INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
UNIT OVERVIEW
This unit bundles student expectations that address basic economic concepts including scarcity, opportunity cost, and factors of production. Students learn about the different
economic systems, with an emphasis placed on the free enterprise system– its advantages and disadvantages. They also learn about the circular flow model of an economy.
Prior to this unit, in earlier courses, students were introduced to many of the concepts contained in this unit, including scarcity, needs, and wants. During this unit, students
interpret and create economic models, including a production possibility curve. Students compare different economic systems: capitalism, socialism, and communism. A
major emphasis is on capitalism (free enterprise) with its characteristics of property rights, profit motive, economic freedom, competition and the role of government in a free
enterprise system where, with the incentive of profit motive, individuals are willing to start businesses. The three major types of businesses– sole proprietorship, partnership
and corporation– are identified and examined, with students analyzing the advantages and disadvantages of each type business.
PERFORMANCE ASSESSMENT(S)
Economics Unit 01 PA 01
Click on the PA title to view related rubric.
Given a set of data, develop the production possibilities
curve it represents. Write a paragraph that explains the
PPC to the small business owner who hired you as a
consultant.
Standard(s): E.1A , E.1B , E.1C , E.1D , E.22E , E.23A
, E.23B , E.23C ELPS.c.4F , ELPS.c.4J , ELPS.c.5F
OVERARCHING CONCEPTS
UNIT CONCEPTS
Scarcity
Wants
Needs
Opportunity cost
A production possibilities curve reflects the relationships between
choice, availability of resources, and cost.
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UNIT UNDERSTANDINGS
page 1 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
PERFORMANCE ASSESSMENT(S)
Economics Unit 01 PA 02
Click on the PA title to view related rubric.
Given a scenario (see examples below), draw and then
interpret a circular flow model using call-out boxes and
written paragraph(s). In the call-out boxes and
paragraph(s), illustrate 1) the relationship between the
two sectors- households and business firms, 2) how
both sectors are buyers and sellers in this model, 3)
the limited role government would play in this model,
and 4) economic interdependence demonstrated in this
model. Then explain how the rest of the world affects
the model.
SUGGESTED DURATION : 13 days
OVERARCHING CONCEPTS
UNIT CONCEPTS
Circular flow model
Markets
Sectors
Households
Business firms
Exchange
Economic interdependence
UNIT UNDERSTANDINGS
The circular flow of economic activity illustrates the interdependent
relationship between consumers and sellers within a market.
Scenario Examples: (a) Kathleen applies for an afterschool job at a local restaurant. (b) Kathleen uses
some of her wages to buy new jeans.
Government Role Examples: The government
increases taxes it collects from households and
businesses. What would happen in the other flows?
Households have less money to buy goods and
services, businesses would decrease production and
decrease the resources they would buy, some people
would lose their job.
Standard(s): E.8A , E.8B , E.8C ELPS.c.4F ,
ELPS.c.5G
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page 2 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
PERFORMANCE ASSESSMENT(S)
ELPS.c.5G
Economics Unit 01 PA 03
Click on the PA title to view related rubric.
Given a series of business scenarios, analyze each in
terms of the advantages and disadvantages of the three
types of business organization: sole proprietorship,
partnership, and corporation. As a small business
consultant, prepare a summary report to one of the
potential businesspersons. The report should help the
person determine which type of business would best
suit their needs. Include an analysis of the advantages
and disadvantages of each business type and suggest
the type of business that would best suit the scenario.
Tell why and support your conclusion.
Examples: (a) Maria wants to start a catering
business. She has the finances she needs and the
equipment. What type of business would work best for
her? (b) Travis and Matt mow their family lawns. Travis
has a lawn mower and other equipment needed. Matt
has a truck and trailer. They think they can make
enough money for their first semester in college. What
type of business would you advise them to start? (c)
Jennifer has developed a new idea. She has applied for
a patent and wants to produce this widget. She has
several people who want to contribute financially but do
SUGGESTED DURATION : 13 days
OVERARCHING CONCEPTS
UNIT CONCEPTS
Sole proprietorship
Partnership
Corporation
Liability
Stocks
Bonds
The three basic types of business organizations, sole proprietorship,
partnership, and corporation, have advantages and disadvantages with
regard to economic rights and responsibilities, the safety, security, and
welfare of a community, and the right to participate in markets for
economic gain.
Last Updated 06/05/2014
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UNIT UNDERSTANDINGS
page 3 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 13 days
OVERARCHING CONCEPTS
UNIT CONCEPTS
UNIT UNDERSTANDINGS
not want to have anything to do with running the
business. She needs to get some additional financing.
What type of business would you advise Jennifer
start?
Standard(s): E.16A , E.16B , E.16C , E.16D , E.22A
ELPS.c.4I , ELPS.c.5B
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS
Students sometimes do not recognize that there is a cost for everything.
UNIT VOCABULARY
Free enterprise system – market economy or capitalism in which individuals depend on the interaction of supply and demand in the marketplace to determine the
answers to the three economic questions of “what to produce?”, “how to produce?”, and “for whom to produce?”
Scarcity – condition in which not enough resources are available to produce enough to meet unlimited demand
Opportunity cost – the value of goods and services given up in order to obtain an alternative good or service
Economic interdependence – how the different sectors of the economy are connected to each other, and decisions of one will impact the others
UNIT ASSESSMENT ITEMS
Assessment Items aligned to this unit are available through Search All Components in the District Resources tab.
TEKS#
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS
SE#
Legend:
Bold black text in italics: Knowledge
and Skills Statement (TEKS)
UNIT LEVEL SPECIFICITY
Legend:
Blue text: Supporting Information / Clarifications from TCMPC (Specificity)
Blue text in italics: Unit-specific clarification
Bold black text: Student
Expectation (TEKS)
Black text: Texas Education Agency (TEA)
Strike-through: Indicates portions of the
Student Expectation that are not
included in this unit but are taught in
previous or future unit(s)
E.1
Economics. The student understands the
concepts of scarcity and opportunity costs.
The student is expected to:
E.1A
explain why scarcity and choice are basic
economic problems faced by every
society
Explain
SCARCITY AND CHOICE AS BASIC ECONOMIC PROBLEMS FACED BY EVERY SOCIETY
Including, but not limited to:
Scarcity refers to a condition in which there are not enough resources available to produce everything
that individuals demand. Scarcity is the single most important problem addressed by an economic
system.
Because resources are limited and demands are unlimited, societies and individual must make choices
about what to produce and what to consume. Economics is basically a study of how individuals,
businesses and governments make choices about what to produce and what to consume.
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page 5 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
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E.1B
TEKS
describe how societies answer the basic
economic questions
UNIT LEVEL SPECIFICITY
Describe
HOW SOCIETIES ANSWER THE BASIC ECONOMIC QUESTIONS
Including, but not limited to:
What to produce? – This is a production choice influenced by consumer demand. What are you going to
make with scarce resources?
How to produce? – This is a resource choice. How much of each resource will be used? Will it be labor
intensive or will it be capital intensive?
How much to produce? – This is a production choice influenced by consumer demand. How much will
you make with scarce resources?
For whom to produce? – This is an allocation choice. Who gets the products after they are produced?
How is this decided, by the government or in the marketplace?
E.1C
describe the economic factors of
production
Describe
HOW SOCIETIES ANSWER THE BASIC ECONOMIC QUESTIONS
Including, but not limited to:
Factors of production
Land – all natural resources, including oil, water, air, timber, animals, and minerals; extracting
natural resources comes with costs
Labor – any human effort, physical or mental, that goes into producing goods and services,
including marketing, distribution, and selling
Capital – man­made goods used in the production of goods and services, sometimes called
capital goods (e.g., sewing machine used to make jeans); also the money used to purchase
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page 6 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
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TEKS
UNIT LEVEL SPECIFICITY
resources needed to produce goods and services
Entrepreneurship – individuals who introduce new ideas for creating new products or new ways to
produce products
E.1D
interpret a production-possibilities curve
and explain the concepts of opportunity
costs and scarcity
Interpret
A PRODUCTION POSSIBILITY CURVE
Including, but not limited to:
Production possibility curve – economic model that shows various output combinations of two goods and
demonstrates the concept of opportunity cost
Explain
CONCEPTS OF OPPORTUNITY COSTS AND SCARCITY
Including, but not limited to:
Opportunity cost – opportunity cost refers to the value of goods and services that are given up in order to
obtain an alternative good or service
Every choice has an opportunity cost. In economic terms, the opportunities forgone in the choice of one
expenditure over others. The concept of opportunity cost allows economists to examine the relative
monetary values of various goods and services. Economic choices of what to consume or produce are
influenced by opportunity cost.
Scarcity – fundamental economic problem caused by unlimited wants, but limited resources
E.5
Economics. The student understands free
enterprise, socialist, and communist
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
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UNIT LEVEL SPECIFICITY
economic systems. The student is expected
to:
E.5A
describe the basic characteristics of
economic systems, including property
rights, incentives, economic freedom,
competition, and the role of government
Describe
BASIC CHARACTERISTICS OF ECONOMIC SYSTEMS
Including, but not limited to:
Property rights (private property rights) – the concept that people have the right and privilege of owning
and controlling their possessions as they wish
Incentives – an expectation that will encourage people to behave in a certain way (e.g., increase your
productivity in hopes of increasing your wages)
Economic freedom – the right to make your own economic decisions, such as choosing your own career
Competition – the struggle among producers for consumers’ business; competition gives us the best
product at the lowest price
Role of government – the government should protect property rights as expressed in the Constitution,
but should not become too involved in the economy, taxation, fiscal policy; monetary policy affects
businesses
E.5B
compare the free enterprise system,
socialism, and communism using the
basic characteristics of economic systems
Compare
ECONOMIC SYSTEMS
Including, but not limited to:
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
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E.5C
TEKS
examine current examples of free
enterprise, socialist, and communist
economic systems
UNIT LEVEL SPECIFICITY
Characteristic
Free Enterprise
Socialism
Communism
Property rights
Individual
Collective
Government
Incentives
Profit
Economic freedom
Total
Limited
None
Competition
Lots
Little
None
Role of the government
Little or none
Varies
Total
Examine
CURRENT EXAMPLES OF FREE MARKET, SOCIALIST, AND COMMUNIST ECONOMIC SYSTEMS
Including, but not limited to:
Free market examples – United States
Socialist examples – Mozambique, Venezuela, Sweden
Communist examples – North Korea, Cuba
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
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E.5D
TEKS
understand that the terms free enterprise,
free market, and capitalism are
synonymous terms to describe the US
economic system
UNIT LEVEL SPECIFICITY
Understand
FREE ENTERPRISE, FREE MARKET, AND CAPITALISM ARE SYNONYMOUS TERMS TO DESCRIBE THE
UNITED STATES ECONOMIC SYSTEM
Including, but not limited to:
Free enterprise, free market, and capitalism
E.5E
analyze the importance of various
economic philosophers, including
Friedrich Hayek, Milton Friedman, John
Maynard Keynes, and Adam Smith, and
their impact on the US free enterprise
system
Analyze
IMPORTANCE OF VARIOUS ECONOMIC PHILOSOPHERS AND THEIR IMPACT ON THE U.S. FREE
ENTERPRISE SYSTEM
Including, but not limited to:
Friedrich Hayek – Austrian economist who believed very strongly in free markets. Best known as an
advocate of what is now called Austrian Economics. In his book The Road to Serfdom, he defended
classical liberalism and free-market capitalism against socialist and collectivist thought, expressing the
idea that socialism and communism did not work. He was awarded the Nobel Memorial Prize in
Economic Sciences in 1974. In 1988, Hayek published his final book The Fatal Conceit: The Errors of
Socialism, in which he laid out how socialism had to fail. This became reality when events in the next
few years confirmed Hayek’s theories. Hayek is considered one of the most important economists and
political philosophers of the twentieth century.
Milton Friedman – economist who held a political philosophy that extolled the virtues of a free market
economic system with little intervention by government. Believed in the Monetarist view of the economy
that holds that the supply of money in the economy is important, but it should be allowed to grow at the
same rate as the economy without the Federal Reserve Bank increasing or decreasing the money
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
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UNIT LEVEL SPECIFICITY
supply. He felt that the government should not play a large role in the economy and that many times the
cause of instability was the interference by the Federal Reserve Bank or the government.
John Maynard Keynes – British economist who wrote during the Great Depression and whose ideas
have profoundly affected the theory and practice of modern macroeconomics, as well as the economic
policies of governments. He greatly refined earlier work on the causes of business cycles and advocated
the use of fiscal and monetary measures to mitigate the adverse effects of economic recessions and
depressions. In his book The General Theory of Employment Interest and Money, Keynes laid out what
he felt caused the depression and the role the government should take to correct this instability. His
idea about the increased role of government in the economy was very radical for the times and it
changed popular thinking regarding the role of government.
Adam Smith – known as the father of capitalism, he expressed his theories in the book Wealth of
Nations and is credited with being the first to examine the importance of the division of labor and worker
productivity and for advancing the idea that free markets thrive on the basis of mutual self-interest (the
idea of self-interest and the invisible hand). Smith believed the government should play a very small role
in the economy; he believed in the idea of laissez-faire.
E.6
Economics. The student understands the
basic characteristics and benefits of a free
enterprise system. The student is expected
to:
E.6A
explain the basic characteristics of the US
free enterprise system, including private
property, incentives, economic freedom,
competition, and the limited role of
government
Explain
THE BASIC CHARACTERISTICS OF THE U.S. FREE ENTERPRISE SYSTEM
Including, but not limited to:
Private property – property that is owned by private individuals or private businesses as opposed to
government ownership
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
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TEKS
UNIT LEVEL SPECIFICITY
Incentives – an expectation that encourages people to behave in a certain way (e.g., production of goods
and services to make profit)
Economic freedom – the ability to make your own economic decisions (e.g., the right to choose your
own occupation, and consumer choice)
Competition – the struggle among producers for consumers and businesses; competition fosters the
best product at the lowest price
Limited role of government – government protection of property rights as expressed in the Constitution
E.6B
explain the benefits of the US free
enterprise system, including individual
freedom of consumers and producers,
variety of goods, responsive prices,
investment opportunities, and the
creation of wealth
Explain
BENEFITS OF U.S. FREE ENTERPRISE SYSTEM
Including, but not limited to:
Freedom of consumers – consumers have the ability to purchase the goods and services they choose,
making their wishes known to producers through voluntary transactions.
Freedom of producers – can produce what they want in order to respond to consumer demand and make
a profit.
Variety of goods – the free enterprise system produces a wide variety of goods and services to meet
consumers’ wants and needs.
Responsive prices – prices in a free enterprise system respond to changes in supply and demand, thus
signaling producers and directing resources to respond to consumer demand.
Investment opportunities – businesses can redirect resources from being consumed today in order to
create benefits in the future.
Creation of wealth – sale of goods and services along with investment allows for profit and accumulation
of wealth.
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page 12 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
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E.6C
TEKS
analyze recent changes in the basic
characteristics of the US economy
UNIT LEVEL SPECIFICITY
Analyze
CHANGES IN THE BASIC CHARACTERISITICS OF THE UNITED STATES ECONOMY
Including, but not limited to:
Examples:
Outsourcing
The "Bush" tax cuts
Healthcare reform
Changing role of government
Influence of international trade and relations with other countries
E.6D
analyze the costs and benefits of US
economic policies related to the
economic goals of economic growth,
stability, full employment, freedom,
security, equity (equal opportunity versus
equal outcome), and efficiency
Analyze
COSTS AND BENEFITS OF U.S. ECONOMIC POLICIES RELATED TO ECONOMIC GOALS
Including, but not limited to:
Monetary Policy – refers to the changes made in the money supply in order to affect economic growth,
employment, and prices
Fiscal Policy – refers to use of government spending and taxing to affect economic growth, employment
and prices
Costs and Benefits
Inflationary or deflationary price effects
Job creation and job losses
Incentives to invest or to divest
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
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TEKS
E.8
Economics. The student understands the
circular-flow model of the economy. The
student is expected to:
E.8A
interpret the roles of resource owners and
firms in a circular-flow model of the
economy and provide real-world
examples to illustrate elements of the
model
UNIT LEVEL SPECIFICITY
Interpret
ROLES OF RESOURCE OWNERS AND FIRMS IN A CIRCULAR-FLOW MODEL OF THE ECONOMY
Provide
REAL-WORLD EXAMPLES
Including, but not limited to:
Circular-flow model – a visual representation showing the relationship between the factor market (where
income is obtained) and the product market (where income is used to make purchases). The model is
used to show the interdependent relationship of buyers and sellers within a market and the flow of
money.
Resource owners and firms play the role of producing and selling in the model in order for income to be
generated for households.
Real world examples
Daniel applies for an after-school job at a restaurant. This is the supplying of labor in the factor
market; his wages will be a cost to a business, and income to a household.
Daniel uses some of his earnings to buy tennis shoes at the mall. This is the purchase of goods
in the product market; the payment for the shoes is revenue to a business, and consumption
spending for a household.
A farmer sells his crop of corn in the factor market. A processing company buys it and turns it
into packages of frozen corn. The packages of corn are then purchased by households to feed
their families.
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
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E.8B
TEKS
explain how government actions affect
the circular-flow model
UNIT LEVEL SPECIFICITY
Explain
CIRCULAR FLOW MODEL OF THE ECONOMY
Including, but not limited to:
Government can be added to the circular-flow model as both a producer and consumer.
Purchases goods and services in the product market
Purchases factors of production in the product market
Furnishes goods and services
Collects taxes from both households and businesses
Transfers money to households and businesses
E.8C
explain how the circular-flow model is
affected by the rest of the world
Explain
CIRCULAR FLOW MODEL OF THE ECONOMY
Including, but not limited to:
Markets have become world-wide, so imports and exports broaden how far both money and products
travel.
E.16
Personal financial literacy. The student
understands types of business ownership.
The student is expected to:
E.16A
explain the characteristics of sole
proprietorships, partnerships, and
Explain
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
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corporations
UNIT LEVEL SPECIFICITY
CHARACTERISTICS OF SOLE PROPRIETORSHIPS, PARTNERSHIPS, CORPORATIONS
Including, but not limited to:
Sole proprietorship – enjoys the rights to all profits and bears the responsibility for all debts and liability
Partnership – in the most common type of partnership, a general partnership, the owners have unlimited
liability for all debts and obligations of the firm. Partners share financial and legal responsibilities for the
business, and the business legally ceases to exist if one of the partners leaves the firm.
Corporation – a corporation has many of the legal rights of an individual, including the right to enter into
contracts and the right to sue or be sued. Corporations are subject to more regulations, but have a
broader set of means for raising money than sole proprietorships or partnerships do, such as selling
stock and issuing bonds. Those seeking to form a corporation seek permission from the state. The
business can continue even if the ownership changes.
E.16B
analyze the advantages and
disadvantages of sole proprietorships,
partnerships, and corporations
Analyze
ADVANTAGES AND DISADVATAGES OF SOLE PROPRIETORSHIPS, PARTNERSHIPS, CORPORATIONS
Including, but not limited to:
Advantages
Sole
proprietorship
easy to start up and manage
enjoys the rights to all profits
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Disadvantages
unlimited liability for all debts and
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
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lack of special taxes
easy to start up
lack of special taxes
easier to attract financial capital
and qualified workers because of
its larger size
Partnership
easy to attract financial capital by
selling stocks and bonds
limited liability for debts and
responsibilities of the firm
can hire professionals to run the
firm
unlimited life of the firm
Corporation
E.16C
analyze the economic rights and
responsibilities of businesses, including
those involved in starting a small business
obligations
difficult to raise financial capital
difficult to attract qualified
employees
limited life of the partnership
unlimited liability for all debts and
obligations
potential for conflict among partners
expensive to obtain the charter
necessary to incorporate
owners and stockholders have little
control over the operations of the
business
double taxation of corporate profits
subject to government regulation
Analyze
ECONOMIC RIGHTS AND RESPONSIBILITIES OF BUSINESSES
Including, but not limited to:
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
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Rights of businesses – to participate in markets for the purpose of exchanging goods and services.
These rights are defined and protected by the government.
Responsibilities of businesses – to engage in fair labor practices and fair competition
Right and responsibilities for those starting a small business are the same as any business, but the
failure rate is 50% in the first five years.
E.16D
explain how corporations raise money
through stocks and bonds
Explain
HOW CORPORATIONS RAISE MONEY
Including, but not limited to:
Stocks – a certificate of ownership in a corporation
Bonds – a formal contract to repay borrowed money and interest on the borrowed money at regular
intervals
E.22
Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of
valid sources, including electronic
technology. The student is expected to:
E.22A
analyze economic information by
sequencing, categorizing, identifying
cause-and-effect relationships,
comparing, contrasting, finding the main
idea, summarizing, making
generalizations and predictions, and
Analyze
INFORMATION
Including, but not limited to:
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
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UNIT LEVEL SPECIFICITY
drawing inferences and conclusions
E.22E
evaluate economic data using charts,
tables, graphs, and maps
Sequencing
Categorizing
Cause-and-effect relationships
Comparing and contrasting
Finding the main idea/summarizing
Making generalizations and predictions
Drawing inferences and conclusions
Evaluate
ECONOMIC DATA
Including, but not limited to:
Charts
Tables
Graphs
Maps
E.23
Social studies skills. The student
communicates in written, oral, and visual
forms. The student is expected to:
E.23A
use economic-related terminology
correctly
Use
ECONOMIC-RELATED TERMINOLOGY CORRECTLY
Last Updated 06/05/2014
Print Date 09/15/2014 Printed By Jonathan Shaw, NOCONA H S
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
SE#
E.23B
TEKS
use standard grammar, spelling, sentence
structure, and punctuation
UNIT LEVEL SPECIFICITY
Use
STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, PUNCTUATION
E.23C
transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate
Transfer
INFORMATION FROM ONE MEDIUM TO ANOTHER USING COMPUTER SOFTWARE AS APPROPRIATE
Including, but not limited to:
Written to visual
Statistical to written or visual
E.24
Social studies skills. The student uses
problem-solving and decision-making
skills, working independently and with
others, in a variety of settings. The student
is expected to:
E.24B
use a decision-making process to identify
a situation that requires a decision,
gather information, identify options,
predict consequences, and take action to
implement a decision
Use
DECISION-MAKING PROCESS
Including, but not limited to:
Steps in a decision-making process
Identify a situation that requires a decision
Gather information
Last Updated 06/05/2014
Print Date 09/15/2014 Printed By Jonathan Shaw, NOCONA H S
page 20 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
TEKS#
SE#
TEKS
UNIT LEVEL SPECIFICITY
Identify options
Predict consequences
Take action to implement a decision
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language
proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of
each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated
commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the
ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
Choose appropriate ELPS to support instruction.
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary
Last Updated 06/05/2014
Print Date 09/15/2014 Printed By Jonathan Shaw, NOCONA H S
page 21 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying
ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept
and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one
commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and
analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language
acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's
level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant
clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language
attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and
Last Updated 06/05/2014
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page 22 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary
with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce
English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing
people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using
routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as
more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and
expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended
speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topics
Last Updated 06/05/2014
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page 23 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and
language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used
routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to
enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly
challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding
to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
Last Updated 06/05/2014
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page 24 of 26 INSTRUCTIONAL FOCUS DOCUMENT
Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
ELPS#
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of
supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with
content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content
area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and
performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may
be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1,
certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing
system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English
is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses
commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in
increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/05/2014
Print Date 09/15/2014 Printed By Jonathan Shaw, NOCONA H S
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Economics With Emphasis On The Free Enterprise System And Its Benefits
TITLE : Unit 01: Introduction and Basic Concepts
SUGGESTED DURATION : 13 days
Last Updated 06/05/2014
Last Updated 06/05/2014
Print Date 09/15/2014 Printed By Jonathan Shaw, NOCONA H S
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