CURRICULUM MAP
Course: ____________Economics_________________________ Teacher: ________________
UNIT TITLE:
Unit 5 – Globalization, Sustainability and economic performance
SOCIAL STUDIES STANDARDS:
LITERACY STANDARDS:
Reading
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NY.4. Strand / Standard: Economics
Students will use a variety of intellectual
skills to demonstrate their understanding
of how the United States and other
societies develop economic systems and
associated institutions to allocate scarce
resources, how major decision-making
units function in the United States and
other national economies, and how an
economy solves the scarcity problem
through market and nonmarket
mechanisms.
4.1. Strand / Performance Indicator: The
study of economics requires an
understanding of major economic concepts
and systems, the principles of economic
decision making, and the interdependence
of economies and economic systems
throughout the world
4.2. Strand / Performance Indicator:
Economics requires the development and
application of the skills needed to make
informed and well-reasoned economic
decisions in daily and national life.
1. Drawing conclusions from documents
2. Analyzing text for main ideas and supporting details.
3. Connecting ideas between different sources/documents
4. Interpreting and understanding historical vocabulary
5. Comparison of documents in terms of relation and
connection
6. Evaluating documents based on perspectives (POV and
bias)
7. Integrating various sources to understand the big
picture
8. Assessing if the reading is historically accurate by
determining of it supported by other sources
9. Analysis of a theme using various sources with different
treatments / perspectives
Writing
1. Implementing primary and secondary sources into
writing (DBQ).
2. Analyzing documents (chronology and theme) to support
essay.
3. Establishing thematic connections across time and space
between sources
4. Incorporation of historical vocabulary into thematic and
DBQ essays
5. Comparing / contrasting documents
6. Explain and evaluate how authors treat the same topics
and themes
7. Integration of various sources into an essay to support
an argument
8. Assessing the validity of an author’s perspective
9. Compare / contrast different treatments of the same
topic
ESSENTIAL QUESTION(S):
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How is today’s globalization different from world trade
How is a world government forming to regulate globalization
How are activists working for a democratic and sustainable globalization paradigm
In what ways is economic performance measured
CONTENT:
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WTO-GATT
Externalities
Climate change
Green energy / environmental justice
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Privatization / nationalization
The Commons
GDP
CPI
DJIA
Economic interdependence
SKILLS / UNDERSTANDINGS:
 Assess pertinent information available in the study of economic indicators
 Track economic trends by decade
 Use economic indicators as a means of predicting the future
 Explain the concept of global interdependence
 ID the reasons behind the green energy movement
 Analyze the importance / lack thereof of privatization / nationalization
VOCABULARY:
 WTO – GATT
 Externalities
 Climate change
 Green energy / environmental justice
 Privatization / nationalization
 GDP
 CPI
 DJIA
 Monetary policy
 Inflation
ASSESSMENT / EVIDENCE
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DBQ/thematic/comparative/change-over-time essays
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Project based learning
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Problem based learning
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Debates
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Mock trials
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Multiple choice
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Film analysis
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Exams
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Student blogs / websites
ACTIVITIES / LEARNING OPPORTUNITIES:
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Participate in an mock UN meeting regarding global economic policy
Investigate the DJIA, and make predictions as to which industries are heading for book
and which are heading for bust
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Examine changes is GDP and offer explanations for the changes, both within an
individual country and in comparing nations to one another
 Create “green” economic initiatives within a school / community / organization that are
in line with the current global push towards being green
 Research the economic impact of events from the other side of the world, and predict /
analyze their impact on our economic lives
 Analyze the behavior of the Fed and understand the impact of their decisions on the
economy
 Understand the source(s) of inflation
RESOURCES:
 GDP / economic data http://www.econedlink.org/lessons/index.php?lid=995&type=educator
 CPI - http://www.econedlink.org/lessons/index.php?lid=992&type=educator
 Inflation - http://www.econedlink.org/lessons/index.php?lid=865&type=educator
 Ben Bernanke / the Fed http://www.econedlink.org/lessons/index.php?lid=700&type=educator
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TECHNOLOGY INTEGRATION
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Ongoing use of multi-media approach to presenting lessons, concepts and ideas