​World
Title
Economics
Geography
Unit 4
Suggested Dates
1 week
2​nd​ six weeks
Big Idea/Enduring Understanding
All economic systems must make three basic economic decisions: What and
how many goods and services should be produced, How they should be
produced, and Who gets the goods and services that are produced.
Different types of economic systems answer these questions differently.
Guiding Questions
How do geographic factors influence the economic factors of an area?
How do people satisfy their basic needs?
Have Global Trade patterns changed over time? Why?
TEKS
Readiness TEKS
10C
11C
Supporting TEKS
10ABD
11AB
Process Skills
21A
22C
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
10A Describe the forces that determine the distribution of goods and services in free enterprise, socialist, and communist economic systems.
10B Where do the following countries fall along the economic spectrum between free enterprise and communism?
10C Identify regions of the world which practice subsistence farming and why this method is used.
11C ​ ​How do changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic
activities?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to
the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices.
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Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these
and/or other resources to teach the district curriculum. Some resources are protected by copyright.
Knowledge and Skills with
Student​ ​Expectations
District Specificity/Examples
Vocabulary
(10) Economics. The student
understands the distribution,
characteristics, and interactions
of the economic systems in the
world. The student is expected
to:
Bloom’s Level Remembering
Goods
Services
Production
Free enterprise
Socialist
Communist
(A) describe the forces that
determine the distribution of
goods and services in free
enterprise, socialist, and
communist economic systems;
SUPPORTING
Distribution of goods and
services in free enterprise
system is based on the market
demands​.
The free enterprise system
encourages a market economy.
In a market economy
individuals make decisions
about what to produce, how to
produce it and what to buy with
limited government
interference. Free enterprise
and capitalist economic
systems are used
synonymously. No country has
a pure free market economy
instead the United States and
countries like it have a mixed
economy with elements of a
market economy.
A command economy is one in
which the government owns or
directs the means of production
(land, labor, capital) and
controls the distribution of
goods. A command economy is
called a socialist or communist
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Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate suggested uses.
Any additional resources must be aligned with the TEKS.
​McGrawHill Text/Online
Lessons from econedlink.org
China-Where will they fit in the World Economy?
Comparative Economic Systems
United Streaming
Economic Systems: Regulating the Exchange of Goods and
Services
economy based on the amount
of government involvement.
Distribution of goods and
services in communist
economic system ​is determined
by the government for the good
of the society. Taxpayers have
little or no say in how goods
and services are distributed
Distribution of goods and
services in socialist system ​is
based on both the government
economic decisions and some
free market activities.
(10) Economics. The student
understands the distribution,
characteristics, and interactions
of the economic systems in the
world. The student is expected
to:
(B) classify where specific
countries fall along the
economic spectrum between
free enterprise and
communism;
SUPPORTING
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Bloom’s Level Analyzing
Give students, working in
groups or individually,
opportunities
to research the economy of a
specifi c country and then to
place the name of that country
on a continuum that ranges
from free enterprise to
communism. It may be
necessary to review the terms
free enterprise economy,
socialist economy, and
communist economy
before beginning the
classifi cation process. Once
students have the
Economic
system
Free enterprise
Communism
Classify
mini research
small group
Index of Economic Freedom
opportunity to place the
country on the spectrum, they
should be able
to defend why they placed the
country in that place, citing
specifi c
examples related to how that
country’s economy answers the
basic
economic questions. This
learning can become more
interactive by
having students form a
“human” continuum by placing
themselves,
representing the country they
researched, on the spectrum
and
defending their decision citing
specific examples.
(10) Economics. The student
understands the distribution,
characteristics, and interactions
of the economic systems in the
world. The student is expected
to:
(C) compare the ways people
satisfy their basic needs through
the production of goods and
services such as subsistence
agriculture versus commercial
agriculture or cottage industries
versus commercial industries;
READINESS
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Bloom’s Level Analyzing
Subsistence agriculture​ ​is
small scale agriculture that
provides primarily for the
needs of a family.
Commercial agriculture​ is
large scale agriculture where
the crops are sold for a profit
Cottage industries​ are
businesses that employ workers
in their homes.
Commercial Industries
Subsistence
agriculture
Commercial
agriculture
Cottage
industry
Commercial
industry
Economic
system
compare and
contrast
-work in small groups to online research
(10) Economics. The student
understands the distribution,
characteristics, and interactions
of the economic systems in the
world. The student is expected
to:
(D) compare global trade
patterns over time and examine
the implications of
globalization, including
outsourcing and free trade
zones.
SUPPORTING
(11) Economics. The student
understands how geography
influences economic activities.
The student is expected to:
(A) understand the connections
between levels of development
and economic activities
(primary, secondary, tertiary,
and quaternary);
SUPPORTING
Bloom’s Level Analyzing
• Understanding
Outsourcing​-​is shifting
business operations from within
an organization to a person or
group outside the organization.
compare and
contrast
Econedlink.org lessons
Is Globalization a Dirty Word?
-Using historic and contemporary examples of trade patterns
such as the Silk Road or European Union allows students
opportunities to describe and compare how scarcity
impacts trade.
Free trade zones-​ an area in a
country where goods can be
imported without paying
customs duties.
Bloom’s Level Understanding
Primary economic activities
involve using or taking natural
resources directly from the
earth. Examples include
farming, fishing, mining,
forestry, ranching….
Secondary economic activities
use raw materials to produce
something new. Examples
include manufacturing
automobiles, assembling
computers, making electrical
power…
Tertiary economic activities
involve providing services to
people and businesses.
Examples include, teachers,
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Trade
Globalization
Outsourcing
Free trade
zones
Primary
economic
activity
Secondary
economic
activity
Tertiary
economic
activity
Quaternary
economic
activity
Level of
development
Connection/
cause and
eff ect
relationship
Sectors of the Economy
-First students must be able to define and give specific
examples of the four levels of economic activities used by
many economists and geographers [primary, secondary,
tertiary, and quaternary]. Secondly,students need
opportunities to determine, using specifi c examples of
countries and regions of the world, the degree to which the
presence of these levels of economic activity relate to the
level of economic development of the country/region.
doctors, lawyers and store
clerks…..
(11) Economics. The student
understands how geography
influences economic activities.
The student is expected to:
(B) identify the factors
affecting the location of
different types of economic
activities, including subsistence
and commercial agriculture,
manufacturing, and service
industries;
SUPPORTING
Quaternary economic
activities​ are concerned with
the processing, management
and distribution of information.
Examples include “white
collar” professionals in
education, government,
business, research and
information processing.
Bloom’s Level Remembering​
Subsistence agriculture ​is
small scale agriculture that
provides primarily for the
needs of a family. Subsistence
agriculture tends to happen in
places where large scale
agriculture cannot be sustained
(because of poor soil, lack of
dependable water, lack of
transportation…)
Commercial agriculture​ is
large scale agriculture where
the crops are sold for a profit.
Fertile soil, dependable water
supplies and access to
transportation routes are a few
factors that play a roll in the
location of commercial
agriculture.
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Factors
Economic
activity
Subsistence
agriculture
Commercial
agriculture
Manufacturing
Service
industry
map activities
-Students need to be able to identify diff erent types and
examples of economic activities, such as agricultural,
industrial/manufacturing, and service oriented activities. Once
these defi nitions and examples are identifi ed, students need to
be able to cite factors that infl uence the location of these
activities. The use of multiple types of maps,
including physical, climate, resource, and land use, help
students to interpret the relationship between where resources
are located and the types of economic activities in a given
region. For instance, climate and soil types aff ect agricultural
production including productivity and types of crops grown.
The availability [through location or
transportation] of raw materials aff ects the types of
manufacturing industries, and so on.
(11) Economics. The student
understands how geography
influences economic activities.
The student is expected to:
(C) assess how changes in
climate, resources, and
infrastructure (technology,
transportation, and
communication) affect the
location and patterns of
economic activities.
READINESS
(21) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired from a
variety of valid sources,
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Manufacturing​ tends to occur
in locations that have good
access to transportation routes
and often are close to the
sources of natural resources
used in the manufacturing
process.
​Bloom’s Level Evaluating
What do the students need to
know?
• How geography infl uences
economic activity in a region
• How to determine the degree
to which changes in climate,
resources,
and/or infrastructure aff ect the
location of settlements and
economic activity
• The relationship between
climate and resources and
economic activity
• The importance and impact of
infrastructure on the
development of
economic activity
recurring and embedded
Assess
Economic
activities
Infrastructure
Resources
graphic
organizers
-Using a T-chart or other graphic organizer, ask students to
brainstorm changes within transportation, communication, and
technology on one side and detail the impact of that change on
economic development on the other, citi ng specifi c
regionswhen possible.
including electronic
technology. The student is
expected to:
(C) ​create and interpret
different types of maps​ ​to
answer geographic questions​,
infer relationships,​ and
analyze change.
(22) Social studies skills. The
student communicates in
written, oral, and visual forms.
The student is expected to:
(A) design and draw
appropriate graphics such as
maps​, ​diagrams,​ ​tables, and
graphs​ to communicate
geographic features,
distributions, and relationships;
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recurring and embedded