EL
SEGUNDO UNIFIED
EL SEGUNDO HIGH
SCHOOL
Department: Social Science
Grade Level: 12
According to the California State Standards for Economics, the primary goals of the study of basic economics are to help students become responsible citizens and effective decision makers. Students will develop an understanding of basic economic principles, including the law of supply and demand, scarcity, the role of the market place, competition and choice. In their study of economics, topics covered are inflation and unemployment, students’ role in the marketplace, and budgeting. To meet the workability objectives, personal economic decision-making is integrated throughout the course in such areas as job choice, consumer information, and investments.
Length: One Semester
Prerequisite for Enrollment: Individual Education Plan (IEP)
Recommendation for Enrollment: Participant in the workability program
Type of Course: Required for high school graduation
Based on the California
Content Standards(numerical) and the
Workability Objectives (Course Description)
1.0: Students understand common economic terms and concepts and economic reasoning,
in terms of:
1.1: The causal relationship between scarcity and the need for choices
1.2:
1.3: The difference between monetary and non-monetary incentives and how changes
in incentives cause changes in behavior
(Integration of Core
Knowledge,
Critical
Thinking/Problem Solving, Personal/Social Development)
2.1: Students analyze the elements of the
setting, in terms of:
2.1: The relationship of the concept of incentives to the law of supply and the
relationship of the concept of incentives and substitutes to the law of demand
2.2: The effect of changes in supply and/or demand on the relative scarcity, price and
quantity of particular products
2.3: The role of property rights, competition, and profit in a market economy
2.5: The process by which competition among buyers and sellers determines a market
clearing price
2.6:
The effect of price controls on buyers and sellers (Integration
of Core Knowledge, Critical Thinking/Problem Solving, Effective,
Personal/Social Development)
3.0: Students analyze the influence of the
terms of:
3.1: How the role of government in a market economy often includes providing for
national defense, addressing environmental concerns, defining and enforcing
property rights, attempting to make markets more competitive, and protecting
consumer rights
(Critical Thinking/Problem Solving,
Personal/Social
Development)
4.0: Students analyze the elements
of the
in terms of:
4.1: The operations of the labor market, including the circumstances surrounding the
establishment of principal American labor unions, procedures used to gain
benefits for its members, the effect of unionization, the minimum wage, and
unemployment insurance
4.2: The current economy and labor market including the types of goods and services
produced, types of skills necessary, the effect of rapid technological change, and
the impact of international competition
4.3: Wage differences among jobs and professions using the laws of demand and
supply and the concept of productivity
(Integration of Core
Knowledge)
5.0: Students analyze the
aggregate economic behavior of the
5.2: Defining, calculating and explaining the significance of an unemployment rate,
the number of new jobs created monthly, and inflation or deflations rage, and a
rate of economic growth
5.3: Distinguishing between short-term and long-term interest rates and explaining
their relative significance. (Integration of Core
Knowledge, Critical Thinking/Problem
Solving)
INSTRUCTIONAL METHODS
A. Lecture and Guided Practice
B. Classwork and Homework
C. Individual Work
D. Group Work
E. Projects
F. Videos
EVALUATION/GRADING OF STUDENT WORK
A. Quizzes and Unit tests
B. Comprehensive final exam
C. Homework and classroom participation
D. Projects
E. Notebooks
F. Current Events
INSTRUCTIONAL MATERIALS
A. Text: Economics, 2000 by South-Western
B. Handouts
C. Videos
D. Newspapers
E. Internet