Resources for Teaching Economic
Benchmarks & New Technologies
http://yumonomics.com/
Hillsborough Middle School Social
Studies Subject Area Leaders Meeting
Why Economics?
http://vimeo.com/6268631?ab
http://vimeo.com/6268631?ab
http://vimeo.com/6268631?ab
3 Pigs + 6 Principles
Handy Dandy Guide: 6 Principles of Economics
1.People Choose: What was scarce? What did the pigs decide to do?
2.All Choices Involve Costs: What were the costs of building a brick vs. a
straw or stick home
3.People Respond to Incentives: Wolf went down the chimney. What
was his incentive?
4.Economic Systems Influence Choices and Incentives: What do you
think the first two pigs would do
5.Voluntary Trade Creates Wealth: What special skills do the pigs have?
How could they participate in voluntary trade/specialization?
6.The Consequences of Choices Lie in the Future: What were the
consequences of the pigs’ decisions to skimp on building?
Three Little Pigs book Free at project Gutenberg
http://www.gutenberg.org/files/18155/18155-h/18155-h.htm
Sixth Grade
•
Standard 1: Understand the fundamental concepts relevant to the development of a market economy.
(SS.6.E.1)
1. Identify the factors (new resources, increased productivity, education, technology, slave
economy, territorial expansion) that increase economic growth. (SS.6.E.1.1)2. Describe and identify
traditional and command economies as they appear in different civilizations. (SS.6.E.1.2)3. Describe the
following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and
demand, barter, trade, productive resources (land, labor, capital, entrepreneurship). (SS.6.E.1.3)
•
Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a
national economy. (SS.6.E.2) 1. Evaluate how civilizations through clans, leaders, and family groups
make economic decisions for that civilization providing a framework for future city-state or nation
development. (SS.6.E.2.1)
•
Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in
the international marketplace. (SS.6.E.3) 1. Identify examples of mediums of exchange (currencies) used
for trade (barter) for each civilization, and explain why international trade requires a system for a medium
of exchange between trading both inside and among various regions. (SS.6.E.3.1)2. Categorize products
that were traded among civilizations, and give examples of barriers to trade of those products.
(SS.6.E.3.2)3. Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those
economies that led to the rise of a merchant class and trading partners. (SS.6.E.3.3)4. Describe the
relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary
trade. (SS.6.E.3.4)
3. Describe the following economic concepts as
they relate to early civilization: scarcity,
opportunity cost, supply and demand, barter,
trade, productive resources (land, labor, capital,
entrepreneurship). (SS.6.E.1.3)
•
Use the student interactive tool on
ReadWriteThink to create a comic
to discuss econ-cepts. They should
use all the terminology to
consolidate their understanding
•
http://www.readwritethink.org/classr
oom-resources/studentinteractives/comic-creator30021.html
3. Describe traditional economies (Egypt,
Greece, Rome, Kush) and elements of
those economies that led to the rise of a
merchant class and trading partners.
(SS.6.E.3.3)
•
http://www.econedlink.org/
http://www.awesomestories.com/
http://www.awesomestories.com/
Seventh Grade
•
Standard 1: Understand the fundamental concepts relevant to the development of a market economy.
(SS.7.E.1) 1. Explain how the principles of a market and mixed economy helped to develop the United
States into a democratic nation. (SS.7.E.1.1)2. Discuss the importance of borrowing and lending in the
United States, the government's role in controlling financial institutions, and list the advantages and
disadvantages of using credit. (SS.7.E.1.2)3. Review the concepts of supply and demand, choice,
scarcity, and opportunity cost as they relate to the development of the mixed market economy in the
United States. (SS.7.E.1.3)4. Discuss the function of financial institutions in the development of a market
economy. (SS.7.E.1.4)5. Assess how profits, incentives, and competition motivate individuals,
households, and businesses in a free market economy. (SS.7.E.1.5)6. Compare the national budget
process to the personal budget process. (SS.7.E.1.6)
•
Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a
national economy. (SS.7.E.2)1. Explain how federal, state, and local taxes support the economy as a
function of the United States government. (SS.7.E.2.1)2. Describe the banking system in the United
States and its impact on the money supply. (SS.7.E.2.2)3. Identify and describe United States laws and
regulations adopted to promote economic competition. (SS.7.E.2.3)4. Identify entrepreneurs from various
gender, social, and ethnic backgrounds who started a business seeking to make a profit. (SS.7.E.2.4)5.
Explain how economic institutions impact the national economy. (SS.7.E.2.5)
•
Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in
the international marketplace. (SS.7.E.3) Explain how international trade requires a system for
exchanging currency between and among nations. (SS.7.E.3.1)2. Assess how the changing value of
currency affects trade of goods and services between nations. (SS.7.E.3.2)3. Compare and contrast a
single resource economy with a diversified economy. (SS.7.E.3.3)4. Compare and contrast the standard
of living in various countries today to that of the United States using gross domestic product (GDP) per
capita as an indicator. (SS.7.E.3.4)
Standard 1: Understand the fundamental concepts relevant to the development of a
market economy. (SS.7.E.1) 1. Explain how the principles of a market and mixed
economy helped to develop the United States into a democratic nation. (SS.7.E.1.1) 3.
Review the concepts of supply and demand, choice, scarcity, and opportunity cost as
they relate to the development of the mixed market economy in the United States.
(SS.7.E.1.3)5. Assess how profits, incentives, and competition motivate individuals,
households, and businesses in a free market economy. (SS.7.E.1.5)
•
You can either make a crossword
puzzle for them to fill in or they can
create their own puzzle with
definitions. Grade the definitions for
their understanding of the concepts.
•
http://www.readwritethink.org/classr
oom-resources/studentinteractives/comic-creator30021.html
ReadWriteThink: Organizing
and Summarizing Interactives
•
3. Compare and contrast
a single resource
economy with a
diversified economy.
(SS.7.E.3.3)4.
http://www.readwritethink.org/classr
oom-resources/studentinteractives/compare-contrast30066.html
Eighth Grade
•
Standard 1: Understand the fundamental concepts relevant to the development of a market economy.
(SS.8.E.1)Examine motivating economic factors that influenced the development of the United States
economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and
entrepreneurial aspects. (SS.8.E.1.1)
•
Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a
national economy. (SS.8.E.2) Analyze contributions of entrepreneurs, inventors, and other key individuals
from various gender, social, and ethnic backgrounds in the development of the United States economy.
(SS.8.E.2.1)2. Explain the economic impact of government policies. (SS.8.E.2.2)3. Assess the role of
Africans and other minority groups in the economic development of the United States. (SS.8.E.2.3)
•
Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in
the international marketplace. (SS.8.E.3) Evaluate domestic and international interdependence.
(SS.8.E.3.1)
Free Online Games
Gen I Revolution: Financial Literacy
Hot Shot Business: Entrepreneurship
http://www.econedlink.org/interactives/ind
ex.php?iid=102&type=educator
http://disney.go.com/hotshot/hsb2/index.h
tml
Conceptualize Econ-cepts from Benchmarks
Standard 1: Understand the fundamental concepts relevant to the development of a market
economy. (SS.8.E.1)Examine motivating economic factors that influenced the development
of the United States economy over time including scarcity, supply and demand, opportunity
costs, incentives, profits, and entrepreneurial aspects. (SS.8.E.1.1).
Use EconEdLink Economic Glossary http://www.econedlink.org/economicresources/glossary.php
CONCEPT
Entrepreneurship
Scarcity
Supply
Demand
Opportunity Costs
Profits
Incentive
Market Economy
DEFINITION
EXAMPLE
Connect
•
First Watch: Building a story-world - retell
•
Second Watch: Look-out for econ-cepts
•
After Watching: Small groups, record concepts and examples. Make Movies!
http://www.readwritethink.org/classroom-resources/lesson-plans/vocabulary-learningfilmmaking-vocabulary-30683.html
More Films to Watch
http://www.bizkids.co
Compose Film About Econcepts
•
InformationalConcept/demonstration
•
Documentary
•
Story-Like Vendor Wars
•
PSA or commercial about
concepts
•
Digital storytelling with
PowerPoint/Keynote/or
other presentation software
Resources from FCIT
Clip Art
Household
objectshttp://etc.usf.edu/clipart/galleries/
Household%20Objects%20&%20Activitie
s/household_objects.php for goods and
services in a home. Also for capital
resources—tools and equipment used to
make food or clothing
Food
http://etc.usf.edu/clipart/sitemap/furniture.
php Which of these show capital
resources (tools) or human resources
(people) involved in making or serving
food?
•
http://etc.usf.edu/clipart/index.htm
People
http://etc.usf.edu/clipart/sitemap/people.p
hp and famous people
http://etc.usf.edu/clipart/sitemap/famous_
people.php find the entrepreneurs!-
Clip Pix
•
http://etc.usf.edu/clippix/pictures/
•
Sports and recreation to discuss
the economics behind different
activities.
•
The ecnomics of health and beauty.
•
The market cycle of
food/agriculture.
•
The goods and services required to
build a house: productive resources
(human, capital, natural).
•
The business photos…
Exploring Florida
•
http://fcit.usf.edu/florida/default.htm
•
Activity…
•
In groups, explore Exploring Florida
and come up with three ideas on
how to use the site for economics!
Maps
http://fcit.usf.edu/florida/maps/index.h
http://etc.usf.edu/maps/index.htm
tm
•
Florida Specific maps: local
economy…
•
Maps of other countries: historic
economics…
Lit to Go
Merchant of Venice
•
Merchant of Venice
William Shakespeare
•
Entrepreneurship and
Profits
•
The Renaissance was a
time of economic
development. Fortunes
could be made or lost
through shipments from
distant ports…
•
http://etc.usf.edu/lit2go/title/
m/merchant.html
Antonio was a merchant and ship
owner who tried to diversify his
risks. He knew that he regularly
risked losing everything he
owned through the loss of a large
shipment. However he also finds
out that love and friendship carry
risks and rewards; these could be
harder to bear than loss of
income…
(A quay in Venice, Antonio, Salerio,
and Solanio approach, talking
together)
•
Wuthering
Heights
Wuthering Heights
Emily Brontë
•
Self Interest & Economic
Systems
•
We must be for ourselves in
the long run. “Love” ends
when circumstances cause
each one to feel that one’s
interest is not the chief
consideration in the other’s
thoughts.
•
http://etc.usf.edu/lit2go/title/w
/wh.html
Catherine had seasons of gloom
and silence, now and then; they
were respected with
sympathizing silence by her
husband, who ascribed them to
an alteration in her constitution,
produced by her perilous illness,
as she was never subject to
depression of spirits before. The
return of sunshine was welcomed
by answering sunshine from him.
I believe I may assert that they
were really in possession of deep
and growing happiness.
Lit 2 Go Poetry
•
•
http://www.readwritethin
k.org/classroomresources/lessonplans/engineeringperfect-poem-using30763.html
Poetry About Careers
•
“When I Heard the
Learned Astronomer” by
Walt Whitman
•
“Block City” by Robert
Louis Stevenson
•
“The Gardener” by
Robert Louis Stevenson
•
“The Village Blacksmith”
by Henry Wadsworth
Longfellow
No Strings Attached
•
Dollars for Dafur, a lesson
in social entrepreneurship*
http://etc.usf.edu/plans/less
ons/lp/lp0154.htm
•
No Strings Attached
•
NSA includes dozens of
Language Arts lesson
plans with video of each
•
http://etc.usf.edu/plans/less
lesson being
ons/lp/lp0080.htm
cost
of
implemented in a Florida
progress
classroom. All NSA
lesson plans include
• http://etc.usf.edu/plans/less
effective technology
ons/lp/lp0120.htm
integration, Sunshine
international relations
State Standards, and
NETS Profiles.
Technology Integration
•
http://fcit.usf.edu/starting • http://etc.usf.edu/techea
points/socialse/
studies/202/technologyintegration-matrix
Teacher’s Guide to
Holocaust
•
Economics in terms of:
historical timeline and
effects on people.
http://fcit.usf.edu/holocaust/default.htm