Civics / Economics Curriculum – Grade 11
Unit 1
Civics Units- Semester 1
Civics 1 - Governments
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IF AMERICA IS THE BEST COUNTRY IN THE WORLD, WHY DO THE
OTHER COUNTRIES INSIST ON RUNNING THEIR GOVERNMENTS
DIFFERENTLY?
Standard
CIVICS STANDARD ONE: Students will examine the structure
and purposes of governments with specific emphasis on
constitutional democracy [Government].
Benchmark
Civics Standard One 9-12a: Students will analyze the ways in
which the structure and purposes of different governments
around the world reflect differing ideologies, cultures, values,
and histories.
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GLE’s
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Other essential
questions
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Identify differences in structure and purpose of a
government from analyzing its culture or history.
(C1a1)
Analyze the structure of different governments to
explain why they differ. (C1a2)
Analyze the ways in which the structure and purposes
of different governments around the world reflect
differing ideologies, cultures, values, and histories.
(C1a3)
What are the responsibilities, powers, offices, and personal impact of:
o federal government
o state government
o local government: county, town, city
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executive
legislative
judicial
bureaucracy
Federalism- is there a better way of running a country? Should the states and local
governments have more/ less power?
What values, ideologies are uniquely American? Which ones have lead to aspects
seen in our government?
What’s more important? Your personal freedoms or the well being of the whole
society?
What are the strengths and weaknesses of different forms of government?
Why might different governments around the world have different purposes?
Why are governments around the world structured differently?
How might the different structures of governments around the world reflect
different ideologies, cultures, values, and histories?
Things to Know
Terms: Structure, purpose, ideologies, histories, cultures, values, Constitutional
Democracy, Federalism, Anarchy, Socialism, Dictatorship, Communism, Federalism,
Monarchy, Republic, executive, legislative, judicial, bureaucracy,
Need to know:
 What is purpose of gov’t
 Why differ?
 What is a structure of gov’t? Could they explain ours?
 Define and examples of idealogies, cultures, values and
histories?
 Transfer?
 Characteristics of democracy
 Founding fathers/ foundations of American gov’t
Lessons and
Activities
1. In pairs brainstorm what does government actually do?
What is it supposed to do? (Purpose)
2. Collate, discuss and expand the list of government duties.
Have pairs then try to categorize.
3. Combine groups with a copy of the preamble and compare
over laps. (C1a2
4. Since most governments espouse the same general
purposes, why are they different in practice?
(Structure)(C1a3)
5. Introduce definitions of different government structures.
Start discussion of “Self interests vs common good.”
6. Honors: Using the “We the People” Curriculum, do
activities associated with question #1: history and
Philosophy of American Government. Also, the WTP
question #4 –“How have the values and principles of the
Constitution shaped American institutions and practices?”
7. Before actively examining the structures of other
government, analyze the U.S. governments.
8. Using a graphic organizer that is in the shape of a house,
discuss the roles and current members of the three
branches and three levels of a federal republic model.
(C1a1)
9. Using teacher prepared resources, Debate the balance of
power among the levels and branches using a current
example, like eminent domain or public surveillance. (Is
the situation geared to self interest or common good?
What role should the Fed, state, local have in this
situation? What role should the executive, Legislative, and
Judicial branch have in this situation? Are any of the
branches / levels more or less powerful in this situation?
What are the pros and cons of this?) (C1a3)
10. Test on basic definitions, structure and purpose of US
government.
11. As a class, list American ideologies (ex: freedom,
responsibility) Where / why do we value these?
12. In paired groups, students will research other world
governments to determine structure, purpose and
ideologies that are shared or different than those of the
US.
13. Students will take this information and present: “the ways
in which the structure and purposes of different
governments around the world reflect differing ideologies,
cultures, values, and histories.” (C1a3)
14. Assesment Essay: Answer main essential question: “IF
AMERICA IS THE BEST COUNTRY IN THE WORLD, WHY DO THE
OTHER COUNTRIES INSIST ON RUNNING THEIR GOVERNMENTS
DIFFERENTLY? “ (C1a1,2,3)
Unit 2
Standard
Benchmark
Civics 2a- Wouldn’t the country be better off without the
Democrats and Republicans?
CIVICS STANDARD TWO: Students will understand the
principles and ideals underlying the American political
system [Politics].
Civics Standard Two 9-12a: Students will examine and
analyze the extra-Constitutional role that political parties
play in American politics.
Civics Standard Four 9-12b: Students will understand the
process of working within a political party, a commission
engaged in examining public policy, or a citizen’s group.
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GLE’s
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Other essential
questions
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Things to Know
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Explain why political parties exist in a democracy.
(C2a1)
Explain how political parties contribute to democratic
government. (C2a2)
Examine and analyze the extra-Constitutional role that
political parties play in American politics. (C2a3)
Explain how to organize or work within a political
party to elect a candidate. (C4b1)
Explain how different citizen’s groups have engaged in
protest against a government or other official group.
(C4b2)
Argue for or against a proposed policy to an
appropriate commission or task-force. (C4b3)
Understand the process of working within a political
party, a commission engaged in examining public
policy, or a citizen’s group. (C4b4)
Wouldn’t the country be better off without the
Democrats and Republicans? Don’t they just fight and
slow up things anyway? – What is the purpose of the
political parties?
To what extent are political parties necessary to
democracy? Why do two political parties dominate in
America but other democracies have more?
Under what conditions might political parties evolve or
collapse?
Terms: extra-Constitutional, political parties,
What do parties do?
Why exist, Why evolved?
Why two parties? Why have additional ones popped up and
then disappeared?
Measure:
 Compare and contrast parties, reasons for development?
 Trace over time present parties.
Lessons and
Activities
1. Using a KWL model, ask students what they know about
political parties: what are they, what do they do? ect…
2. Honors classes will use the WTP text question #3 in part:
“What is the role of political parties in a Constitutional
system?” (C2a1)
3. Given a copy of the Constitution and The Declaration of
Independence, challenge students to find explanation or
references to the uses and roles of political parties.
(Extra-Constitutional role) (C2a3)
4. Ask: If they are not there, why do we have them? Can
government work while trying to listen to 300 million
voices?
5. Using Ch 9 of Glencoe’s “Civics and Economics”,
investigate the history of the formation of the two party
political systems by filling in a graphic organizer. (C2a1)
6. Having the entire class standing, ask question that start
with “I Believe…” that are answered with yes / no/ don’t
understand the issue. These questions will be geared both
left/ liberal and right/ conservative. Students will track
how often the stood left or right. (C4b1)
7. Explain the differences between socially and financially
liberal and conservative. (Democrats LEAN left /
Republicans LEAN right) This gives students a starting
point on identifying their own political views.
8. Using an internet, students will take a political ideology
test ex: http://typology.people-press.org/typology/ to
solidify their tendencies. (C2a2) (C4b2)
9. Paired with a student of similar typology, students will
analyze the Democratic or Republican platform and
individuals as presented by the national parties. (C2a2)
10. Then pair groups into fours where both parties are
represented.
11. Assessment:Choice five issues that directly impact you.
Using a graphic organizer, list the Democrat and
Republican views. (C4b4)
12. Questions: Is it okay to not agree with the whole
platform? Do most people agree with whole platforms or
just specific planks? Can you be a Democrat or
Republican and disagree with some of their views?
13. Students will investigate ways of using / working within a
political party to enact social change. (How do they work?
What do they do?) (C2a3) (C4b4)
14. Ethics: Are negative political campaigns inherently bad
for the country? Why do you need to keep yourself
informed?
15. Class discussion: The often forgotten “third parties”; if
they never win, why do they waste the money running?
16. Assessment: Go back to the KWL and fill in the “L” as a
class.
17. Assessment: Test: some questions on history, ideologies
of the parties, and the main essential question “why do we
have political parties?”
Unit 3
Civics 2B- Why has our government/ laws changed so much
using the same Constitution? Is this REALLY what the
founding fathers had in mind??
Standard
CIVICS STANDARD TWO: Students will understand the
principles and ideals underlying the American political system
[Politics].
Benchmark
Civics 2 b- Students will understand that the functioning of
the government is a dynamic process which combines the
formal balances of power incorporated in the Constitution
with traditions, precedents, and interpretations which have
evolved over the past 200 years.
GLE’s
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Other essential
questions
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Things to Know
Lessons and
Activities
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Explain how the structures of government have
adapted over time to reflect changes in American
society and culture. (C2b1)
Understand that the functioning of the government is a
dynamic process which combines the formal balances
of power incorporated in the Constitution with
traditions, precedents, and interpretations which have
evolved over the past 200 years. (C2b2)
What problems would arise if a government failed to
adapt to changing needs and desires of the people?
To what extent do the structures and traditional processes
of government minimize the dangers of change?
Terms to know: functions of gov’t, dynamic process,
formal balances of power, traditions, precedents,
interpretations
 Unwritten stuff that happens in government
Measure:
 Students generate examples of changes based on tradition,
precedents, and interpretations
1. Honors classes will continue WTP question #3 and
Question #5 “what rights does the Bill of Rights really
protect?”
2. Make the following statement” The U.S. Constitution has
been in continual use as originally written longer than any
other country’s constitution. Why do you think it has been
so successful?” Have the class think / pair/ share answers.
3. The government is dynamic, what dos that mean? Why
does that contribute to its success?(C2b2)
4. Looking at the Bill or Rights, pick out a few “truisms”.
(Ex: you have the right to free speech; you have the right
to bear arms, etc.) In groups of 3-4, discuss “how true is
this really?” (C2b2)
5. Each group will then focus on one particular right and
research how it has evolved over time. (Court cases,
legislation, traditions, etc) Each group must be able to
identify and explain a minimum of 5 things that have
changed the true meaning of the right. (C2b1)
6. Essay: What is the risk if as a nation we only read the
amendment AS written? Can it be read AS written?
Should we spend time asking ourselves “what would the
Founding Fathers” have wanted?
Unit 4
Standard
Civics 3 and 4a- Citizenship and Participation- Can our
Democracy work if no one is listening?
What Why and How should citizens interact with government?
CIVICS STANDARD THREE: Students will understand the
responsibilities, rights, and privileges of United States citizens
[Citizenship].
CIVICS STANDARD FOUR: Students will develop and employ
the civic skills necessary for effective, participatory citizenship
[Participation].
Benchmark
GLE’s
Civics Standard Three 9-12a: Students will understand that
citizens are individually responsible for keeping themselves
informed about public policy issues on the local, state, and
federal levels; participating in the civic process; and
upholding the laws of the land.
Civics Standard Four 9-12a: Students will develop and
employ the skills necessary to work with government
programs and agencies.
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Other essential
questions
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Explain why citizens need to participate in a
democratic society. (C3a1)
Explain ways in which citizens can participate in a
democratic society. (C3a2)
Understand that citizens are individually responsible
for keeping themselves informed about public policy
issues on the local, state, and federal levels;
participating in the civic process; and upholding the
laws of the land. (C3a3)
Identify situations in which communicating with
government agencies would benefit citizens. (C4a1)
Explain how to communicate with government
agencies. (C4a2)
Develop and employ the skills necessary to work with
government programs and agencies. (C4a3)
What are the consequences of citizens not participating in
democracy?
As a citizen, what are your rights? What are your
responsibilities?
If all people were apathetic to the government, news, local
on-goings,etc, what would happen to our countryt?
Why are citizens expected to keep themselves informed in
a representative democracy?
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Things to Know
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Lessons and
Activities
Why are citizens expected to participate in a
representative democracy?
Why are citizens usually expected to uphold the laws of
the land in a representative democracy?
Why should people take time out of their busy lives to
learn more about candidates for office?
Should people just trust their elected officials to do what
is best without trying to tell them what to do?
Why should people get involved if they know someone is
breaking the law
How should private citizens and interest groups most
effectively communicate with government?
Terms to know: responsibility, rights, privileges
Examples of each., ex: voting, free speech, driving
Terms: public policy, civic process
Understanding what issues are fed, state, local
Need to be informed on all issues
Involvement beyond voting, taking an active role in
participating in interest groups – meetings, letter writing,
school board/ city council meetings- grass roots efforts
Understand that some methods are more effective than
others
Impact of donations, member dues from interest groups,
lobbies, etc.
Terms: government programs, agencies, positive
participation
List and explain types of agencies and their services.
Skills to interact with programs and agencies: examples:
Depart. Of Labor for jobs, teen courts, government official
shadowing,
1. Honor classes will use the WTP question #6 “ What
challenges might face American Constitutional
Democracy in the 21st Century?”
2. SSCDE Signature Lesson: Why Should I Vote?
Does It Really Matter? By Eileen McAnulla
Lesson Description (Abstract): In this lesson students
will analyze
disaggregated voting data to determine how voting trends
impact the issues
upon which politicians choose to focus. The types of
disaggregated statistics
students will be analyzing will be percents of voters
broken down by age, gender, race, education and
economic status. (C3a1) (C3a3)
Assessment- “Big Ideas Question”
3. As a class, brainstorm how does a citizen stay informed in
order to effectively vote? How does one ensure a
complete, unbiased understanding of important issues?
(C3a2)
4. In groups of 3-4, brainstorm things you feel would
improve the standard of living in Laurel. Explain WHY
you feel these things would help everyone / most citizens
in town. (Ex: Need more shops, Why?, Improve job
possibilities)
5. Narrow down to one idea that your group can identify a
general issue and reason that this issue impacts Laurelites.
(Ex: Unemployment)
6. Assessment- Using the list of resources used to keep
informed, find three references on this issue. What
differences are present? (EX: CNN, Delaware Gov, FOX
news) (C3a3)
7. How might the local government help with this issue in
town?
8. Analyzing the town budget or School budget, and propose
a plan to make it possible. (C4a1) (C4a3)
9. Groups will be present to either the mayor or school
superintendent their proposals, being prepared for critical
questions on the pros and cons to their proposal. (C4a2)
10. Students will then predict what next steps would be in an
effort to improve life in respect to this issue.
11. Using Glencoe’s “Civics and Economics” investigate the
roles of lobbies, PACTS, commissions, etc. How might
these entities help with your chosen issue? How does a
citizen work with these agencies? (C4a3) (C4b4)
12. Assessment- Essay: How can you enact change in your
community? Why and how do you need to keep yourself
informed for this to really work?
Unit 5
Standard
Benchmark
GLE’s
Economics Units- Semester 2
Economics 1- Is Capitalism truly heartless? Is there a better
way to make a buck? Supply and demand: is it our fault
people can’t afford the things they want?
ECONOMICS STANDARD ONE: Students will analyze the
potential costs and benefits of personal economic choices in a
market economy [Microeconomics].
Economics Standard One 9-12a: Students will demonstrate
how individual economic choices are made within the context
of a market economy in which markets influence the
production and distribution of goods and services.
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Other essential
questions
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Things to Know
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Explain how markets create incentives that impact
decisions of individual consumers, producers, and
government. (E1a1)
Explain how competition creates efficiency in markets.
(E1a2)
Explain how government policies can impact economic
choices. (E1a3)
Demonstrate how individual economic choices are
made within the context of a market economy in which
markets influence the production and distribution of
goods and services. (E1a4)
To what extent does economic self-interest (individual
consumers and producers) contribute to the greater good?
Does competition ensure efficiency?
To what extent do government policies affect markets?
How might markets create incentives that impact
decisions of individual consumers, producers, and
government?
Terms: personal economic choice, potential costs and
benefits, market/ capitalism/ free enterprise, scarcity,
production, distribution, consumerism, competition,
efficiency, personal taxes, monopolies, deregulation,
supply / demand, opportunity costs,
How competition impact the economy: benefits and
shortcomings
Supply / demand graphs
Analyze efficacy in an industry, look at strategies for
improvement
Can capitalism improve standard of living? How?
Government policies include contracts, environmental
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Lessons and
Activities
controls, tax policies,
Create and analyze supply / demand chart
Explain opportunity costs – advantages/consequences
Industrialism’s impact on personal choices, business
choices
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The Delaware Council on Economic Education fully recommends
using the materials from the NCEE in order to address the
Economic Standards.
1. KWL- Why are prices what they are?
2. They class will then play “baseball economics” in which
they try to convince others to buy their baseballs at
mutually agreed upon prices. – The equilibrium price will
be achieved balancing self-interests. (E1a4)
3. Using the data collected, pairs will attempt to graph
supply and demand graphs in order to visually see
equilibrium. (E1a4)
4. Ask the class, what are some reasons that you personally
would be willing to pay different prices for a baseball?
(quality, scarcity, immediate need…) (E1a1)
5. Students will then be asked to “spend” $10 in 5 different
ways. After being instructed to eliminate a number of
these alternatives, trade-offs and opportunity costs will be
analyzed.
6. Students will then get into the same groups that they were
in from the previous Civics unit in which they presented
ideas for improving Laurel to the mayor or
Superintendent. With that project they analyzed budgets.
Tie this into opportunity costs and trade-offs. Why
couldn’t the town “just fix” those problems that you
identified? What consequences are there if they do “fix the
problem”? (E1a3)
7. Assessment: Quiz on economic terms and concepts
8. Using the SSCDE lesson “Dynamic Markets”, students
will expand their thinking of how supply and demand
interacts. (E1a4)
9. Using Glencoe’s “ Civics and Economics” Students will
read a selection of markets.
10. Question answered in groups of 3-4: “ How is competition
of capitalism positive and negative to society?” Be
prepared to support assertions. (E1a2)
11. Using the NCEE lesson plan “The American Standard of
Living” students will analyze the distribution of resources
and wealth in America.
12. Using “United Streaming Videos” and students materials,
students will learn general basic economic concepts
emphasizing microeconomics. (E2a3)
13. Assessment: Fill in the remainder of the KWL
14. Assessment “Answer the essential question “ Is
Capitalism truly heartless?” ; also be able to explain
supply and demand both in written and graphic forms.
(E2a1-3)
Unit 6
Standard
Benchmark
GLE’s
Other essential
questions
Things to Know
Lessons and
Activities
Economics 2 a- Macroeconomics
What grade would you give the economy?
Economics Standard Two 9-12a: Students will develop an
understanding of how economies function as a whole, including
the causes and effect of inflation, unemployment, business cycles,
and monetary and fiscal policies.
9-12 Benchmark: Develop an understanding of how economies
function as a whole, including the causes and effects of inflation,
unemployment, business cycles, and monetary and fiscal policies.
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Explain why an economy is interdependent. (E2a1)
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Explain how government policies can impact economic
stability. (E2a2)
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Develop an understanding of how economies function as a
whole, including the causes and effect of inflation,
unemployment, business cycles, and monetary and fiscal policies.
(E2a3)
Is the head of the Federal Reserve actually more powerful then
the President?
Rate the economy: How do you know if things are good or bad?
What is the better way of fixing our present economy: fiscally or
monetarily?
Does the unemployment and inflation rates truly paint the
economic picture?
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How are various parts of the economy related to each
other?
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How does the business cycle reflect economic conditions?
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What causes the conditions that create unemployment and
inflation in an economy?
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How do these economic conditions impact individuals
and the economy as a whole?
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Why and how does the central bank operate?
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Why do governments tax and spend?
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How do taxes change behavior?
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Terms: business cycle, inflation, unemployment policy,
fiscal policy, monetary policy, Great Depression, change reaction
of policies, interdependency of economics, standard of living,
GDP
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Causes of unemployment, inflation,
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Impact of Federal Reserve, Government securities
Measurement:
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Using Great Depression as backdrop, use
macroeconomic concept to explain it.
1.
Ask student to write the answer to the question “Good or
bad: How do you think the economy is doing? Why do you think
so?” (E2a3)
2.
Class discussion on their responses. Collect together
macroeconomic indicator in which they are already familiar.
3.
Using “United Streaming Videos- Macroeconomics” with
related materials, have students collect basic information of the
various economic indicators. (GDP, inflation, unemployment,
etc.) (E2a2, E2a3)
4.
In groups of 3-4, create a table pairing indicators together
and predict how a rise or fall will impact the other and why.
(E2a3)
5.
Using Glencoe’s “Civics and Economics” students will
read to check their predictions on causes and effects indicators
fluctuating in the market.
6.
Assessment: Define and explain the economic indicators
and how they impact each other. (E2a3)
7.
Using NCEE’s lesson “It’s Not so a Wonderful Life…”
which focuses on studying the structure and roles of banks and
the Federal reserve.
8.
Ask the question “If people are poor in our country, Why
not print more money?” Discuss monetary and fiscal policies in
the government. (E2a1)
9.
What can the government do to improve the economy?
(E2a2)
10.
Assessment: Question to research” Should the Fed /
government bail out private businesses in an effort to help a
troubled economy?” Present an argument for or against a bail
out. (E2a1-3)
Unit 7
Standard
Benchmark
GLE’s
Other essential
questions
Things to Know
3- Economics Systems- Is Communism Really all that bad?
Economics Standard Three: students will understand different types of
economic systems and how they change [Economic Systems].
9-12a: Students will analyze the wide range of opportunities and
consequences resulting from the current transitions from
command to market economies in many countries.
 Identify challenges faced by a country transitioning
from a command to a market economy, and explain
why the economic goals will change in that country.
(E3a1)
 Explain how emphasizing specific economic goals will
affect a country’s economy, and analyze a country’s
effectiveness in achieving its economic goals. (E3a2)
 Explain how emphasizing specific economic goals in a
country will change incentives for producers and
consumers. (E3a3)
 Analyze the wide range of opportunities and
consequences resulting from the current transitions
from command to market economies in many
countries. (E3a4)
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Why are there different economic systems in the world? If America is the
riches country in the world, why doesn’t everyone just do it our way?
 Are Americans truly cut throated capitalists? Or do we have a heart? Are
we really a mixed economy?
 What are the advantages and disadvantages of Command and Market
economies? Can we have the best of both?
• Why do some economies in transition experience success and others fail?
• Why might citizens of a society question whether an increase in the standard
of living improves the quality of life?
Because of scarcity, trade-offs have to be made among the six
primary goals -- efficiency, equity, freedom, growth, security, and
stability.
A. Efficiency -- Getting the most of one’s resources for the least
cost. For the
consumer, this means acquiring wants while giving up the least
amount of income
and time. For the producer, this means paying the lowest possible
price for land,
labor, and capital then maximizing the value of output.
B. Equity -- Fair distribution of resources, goods and services.
The problem is that
“fair” is differently defined by many individuals and groups.
C. Freedom -- Owning, controlling, and making decisions about
how to use one’s
own resources.
D. Growth -- Overall increase in the production of goods and
services in an economy
during a specific period of time (measured by gross domestic
product adjusted for
inflation).
E. Security -- Knowing that one has a job and can support oneself
and family
(measured by the unemployment rate).
F. Stability -- Overall general level of prices remains about the
same (measured by
the inflation rate).
To get more of any of these goals requires trading off one or more
of the others.
Economic Systems:, Opportunities, Transition, Communism,
socialism, Command economy, Capitalism, Market economy
Lessons and
Activities
1. Have students write an essay describing a Utopian
Society. Are there communist ideals found in these views?
2. Have students create a spectrum of ideas between “Self
interests are most important” to “Common interests are
most important” (E3a3)
3. Ask the class if they would agree to throwing out the
grading system so everyone received a “C”? Why / Why
not? Who would work to their potential? ---Effects of
incentives. (E3a4)
4. What makes a better pizza? Competition or Commands
given by those in charge? (E3A1)
5. Watch “John Stossel’s Is America Number One?” With
companion materials. It looks at the US, India, and Hong
Kong. What system works best? (E3A4)
6. NCEE lesson “ Comparative Economic Systems” in which
students will compare and contrast a Communist, Third
World and US economies using the World Factbook
Website. (E3a4)
7. A look at China- What is happening to the economy of
China as they transition from Command to Market?
Students will research the conditions in China from the
point of view of a lower class citizen, a businessman, and
a government official. Create a graphic organizer
answering the following: Standard of Living 20 or more
years ago, Standard of Living now? (E3A4)
8. Assessment: What are the opportunities and consequences
for common Chinese citizens as they transitioned from a
Command to a Market economy? (E3A1-4)
9. Assessment: Test
Unit 8
Economics 4- International Trade-WHY TRADE WITH THOSE
LITTLE COUNTRIES? HOW CAN IT BENEFIT US? SHOULD
WE BE WORRIED ABOUT CHINA, TRADE DEFICITS, AND
OUTSOURCING?
Standard
ECONOMICS STANDARD FOUR: Students will examine
the patterns and results of international trade [International
Trade].
Benchmark
Benchmark 9-12a: Analyze and interpret the influence of the
distribution of the world's resources, political stability, national
efforts to encourage or discourage trade, and the flow of
investment on patterns of international trade.
GLE’s
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Other essential
questions
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Things to Know
Explain why producers and consumers in different
nations choose to trade. (E4a1)
Explain how international trade will affect a nation’s
standard of living. (E4a2)
Explain how governments impact the economic
decisions of producers and consumers engaging in
international trade. (E4a3)
Analyze and interpret the influence of the distribution
of the world’s resources, political stability, national
efforts to encourage or discourage trade, and the flow
of investment on patterns of international trade.
(E4a4)
Why do some economies in transition experience success
and others fail?
Why might citizens of a society question whether an
increase in the standard of living improves the quality of
life?
To what extent is a nation’s standard of living related to
its trading patterns?
How might changes in trading patterns affect the
distribution of income and quality of life globally?
To what extent should developed nations trade with less
developed nations?
As specialization and the division of labor have increased,
individuals, communities, and nations have engaged in trade
which increases the standard of living. By specializing in what
one can produce at the least cost and trading that with others,
efficient use of resources can be attained and overall benefits
increased. Economists call this process comparative advantage.
Costs incurred by international trade include unemployment
increases in the short run as labor resources are reallocated.
Benefits from that trade are lower prices and better quality to
consumers whose purchasing power increases. As a result of
international trade, people on the planet have become more and
more interdependent. Economics as a discipline provides the lens
for focusing on how best to use the world’s limited resources.
Some terms:
Flow of Investment, Patterns of International trade, Political
Stability, Trade Barriers, Tariffs,
Lessons and
Activities
1. Ask the class the following “Should the United States try
to be self sufficient in order to not rely on other
countries?” Why / Why not? (E4a1)
2. What are some ways we can “protect” our economy from
outside trade? (E4A3)
3. In pairs, students will pick one of the following: Car,
Television, or Sneakers and research to trace where the
parts and the whole of the product come from. They will
create a poster that visually describes this information.
(E4a3)
4. Using the NCEE’s “Virtual Economics” lesson on
specialization. Why do we not grow bananas here? What
problems are caused by political instability to our
economy? (E4A1)
5. Assessment: Essay: why is it to our advantage to trade
with other countries? (E4A1-3)
6. What problems are associated with unchecked trade with
other countries: A look at China?
7. Using parts of the video series “Ted Koppel’s The
People’s Republic of Capitalism”, prepare for the debate
“Should America continue to trade with China relatively
unfettered? What are the advantages and disadvantages to
trading with China?” – (E4A4)
Part 1: Joined at the Hip
The American and Chinese economies are irreversibly intertwined. The common complaint
that the Chinese are taking jobs away from American workers is in many cases true. China's
cheap and abundant labor attracts manufacturing from all over the world. Still, American
economists estimate that the U.S. is as much as $70 billion richer each year because of its
relationship with China —something must be going right.
Wal-Mart, America's largest retailer, is able to maintain low prices in part because of cheap
Chinese labor. And when Apple sells a $299 iPod (designed in California and assembled in
China), the American computer company makes an $80 profit, while the Chinese assembly
plant makes just $4.
We'll trace the interconnected web of U.S./China trade, from Mexican migrant workers in
North Carolina to a Chongqing teenager working on a boombox assembly line; quality
control inspectors at Ethan Allen to a Chinese homemaker shopping at Wal-Mart in
Chongqing; and laid-off workers from Briggs & Stratton's Rolla, Missouri plant to the
American who runs the Briggs & Stratton plant in Chongqing.
Part 2: MAOism to MEism
Chongqing is a city of 13.5 million people — it could be the most populous city that most
Americans have never heard of. The largest migration in human history is underway as
millions of peasants are on the move from China’s countryside to its booming industrialized
cities.
The central government has plans to increase Chongqing’s population to 20 million. This
population redistribution, combined with the emergence of capitalism, is having a dramatic
effect on Chinese culture. In this episode, we'll profile a cast of characters in and around
Chongqing to examine the central issues of traditional values, religion, sexuality and political
freedom.
Part 3: The Fast Lane
China's streets have gone from being jammed with bicycles to being jammed with cars. The
nation is adding 25,000 new vehicles to its roads every day — that's more than 9 million a
year — and the government is building tens of thousands of miles of new highways. As
millions of new drivers hit the road, this newfound freedom is bringing more accidents, more
traffic and more pollution.
China will soon become the world's largest producer of cars as well as the biggest market for
new cars. Foreign automakers like GM and Ford are already enjoying huge success in China
— today, more Buicks are sold in China than in the U.S. Meanwhile, Chinese automakers are
planning an assault on the U.S. market with low-cost cars and they hope to be in American
showrooms as early as next year.
Part 4: It's the Economy, Stupid
China has lifted 300 million people out of poverty in less than a generation. It's a remarkable
feat, but one that has had profound and often harmful consequences. In this episode,
we'll look at the downsides of a booming economy.
Pollution is one of the biggest problems. China powers its economy primarily with coal, a
dirty fuel that blackens its skies and cities. Ted Koppel descends 1,000 feet into a coal mine
to show the work and danger involved in relying on coal to fuel the country's industries.
With increased investment in infrastructure and new business, corruption is an escalating
problem that costs China billions of dollars a year. Koppel explains what the government is
doing to stamp it out.
Finally, we'll examine the thorny issue of human rights and how China's economy continues
to thrive despite the suppression of free speech and the iron fist of the Communist party.
Capitalism, after all, is merely an economic system. While China has wholeheartedly
embraced a capitalist economy, it still governs its people with communism's authoritarian
rule.
8. Assessment: Write a letter to your US senator and
congressman suggesting what the U.S. should do
regarding trade restrictions with China. (E4A3)
9. Assessment: Unit test- In part, answer the two essential
questions: “Why trade with economically challenged
countries?”, “Should the US be concerned about trading
with countries that enjoy a trade surplus with America?”
(E4A4)
Unit 9
Standard
Benchmark
GLE’s
Other essential
questions
A CULMINATION OF THE YEAR’S CURRICULUM AND
GEOGRAPHY 2- SHOULD THE UNITED STATES HELP
NEW ORLEANS REBUILD THE LEVEES? THINKING
CIVICALLY AND ECONOMICALLY, DOES IT MAKE
SENSE?
GEOGRAPHY STANDARD TWO: Students will develop a
knowledge of the ways humans modify and respond to the
natural environment [ENVIRONMENT].
Geography Standard Two 9-12a: Students will understand
the Earth’s physical environment as a set of interconnected
systems (ecosystems) and the ways humans have perceived,
reacted to, and changed environments at local to global scales
 Predict the consequences of human alterations to the
natural environment. (G2a2)
 Explain how understanding the ways in which people
perceive the natural environment will help to
understand their behavior. (G2a3)
 Understand the Earth’s physical environment as a set
of interconnected systems (ecosystems) and the ways
humans have perceived, reacted to, and changed
environments at local to global scales. (G2a4)
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Things to Know
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Describe how the human response to the characteristics of
a physical environment comes with consequences for both
the human culture and the physical environment.
To what extent can people predict the consequences from
human alterations to the physical environment?
Why might focusing on how people perceive the risks and
resources of the natural environment help to explain
human behavior in different parts of the world?
Terms: Ecosystem, interconnectedness, physical vs human
environment, environmental cycles, human adaptation,
energy systems,
 How people perceive the world, ex: global warming
 Consequences of human alteration: ex: endangered
animals, changing river flows, deforestation, over fishing,
exhausting natural resources
Measurement:
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Lessons and
Activities
1.
Make a recommendation on whether to legislate pollution
emissions, or dam building, etc
Should New Orleans rebuild the levees and the
worst affected areas of the city following Hurricane
Katrina?
2. Students will read the National Geographic Article “New
Orleans: A Perilous Future” and create a graphic organize
that answers the following: Before and following the time
the levees broke what was the situation of New Orleans
from the following perspectives: Geographic,
Government, Economics. (G2A2)
3. Using the curriculum package and video “Teaching The
Levees:A Curriculum for Democratic Dialogue and Civic
Engagement” by Columbia University and The
Rockefeller Foundation. Students will prepare a
Congressional Hearing on the pros and cons of rebuilding
the Levees. They will present these hearings from the
perspectives of one of the following: A geologist, The
Mayor, The Governor, A socio-economically
disadvantaged person from the 9th ward, A businessman
from the French ward, A businessman from Delaware, a
socio-economically disadvantaged person from Delaware.
(G2A3-4)
4. Assessment: answer and be able to support upon
questioning “Should the United States help rebuild the
levees of New Orleans?” (civics /economics/ G2A4)