Iowa Core Curriculum K-12 Social Studies Essential Concepts and Skills with Details and Examples Introduction Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Definition of Social Studies National Council for the Social Studies (NCSS) The founders of our country emphasized that the vitality and security of a democracy depends upon the education and willingness of its citizens to participate actively in society. This level of participation requires civic competence. In other words, it is imperative that our future generations gain an understanding of the core concepts of social studies. Life in the United States within our democratic system is constantly changing which creates varying social circumstances. As a result, citizens need to adapt to such changes in order to sustain vital democratic traditions. Meeting this need is the mission of the social studies. In social studies, students develop knowledge, skills, and dispositions, including but not limited to: Possessing basic knowledge and ways of thinking drawn from many academic disciplines Expressing ideas in written form Reading reflectively and critically Analyzing their own and others opinions on social issues Becoming motivated to participate in civic and community life as active and informed citizens As we work to carry on the ideals of the founders, we are compelled to revisit our fundamental beliefs and institutions and to construct new social contexts and relationships. The Iowa Core Curriculum for Social Studies reflects the belief that the informed social studies student comprehends and applies to personal and public experiences the core content perspectives of the many academic fields of the social studies. Our entire social experiences, as well as our republic, are established upon the principles of individual citizenship. Therefore, it is necessary to pay attention to the education of those future citizens. For that reason, the Iowa Core Curriculum for Social Studies has been structured around five core social studies content areas. They are: Behavioral Sciences Economics Geography History Political Science/Civic Literacy Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 1 of 53
For each area, knowledge and skills have been identified and defined in terms of detailed understandings that students should be able to apply. It is of key importance that students possess the knowledge and skills associated with the economic, political, and social forces that make up the human systems in which they live. In addition, they must possess the historical knowledge which created the spatial, temporal, and cultural perspectives present in our world. The Iowa Core Curriculum for Social Studies is premised upon a rigorous and relevant K 12 social studies program. Engaging students in the pursuit of active informed citizenship will require a broad range of understandings and skills. It will also require an articulated curriculum which connects students to the social world through informed instructional experiences led by teachers who are committed to active civic participation. This represents a bold step toward a vision of social and civic literacy for all of Iowa s students. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 2 of 53
Behavioral Sciences Behavioral Sciences Behavioral sciences include, but are not limited to, the areas of sociology, anthropology and psychology. In addressing these disciplines the actions and reactions of humans are studied through observational and experimental methods. High School (9 12) Details and Example Essential Concept and/or Skill: Understand the historical development of the behavioral sciences and the changing nature of society. Attempts to understand cultural factors within a radically changing society led to the development of sociology as a distinct field of study. Many attempts to understand and predict human behavior occurred prior to our modern day study of psychology. Including but not limited to: Understand the impact of economic, historic and political forces on society and social behavior. Analyze how the growth of cities creates social problems. Analyze ideas about democracy and political rights and how these impacted the development of the study of society. Summarize as well as compares and contrasts the major frameworks or approaches used to study and understand people and society. Summarize and analyzes early attempts to understand human behavior. Essential Concept and/or Skill: Understand the influences on individual and group behavior and group decision making. Components of culture impact and help shape individuals and their culture. Including but not limited to: Describe how individuals participate in groups and analyzes how individuals can be impacted by the group and vice versa. Describe, compare and contrast the various types of societies and cultural groups. Examine the role of values and beliefs in establishing the norms of a society. Understand the various theories of the development of the self and personality and the interplay between society and individual. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 3 of 53
Behavioral Sciences Essential Concept and/or Skill: Understand the appropriate research procedures and skills of the behavioral scientist. Social scientists study how people behave, interact and experience their social environment. They use specific research processes and tools to address research questions. Studies attempt to provide accurate information rather than to establish what is right or wrong. Including but not limited to: Align the best research method available to the research question or social issue under investigation. Identify, utilizes and evaluates a variety of sources for quality, reliability and validity. Understand and applies the ethical issues in conducting research with humans and animals. Evaluate the pros and cons of various research strategies. Illustration of Understand the appropriate research procedures and skills of the behavioral scientist in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D Compare and contrast which research methods would work best Create and administer a survey to a group, interpret the results, and present based on various scenarios. findings in an appropriate format. Quadrant A Create a chart of the various methods of conducting research in the behavioral sciences. Quadrant B Students administer a survey to a group and tally the results. Essential Concept and/or Skill: Understand current social issues to determine how the individual is able to formulate opinions and responds to those issues. Social issues are matters which directly or indirectly affect many or all members of a society and are viewed as problems. They tend to be controversial and are typically related to moral values. Each person, as a member of a community needs to understand the context in which a social problem develops and how it is experienced on an individual basis. Including but not limited to: Identify current social issues as well as arguments from both sides and formulates a personal opinion or position regarding those issues. Understand the social and historical context of specific social issues. Illustrate the interplay between politics, economics, history and social issues on a national and international level. Analyze the role of values and beliefs in the development of social issues. Analyze how historical events can impact an individual s personality development. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 4 of 53
Behavioral Sciences Essential Concept and/or Skill: Understand how social status, social groups, social change, and social institutions influence individual and group behaviors. Social status is a way of defining where individuals fit in society and how they relate to others in society. Social groups are clusters of individuals that have a common unity or purpose. Social institutions are persistent patterns of interactions serving a function for society. Including but not limited to: Describe how one s social status impacts his/her relationships with others and how the bonds one creates influence his/her behaviors. Analyze the factors that can influence an individual s life chances. Explore how every individual in society participates in groups and therefore society. Identify and analyzes the major features of social groups. Identify major social institutions and evaluates their roles in society. Analyze and predicts how institutions shift and adapt to a changing society and global world. Essential Concept and/or Skill: Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture. Most often, when we think of learning, we think of the formal type that occurs in school. Learning, however, takes place continuously, every day. As newborns develop and learn from their environment, they adapt to their surroundings. This process is central to understanding human development. Simultaneously, as humans develop, learn and adapt to their environment, they are also absorbing cultural aspects as well. Including but not limited to: Analyze the stages of human development. Understand that we develop in physical, moral and intellectual areas in a sequential fashion and provides examples that illustrate this. Analyze the process of internalizing culture as it begins at birth and continues through a complex lifelong process. Understand that socialization is initiated by and continued through agents of socialization. Essential Concept and/or Skill: Understand how personality and agents of socialization impact the individual. Personality is viewed as a person s broad, long-lasting patterns of behavior. These patterns of behavior are shaped by components of a person s culture, such as parents, siblings, time period, institutions, etc. Including but not limited to: Articulate the nature/nurture debate with pros and cons of each position. Analyze the process of internalizing culture as it begins at birth and continues through a complex lifelong process. Understand that socialization is initiated by and continued through agents of socialization. Analyze major agents of socialization and the role each plays in development of self, social norms, values, and beliefs. Analyze various factors that contribute to the shaping of a person s identity. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 5 of 53
Behavioral Sciences Middle (6 8) Details and Example Essential Concept and/or Skill: Understand the changing nature of society. Society is dynamic. It evolves in response to changes in attitudes, perceptions, values, etc. Attempts to understand cultural factors within a changing society led to the development of sociology as a distinct field of study. Many attempts to understand and predict human behavior occurred prior to our modern day study of psychology. Including but not limited to: Analyze the impact of economic, historical and political forces on society and social behavior. Describe how world cultures impact local cultures. Explain how humans behave in various social contexts. Describe the impact of changing technology on society. Essential Concept and/or Skill: Understand how personality and socialization impact the individual. Personality is an individual's broad, long-lasting pattern of behavior. This pattern is partially influenced by components of a person s culture. Including but not limited to: Present examples of how internalizing culture begins at birth and is a complex lifelong process. Describe major agents of socialization and the role each plays in development of self, social norms, values, and beliefs. (Agents of socialization include people or institutions that socialize or teach members of society the values, norms and social expectations). Compare different types of personalities. Analyze various factors that contribute to the shaping of a person s identity. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 6 of 53
Behavioral Sciences Essential Concept and/or Skill: Understand the influences on individual and group behavior and group decision making. Components of culture such as religion, media and language impact and help shape individuals, group behavior and decisions regarding society. Including but not limited to: Describe how individuals impact groups and groups impact individuals. Describe, compare and contrast various types of societies and cultural groups. Examine the role of values and beliefs in establishing the norms of society. Illustration of Understand the influences on individual and group behavior and group decision making in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D In groups students research the actions of the Civil Rights Student groups choose a primary group from a list they have created and Movement of the 50s and 60s. The students identify how the develop a short skit that demonstrates how the group influences the individual actions of participants and groups in the Civil Rights Movement (e.g. peer pressure) or how the individual influences the group. The skits are impacted the lives of the individual and changed group decisionmaking. influenced the group, how the group influenced the individual and if presented to the class. After each skit, the class identifies how the individual group Quadrant A In small groups students brainstorm ways that individuals participate in primary groups (e.g. family, nuclear and extended family) and how the group may impact the individual and their development. The groups share their ideas with the class and a list is formed and posted in the classroom. decision-making was influenced. Quadrant B Students choose a primary group to which they belong and keep a journal (for a few days) as to how the group has impacted their behavior as well as how they may have impacted group behavior. Students develop a Venn Diagram comparing the journal observations of how they impact group behavior and how their primary group has impacted their own behavior. Essential Concept and/or Skill: Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture. Learning and adaptation are continuous throughout life. These processes are central to understanding human development. As humans develop, learn and adapt to their environment, they absorb cultural aspects. Including but not limited to: Explain how perspective reflects personal beliefs, experiences, and attitudes. Describe how people adopt and learn about culture. Analyze how socialization is initiated by and continued through agents of socialization (Agents of socialization include people or institutions that socialize or teach members of society the values, norms and social expectations). Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 7 of 53
Behavioral Sciences Essential Concept and/or Skill: Understand current social issues to determine how the individual is able to formulate opinions and respond to those issues. Social issues are matters which directly or indirectly affect many or all members of a society and are viewed as problems. They tend to be controversial and are typically related to moral values. Each person, as a member of a community needs to understand the context in which a social problem develops and how it is experienced on an individual basis. Including but not limited to: Identify current social issues and formulates a personal position. Analyze the social and historical context of specific issues. Recognize the interplay between politics, economics, history and social issues on a national and an international level. Analyze the role of values and beliefs in the development of social issues. Understand that historical events can impact an individual s personality development. Essential Concept and/or Skill: Understand how to evaluate social research and information. Social scientists study how people behave, interact and experience their social environment. They use specific research processes and tools to address research questions. Studies attempt to provide accurate information rather than to establish what is right or wrong. Including but not limited to: Use appropriate research procedures and skills to investigate an issue. Evaluate the pros and cons of various research strategies. Identify and utilize primary and secondary sources. Evaluate Internet sources for quality, reliability and validity. Identify and evaluate the ethical issues in conducting research with humans and animals. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 8 of 53
Behavioral Sciences Intermediate (3 5) Details and Example Essential Concept and/or Skill: Understand the changing nature of society. Society is constantly changing. Individuals grow and change due to factors such as the environment, economy and technology. Including but not limited to: Explain how acceptable human behavior varies from one culture to another over time. Explain why some behaviors are unacceptable in almost all cultures. Describe the impact of new technologies on society. Describe how change affects people s perceptions and interactions. Illustration of Understand the changing nature of society in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D Students create a chart comparing the societal characteristics of a Students invite the interviewees to the class and make presentations previous era with characteristics of today s society. They offer various about the different characteristics in today s society compared to a hypotheses about why the changes came about from one generation to the previous era. The presentation will be concluded with predictions for next. They evaluate the hypotheses generated. the future of society. Quadrant A Students create a questionnaire designed to be completed by a person who lived in a previous era. The questionnaire should address characteristics of society and culture during the era. Each student shares the findings with the class. Quadrant B Students create a definition for the terms society and culture and determine the characteristics of each. The class creates a list of societal topics students want to investigate. (e.g. relationships, music, communication technology, values etc.) Essential Concept and/or Skill: Understand the influences on individual and group behavior and group decision making. Components of culture such as religion, media and language impact and help shape individuals, group behavior and decisions regarding society. Including but not limited to: Describe, compare and contrast various types of societies and cultural groups. Explain how and why the expression of differing points of view can lead to compromise. Demonstrate that one person s exercise of freedom may conflict with the freedom of others. Show how rules can help resolve conflict. Summarize how individuals impact groups and groups impact individuals. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 9 of 53
Behavioral Sciences Essential Concept and/or Skill: Understand how personality and socialization impact the individual. Personality is an individual's broad, long-lasting pattern of behavior. This pattern is partially influenced by components of a person s culture. Including but not limited to: Present examples of how internalizing culture begins at birth and is a complex lifelong process. Understand that language, stories, folktales, music and artistic creations are expressions of culture. Compare different types of personalities. Demonstrate how various factors contribute to the shaping of a person s identity. Essential Concept and/or Skill: Understand the process of how humans develop, learn, adapt to their environment, and internalize their culture. Learning and adaptation are continuous throughout life. These processes are central to understanding human development. As humans develop, learn and adapt to their environment, they absorb cultural aspects. Including but not limited to: Explain how perspective reflects personal beliefs, experiences, and attitudes. Illustrate/demonstrate how human beings tend to repeat behaviors that feel good or have pleasant consequences and avoid behaviors that feel bad or have unpleasant consequences. Describe how people adopt and learn about culture. Essential Concept and/or Skill: Understand current social issues to determine how the individual formulates opinions and responds to issues. Social issues are matters which directly or indirectly affect many or all members of a society and are viewed as problems. They tend to be controversial and are typically related to moral values. Each person, as a member of a community, needs to understand the context in which a social problem develops and how it is experienced on an individual basis. Including but not limited to: Identify current social issues and formulates a personal position. Compare the social and historical context of specific issues. Describe how global issues affect the United States. Recognize how historical events impact personal development and belief systems. Essential Concept and/or Skill: Understand how to evaluate social research and information. Social scientists study how people behave, interact and experience their social environment. They use specific research processes and tools to address research questions. Studies attempt to provide accurate information rather than to establish what is right or wrong. Including but not limited to: Apply appropriate research procedures and skills to investigate an issue. Identify primary and secondary sources. Evaluate the power of utilizing various resources including the Internet. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 10 of 53
Behavioral Sciences Primary (K 2) Details and Example Essential Concept and/or Skill: Understand the changing nature of society. Society is constantly changing because people are constantly changing. Individuals grow and change due to factors such as the environment, economy and technology. These individual changes affect society because society is made up of the people within it. Including but not limited to: Identify and describes people who make up the society in which they live. Explain that as people change, the society they live in also changes. Explain that as the world changes, people also change. Essential Concept and/or Skill: Understand all people have individual traits. People have individual traits, personalities, interests, talents, and challenges that impact their behavior. Including but not limited to: Identify and understands various individual traits. Explain that traits combine to form an individual s personality. Identify individuals who have various interests, challenges and talents. Essential Concept and/or Skill: Understand interactions between self and the peer group. Society consists of individuals who form groups. All the actions of the individual as well as interactions with the group affect the success of the society. Including but not limited to: Recognizes that people have a responsibility to their group/society. Understands that a peer group is composed of those with whom a person lives, works or plays. Explains how an individual s actions will affect a group. Gives examples of how working collectively is more powerful than working individually and allows a group s strengths to overcome challenges. Illustration of Understand interactions between self and the peer group in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D Students categorize and compare the types of The class creates questions about individual responsibilities to the group and the benefits of activities in which these groups engage. (e.g. belonging to the group. Using their questions, the class interviews older students. The class class, sports groups, music groups, etc.) examines the older students responses and writes a statement of their future responsibilities to peer groups, to which they may belong. Quadrant A Students define what a peer group is and make a list of possible peer groups. Quadrant B Students examine the list of peer groups and choose one group to which they belong or would like to belong. Students list their responsibilities to that group and share with the class. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 11 of 53
Behavioral Sciences Essential Concept and/or Skill: Understand the relationship of the individual to the components of society and culture. Society is created by individuals who live, work and play together. Individuals in society are members of families, neighborhoods and communities. In addition, society is affected by a broad range of cultural elements such as religion, media and language. Including but not limited to: Compare how families, neighborhoods, and communities vary both locally and around the world. Identify specific characteristics of various families, neighborhoods, and communities. Describe how an individual makes choices based on individual, family, neighborhood, and community perspectives. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 12 of 53
Economics Economics Economics addresses the production, distribution, and consumption of goods and services. The concept of scarcity is understood to mean that available resources are insufficient to satisfy the wants and needs of everyone. Economics is therefore founded upon the alternative use of available resources and the study of choices. High School (9 12) Details and Example Essential Concept and/or Skill: Understand the function of common financial instruments. Financial success in today s world requires a competency with the tools that are used such as bank accounts, loans, mortgages, credit cards, insurance, stock markets, and tax forms. This bedrock must be formed early to help ensure financial stability in the future. Including but not limited to: Understand the purpose and function of borrowing within a market economy. Analyze how interest rates impact various segments of the economy. Define the characteristics and functions of common financial instruments such as bank accounts, loans, mortgages, credit cards, insurance, stock markets, and tax forms. Illustration of Understand the function of common financial instruments in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D Students participate in a debate arguing for or against personal Students create a retirement portfolio for three individuals representing varying investment in the stock market as a retirement strategy. family circumstances and income levels. Quadrant A Students read an informative passage on the nature and function of the stock market. They subsequently write a one page summary of their findings. Quadrant B Using the Internet, students research the price of selected Dow Jones Industrial Average companies over the past five years. Students then make a virtual $5000 investment in those companies and track profits and/or losses for the semester. Essential Concept and/or Skill: Understand the role of scarcity and economic trade-offs and how economic conditions impact people s lives. Including but not limited to: Analyze the relationship between economic goals and the allocation of scarce resources. Evaluate how economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human capital and natural resources more efficiently to meet their economic goals. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 13 of 53
Economics Essential Concept and/or Skill: Understand the functions of economic institutions. Institutions evolve in economies to help individuals and groups accomplish their goals. Banks, labor unions, corporations, individual entrepreneurs, legal systems, and not-for-profit organizations are examples of important institutions. Understanding economic institutions and the purposes they serve will help students use institutions more effectively and help them evaluate change. Including but not limited to: Analyze the role of banks and other financial institutions in channeling funds from savers to borrowers and investors. Evaluate labor unions, using collective bargaining, to negotiate for workers with corporations on the issues of wages, fringe benefits, and work place conditions. Identify not-for-profit organizations and their purposes and explains the rationale for tax exemption. Explain how businesses, including entrepreneurs, partnerships, corporations, and franchises, are organized and financed. Understand the economic impact of credit on the U.S. economy. Essential Concept and/or Skill: Understand how governments throughout the world influence economic behavior. Government policies influence the economy. Citizens should evaluate the economic trade-offs of policies and how they affect the economy at the individual, local, state, national, and international levels. Including but not limited to: Explain the value of various government services on the U.S. economy. Compare and contrast government services to delivery of the same services by the private sector. Analyze and evaluate how government institutions regulate the economy. Understand the allocation of money in the federal budget and critiques how it influences the economy at the individual, household, and business levels. Evaluate the use of taxes at the local, state and national levels. Essential Concept and/or Skill: Understand how universal economic concepts present themselves in various types of economies throughout the world. Understanding how economic concepts function within different economies is essential to understanding and participating in the economies of today s global market. Economic concepts and systems develop to determine what goods and services will be produced, how they will be produced, for whom they will be produced, and at what price they will be sold. Universal economic concepts can include supply and demand, production, distribution, consumption, labor, capital, inflation, and deflation. The different types of economies are traditional, command, market, and mixed. Including but not limited to: Illustrate, compare, and contrast the characteristics of universal economic concepts. Evaluate how different economic systems use various means to produce, distribute, and exchange goods and service. Identify how economic concepts influence economic decisions that individuals, businesses, and governments make. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 14 of 53
Economics Essential Concept and/or Skill: Understand the local, state, regional, national, and international factors that create patterns of interdependence in the global economy. The increasing importance of the global economy on America s economy makes it essential for students to be well versed in the factors that influence global trade. These can include exports and imports, balance of trade, exchange rates, tariffs, other trade barriers, and free-trade agreements. Students will evaluate how global economic actions affect regional, national, and global markets. Including but not limited to: Identify the characteristics that influence global trade. Investigate global economic interdependence at the local, regional, national, and international levels. Evaluate the balance of trade between the United States and other countries and how it affects the economy. Evaluate trade restrictions and how they influence the global economy. Appraise the impact of free-trade agreements on the economy. Essential Concept and/or Skill: Understand the impact of advancing technologies on the global economy. Modern technologies are transforming the speed and scope of business in the world today. It is imperative that students understand and have the ability to use technology for success in the global economy. Including but not limited to: Identify and evaluates the impact of advancing and current technologies as they are used in the global economy. Understand how technology evolves and responds to economic factors over time. Analyze how technologies have impacted the global economy at the local, regional, national, and international levels. Evaluate the impact of technology on business decisions. Understand the development of and evaluates the impact of green technologies. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 15 of 53
Economics Middle (6 8) Details and Example Essential Concept and/or Skill: Understand the role of scarcity and economic trade-offs and how economic conditions impact people's lives. Scarcity and economic trade-offs are essential to all economic activity. They affect resources, spending, prices, income and production decisions made by households, businesses, and countries in today s global economy. Including but not limited to: Compare the wide disparities that exist across the globe in terms of economic assets and choices. Justify good judgment in making personal choices related to spending and saving. Predicts short-term and long-term financial consequences based on current choices. Identify and explains examples of ways goods and services are produced and distributed Identify the differences between producers and consumers in a market economy. Essential Concept and/or Skill: Understand the functions of economic institutions. Institutions evolve in economies to help individuals and groups accomplish their goals. Banks, labor unions, corporations, individual entrepreneurs, legal systems, and not-for-profit organizations are examples of important institutions. Understanding economic institutions and the purposes they serve will help students use institutions more effectively and help them evaluate change. Including but not limited to: Distinguish between for-profit corporations and not-for-profit organizations. Examine the impact labor unions have had on working conditions over time. Analyze the role of banks and other financial institutions in channeling funds from savers to borrowers and investors. Essential Concept and/or Skill: Understand how governments throughout the world influence economic behavior. Government policies influence the economy. Citizens evaluate the economic trade-offs of policies and how they affect the economy at the individual, local, state, national, and international levels. Including but not limited to: Distinguish between a free market and a market economy. Evaluate the use of taxes at the local, state and national levels. Analyze how government institutions regulate the economy. Propose alternatives or modifications to the way government currently collects revenue. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 16 of 53
Economics Essential Concept and/or Skill: Understand factors that create patterns of interdependence in the world economy. The increasing importance of the global economy on America s economy makes it essential for students to be well versed in the factors that influence global trade. These can include exports and imports, balance of trade, exchange rates, tariffs, other trade barriers, and free-trade agreements. Including but not limited to: Identify the geographic origins of the raw materials that go into everyday items. Evaluate the merits of common currencies across national borders. Evaluate existing barriers to trade that impact global markets. Explore how global economic actions affect regional, national, and global markets. Essential Concept and/or Skill: Understand the impact of advancing technologies on the global economy. Modern technologies are transforming the speed and scope of business in the world today. It is imperative that students understand and have the ability to use technology for success in the global economy. Including but not limited to: Analyze how technology evolved over time. Describe how personal decisions regarding the economy and natural resources can affect people s lives locally, nationally and internationally. Describe the development of green technologies. Illustration of Understand the impact of advancing technologies on the global economy in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D In groups students research the country a product came from Students create an economic technology fair. In groups students create a to find out the impact of that industry on the country s presentation that demonstrates the economic impact of technology produced by a economy. The students then compare that country s economy given country. The students invite other classes, parents and community members of today with its economy of an earlier time. Students make to attend the fair. hypothesis regarding the growth of the industry and the impact of that growth on the country today. Quadrant A Students do research to identify countries that manufacture products. The students make a list of items and where the item was manufactured. The list is shared with the class. Quadrant B Using the data gathered by students from their list of countries that manufacture devices, the data is placed into like groupings (e.g. TV, computer, phone, kitchen devices etc.). Students then choose a grouping (e.g. TV, computer, phone, kitchen devices etc.) to research the economic impact of that industry on the country or countries where it is manufactured. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 17 of 53
Economics Essential Concept and/or Skill: Understand how universal economic concepts present themselves in various types of economies throughout the world. Understanding how economic concepts function within different economies is essential to understanding and participating in today s global market. Economic concepts and systems develop to determine what goods and services will be produced, how they will be produced, for whom they will be produced, and at what price they will be sold. Including but not limited to: Analyze cost of living and wage data across geographic regions. Analyze the impact of printing more or less money on an economy. Evaluate how economic concepts are expressed in various regions of the world. Essential Concept and/or Skill: Understand the function of common financial instruments. Financial success in today s world requires a competency with the tools that are used such as bank accounts, loans, mortgages, credit cards, insurance, stock markets, and tax forms. Including but not limited to: Evaluate various investment strategies. Understand the benefits of incentives to spend and incentives to save. Describe the characteristics of traditional command market, and mixed economies. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 18 of 53
Economics Intermediate (3 5) Details and Example Essential Concept and/or Skill: Understand the role of scarcity and economic trade-offs and how economic conditions impact people s lives. Scarcity and economic trade-offs are essential to all economic activity. They affect resources, spending, prices, income and production decisions made by households, businesses, and countries in today s global economy. The unequal distribution of resources locally and throughout the world creates economic conditions of wealth and poverty which in turn have an impact on how people live. Including but not limited to: Explain that choices usually involve tradeoffs: people can give up buying or doing one thing in order to buy or do something else. Summarize the wide disparities between the haves and have-nots of the world in terms of economic well being. Identify the goods and services that the local school and community provide and the people who provide them. Illustration of Understand the role of scarcity and economic trade-offs and how economic conditions impact people s lives in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D Students are placed in small groups. Each group The teacher asks the students to create a list of outside-of-school activities they like to do. The will be provided with a family profile of a students share their list with the class and the teacher creates a master list. Once the list is family receiving food stamps. The profile complete the teacher tells the students that every activity will cost something. No activity will includes a number of family members in a cost less than $1 and some activities may already have a real cost associated with them (e.g. family, their ages and the family budget going to a movie, bowling, swimming etc.). Once all of the costs are determined the teacher tells (including income and expenses). From a given the students that they have $15 (or an amount determined by the teacher and class) to spend on list of grocery items the students will decide the activities for the week. The students then choose the activities they would like to do and which items to purchase. The students use a eliminate those they can t afford. Students will create a T-chart that lists the impact of scarcity in chart to list their food selections, the dollar their decisions and the impact of economic tradeoffs (what they received for their money). amounts and the reasons for their choices. Quadrant A The teacher leads a class discussion about the term scarcity listing students examples. Essential Concept and/or Skill: Understand the functions of economic institutions. Quadrant B The teacher brings in a bag of popcorn. The teacher distributes the popcorn so there is not enough for everyone. The teacher explains that this is an example of scarcity. The teacher facilitates a class discussion about scarcity. In groups students create webs to identify ways to lessen the impact of popcorn scarcity in the class that day. Each group shares their web ideas with the class followed by a popcorn party for everyone. Institutions evolve in economies to help individuals and groups accomplish their goals. Banks, corporations, legal systems, and not-for-profit organizations are examples of important institutions. Including but not limited to: Identify the economic roles of various institutions, including households, businesses, and government. Identify the various ways in which money is exchanged in the economy. Describe and explain the role of money, banking, and savings in everyday life. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 19 of 53
Economics Essential Concept and/or Skill: Understand how governments throughout the world influence economic behavior. Government policies influence the economy. Citizens evaluate the impact of economic policies and how they affect the individual on the local, state, national, and international levels. Including but not limited to: Explain the purpose of taxes. Understand the concept of capitalism. Identify goods and services provided by the government. Essential Concept and/or Skill: Understand factors that create patterns of interdependence in the world economy. The increasing influence of globalization on America s economy impacts global trade and interdependence including exports, imports, balance of trade, and exchange rates. Including but not limited to: Understand how the exchange of goods and services by individuals, groups and nations create economic interdependence and change. Explain and illustrate how values and beliefs influence various economic decisions. Explain the concept of interstate commerce. Describe the concept of resource wealth and resource scarcity. Essential Concept and/or Skill: Understand that advancing technologies impact the global economy. Modern technologies transform the speed and scope of economic activity. They allow ideas, innovations, goods and services to be exchanged rapidly and efficiently. Including but not limited to: Describe changes in local, regional and world economies that have resulted from the use of new technology. Describe how personal decisions regarding the economy can affect people s lives locally, nationally and internationally. Describe the issues associated with global climate change and Iowa s role in both the problems and the solutions. Essential Concept and/or Skill: Understand that all economies throughout the world rely upon universal concepts. The concepts of needs and wants, supply and demand, production, distribution, consumption, and labor and wages are the basis on which economies function. Including but not limited to: Understand the concepts of supply and demand. Compare and contrast needs and wants in various types of economies. Identify local goods and services that are part of the global economy. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 20 of 53
Economics Primary (K 2) Details and Example Essential Concept and/or Skill: Understand the role of scarcity and economic trade-offs and how economic conditions impact people s lives. Scarcity and economic trade offs are essential to all economic activity. They affect resources, spending, prices, income and production decisions made by households, businesses and countries in today s global economy. The unequal distribution of resources locally and throughout the world creates economic conditions of wealth and poverty which in turn have an impact on how people live. Including but not limited to: Identify and describe types of resources and that they are limited. Identify the economic trade-offs that individuals and households weigh when making decisions involving the use of limited resources. Essential Concept and/or Skill: Understand that the basic nature of economics is an exchange of resources. Individuals in a society need to purchase many items for their daily lives. These include things such as shelter, food, clothing, etc. Money is usually exchanged for items that people need or want. Including but not limited to: Understand that fulfilling needs and wants requires economic resources. Describe how people exchange money for the resources they need. Explain why an individual may in some situations exchange goods for other goods rather than exchanging money for goods. Essential Concept and/or Skill: Understand how governments throughout the world influence economic behavior. Government policies influence the economy. The government regulates certain businesses and economic processes. Including but not limited to: Explore how government provides relief in emergencies. Describe the purpose of taxes. Essential Concept and/or Skill: Understand people in all parts of the world trade with one another. People trade within communities, across the nation and around the world. Goods and services in one area can be provided to people in other parts of the nation and the world. Including but not limited to: Understand why industries which produce goods and services vary from place to place. Explain how and why people trade with others in various places for many reasons, including a lack of local resources and price differences. Explain how goods are transported locally, regionally, nationally and globally. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 21 of 53
Economics Essential Concept and/or Skill: Understand that changes in technology impact individuals, the economy and society. Technology directly impacts peoples lives. As technological changes occur, the way individuals work and live changes as well. Including but not limited to: Understand the concept of technology as the tools that we create and use to fulfill our needs and wants. Identify the technology individuals use in their daily lives. Explore how technology impacts the economy and society. Essential Concept and/or Skill: Understand the universal economic concepts of needs and wants. Needs are the essentials, the basics of life that we cannot live without. Wants are items, activities or services that are not necessary for survival. Including but not limited to: Define the concepts of wants and needs. Identify universal human needs. Explain how needs and wants impact the quality of an individual s life. Illustration of Understand the universal economic concepts of needs and wants in the ICLE s Rigor and Relevance Framework Quadrant C Quadrant D The teacher shows students cards that have pictures of As a class students plan a 30-minute party for another class to celebrate a success. everyday objects (e.g. food, TV, car, etc.) As a class the Placed in groups, students become responsible for certain aspects of the celebration students identify the objects as wants or needs. Then students (e.g. food, activities, theme etc.) and interview the other class investigating what look at pictures of people living in various cultures. They they want in a party. The groups make their plans then decide what they need for analyze the picture to determine the associated needs and their plan to work. The party takes place. At the conclusion the students determine wants of those persons pictured. the successes of the party by conducting interviews with the other class focused on what the other class wanted. The students take their responses and report back to Quadrant A The teacher defines needs and wants. Students brainstorm a list of needs and wants. their home class to identify wants and needs in the activity. Quadrant B Teacher generates a list of people and activities in the school that meet the students needs and wants. The name of each person or activity is written on a slip of paper and placed in a container. Each day a slip of paper is drawn from the container. Students decide whether a want or a need is reflected in the activity or provided by the person. Disclaimer: This document is up-to-date as of 06/02/09. The language provided may not be modified or altered in any way. 22 of 53