feedback” (Domain 1: Classroom Strategies and Behaviors). Keep in mind that a 3.0 on the scale indicates proficiency and includes the actual standard. A level
4.0 extends the learning to a higher cognitive level. Like the unit scale, the goal is for all students to strive for that higher cognitive level, not just the academically advanced. A level 2.0 outlines the
basic declarative and procedural knowledge that is necessary to build towards the standard.
This a working document that will continue to be revised and improved taking your feedback into consideration.
8
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
Next Generation Sunshine State Standards:
Score
Learning Progression
I can assess the economic impact of negative externalities and relate it to governmental
regulations and taxing policies.
Sample Tasks
Compare various taxing policies used by countries to minimize negative externalities
associated with global warming.
4.0
3.5
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can evaluate the consequences from negative and positive externalities on the local,
state and national level.
Find an article about the impact of a negative externality and write how it is affecting
the environment and society.
3.0
2.5
2.0
1.0
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can identify the differences between positive and negative externalities and give
examples for each.
I need prompting and/or support to complete 2.0 tasks.
Complete a graphic organizer on externalities giving defintions, examples and pictures.
This a working document that will continue to be revised and improved taking your feedback into consideration.
9
Pasco County Schools, 2016-2017
Economics with Financial Literacy 2102335
Economics with Financial Literacy Honors 2102345
This a working document that will continue to be revised and improved taking your feedback into consideration.
10
Pasco County Schools, 2016-2017