Lesson plan /Soroko 03.14-18. 2016
Objective:
Students will review & understand the basic
aspects and terminology of “Public Finance” and
be exposed to the government’s role in the
economy.
Method:
Through the integration of NMSSSS and
NMCCSS, the students will read the district
assigned text, review online resources, power
point presentations, student developed keynotes
with presentation, Socratic dialogue,
participation and lecture with the teacher
applying accommodations for specific IEPs and
ELls
Assessment:
Will be made through teacher observations,
informal assessments (Kahoot, Socratic dialogue,
in class games), Marzano folders, formal
assessments (PARCC format) and written
responses.
NMSSSS: Economics, C.S. IV, Benchmark 4-A, p. s.
5, 10, 4-B, 6, 7, 8, 11, 12, 4-C, 3, 6, 9, 10
NMCCSS: ELA-LITERACY.RH.11-12.7
Monday, 03.14.2016:
Entry task:
What are the best indicators of a thriving economy?
Lesson plan /Soroko 03.14-18. 2016
 PowerPoint 18.2 with Socratic Dialogue
Exit task:
Who receives the benefits of a fair tax?
Tuesday, 03.15.2016
Entry task:
What (tax) principle and taxes are associated with the
video?
 PowerPoint 18.3
 SOCRATIC DIALOUGE
 THE DEBT CLOCK: http://www.usdebtclock.org
Exit task:
What is the “benefits received principle?”
Wednesday, 03.16.2016
Entry task: WHAT ARE THE THREE MAIN GOALS OF THE
ECONOMIC STABILIZATION POLICY?
 KAHOOT 18
 MARZANO CHECK (I.F. = “0”)
 REVIEW ESSAY 18
Exit task: COMPARE AND CONTRAST A PROPORTIONAL TAX
TO A REGRESSIVE TAX.
Thursday, 03.17.2016:
Entry task:
COMPARE AN INDIRECT TAX TO A DIRECT TAX.
Lesson plan /Soroko 03.14-18. 2016
 CHAPTER 18 TEST
 WRITTEN IN PEN
 SCANTRON IN PENCIL
Exit task:
WHAT HAS TO HAPPEN IN ORDER FOR CITIZENS TO
ENJOY A HIGHER STANDARD OF LIVING?
Friday, 03.18.2016:
Entry task:
HOW DOES THE FEDERAL BUDGET AFFECT THE ECONOMY?
 TEST 18 GRADING & FEEDBACK …
 “FREE TO CHOOSE” by Milton Friedman #3
Exit task:
WHY DO YOU THINK LAWS REQUIRE STATES AND LOCAL
BUGETS TO OPERATE ON BALANCED BUDGETS?