Created with TaskStream Day 1 - Introduction to Economics - The Origin of Conflict
Author: Jennifer Dolesh
Date created: 04/08/2003 8:30 AM PDT

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GENERAL COMMENT AREA

General Comments

VITAL INFORMATION

Subject(s)
Why Should I Study This Boring Stuff?
Topic or Unit of Study
Economics Makes the World Go 'Round
Grade/Level
Grade 12
Objective
1. To introduce students to each other through a PeopleHunt activity which is designed around economic voabulary we will be studying during the semester.
2. To establish a level of prior knowledge that the students have about Economics and to define the importance of studying economics so that students can understand history, politics, and current events. Specifically, students will be asked to look at the role that conflict plays in all facets of economics.
Summary
Journal reaction to overhead quote (4 minutes)

PeopleHunt icebreaker activity (15 minutes)

K-W-L activity about "economics" to establish a baseline for student knowledge (15 minutes)

Lecture and Discussion: The 3 Pillars of Economics - Land, Labor and Capital (15 minutes)

IMPLEMENTATION

Learning Context
This lesson is to be used on the second day of the semester, once all of the rules of the classroom have been discussed. The K-W-L activity is designed to consciously establish the level of knowledge the students have about economics and what they would like to learn during the semster. Although the Peoplehunt is designed as an icebreaker, it is also designed to stump the students in order to generate an interest in what we will be learning.
Procedure

1. Students will be asked to write in their journal about the quote posted on the overhead: "Economics is the science of greed". Author: F.V. Meyer (4 minutes).

2. Students will participate in the PeopleHunt icebreaker activity. They must go around the room and find one classmate for each of the categories on the sheet. The first student done in the time allotted will win a prize. (15 minutes)

2. Students will be asked to brainstorm what they know about the term "economics" and what they would like to learn during the 3 week unit. Teacher will write all student feedback on the board in the "K" section for the first 5 minutes, and will spend the next 5 minutes writing down what the students would like to learn in the "W" section. The last 5 minutes will be devoted to answering/clarifying many of the terms on the board with the class. At the end of the unit, the "L" section will again be reviewed as part of the review for the test (15 min total).

3. The teacher will lecture on Land, Labor and Capital, and give the class the abbreviations for each "L-L-K". By the end of class, students will be able to identify different examples of each component (see attached notes - 15 min).

4. HW - Students will read p.8-11 in the textbook in conjunction with the homework assignment to find 5 examples of L-L-K in their neighborhood. They will also read p. 15-17 of the textbook to prepare for Day 2.
Sample Student Products
Collaboration
Students will work individually.  
Time Allotment
1 class periods.  50 Min. per class.
Author's Comments & Reflections
Literacy Aspect:  Students must read and find answers to the questions on the PeopleHunt. They must also participate in the K-W-L activity.  Then, for homework, there is reading from the textbook assigned and written completion of the assignment to find 5 examples of L-L-K in their neighborhood.

MATERIALS AND RESOURCES

Instructional Materials
Overhead for the beginning of class
PeopleHunt handout
Vocabulary List for Unit
Resources
  • Materials and resources:
    Student journals for reaction to cartoon and for HW assignment.
    Notetaking materials
    Textbook p.8-11
  • The number of computers required is ?.

STANDARDS & ASSESSMENT

Standards
Display:

CA- California K-12 Academic Content Standards
Subject: History & Social Science
Grade: Grade Twelve
Area: Principles of Economics
Sub-Strand 12.1: Students understand common economic terms and concepts and economic reasoning.
Standard 4: Evaluate the role of private property as an incentive in conserving and improving scarce resources, including renewable and nonrenewable natural resources.
Sub-Strand 12.2: Students analyze the elements of America’s market economy in a global setting.
Standard 3: Explain the roles of property rights, competition, and profit in a market economy.
Standard 10: Discuss the economic principles that guide the location of agricultural production and industry and the spatial distribution of transportation and retail facilities.
Assessment/Rubrics
Students will receive a point for their participation grade for participation in the K-W-L activity and one point for handing in their PeopleHunt activity (even if it is only partially completed).