1. How does money make the world go around? Unit Portfolio Presentation Jacqueline Kurtz

2. Unit Introduction An economy is how a nation chooses to use its resources to produce and distribute goods and services to provide for the needs and wants of its people. Nations are interdependent because they do not produce everything they need. International trade is the exchange of goods and services between nations.

3. Unit Summary  In this unit, students will gain some of the most basic principles of economic and political systems. We will examine different types of economies, including the free enterprise system, and develop key economic concepts such as resources and the ways in which economies are evaluated. We will analyze private ownership, competition, profit and risk.

4. Unit Summary (contd.)  We will then explore international trade in the context of the interdependence of nations—the global marketplace. We will compare the free enterprise system with other economic systems and the various political systems that go with them. By doing so, we will examine the effects of international trade on the United States and countries with whom the U.S. trades.

5. Essential Question: How does money make the world go around?

6. Unit Questions:  Why does an increase in the price of oil cause the price of groceries to increase ?  How does an economy grow?  Where and how does globalization begin?  Why do we care about unemployment?  How do we measure international trade?

7. Content Questions:  What is scarcity?  What is infrastructure?  What is international trade?  What are the three significant trade agreements and alliances that foster free trade?  What is globalization?  What type of economic philosophy does a socialistic country have?  How does a country export?

8. Content Questions (contd):  How does a country get a trade deficit?  What is the trade deficit in the United States?  What are the three fundamental economic questions?  What is capitalism?  What are the phases of a business cycle?  What is supply and demand?

9. Economics in the World Around us What in the world does it mean and why do I care?

10. Assessments….  Think-pair-share with a neighbor… Why are businesses becoming increasingly international?  K-W-L…. What is supply and demand?

11. Gauging Student Needs Assessment  Purpose of the assessment To determine what students already know about economics.  What I want to learn from my students? I want to know what they know about economics and what they want to learn.  How I have tried to promote higher-order thinking skills? I like to ask students why the price of oil influences the price of a hamburger at McDonalds.

12. Assessments contd.  How the assessment information helps me and my students plan for upcoming activities in the unit?  I will use this information to make certain my activities will help students comprehend economics

13. Content Objectives— Vocational  CBE—8130.021—Analyze evolving economic systems and their impact on global marketing.  CBE—8130.022—Describe the impact of global marketing on businesses in America

14. 21 st Century Skills  Information and Media Literacy Skills— analyzing, accessing, managing, integrating, evaluating, and creating information in a variety of forms and media.  Interpersonal and Collaborative Skills— Demonstrating teamwork and leadership; adapting to varied roles and responsibilities, working productively with others.

15. Technology integration  NETS*S 1.A and 1.B—Creativity and Innovation—Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students (A) apply existing knowledge to generate new ideas, products or processes and (B) create original works as a means of personal or group expression.

16.  NETS*S 3.A, 3.B and 3.C—Research and Information—apply digital tools to gather and evaluate and use information. Students should plan strategies to guide inquiry and locate, organize, analyze, evaluate, synthesize and ethically use information from a wide variety of sources and media and evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

17. Objectives:  Students will be able to: Analyze evolving economic systems and their impact on global marketing Describe the impact of global marketing on businesses in America

18. My Goals for the Course  Find ways to get my students more excited about economics and how it impacts their lives.  Learn how to implement project-based learning into my lessons on a regular basis.  Learn about different kinds of technology my students and I can use.  Share ideas with other teachers.  Develop a network of teachers who continuously learn and use technology.

19. Goals for My Students  To learn about economics and how it impacts their lives.  To develop good 21 st century skills.  To become more independent learners and lifelong learners.

20. Request for feedback  Will my students be excited about economics?  What are some ways I can intrigue them?  Do you have creative ideas on assessments?  What do you think of my essential question?