Course Profile Analysing Current Economic Issues (CIA4U), Grade 12, University Preparation, Public
Unit 6: Economic Conflict: Balancing the Interests of Economic Stakeholders
Time: 20 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4
Unit Description
Students examine
many of the complex economic decisions associated with balancing individual
self-interest motives against the fundamental societal values of economic
stewardship. The identification of major economic stakeholder
groups/institutions, various aspects of the “hidden” economy and the criteria
necessary to evaluate economic change, issues, and choices allows students to
more fully understand the impact of externalities on the economy.
Unit Synopsis Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Task |
|
6.1 |
5 hours |
ESV.01, EIV.04,
ES1.01, ES1.02, EI4.02, EI4.03, EI4.04 |
Knowledge/
Understanding Thinking/Inquiry |
Panel Discussion |
|
6.2 |
4 hours |
DMV.02, DMV.03,
ECV.04, DM2.04, DM3.01, EC4.02 |
Knowledge/
Understanding Thinking/Inquiry |
Multiple
Intelligence-based Presentation |
|
6.3 |
3 hours |
ESV.02, ES2.02, ES2.03 |
Knowledge/
Understanding Thinking/Inquiry |
Revised Marble
Activity |
|
6.4 |
4 hours |
DMV.02,
DMV.03, ESV.02, SIV.04, ECV.02, DM1.03, DM2.05, DM3.02, DM3.04, ES2.04,
SI1.04, SI4.01, SI4.04, EC2.03 |
Knowledge/
Understanding Thinking/Inquiry |
Culminating
Activity: Mock Jury Trials |
Note: Teachers will want to test the knowledge and
skills learned throughout this unit of study. Two hours are added to the unit
to allow for this type of summative evaluation. As well, two hours are added to
allow for two seminar presentations.
Activity
1: Stakeholders and the Hidden Economy
Time: 5 hours
Description
Students demonstrate
their economic inquiry skills through an examination of the major Canadian
economic stakeholder groups and the criteria that lead these groups to their
economic choices. In addition, students examine the institutions associated
with the “hidden” economy and assess their impact on Canada’s economic performance.
Using a variety of print sources, students analyse specific situations that
have had a detrimental influence on economic growth. Following a
teacher-modelled example, students develop an authentic Canadian case study
that assesses the resultant economic impact on one assigned stakeholder group
and answer the question, How can stakeholders work together to encourage the
positive effects and reduce the negative consequences of the hidden economy? In
the culminating task, students prepare and present a panel discussion
addressing this question. Students demonstrate their ability to use fundamental
economic concepts to arrive at viable solutions to real world economic
problems. By formulating questions, conducting research, and presenting their
findings in this panel discussion, students more completely understand and
appreciate the interplay among contending stakeholder interests and the
desirable goals of economic performance.
Strand(s) & Learning Expectations
Strand(s): Economic Stakeholders, Economic
Institutions
Overall
Expectations
ESV.01 - identify
economic stakeholder groups and the criteria each uses to make economic
decisions;
EIV.04 - describe
the nature, causes, and consequences of economic institutions and activities
that are part of the “hidden” economy.
Specific
Expectations
ES1.01 - identify
the major stakeholder groups in the Canadian economy;
ES1.02 - identify
the criteria used by different groups of economic stakeholders to make economic
choices;
EI4.02 - explain why
the institutions of the “hidden” economy have developed and how they work;
EI4.03 - produce an
analysis of the positive and negative economic consequences of “hidden”
economic activity;
EI4.04 - produce an
evaluation of proposals designed to recognize and encourage the positive
effects and reduce the negative consequences of activities in the “hidden”
economy.
Prior Knowledge & Skills
·
An understanding
of applicable economic terminology and the different types of Canadian economic
stakeholders
·
An ability to
conduct effective research including using library/resource centres, Internet
sites, government agencies, interest groups, businesses and other sources
·
Effective
group-work skills
·
A familiarity,
from previous courses, with the format, planning, and expectations of a panel
discussion
Planning Notes
·
Assign textbook
and other readings on major Canadian economic stakeholder groups and on the
nature, causes, and consequences of “hidden” economy activities.
·
Locate additional
printed, audio-visual, and computer-assisted sources on stakeholder groups that
impact on Canadian and foreign economies. (See Resources.)
·
Prepare an
organizer that summarizes Canadian economic stakeholders. (See Strategy 1.)
Students compile a list of the major stakeholders, then briefly research each
to obtain information on their criteria for choices, links to the “hidden”
economy and finally their impact on the achievement of economic efficiency.
·
Provide copies of
articles on stakeholders’ detrimental effects upon economic growth.
·
Book a
library/resource centre or access to computers for researching stakeholder
groups, the institutions associated with the “hidden” economy, and appropriate
case studies.
·
Provide copies of
the culminating performance task and student evaluation rubric prior to
commencing the activity.
Teaching/Learning Strategies
Strategy 1.1:
Introducing Key Concepts
Motivator:
1. Teacher leads students through a
brainstorming exercise using the focus questions, Who in the Canadian economy
are the role players that have special economic interests and who are the
economic stakeholders? Teacher instructs students to brainstorm independently
first and then to share their ideas in a group with two or three other members
of the class.
Lay Foundations:
2. One representative from each group places the
group’s list of brainstormed stakeholders on the board, in random fashion, to
create a collage identifying the major stakeholders in the Canadian economy.
The teacher assesses the collage for incorrect inclusions or omissions and
makes the necessary adjustments to the list to ensure accuracy. While doing so,
the teacher provides explanations to the class for the changes.
Explore:
3. Through the use of a categorizing activity,
such as the card activity described in the Becoming Critical Thinkers
resource cited below, the teacher guides students through a clustering of the
major stakeholders based on common elements. Categories such as “producers,”
“consumers,” and “social economic groups” may be created. The key stakeholders
identified may include, but are not limited to, the poor, women, students,
immigrants, labourers, landlords/renters, privatization supporters, and
environmentalists. Students learn that this is not a definitive list, and that
additional examples may be explored and added to this list as the unit
progresses.
Hands On:
4. Students demonstrate the practised skills of
brainstorming and categorization by brainstorming the various
criteria/objectives used by one particular stakeholder group identified above,
and by completing the first two columns of the following graphic organizer for
that particular stakeholder group. The groups continue to focus on the same
stakeholder group throughout the remainder of the unit. The teacher should
therefore ensure that there is an even distribution of student representation
for each major stakeholder group in Canada. Through a class discussion,
students take notes on the information presented by the other stakeholder
groups using the following graphic organizer.
|
Stakeholder Group |
Criteria for Choices |
Links with the “Hidden” Economy |
Impact on Economic Efficiency |
|
|
|
|
|
Strategy 1.2: Characteristics of the Hidden Economy
Motivator:
5. The teacher begins by modelling the strategy
of concept attainment focusing on a concept that the class has already studied
such as “opportunity cost.” The use of this strategy requires that the teacher
create a data set of descriptors or statements, which list what the concept
‘is’ in one column and what the concept ‘is not’ in another. This allows
students to compare descriptors or statements from which they can infer the
attributes of the concept. For example, two descriptors may include “No one
gets a free lunch” to “There is no cost to the use of air.” The first
descriptor implies that there is a cost to everything, the other that some
commodities can be obtained at no cost. As the teacher reveals each set of
contrasting descriptors, the students, first individually and then in pairs,
attempt to hypothesize what concept is being described. Once the teacher has
revealed all but one of the set of descriptors, the students attempt a guess at
what the concept is. Before telling the students the correct response, the
teacher reveals the last set of descriptors to allow students to test their
hypothesis.
If the class is unable to identify the concept,
the teacher reveals the concept being described and, through a class
discussion, explains how the descriptors describe the essence of the concept. A
number of non-economic concept attainments can be found in the book, Beyond
Monet cited in the Resources list. The teacher can use these examples as
further models for the students and can create an engaging learning environment
by creating a class competition using the various examples for practice
purposes.
Lay Foundations:
6. The teacher informs students that they will
be creating their own data sets to support a concept attainment strategy based
on the concept of “hidden” economy. To do so, the teacher lectures on the
reasons for the development of the “hidden” economy and how its various aspects
work, and students take notes. A graphic organizer used to highlight the key
ideas in this lecture could be provided to students to help support the
development of note-taking skills. Students then have time to create a list of
attributes based on the nature, causes, and consequences of the “hidden”
economy. The classroom text or any other appropriate readings can be used to
support this task. A problem set question
such as, Which of the following economic events would affect a country’s Gross
Domestic Product? (GDP) Explain. (1) A woman has her first child and decides to
quit her job and stay at home to care for her child. (2)…,” could also be used
to lay the foundational understanding necessary to complete this task.
Explore:
7. Working in groups of two or three, students
use the list of attributes they created to help them design a data set to
support a concept attainment for the concept of “hidden” economy.
Hands On:
8. Each group of students presents its data set
to the class to assess its design and effectiveness. Following these
presentations, the teacher summarizes the attributes of the hidden economy and
students assess their data sets, making revisions if needed. Students then
create a working definition of the term “hidden” economy applying these
attributes.
Strategy 1.3: The “Hidden” Economy
Motivator:
9. The teacher revisits the concept of “hidden”
economy by writing a personal, or a textbook definition, for the concept on the
board. Through a class discussion, students assess the teacher’s definition by
comparing their working definitions to it. The teacher could use a graphic
organizer such as a Venn diagram to help support this task. Through the use of
a modelled/shared writing process, the class arrives at a consensus for a
working definition for the term drawing on the students’ prior knowledge of the
“hidden” economy.
Lay Foundations:
10. Using a reference, such as Jo Nelson’s The
Art of Focused Conversation For Schools, Toronto: Canadian Institute of
Cultural Affairs, 2001, the teacher models the steps in a Focused Conversation.
Several examples can be found in this source dealing with a wide range of
issues. At the end of the modelling process, the teacher summarizes the steps
and reviews the purpose of each step in the process.
Explore:
11. Students devise a series of focus questions
following the steps modelled and discussed by the teacher. The teacher should
expect the questions to approximate the following:
· Opening Focus: Let’s focus on the term “hidden” economy for a while.
· Objective Questions: What are some types of “hidden” economy that are evident in our community?
· Reflective Questions: How do they make you feel? What emotions do you feel thinking about them?
· Interpretive Questions: Why do some people engage in the “hidden” economy? What’s in it for them?
· Decisional Questions: Who does the “hidden” economy impact on negatively? What are some of these impacts?
· Closing Statement: As you can see, the “hidden” economy can have several negative effects on the economy.
Hands On:
12. After creating the questions, students obtain point-form answers using a suggested reading from the teacher. The questions serve to guide their reading. The teacher places a summary of these responses on an overhead or on the board. Students self-assess their responses and make corrections where necessary.
Strategy 1.4: Extensive Reading Exercise
Motivator:
13. Teacher offers a focus question relating to
types of “hidden” economies that may be illegal in Canada, but are legal,
condoned or tolerated elsewhere in the world. For example, what activities in
the hidden economy are considered illegal in Canada but are accepted in law in
other world cultures?
Lay Foundations:
14. Teacher provides copies of articles, about
hidden economies, to students for reading. These articles should provide
students with the resources needed and support their successful response to the
suggested guiding question. Using the graphic organizer titled, “Rising Action:
Summarizing” found in Resources by Jan McLellan, students summarize the main
idea, the conclusion, and the supporting ideas from a number of articles about
a hidden economy. The reading exercise serves to help direct students towards
real world instances of the “hidden” economy and how they impact upon a
nation’s welfare.
Explore:
15. Applying the information summarized from these
readings, the teacher creates and models the writing of a case study to show
how the “hidden” economy affects the well-being of Canadians. This can be
completed through the use of a shared writing process, in which the students
and teacher work together to create the case study. Through this process the
teacher can also review the text features of a case study. In this case study,
the students identify their stakeholders and show how both the stakeholders and
the Canadian economy are affected. The overall guiding question for the case
study is: How can stakeholders work together to encourage the positive effects
and reduce the negative consequences of the “hidden” economy? Students receive
an evaluation rubric for writing case studies at this time and the class case
study that the teacher and students just created could be applied to the rubric
to model self-assessment.
Hands On:
16. Students create their own case study based on
the modelled example. This topic of this case study must deal with a response
to the focus question outlined above and be relevant to the student culture,
such as the underground economy involving cigarettes in the 1990s. The teacher
evaluates this case study using a rubric. Students then take their assigned
stakeholder group and after completing in-depth research, submit, from the
perspective of their assigned stakeholder group, their own written response to
the guiding question for teacher feedback. As well, students are urged to keep
an extra copy of this response for future reference, as this response will form
the basis for the panel discussion culminating activity.
Strategy 1.5: Panel Discussion
Motivator:
17. The teacher uses a tape-recorded or videotaped
model of a panel discussion on a general topic of interest to students or of
economic relevance on a topic already covered in the course. Students
brainstorm what has been done well in the discussion, what was done poorly, and
how the discussion may be improved upon. With teacher guidance, students
generate a list of criteria that can be used to assess a panel discussion,
which should include expectations regarding rules of order, time limitations,
mutual respect, variety of communication, media, and other skills needed to
successfully present this type of discussion.
Lay Foundations:
18. To prepare for a panel discussion in which
stakeholders evaluate the proposals designed to encourage the positive effects
and reduce the negative consequences of activities in the “hidden” economy,
students individually briefly present their case study recommendation to the
class. The class takes notes on each student’s presentation to accumulate a
list of proposals to be evaluated through the panel discussion.
Explore:
19. Students evaluate each proposal to determine
its strengths and weaknesses. Students then use this evaluation to practise,
model, and mentor their panel debates in small groups prior to the panel
discussion, using the criteria generated above. These groups consist of one representative
from each of the stakeholder groups created in activity above. Students can now
reflect on what various levels of performance may look and sound like for the
purposes of designing a panel discussion assessment rubric.
Hands On:
20. The teacher then draws on the students’
reflection on various levels of performance to guide students through the
creation of the assessment rubric. This rubric is then used to moderate and
evaluate the quality of the panel discussion. Note that this panel discussion
can be structured as a class discussion or as small group discussion consistent
with the practice sessions.
Assessment & Evaluation of Student Achievement
Note: Numbers refer to Teaching/Learning Strategies
|
Strategy-Task/Product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
1 – Brainstorming
Exercise |
Diagnostic |
Knowledge/Understanding |
Checklist
(self/peer) |
|
3 – List of
Institutions |
Formative |
Thinking/Inquiry |
Checklist (self) |
|
4 – Graphic
Organizer |
Formative |
Knowledge/Understanding |
Checklist |
|
6 – Problem Set Question |
Formative/
Summative |
Application |
Marking Key
(teacher) |
|
8 – Data Set |
Formative |
Thinking/Inquiry |
Feedback form
(peer) |
|
12 – Responses/Organizer |
Formative |
Knowledge/Understanding |
Learning Skills Checklist (teacher) |
|
16 – Case Study/Response |
Summative |
Knowledge/Understanding Application |
Case
Study/Response Rubrics (teacher) |
|
20 – Panel
Discussion |
Summative |
Knowledge/Understanding |
Student designed
panel discussion rubric |
Accommodations
·
Adaptations for
ESL/ESD learners may include scaffolding strategies, such as vocabulary lists,
glossaries, and partnering to ensure all students are progressing effectively
towards undertaking the culminating activity. Modelling of activities, when
possible, is an excellent strategy for these students, as is shortening the
length of written work required and providing opportunities for fixed/ prepared
statements during the panel discussion.
·
Posting of due
dates and deadlines helps to keep visual learning students on task.
·
For enrichment
students may be directed towards university calibre sources for their research,
such as web.uvic.ca/~dgiles/econometrics/he.html
Resources
Print
Bennett,
Barrie and Carol Rolheiser. Beyond Monet: The Artful Science of
Instructional Integration. Toronto: Bookation Inc., 2001.
Cantu, D.A.
“An Internet Based Multiple Intelligence Model for Teaching High School
History”, OHASSTA Journal 21, no. 3, Spring 2000: 7; also found at –
www.ohassta.org/rapport.htm.
Crane,
David. A Dictionary of Canadian Economics. Edmonton: Hurtig Publishers,
1980.
Giles,
D.E.A. and L.M. Tedds. Taxes and the Canadian Underground Economy.
Toronto: Canadian Tax Foundation, 2001.
McLellan,
Jan. Read It…Understand It…Communicate It!: A Compendium of Cross Curricular
Literacy Strategies. Caledon East: JEMCON Publishing, 2000.
Nelson, Jo. The
Art of Focused Conversation for Schools. Toronto: Canadian Institute of
Cultural Affairs, 2001.
Peel District School
Board. Becoming Critical Thinkers. Mississauga: Program Services, 2001.
Non-print
Canadian Tax
Foundation. Home Page. – http://www.ctf.ca/
CBC-TV. Counterspin.
Broadcast times and program topics can be found at – http://www.counterspin.tv/
Giles,
David. Modelling the Underground Economy. Victoria, B.C.: Department of
Economics, University of Victoria, November, 2001. –
http://web.uvic.ca/~dgiles/econometrics/he.html
Activity
2: Cost-Benefit Analysis of Primary and
Secondary Sources
Time: 4 hours
Description
Students select a
major economic stakeholder group and research that group’s historic involvement
in the Canadian economy. Students explore the role of this organization in
protecting and promoting the interests of a specific stakeholder group through
the use of primary and secondary materials. Students create a multiple
intelligence based cost-benefit analysis of their findings.
Strand(s) & Learning Expectations
Strand(s): Economic Decision-Making, Assessing Economic Change
Overall
Expectations
DMV.02 - apply the
concepts, models, and processes of economic inquiry to the study of economic
choice;
DMV.03 - evaluate
different sources and types of current economic information;
ECV.04 - describe
changes in incomes and in programs and policies designed to help Canadians
achieve an appropriate level of economic security.
Specific
Expectations
DM2.04 - explain the
criteria used by different groups of economic stakeholders and economists to
evaluate economic change, issues, and choices;
DM3.01 - conduct
research effectively to locate information from a variety of different media,
institutions, businesses, interest groups, and other sources;
EC4.02 - explain the
concept of the poverty line and the characteristics of the groups of
stakeholders that fall below it.
Prior Knowledge & Skills
·
Research using
primary and secondary sources developed in Grade 10 History
·
General knowledge
of stakeholders’ interests learned in Unit 2
·
Research skills
using traditional and Internet methods
·
Comparative
analysis learned in Units 2 and 4
·
Creative writing
skills, rhyme and rhythm learned in Grades 10 and 11 English
·
Skill in using
graphic organizers, brainstorming and presentations
Planning Notes
·
Prepare a variety
of resources, either text or web, on an organization for students (see
Resources).
·
Compile a list of
advocacy groups relevant to both student and community interests. Students
should be able to easily identify the stakeholder being protected in each of
these.
·
Book the
library/resource centre and/or access to computers for research time.
·
For the motivator
activity, ensure that students have large chart paper for brainstorming.
·
Photocopy and
provide copies of the fishbone graphic organizer for each group of students.
(See Strategy 2.2)
·
Photocopy and
provide copies of the Frayer Model of Vocabulary Development for each student.
·
Locate and
prepare a variety of media resources to support the understanding of poverty,
if needed.
·
Prepare a
technical definition for the concept of poverty.
·
Teacher should be
sensitive to issues which may arise around student experience with poverty.
Teaching/Learning Strategies
Strategy 2.1: Introductory Key Concepts
Motivator:
1. Students begin their explorations of the
concept of advocacy groups by presenting the information summarized on the
graphic organizer for their particular stakeholder group completed in
Activity 6.1.4. All students in the class take notes on the interests of each
stakeholder group.
Lay foundations:
2. The teacher introduces the concept of
advocacy groups by having each stakeholder group consider who in society might
be interested in protecting the interests of their stakeholder group. Through a
class discussion, the teacher generates a list of advocacy groups. The teacher
should ensure that the list includes, but is not limited to, an advocacy group
for each of the stakeholder group interests. This may be accomplished by
creating two lists; one of the stakeholder groups’ interests and another of the
names of the advocacy groups that share those interests. See the Resources
section for a short list of suggestions for advocacy groups.
Explore:
3. The teacher puts students into groups of
three to five. In the same stakeholder groups students worked on in Activity
6.1, students begin to explore answers to the focus question, What are some of
the major concerns/problems facing your stakeholder group in Canada? Each
student must have a pen and a piece of chart paper. Using the place mat
strategy outlined below, students work in their groups to brainstorm answers to
the focus question. In this brainstorming strategy, students divide the chart
paper, representing a placemat, into the number of people in the group, as
illustrated below (For a complete description of Placemat and Mindmapping
techniques see Beyond Monet: The Artful Science of Instructional Integration
by Barrie Bennett and Carol Rolheiser).
Each student initially brainstorms his/her
response to the focus question in one of the areas surrounding the placemat and
then shares the response with the other members of the group. The group then
creates a ranked list of concerns/problems and places it in the placemat area.
Group of 3 Group
of 4 Group
of 5
Hands on:
4. Once
the students have identified the concerns facing their stakeholder group, they
list the six most significant problems/concerns on a Fishbone graphic
organizer. For each of these concerns, students identify solutions and
challenges they may face in implementing their solutions. The teacher may
choose to have the entire class work together in selecting the six concerns
common to stakeholder groups and may then divide the class into six new groups
to brainstorm these solutions and challenges. See Beyond Monet: The Artful
Science of Instructional Integration by Barrie Bennett and Carol Rolheiser,
for an illustration and further explanation of a fishbone graphic organizer.
Strategy 2.2: Economic Well being
Motivator:
5. Using a resource such as the Frayer Model of
Vocabulary Development from Rachel Billmeyer’s Reading in the Content Areas:
If Not Me, Then Who?, students explore the meaning of the word “poverty”.
In this model, students consider what they believe are the characteristics and
examples of poverty. Through this exercise, each student develops a working
definition for the concept of poverty. Time permitting, the teacher can use media
to inspire students in the completion of this model. Potential sources of media
could include a piece of Canadian literature, a newspaper article, a magazine
feature study, music, graphs and statistics, from website www.statcan.ca, and
cartoons that illustrate the concept of poverty.
Lay foundation:
6. The teacher then places the
economic/technical definition of “poverty” (which must include Statistics
Canada’s low income cutoff level) on the board and asks each student to
read out their definition as the rest of the class compares the student’s
working definition and the technical definition of poverty. As students
complete this oral exercise, the teacher can guide a critical assessment of the
government’s notion of poverty. This exercise allows students to critique the
economic notion of “poverty line,” identify the “poverty line,” and introduce
economic measures used to measure the level of poverty in Canada.
Explore it:
7. To further examine the concept of “poverty
line,” students now generate a list of stakeholders that would be considered
poor according to their working definition of poverty and a list of
stakeholders that would be considered poor according to technical definition.
Students use the examples of stakeholders listed in their stakeholder groupings
to support this activity and can work in these previously created groups. These
lists are placed on presentation paper and places on the walls around the
classroom for other class members to view.
Hands on:
8. Using these posters, each student creates a
data set to support a concept attainment on poverty focusing on what the
characteristics of the groups of stakeholders that fall below the poverty line
are, and what they are not. This task would be described in one of the
problem-set questions for this unit.
Strategy 2.3: Creating a song
Motivator:
9. The teacher introduces organizations that
seek to protect the interests of one or more economic stakeholders.
Lay foundations:
10. Teacher uses an overhead of the Advocacy Group
Blackline Master found in Appendix 6.2.1 and guides the class through its
completion. Alternatively students may be directed to fill out the blackline
master independently.
Explore:
11. Students have access to computers to research
one organization/advocacy group identified as a defender of stakeholder
interests. The teacher provides students with a list to choose from. See
Resources for some ideas. Students receive the same Appendix modelled above to
research and organize the goals, stakeholders, and methods used by their organization.
Note: to save time, the teacher may assign this as a homework task.
Hands on:
12. Students write a song, poem, or rap that
articulates the organization’s goals, the methods it uses to achieve these
goals, and solutions for their stakeholder group’s. The song, poem, or rap can
be peer or self-assessed with opportunity provided for revision. The teacher
evaluates student presentations of their responses. Students also complete a
problem-set type question in which they evaluate the organization’s ability to
protect the interests of its stakeholders in an ethical manner, for example, in
a manner that does not infringe on the interests and rights of other
stakeholders.
Assessment & Evaluation of Student Achievement
Note: Numbers refer to Teaching/Learning Strategies
|
Strategy-Task/Product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
3 – Brainstorming |
Formative |
Knowledge/Understanding |
Feedback form
(peer) |
|
4 – Fishbone
Organizer |
Formative |
Thinking/Inquiry |
Learning Skills
Checklist (teacher) |
|
5 – Frayer Model
Organizer |
Formative |
Knowledge/Understanding |
Checklist (self) |
|
7 – Stakeholder
Stations |
Formative |
Application |
Feedback form
(peer) |
|
8 – Data Set |
Formative/
Summative |
Thinking/Inquiry |
Checklist/Rubric
(teacher) |
|
11 – Advocacy
Organizer |
Formative |
Knowledge/Understanding |
Feedback/Learning
Skills Checklist (teacher) |
|
12 – MI
Presentation |
Formative |
Knowledge/Understanding |
Checkbric
(teacher) |
|
12 – Problem Set
Question |
Formative/
Summative |
Communication |
Marking Key
(teacher) |
Accommodations
·
Teachers may
provide alternatives for students who have limited access or background to the
information and materials dealing with Canadian stakeholders and provide group
mentoring.
·
Teachers must
give instructions to students on how notes are to be taken such as a simplified
Appendices, structured brainstorming, vocabulary lists or checklist, and
additional reading assignments.
·
Extension
activities may include requiring students to contact and interview a
representative from the advocacy group. The presentation of the song could be
expanded to include a seminar and the creation of an educational Bristol board
poster or web page. Students may also be encouraged to research and track a
news story relevant to the particular advocacy group.
Resources
Print
Bennett, Barrie and
Carol Rolheiser. Beyond Monet: The Artful Science of Instructional
Integration. Toronto: Bookation Inc., 2001.
Non-Print
Campaign
Against Child Poverty. Home Page. – http://www.childpoverty.com
Canadian
Environment Industry Association (CEIA). Home Page. –
http://www.ceia-acie.ca/
Citizen’s
Advocacy. Home Page. – http://www.citizenadvocacy.org/.
The Consumer
Council of Canada. Home Page. – http://www.consumerscouncil.com/.
Greenpeace. Home
Page. – http://www.greenpeace.org/.
Appendices
Appendix
6.2.1 – Advocacy Group Blackline Master
Activity
3: Opportunity Costs: Economic Rights
vs. Economic Responsibilities
Time: 3 hours
Description
Students have the
opportunity to examine the concept of economic stewardship in a variety of ways
and to see how both market institutions and various levels of government
address the issue of responsible economic decision making in their own way. In
addition, through the use of a hands-on simulation, students investigate the
positive and negative side effects of market activity, begin to develop an
understanding of the concept of externalities, and explore how regulations that
consider economic rights, responsibilities and stewardship can serve to minimize
the negative affects of market activities. Students demonstrate their
understanding of these ideas by recreating the simulation activity they
initially used to identify the concept of externalities.
Strand(s) & Learning Expectations
Strand(s): Economic Stakeholders
Overall
Expectations
ESV.02 - explain the
economic rights and responsibilities of “the economic citizen.”
Specific
Expectations
ES2.02 - explain the
concept of stewardship as it applies to specific examples of economic
responsibility and choice (e.g., in terms of pollution, income distribution,
use of resources);
ES2.03 - compare
markets and governments with regard to their ability to respect and protect the
individual’s economic rights and to promote the objectives of economic
stewardship and responsible decision-making.
Prior Knowledge & Skills
·
Experience in
writing supported opinion papers in other units of this course
·
Ability to
conduct research using primary and secondary sources in a variety of media
·
Skill in
utilizing models to aid in understanding abstract economic conceptualizations,
such as mind maps and Venn diagrams
Planning Notes
·
Teacher locates
appropriate textbook and additional source readings on Canadian economic
stewardship, individual rights, and responsibilities.
·
Teacher creates a
two-column graphic organizer overhead that lists characteristics that describe
Economic Stewardship and those characteristics that do not describe it, to be
used as the data set for the concept attainment exercise. The following example
provides a start to this data set.
|
Economic Stewardship |
|
|
Does describe it: |
Does not describe
it: |
|
·
environmental ·
no
externalities ·
focus on
society ·
produces
economic well-being |
·
profit
driven ·
has
externalities ·
focus on
self interest ·
produces
economic instability |
·
Teacher provides
chart paper and coloured markers for the mind mapping and Venn diagram
exercises.
·
Teacher prepares
a simulation activity.
·
Teacher obtains a
product of student interest for the auction activity.
Teaching /Learning Strategies
Strategy 3.1: Understanding Economic Stewardship and
Externalities
Motivator:
1. The teacher distributes and discusses with
the class the ‘re-creation of the simulation activity’ and an assessment
scoring key prior to this activity. The teacher performs a diagnostic
assessment of student background knowledge concerning economic rights and
responsibilities by having the class respond to a focus question: What are
examples of economic rights and economic responsibilities that we have here in
Canada? Teacher writes answers on the board under each heading. Assuming the
students provide sufficient reasonable responses, they record the answers in
their notebooks. If insufficient responses are given, then the teacher may
either provide students with a supplementary reading on these subjects or have
students perform some additional research on their own in order to increase
their list of examples.
2. The teacher uses the strategy of concept
attainment described in Activity 1.2.5 to explore the concept of “economic
stewardship.” An initial data set is provided in the planning notes for this
activity. The class uses this data set to arrive at a hypothesis on what
concept is being described. Once students arrive at a correct hypothesis, they
each write a working definition of the concept of economic stewardship in their
notes supported by a list of Canadian examples of economic stewardship.
Reference to text and additional sources may be necessary at this point for
some students. A brief class sharing of these examples with teacher guidance
will serve to reinforce and assess student comprehension.
Lay Foundations:
3. The teacher models the concept of a mind map
using the previously covered topic “Economic Stewardship” to reinforce the
students’ understanding of this concept. A detailed description of mind
mapping, its purposes, and design can be found in Designing Brain Compatible
Learning referenced in the Resources list. The teacher then assigns a mind
map exercise in which partners brainstorm and compare the market’s ability to
the government’s ability to protect individual economic rights and to promote
the objectives of economic stewardship. One partner creates a mind map for the
market and the other for the government. The pair then compares their results
through the use of a Venn diagram that summarizes the findings of each mind map
and facilitates the comparison of the market’s and government’s abilities.
Student record their work on chart paper with coloured markers, sign and taped
it to the walls of the classroom for comparison purposes and eventual
peer/teacher assessment.
Explore:
4. In this activity, students uses a direct
application of the operations of a competitive market system to simulate how a
market system, driven by self-interest, results in varying degrees of chaos. An
analysis of this chaos allows students to experience first hand the potential
side affects, both negative and positive, of market activity. The teacher
debriefs the students on how these side effects represent an example of
externalities and guides students through the process of defining externalities
using a simulation (see Resources).
Hands On:
5. Students re-write the simulation activity in
an attempt to minimize the negative side effects of a competitive market place
by integrating examples of economic responsibility and stewardship. This
rewrite is peer assessed and then submitted to the teacher for formative
assessment purposes.
Assessment & Evaluation of
Student Achievement
Note: Numbers refer to Teaching/Learning Strategies
|
Strategy-Task/Product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
1 – Brainstorming Exercise |
Diagnostic |
Knowledge/Understanding |
Teacher-generated list (self/peer) |
|
2 – Working
Definition |
Formative |
Knowledge/Understanding |
Teacher generated
definition (self) |
|
3 – Mind Map and
Venn Diagram |
Formative |
Thinking/Inquiry |
Feedback sheet
(peer/teacher) |
|
5 – Re-creation of
Simulation Activity |
Summative |
Knowledge/Understanding Application |
Rubric (teacher) |
Accommodations
·
Some students may
not have mastered procedural writing and may require additional individual
assistance. The teacher should permit students the opportunity to submit draft
work for feedback before the final work is due.
Resources
Print
Rabbior, Gary. Eco-Detectives:
Teaching About the Economics of the Environment, Toronto: Canadian
Foundation for Economic Education, 1999. Available at – http://www.cfee.org/.
An example of how marbles can be used to simulate market activity.
Smith, Fred. “The
Market and Nature,” The Freeman, Washington, The Foundation for Economic
Education September 1993. Vol. 43, No. 9. Available at: –
http://fee.org/freeman/93/SMITH.html.
Non-print
The Foundation for
Economic Education. Home
Page. –
http://wwwfee.org/.
The Fraser
Institute. Home Page. – http://www.fraserinstitute.ca/.
The Political
Economy Research Center (Bozeman, Montana). – http://www.perc.org/.
Activity 4:
Jury Trial on the Costs of Self-Interest Motives
Time: 4 hours
Description
Students extend
their previous understanding of externalities through the use of a hands-on
application in the form of a courtroom jury trial in which the government is
charged with violating the economic rights of a stakeholder group. Students
begin by exploring their own economic rights and the role that governments play
in regulating economic activities to protect these rights. Students then extend
this exercise with a written reflection on which economic rights must be
protected to meet the needs of their particular stakeholder group. In doing so,
students consider the explicit and implicit costs associated with a variety of
proposals made to protect the stakeholder groups interests. Preparing and
presenting a courtroom jury trial addresses a variety of learning styles and
student interests. Students choose from a variety of roles to play in the trial
including that of judge, defence counsel, prosecuting counsel and witness.
While some students present their positions in role in the style of a
formalized court trial, the remaining students in the class serve as jurors,
allowing students to see both sides of the arguments clearly and to detect
bias. This activity is designed to permit multiple trials, so that every
student has the opportunity to be both a juror and a trial participant.
Strand(s) & Learning Expectations
Strands(s): Economic Decision Making,
Economic Stakeholders, Self-Interest and Interdependence,
Assessing Economic
Change
Overall
Expectations
DMV.02 - apply the
concepts, models, and processes of economic inquiry to the study of economic
choice;
DMV.03 - evaluate
different sources and types of current economic information;
ESV.02 - explain the
economic rights and responsibilities of “the economic citizen”;
SIV.04 - explain how
an understanding of market activity is in the self-interest of stakeholders;
ECV.02 - explain the
course, causes, and consequences of Canada’s economic growth and the connection
of this growth to the economic goal of efficiency.
Specific
Expectations
DM1.03 - identify
options and the explicit and implicit costs associated with each option when
making an economic choice;
DM2.05 - apply the
cost-benefit method of inquiry to current economic issues to evaluate choices
using stakeholder criteria and economic goals;
DM3.01 - conduct
research effectively to locate information from a variety of different media,
institutions, businesses, interest groups, and other sources;
DM3.02 - evaluate
the reliability of different sources of information, and identify possible
bias;
DM3.04 - communicate
economic information and analysis clearly, effectively, and accurately in an
appropriate format and style;
ES2.04 - apply the
process, skills, and concepts of economic inquiry to analyse public policy
issues;
SI1.04 - explain how
an understanding of market activity is in the self-interest of stakeholders;
SI4.01 - illustrate,
by specific example, how the self-interest of one group of stakeholders may
conflict with the self-interest of another and prevent the achievement of
economic goals;
SI4.04 - explain how
externalities result from conflicts of self-interest in a market and prevent
the achievement of economic goals;
EC2.03 - produce an
evaluation of proposals to reduce the negative consequences of growth.
Prior Knowledge & Skills
·
Research using
primary and secondary sources
·
Oral communication
and presentation skills
·
Understanding of
the various roles of government
·
Developing and
defending a position
Planning Notes
·
The teacher
reviews the movies such as Erin Brokovich or The Insider and
prepares to discuss appropriate clips.
·
The teacher locates
a movie/video that demonstrates a courtroom procedure.
·
The teacher
creates a question sheet for the movie that focuses on the economic
stakeholders, external costs, and economic rights demonstrated in the movie
clips.
·
The teacher
obtains copies of the Canadian Charter of Rights, the Charter of the
Fundamental Rights of the European Union, and United Nations Convention on
Economic Cultural and Social Rights.
·
The teacher
schedules visit from practising counsel or judge, if desired and possible.
Teaching/Learning Strategies
Strategy 4.1: Introductory concepts
Motivator:
1. The teacher discusses films such as Erin
Brokovitch or The Insider where the external costs of a
corporation’s economic activity are revealed/discovered. Students fill out a
worksheet that identifies the stakeholders involved, the economic activity in
which the corporation is engaged, and the negative externalities associated
with this activity. The teacher leads a Socratic discussion to summarize the
key ideas and to assists students in the accurate completion of the movie
worksheet.
Laying Foundations:
2. The teacher divides students into groups of
three to explore economic rights. The teacher provides each group copies of the
Canadian Charter of Rights and Freedoms, the Charter of the Fundamental Rights
of the European Union, and the United Nations Convention on Economic Cultural
and Social Rights. Using a Venn diagram, students identify the rights common to
all three documents, those rights that are shared by only two, and those rights
that are unique to each document. Students compare their results with those of
other groups in the class. The teacher then leads a Socratic discussion using
the Venn diagram and a sequence of questions that include: What economic rights
do Canadians possess? What rights are missing? and Why do you think that Canada
has chosen to omit the rights that it did? The teacher may use a variety of
other support strategies for reading graphical text in this task.
Explore:
3. The teacher divides the class randomly into
groups labelled as either “shared by two,’ ‘shared by all’ or ‘alone’ – the
results from the Venn diagram. Using these groupings, the students place the
rights on a continuum based on the degree of government regulation (from no
government control to full government control), and the amount of money that is
required (from no funding required to a high degree of funding required) to
realize these rights. The completed jigsaw strategy illustrates each group’s
findings and which combination or rights documents requires the most and least
amount of government regulation and funding.
Hands on:
4. Students
each write a reflection on the combination of rights that best addresses the
needs of their stakeholder group and the opportunity costs associated with this
combination. Does money required for these rights reduce the available capital
needed to support their particular stakeholder interests? Which rights would
they choose to protect given limited funding? In their stakeholder groups,
students, share their reflections, receive feedback on their work, and make
revisions as needed.
Strategy 4.2: Courtroom Practice
Motivator:
5. The teacher discusses films such as Erin
Brokovitch or The Insider involving a courtroom scene. This film
shows students an argument for and against the economic activity of the
corporation, and what economic rights are being violated. Students are required
to develop an argument for either the defence or prosecution in the case.
The arguments must make clear reference to at least one of the three
human rights documents. The teacher then places two desks in the centre of the
class, and students engage in a tag team debate. (See
Everyteacher.com/profile/economics for a description of this strategy)
Lays foundations:
6. The
teacher hands out an outline for the task of jury trial, and the teacher and
students do a walk through of these instructions. The charge against the
government “The Government’s participation in the world economy has violated
the rights of the citizens of Canada” will be clearly articulated. The teacher
emphasizes that the stakeholder group that they choose to represent suing the
government for failure to protect their economic right(s) as protected by
either the Canadian Charter of Rights and Freedoms, or the UN Covenant on
Economic, Social and Cultural rights.
The teacher may wish to formulate a different charge as the focus for
the activity
Explore:
7. The teacher divides the class into groups of
11-15 students. Each group of students chooses one issue from a list generated
by the teacher to be the focus of the trial. With every group of 11-15
students, the teacher should anticipate one trial. If the class divides into
two groups (which will be the norm), there are two trials to assess. Within
these groups, students bid for the roles they want to play. These roles include
a judge and four lawyers (two prosecutors and two defence). The remaining
students are witnesses. Each student also decides which side of the argument
they wish to support. The two sides begin to prepare for trial by discussing
what witnesses they need to present their sides and begin to discuss
strategies.
Hands on:
8. Students watch a clip for a second time or
one of another courtroom scene. Their task this time is to note the workings of
a trial, the role of the participant whose role they will be playing in the
trial, and general courtroom procedures. It is also helpful at this point to
have a practising lawyer or judge visit the classroom to outline this
information, discuss courtroom strategies, and to address student questions. In
either case, the students have begun research of their respective roles in the
trial. Following this introduction to jury trials, each student continues the
research. Each participant prepares an annotated bibliography, research notes,
and a trial report and participates in the trial. The teacher evaluates the
trial using a rubric. Following the trial, each student writes a written
reflection on how their performance impacted on the verdict positively, what
improvements they could have made to their performance, and what key economic
skills and knowledge they attained as a result of this culminating activity.
The teacher may also choose to connect the formal essay writing task in the
final evaluation to the skills and content of this activity by creating an
essay question relating to the possibility of balancing the role of government
and of the market in protecting the economic rights of Canadian citizens and
the fundamental societal values of economic stewardship.
Assessment & Evaluation of Student Achievement
Note: Numbers refer to Teaching/Learning Strategies
|
Strategy-Task/Product |
Purpose |
Achievement Chart |
Tool/Assessor |
|
1 – Movie
Worksheet |
Diagnostic |
Knowledge/Understanding |
Socratic
discussion and Learning skills Checklist (self/teacher) |
|
2 – Venn Diagram |
Formative |
Thinking/Inquiry |
Informal Feedback
(peer) |
|
3 – Rights
Spectrum |
Formative |
Knowledge/Understanding |
Informal sharing
(peer) |
|
4 – Reflection |
Formative |
Thinking/Inquiry |
Informal Feedback and
Sharing (peer/teacher) |
|
8 – Mock Trial |
Summative |
Knowledge/Understanding Application |
Trial Rubric |
Accommodations
·
Teachers may
provide alternatives for students who have limited access or background to the
information and materials for a particular character in the court case.
·
Teachers must
give instructions to students on how research is conducted and how to act in a
courtroom setting. A simplified or adapted version of the Charters of Rights
may be provided.
·
Extension activities
may include requiring students to write an argumentative essay arguing for or
against globalization. Students may create a poster advocating or critiquing
globalization. Students should also be encouraged to include precedent in their
court case to strengthen their argument. An exploration of similar Canadian and
international cases would allow students to do a comparative analysis of
economics rights and how they are supported internationally.
Resources
Print
Bennett, Barrie and
Carol Rolheiser. Beyond Monet: The Artful Science of Instructional
Integration. Toronto: Bookation Inc., 2001.
Non-Print
Canada.
Department of Justice. Canadian
Charter of Rights and Freedoms. 1982.
– http://www.lois.justice.gc.ca/enh/charter.
European
Parliament. The Charter of the Fundamental Rights of the European Union.
December 2000.
– http://www.europarl.eu.int/charter/defaulten.htm.
Erin
Brockovitch. Produced by Danny
Devito, directed by Steven Soderbergh. Universal Studios, 2000.
Gates,
Jacqueline Armstrong, and Paul Calarco. Mock Trial Tournament Introduction.
Ontario Bar Association, 2002. – www.oba.org/lawday_en/mock_trial.asp.
Global
Policy Group. Home Page. Washington, D.C., 2002. – www.globalpolicy.com.
Ontario
History and Social Science Teacher’s Association (OHASSTA). Home page.
– http://www.ohassta.org/rapport/.
Practising
Council or Judge
Scales of
Justice. (Television series).
United
Nations. The United Nations International Covenant on Economic, Social and
Cultural Rights. January 27, 1997. – http:/www.hrweb.org//legal/escr.html
Appendix 6.2.1
Advocacy Group Blackline Master
|
Advocacy Group
Name: |
|
|
Contact
Information |
Phone Fax E-mail Address Website |
|
More Information |
|
|
Mission |
|
|
Tactics |
·
·
·
|
|
Accomplishments |
·
·
·
|
|
Group
Origins/History |
|
|
Support Material |
|
|
3 Economic
Indictors that supports the groups cause |
|
|
Relevant Economic
Terms |
|
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