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Local, State, and National Standards Miami-Dade County Competency-Based Curriculum Standards English IV (Grade 12) Component: Listening/Speaking/Viewing Objective: 3. Presents oral reports and/or participates in group presentations Component: Informational Reading/Information Literacy/Study and Test-Taking Objective: 1. Uses effective reading strategies in a variety of informational contexts: -previews and identifies organizational patterns in a variety of selections -determines the main idea and supporting details in a variety of written materials -analyzes and applies information from technical and/or scientific writing -evaluates the accuracy of information in a variety of selections based on the author’s purpose and/or bias, audience, and sources, and recognizes this bias as different from the student’s point of view or bias -recognizes how sexism, cultural bias, and the use of propaganda produce intended effects -recognizes and uses inductive and deductive reasoning, and recognizes fallacies in reasoning -evaluates conflicting information to determine which is more valid -evaluates information presented in a variety of narrative and visual formats such as charts, graphs, tables, and maps Social Studies Economics Component: Geographic Understanding Competency: B Objectives: 3. Cite examples of ways in which economics and environment are interrelated. 5. Define, clarify and offer solutions to problems. 6. Judge information related to a problem. 7. Build skills in decision-making and critical thinking. Component: Civic Responsibility Competency: B Objectives: 2. Understand how US citizens can participate in political and economic processes and decision-making. 4. Describe government regulation of economic activities and institutions. Component: Global Perspective Competency: B Objectives: 5. Examine the positive and negative aspects of international business activities; e.g.; environmental concerns, quality of life. Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading: This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities. Miami-Dade County Scope and Sequence Planning Outline for Economics: First Nine Week Cycle Main Topic # 1- Introduction to Economics-Economic Choices or Second Nine Week Cycle Main Topic #8-Measuring Economic Performance-Economic Growth, Economic Challenges Broward County Critical Content & Performance Indicators Economics Strand B: Geography SS.B.2.4.1 - understand how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions • describes how humans developed cultures based on economic factors and significant environmental factors Strand D: Economics SS.D.2.4.1 - understand how wages and prices are determined in market, command, tradition-based, and mixed economic systems and how economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security, and growth • describes how various societies have organized to answer the basic economic questions • gives examples of how economic systems reflect and direct decisions about how resources are used • describes the role of money, resources, labor, and entrepreneurs in a free enterprise system Broward County Curriculum Map for Economics October Essential Question: What is the relationship between government activity on business? State of Florida-Sunshine State Standards Language Arts Grades 9-12 Reading Standard 1: The student uses the reading process effectively. (LA.A.1.4) 1. selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations. Standard 2: The student constructs meaning from a wide range of texts. (LA.A.2.4) 1. determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material. 2. determines the author’s purpose and point of view and their effects on the text 4. locates, gathers, analyzes, and evaluates written information for a variety purposes, including research projects, real world tasks, and self improvement. 5. identifies devices of persuasion and methods of appeal and their effectiveness. 7. analyzes the validity and reliability of primary source information and use the information appropriately. 8. synthesizes information from multiple sources to draw conclusions Listening, Viewing, and Speaking Standard 1: The student uses listening strategies effectively. (LA.C.1.4) 1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations. 3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 4. identifies bias, prejudice, or propaganda in oral messages. Standard 2: The student uses viewing strategies effectively. (LA.C.2.4) 1. determines main concept and supporting details in order to analyze and evaluate nonprint media messages. Standard 3: The student uses speaking strategies effectively. (LA.C.3.4) 1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations. 3. uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain 4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. 5. develops and sustains a line of argument and provides appropriate support. Language Standard 2: The student understands the power of language. (LA.D.2.4) 1. understands the specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities. 2. understands the subtleties of literary devices and techniques in the comprehension and creation of communication. 3. recognizes production elements that contribute to the effectiveness of a specific medium. 5. critically analyzes specific elements of mass media with regard to the extent which they enhance or manipulate information. Social Studies Grades 9-12 Economics Standard 2: The student understands the characteristics of different economic systems and institutions. (SS.D.2.4) 1. understands how wages and prices are determined in market, command, tradition-based, and mixed economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security and growth. National Standards English (National Council of Teachers of English & International Reading Association) 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Social Studies (National Council for the Social Studies) Thematic Strand: People, Places and Environments Social studies programs should include experiences that provide for the study of people, places, and environments. Thematic Strand: Individuals, Groups and Institutions Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Thematic Strand: Production, Distribution and Consumption Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services Thematic Strand: Global Connections Social studies programs should include experiences that provide for the study of global connections and interdependence. Thematic Strand: Civic Ideals and Practices Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.