1.2 Reading, Analyzing and Interpreting Text

1.2 Reading, Analyzing and Interpreting Text

PLEASANT VALLEYSCHOOL DISTRICT
PLANNED COURSE CURRICULUM GUIDE
Economics
GRADE 11/12
I. COURSE DESCRIPTION AND INTENT:
This course is designed to introduce the students to the basic economic principles and theories. Emphasis will be placed on American capitalism and how it functions. Some of the selected topics will be: cost analysis, supply and demand in price setting, business organizations and their structures, and an in-depth analysis of competition, monopoly, monopolistic competition, and oligopoly. Students will be expected to interpret and construct graphs, charts, and tables and to analyze statistical information to formulate a conclusion.
Note: Successful completion is required of all seniors for graduation.

  1. INSTRUCTIONAL TIME:
Class Periods: Six (6) per six (6) day cycle
Length of Class Periods (minutes):56
Length of Course: One (1) Semester
Unit of Credit: One (1)
Updated: 06/14/2014
COURSE: / GRADE(S):
STRAND: Reading
PDE Standard Area:
  • 1.2 Reading, Analyzing and Interpreting Text
/ TIMEFRAME:
PA ACADEMIC STANDARDS
1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning.
1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view.
1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information.
1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s implicit and explicit assumptions and beliefs about a subject.
1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.
ASSESSMENT ANCHORS
N/A
RESOURCES
  • PVHS Library Handbook
  • PVHS Library Controversial Issues Planner
  • Text/articles/novels
  • Teacher created materials
  • Student selected materials
  • History Moodle Webpages
  • Pleasant Valley High School Library Webpage
  • PV Research and Assessment Handbook

OBJECTIVES
PDE Big Idea(s):
Comprehension requires and enhances critical thinking is constructed through the intentional interaction between reader and text
Core Objectives:
  • 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 (CC.8.5.11-12.A)
  • 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. (CC.8.5.11-12.B)
  • Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (CC.8.5.11-12.C)
  • 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. (CC.8.5.11-12.E)
  • 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. (CC.8.5.11-12.G)
  • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (CC.8.5.11-12.I)

ESSENTIAL CONTENT
PDE Essential Question(s):
  • How does interaction with text provoke thinking and response?
Core Content:
  • Use of graphs and data representations
  • Reading of primary sources from various locations
  • Reading of the secondary sources from various locations
  • Use maps and charts as visual representations of data

INSTRUCTIONAL STRATEGIES
  • Teacher modeling
  • Think- Pair- Share
  • Usage of Reading Apprenticeship strategies
  • Usage of Best Classroom Practices

ASSESSMENTS
  • Teacher and peer evaluation.
  • Teacher and peer response on written work.
  • Rubrics/PV Research and Assessment Handbook

CORRECTIVES / EXTENSIONS
  • Explicit modeling followed by systematic guided practice of each skill
  • Work in pairs to provide peer evaluation
  • Use technological support

COURSE: / GRADE(S):
STRAND: Writing
PDE Standard Area:
  • 1.4 Types of Writing
  • 1.5 Quality of Writing
/ TIMEFRAME:
PA ACADEMIC STANDARDS
1.4.12.B: Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations)
  • Make and support inferences with relevant and substantial evidence and well-chosen details.
  • Identify and assess the impact of perceived ambiguities, nuances, and complexities within text.
1.4.12.C: Write persuasive pieces.
  • Use rhetorical strategies (e.g., exposition, narration, description, argumentation, or some combination thereof) to support the main argument or position.
  • Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
1.5.12.A: Write with a clear focus, identifying topic, task, and audience.
1.5.12.B: Develop content appropriate for the topic.
  • Gather, organize, and determine validity and reliability of information.
  • Employ the most effective format for purpose and audience.
  • Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus.
1.5.12.C: Write with controlled and/or subtle organization.
  • Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.
1.5.12.D: Write with an understanding of style using a variety of sentence structures and descriptive word choices.
  • Create tone and voice through the use of precise language.
1.5.12.E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed.
1.5.12.F. Use grade appropriate conventions of language when writing and editing.
  • Spell all words correctly
  • Use capital letters correctly
  • Punctuate correctly
  • Use correct grammar and sentence and formation

ASSESSMENT ANCHORS
N/A
RESOURCES
  • PVHS Library Handbook
  • PVHS Library Controversial Issues Planner
  • Text/articles/novels
  • Teacher created materials
  • Student selected materials
  • History Moodle Webpages
  • Pleasant Valley High School Library Webpage
  • PV Research and Assessment Handbook

OBJECTIVES
PDE Big Idea(s):
  • Purpose, topic and audience guide types of writing
  • Writing is a recursive process that conveys ideas, thoughts and feelings
  • Writing is a means of documenting thinking
Core Objectives:
  • Write arguments focused on discipline-specific content. (CC.8.6.11-12.A)
  • Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (CC.8.6.11-12.B)
  • 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. (CC.8.6.11-12.E)
  • 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. (CC.8.6.11-12.G)
  • Draw evidence from informational texts to support analysis, reflection, and research. (CC.8.6.11-12.H)

ESSENTIAL CONTENT
PDE Essential Question(s):
  • To what extent does the writing process contribute to the quality of writing
  • How do we develop into effective writers?
  • What role does writing play in our lives?
Core Content:
  • Develop essays with an introduction, 3 body paragraphs, and conclusion.
  • Write clear, concise paragraphs using correct grammar, spelling, punctuation, usage, and mechanics.
  • Use writing techniques to experiment and develop a personal writing style.
  • Write creative and critically in response to literature-based assignments.
  • Explore different styles and forms in poetry.
  • Practice writing the four modes.
  • Incorporate self-reflection into writing.
  • Assign writing with several stages.
  • Revise and edit.

INSTRUCTIONAL STRATEGIES
  • Teach grammar units in areas that require special emphasis as reflected in students’ papers.
  • Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models.
  • Examine and re-evaluate past assignments.
  • Incorporate Reading Apprentice techniques.

ASSESSMENTS
  • Teacher and peer evaluation.
  • Teacher and peer response on written work.
  • Rubrics/PV Research and Assessment Handbook

CORRECTIVES / EXTENSIONS
  • Explicit modeling followed by systematic guided practice of each skill
  • Work in pairs to provide peer edit.
  • Use model writing.
  • Use technological support

COURSE: / GRADE(S):
STRAND: Research
PDE Standard Area:
  • 1.8 Research
  • 1.9 Information, Communication, and Technology Literacy
/ TIMEFRAME:
PA ACADEMIC STANDARDS
1.8.12.A: Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic.
1.8.12.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies.
  • Demonstrate that sources have been evaluated for accuracy, bias, and credibility.
  • Synthesize information gathered from a variety of sources, including technology and one’s own research, and evaluate information for its relevance to the research question.
  • Demonstrate the distinction between one’s own ideas from the ideas of others, and includes a reference page.
1.8.12.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inference and conclusions drawn from research.
1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and social and cultural context.
ASSESSMENT ANCHORS
N/A
RESOURCES
  • PV Research and Assessment Handbook
  • MLA Handbook
  • Chicago(Turabian) Handbook
  • PVHS Library web pages and links
  • Library Research Planner
  • Student selected materials

OBJECTIVES
PDE Big Idea(s):
  • Information to gain or expand knowledge can be acquired through a variety of sources
Core Objectives:
  • Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
  • Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content
  • Students summarize, represent, interpret data on tables and graphs

ESSENTIAL CONTENT
PDE Essential Question(s):
  • How can our knowledge and use of the research process promote lifelong learning?
  • How do we use information gained through research to expand knowledge?
Core Content:
  • Follow the MLA or Turabian process for conducting research of: evaluating sources, taking notes, outlining, and writing drafts
  • Develop, with teacher guidance, an essential question
  • Answer the essential question to formulate a thesis statement that addresses purpose and audience
  • During the research process, submit a working annotated bibliography for the purpose of review by teacher and possible revision by student
  • Differentiate between summarizing, paraphrasing, direct quoting, and using one’s own idea to prevent intentional and unintentional plagiarism
  • Use a variety of tools to produce an individual critical research paper on a selected social issue with a minimum of five sources and one to five pages.

INSTRUCTIONAL STRATEGIES
  • The classroom teacher and librarians will collaborate and co-teach throughout the process of planning, conducting, and documenting research
  • Model various forms of note taking
  • Peer review
  • Reference individual research planner checklists for classroom and library activities

ASSESSMENTS
  • Teacher and peer evaluation
  • The final paper
  • Pre-research activities
  • Rubrics/PV Research and Assessment Handbook

CORRECTIVES / EXTENSIONS
Correctives:
  • Explicit modeling followed by systematic, guided practice of each skill
Extensions:
  • Provide opportunity for further inquiry
  • Convert research paper into technology-enhanced research presentation
  • Apply research to authentic, real-world scenarios

COURSE: Economics / GRADE(S): 11-12
STRAND: Content – Unit 1 Scarcity and Choice / TIMEFRAME: One Semester
PA ACADEMIC STANDARDS
6.1.12 A, B, C, D
ASSESSMENT ANCHORS
N/A
RESOURCES
  • PVHS Library Handbook
  • PVHS Library Controversial Issues Planner
  • Text/articles/novels
  • Teacher created materials
  • Student selected materials
  • History Moodle Webpages
  • Pleasant Valley High School Library Webpage
  • PV Research and Assessment Handbook

PDE BIG IDEA
Limited resources and unlimited wants require choices by individuals, groups, and nations.
ESSENTIAL CONTENT
Course Essential Question: How do humans make rational decisions on the production, consumption and distribution of goods and services based on scarcity of resources?
Unit Essential Question: What are the basic principles of economics and how do they apply to modern society?
Focus Essential Questions:
  • What is scarcity and how does it relate to economics?
  • How does opportunity cost affect human decision-making?
  • What are the factors of production and how do they interrelate?
  • How do you illustrate the concepts of opportunity cost and production possibility?

PDE ESSENTIAL QUESTIONS
What overall trends can be identified in the contemporary international economic system in terms of scarcity and decisions?
Why is determining the unintended consequences through an analysis of marginal costs/benefits and opportunity cost of a particular economic choice or national policy important?
How do contemporary nations deal with the issue of economic scarcity and the distribution of goods and services within their respective societies?
INSTRUCTIONAL STRATEGIES
  • Introduce and explore Essential Questions
  • Model various forms of note taking
  • Peer review
  • Participate in whole group lectures.
  • Participate in small groups of problem solving in which views and feelings will be expressed effectively.
  • Incorporate Reading Apprentice techniques.
  • Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models.
  • Examine and re-evaluate past assignments.
  • Teacher modeling
  • Think- Pair- Share
  • Usage of Best Classroom Practices

ASSESSMENTS
Tests and quizzes
Teacher and peer response/evaluation
Teacher observation
Daily preparation for class as evidenced by written homework and class participation
Rubrics / PV Research and Assessment Handbook
CORRECTIVES / EXTENSIONS
Correctives:
Explicit modeling followed by systematic guided practice of each skill
Incorporate Reading Apprenticeship activities
Work in pairs or groups to generate ideas, listen and evaluate ideas.
Extensions:
Provide opportunities for further inquiry
Integrate technology
Student-generated authentic creative projects
COURSE: Economics / GRADE(S): 11-12
STRAND: Content – Unit 2 Markets and Economic Systems / TIMEFRAME: One Semester
PA ACADEMIC STANDARDS
6.2 A, B, C, E, F, G
6.4 A, B, C, D
ASSESSMENT ANCHORS
N/A
RESOURCES
  • PVHS Library Handbook
  • PVHS Library Controversial Issues Planner
  • Text/articles/novels
  • Teacher created materials
  • Student selected materials
  • History Moodle Webpages
  • Pleasant Valley High School Library Webpage
  • PV Research and Assessment Handbook

PDE BIG IDEAS
Economic decision-making by entities and individuals impact others locally, regionally, and around the globe.
All economic systems must answer what, and how, goods and services will be produced, and who will consume those goods and services.
ESSENTIAL CONTENT
Course Essential Question: How do humans make rational decisions on the production, consumption and distribution of goods and services based on scarcity of resources?
Unit Essential Question: How do societies decide how to utilize and allocate economic resources?
Focus Questions:
  • What are the characteristics of command and market systems?
  • What are the positive and negative aspects of command and market systems?
  • What are the benefits of trade and specialization in the modern economy?

PDE ESSENTIAL QUESTIONS
What might be the next level of economic development in regard to the global economy?
How should a developed nation react to increasing economic competition from developing nations as their level of economic development rises?
What comparative advantages have enabled the U.S. to achieve its current status as the premier global economic power?
What specific economic indicators are most effective in evaluating the condition of an economy?
How have historical instances of restrictions and lack of restrictions on trade impacted the standard of living in the United States?
What is the role of government in a modern mixed economy?
How does a modern government use its power to control excessive economic expansion and avoid severe economic contraction?
INSTRUCTIONAL STRATEGIES
  • Introduce and explore Essential Questions
  • Model various forms of note taking
  • Peer review
  • Participate in whole group lectures.
  • Participate in small groups of problem solving in which views and feelings will be expressed effectively.
  • Incorporate Reading Apprentice techniques.
  • Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models.
  • Examine and re-evaluate past assignments.
  • Teacher modeling
  • Think- Pair- Share
  • Usage of Best Classroom Practices

ASSESSMENTS
Tests and quizzes
Teacher and peer response/evaluation
Teacher observation
Daily preparation for class as evidenced by written homework and class participation
Rubrics / PV Research and Assessment Handbook
CORRECTIVES / EXTENSIONS
Correctives:
Explicit modeling followed by systematic guided practice of each skill
Incorporate Reading Apprenticeship activities
Work in pairs or groups to generate ideas, listen and evaluate ideas.
Extensions:
Provide opportunities for further inquiry
Integrate technology
Student-generated authentic creative projects
COURSE: Economics / GRADE(S): 11-12
STRAND: Content – Unit 3 Supply and Demand / TIMEFRAME: One Semester
PA ACADEMIC STANDARDS
6.2.12 B, C, D, F
ASSESSMENT ANCHORS
N/A
RESOURCES
  • PVHS Library Handbook
  • PVHS Library Controversial Issues Planner
  • Text/articles/novels
  • Teacher created materials
  • Student selected materials
  • History Moodle Webpages
  • Pleasant Valley High School Library Webpage
  • PV Research and Assessment Handbook

PDE BIG IDEA
The interaction of buyers and sellers determines prices and quantities exchanged, except when influenced by governmental policies.
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