WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Kuzy Date 5/18/15 Length of Lesson 3 weeksContent Area Social Studies- Civics
Updated edline and website
STAGE I – DESIRED RESULTS
LESSON TOPIC:Chapters 13 and 14 :
Economics
* factors that determine peoples wants
* the want-satisfaction chain
* economic choices
* scarcity
* The three basic economies
* market economy
* laws of supply and demand
*role of business in our economy
* Labor in the American Economy
BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives and skill focus)
Historical context is needed to comprehend time and space.
Historical interpretation involves an analysis of cause and result.
Perspective helps to define the attributes of historical comprehension.
The history of the Commonwealth continues to influence
Pennsylvanians today, and has impacted the United States and the rest of the world.
The history of the United States continues to influence its citizens and has impacted the rest of the world.
World History continues to influence Pennsylvanians, citizens of the United States and individuals throughout the world today.
UNDERSTANDING GOALS (CONCEPTS): economics and you
Students will understand: economies, resources, wants, decisions, supply and demand, labor changes, business ownership
VOCABULARY: labor unions, collective bargaining, boycott, strike,entrepreneur, sole proprietorship, corpporation, partnership, stock,rent, interest, supply, demand, market price, traditional econ, command econ, market econ, mixed econ, free enterprise, capitalism,profit, invest,factors of production, capital, consumption, opportunity cost
ESSENTIAL QUESTIONS: How are economies, resources, wants, decisions, supply and demand, labor changes, business ownership interrelated
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:
Describe the changes in the american labor force,
Explain the role of business in the economies,
Compare and contrast the economies, Describe the resources and peoples choices, Explain the laws of supply and demand together in the market
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Written assessment, graphic organizers, project, group activity, the art factory project, reading guides, reading aloud,
FORMATIVE ASSESSMENTS:
#1. Open Ended Questions
#2. Exit Tickets
#3. Brief in Class Writing Promp
#4. Graphic Organizers

Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
(Active Engagement,
Explicit Instruction,
Metacognition,
Modeling, Scaffolding)
Graphing skills, lecture, discussion, chart, readings, warm-up journals, projects, writing prompts
MINI LESSON: daily activities
MATERIALS AND
RESOURCES: textbook journals handouts charts graphic organizers documents
INTERVENTIONS: modified seating/ assessments differeentiated instruction models
ASSIGNMENTS: various assignments to facilitate student engagement and comprehension of economics unit