Course StandardsNEXT GENERATION SUNSHINE STATE STANDARDS
SS.912.E - Economics
Standard 1: Understand the fundamental concepts relevant to the development of a market economy.
Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and functions of a national economy.
Standard 3: Understand the fundamental concepts and interrelationships of the United States economy in the international marketplace.
SS.912.G - Geography
Standard 2: Understand physical and cultural characteristics of places.
Standard 3: Understand the relationships between the Earth's ecosystems and the populations that dwell within them.
Standard 4: Understand the characteristics, distribution, and migration of human populations.
|LAFS.1112.RH.1.1 (Archived Standard):||Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.|
|LAFS.1112.RH.1.2 (Archived Standard):||Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.|
|LAFS.1112.RH.1.3 (Archived Standard):||Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.|
|LAFS.1112.RH.2.4 (Archived Standard):||Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).|
|LAFS.1112.RH.2.5 (Archived Standard):||Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.|
|LAFS.1112.RH.2.6 (Archived Standard):||Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.|
|LAFS.1112.RH.3.7 (Archived Standard):||Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.|
|LAFS.1112.RH.3.8 (Archived Standard):||Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.|
|LAFS.1112.RH.3.9 (Archived Standard):||Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.|
|LAFS.1112.RH.4.10 (Archived Standard):||By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.|
|LAFS.1112.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
|LAFS.1112.SL.1.2 (Archived Standard):||Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.|
|LAFS.1112.SL.1.3 (Archived Standard):||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.|
|LAFS.1112.SL.2.4 (Archived Standard):||Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.|
|LAFS.1112.WHST.1.1 (Archived Standard):|| Write arguments focused on discipline-specific content. |
|LAFS.1112.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LAFS.1112.WHST.2.4 (Archived Standard):||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|LAFS.1112.WHST.2.5 (Archived Standard):||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|LAFS.1112.WHST.2.6 (Archived Standard):||Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.|
|LAFS.1112.WHST.3.7 (Archived Standard):||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|LAFS.1112.WHST.3.8 (Archived Standard):||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.|
|LAFS.1112.WHST.3.9 (Archived Standard):||Draw evidence from informational texts to support analysis, reflection, and research.|
|LAFS.1112.WHST.4.10 (Archived Standard):||Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
|LAFS.910.RH.1.2 (Archived Standard):||Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.|
|LAFS.910.RH.1.3 (Archived Standard):||Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.|
|LAFS.910.RH.2.4 (Archived Standard):||Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.|
|LAFS.910.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
|LAFS.910.SL.1.2 (Archived Standard):||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
|LAFS.910.SL.1.3 (Archived Standard):||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.|
|LAFS.910.SL.2.4 (Archived Standard):||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|LAFS.910.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LAFS.910.WHST.2.4 (Archived Standard):||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|LAFS.910.WHST.2.5 (Archived Standard):||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|LAFS.910.WHST.3.7 (Archived Standard):||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|LAFS.910.WHST.3.8 (Archived Standard):||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.|
|LAFS.910.WHST.3.9 (Archived Standard):||Draw evidence from informational texts to support analysis, reflection, and research.|
|SS.912.E.1.1:|| Identify the factors of production and why they are necessary for the production of goods and services.|
|SS.912.E.1.2:||Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.|
|SS.912.E.1.3:||Compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce?; (2) How to produce?; and (3) For whom to produce?|
|SS.912.E.1.4:||Define supply, demand, quantity supplied,and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.|
|SS.912.E.1.5:|| Compare different forms of business organizations.|
|SS.912.E.1.6:||Compare the basic characteristics of the four market structures (monopoly, oligopoly, monopolistic competition, pure competition).|
|SS.912.E.1.7:||Graph and explain how firms determine price and output through marginal cost analysis.|
|SS.912.E.1.8:||Explain ways firms engage in price and nonprice competition.|
|SS.912.E.1.9:|| Describe how the earnings of workers are determined.|
|SS.912.E.1.10:||Explain the use of fiscal policy (taxation, spending) to promote price stability, full employment, and economic growth.|
|SS.912.E.1.11:||Explain how the Federal Reserve uses the tools of monetary policy (discount rate, reserve requirement, open market operations) to promote price stability, full employment, and economic growth.|
|SS.912.E.1.12:||Examine the four phases of the business cycle (peak, contraction - unemployment, trough, expansion - inflation).|
|SS.912.E.1.13:||Explain the basic functions and characteristics of money, and describe the composition of the money supply in the United States.|
|SS.912.E.1.14:||Compare credit, savings, and investment services available to the consumer from financial institutions.|
|SS.912.E.1.15:|| Describe the risk and return profiles of various investment vehicles and the importance of diversification.|
|SS.912.E.1.16:|| Construct a one-year budget plan for a specific career path including expenses and construction of a credit plan for purchasing a major item.|
|SS.912.E.2.1:|| Identify and explain broad economic goals.
|SS.912.E.2.2:||Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzing the potential consequences, and considering the alternatives.|
|SS.912.E.2.3:||Research contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States.|
|SS.912.E.2.4:|| Diagram and explain the problems that occur when government institutes wage and price controls, and explain the rationale for these controls.|
|SS.912.E.2.5:|| Analyze how capital investments may impact productivity and economic growth.
|SS.912.E.2.6:|| Examine the benefits of natural monopolies and the purposes of government regulation of these monopolies.
|SS.912.E.2.7:||Identify the impact of inflation on society.|
|SS.912.E.2.8:|| Differentiate between direct and indirect taxes, and describe the progressivity of taxes (progressive, proportional, regressive).|
|SS.912.E.2.9:||Analyze how changes in federal spending and taxation affect budget deficits and surpluses and the national debt.|
|SS.912.E.2.10:||Describe the organization and functions of the Federal Reserve System.|
|SS.912.E.2.11:|| Assess the economic impact of negative and positive externalities on the local, state, and national environment.|
|SS.912.E.2.12:||Construct a circular flow diagram for an open-market economy including elements of households, firms, government, financial institutions, product and factor markets, and international trade.|
|SS.912.E.3.1:|| Demonstrate the impact of inflation on world economies.|
|SS.912.E.3.2:||Examine absolute and comparative advantage, and explain why most trade occurs because of comparative advantage.|
|SS.912.E.3.3:|| Discuss the effect of barriers to trade and why nations sometimes erect barriers to trade or establish free trade zones.|
|SS.912.E.3.4:|| Assess the economic impact of negative and positive externalities on the international environment.|
|SS.912.E.3.5:|| Compare the current United States economy with other developed and developing nations.|
|SS.912.E.3.6:|| Differentiate and draw conclusions about historical economic thought theorized by economists.|
|SS.912.G.2.2:||Describe the factors and processes that contribute to the differences between developing and developed regions of the world.|
|SS.912.G.3.3:||Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.|
|MAFS.K12.MP.1.1 (Archived Standard):|| |
Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
|MAFS.K12.MP.3.1 (Archived Standard):|| |
Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
|MAFS.K12.MP.5.1 (Archived Standard):|| Use appropriate tools strategically. |
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
|MAFS.K12.MP.6.1 (Archived Standard):|| |
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
|ELD.K12.ELL.SS.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.|
|HE.912.C.2.4:|| Evaluate how public health policies and government regulations can influence health promotion and disease prevention.|
General Course Information and Notes
GENERAL NOTESEconomics - The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.
Mathematics Benchmark Guidance – Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs.
Special Notes: Instructional Strategies
- Utilize UDL strategies when planning lessons for all students.
- Ensure that students have accessible instructional materials.
- Ensure that students read from text that varies in length and complexity.
- Provide graphic organizers and instruct students on how to use them properly to support understanding of concepts.
- Use rubrics for assignments that clearly outline expectations for students.
- Make close reading and rereading of texts central to lessons and provide guided practice and immediate feedback in how to do this.
- Provide multiple opportunities to practice new vocabulary.
- Provide explicit instruction in how students can locate evidence from text to support their answers.
- Provide extensive research and writing opportunities (claims and evidence) based on student interest.
- Provide students with outlines that assist them in note taking during teacher-led instruction.
- Teach students to utilize appropriate graphic organizers or organize thoughts when planning for writing assignments.
- Change and Continuity in American Democracy: Ideas, Institutions, Events, Key Figures, and Controversies
- The Gathering and Interactions of Peoples, Cultures, and Ideas
- Economic and Technological Changes and Their Relationship to Society, Ideas, and the Environment
- The Changing Role of America in the World
The NAEP frameworks for United States History may be accessed at http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/historyframework.pdf
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf.
|Course Number: 7921040||
Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
|Abbreviated Title: FUND ECONOMICS|
|Course Status: Terminated|