Access Economics (#7921020) 


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Course Standards

Name Description
SS.912.E.1.1: Identify the factors of production and why they are necessary for the production of goods and services.
Clarifications:
Examples are land, labor, capital, entrepreneurship.
Related Access Points
Name Description
SS.912.E.1.In.a: Identify examples of factors of production, such as land, labor, and capital.
SS.912.E.1.Su.a: Recognize examples of factors of production, such as land, labor, and capital.
SS.912.E.1.Pa.a: Recognize that products are made from resources.

SS.912.E.1.2: Analyze production possibilities curves to explain choice, scarcity, and opportunity costs.
Related Access Points
Name Description
SS.912.E.1.In.b: Identify the impact of scarcity, choice, and opportunity costs on the production of goods and services.
SS.912.E.1.Su.b: Identify an example of scarcity, choice, and trade-offs in the production of goods.
SS.912.E.1.Pa.b: Recognize examples of scarcity and choice.

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?
Related Access Points
Name Description
SS.912.E.1.In.c: Identify differences in the major characteristics of the market, command, and mixed economic systems.
SS.912.E.1.Su.c: Recognize a major characteristic of the market and the command economic systems.
SS.912.E.1.Pa.c: Recognize that goods are produced because people want or need them (supply and demand).

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.
Related Access Points
Name Description
SS.912.E.1.In.d: Describe how the interaction between supply and demand affects the price of a product.
SS.912.E.1.Su.d: Identify examples of the interaction between supply and demand.
SS.912.E.1.Pa.d: Recognize that goods are produced because people want or need them (supply and demand).

SS.912.E.1.5: Compare different forms of business organizations.
Clarifications:
Examples are sole proprietorship, partnership, corporation, limited liability corporation.
Related Access Points
Name Description
SS.912.E.1.In.e: Identify forms of business organization, such as sole proprietorship, partnership, and corporation.
SS.912.E.1.Su.e: Recognize forms of business organization, such as sole proprietorship, partnership, or corporation.
SS.912.E.1.Pa.e: Recognize that some businesses are owned by people.

SS.912.E.1.6: Compare the basic characteristics of the four market structures (monopoly, oligopoly, monopolistic competition, pure competition).
Related Access Points
Name Description
SS.912.E.1.In.f: Identify differences between a monopoly and pure competition market structure.
SS.912.E.1.Su.f: Recognize a difference between a monopoly and pure competition market structure.
SS.912.E.1.Pa.f: Recognize a basic characteristic of a market structure, such as buyers and sellers.

SS.912.E.1.7: Graph and explain how firms determine price and output through marginal cost analysis.
Related Access Points
Name Description
SS.912.E.1.In.g: Identify factors that determine the price of a good or service, such as fixed and variable costs.
SS.912.E.1.Su.g: Recognize factors that determine the price of a good or service, such as fixed costs.
SS.912.E.1.Pa.g: Recognize that goods are produced because people want or need them (supply and demand).

SS.912.E.1.8: Explain ways firms engage in price and nonprice competition.
Related Access Points
Name Description
SS.912.E.1.In.h: Identify characteristics of price and non-price competition, such as discounts and rebates, and quality and extra service.
SS.912.E.1.Su.h: Recognize an example of price and non-price competition, such as discounts or extra service.
SS.912.E.1.Pa.h: Recognize that products have different prices.

SS.912.E.1.9: Describe how the earnings of workers are determined.
Clarifications:
Examples are minimum wage, the market value of the product produced, workers' productivity.
Related Access Points
Name Description
SS.912.E.1.In.i: Identify factors that determine the earnings of workers, such as minimum wage, the market value of the product, and worker productivity.
SS.912.E.1.Su.i: Recognize that the earnings of workers reflect worker productivity.
SS.912.E.1.Pa.i: Recognize that workers receive wages.

SS.912.E.1.10: Explain the use of fiscal policy (taxation, spending) to promote price stability, full employment, and economic growth.
Related Access Points
Name Description
SS.912.E.1.In.j: Identify that the government uses taxation and oversight of government spending to support the economy.
SS.912.E.1.Su.j: Recognize that the government uses tax money to support the economy.
SS.912.E.1.Pa.j: Recognize that the government makes rules about money.

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.
Related Access Points
Name Description
SS.912.E.1.In.k: Identify that the Federal Reserve controls interest rates to affect economic growth.
SS.912.E.1.Su.k: Recognize that the bank of the federal government (Federal Reserve) controls some interest rates.
SS.912.E.1.Pa.k: Recognize that the government makes rules about money.

SS.912.E.1.12: Examine the four phases of the business cycle (peak, contraction - unemployment, trough, expansion - inflation).
Related Access Points
Name Description
SS.912.E.1.In.l: Identify changes in the business cycle, such as peak, contraction-unemployment, trough, and expansion-inflation.
SS.912.E.1.Su.l: Recognize changes in the business cycle, such as peak, contraction-unemployment, trough, and expansion-inflation.
SS.912.E.1.Pa.l: Recognize a change in the business cycle, such as growth (peak).

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.
Related Access Points
Name Description
SS.912.E.1.In.m: Describe the basic functions of money in the United States.
SS.912.E.1.Su.m: Identify the basic functions of money in the United States.
SS.912.E.1.Pa.m: Recognize a use for money in the United States.

SS.912.E.1.14: Compare credit, savings, and investment services available to the consumer from financial institutions.
Related Access Points
Name Description
SS.912.E.1.In.n: Identify major differences between credit, savings, and investment services.
SS.912.E.1.Su.n: Recognize a credit and savings service.
SS.912.E.1.Pa.n: Recognize that money in a bank can be withdrawn.

SS.912.E.1.15: Describe the risk and return profiles of various investment vehicles and the importance of diversification.
Clarifications:
Examples are savings accounts, certificates of deposit, stocks, bonds, mutual funds, Individual Retirement Accounts.
Related Access Points
Name Description
SS.912.E.1.In.o: Identify sources of information on investments, such as stocks, bonds, and mutual funds.
SS.912.E.1.Su.o: Recognize the purpose of saving and investing money.
SS.912.E.1.Pa.o: Recognize the purpose of saving money.

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.
Clarifications:
Examples of a career path are university student, trade school student, food service employee, retail employee, laborer, armed forces enlisted personnel.

Examples of a budget plan are housing expenses, furnishing, utilities, food costs, transportation, and personal expenses - medical, clothing, grooming, entertainment and recreation, and gifts and contributions.

Examples of a credit plan are interest rates, credit scores, payment plan.

Related Access Points
Name Description
SS.912.E.1.In.p: Identify a budget plan that includes wages for a specific career, ongoing expenses, and a plan for purchasing a major item.
SS.912.E.1.Su.p: Recognize a budget plan that includes wages and essential expenses, such as food and housing.
SS.912.E.1.Pa.p: Recognize a plan (budget) to save and spend money.

SS.912.E.2.1: Identify and explain broad economic goals.
Clarifications:
Examples are freedom, efficiency, equity, security, growth, price stability, full employment.
Related Access Points
Name Description
SS.912.E.2.In.a: Identify broad economic goals, such as freedom, security, and full employment.
SS.912.E.2.Su.a: Recognize a broad economic goal, such as full employment.
SS.912.E.2.Pa.a: Recognize a reason for employment.

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.
Related Access Points
Name Description
SS.912.E.2.In.b: Identify a public policy issue that affects the student’s community and potential consequences, such as rezoning for housing and businesses or building new roads.
SS.912.E.2.Su.b: Recognize a public policy issue that affects the student’s community and a possible consequence, such as planning for new houses.
SS.912.E.2.Pa.b: Recognize the value of a community project, such as recycling.

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.
Related Access Points
Name Description
SS.912.E.2.In.c: Describe 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.Su.c: Identify contributions of an entrepreneur, inventor, and other key individual from various gender, social, and ethnic backgrounds in the development of the United States.
SS.912.E.2.Pa.c: Recognize an individual who has contributed to 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.
Clarifications:
Examples are shortage, surplus, other inefficiencies.
Related Access Points
Name Description
SS.912.E.2.In.d: Identify examples of government wage and price controls, such as minimum wage and rent control.
SS.912.E.2.Su.d: Recognize examples of government wage and price controls, such as minimum wage and rent control.
SS.912.E.2.Pa.d: Recognize that government sets the minimum wage.

SS.912.E.2.5: Analyze how capital investments may impact productivity and economic growth.
Clarifications:
Examples are factories, machinery, technology, people.
Related Access Points
Name Description
SS.912.E.2.In.e: Identify how investment in factories, machinery, technology, or people can impact productivity.
SS.912.E.2.Su.e: Recognize that investment in factories, machinery, technology, or people can impact productivity.
SS.912.E.2.Pa.e: Recognize that investment may increase productivity.

SS.912.E.2.6: Examine the benefits of natural monopolies and the purposes of government regulation of these monopolies.
Clarifications:
Examples are electric, water, cable, waste management.
Related Access Points
Name Description
SS.912.E.2.In.f: Identify the purpose of natural monopolies regulated by the government, such as electricity and water.
SS.912.E.2.Su.f: Recognize examples of a natural monopoly, such as electricity and water.
SS.912.E.2.Pa.f: Recognize an example of a natural monopoly, such as electricity or water.

SS.912.E.2.7: Identify the impact of inflation on society.
Related Access Points
Name Description
SS.912.E.2.In.g: Identify a common impact of inflation on society.
SS.912.E.2.Su.g: Recognize a common impact of inflation on society.
SS.912.E.2.Pa.g: Recognize that the cost of items can increase.

SS.912.E.2.8: Differentiate between direct and indirect taxes, and describe the progressivity of taxes (progressive, proportional, regressive).
Clarifications:
Examples are income, sales, social security.
Related Access Points
Name Description
SS.912.E.2.In.h: Identify different types of taxes, such as income, sales, and social security.
SS.912.E.2.Su.h: Recognize different types of taxes, such as income, sales, and social security.
SS.912.E.2.Pa.h: Recognize a tax, such as sales tax.

SS.912.E.2.9: Analyze how changes in federal spending and taxation affect budget deficits and surpluses and the national debt.
Related Access Points
Name Description
SS.912.E.2.In.i: Recognize the relationship between government spending and taxation and the economy.
SS.912.E.2.Su.i: Recognize that government spending and taxation affects the economy.
SS.912.E.2.Pa.i: Recognize that the government spends money.

SS.912.E.2.10: Describe the organization and functions of the Federal Reserve System.
Related Access Points
Name Description
SS.912.E.2.In.j: Identify a function of the Federal Reserve System, such as to control interest rates and the money supply and supervise banking institutions.
SS.912.E.2.Su.j: Recognize a function of the Federal Reserve System, such as to control interest rates.
SS.912.E.2.Pa.j: Recognize that the government controls money.

SS.912.E.2.11: Assess the economic impact of negative and positive externalities on the local, state, and national environment.
Clarifications:
Examples of negative are pollution, global warming. 
Examples of positive are pure water, better air quality.

 


Related Access Points
Name Description
SS.912.E.2.In.k: Describe an example of the economic impact of positive and negative side effects (externalities) on the environment.
SS.912.E.2.Su.k: Identify an example of the economic impact of a positive and negative side effect (externality) on the environment.
SS.912.E.2.Pa.k: Recognize a positive or negative side effect (externality) of producing goods.

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.
Related Access Points
Name Description
SS.912.E.2.In.l: Identify the flow of money in a local economy, including the individual and household, businesses, banks, government, and international trade.
SS.912.E.2.Su.l: Recognize the movement of money in a local economy, including the individual and household, businesses, banks, and government.
SS.912.E.2.Pa.l: Recognize that money moves from buyer to seller.

SS.912.E.3.1: Demonstrate the impact of inflation on world economies.
Clarifications:
Examples are oil prices, 1973 oil crisis, Great Depression, World War II.
Related Access Points
Name Description
SS.912.E.3.Su.a: Recognize an impact of inflation on the economy, such as oil prices.
SS.912.E.3.Pa.a: Recognize that costs of goods and services change over time.

SS.912.E.3.2: Examine absolute and comparative advantage, and explain why most trade occurs because of comparative advantage.
Related Access Points
Name Description
SS.912.E.3.In.b: Identify economic advantages a country may have when trading with another country, such as abundant natural resources and a cheap labor force.
SS.912.E.3.Su.b: Recognize examples of economic advantages a country may have when trading with another country, such as abundant natural resources.
SS.912.E.3.Pa.b: Recognize the advantage of a trade.

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.
Clarifications:
Examples are NAFTA, CAFTA. 

Examples are quotas, tariffs.

Related Access Points
Name Description
SS.912.E.3.In.c: Identify examples of barriers to trade, such as quotas and tariffs.
SS.912.E.3.Su.c: Recognize a barrier to trade, such as quotas and tariffs.
SS.912.E.3.Pa.c: Recognize a disadvantage (barrier) of a trade.

SS.912.E.3.4: Assess the economic impact of negative and positive externalities on the international environment.
Clarifications:
Examples of negative are pollution, global warming.

Examples of positive are pure water, better air quality.

Related Access Points
Name Description
SS.912.E.3.In.d: Identify an example of the economic impact of positive and negative side effects (externalities) on the international environment.
SS.912.E.3.Su.d: Recognize an example of the economic impact of a positive and negative side effect (externality) on the international environment.
SS.912.E.3.Pa.d: Recognize a positive or negative side effect (externality) of producing goods in the international environment.

SS.912.E.3.5: Compare the current United States economy with other developed and developing nations.
Clarifications:
Examples are standard of living, exchange rates, productivity, gross domestic product.
Related Access Points
Name Description
SS.912.E.3.In.e: Identify differences in the economies of the United States and another country, such as the standard of living and productivity.
SS.912.E.3.Su.e: Recognize a characteristic of another country’s economy, such as the standard of living.
SS.912.E.3.Pa.e: Recognize an economic characteristic of daily living, such as the cost of housing.

SS.912.E.3.6: Differentiate and draw conclusions about historical economic thought theorized by economists.
Clarifications:
Examples are Adam Smith, Malthus, Ricardo, Keynes, Friedman, Say, Gilder.
Related Access Points
Name Description
SS.912.E.3.In.f: Identify that economics involves the study of how people and countries make decisions about the use of scarce resources in the most efficient way.
SS.912.E.3.Su.f: Recognize that economics involves the study of how people and countries make decisions about the use of scarce resources in the most efficient way.
SS.912.E.3.Pa.f: Recognize that people study the economy.

SS.912.G.2.2: Describe the factors and processes that contribute to the differences between developing and developed regions of the world.
Related Access Points
Name Description
SS.912.G.2.In.b: Recognize factors and processes that contribute to differences between developing and developed regions of the world.
SS.912.G.2.Su.b: Recognize a factor that contributes to differences between developing and developed regions of the world.
SS.912.G.2.Pa.b: Recognize a characteristic of development.

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.
Related Access Points
Name Description
SS.912.G.3.In.c: Use geographic terms and tools to identify different opinions on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.3.Su.c: Use geographic terms and tools to recognize ways that people have used renewable and non-renewable resources in Florida, the United States, or the world.
SS.912.G.3.Pa.c: Recognize a way to recycle resources.

SS.912.G.4.4: Use geographic terms and tools to analyze case studies of issues in globalization.
Clarifications:
Examples are cultural imperialism, outsourcing.
Related Access Points
Name Description
SS.912.G.4.In.d: Use geographic terms and tools to identify issues in globalization, such as outsourcing and unfair treatment of certain population groups.
SS.912.G.4.Su.d: Use geographic terms and tools to recognize an issue in globalization, such as outsourcing or unfair treatment of certain population groups.
SS.912.G.4.Pa.d: Recognize an effect of globalization.

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.1.2 (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.
Related Access Points
Name Description
LAFS.1112.SL.1.AP.2a: Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

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.
Related Access Points
Name Description
LAFS.1112.SL.1.AP.3a: Determine the speaker’s point of view or purpose in a text.
LAFS.1112.SL.1.AP.3b: Determine what arguments the speaker makes.
LAFS.1112.SL.1.AP.3c: Evaluate the evidence used to make the speaker’s argument.
LAFS.1112.SL.1.AP.3d: Evaluate a speaker’s point of view, reasoning, use of evidence and rhetoric for ideas, relationship between claims, reasoning, evidence and word choice.

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.
Related Access Points
Name Description
LAFS.1112.SL.2.AP.4a: Report orally on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

LAFS.1112.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.1112.WHST.1.2 (Archived Standard): Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
  5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
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.
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.
Clarifications:
Seat-belt enforcement, underage alcohol sales, reporting communicable diseases, child care, and AED availability.
Related Access Points
Name Description
HE.912.C.2.In.d: Describe how public-health policies and government regulations can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Su.d: Identify ways school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases.
HE.912.C.2.Pa.d: Recognize ways selected school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and assessing health status.




General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

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.


General Information

Course Number: 7921020 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ECONOMICS
Number of Credits: Multiple Credit (more than 1 credit)
Course Attributes:
  • Class Size Core Required
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Economics



Educator Certifications

Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Social Studies (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Social Studies (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 5-9)
Social Science (Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Social Science (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus History (Grades 6-12)
History (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus History (Grades 6-12)
History (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
History (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Economics (Grades 6-12)
Economics (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Economics (Grades 6-12)
Economics (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Economics (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 346 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/17000