Adam Williams Tech Integration Unit

8/7/2019 Adam Williams Tech Integration Unit

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Adam Williams

Technology Integration Plan

FRIT 8530

Fall 2010



UbD Stage 1 Template

Title of

Unit

Government and The

Economy

Grade

Level

12

Curriculum

Area

Social Studies: Economics Time

Frame3 weeks

Stage 1 Identify Desired ResultsContent Standards:

SSEMA1 The student will illustrate the means by which economic activity is measured.

a. Explain that overall levels of income, employment, and prices are determined by thespending and production decisions of households, businesses, government, and net exports.

b. Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer PriceIndex (CPI), inflation, stagflation, and aggregate supply and aggregate demand.

c. Explain how economic growth, inflation, and unemployment are calculated.

d. Identify structural, cyclical, and frictional unemployment.

e. Define the stages of the business cycle, as well as recession and depression.

f. Describe the difference between the national debt and government deficits.

SSEMA3 The student will explain how the government uses fiscal policy to promote pricestability, full employment, and economic growth.

a. Define fiscal policy.

b. Explain the government¶s taxing and spending decisions.



Understandings

Students will understand that:- scarcity of resources forces parties to make choices and these choices always incur a cost.- decisions made by one party has intended and unintended consequences on other parties.

-fiscal policy decisions affect the nations economy.

- changes in the government¶s tax policy affect consumers spending and businesses hiringdecisions.- consumer spending is measured and plays a major role in a nation¶s economy.- the economy cycles

Related Misconceptions:- It is the government¶s responsibility to fix all problems with the economy.- Consumers cannot do anything to help fix the economy.

- The government does not consider the average person when making fiscal policydecisions

- The government¶s taxing and spending decisions do not affect me as an individualconsumer.

- All unemployment is bad for the economy.

Essential Questions

Overarching Questions:

Is there such a thing as too much Government?

Topical Questions:

What are all these numbers and why are theyimportant?How do I know if the economy is growing?If debt is bad then why does the governmenthave so much?What are the two schools of thought onfiscal policy and why should I care?



K nowledge and Skills

K nowledgeStudents will know:

- The consumer is a powerfulcomponent in a countrys economy.

- That economic growth is considereda three percent increase in GrossDomestic Product.

- That not all unemployment is badunemployment.

- The economy operates in cycles- Government deficits increase the

national debt.- That government leaders make

decision according to what THEYthink is best, and why they can makethese decisions.

- The relationship betweengovernment revenue andgovernment spending.

SkillsStudents will be able to:

-Calculate Gross Domestic Policy-Calculate an index number using theformula of the Consumer Price Index.- Calculate the unemployment rate.-Analyze data in order to determine thebusiness cycle.-Identify and evaluate the use of the twodifferent types of fiscal policy accordingto the stages of the business cycle.-Identify and analyze the different types

of taxation.

Stage 2 - Evidence

Performance Task(s)



Be sure to indicate:

Goal: To place students in a situation where they have an opportunity to use economicindicators in order to help a political leader make decisions about improving economicconditions.

Role: This will be the culminating activity before the unit test. Audience: The student will be developing economic policy in order to improve publicopinion of a political leader.Situation: You are a member of the Presidents Council of Economic Advisors. After astatus report on the current economic indicators for the nation, the President believesthe economy is headed for trouble. The President is concerned that certain key voteconstituents will not vote for him/her if this trend continues.Product Performance and Purpose: Your team must use historical data and current economic indicators to recommend a comprehensive economic policy (EXPLAIN). Afterthe White House delivers the most recent economic report to your office, you and yourteam members are expected to research and consider both fiscal and monetary policy

solutions. The report will include statistics for current GDP, the GDP growth rate, theunemployment rate, the consumer price index, and the inflation rate (Interpret) (teacher will hand out four different situational economic data cards). The President andseveral important contributors to the Presidents reelection campaign will hear yourrecommendations at a meeting next week. The Presidents agenda is quite full, so youmust adhere to a ten minute time slot combined with two minutes for questions andanswers (Perspective). The presentation of your plan must include:-An analysis of the current strengths and weaknesses in the economy as described by theindicators in the report.(Explain)-A definition of GDP, GDP growth, unemployment, consumer price index, and inflation.(Explain)

-An explanation of how to calculate economic growth, inflation, and unemployment.(Explain)-A graphic display of the economys current position on the business cycle (for higherlevel analysis, consider using the AD/AS model) (Application). -A review of the fiscal and monetary policy tools available (Explain).-A policy recommending fiscal and/or monetary policy actions which will promote pricestability, full employment, and economic growth given the current conditions(Empathy). -A prediction about the effect of the policy on the current federal budget and the nationaldebt (Interpret). Standards and Criteria for Success: Your team must use historical data and current

economic indicators to recommend a comprehensive economic policy. After the WhiteHouse delivers the most recent economic report to your office, you and your teammembers are expected to research and consider both fiscal and monetary policysolutions. The report will include statistics for current GDP, the GDP growth rate, theunemployment rate, the consumer price index, and the inflation rate (teacher will handout four different situational economic data cards). The President and several important contributors to the Presidents reelection campaign will hear your recommendations at a



meeting next week. The Presidents agenda is quite full, so you must adhere to a ten-minute time slot combined with two minutes for questions and answers. Thepresentation of your plan must include:-An analysis of the current strengths and weaknesses in the economy as described by theindicators in the report ( Application).

-A definition of GDP, GDP growth, unemployment, consumer price index, and inflation(Explain).-An explanation of how to calculate economic growth, inflation, and unemployment (Explain). -A graphic display of the economys current position on the business cycle (for higherlevel analysis, consider using the AD/AS model) ( Application)._A review of the fiscal and monetary policy tools available (Explain).-A policy recommending fiscal and/or monetary policy actions that will promote pricestability, full employment, and economic growth given the current conditions(Interpretation).-A prediction about the effect of the policy on the current federal budget and the national

debt (Perspective).

*This lesson was provided to me by Bartow County School system. The State Board of Education provided the lesson to Bartow County School System. The State Board of Education was provided this lesson by the Buck Institute of Education(http://www.bie.org/tools/pbe_curriculum_units/the_presidents_dilemma). However,I knew about this lesson before I received this lesson from the county because I went toa Buck Institute of Education break out session at the High Schools That Work Conference. Honestly, I have no idea where to start citing this lesson.

Performance Task(s) Rubric(s)







Other Evidence(e.g. tests, quizzes, work samples, observations)

All students in Bartow County must take common assessments. The following questionscorrelate with the standards used in this unit. Students will also be assessed by section

and chapter quizzes, performance on class activities, and participation in smallersimulations.

SSEMA 1D 1) Principal Skinner has quit his job in order to look for another one.Principal Skinner is

A) frictionally unemployed B) structurally unemployedC) cyclically unemployed D) not counted in the labor force

SSEMA 1D 2) Which of the following people would be considered unemployed andcounted in the unemployment rate?

A) A housewifeB) A 14 year old girlC) A man who has not looked for a job for 6 monthsD) A teacher who quit work to search for another career

SEEMA 1B 3) The Consumer Price Index (CPI) is best used to determine: A) the rate of inflationB) the unemployment rateC) the Dow Jones IndexD) Currency exchange rates

SSEMA 1F 4) If the federal government spends more than it collects in revenue,then:

A) the inflation rate should declineB) it will have an overall surplusC) it will have an overall deficitD) the unemployment rate may increase

SSEMA 1B 5) Which of the following is NOT one of the ways that would change the

aggregate supply? A) Changes in input pricesB) Changes in productivity

C) Changes in supply of labor D) Changes in the investment spending

SSEMA 1B 6) Over a three year period, the United States experienced an increasein real GDP, low inflation, and a declining unemployment rate. For this period, theUnited States:

A) appeared to be entering a recessionB) was in a period of economic expansion



C) was in a stagnant economic periodD) was in an economic trough

SSEMA 1D 7) A steelworker is laid off because his skills are no longer marketable.This is an example of:

A) Structural unemployment B) Cyclical unemploymentC) Frictional unemployment D) Temporary unemployment

SSEMA 1B 8) While inflation is a rise in the general level of prices, economic growthis

A) a short period during which the nation's total output of goods and servicesdecreases.

B) a sustained period during which the nation's total output of goods and servicesdecreases.

C) a short period during which the nation's total output of goods and servicesincreases.

D) a sustained period during which the nation's total output of goods and servicesincreases.

SSEMA 1B 9) Which of the following is a formula used to calculate GDP?

A) GDP = C + I + G (X+M)B) GDP = C + I + G + (X-M)C) GDP = C + I + G + NID) GDP = inflation x unemployment

SSEMA 1D 10) Jake has a job as a waiter at a resort in Virginia. Because of the recession,the resort closes and he is out of job. What type of unemployment does this represent?

A) Causal unemployment B) Structural unemployment C) Cyclical unemployment D) Frictional unemployment

SSEMA 1E 111) A period during which real GDP declines for two quarters in a row, orsix consecutive months, is MOST LIKELY a:A) Peak B) TroughC) Recession D) Recovery

SSEMA 1C 12) In the graph, the year with the highest unemployment rate is 1983. What was the approximate unemployment rate in that year?

A) 5.9%C) 9.6%B) 8.5%D) 10.5%



SSEMA 1E 13) An extended period of recession followed by increased unemployment &acute shortages would be called?A) Expansion B) RecoveryC) Inflation D) Depression

SSEMA 1F 14) The amount the nation owes due to running a deficit each year adds tothe total_____.A) debt B) inflation rateC) unemployment rate D) GDP

SSEMA 3B 15) The United States government has decided to issue federal income taxrebates (stimulus checks) to taxpayers. What is this policy called?A) expansionary fiscal policy by the government B) expansionary monetary policy by the Federal ReserveC) contractionary fiscal policy by the government D) contractionary monetary policy by the Federal Reserve

SSEMA 3A 16) Which of the following best describes the difference between fiscal policyand monetary policy?A) monetary policy is government spending and taxing decisions and fiscal policyrelates to actions of the Federal ReserveB) fiscal policy is government spending and taxing decisions and monetary policyrelates to actions of the Federal ReserveC) monetary policy is used to provide government jobs while fiscal policy is used is usedto curb inflationD) fiscal policy is used to provide government jobs while monetary policy is used is usedto curb inflation

SSEMA 1B 17) Which of the following factors would cause a shift in the aggregatedemand curve?A) changes in input prices B) changes in productivityC) changes in the supply of labor D) changes in government spending

SSEMA 3B 18) Which of the following is an action the government would take if theywere hoping to have a contractionary fiscal policy?A) decrease taxes B) increase taxesC) increase government spending D) increase transfer payment

SSEMA 1B 19) A U.S. business buys new computers for its office workers from a U.S.computer manufacturer. The value of transaction would be included in which categoryin the graph?A) consumer sector B) government sectorC) investment sector D) net exports

SSEMA 1E 20) Which letter on the graph represents a recession in the business cycle?



A) W B) YC) X D) Z

Per Capita GDPLuxembourg $33,609

United States $33,586Switzerland $27,126Japan $23,311Iceland $23,230

SSEMA 1B 20) Economists use numbers such as those in the table as a measureof A) standard of living.B) total dollar value of all final goods and services.C) net exports.D)

Student Self-Assessment and Reflection

At the end of the unit, after the simulation and after the test, students willhave to state whether or not they think their plan would work in thecurrent state of the economy. If they feel like their plan would work theymust tell me why it would work and if they feel as if their plan does not work they must tell me why they feel as if their plan does not work. (Self

K nowledge)

Once the multiple choice test is graded the student will have a chance to seewhat question they missed and search in their text book for the right answer and the reason as to why they missed the question (Explain).

The teacher will also use this time to see what content that needs to bereteached or what content needs more emphasis in the future.



Stage 3: Plan Learning Experiences

Week 1

Type week 1 activities here (use page 26 of the UbD text as an example)

Day 1

At the beginning of class I will give the students a brief pretest to see what their knowledge of macroeconomics is before the unit. The pretest will be an off the shelf pretest from the NationalCouncil of Economics Education. -I will write the following numbers on the board: $14.59, 9% 1.20% (The current GDP, Thecurrent unemployment rate and the Inflation rate for the month of June) and tell the students theseare the most important numbers in their lives. Then, I ask them if they can tell me what thesenumbers are and what they mean, I can hook them up with a special advisory position on thestudent council that will give them power over the quality of school lunch. (H)-I will introduce the Essential questions for the unit. The one overarching question I will focus onin this part of the unit is ³What can I do for the economy?´ Next, I will introduce topicalessential question ³What are all these numbers and why are they important?´ (W)

-(SSEMA 1A) I will repeat the ³Econo Land´ simulation from the previous chapter

demonstrating the concept of circular flow, this time the teacher will introduce the governmentsector and the international sector (Leakages and injections) (E,T,O) This will help demonstratethe concept of scarcity and the need to make quality decisions.Day 2

-I will give the students a copy of the macroeconomic flow for their notebooks. (E)-(SSEMA 1B) I will have the students define the following words in their notebook GrossDomestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI),inflation, stagflation, and aggregate supply and aggregate demand.

-(SSEMA 1C)I will provide students with activities where they will have to graph

macroeconomic supply and demand curves (aggregate supply and aggregate demand) Then, I willgive the student different scenarios and they will have to tell me what curve moves and what if the effect on the price level and the real output of an economy. (E, R, E2)-(SSEMA 1B) I will discuss with the students inflation and the two different types of inflation,cost- push inflation and demand- pull inflation. Then, I will ask the students to look back over their scenarios and tell me in each situation is cost- push or demand- pull. Then, I will give currentevent scenarios and discuss with the student what type of inflation is in the economy. (E, R, E2)Day 3



Students will watch video podcast over the introduction to Macroeconomics.

(SSEMA 1C) Today we will focus on GDP. I will introduce the students to the GDP equation,C+I+G+N. I will explain what each letter in the equation stands for: consumption, investments,and government spending and net exports. (W) Then, I will give students the break down of

several countries GDP and have the students calculate that countries GDP. Then I will discusswith the students that it is not enough to just to be able to calculate GDP, they must also knowwhere certain transactions are counted in the GDP equation. This is in order to show the ³meansin which economic activity is counted´ Then, I will give the students a work sheet with severalscenarios and they must tell me where the good is counted or if it is not counted why is it notcounted. (E, R E2,O) The goal is to show that consumption or consumer spending makes up thelargest portion of GDP. This means their spending goes a long way to fixing the economy or keeping the economy going.

Day 4(SSEMA 1C)Today the students will calculate Inflation and Unemployment. (W) The studentswill be given the equation for both the Consumer Price Index and the unemployment rate and

students will calculate the percentages for both. Most time will be spent on the CPI, because theconcepts of a market basket and a base year are harder to grasp. Once the students havecompleted the exercises the student will discuss why prices have risen over the past few years, butthen why did they fall for six months last year. (E,R,E2,)

Day 5(SSEMA 1D)I will ask the students this question at the beginning of class ³Is there such thing asgood unemployment?´ (H,W) the hold a brief discussion. Then students will define the differenttypes of unemployment. I will give the students a worksheet with different scenarios and havethem tell me what type of unemployment that each scenario represents. Then we will close class by discussing current events and what is good unemployment versus bad unemployment. (E, R,E2,O)

Week 2


Day 1(SSEMA 1E) I will introduce class by asking, ³How do I know if the economy is growing?´ (H)Then I will discuss the economy and how it cycles (W). Next, I will give the students a list of numbers, which are GDP, inflation, and unemployment over several years, and have the studentsgraph each column of numbers in different colors. (E,R,T)Day 2

Today we will analyze the graphs from the day before. I will ask students what years was theeconomy expanding, and what years was the economy contracting. We will also discuss if theinflation rate is tied to the business cycle or something else (unemployment rate) and why. At theend of class I will explain what we will be doing in the computer lab tomorrow. (E)

DAY 3Today will be spent in the computer lab. Students will create a voice thread explaining thegovernment¶s actions during different contractionary periods and the government¶s actions duringdifferent expansionary periods. This will help lead into the next part of the unit. Students willalso be warned of a pop quiz by the end of the week. (E,R,E2,T,O)



Day 4

(SSEMA 1F) At the beginning of class today I will ask the following question ³If debt is bad thenwhy does the government have so much?´ (H) Then, I will have the students discuss and definethe difference between debt and deficits (W). Then students will watch a short cartoon on thefinancial crisis in Greece to show how building big deficits leads to debt that can crush a nation.

(E)Day 5

At the beginning of class I will give the student a pop quiz and have them grade them as a class.Once the quizzes are graded I will give the students to see what they missed and ask questions asto why them missed certain questions. This will also give students time to reflect as to why theymissed certain question and what do they need to study more. (R) The next part of class will bespend discussing the culminating activity (discussed in Stage 2) and allowing students to beginning working on organizing information for their presentation.

Week 3


Day 1 (SSEMA 3A) In order to get the students attention I will give them a quiz at the beginningof class. Then on the quiz they just completed, I will start taking points away from them in order to do things like turn on the lights, run the air conditioning, and for them using their desk. (H) Asthe class goes along I will explain that other things will cost them points, such as using therestroom or the pencil sharpener. This should make the students extremely upset and once theysettle down I will explain how the government uses taxes to create revenue for things we use on adaily basis such as roads and drinking water.(W) I will then stress the over arching question ³Isthere such a thing as too much Government?´ and ask the topical question up the ³What are thetwo schools of thought on fiscal policy and why should I care?´ Then I will quickly reviewaggregate supply and aggregate demand. Next I will have the students define the two differenttypes of fiscal policy, demand side and supply side. Time at the end of class will be spent

preparing for the presentation for the culminating project. (E,R,E2)Day 2. (SSEMA 3B) I will quickly review the quiz simulation from the day before. Then, I willhave students define the different types of taxes. Then, I will discuss with the students about howtaxation affects consumer spending decision and businesses hiring decisions. After that I willhave students research President Obama and President and have them tell me what type of fiscal policy they used and give evidence of why you think they used a particular policy. Time at theend of class will be spent working on the students culminating project. (E,E2)Day 3 Students will spend this day in the computer lab working on the government policysimulation at http://marketplace.publicradio.org/features/budget_hero/. Once the student isfinished they must write a brief summary of their outcome, and what fiscal policy did they use tomake most of their decisions. This simulation will show that their decisions or the decisions of a political leader will effect many people. (E,R,O) Time at the end of class will be spent workingon the students culminating project.Day 4 Students will present their culminating projects (O).Day 5 Students will take a common assessment, multiple-choice test that is mandated by BartowCounty School System. However, the student will also write an essay justifying their position tothe question ³Is there such a thing as too much Government?´ (O)



Notes to the Instructor

Use this area, if needed, to explain to the instructor how your planned activities above

satisfy specific elements of the scoring rubric. I feel as if all elements satisfy the specific elements of the scoring rubric because I clearly codedeach activity with ³WHERETO´ and I measured prior knowledge and skills with a pretest. I alsoaligned instruction to the standards, essential questions, and understandings. In order to get the

students attention I used several different entry points according to Gardner¶s theory on multipleintelligences. I planned opportunities for the student to revise and rethink learning. I usedtechnology, and I clearly organized my plan.

Documents

Adam Williams Tech Integration Unit