Central Dauphin School District
Curriculum Unit Map
Subject: Social Studies
Grade Level: 6
Topic: Economy
Priority PA Core Standards:
 CC.8.5.6-8.C: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates
are raised or lowered).
 CC.8.5.6-8.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
 CC.8.5.6-8.F: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
 CC.8.6.6-8.I: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for
a range of discipline-specific tasks, purposes, and audiences.
PA Academic Standards (if applicable):
 6.1.6.A: Explain how limited resources and unlimited wants cause and scarcity.
 6.1.6.B: Compare ways that people meet their needs with how they meet their wants.
 6.1.6.C: Describe how resources are combined to produce different goods and services.
 6.2.6.G: Examine how various economic systems address the three basic questions: What to produce? How? For Whom?
 6.3.6.B: Describe the impact of government involvement in state and national economic activities.
KEY LEARNING:
Governments influence economic structure and
growth. Choices made by consumers and
producers influence market.
UNIT ESSENTIAL QUESTION:
What is the impact of economic systems on the
needs and wants of all people and on the
environment in various times in their local
community?
How do governments affect the flow of resources,
goods, and services and decide who gets what
goods and services?
Texts/Resources/Materials:
www.discoveryeducation.com
Complex texts
CONCEPT: Wants and Needs
CONCEPT: Market Economy
CONCEPT: Traditional Economy
CONCEPT: Command Economy
Lesson Essential Questions:
How are goods and services produced,
consumed, and exchanged to satisfy
needs and wants?
 Define
 Examples
Lesson Essential Questions:
How does a government and its citizens
benefit from a market economy?
 Define
 Identify characteristics
 Identify governments
Lesson Essential Questions:
How does a government and its citizens
benefit from a traditional economy?
 Define
 Identify characteristics
 Identify governments
Lesson Essential Questions:
How does a government and its citizens
benefit from a command economy?
 Define
 Identify characteristics
 Identify governments
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Academic Specific:
(examples: analyze, trace, identify)
Define, identify
Haiti
Indigenous tribes
Fishing, farming
Under developed countries
Inuits
barter
Skills—verbs:
(What do students need to be able to do? In which quadrant do the skills belong?)
*see page 19 of SAP Learning Environment guide*
1.
2.
3.
4.
5.
Iran
China
Cuba
North Korea
Vocabulary
Domain (Content) Specific:
(examples: drama, characterization, theme)
economy, consumer, supply and demand, free enterprise, scarcity, limited
resources, unlimited resources, barter
KUD’s (know—understand—do)
RR Framework
Concepts—nouns:
(What do students need to
know/understand?)
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C D
A B
Unit Assessment Plan
Common Summative Activities/Performance Tasks/Assessments (from assessment bank):
Thoughts…
Compare/contrast
Advantages/disadvantages
Natural resources drive economies