MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
COURSE DESCRIPTION:
The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. This course provides students with the opportunity to acquire an
understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the United States, and
how economic questions are answered.
The grade 9 – 12 Economics course also includes financial literacy. Financial literacy includes the knowledge, understanding, skills, behaviors, attitudes, and values that will enable
a student to make responsible and effective financial decisions on a daily basis. Financial literacy instruction shall be an integral part of instruction throughout the entire economics
course and include information regarding earning income; buying goods and services; saving and financial investing; taxes; the use of credit and credit cards; budgeting and debt
management, including student loans and secured loans; banking and financial services; planning for one’s financial future, including higher education and career planning; credit
reports and scores; and fraud and identity theft prevention. Note: All benchmarks, vocabulary, and instructional resources related to financial literacy are highlighted in green. All
financial literacy benchmarks are considered essential benchmarks.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended researchbased paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).
Please note the following important general information regarding the Pacing Guides:

The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.

Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
levels.

The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.

The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.

The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

Benchmarks that are highlighted in yellow denote ESSENTIAL benchmarks.
Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

Grade Level or Course Title - The grade level and course title are listed in the heading of each page.

Course Code - The Florida Department of Education Course Code is listed for the course.

Topic - The general topic for instruction is listed; e.g., Westward Expansion.

Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.

Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.

Nine Week Grading Period - Grading periods (1-4) are identified.

Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.

NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.

Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).
Internet resources applicable to all “Essential Content” and “Suggested Activities” found in this pacing guide:
Dallas Federal Reserve: www.dallasfed.org
Dr. T's EconLinks: http://econlinks.com/
EconEdLink: http://www.econedlink.org/
Federal Reserve Bank Atlanta: http://www.frbatlanta.org/
Federal Reserve Bank: http://www.federalreserveeducation.org/
Federal Resources for Education Excellence (primary documents): http://www.ed.gov/free/
Florida Council on Economic Education: http://www.fcee.org/
Foundation for Teaching Economics: http://www.fte.org/
Gen i Revolution Online Personal Finance Game: www.councilforeconed.org/resource/gen-i-revolution/
JumpStart Coalition: http://www.jumpstartcoalition.org/
National Center on Education and the Economy: http://www.ncee.org/
National Council for the Social Studies: http://www.ncss.org/
OrleyAmosWorld: http://www.amosweb.com/
Resources for Economists on the Internet: http://www.rfe.org/
US Census (census.gov): http://www.census.gov/
Florida Literacy and Writing Standards for History/Social Studies 6-12:
When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to
literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally
benchmarked. For a complete listing of all Florida Standards, please visit: http://www.cpalms.org/Standards/lafs.aspx.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Course themes identified under “Essential Content” are course themes that span multiple topics. For Economics with Financial Literacy, the following themes are identified:










Competition – The struggle among sellers to attract consumers while lowering costs; rivalry for markets, jobs, consumers.
Consumer Sovereignty – Role of consumer as a ruler of the market when determining the types of goods and services produced.
Cost-Benefit Analysis – Way of thinking that compares the cost of an action to its benefits.
Environment – Ideas about the consumption and conservation of natural resources. The impact of consumerism, globalization, industrialization, pollution.
Financial Literacy – The knowledge, understanding, skills, behaviors, attitudes and values that enable responsible and effective financial decisions.
Globalization – The process and impact of financial and investment markets engaged in global trade and the impact on resources, labor, consumers, the
environment and government.
Incentives – A motivating influence which encourages action. People usually respond to both positive and negative incentives.
Role of Markets – The role of free markets in determining price, resource allocation, interest rates and growth.
Role of Government – The economic role played by government in a market economy to address policy, environmental and labor concerns, property rights and
market competition.
Scarcity – Fundamental economic problem that results from a combination of scare resources and virtually unlimited wants.
Please see the addendum to each nine weeks Economics with Financial Literacy Pacing Guide for additional resources and best practices for infusing financial literacy
skills into this course.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Topic 1: Introduction to Economics
Pacing
Traditional
Block
Date(s)
10 days
5 days
8-24-15 to 9-4-15
8-24-15 to 9-4-15
OR
Pacing
Traditional
Block
Date(s)
10 days
5 days
1-26-16 to 2-8-16
1-26-16 to 2-8-16
Essential Question(s):
What is economics all about and how can the study of it help individuals, businesses and government be better decision makers?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
Geography
(Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within them.)
Financial Literacy (Standard 2: Buying Goods and Services, Standard 3: Saving, Standard 4: Using Credit, Standard 6: Protecting and Insuring)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Competition
Consumer Sovereignty
Environment
Financial Literacy
Globalization
Scarcity
Introduction to Economics
 Scarcity
 Opportunity Cost
 Trade-offs
 Circular Flow of Money
 Factors of Production
o Land
o Labor
o Capital
o Entrepreneurship
 Economic Choices
 Production Possibilities Model
Financial Literacy

Budgeting: A Beginner’s
Guide to Securing Your
Financial Future
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Florida Standard{s} Focus:
LAFS.1112.RH1.2 Determine the central ideas or
information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among
the key details and ideas.
LAFS.1112.WSHT.1.1: Write arguments focused on
discipline-specific content (economics).
Content Benchmarks:
SS.912.E.1.1: Identify the factors of production and why
they are necessary for the production of goods and services.
SS.912.E.1.2: Analyze production possibilities curves to
explain choice, scarcity, and opportunity costs.
SS.912.G.3.3: Use geographic terms and tools to explain
differing perspectives on the use of renewable and nonrenewable resources in, the United States, and the world.
The following Financial Literacy Benchmarks correspond to
the highlighted personal budget activity and is used to bring
practical application to this economic topic:
SS.912.FL.2.6: Explain that people may choose to donate
money to charitable organizations and other not-for-profits
because they gain satisfaction from donating.
SS.912.FL.3.1: Discuss why some people have a tendency
to be impatient and choose immediate spending over saving
for the future.
SS.912.FL.4.7: Describe that, in addition to assessing a
person’s credit risk, credit reports and scores may be
requested and used by employers in hiring decisions,
landlords in deciding in whether to rent apartments and
insurance companies in charging premiums.
SS.912.FL.4.11: Explain that people often apply for a
mortgage to purchase a home and identify a mortgage is a
Department of Social Sciences
Instructional Tools
Florida Standards Focus Activity:
Have students collect and discuss newspaper and magazine articles that
illustrate how families, businesses and governments make decisions based on
fundamental economic concepts, e.g. wants and needs, opportunity cost,
scarcity. Students should provide an accurate summary clearly explaining
details and relationships among key details and ideas.
Vocabulary/Identification:
barter/trade, capital (resource), choice, consumers/consumption, economic
goals, economic wants, efficiency, entrepreneurship (resource), factors of
production, glasnost and perestroika, goods and services, human capital, labor
(resource), land (resource), macroeconomics, microeconomics, natural capital,
natural resources, opportunity cost, producers/production, production
possibilities frontier, scarcity, spending, trade-offs
Technology:
usa.gov: http://www.usa.gov/
(Additional web-based resources relevant to the 12th Grade Economics course
can be found on the second page of this Pacing Guide.)
Suggested Activities:
Have students prepare a personal budget that incorporates fundamental
economic concepts. Have students think about where they want to be 10 years
from today. Have students brainstorm their expected wants and needs and
prepare a personal monthly budget using today’s prices. A detailed lesson plan
(12 Economics LP011 Personal Budget Activity) is available to support this
activity at the M-DCPS Learning Village. See the following link: Senior High
Lesson Plans - 12 Economics LP011 Personal Budget Activity.pdf Note:
Chapter 2 from Building Wealth: A Beginner’s Guide to Securing Your Financial
Future can be used in conjunction with or instead of the above activity.
http://www.dallasfed.org/microsites/mob/wealth/chapters/budget/index.html
Have students brainstorm a list of charitable organizations that are operating in
the community. For each organization, have students list a possible reason that
a donor might want to give to that charitable organization.
Have students identify instances in their lives where they decided to buy
something immediately and then wished they had instead saved the money for
future purchases.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
type of loan that is secured by real estate property as
Have students provide two examples of how a good credit score can benefit a
collateral.
person financially and explain why employers find it useful to hire someone with
a better credit score.
SS.912.FL.6.4: Explain that people may be required by
governments or by certain types of contracts (e.g., home
Have students predict what might happen should a homeowner fail to make his
mortgages) to purchase some types of insurance.
or her mortgage payments.
SS.912.FL.6.7: Compare the purposes of various types of
insurance, including that health insurance provides for funds
to pay for health care in the event of illness and may also
pay for the cost of preventive care; disability insurance is
income insurance that provides funds to replace income lost
while an individual is ill or injured and unable to work;
property and casualty insurance pays for damage or loss to
the insured’s property; life insurance benefits are paid to the
insured’s beneficiaries in the event of the policyholder’s
death.
Have students explain why homeowners insurance is required by a lender when
a homeowner takes out a mortgage and investigate Florida’s regulations
regarding the amount of auto insurance that drivers are required to purchase as
well as federal health insurance regulations.
Have students compare the coverage and costs of hypothetical plans for a set of
scenarios for various types of insurance
Have students contact an insurance company for an auto insurance quote on a
given automobile (make, model, and year) and explain the different categories
and levels of coverage in the policy.)
Have students role play “There’s No Such Thing as a Free Lunch,” skit. Have
students respond to the meaning of the phrase and activity through journal
writing. A detailed lesson plan (12 Economics LP001 Introductory Lesson) is
available to support this activity at the M-DCPS Learning Village. See the
following link: Senior High Lesson Plans - 12 Economics LP001 Introductory
Lesson.pdf
Have students participate in a mock survival activity focusing on wants, needs,
resources and the three basic economic questions. A detailed lesson plan (12
Economics LP012 Alaskan Survival Activity). See the following link: Senior High
Lesson Plans - 12 Economics LP012 Alaskan Survival Activity.pdf
Have students read, interpret, and discuss pages 3 – 5 from Naked Economics
by Charles Wheelan. Have students write a well developed paragraph including
examples from their own lives demonstrating their understanding of incentives.
Have students analyze opportunity costs through small group discussion
problems after introductory activity of students choosing between gum and
candy bars. A detailed lesson plan (12 Economics LP003 What is Opportunity
Cost?) is available to support this activity at the M-DCPS Learning Village. See
the following link: Senior High Lesson Plans - 12 Economics LP003 What is
Opportunity Cost.pdf
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Have students plot and interpret a productions possibilities curve. Detailed
lesson plans (PPC 12 Economics LP005 Production Possibilities! 12 Economics
LP006 Production Possibilities, Part 2!) are available to support this activity at
the M-DCPS Learning Village. See the following link: Senior High Lesson Plans
- 12 Economics LP005 Production Possibilities.pdf
Have students to think about where the natural resources we use come from and
the processes by which these resources are extracted. Have students consider
the environmental, cultural, and human rights issues that are frequently
associated with the extraction of natural resources. A detailed on-line lesson
plan from National Geographic titled Natural Resources Extraction is available to
support this activity
(http://www.nationalgeographic.com/expeditions/lessons/16/g912/wherefrom.htm
l)
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Pacing Guide
Benchmark(s)
Date
August 24, 2015 – Florida Standards:
September 4, 2015 LAFS.1112.RH1.2 Determine the central ideas
or information of a primary or secondary
source; provide an accurate summary that
OR
makes clear the relationships among the key
January 26, 2016 details and ideas.
February 8, 2016 LAFS.1112.WSHT.1.1: Write arguments
focused on discipline-specific content
(economics).
Content Benchmarks:
SS.912.E.1.1: Identify the factors of
production and why they are necessary for the
production of goods and services.
SS.912.E.1.2: Analyze production possibilities
curves to explain choice, scarcity, and
opportunity costs.
SS.912.G.3.3: Use geographic terms and
tools to explain differing perspectives on the
use of renewable and non-renewable
resources in, the United States, and the world.
Financial Literacy Benchmarks:
SS.912.FL.2.6: Explain that people may
choose to donate money to charitable
organizations and other not-for-profits because
they gain satisfaction from donating.
SS.912.FL.3.1: Discuss why some people
have a tendency to be impatient and choose
immediate spending over saving for the future.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
August 24, 2015 – SS.912.FL.4.7: Describe that, in addition to
September 4, 2015 assessing a person’s credit risk, credit reports
and scores may be requested and used by
employers in hiring decisions, landlords in
OR
deciding in whether to rent apartments and
insurance companies in charging premiums.
January 26, 2016
February 8, 2016
SS.912.FL.4.11: Explain that people often
apply for a mortgage to purchase a home and
identify a mortgage is a type of loan that is
secured by real estate property as collateral.
SS.912.FL.6.4: Explain that people may be
required by governments or by certain types of
contracts (e.g., home mortgages) to purchase
some types of insurance.
SS.912.FL.6.7: Compare the purposes of
various types of insurance, including that
health insurance provides for funds to pay for
health care in the event of illness and may also
pay for the cost of preventive care; disability
insurance is income insurance that provides
funds to replace income lost while an individual
is ill or injured and unable to work; property
and casualty insurance pays for damage or
loss to the insured’s property; life insurance
benefits are paid to the insured’s beneficiaries
in the event of the policyholder’s death.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Topic 2: Economic Systems
Pacing
Traditional
Block
Date(s)
10 days
5 days
9-8-15 to 9-22-15
9-8-15 to 9-22-15
OR
Pacing
Traditional
Block
Date(s)
10 days
5 days
2-9-16 to 2-24-16
2-9-16 to 2-24-16
Essential Question(s):
What are the similarities and differences between the predominant economic systems used in the world and why does the United States believe in and use a market
based economy?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy. Standard 2: Understand the fundamental concepts
relevant to the institutions, structure, and functions of a national economy. Standard 3: Understand the fundamental concepts and interrelationships of the United
States economy in the international marketplace.)
Financial Literacy (Standard 2: Buying Goods and Services, Standard 6: Protecting and Insuring)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Competition
Consumer Sovereignty
Financial Literacy
Globalization
Incentives
Role of Markets
Role of Government
Scarcity
Economic Systems
 Market, Command, Traditional
and Mixed Economies
o Capitalism
o Socialism
o Communism
 Role of Government (1) (2)
 Economic Goals of the United
States
o Economic Efficiency
o Economic Equity
o Economic Freedom
o Economic Security
o Economic Stability
o Economic Growth
o Full-Employment
 Basic Economic Questions
o What to produce?
o How to produce?
o For whom to produce?
 Economic Philosophers
o Adam Smith
o Karl Marx
o Thomas Malthus
o John Maynard Keynes
o Milton Friedman
 American Free-enterprise
System

Financial Literacy
Consumption and
Insurance in a Market
Department of Social Sciences
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Florida Standard{s} Focus:
LAFS.1112.RH.1.1: Cite specific textual evidence to
support analysis of primary and secondary sources,
connecting insights gained from specific details to an
understanding of the text as a whole.
LAFS.1112.WSHT.2.4: Produce clear and coherent writing
in which the development, organization, and style are
appropriate to task, purpose, and audience.
Instructional Tools
Florida Standards Focus Activity:
Have students make decisions about the value of insurance protection and
identify trends in the cost of medical care in the South Florida. Have students
read: “Want to compare hospital costs in South Florida? Here's how:”
http://www.miamiherald.com/2013/05/08/3387874/how-much-for-a-new-hipor-knee.html, and prepare a letter to the editor demonstrating their
understanding that in our market based economy the cost of medical treatment
varies greatly and why it is important for consumers to shop around. Students
should provide specific details from the text to support analysis and insights
gained from the article and discussion.
Content Benchmarks:
SS.912.E.1.3: Compare how the various economic systems
(traditional, market, command, mixed) answer the questions:
(1) What to produce? (2) How to produce?; and (3) For
whom to produce?
SS.912.E.2.1: Identify and explain broad economic goals.
SS.912.E.3.6: Differentiate and draw conclusions about
historical economic thought theorized by economists.
SS.912.FL2.2: Analyze situations in which people consume
goods and services, their consumption can have positive
and negative effects on others.
SS.912.FL.6.1: Describe how individuals vary with respect
to their willingness to accept risk and why most people are
willing to pay a small cost now if it means they can avoid a
possible larger loss later.
SS.912.FL.6.2: Analyze how judgment regarding risky
events is subject to errors because people tend to
overestimate the probability of infrequent events, often
because they’ve heard of or seen a recent example.
Vocabulary/Identification: Adam Smith, authoritarian, capitalism, Circular Flow
Model, collective, command economy, communism, competition, consumer
sovereignty, division of labor, economic efficiency, economic equity, economic
freedom, economic growth, economic security, economic stability, economic
systems, entrepreneurs, factor market, firm, free-enterprise, full employment,
Gross Domestic Product, Gross National Product, heavy industry, incentives,
interdependence, invisible hand, laissez-faire, marginal costs/benefits, market
economy, markets, mixed economy, private property, private sector, privatize,
product market, profit, profit motive, public goods, public sector, role of
government, safety net, self-interest, socialism, specialization, standard of living,
traditional economy
Technology: CIA World Factbook Online:
https://www.cia.gov/library/publications/the-world-factbook/
(Additional web-based resources relevant to the 12th Grade Economics course
can be found on the second page of this Pacing Guide.)
Suggested Activities:
Have students compare and contrast the three basic economic systems by
completing and explaining a three-way Venn diagram. Activity can be used with
an introductory lesson on economic systems and video. A detailed lesson plan
(12 Economics LP015 Comparing Economic Systems) is available to support
this activity at the M-DCPS Learning Village. See the following link: Senior High
Lesson Plans - 12 Economics LP015 Comparing Economic Systems.pdf
SS.912.FL.6.3: Describe why people choose different
amounts of insurance coverage based on their willingness to
accept risk, as well as their occupation, lifestyle, age,
financial profile, and the price of insurance.
Have students analyze the advantages and disadvantages of the Free
Enterprise System of economics practiced in the United States in a free
response essay.
SS.912.FL.6.5: Describe how an insurance contract can
Have students explain the positive or negative impacts of an activity such as
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:

Economy
Cost Benefit Analysis
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
increase the probability or size of a potential loss because
having the insurance results in the person taking more
risks, and that policy features such as deductibles and
copayments are cost-sharing features that encourage the
policyholder to take steps to reduce the potential size of a
loss (claim.)
SS.912.FL.6.6: Explain that people can lower insurance
premiums by behaving in ways that show they pose a lower
risk.
SS.912.FL.6.8: Discuss the fact that, in addition to privately
purchased insurance, some government benefit programs
provide a social safety net to protect individuals from
economic hardship created by unexpected events. Note:
Use with economic goals activity.
smoking cigarettes or attending school, etc., might have on other individuals and
the community.
Have students discuss whether or not a premium paid to insure against an
accident that never happens is wasted.
Have students compare and contrast health care costs in South Florida to other
markets.
http://www.econedlink.org/lessons/index.php?lid=312&type=educator
Have students discuss how an extended warranty on a consumer product is like
insurance. Have students evaluate the cost effectiveness of extended warranties
on three consumer products: a new automobile, a smart phone, and a
dishwasher, considering the likelihood that the product will fail, the cost of
replacing the item, and the price of the warranty.
Have students analyze hypothetical profiles for three types of individuals who
differ with respect to occupation, age, lifestyle, marital status, and financial
profile, and assess the types and levels of personal financial risk faced by each
and make recommendations for appropriate insurance. Note: Chapter 5 from
Building Wealth: A Beginner’s Guide to Securing Your Financial Future can be
used in conjunction with or instead of any of the insurance related activities.
http://www.dallasfed.org/microsites/mob/wealth/chapters/protect/index.html
Have students, given an accident scenario, calculate the amount that
would be paid on an insurance claim after applying exclusions and deductibles
and explain why automobile owners with a low deductible on their automobile
insurance may be less likely to lock their cars.
Have students explain why taking a safe-driving course can lower an auto
insurance premium and why not smoking can lower a health insurance premium.
Have students, given a potential disability scenario for an individual, assess the
extent of personal financial risk and determine whether disability insurance is
appropriate for that individual.
Have students create hypothetical profiles for three individuals who differ with
respect to age, marital status, dependents, and occupation. Have students
identify their vulnerability to income loss and make recommendations for life
insurance coverage for each.
Have students determine and prioritize, through whole-group discussion, what
the top six economic goals of the United States should be. Compare/contrast
the six economic goals determined by the class to the six actual goals of the
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
United States’ economy; i.e., economic freedom, economic efficiency, economic
equity, economic security, economic stability, economic growth. (Economic
Goals Activity)
Have students describe examples of government transfer programs that
compensate for unexpected losses, including Social Security Disability benefits,
Medicare, Medicaid, unemployment insurance, and workers’ compensation.
Have students work in small groups to brainstorm the ways that American
citizens are able to influence economic goals; e.g., volunteering time to work for
political candidates and charitable organizations, lobbying political office holders,
writing letters to the editors of newspapers and magazines, funding special
interest groups, boycotts. Identify groups that traditionally feel that they are left
out of economic decision-making and propose strategies that these groups could
use to gain a voice and more influence. Have students present ideas to whole
group.
Have students think about the ways in which their lives would be different without
any government regulation. Have students work in groups of up to four to create
a skit, poem, rap or song. Have students relate activity to pure capitalism.
Have students think about the history of communism and the purpose(s) that
communism serves. Also have them think about how communism has been
implemented in such governments as the former Soviet Union, China, and Cuba.
Have students write to explain whether the governments of the former Soviet
Union, China, and Cuba adhered to the principles underlying communism and/or
have students create a political cartoon demonstrating the effects of communism
in one of the four countries.
Have students work in pairs to create a mock interview with one of the selected
economic philosophers; e.g., Adam Smith, Karl Marx, Thomas Malthus, John
Maynard Keynes, Milton Friedman, John Kenneth Galbraith.
Have students debate/defend the economic theories of selected economic
philosophers.
Have students write an essay, poem, story, rap or song that describes how
economic philosophers have shaped world events. A detailed lesson plan (12
Economics LP014 Economic Philosophers) is available to support this activity at
the M-DCPS Learning Village. See the following link: Senior High Lesson Plans 12 Economics LP014 Economic Philosophers.pdf
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Have students imagine that they and a few friends were stranded indefinitely on
an isolated island and they would still need an economic system. Have students
assume that they are in charge of planning their island’s economy and they must
make all of the appropriate economic decisions and decide all of the basic rules
that their island’s economy will follow. Have students prepare to present their
plan to the whole group as if the whole group were the other people stranded
with them on the island.
Have students engage in a business simulation plan to produce wealth for a
hypothetical cheese steak restaurant using prior knowledge of the four factors of
production. A detailed lesson plan (12 Economics LP008 Factors of Production
Business Plan) is available to support this activity at the M-DCPS Learning
Village. See the following link: Senior High Lesson Plans - 12 Economics LP012
Alaskan Survival Activity.pdf.
Have students work in small-learning groups to describe selected economic
regions, according to economic factors: e.g., available resources, manufactured
products, income level. Have students create an illustration such as a map,
poster, or collage characterizing the economic regions within the United States
and/or world.
Have students participate in the Florida Council on Economic Education’s
Millionaire Game simulation by breaking into groups of three and answering
true/false questions about entrepreneurship and economic decision-making. A
detailed lesson plan (12 Economics LP035 The Millionaire Game) is available to
support this activity at the M-DCPS Learning Village. See the following link:
Senior High Lesson Plans - 12 Economics LP035 The Millionaire Game.pdf
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL: Use visual depictions of historical events in order to increase ELL
students’ mastery of related content.
SPED: Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Pacing Guide
Benchmark(s)
Date
September 8, 2015
– September 22,
2015
12th Grade Economics with Financial Literacy
Data Driven
Benchmark
(s)
Florida Standard{s} Focus:
LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of
the text as a whole.
LAFS.1112.WSHT.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
OR
Content Benchmarks:
SS.912.E.1.3: Compare how the various economic systems (traditional, market, command,
mixed) answer the questions: (1) What to produce? (2) How to produce?; and (3) For whom
to produce?
February 9, 2016 –
February 24, 2016 SS.912.E.2.1:
Identify and explain broad economic goals.
SS.912.E.3.6: Differentiate and draw conclusions about historical economic thought
theorized by economists.
Content Benchmarks
SS.912.FL2.2: Analyze situations in which people consume goods and services, their
consumption can have positive and negative effects on others.
SS.912.FL.6.1: Describe how individuals vary with respect to their willingness to accept risk
and why most people are willing to pay a small cost now if it means they can avoid a possible
larger loss later.
SS.912.FL.6.2: Analyze how judgment regarding risky events is subject to errors because
people tend to overestimate the probability of infrequent events, often because they’ve heard
of or seen a recent example.
SS.912.FL.6.3: Describe why people choose different amounts of insurance coverage based
on their willingness to accept risk, as well as their occupation, lifestyle, age, financial profile,
and the price of insurance.
SS.912.FL.6.5: Describe how an insurance contract can increase the probability or size of a
potential loss because having the insurance results in the person taking more risks, and that
policy features such as deductibles and copayments are cost-sharing features that encourage
the policyholder to take steps to reduce the potential size of a loss (claim.)
SS.912.FL.6.6: Explain that people can lower insurance premiums by behaving in ways that
show they pose a lower risk.
Department of Social Sciences
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Topic 3: Supply and Demand
Pacing
Traditional
Block
Date(s)
10 days
5 days
9-24-15 to 10-7-15
9-24-15 to 10-7-15
OR
Pacing
Traditional
Block
Date(s)
10 days
5 days
2-25-16 to 3-9-16
2-25-16 to 3-9-16
Essential Question(s):
What are the laws of supply and demand and what role do they and other factors play in determining market price?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy.)
Financial Literacy (Standard 2: Buying Goods and Services, Standard 5: Financial Investing
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Competition
Consumer Sovereignty
Cost-Benefit Analysis
Environment
Financial Literacy
Globalization
Incentives
Role of Markets
Role of Government
Scarcity
Supply and Demand
 Law of Supply and Demand
 Determinants of Supply and
Demand
 Price Elasticity
 Market Equilibrium
 Cost of Production
o Fixed Costs
o Variable Costs
o Total Costs
 Price Controls
o Price Ceiling
o Price Floors
 Marginal Cost Analysis
o Marginal Cost
o Marginal Benefit
Financial Literacy
 Stocks, bonds, mutual
funds
 Consumer’s role in the
market
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Florida Standard{s} Focus:
LAFS.1112.RH.3.8: Evaluate an author’s premises, claims,
and evidence by corroborating or challenging them with
other information.
LAFS.1112.WSHT.2.6: Use technology, including the
Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback,
including new arguments or information.
Content Benchmarks:
SS.912.E.1.4: Define supply, demand, quantity supplied
and quantity demanded; graphically illustrate situations that
would cause changes in each, and demonstrate how the
equilibrium price of a product is determined by the
interaction of supply and demand in the market place.
SS.912.E.1.7: Graph and explain how firms determine price
and output through marginal cost analysis.
SS.912.FL.2.1: Compare consumer decisions as they are
influenced by the price of a good or service, the price of
alternatives, and the consumer’s income as well as his or
her preferences.
SS.912.FL.2.3: Discuss that when buying a good,
consumers may consider various aspects of the product
including the product’s features. Explain why for goods that
last for a longer period of time, the consumer should
consider the product’s durability and maintenance costs.
SS.912.FL.2.5: Discuss ways people incur costs and realize
benefits when searching for information related to their
purchases of goods and services and describe how the
amount of information people should gather depends on the
benefits and costs of the information.
SS.912.FL.5.3: Discuss that buyers and sellers in financial
markets determine prices of financial assets and therefore
influence the rates of return on those assets.
Department of Social Sciences
Instructional Tools
Florida Standards Focus Activity:
Have students conduct research on selected durable goods using
www.consumerreports.org and/or related magazine articles. Using an
educational website such as www.edmodo.com, have students publish posts on
“Tips for Consumers;” explaining why searching for information may be more
important when purchasing expensive, durable goods and services than for
inexpensive and nondurable products. Include an explanation of how impulse
buying can be avoided by sleeping on a decision before making a big purchase.
Students should evaluate evidence presented and either corroborate or
challenge the posts by responding with new arguments or information.
Vocabulary/Identification:
black market, ceteris paribus, complementary goods, demand, diminishing
marginal utility, disequilibrium, elastic and inelastic prices, equilibrium,
equilibrium price, excess demand, excess supply, excise tax, increasing
marginal cost, inferior good, law of demand, law of supply, marginal analysis,
market structure, normal good, operating costs, price ceiling, price control, price
floor, prices, quantity demanded, quantity supplied, rationing, rent control,
revenue, shortages and surpluses, speculation, spillover costs, subsidy,
substitution, superior good, supply, supply shock, transfer payment
Technology:
Consumer Reports: http://www.consumerreports.org/main/home.jsp/
(Additional web-based resources relevant to the 12th Grade Economics course
can be found on the second page of this Pacing Guide.)
Suggested Activities:
Have students participate in a market simulation of the buying and selling of a
product (baseballs) to demonstrate the how price is determined by the
interaction of supply and demand. A detailed lesson plan (12 Economics LP024
Supply and Demand Baseball Game Activity) is available to support this activity
at the M-DCPS Learning Village. See the following link: Senior High Lesson
Plans - 12 Economics LP024 Supply and Demand Baseball.pdf
Have students interpret and plot data from supply and demand schedules to
create supply and demand graphs showing equilibrium price. A detailed lesson
plan (12 Economics LP026 Supply and Demand Graphs) is available to support
this activity at the M-DCPS Learning Village. See the following link: Senior High
Lesson Plans - 12 Economics LP026 Supply and Demand Graphs.pdf
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
SS.912.FL.5.4: Explain that an investment with greater risk
than another investment will commonly have a lower market
price, and therefore a higher rate of return, than the other
investment.
SS.912.FL.5.5: Explain that shorter-term investments will
likely have lower rates of return than longer-term
investments.
SS.912.FL.5.6: Describe how diversifying investments in
different types of financial assets can lower investment risk.
SS.912.FL.5.7: Describe how financial markets adjust to
new financial news and that prices in those markets reflect
what is known about those financial assets.
Instructional Tools
Have students brainstorm examples of fixed and variable costs in small groups.
Have student volunteers demonstrate increasing and decreasing marginal
benefits and costs (a “marginal cost analysis”) through a balloon blowing activity.
Detailed lesson plans (12 Economics LP027 Fixed Costs, Variable Costs and
Total Cost) are available to support this activity at the M-DCPS Learning Village.
See the following link: Senior High Lesson Plans - 12 Economics LP027 Fixed
Costs, Variable.pdf
Have students solve maximal profit/minimal cost problems by doing marginal
cost/benefit analysis. A detailed lesson plan (Dumptown, USA: Making a
Difference) is available to support this activity at
http://www.econedlink.org/lessons/index.php?lesson=746&page=teacher.
Have students watch and discuss “The Story of Bottled Water,”
http://www.storyofbottledwater.org/. Have students think about how drinkable
water is readily available for free in practically every city in America, yet the cost
of bottled water is generally higher than the cost of soda. Have students create
a Public Service Announcement about the myths and realities related to the
manufactured demand for bottled water and/or have students write an
explanation of how bottled water can command such a relatively high price
despite the fact that drinkable water is not a scarce quantity in most American
cities.
Have students think about the fact that soft drinks are very popular. Suppose
that Americans become more health conscious. Have students think about how
this new information would cause a shift in the demand curve. Have students
write to explain how such a shift in the demand curve would affect the supply
curve and provide some illustrations as to what soft drink manufacturers would
do in reaction to such a shift.
Have students think about the fact that one of the forces driving the value of gold
is its scarcity. Suppose that it became easy to turn lead (a relatively abundant
element) into gold. Have students think about how this information would cause
a shift in the supply curve for gold. Have students write to explain how such a
shift in the supply curve would affect the demand curve and provide some
illustrations on what consumers would actually do in reaction to such a shift.
Have students write scenarios explaining how an individual’s decision to buy
athletic shoes may have been influenced by various factors.
Have students explain the factors that a consumer who is buying an automobile
should consider before making a choice.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
Have students write a newspaper column, “Tips for Consumers,” explaining why
searching for information maybe more important when purchasing expensive,
durable goods and services than for inexpensive and nondurable products.
Include an explanation of how impulse buying can be avoided by sleeping on a
decision before making a big purchase.
Have students participate in a web-based stock market simulation
(www.floridasms.com/ or www.stockmarketgame.com/). Detailed lesson plans
(12 Economics LP036 Introduction to the Stock Market and Investing and 12
Economics LP037 Stock Market Research Project - Part 1) are available to
support this activity at the M-DCPS Learning Village. See the following link:
LP36 Economics
Senior High Lesson Plans - 12 Economics LP036 Introduction to the Stock.pdf
LP37 Economics
Senior High Lesson Plans - 12 Economics LP037 Stock Market Research.pdf
Note: Chapter 3 from Building Wealth: A Beginner’s Guide to Securing Your
Financial Future can be used in conjunction with the investment activities.
http://www.dallasfed.org/microsites/mob/wealth/chapters/invest/index.html
Have students predict what will happen to the price and rate of return on a bond
if buyers believe that the bond has increased in risk.
Have students explain why the expected rate of return on a “blue-chip” stock is
likely to be lower than that of an Internet start-up company.
Have students explain how markets will determine the rates of return for two
bonds if one is a long-term bond and the other a short-term bond, assuming
each bond pays the same rate of interest.
Have students compare the risk faced by two investors, both of whom own two
businesses on a beach. One investor owns a suntan lotion business and a rain
umbrella business and the other investor owns two suntan lotion businesses and
explain why a financial advisor might encourage a client to include stocks,
bonds, and real estate assets in his or her portfolio.
Have students explain how the prices of financial investments can adjust when
given specific news about a company’s or industry.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Pacing Guide
Benchmark(s)
Date
Data Driven
Benchmark(s)
Florida Standards:
September 24,
LAFS.1112.RH.3.8: Evaluate an author’s premises, claims, and evidence by
2015 – October 7, corroborating or challenging them with other information.
2015
OR
LAFS.1112.WSHT.2.6: Use technology, including the Internet, to produce,
publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Content Benchmarks:
Define supply, demand, quantity supplied and quantity
February 25, 2016 SS.912.E.1.4:
demanded; graphically illustrate situations that would cause changes in each,
– March 9, 2016 and demonstrate how the equilibrium price of a product is determined by the
interaction of supply and demand in the market place.
SS.912.E.1.7: Graph and explain how firms determine price and output through
marginal cost analysis.
Financial Literacy Benchmarks:
SS.912.FL.2.1: Compare consumer decisions as they are influenced by the
price of a good or service, the price of alternatives, and the consumer’s income
as well as his or her preferences.
SS.912.FL.2.3: Discuss that when buying a good, consumers may consider
various aspects of the product including the product’s features. Explain why for
goods that last for a longer period of time, the consumer should consider the
product’s durability and maintenance costs.
SS.912.FL.2.5: Discuss ways people incur costs and realize benefits when
searching for information related to their purchases of goods and services and
describe how the amount of information people should gather depends on the
benefits and costs of the information.
Department of Social Sciences
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Pacing Guide
Benchmark(s)
Date
Data Driven
Benchmark(s)
Financial Literacy Benchmarks:
September 24,
2015 – October 7, SS.912.FL.5.3: Discuss that buyers and sellers in financial markets determine
prices of financial assets and therefore influence the rates of return on those
2015
assets.
OR
SS.912.FL.5.4: Explain that an investment with greater risk than another
investment will commonly have a lower market price, and therefore a higher rate
of return, than the other investment.
February 25, 2016 SS.912.FL.5.5: Explain that shorter-term investments will likely have lower rates
– March 9, 2016 of return than longer-term investments.
SS.912.FL.5.6: Describe how diversifying investments in different types of
financial assets can lower investment risk.
SS.912.FL.5.7: Describe how financial markets adjust to new financial news and
that prices in those markets reflect what is known about those financial assets.
Department of Social Sciences
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Topic 4: Business Organizations and Institutions
Pacing
Traditional
Block
Date(s)
10 days
5 days
10-8-15 to 10-21-15
10-8-15 to 10-21-15
OR
Pacing
Traditional
Block
Date(s)
10 days
5 days
3-10-16 to 3-30-16
3-10-16 to 3-30-16
Essential Question(s):
What are the advantages and disadvantages of different forms of business organization in the United states and what is the impact of each on consumers, the labor
market and society?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy. Standard 2: Understand the fundamental concepts
relevant to the institutions, structure, and functions of a national economy.)
Financial Literacy (Standard 3: Saving)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Competition
Consumer Sovereignty
Cost-Benefit Analysis
Environment
Financial Literacy
Globalization
Incentives
Role of Markets
Role of Government
Business Organizations and
Institutions
 Sole Proprietorships
 Limited Liability Corporations
 Corporations
 Partnerships
 Mergers
o Vertical
o Horizontal
o Conglomerate
 Non-Profit Organizations
 Multi-National Corporations
 Franchises
 Non-price Competition
 Stocks and Bonds
 Entrepreneurship in the US
Economy
Financial Literacy
 Employee Benefits
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Florida Standard{s} Focus:
LAFS.1112.RH.2.6: Evaluate authors’ differing points of
view on the same historical event or issue by assessing the
authors’ claims, reasoning, and evidence.
LAFS.1112.WSHT.3.7: Conduct short as well as more
sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the
subject under investigation.
Content Benchmarks:
SS.912.E.1.5: Compare different forms of business
organizations.
SS.912.E.1.8: Explain ways firms engage in price and nonprice competition.
SS.912.E.2.3: Research contributions of entrepreneurs,
inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the
United States.
SS.912.FL.3.7: Explain how employer benefit programs
create incentives and disincentives to save and how an
employee’s decision to save can depend on how the
alternatives are presented by the employer.
Instructional Tools
Florida Standards Focus Activity:
Have students use the textbook and internet resources to compare and contrast
recent and historical vertical, horizontal and conglomerate mergers. Have
students assess and synthesize the differing claims, reasoning and evidence
provided by the multiple sources used during the investigation to determine, list
and explain some advantages and disadvantages for consumers, shareholders
and employees and of specific companies that have been combined in these
ways.
Vocabulary/Identification:
bond, business license, business organization, conglomerate, corporation,
dividend, franchise, fringe benefit, horizontal merger, liability, limited liability
corporation, limited partnership, multi-national corporation, non-profit
organization, occupational license, partnerships, sole proprietorship, stock,
subsidiary, vertical merger, zoning law
Technology:
Web-based resources relevant to the 12th Grade Economics course can be
found on the second page of this Pacing Guide.
Suggested Activities:
Have students work in small learning groups to create concept maps listing and
showing the advantages and disadvantages of the different types of business
organizations. Detailed lesson plans (12 Economics LP032 Business
Organization - Sole Proprietorship, Partnership, Corporation) are available to
support this activity at the M-DCPS Learning Village. See the following link:
Senior High Lesson Plans - 12 Economics LP032 Business Organization.pdf
Have students think about the fact that a corporation could raise capital by,
among other means, issuing stock or applying for a loan from a bank. Have
students write about the benefits and drawbacks of each of these methods of
raising capital and discuss which method is more desirable to a small business
looking to raise a modest amount of capital.
Have students create a business, identify what type of business organization it
is, and develop a marketing strategy to promote the product or a service.
Detailed lesson plans (12 Economics LP034 Creating a Business: Marketing
Project) are available to support this activity at the M-DCPS Learning Village.
See the following link:
Senior High Lesson Plans - 12 Economics LP034 Creating a Business.pdf
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Have students think about opening a small fast food business. Have students
write about the advantages and disadvantages of operating as a franchise and
discuss whether to operate as a franchise or not.
Have students explain why matches of retirement savings by employers
substantially change the incentives for employees to save and explain why
having employees “opt out” of savings programs results in a higher level of
saving than having them “opt in.”
Have students explain how prices of financial investments can adjust when given
specific news about a company’s or industry’s future profitability.
Have students assess and prepare a report on the national, state, and/or local
impact of a specific type of business, e.g., a multinational corporation in South
Florida, Wal-Mart, Burger King, Carnival Cruise Line.
Have students create a poster or PowerPoint presentation showing the
contributions of entrepreneurs, inventors, and other key individuals from various
gender, social, and ethnic backgrounds in the development of the United States.
Assessment:
Develop rubrics and share with students for each of the above-mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Date
October 8,
2015 –
October 21,
2015
OR
March 10,
2016 – March
30, 2016
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Pacing Guide
Benchmark(s)
Florida Standards:
LAFS.1112.RH.2.6: Evaluate authors’ differing
points of view on the same historical event or issue
by assessing the authors’ claims, reasoning, and
evidence.
LAFS.1112.WSHT.3.7: Conduct short as well as
more sustained research projects to answer a
question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the
subject under investigation.
Content Benchmarks:
SS.912.E.1.5: Compare different forms of business
organizations.
SS.912.E.1.8: Explain ways firms engage in price
and non-price competition.
SS.912.E.2.3: Research contributions of
entrepreneurs, inventors, and other key individuals
from various gender, social, and ethnic
backgrounds in the development of the United
States.
Financial Literacy Benchmarks:
SS.912.FL.3.7: Explain how employer benefit
programs create incentives and disincentives to
save and how an employee’s decision to save can
depend on how the alternatives are presented by
the employer.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Topic 5: Market Structures
Pacing
Traditional
Block
Date(s)
6 days
3 days
10-22-15 to 10-29-15
10-22-15 to 10-29-15
OR
Pacing
Traditional
Block
Date(s)
6 days
3 days
3-31-16 to 4-7-16
3-31-16 to 4-7-16
Essential Question(s):
Why do businesses in different industries experience varying degrees of competition in a market economy and what is the impact of that competition on consumers,
society and the government?
STRAND(S) and STANDARD(S):
Economics
(Standard 1: Understand the fundamental concepts relevant to the development of a market economy. Standard 2: Understand the fundamental concepts
relevant to the institutions, structure, and functions of a national economy.)
Financial Literacy (Standard 2: Buying Goods and Services)
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
Course Themes Addressed:
Competition
Cost-Benefit Analysis
Environment
Financial Literacy
Globalization
Incentives
Role of Markets
Role of Government
Scarcity
Market Structures
 Perfect Competition
 Monopolistic Competition
 Monopoly
 Natural Monopoly
 Oligopoly
 Regulation and Deregulation
Financial Literacy
 The role of advertising in
consumer demand and
price
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Florida Standard{s} Focus:
LAFS.1112.RH.2.5: Analyze in detail how a complex
primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the
whole.
LAFS.1112.WSHT.3.9: Draw evidence from informational
texts to support analysis, reflection and research.
Instructional Tools
Florida Standards Focus Activity:
Have students read and analyze the United States. v. Microsoft anti-trust case
and conduct additional research on the case. Have students write an editorial
expressing an opinion on whether or not Microsoft is a monopoly and whether or
not the company used monopolistic practices which were detrimental to
consumers. Students should analyze and draw evidence from the primary
source text (http://www.justice.gov/atr/cases/f257900/257941.htm,) as well as
additional informational text in order to support analysis, reflection and research.
Content Benchmarks:
Vocabulary/Identification:
SS.912.E.1.6: Compare the basic characteristics of the four
market structures (monopoly, oligopoly, monopolistic
competition, pure competition).
advertising, anti-trust laws, collusion, commodity, cooperative, deregulation,
differentiation, economies of scale, government monopoly, imperfect
competition, intellectual property, market failures, market power, monopolistic
competition, monopoly, non-price competition, oligopoly, patent, perfect
competition, predatory pricing, price fixing, privatization, regulation, royalties,
startup costs, trust
SS.912.E.2.6: Examine the benefits of natural monopolies
and the purposes of government regulation of these
monopolies.
SS.912.FL.2.4: Describe ways that consumers may be
influenced by how the price of a good is expressed.
Technology:
Web-based resources relevant to the 12th Grade Economics course can be
found on the second page of this Pacing Guide.
Suggested Activities:
Have students create a chart comparing the characteristics of the four different
market structures (perfect competition, monopolistic competition, oligopolistic
competition and monopolies.) Have students work in small groups to brainstorm
examples of each.
Have students think about how monopolies have historically proven detrimental
to the U.S. economy. Have students write about why certain industries should
and do enjoy monopoly status in the U.S.
Have students evaluate the positive and negative impact of multinational
corporations in oligopolistic industries by watching and discussing one of the
following “PBS Frontline: Is Wal-Mart Good for America?
(http://www.pbs.org/wgbh/pages/frontline/shows/walmart/) ” “The Corporation,”
or “Food, Inc.”
Have students evaluate the role of advertising in determining market price
through a small group research activity focused on comparing and contrasting
the quality and price of three similar products or services. Detailed lesson plans
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Essential Content
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
First Nine Weeks
NGSSS-SS Benchmarks/Florida Standards
Instructional Tools
(12 Economics LP028 Consumer Research Activity is available to support this
activity at the M-DCPS Learning Village. See the following link: LP28 Economics
Senior High Lesson Plans - 12 Economics LP028 Consumer Research
Activity.pdf
Have students write a paragraph explaining why a store might advertise the price
of a flat screen TV expressed as an amount per day or week rather than the
actual full price and list different ways retailers use to express the prices of their
products.
Have students work in small groups to discuss what they want and expect from
corporations, e.g., low price, quality, job creation, corporate responsibility, etc.
Assessment:
Develop rubrics and share with students for each of the above mentioned
projects in order to increase opportunities for mastery of content and historical
thinking skills. Each project or assignment should be assessed for content
accuracy and skill development in terms of writing and reading comprehension.
ELL:
Use visual depictions of historical events in order to increase ELL students’
mastery of related content.
SPED:
Go the Department of Social Sciences’ website,
http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
Next Generation Sunshine State Standards” in order to download the PDF of
Access Points for Students with Cognitive Disabilities related to this particular
grade level.
State and District Instructional Requirements:
Teachers should be aware that State and District policy requires that all teachers
K-12 provide instruction to students in the following content areas: AfricanAmerican History, Character Education, Hispanic Contributions to the United
States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
lesson plans can be downloaded from the Department of Social Sciences
website, http://socialsciences.dadeschools.net/, under the headings “Character
Education” and “Multicultural Support Documents.” Please note that instruction
regarding the aforementioned requirements should take place throughout the
entire scope of a given social studies course, not only during the particular
month or day when a particular cultural group is celebrated or recognized.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Date
October 22,
2015 –
October 29,
2015
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Pacing Guide
Benchmark(s)
Florida Standards:
LAFS.1112.RH.2.5: Analyze in detail how a
complex primary source is structured, including
how key sentences, paragraphs, and larger
portions of the text contribute to the whole.
OR
LAFS.1112.WSHT.3.9: Draw evidence from
informational texts to support analysis,
reflection and research.
March 31,
2016 – April
7, 2016
Content Benchmarks:
SS.912.E.1.6: Compare the basic
characteristics of the four market structures
(monopoly, oligopoly, monopolistic
competition, pure competition).
SS.912.E.2.6: Examine the benefits of natural
monopolies and the purposes of government
regulation of these monopolies.
Financial Literacy Benchmarks:
SS.912.FL.2.4: Describe ways that consumers
may be influenced by how the price of a good
is expressed.
Department of Social Sciences
Data Driven
Benchmark(s)
Activities
Assessment(s)
Strategies
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Program Overview
EverFi Financial Literacy™
Student Length: 6 hours (approximate)
Meets 53 of the 107 Florida Standards for economics.
Topics Covered: •Credit scores, •consumer fraud and protection, •budgeting, •insurance, •credit cards, •student loans, •1040’s, •FAFSA,
•mortgages, •taxes, •stocks, •savings, •401k’s
EverFi™ - Assist students in learning critical financial literacy skills. The web based program is plug and play ready and assists teachers in efficiently
providing critical need financial skills in a fun and engaging digital environment. The system automatically records student progress and reports the
unique score of each user back to the teacher. The program is engaging, easy to use, and provides students with a wonderful background on the
essential skills that are critical for their future financial success. The resource contains 10 modules covering over 600 topics including banking,
credit scores, insurance, credit cards, student loans, mortgages, taxes, stocks, savings, 401k’s and other critical concepts. Video, animations, 3-D
gaming, avatars, and social networking – bring complex financial concepts to life for today’s digital generation. Students who successfully complete
the course earn certification in financial literacy, which can be a powerful tool for job applications, college search, and internships.
Vault – Understanding Money™
Student Length: 2.5 Hours (approximate)
Meets 28 of 30 Florida Standards for Grade 4 economics and financial literacy.
Meets 18 Florida Standards for Grade 4 LAFS
Topics Covered: •Responsible Money Choices • Income and Careers • Planning & Money Management • Credit & Borrowing • Insurance & Safety
Management • Savings & Investing •wants and needs • scarcity and choice
Vault - Understanding Money is an interactive course designed to introduce financial literacy skills early in a child’s cognitive development. Vault™
features 6 learning groups that focus on skill building and decision-making, from learning how to control spending, to going to trusted adults for
financial advice. Rich Assessment Data Each learning group contains assessments that measure student knowledge gains throughout the program.
Personalized Goal-Setting & Interactive Learning Students will “unlock” games and will apply their learning in a variety of story-based simulations.
These activities challenge students to make choices in real-life scenarios to achieve important goals around saving, job planning, and budgeting.
Students will earn a certification upon completion of the curriculum, a representation of the important financial concepts they have mastered.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Steps to Access
I. Activating Administrative Account
• Go to http://www.everfi.com/login • Click “sign up” on the top right of the screen. • Type in your school site registration site code (see list) and click “I’m a teacher”. • Complete the fields, enter your email address, create a • password and fill remaining fields. Click finished!
II. Creating Classes and Class Codes
1. Once logged in, select the “classes” tab from the top navigation bar.
2. On the dropdown and select “create class”.
3. Select the appropriate curriculum (if applicable). Name the class the and click “add class”. (This will automatically generate a class registration
code that will be stored on your dashboard. Students will use this class code in the same manner in which you registered.)
III. Activating and Registering for Student Accounts
1. Go to www.everfi.com/login
2. Select “sign up” at the top right of the screen.
3. Enter the class registration code for YOUR class.
4. Select “I’m a student Student”
5. Fill in all the required fields.-You DO NOT have to enter an email address.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
Department of Social Sciences
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th Grade Honors Economics with Financial Literacy
Course Code: 2102345
Additional Useful Online Resources for Financial Literacy Instruction:
Financial Literacy from Florida’s Chief Financial Officer:
 The Department of Social Sciences is pleased to provide information regarding Mr. Jeff Atwater, Florida’s Chief Financial Officer, FREE online
-DCPS employees can access this FREE online financial
literacy learning resource by clicking on the following link: http://www.myfloridacfo.com/YMM/default.aspx.
 Valuable information is available from this website regarding understanding credit and debt, saving and spending, planning for life’s events,
such as saving for college, buying a car, and accessing health care, and even games for students to teach them impo
resources are also available in Spanish by clicking on the “Spanish” tab at the bottom of the page.
H & R Block’s Budget Challenge:
 http://www.hrblockdollarsandsense.com/
 Everyone knows money doesn't grow on trees. At least they will if H&R Block has any say in it. By learning strong budgeting skills and fiscal
discipline early, kids can gain the knowledge and confidence to manage their own financial future. Our free H&R Block Budget Challenge
encourages students to learn personal finance in a fun, engaging way while competing against other classrooms and students for $3 million
in classroom grants and student scholarships.
National Education Association’s Warehouse on Teaching Financial Literacy:
 http://www.nea.org/tools/lessons/resources-for-teaching-financial-literacy.html
 Use these resources to supplement your curriculum and help students gain the financial literacy skills they’ll need to manage their financial
resources effectively throughout their lives.
Department of Social Sciences
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th
Course Code: 2102345
Grade Honors Economics with Financial Literacy
DISCOVERY EDUCATION RESOURCES
TOPIC 1: INTRODUCTION TO ECONOMICS
Videos:
Economics: The Foundation of Survival
Scarcity
Opportunity Cost
Subsistent Needs
Production
Production of Goods and Services from Resources
Three Types of Production
The Circular Flow of Income
Characteristics of Resources and the Economic Problem
Resources
Utilizing Natural Resources
Factors Determining Economic Activities
Economic Factors Underlying Decision Making
The Role of Technology in Economic Activities
The Commodity Chain
Maintaining, Expanding, and Sharing Production
The Big Business of Renewable Energy
Future Implications of Current Choices
Article:
Economics
TOPIC 2: ECONOMIC SYSTEMS
Videos:
Changes in Circular Flow & the Role of Government
Economic Systems: Regulating the Exchange of Goods and Services
Roosevelt, Taft, & Reform
Goods and Services Not Provided by the Free Market Economy
Free Market Economy
Free Market vs. Command Economies
Paul Samuelson and Milton Friedman
Karl Marx's Communist Manifesto
The Sherman Antitrust Act
Roosevelt and Corporations
Transition to a Market Economy
Approaching Each Nation's Economy Uniquely
Distributive Justice
What Is Global Justice?
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th
Course Code: 2102345
Grade Honors Economics with Financial Literacy
Images:
Adam Smith (1723-1790).
Karl Marx (1818-1883).
John Maynard Keynes (1883-1946).
Audio:
The Ideas of Karl Marx: The Contradictions of Capitalism
The Ideas of Karl Marx: Marx's Legacy
U.S. Government: The First 200 Years: Response to Uncontrolled Business Profiteering
Articles:
Capitalism
Communism
Socialism
TOPIC 3: SUPPLY AND DEMAND
Videos:
Production
Production of Goods and Services from Resources
Maintaining, Expanding, and Sharing Production
Flows in a Market Economy
Price, Supply, and Demand in a Free Market Economy
the.News: Gas Prices
The PBS NewsHour: Global Recession Impacts Dairy Prices, Farmers
Images:
A herd of cattle on the trail.
Audio:
Stuff You Should Know Podcast: Is a Free Market "Free" if it's Regulated?
Articles:
Supply and Demand
TOPIC 4: BUSINESS ORGANIZATIONS AND INSTITUTIONS
Videos:
Section A.1: Types of Businesses
Linear Programming: Business Constraints
Making Dough: Profit and Loss
On Sale: Money and Consumers
Section C: Business Organizations
The Corporation
Entrepreneurship
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Department of Social Sciences
GRADE LEVEL OR COURSE TITLE:
12th Grade Economics with Financial Literacy
Course Code: 2102335
12th
Course Code: 2102345
Grade Honors Economics with Financial Literacy
Private vs. Public Sector Businesses
The Stock Market
Distribution Channels
Factors of Corporate Success: Consumer or Market Acceptance
Factors of Corporate Success: Profitablity in Combining Factors of Production
Stock Exchange
Audio:
Stuff You Should Know Podcast: How Corporate Personhood Works
Articles:
Corporation
Partnership
TOPIC 5: MARKET STRUCTURE
Videos:
Reasons for Failure in a Market Economy (AGL)
The Gilded Age
John D. Rockefeller: A Lifetime of Achievements
A Monopolized Economy
The Sherman Antitrust Act
Clayton Anti-Trust Act Passed
Free Markets and the History of Government Regulation
Reagan and the US Economy
Images:
Cartoon, Economic Influence of Standard Oil
"The Granger Shirt," a Color Lithograph
Cornelius Vanderbilt (1794-1877)
John Davison Rockefeller (1839-1937)
Audio:
U.S. Government: The First 200 Years: Response to Uncontrolled Business Profiteering
Stuff You Missed in History Class Podcast: How the African Diamond Trade Works
Articles:
Monopoly