ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Economics Standards SSEPF1 Apply rational decision making to personal spending and saving choices. a. Use a rational decision making model to evaluate the costs and benefits of post-high school life choices (i.e., college, technical school, military enlistment, workforce participation, or other option). b. Create a budget that includes a savings or financial investment plan for a future goal. SSEPF2 Explain that banks and other financial institutions are businesses that channel funds from savers to investors. a. Compare services offered by different financial institutions, including banks, credit unions, payday lenders, and title pawn lenders. b. Explain reasons for the spread between interest charged and interest earned. c. Give examples of the direct relationship between risk and return. d. Evaluate the risk and return of a variety of savings and investment options, including: savings accounts, certificates of deposit, retirement accounts, stocks, bonds, and mutual funds. SSEPF3 Explain how changes in taxation can have an impact on an individual’s spending and saving choices. a. Define progressive, regressive, and proportional taxes. b. Explain how an increase in sales tax affects different income groups. c. Explain the impact of property taxes on individuals and communities. SSEPF4 Evaluate the costs and benefits of using credit. a. Describe factors that affect credit worthiness and the ability to receive favorable interest rates including character (credit score), collateral, and capacity to pay. b. Compare interest rates on loans and credit cards from different institutions. c. Define annual percentage rate and explain the difference between simple and compound interest rates, as well as fixed and variable interest rates. SSEPF5 Describe how insurance and other risk-management strategies protect against financial loss. a. List and describe various types of insurance such as automobile, health, life, disability, and property. b. Explain the costs and benefits associated with different types of insurance, including deductibles, premiums, shared liability, and asset protection. SSEPF6 Describe how the earnings of workers are determined in the marketplace. a. Identify skills that are required to be successful in the workplace, including positive work ethics, punctuality, time management, teamwork, communication skills, and good character. b. Explore job and career options and explain the significance of investment in education, training, and skill development as it relates to future earnings. Monday- Test Unit 4 Tuesday- Introduce Personal Finance Wednesday- Read/Discuss 5.1 Guided Reading Thursday- Read 5.2 Guided Reading Friday- Test Personal Finance ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Monday-A. 1. Finish Oral Presentations 2. Read/Discuss: Teens Open Doors and complete comprehension questions B. 1. Test: "Weather" and "People at Work" Tuesday- A. 1. Reflect & Assess: Write about Literature 2. Literary analysis: Text Structure B. 1. Pronunciation Activity 2. Listening & Speaking Activity Wednesday- A. 1. Reading Comprehension Activity 2. Applying terms. B. Writing activity-Career Options Thursday- A. 1. Key Vocabulary Review-- a. pp. 168-169 in Workbook b. p. 369 in textbook. B. 1. Listening Activity 2. Speaking & Writing activity Friday- A. 1. Test on Unit 4 part 3 B. 1. Review for Test.
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ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Economics Standards SSEMA1 Illustrate the means by which economic activity is measured. a. Identify and describe the macroeconomic goals of steady economic growth, stable prices, and full employment. b. Define Gross Domestic Product (GDP) as the sum of Consumer Spending, Investment, Government Spending, and Net Exports (output expenditure model). c. Define unemployment rate, Consumer Price Index (CPI), inflation, real GDP, aggregate supply and aggregate demand and explain how each is used to evaluate the macroeconomic goals from SSEMA1a. d. Give examples of who benefits and who loses from unanticipated inflation. e. Identify seasonal, structural, cyclical, and frictional unemployment. f. Define the stages of the business cycle, including: peak, contraction, trough, recovery/expansion as well as recession and depression SSEMA2 Explain the role and functions of the Federal Reserve System. a. Explain the roles/functions of money as a medium of exchange, store of value, and unit of account/standard of value. b. Describe the organization of the Federal Reserve System (12 Districts, Federal Open Market Committee (FOMC), and Board of Governors). c. Define monetary policy. d. Define the tools of monetary policy including reserve requirement, discount rate, open market operations, and interest on reserves. e. Describe how the Federal Reserve uses the tools of monetary policy to promote its dual mandate of price stability and full employment, and how those affect economic growth. SSEMA3 Explain how the government uses fiscal policy to promote price stability, full employment, and economic growth. a. Define fiscal policy. b. Explain the effect on the economy of the government’s taxing and spending decisions in promoting price stability, full employment, and economic growth. c. Explain how government budget deficits or surpluses impact national debt. Monday- Complete Review of Macroeconomic Activities Tuesday- Review for the Test Wednesday- Test on Macroeconomics Thursday- Introduce Unit 4-International Economics Friday- Read/Discuss Unit 4 reading 1.0 and begin review questions ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Monday-A. 1. Complete Key Vocabulary Review on page 345 in the textbook. 2. Write the new vocabulary definitions and sentences on a piece of notebook paper. 3. Complete the Prepare to Read Activity on pp. 156-157 B. 1. Introduce "People at Work" and "Weather" unit 2. Writing Activity Tuesday- A. 1. Literary Analysis: Text Structure 2. Reading Strategy: Q & A Relationships B. 1. Pronunciation Activity 2. Listening & Speaking Activity Wednesday- A. 1. REad and Discuss: The Fast and the Fuel-Efficient B. 1. Reading Comprehension Activity 2. Applying weather terms. Thursday- A. 1. Research in the Media Center for an Oral Report B. Research information about career choice. Friday- A. 1. Present Oral Reports B. 1. Oral presentation 2. Review for Test 0 Comments ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Economics Standards SSEMA1 Illustrate the means by which economic activity is measured. a. Identify and describe the macroeconomic goals of steady economic growth, stable prices, and full employment. b. Define Gross Domestic Product (GDP) as the sum of Consumer Spending, Investment, Government Spending, and Net Exports (output expenditure model). c. Define unemployment rate, Consumer Price Index (CPI), inflation, real GDP, aggregate supply and aggregate demand and explain how each is used to evaluate the macroeconomic goals from SSEMA1a. d. Give examples of who benefits and who loses from unanticipated inflation. e. Identify seasonal, structural, cyclical, and frictional unemployment. f. Define the stages of the business cycle, including: peak, contraction, trough, recovery/expansion as well as recession and depression SSEMA2 Explain the role and functions of the Federal Reserve System. a. Explain the roles/functions of money as a medium of exchange, store of value, and unit of account/standard of value. b. Describe the organization of the Federal Reserve System (12 Districts, Federal Open Market Committee (FOMC), and Board of Governors). c. Define monetary policy. d. Define the tools of monetary policy including reserve requirement, discount rate, open market operations, and interest on reserves. e. Describe how the Federal Reserve uses the tools of monetary policy to promote its dual mandate of price stability and full employment, and how those affect economic growth. SSEMA3 Explain how the government uses fiscal policy to promote price stability, full employment, and economic growth. a. Define fiscal policy. b. Explain the effect on the economy of the government’s taxing and spending decisions in promoting price stability, full employment, and economic growth. c. Explain how government budget deficits or surpluses impact national debt. Monday- Complete Review Questions Tuesday- Review Macroeconomic Concepts Part 1 Wednesday- Review Macroeconomic Concepts Part 2 and Business Cycle Activity Thursday- Begin Study Guide Friday- Review for Test ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Monday-A. Class Discussion of Income based on Education level B. 1. Begin "Menu Project" Tuesday- A. Introduce Unit 4 Cluster 1 Vocabulary B. Complete "Menu Project" Wednesday- A. 1. Reading Strategy Activity 2. Read Superman and Me B. Discuss ordering from yesterday. Pronunciation and identification. "Some vs. any" pg. 236, English is Fun - reading comprehension "Something for Dinner" pg. 238, English is Fun - Activity H & I: Based on student menus Short formative - oral Thursday- A. 1. Read and Discuss: A Smart Cookie and It's Our Story, Too 2. Write about LIterature. B. Pronunciation and identification. pg. 239, English is Fun - Activity J & K pg. 250, English is Fun - reading comprehension "Are you hungry?" pg. 251, English is Fun - Expressing quantities - "how much or how many" Short formative -oral / written Friday- A. 1. Literary Analysis: Analyze Imagery 2. Vocabulary Study: Multiple Meaning words B. Review and collect work for this unit Summantive on Food and Meals ESOL Economics/Government
ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 5: "English Learners communicate information, ideas,and concepts necessary for academic success in the content area of Social Studies." Economics Standards SSEF4 Compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. a. Compare traditional, command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation. b. Analyze how each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability. c. Compare and contrast strategies for allocating scarce resources, such as by price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics. Monday- Review for the Test Tuesday- Microeconomics Test Wednesday- Read and Discuss Macroeconomics 3.1 Thursday- Read and Discuss Macroeconomics 3.1 and work on Review Questions Friday- GDP Activity and Inflation Exercise ESOL- A. Reading and Writing/B. Necomer I.E.L. ESOL Standard 1: "English Learners communicate for Social and Instructional purposes within the school setting. ESOL Standard 2: "English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Monday-A. Read and Discuss- Curtis Aikens and the American Dream B. 1. Vegetable Review and Test. Introduce "Meals and Food" Tuesday- A. 1. Read/Discuss- Curtis Aikens and the American Dream B. "Meals and Food"-Pronunciation/Identification activity, Review Vocabulary Cards, & Begin the Reading Comprehension Packet. Wednesday- A. 1. Selection Review- Compare and Contrast the change in Curtis Aikens 2. Discussion Education Brochure B. Review "Meals and Food"- Pronunciation/Identification activity, Review Vocabulary Cards, watch/listen to a video. Thursday- A. 1. Read/Discuss- Go For It 2. Answer Review Questions B. Compare and Contrast activity b/w food from the students native country and American foods for all three meals. Write a paragraph about food preparation and eating. Friday- A. 1. Write about Literature 2. Literary Analysis: Chronology B. Introduce Restaurant Menu project |
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