Course Profile The Individual
and the Economy, Grade 11, University/College Preparation, Public
Unit 1: The Nature and Importance of Economics
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
How
does economics play a role in life decisions? Students are introduced to basic
economic concepts such as scarcity, opportunity costs, basic economic choices,
production possibilities, in addition to economic systems, the economic rights
and responsibilities of citizens, the ways in which governments play a role in
the economy, the circular flow model and the uses of money.
The
concepts are introduced using a children’s story, and are applied to a
selection that the student chooses. Students apply a decision-making model, and
practise analysis and oral presentation skills. The culminating activity is a
presentation and bulletin board display of the impact of an environmental
problem on a student-developed model.
In Unit
1, the skills of decision-making, cooperative group work, report writing, and
analysis are introduced and practised in the following units to prepare for the
culminating unit. This unit introduces students to basic economic concepts that
are expanded and developed in the following units. All of these economic
concepts and skills are brought together in the culminating unit. Expectations
are clustered to permit students to practise skills and gradually develop their
understanding of economic concepts in manageable portions.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1.1:
Economic choice and decision- making: How does economics play a role in life
decisions? |
300 min |
DMV.01,
DMV.02, DMV.03, ESV.01 DM1.01, DM1.03, DM2.01, DM2.02, DM2.03, DM3.04, ES1.01 |
Knowledge/ Thinking/Inquiry Application |
Report,
decision- making model, graphing Production Possibilities Curve (PPC) |
|
1.2:
Economic systems and choices |
300 min |
DMV.01,
DMV.03, SIV.01, EIV.01, DM1.02, DM3.04, SI1.01, EI1.04 |
Knowledge/ Application |
Graphic
organizer, cartoon analysis |
|
1.3:
Introducing the circular flow: Creating an economic model |
300 min |
DMV.01,
DMV.03, ESV.04, SIV.03, EIV.01, DM1.04, DM3.04, ES4.02, SI3.01, SI3.02,
SI3.03, EI1.02 |
Knowledge/ Thinking/Inquiry Communication Application |
Graphic
organizer, supported opinion paragraph, oral presentation |
|
1.4:
Balancing economic rights and responsibilities: An economic analysis of
environmental issues |
300 min |
DMV.02,
DMV.03, ESV.04, ECV.01, DM2.03, DM3.01, DM3.02, DM3.03, DM3.04, ES4.01,
ES4.02, ES4.03, EC1.03 |
Knowledge/ Thinking/Inquiry Communication Application |
Graphic
organizers, oral presentation, bulletin board display |
Preamble: All of the Teaching/Learning
Strategies designed for this profile are structured to allow for different
learning styles. Each set of activities should include:
·
A
motivator in which students are encouraged to reflect and, upon this
reflection, internalize the key concept(s) being introduced by the teacher into
their personal experiences, making learning relevant;
·
An
opportunity for teachers to lay foundations necessary for students to
successfully complete any required assessment task;
·
An
opportunity for students to explore the theoretical foundations just introduced
by the teacher (this is where students will be formatively assessed on their
work through self, peer, or teacher feedback);
·
An
opportunity for students who learn through the use of hands-on applications to
apply the foundations. Students frequently refer to this stage of learning as
the “Just do it!” stage.
These
four categories each reflect different teaching/learning approaches. Designing
strategies around these four categories not only meets all student needs but
also clearly defines the valuable role that both teachers and students play in
an effective learning environment.
How Does Economics Play a Role in Life Decisions?
Time: 300 minutes
Students
explore, in a variety of contexts, responses to the question: How Does
Economics Play a Role in Life Decisions? Students explain, describe, and apply
the basic economic concepts underlying economic choices in relation to life
decisions made by characters in a children’s story or videos. Based on their
analysis of these characters’ decisions, students explain and describe
fundamental economic concepts, such as scarcity, choice, opportunity cost, and
production possibilities, and distinguish between wants, needs, and consumer
demand as well as the various forms of costs associated with decision making
(e.g., explicit, non-monetary, and opportunity costs). In a culminating
performance at the end of this activity, students write a formal report on a
favourite story, fairy tale, novel, movie, or television program of their
choice. In the report, they must demonstrate the ability to use fundamental
economic concepts to describe the economic reality portrayed in the chosen
medium.
Strand(s): Economic Decision-Making; Economic Stakeholders
Overall
Expectations
DMV.01 -
explain how the scarcity of economic resources requires individuals and
societies to make economic choices;
DMV.02 -
use economic concepts and models, and methods of economic inquiry, to analyse
specific economic situations;
DMV.03 -
make critical use of different types and sources of economic information;
ESV.01 -
demonstrate an understanding of the factors that influence consumer demand and
satisfaction in the marketplace.
Specific
Expectations
DM1.01 -
explain, using specific examples, the economic problem of scarcity and the
choices and trade-offs that individuals must make;
DM1.03 -
describe the costs of an economic choice, using the model of the production
possibilities curve and the concepts of explicit cost (money), non-monetary
cost, and opportunity cost;
DM2.01 -
use economic concepts to describe an economic reality or choice;
DM2.02 -
use economic models to analyse economic relationships and to forecast outcomes;
DM2.03 - apply
methods of economic inquiry to evaluate an economic choice from the perspective
of the affected stakeholders;
DM3.04 -
effectively communicate questions, responses, and research results orally, in
writing, and visually;
ES1.01 -
distinguish among wants, needs and consumer demand.
·
Graphing
and inference skill
·
Group
work skills
·
Self-
and peer assessment skills
Units in
this profile make reference to the use of specific texts, magazines, films, and
videos in the Teaching/Learning Strategies. Before reproducing materials for
student use from books and magazines, teachers need to ensure that their board
has a Cancopy licence and that resources they wish to use are covered by this
licence. Before screening videos for their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor (e.g., Audio Cine Films
Inc.). Teachers are also reminded that much of the material on the Internet is
protected by copyright. That copyright is usually owned by the person or
organization that created the work. Reproduction of any work or a substantial
part of any work on the Internet is not allowed without the permission of the
owner.
·
Have
available and be familiar with resources for classroom use (include a
traditional children’s story, a video/story of The Lorax, photocopies of
all worksheets and case studies).
·
Provide
copies of the culminating activity and rubrics for students at the start of the
unit.
·
Teachers
should evaluate each subtask and return them for use by students prior to the
completion of the next subtask.
·
Find
appropriate text sources on key economic concepts, such as opportunity costs
and production possibility curves.
·
Prepare
an assignment on the production possibility curve or select one from a text for
students to complete. The question selected will meet the required expectations
as long as it describes the costs of an economic choice using the model of the
production possibility curve includes; the concepts of explicit costs and
non-monetary costs; and provides an opportunity to analyse a specific economic
situation.
Strategy
1.1: Introductory Key Concepts
Motivator
1. The teacher chooses a traditional children’s
story and reads it aloud to students. The teacher should not assume that all
students are familiar with the story.
2. After reading a story to the class, perhaps
even more than once, students reflect on the story with the assistance of
several guiding, prompts or focus questions provided by the teacher. The
questions are designed to align student reflections to the key theoretical
concepts of wants, needs, resources, scarcity, preferences, choice and costs,
leading them eventually to an understanding of economic concepts in the context
of life decisions (ES1.01). (See Appendix 1.1.1 for a model worksheet based on
the story of “Goldilocks and the Three Bears.”)
Lay Foundations
3. The teacher leads a classroom discussion to
help students arrive at a clear understanding of the key concepts listed above.
In order to illustrate how this connection can be made a fairy tale such as
“Goldilocks and the Three Bears” may be used. Following the questions provided
on the sample worksheet in Appendix 1.1.1, each of the key concepts can be
introduced through a Socratic discussion of these questions. For example, why
Goldilocks entered the house would include both needs and wants. She had been
out walking for a while and was hungry and tired (needs). As well, she was
curious and wanted to satisfy her curiosity (want). Once in the house,
Goldilocks used resources to satisfy her wants and needs. She also made choices
based on her preferences and what was available to her (scarcity). The little
bear was disappointed because he lost resources needed to satisfy his wants and
needs (scarcity again). Changing the plot of the story to satisfy all the
characters wants and needs is what economics is all about (the teacher can
clearly define economics here). By the end of this strategy, the teacher has
played the important role of debriefing the story and should through this
debriefing have clearly defined all of the key concepts that students need to
be able to demonstrate. Students take notes based on this discussion or the
teacher can provide students with a list of definitions for these key concepts.
(DM1.01, DM2.01)
Explore
4. Students are given an opportunity to try
applying the key concepts introduced above on their own and to receive
formative feedback from a peer or the teacher on this application. The teacher
uses a video or a short story such as Dr. Seuss’ story of The Lorax. This story is particularly relevant to this unit as it
not only clearly introduces the key concepts covered in this activity but will
also be useful to revisit in strategies in which the production possibility
curve and economic rights and responsibilities are introduced. The Lorax is
a story that outlines the environmental implications of the choice of business
expansion in a fun and relevant way. The teacher should read this story to
students and/or have students view the video of the story. Students then are
asked to apply all of the key concepts defined in the classroom discussion in
Step 3 to the plot of the story. Once this task is completed, peers or the
teacher should formatively assess the application. Students should also be
given the opportunity to revise their work based on this feedback and to
consult with the teacher on any difficulties they may still be experiencing.
Hands-on
5. Students begin to work on the culminating
task for this activity. The teacher should provide students with a copy of the
outline of the culminating activity for the unit, (see Appendix 1.1.3) and the
teacher should discuss it with students so they will understand the purpose of
the unit and how it will unfold.
6. Students are now prepared to demonstrate the
ability to use key economic concepts to describe an economic reality in the
first task of the culminating activity. This task involves writing a formal
report on how economics plays a role in the life decisions of a character or a
series of characters in a favourite movie, a children’s story, a novel, or a
television program of their choice. Teachers should review the structure and
purpose of report writing with students following the assignment of this
summative evaluation. The teacher reviews with students the criteria for
evaluation in the rubric provided for this task (DM3.04).
Strategy
1.2: A Decision-Making Model
Motivator
7. Students are required to explain how the
scarcity of economic resources requires individuals and societies to make
economic choices. The student is asked to explain a model of decision making by
addressing a personal experience of choice. The teacher asks students to consider
a recent problem they have had to deal with and to describe, in detail, how
they arrived at a solution. In pairs, students can then compare their processes
of decision-making to try to identify key steps in an effective decision-making
model (DM2.02).
Lay Foundations
8. The teacher leads a Socratic discussion of
the findings of the pairs. Have students identify the key steps of an effective
decision-making model. From this discussion, the teacher selects a particular
decision-making model to formally introduce to the class. The model should
require that students identify alternative solutions to a problem and use
ranked criteria against which alternatives can be assessed as well as a process
by which a final optimal decision can be made. Most economics textbooks provide
samples. In addition, the teacher uses the economic model of decision making to
highlight related key economic ideas such as how scarcity requires decisions
and choices to be made and how the model can assist students in determining the
opportunity costs of a choice. For example, if the alternative solution does
not fulfill all of the criteria or objectives that an individual or society
wishes to achieve, those not fulfilled but satisfied by the other alternatives
represent the opportunity cost of the decision or choice. This reinforces some
of the more difficult concepts introduced in the first activity.
Explore
9. Students should now be prepared to use the
decision-making model introduced by the teacher to determine the best choices,
when they consider the opportunity costs. Teachers provide students with a case
study outlining a problem and the need for a solution. The case study must
imply criteria against which alternative solutions can be evaluated. Making
students infer these criteria allows them to develop the additional thinking
skill of inference. Case studies to support this strategy can be found in most
economics textbooks (DM2.02).
10. Each student can now apply the decision-making
model introduced in class. The application may be self-, peer, or teacher
assessed for formative feedback. As well, students should be provided the
opportunity to confer with the teacher in order that they may successfully
revise their work.
Hands-on
11. Having reflected, learned, and practised the
use of a decision-making model, students are now prepared to apply this method
of economic analysis to evaluate an economic choice (DM2.03) in the second task
of the unit culminating activity. In groups of five, students use a
decision-making model to select one plot from the series of those written about
in their reports in Task One of the culminating activity. The group should
select the best plot in terms of its success in demonstrating the greatest
number of key economic concepts most effectively. This helps students define
the criteria/objectives against which the alternative plots can be evaluated.
The selection of one story line for the group to focus on is necessary to
facilitate the third task of the unit culminating activity in Activity 3.
Strategy
1.3: The Costs of Economic Choice
Motivator
12. Students describe the costs of an economic
choice, using the model of the production possibility curve and the concepts of
explicit cost, non-monetary cost and, opportunity cost (DM1.03). In order to
build on the student’s prior experience, the motivator involves revisiting the
story of The Lorax. As this story deals with the economic and
environmental implications of choosing to expand the production process, it
supports the exploration of the costs of economic choice. It also allows
students to analyse a specific economic situation using complex economic theory
(DMV.02). The teacher provides a series of focus/prompt questions for students
to reflect upon. These questions are directly linked to the understanding of
the key concepts of the production possibility curve and the concepts of
explicit, non-monetary, and opportunity cost. These prompt/focus questions can
be found in Appendix 1.1.2. Students are to reflect on these questions and
answer them to the best of their abilities. This type of reflective test can
also serve as a diagnostic test for the teacher to discern what students know
about the production process.
Lay Foundations
13. The teacher examines the responses to the
questions in a class discussion. Guide this discussion to link responses
clearly to the key concepts of economic costs and the production possibility
curve. For example, when students are asked what they must be willing to do to
get information about the Lorax, the concepts of willingness to pay and
monetary versus non-monetary costs can be introduced. The Once-ler requires
payment in the form of fifteen cents, a nail, and the shell of a
great-great-great grandfather snail. When discussing the price based on this
payment, students need to infer in the context of the story whether these costs
are significant or not. The other questions require that the teacher revisit
concept of resources and how they are used in production, what factors (such as
the amount of resources and technology available) restrict or expand the
process of production and whether or not the Once-lers production decisions can
be considered efficient. This discussion can then lead into an introduction of
the theoretical concepts of the production possibility curve.
Explore
14. Students complete an application question on
the production possibility curve. Numerous graphing, describing and applying
questions can be found in any economics textbook and/or supporting teacher
resources. (See Planning Notes.)
15. The teacher takes up each application question
as students self-assess their work. Refer to The Lorax as the question
is taken up to help students relate the theory to an idea that is relevant and
personal.
Hands-on
16. Students are given an additional application
question to do for homework or independently. As the concept of the production
possibility curve is a highly theoretical one, the summative evaluation of this
concept is best placed in the written final exam.
|
Strategy – Task/Product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
4 – Key
concepts applied to the Lorax |
Formative |
Application |
Checklist
(peer/teacher) |
|
6 –
Subtask 1 Culminating activity |
Summative |
Knowledge/ |
(teacher) |
|
10 –
Practice decision-making model |
Formative |
Thinking/Inquiry |
Checklist
(self/peer/teacher) |
|
11 –
Subtask 2 Culminating activity |
Summative |
Thinking/Inquiry |
rubric
(teacher) |
|
12 –
Lorax worksheet |
Diagnostic |
Knowledge/ |
Teacher
marking key |
|
15 –
Graphing of the production possibilities curve |
Formative |
Application |
Teacher
marking key |
|
16 –
Production possibility question |
Summative |
Application |
Teacher
marking key |
·
In
Strategy 9, the teacher may provide an enriched opportunity for students by
having them create their own case studies based on a fictional or recent
experience. Frequently students have difficulty providing sufficient detail to
their cases to allow criteria and alternatives to be inferred. To help students
embellish their case studies, the teacher can have students complete a question
and answer session in which a student chooses a partner and with that partner,
take turns asking each other questions about the case to obtain additional
relevant details. Each student can then include these details in the final
version of their case studies. Again, this process allows students to develop
additional skills; in this case, the inquiry skill of formulating questions.
·
For
each task in the unit culminating activity, teachers review the criteria for
evaluation in the rubric provided for each task. Provide exemplars of the
various levels of achievement that students can apply to the rubric so they
have a clear understanding of what is required of them.
·
As
an alternative activity, or an extension exercise in an enriched program for
Strategy 14, students can create a production possibility curve for the
Once-ler in the Lorax story. This, however, is an extremely challenging task
that would require students to infer production data from the story and then
graph the curve and do an analysis of it.
·
Individual
accommodations for exceptional students can be made by using the student’s IEP
and by conferring with the school’s Special Education department. Teachers must
give instructions to students on how notes are to be taken. For example,
students can be listening for an identified kind of information.
Any
grade-level appropriate Economics textbook
Traditional
children’s stories can be found in the school’s Library/Resource Centre or
local public library
Video
Units in
this profile make reference to the use of specific texts, magazines, films, and
videos in the Teaching/Learning Strategies. Before reproducing materials for
student use from books and magazines, teachers need to ensure that their board
has a Cancopy licence and that resources they wish to use are covered by this
licence. Before screening videos for their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor (e.g., Audio Cine Films
Inc.). Teachers are also reminded that much of the material on the Internet is
protected by copyright. That copyright is usually owned by the person or
organization that created the work. Reproduction of any work or a substantial
part of any work on the Internet is not allowed without the permission of the
owner.
The Lorax. Warner Brothers.
Appendix
1.1.1 – Key Economic Concepts Worksheet
Appendix
1.1.2 – Question Sheet for The Lorax
Appendix
1.1.3 – Culminating Activity for Unit 1
Time: 300 minutes
How does
an economic system address choices and answer the three basic economic
questions? Students study and debate the strengths and weaknesses of each type
of economic system to address the three basic economic questions and consider
their effectiveness. Students compare
Overall
Expectations
DMV.01 -
explain how the scarcity of economic resources requires individuals and
societies to make economic choices;
DMV.03 -
make critical use of different types and sources of economic information;
SIV.01 -
explain how self-interest in a market makes consumers and producers
interdependent;
EIV.01 -
identify the distinguishing characteristics of
Specific
Expectations
DM1.02 -
explain the three basic types of economic choices (questions);
DM3.04 -
effectively communicate questions, responses, and research results orally, in
writing, and visually;
SI1.01 - explain why self-interest leads to the
specialization of labour and the need to rely on others;
EI1.04 -
compare
·
Students
have been introduced to the basic economic concepts.
·
Students
have used a decision-making model.
·
Students
studied how to analyse a cartoon in Grade 10 Canadian History.
·
Locate
and obtain readings and resources on economic systems, specialization,
interrelationships, and money. (See Resources.)
·
Book
computer lab if using it to search for current articles on
·
Assign
students the task of consulting print and other media to collect examples of
cartoons, articles, or reports that deal with the economic system of any
contemporary nation. By the time the activity is coming to completion, the
teacher will have approved at least one example chosen by each student to make
sure it is relevant and will have provided formative feedback on the choice of
article made by the student. The teacher should stress that any and all of the
collected material may be used in class as a resource and possibly in the
assessment process.
·
Obtain
appropriate past and recent cartoons and articles. The disintegration of the
·
Prepare
an assignment sheet with specific guidelines, criteria, and examples on how to
analyse a cartoon. (Questions may include: Does the cartoon have a
caption/title and what does it mean? What is the setting? What do you see?
Where and when does the action take place? Identify the
person/concept/issue/event being referred to or depicted. What other
imagery/symbols or words are used? How do the details contribute to the
understanding of the message? Is the representation humorous, sarcastic,
satirical, or biting? What is the point being made? What is the meaning of the
cartoon? Who or what is the cartoonist poking fun at? What economic
concept/idea/term is implied or stated in the cartoon? Explain fully by tying
this cartoon to the most relevant economic concept. Is the message effective?
What is your evaluation of this cartoon? Does the cartoonist’s viewpoint differ
from yours? Explain.)
·
Prepare
an assignment sheet with specific guidelines and criteria that outline
expectations for a written assignment comparing the Canadian economic system
with the economic system of another country.
·
Prepare
or obtain a graphic organizer for comparing economic systems and prepare or
obtain a diagram outlining an economic spectrum.
·
Provide
specific instructions to the students on note taking.
Motivator
1. The teacher introduces the concept and
focuses the attention of the class on the three basic economic choices
(questions) that every society must deal with by listing them on the board:
· What goods and services to produce and how much (what to produce)?
· How to combine land, labour, and capital resources into a production process in order to produce the goods and services (how to produce)?
· For whom are these goods and services being produced and who gets them (distribution)? (DM1.02)
The teacher directs the class to speculate on how the three questions are answered by the Canadian economic system. Students think/pair/share with the teacher taking the ideas that emerge and writing them on the board. The teacher repeats the exercise using another country’s economic system.
Lay Foundations
2. Students are assigned the appropriate text or
readings, dealing with the concepts of specialization, interdependence, and
money. The reading should be accompanied by some questions for the students to
answer as preparation for a teacher-led discussion. Students are specifically
required to take notes based on their readings and class work throughout this
activity. To aid students in note-taking, as they progress through the
activities, the teacher provides students with a bare-bones list of the ideas
and concepts students should look for, write down, and amplify from their
readings and during class discussions (SI1.01, DM3.04). The teacher can do
formative assessment of this note-taking from time to time and provide
formative feedback. Students might be permitted to share the notes taken by
means of a jigsaw activity.
3. Students are assigned the appropriate text
readings on economic systems. Students are directed to read for specific
information that will help them generate a list of the major characteristics of
a command, market and traditional economic system and formulate the concept of
a mixed economic system. Students generate a list of the major strengths and weaknesses
of the main economic systems. The teacher leads a class discussion of the above
topics and raises the question of how effective each system is in addressing
the three basic questions.
Explore
4. The teacher prepares, or obtains, a graphic
organizer for comparing economic systems, an example of which is to be found in
most Economics textbooks. Students complete this organizer in class working
either individually or cooperatively (or as homework). Students self-assess.
The teacher distributes a diagram outlining an economic spectrum that the
students complete by labelling the economic models on the spectrum (EI1.04).
(An example may be found in most Economics textbooks). This may be done in
class or be assigned as homework. The teacher checks for understanding and
provides formative feedback.
5. Students are assigned appropriate text
readings that relate specifically to
6. After reading relevant newspapers or magazine
articles, students list those elements of the command and market systems that
are found in the examples of the modern mixed economies that the articles deal
with. Students compare the examples found in reading and analysing the
articles, to the theoretical models. Should time permit and technology be
available, students could be assigned the task of researching recent articles
relating to Russia’s and/or China’s move to capitalism.
Hands-on
7. The teacher provides students with a cartoon
and the cartoon analysis assignment (see Planning notes). As a class, students
follow the cartoon analysis questions, through example, and orally interpret
this cartoon and practise analysing and drawing conclusions about what the
cartoon illustrates. Another cartoon should be assigned to allow students to
practise following the example of how to analyse a cartoon in pairs. The
teacher also hands out the writing assignment instruction sheet which
introduces and outlines the written assignment required of students for
summative evaluation at the end of the activity. Students are required to
provide a comparative analysis of the Canadian and other economic systems based
on the criteria.
Criteria may include: (1) economic
freedom, consumer sovereignty, and ownership of the productive resources; (2)
economic efficiency and economic decision-making about how goods and services
are produced; (3) competition, profit, and for whom to produce; (4) stability
and instability of the system as a whole (DM3.04).
8. Should time and availability permit, the
video, Red Capitalism, can be shown to the class as a summary of the
activity. Teachers can provide language conventions, used with making
inferences and interpretations, to reinforce not only the skills of listening,
taking notes, and summarizing, but also the content ideas. The video deals very
effectively with how China is moving from one economic system to another. The
video covers all the expectations and concepts that have been dealt with in
this activity.
|
Strategy – Task Product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
4 –
Graphic organizer |
Formative |
Knowledge/Understanding |
Student
self-assessment checklist |
|
7 –
Cartoon and/or article analysis |
Summative |
Knowledge/Understanding Application |
Written
assignment |
·
Teachers
should work with Special Education teachers to review IEPs to decide the best
course of action for students with specific needs and assist them in meeting
the expectations of the activity.
·
Teachers
can use the video to enhance the learning experience of students who are visual
learners. As well, for ESL/ELD learners the task of watching the video could be
divided and then a jigsaw could be used so that students share the information
they gleaned from their component assigned task.
·
Adaptations,
specific to the needs of some of the students who are ESL/ELD learners, could
consist of using a variety of instructional strategies such as question
worksheets for the reading assignments, the use of visual cues, graphic
organizers, and, if appropriate, strategic use of students’ first language
sources. Modified assessment strategies could include the granting of extra
time and tasks that require completion of graphic organizers using words or
cues selected from a list, as in T/L S 4.
·
There
are many opportunities here for gifted students to carry out research and
explore the issues in greater depth or from a different perspective. For
example, many students could benefit from research on how Russia has fared in
the last decade as it attempts to move from a command type to a market type of
economic system. Students could read the books that Gorbachev, Yeltsin,
Solzhenitsin and Yevtushenko have recently written on how they view the change.
·
Another
enrichment activity would be to compare and contrast the recent Russian
experience to that of China in the post-Deng Xiaoping era.
Print
Globe and Mail, Editorial. September 16, 1997.
Gorbachev,
M. Memoirs. New York: Doubleday,
1996.
Gorbachev,
M. The Search For a New Beginning.
San Francisco: Harper, 1995.
Eckholm,
Erick. “A secretive army grows to maintain order in China.” New York Times, March 28, 1999.
Rabbior,
Gary. “Economics: The Subject’s in Vogue but what is it?” (CFEE)
Rabbior,
Gary. “An economic system: Why do we have one?” (CFEE)
Rabbior,
Gary. “What do you mean there's no such thing as a free lunch?” (CFEE)
Solzhenitsin, A. Rebuilding Russia. New York: Farrar, 1991.
Thexton,
J. Made In Canada, 3rd ed. Toronto: Oxford, 1996 (for
cartoons).
The Toronto Star, Editorial page of January 8, 1992
or September 20, 1997 (for cartoon examples).
Yeltsin,
B. The Struggle for Russia. New York:
Belka Publishing Co., 1994.
Yevtushenko,
Y. Fatal Half Measures. Boston:
Little Brown, 1991.
Non-Print
CBC
video, Red Capitalism, presented by
Mark Starowicz and broadcast Sunday January 16, 1994.
Economix 8 – video series that includes: Needs
and Wants, The Market, The Role of Government, Tomorrow’s Challenge (NFB,
available through CFEE)
University
of Indiana website – http://www.indiana.edu/~econed/issues
Ties into the Journal of Economic Education, which has a section on on-line
teaching resources and evaluates new economics- based software teaching
resources.
Canadian
Foundation for Economic Education (CFEE) – http://www.cfee.org
Time: 300 minutes
Students
develop a model and demonstrate an understanding of the circular flow in a
market economy and how the household, the producer, and the government sectors
are interrelated. Students analyse and make distinctions between economic resources
as inputs, and goods and services as outputs, and illustrate the relationship
between the product flow and money flow components of the circular flow model.
They describe the return that accrues to each factor of production and explain
how money is used within this model of economic activity to pay for the
resources and for the goods and services. Having a grasp of the circular flow
and its function in the market model; students explain, describe, and analyse
what happens when the government component is introduced into the model.
Students examine and explain the various roles government plays in the economy,
learn to appreciate how conflicts arise among the various stakeholders, and
address the question of what role governments should play in the economy.
Students relate the model to the Canadian mixed-market example by analysing and
listing examples of government intervention in the economy of Canada. The final
group activity and the preparation of a handout by students help them link this
activity to the one prior and be prepared for the culminating activity.
Strand(s): Economic Decision Making; Economic Stakeholders;
Self-Interest and Interdependence; Economic Institutions
Overall
Expectations
DMV.01 -
explain how the scarcity of economic resources requires individuals and
societies to make economic choices;
DMV.03 -
make critical use of different types and sources of economic information;
ESV.04 -
describe the economic rights and responsibilities of citizens;
SIV.03 -
describe ways in which governments in Canada intervene in the economy to
balance the competing self-interests of stakeholders;
EIV.01 -
identify the distinguishing characteristics of Canada’s economic system.
Specific
Expectations
DM1.04 - distinguish clearly between economic
resources and economic outputs;
DM3.04 -
effectively communicate questions, responses, and research results orally, in
writing, and visually;
ES4.02 -
describe the economic responsibilities of Canadian citizens;
SI3.01 -
describe examples of how the self-interests of different stakeholder groups may
conflict;
SI3.02 -
describe how government intervention in the economy is intended to resolve the
conflicting self-interests of stakeholders;
SI3.03 -
explain the effectiveness of a specific example of direct government
intervention in a market from the point of view of different stakeholders;
EI1.02 -
describe the uses of money in a mixed economy.
·
Students
have been exposed to models as specific tools in economics.
·
Canada’s
federal, provincial, and municipal system of government will have been part of
the student experience in the Grade 10 Civics course that is mandatory in the
Province of Ontario for all students.
·
Students
have experience working in groups, making presentations, and in
peer/self-evaluation techniques.
·
Students
have had the experience of writing a supported opinion paragraph in preparation
for the Grade 10 test on reading and writing.
·
Prepare
a graphic organizer that summarizes economic resources. (See Strategy 1.)
·
Prepare
an overhead, and a copy to hand out to the students, of the simple circular
flow diagram. The teacher does the same for a circular flow diagram that
includes the government sector.
·
Prepare
the resources, exercise, and instruction sheets for facilitating the
think/pair/share
(Strategy 8).
·
Book
time for the computer facilities students require to carry out Strategy 11. The
teacher prepares the resources and instruction sheets necessary to facilitate
the group exercise in Strategy 11.
·
Assemble
some basic resources from the media as well as secondary resources on the role
of government in the economy.
·
Provide
specific instructions to the students on note taking.
Motivator
1. The teacher introduces the concept of
students’ day-to-day use of goods and services, as well as the role that
students play in the economy as consumers and workers. The concepts of land,
labour, and capital are introduced and, if it has not been done before, the
concept/term “Entrepreneur” is introduced and discussed fully by the teacher
using whatever resources are appropriate. (Some economists regard
Entrepreneurship as a fourth factor of production and distinct from labour). To
develop this part of the topic, the teacher hands out a graphic organizer, such
as:
|
a) Economic Resource |
b) Definition |
c) Examples |
d) Returns that accrue to each economic
resource |
|
Land |
|
|
|
|
Labour |
|
|
|
|
Capital |
|
|
|
2. The
teacher uses an overhead copy of the organizer to lead the class in completing
the organizer on economic resources. The teacher leads students as they try to
discern the returns that accrue to each of the resources/factors of production
as payments for the services they provide. The class works together to complete
the graphic organizer. Using the appropriate resources, students are
specifically assigned the task of defining two economic concepts: “economic
activity” and “production”. Students focus their reading by considering
questions. Examples may include the following suggestions. Why are they
important in an economic context? How do these two terms specifically differ
from each other? At the same time, they
are also assigned the task of preparing a list of the resources/factors of
production used in carrying out economic activity. Teachers discuss the
exercise by reviewing and ensuring that students are fully conversant with what
are economic resources and how they are used to produce goods and services (DM1.04).
Lay Foundations
3. The teacher leads a Socratic discussion of
the role of an economy and why all nations have an economy. Students take
notes. Students are specifically required to take notes based on their readings
and class work throughout this activity. If teachers use the Socratic or
lecture format, they can provide students with a bare-bones list of the ideas
and concepts the students should look for, write down, and amplify from their
readings and during class discussions. The teacher can assess this note-taking
from time to time and provide formative feedback. Students might be permitted
to share the notes taken by means of a jigsaw activity. Students are assigned
the task of looking in the media, and in their own experience, for specific
examples of how government plays a role in their economic affairs (SI3.02).
Explore
4. The teacher assigns the appropriate text
readings. Students are directed to use their skills at searching in the
Library/Resource Centre for resources to complete the following task (or tasks
of a similar nature)- How is the quality of human resources as important as the
quantity of human resources in an economy? Differentiate between real capital,
money capital, human capital, social capital, and business capital. The teacher
formatively assesses for understanding.
5. The teacher assigns the appropriate text
readings and resources providing the students with clues about the information
they are to look for, and take notes from, in the readings. The teacher
presents on the overhead, and as a handout to the class, a simple economic
diagram of the circular flow model showing the Households/Consumers sector
(H/C) and the Producers/Business sector (P/B) of the economy. By means of a
class discussion, the teacher asks students to speculate about the relationship
between these two sectors of the economy and the basic role they have in the
production activities of an economy. The teacher enhances the circular flow
model by depicting the decisions and actions of the H/C sector and how they
relate to the actions and decisions of the P/B sector by drawing in the
(resource) factor market and the product market and the flows between the
sectors. The teacher explains the distinction between the nominal flows (money)
and the real flows. Students form groups of three or four and each student
orally explains the circular flow to the others in the group. The completed
circular flow is discussed as being a simplistic model of the economy. (EI1.02,
SI3.01)
6. The teacher references the appropriate
section from a learning resource. The class is led to understand the role that
money assumes and how it aids and facilitates the functioning of an economy, as
illustrated by the circular flow model, when used as a means of exchange. The
other uses of money as a unit of account (measure of value) and as a store of
value should also be presented (EI1.02).
7. Students are instructed to use the circular
flow diagram they have used previously in Strategy 4, and draw/illustrate the role
of government and the specific impact government has on the nominal flows and
the real flows in the circular flow model of a market economy. Teachers use the
overhead to re-cap and check to ensure that the class has a correct version of
the circular flow and what the model looks like when the government sector is
included (SI3.03).
8. Students
are given the assignment and asked to answer the question: Why does the
government intervene in a market economy? A think/pair/share exercise is used
to get the class involved. The completing task is for the teacher to lead a
class discussion in outlining the answers from results of the think/pair/share
exercise on the board. On completion, the concept of a mixed market is
re-introduced and reviewed briefly (SI3.03). The circular flow diagram showing
the Household/ Consumer, Producer/Business and Government sectors is consulted
and reviewed as a supplement to the mixed market review. This exercise is good
basic preparation for the group work activity in Strategy 10.
Hands On
9. Students are asked to write a personal
reflection, based on their own experience and by applying the concepts learned
in class, detailing one example that illustrates “how and where the government
has taken an action that has had a specific impact on my economic life”. The
class divides into groups and shares reflections. Following the session, each
group presents a list of examples detailing government intervention in the
economy. An extensive list of examples is formulated on the board. (Hopefully
the examples are varied and illustrate the role of all three levels of
government intervening in the economy. If this is not the case the teacher can
prompt so that students understand that the federal, provincial and municipal
levels of government all play a role in their economic lives.) Here the role of
government in protecting individual economic freedom, property rights, and
business contracts is detailed. As well, the role of government in controlling
negative third-party effects and promoting positive third-party effects are
dealt with. The need for the government to take care of and ensure the proper
functioning of the mixed market mechanism is further explored. Students
individually prepare a very brief supported opinion paragraph on some aspect of
the question: “Is the government too involved, or not sufficiently involved, in
the economic life of Canadians?” The teacher collects the brief paragraphs,
formatively assesses them for knowledge and understanding, and returns them to
students as soon as possible.
10. The teacher refers to Strategy 5 and promotes
a class discussion on the economic activities of the households and the
producers to guarantee their own self-interest in the mixed market economy.
Students are referred to the supported opinion paragraph from Strategy 9 and
asked to re-assess their position as to whether or not the government is too
involved in the economic life of Canadians. The teacher then leads a discussion
on the impact that the activities of the Household/Consumer sector and the
Business/Producer sector have on the economy. As well, discussion can reflect
on the conflicts that arise among these stakeholders and intervention by the
government as mediator and adjudicator to resolve conflicts among the
stakeholders. (SI3.03, DM3.04)
11. To link Activity 3 to Activities 2 and 4,
students work in small groups to research and prepare a written response to the
following questions: (a) Explain some of the possible responses that a nation
can take when the economic activity of its neighbour country affects the
environment of the contiguous countries (ES4.02). Would the responses by one
neighbour be different if the polluting neighbour has a mixed command-type
economic system rather than a mixed market type of economic system? (b) Should
a supra-national global government structure be established to deal with the
growing concern of global environmental degradation? The teacher collects the
responses from each group. The teacher assesses and provides formative feedback
on the written group responses. Peer and/or self-assessment can also be used to
assess the group work itself, by assessing how the group performed the task.
The teacher returns the written work and each group is then asked to correct
their written work for style, and, content and by using a word-processing or
desktop-publishing program, prepare a handout of their corrected work for
distribution to the class. This part of the exercise could call for a brief
group presentation of the material, time permitting. The material then becomes
the basis for the concluding class discussion.
|
Strategy – Task product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
1 –
Graphic organizer |
Formative |
Knowledge/Understanding Thinking/Inquiry |
Student
self-assessment using a checklist. |
|
9 –
Supported opinion paragraph |
Formative
or Summative |
Knowledge/Understanding Application Communication |
The
teacher assesses the written work, using rubric. |
|
11 –
Group work presentation (if done) Group
written response |
Formative |
All
four categories and Making Connections |
Group
presentation is assessed by students and the teacher. The teacher evaluates
written work. |
·
Teachers
should work with Special Education teachers to review IEPs to decide the best
course of action for students with specific needs and to assist them in meeting
the expectations of the activity.
·
Adaptations,
specific to the needs of some of the students are ESL/ELD learners, could
consist of using a variety of instructional strategies such as question
worksheets for the reading assignments, the use of visual cues, graphic
organizers and, if appropriate, strategic use of students’ first language
sources. Text materials could be at various reading comprehension levels and
the reading of selected text could be done with the aid of comprehension
questions the students can use for scanning for specific information or
skimming for the main idea.
·
Teachers
may modify group activities to ensure the needs of all students are met.
·
Teachers
may provide alternatives for students who have limited access or background to
the information and materials dealing with the Canadian economic system.
·
Modified
assessment strategies could include the granting of extra time and using such
tasks as the completion of graphic
organizers using words or cues selected from a list, as in Strategy 2.
·
Alternative
performance tasks could include debates, simulations, and the production of a
performance task using computer software based economic games and simulations.
Print
Any
of the standard Economics textbooks.
Daily
newspapers and magazines will provide numerous examples that apply to this
activity.
Rabbior,
G. Money and Youth. Toronto: CFEE,
1997. (Available free to teachers via CFEE)
Non-Print
National
Film Board. Economix, a video series
with 8 topics that include, Needs and Wants, The Market
The
Role of Government, The Banking System, Tomorrow’s Challenge (available through
CFEE)
University
of Indiana website – http://www.indiana.edu/~econed/issues
Ties into the Journal of Economic Education, which has a section on on-line
teaching resources.
An Economic Analysis of Environmental Issues
Time: 300 minutes
Students
begin by revisiting the Canadian Charter
of Rights of Freedoms (previously studied in Grade 10 Civics) to identify
and describe the economic rights guaranteed to Canadian citizens by law and the
responsibilities associated with these rights. Once students demonstrate an
understanding of these rights and responsibilities, they then analyse the
current and much-debated environmental issue of garbage disposal to identify
how these rights and responsibilities may be balanced. In carrying out this
analysis, students practise the thinking and inquiry skills needed to evaluate
economic choices from the perspective of affected stakeholders. Using a variety
of sources, they analyse different economic information to determine its
relevance, accurately interpret the main ideas and significant details, and
distinguish between fact and opinion. Students research and analyse the impact
on the economy of one of a variety of environmental issues, explaining the causes
of the environmental problem, identifying the stakeholders involved, and
forecasting how the stakeholders will be affected. This research and analysis
is directly linked to the completion of the last task of the culminating
activity for this unit in which the environmental crisis being studied is
imposed on the economic model created in Activities 2 and 3. Students determine
how the various stakeholders rights and responsibilities can be balanced to
maintain economic and environmental sustainability once this crisis is imposed
on their model. Students, in groups, are required to demonstrate the ability to
communicate questions, responses, and research results effectively-orally, in
writing and visually by creating and presenting a bulletin board display used
to support the model of an economic system created in Activities 2 and 3.
Strand(s): Economic Decision Making; Economic Stakeholders;
Assessing Economic Change
Overall
Expectations
DMV.02 -
use economic concepts and models, and methods of economic inquiry, to analyse
specific economic situations;
DMV.03 -
make critical use of different types and sources of economic information;
ESV.04 -
describe the economic rights and responsibilities of citizens;
ECV.01 -
describe the causes and consequences of change in consumer and resources
markets.
Specific
Expectations
DM2.03 -
apply methods of economic inquiry to evaluate an economic choice from the
perspective of the affected stakeholders;
DM3.01 -
identify different types of economic information from a variety of sources;
DM3.02 -
analyse different forms of economic information to determine their relevance,
to accurately interpret their main ideas and significant details, and to
distinguish between fact and opinion;
DM3.03 -
evaluate the reliability of information by considering the authority of its
source and the quality of its content;
DM3.04 -
effectively communicate questions, responses and research results orally, in
writing and visually;
ES4.01 -
describe the economic rights guaranteed Canadian citizens by law;
ES4.02 -
describe the economic responsibilities of Canadian citizens;
ES4.03 -
analyse a current issue (e.g. pollution), identify how the economic rights of
individuals must be balanced by economic responsibility and public
accountability;
EC1.03 -
analyse an example of current change in a particular market, explaining the
causes of change, identifying the stakeholders involved, and forecasting how
the stakeholders will be affected.
·
An
understanding of the Charter of Rights
and Freedoms gained from Grade 10 Civics
·
Basic
research skills including the ability to evaluate the reliability of
information developed in Grade 9 Canadian Geography, Grade 10 Canadian History
and Civics
·
Use
of a decision-making model (Activity 1)
·
Supported
opinion paragraph writing and presentations skills (Activity 3)
·
Knowledge
of environmental sustainability, Grade 9 Canadian Geography
·
Effective
group-work skills
·
Obtain
and provide photocopies of the Canadian
Charter of Rights and Freedoms.
·
Obtain
and provide photocopies of Chapter 1 of Green
is Gold: Business Talking to Business About the Environmental Revolution
(the Geography teachers should have a copy) or a similar case study (this is
less than 10% of book, as required under Cancopy rules).
·
Create
a graphic organizer for Strategy 6.
·
Obtain
copies of information about environmental choices or articles from magazines
and newspapers on a current issue (see Geography teacher or teacher-librarian
for assistance in obtaining these resources).
·
Prepare
a seminar task sheet for students based on the above readings. In the first
task, students are to identify the main idea, conclusion, and at least two
supporting arguments in the assigned section. In the second task, students are
to design a minimum of three discussion questions which they can use to help
guide the other students in their class to the identification of the main idea,
conclusion, and supporting arguments for their section of the chapter. In the
third task, students are to assume alternating leadership roles in the setting
of a small informal group discussion, commonly known as a seminar.
·
Prepare
a summary organizer for the seminar (Strategy 12) and also for assessing
research
(sub-task 4).
Motivator
1. The teacher gives students the following
diagnostic question to answer: What rights are you guaranteed by law as a
Canadian citizen? Students reflect on this question in writing and answer it
independently to the best of their abilities.
2. The teacher provides all students with a
complete copy of the Canadian Charter of
Rights and Freedoms. Students self-assess their answer to the question
above by comparing their list of rights to those outlined in the Charter.
Students revise their responses to include a summary of all the basic rights
outlined in the Charter.
Lay Foundations
3. Review the definition of economics with the
students. Instruct students to revisit their lists of rights under the Charter
and to identify and describe which of the rights would be considered ‘economic’
in nature (e.g., ownership of both private and public property, mobility
rights, equality of economic opportunity) (ES4.01).
4. Generate a list of economic rights on the
board. Again, have students self-assess their work by comparing class results
to their responses, and revise their lists accordingly.
5. Have students go through a similar process to
generate a list of responsibilities associated with the rights listed in
Strategy 4. This list can either be obtained through student brainstorming in
small groups or directly through the use of a Socratic discussion.
Explore
6. The teacher provides each student with a copy
of Green is Gold (Chapter 1), as well
as a graphic organizer that allows students to summarize responses to the
following questions: What is the central issue in the chapter? Who are the
stakeholders involved in the issue? What economic rights does each of these
stakeholders want to protect? What economic responsibilities should each of the
stakeholders fulfill to maintain a balance between their rights and
responsibilities? Is this balance attainable? Assign the chapter to be read
independently. Students identify the central issue and the stakeholders
(ES4.02).
7. Have students form home groups of four or
five depending on the number of stakeholders to be analysed. For example, if
the teacher wishes five stakeholders to be studied, five groups are created.
(These stakeholders might include the media, businesses, and consumers). Ask
students to come to a consensus as to the central issue and key stakeholders
identified in the reading. The teacher now leads a debriefing to ensure that
all groups have identified the same central issue in the chapter as well as the
same key stakeholders and have recorded these in the graphic organizer. Assign
numbers to each of the students in the home group to create new expert groups.
Assign each expert group the role of one of the stakeholders. Each expert group
completes the remainder of the organizer as it applies to the stakeholder it
has been assigned. Once this task is completed, each member of the expert group
returns to the home group and shares his or her knowledge with the others to
complete the entire organizer.
8. The teacher collects a completed graphic
organizer from each student and assesses the student’s ability to analyse a
current issue identifying how the economic rights of stakeholders must be balanced
with economic responsibility and public accountability (ES4.03).
Hands-on
9. Divide the class into groups of approximately
8-12 students. Each group represents a seminar group in which this strategy is
completed.
10. Provide each student a copy of Chapter 1 of The Consumer’s Guide to Effective
Environmental Choices. This chapter focuses on the an environmental issue.
Students form pairs. Provide each pair with a task sheet that outlines the
tasks to be completed after reading the chapter. Each pair of students in a
particular seminar group is to be assigned only a section of the chapter, for
which they will complete the tasks listed. However, they must read the entire
chapter for understanding before receiving the task sheet. The teacher should
assess the student’s work at the completion of each task to provide the student
the opportunity to revise his/her work and successfully build on the previous
task.
11. Provide an appropriate amount of time to
complete the task sheet. Ask students to group themselves into their previously
assigned seminar groups. Taking alternative leadership roles, each pair of
students leads an informal discussion with the rest of the group to guide
students through an in-depth understanding of the material in the chapter.
12. Provide an organizer for students to record
the following information obtained through the seminars. A list of alternative
solutions to the problem of garbage disposal, and how stakeholders are
affected. Respond to each alternative solution and assess whether each
stakeholder is balancing their economic rights and responsibilities in their
responses to each solution. Ask students to determine which solution best
allows the largest number of stakeholders to balance their economic rights and
responsibilities relative to the environmental issue being analysed (DM2.03).
The organizer can be self-/peer assessed.
13. The
seminar strategy allows students to practise the skills needed to complete the
final task of the unit’s culminating activity. In this task, students analyse
how environmental changes affect stakeholders in the economy and how they
should respond to these changes in order to balance economic rights with
economic responsibility and public accountability. A detailed description of
the culminating activity and this task is provided in Appendix 1.1.3. (EC1.03,
DM3.01, DM3.02, DM3.03, DM3.04)
14. The
teacher introduces the course culminating unit. As students develop skills and
knowledge throughout the course, they see the relevance and connection to the
final summative evaluation.
|
Strategy – Task/Product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
2 –
List of Canadian rights |
Formative |
Knowledge/Understanding |
Checklist
(self) |
|
4 –
List of Economic rights |
Formative |
Thinking/Inquiry |
Checklist
(self) |
|
5 –
List of economic responsibilities |
Formative |
Thinking/Inquiry |
Checklist
(self) |
|
8 –
Summary of graphic organizer |
Formative |
Thinking/Inquiry |
Rubric
(teacher) |
|
12 –
Summary of graphic organizer |
Formative
|
Knowledge/Understanding |
Student
checklist based on exemplar (teacher) |
|
13 –
Task 4 Culminating activity |
Summative |
Communication Application |
Rubric
(teacher) |
·
Teachers
can choose to replace readings with alternative, shorter and more manageable
sources such as magazine and newspaper articles, or they can revisit the story
of The Lorax to accommodate student
needs for the seminar.
·
Students
can select from a variety of environmental issues for research to accommodate
their particular needs.
·
Teachers
can support students by building in an Active Listening component to the
seminar task so that, when note-taking, students ask appropriate questions and
make correct notes when listening to others.
Canada.
Department of Justice. Canadian Charter
of Rights and Freedoms. (Jan, 2001) –
http://canada.justice.gc.ca/loireg/charte/const_en.html
Brower,
Michael and Warren Leon. The Consumer’s
Guide to Effective Environmental Choices. Toronto: Three Rivers Press,
1999.
Brown,
Lester R., et al. Vital Signs 1998: The
Environmental Trends That Are Shaping Our Future. New York: W.W. Norton and
Company, 1998.
Carson,
Patrick and Julia Moulden. Green is Gold:
Business Talking to Business About the Environmental Revolution. Toronto:
Harper Collins Publishers, 1991.
Daly,
Herman E. Beyond Growth: The Economics of
Sustainable Development. Boston: Beacon Press, 1996.
With Flying Colours: A Classroom Kit
on Canadian Symbols.
Canadian Heritage. Minister of Public Works, 1996. ISBN 0-662-25189-x
World
Commission on Environment and Development. Our
Common Future. New York: Oxford University Press, 1987.
Focus/prompt
questions for the fairy tale “Goldilocks and the Three Bears”
Task: After having heard the story of “Goldilocks and the Three Bears”,
reflect on the following questions. Write down answers to these questions to
the best of your abilities and be prepared to present your ideas in a class
discussion.
1. Why did Goldilocks venture into the house of
the three bears?
2. Once Goldilocks entered the house of the
three bears, she used several items to help satisfy her.
What were these items and how did they help satisfy her desires?
3. In the house of the three bears, Goldilocks
had to make choices given the items she used to satisfy her desires. Why did
she have to make these choices?
4. When the bears returned from their walk, why
was the little bear disappointed by what he found?
5. Goldilocks made the choice at the start of
this story to sneak into the three bears’ home. What did she gain from making
this decision and what did she lose?
6. The bears learned a valuable lesson in the
story as well. What was that lesson and what did that lesson cost the family of
bears in the end?
7. Given the plot of this story, how would you
alter the plot so as to make all the characters in the story happy?
Task: After having heard the story or
watched the video of The Lorax, reflect on the following questions.
Write down answers to these questions to the best of your abilities and be
prepared to present your ideas in a class discussion.
1. In The Lorax, what does the reader
have to be willing to do to find out about the Lorax?
2. Is the story of The Lorax a valuable
one? How do you know?
3. What does the Once-ler do with the Truffula
trees? Was this a good use of these trees?
4. What did the Once-ler need to make Thneeds
beyond the tufts of the Truffula tree?
5. What things did the Once-ler do to increase
the number of Thneeds he had available to sell?
6. What restricted how much the Once-ler could
produce?
7. What was the overall impact of the Once-ler’s
greed?
8. Was the Once-ler’s decision to increase the
production of thneeds a good decision? Why or why not?
Description
of Overall Task
How does
economics play a role in your life and the lives of those around you? How does
the knowledge of economics impact on your ability to make decisions about what
you choose to do today, about the choices you make as a consumer, as a
contributor to the economy, or as an active citizen in society? In this
culminating activity, you are asked to complete four tasks. You are, first of
all, asked to write a report in which you demonstrate your knowledge and
understanding of some very fundamental economic concepts. Secondly, you must
demonstrate your ability to make effective economic decisions by applying a
model of decision-making to make an effective group choice. Thirdly, you will
create a physical or visual model of an economy and lastly, you must
demonstrate how that model and the groups or individuals in it are affected
when faced with a dilemma. At the end of this activity, you will have
demonstrated the development of several key skills and concepts you will rely
on through the remainder of this course and, throughout your future as you make
key life decisions.
Description
of Sub Tasks with Rubrics
Sub Task 1: A Report on Key Economic Concepts
(Knowledge and Understanding)
In this
sub task, you must select a favourite movie, novel, children’s story or
television program and use its plot and character relationships to explain or
describe how several key economic concepts play a role in the life decisions of
individuals and groups in society. Your report must include a plot summary and
a discussion of all of the following nine key concepts: needs, wants,
resources, scarcity, preferences, choice, explicit and non-monetary costs, and
opportunity costs. It must also be organized in a manner that reflects a
logical development in the relationships among these key concepts.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ - of
key concepts - of
development in the relationship among the concepts |
The
report demonstrates a limited understanding of the key concepts by: -
describing how the concepts play a role in the decisions made by characters
and groups in a limited manner -
demonstrating a logical development in the relationships among the nine
concepts with a limited degree of accuracy |
The
report demonstrates a moderate understanding of the key concepts by: -
describing how some of the concepts play a role in the decisions made by
characters -
demonstrating a logical development in the relationships among the nine
concepts with a moderate degree of accuracy |
The report
demonstrates a considerable understanding of the key concepts by: -
describing how most of the concepts play a role in the decisions made by
characters and groups -
demonstrating a logical development in the relationships among the nine
concepts with a considerable degree of accuracy |
The
report demonstrates a thorough understanding of the key concepts by: -
describing how all or almost all of the nine concepts play a role in the
decisions made by characters and groups -
demonstrating a logical development in the relationships among the nine
concepts with a high degree of accuracy |
Sub Task 2: Applying A Decision-Making Model
(Thinking and Inquiry)
In this
sub task, you must work in groups of three to determine which movie, story,
novel or television program explored by your group in their reports best
integrates the greatest number of key economic concepts most effectively. In
order to evaluate your group’s selections, you must apply the decision-making
model studied in class. Each group member is responsible for evaluating their
particular selection, (movie/story etc) using the decision-making model.
Following the use of this model, you will also need to clearly state your
group’s decision and illustrate, through the use of opportunity cost
determinations, how this decision reflects the best choice your group could
make.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Thinking/ - to
analyse economic concepts in a story Application -
decision making from analysis |
The
decision-making model uses critical and inquiry skills to determine the plot which
best integrates basic economic concepts with a limited degree of
effectiveness by: -
devising objectives which reflect key basic economic concepts with a limited
degree of clarity and accuracy -
analysing plot against the criteria with a considerable degree of accuracy,
insight, and clarity -
making a decision that has limited consistency with the analysis -
evaluating the decision with a limited degree of accuracy using the concept
of opportunity cost |
The
decision-making model uses critical and inquiry skills to determine the plot
which best integrates basic economic concepts with a moderate degree of
effectiveness by: -
devising objectives which reflect key basic economic concepts with a moderate
degree of clarity and accuracy -
analysing plot against the criteria with a considerable degree of accuracy,
insight, and clarity -
making a decision that is somewhat consistent with the analysis -
evaluating the decision with a moderate degree of accuracy using the concept
of opportunity cost |
The
decision-making model uses critical and inquiry skills to determine the plot
which best integrates basic economic concepts with a considerable degree of
effectiveness by: -
devising objectives which reflect key basic economic concepts with a
considerable degree of clarity and accuracy -
analysing plot against the criteria with a considerable degree of accuracy,
insight, and clarity -
making a decision that is mostly consistent with the analysis -
evaluating the decision with a considerable degree of accuracy using the
concept of opportunity cost |
The
decision-making model uses critical and inquiry skills to determine the plot
which best integrates basic economic concepts with a high degree of
effectiveness by: -
devising objectives which reflect key basic economic concepts with a high
degree of clarity and accuracy -
analysing plot against the criteria with a high degree of accuracy, insight,
and clarity -
making a decision that is highly consistent with the analysis -
evaluating the decision with a high degree of accuracy using the concept of
opportunity cost |
Sub Task 3: Modelling an Economic System
(Application)
In this
sub task, you are, working in the same group of three, be required to focus on
the movie, story, novel or television program plot you selected in sub task 2.
Based on an application of the three economic questions all economic systems
respond to, first determine which economic system (traditional, command,
market, or mixed) is represented in the plot and character development of your
selected medium. Conduct a detailed analysis of how these three questions are
answered by considering what resources are described as available in the plot,
what wants and needs are being met, whose preferences take priority and how
resources are being allocated to meet wants and needs. Each group member is
responsible for the completion of a detailed analysis of one of the three
questions. Once this analysis is completed, creatively depict the responses to
the three economic questions through the use of a physical or
computer-generated visual model of the economic system portrayed by your
selected movie, story, novel, or television program.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Application -
transfers the theory of economic systems |
The
model transfers the theory of economic systems and how they respond to the
three basic economic questions with a limited degree of effectiveness by: -
depicting the results of the detailed analysis suggested with a limited
degree of clarity, accuracy, and effectiveness -
depicting, through the use of the three economic questions, what economic
system is dominantly reflected in the plot with a limited degree of clarity |
The
model transfers the theory of economic systems and how they respond to the
three basic economic questions with a moderate degree of effectiveness by: -
depicting the results of the detailed analysis suggested with a moderate
degree of clarity, accuracy, and effectiveness -
depicting, through the use of the three economic questions, what economic
system is dominantly reflected in the plot with a moderate degree of clarity |
The
model transfers the theory of economic systems and how they respond to the
three basic economic questions with a considerable degree of effectiveness
by: -
depicting the results of the detailed analysis suggested with a considerable
degree of clarity, accuracy, and effectiveness -
depicting, through the use of the three economic questions, what economic
system is dominantly reflected in the plot with a considerable degree of
clarity |
The
model transfers the theory of economic systems and how they respond to the
three basic economic questions with a high degree of effectiveness by: -
depicting the results of the detailed analysis suggested with a high degree
of clarity and effectiveness -
depicting, through the use of the three economic questions, what economic
system is dominantly reflected in the plot with a high degree of clarity |
Sub Task 4: Presenting the Impact of
Environmental Changes on the Economy and its Stakeholders (Communication)
In this
sub task, your group must prepare and present a bulletin board display or
electronic slide presentation, which outlines, in detail, how your group’s
model of an economic system will be affected by a change in the environment.
Select one environmental problem to research and impose on your model economy:
air pollution, global warming, habitat alteration, or water pollution. Each
student is responsible for completing all research questions: What are the
alternative solutions/responses to the issue in question? Which stakeholders
are affected by the issue? How are they affected? How does each stakeholder
respond to the issue? Does this response represent a balance of economic rights
and responsibilities so as to ensure future environmental sustainability?
Lastly, your group must apply a decision making model to determine which
solution to the environmental problem imposed represents the best solution in
terms of environmental sustainability. The bulletin board display should
provide a visual presentation of your group’s research on these questions and
your conclusions. Each group member must be assigned one of the following roles
to complete the bulletin board (or slide presentation): editor, design and
layout, and construction.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Communication The
bulletin board display uses language and visuals to communicate the impact of
environmental change on the economy and its stakeholders with clarity,
accuracy, and effectiveness by: -
presenting answers to research focus questions -
reflecting a sense of purpose through presentation of a conclusion with
research findings and analysis |
The
bulletin board display uses language and visuals to communicate the impact of
environmental change on the economy and its stakeholders with a limited
degree of clarity, accuracy, and effectiveness |
The
bulletin board display uses language and visuals to communicate the impact of
environmental change on the economy and its stakeholders with some degree of
clarity, accuracy, and effectiveness |
The
bulletin board display uses language and visuals to communicate the impact of
environmental change on the economy and its stakeholders with a considerable
degree of clarity, accuracy, and effectiveness |
The
bulletin board display uses language and visuals to communicate the impact of
environmental change on the economy and its stakeholders with a high degree
of clarity, accuracy, and effectiveness |
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