High School Economics

Pacing Guide

The purpose of this guide is to provide guidance on the amount of time that should be spent teaching to clusters of content expectations so that all expectations are taught and districts can effectively organize a trimester schedule. This pacing guide was developed based on the Michigan High School Content Expectations and the following parameters: 33 weeks of instruction, 53 minute class periods for a semester schedule, and 70 minute class periods for a trimester schedule. Days were subtracted from the required number of instructional days to present a more realistic amount of instructional time.

Since this is the first full year teachers will have the opportunity to teach to the expectations, there may be adjustments to the days in the right-hand column as feedback is received and thus the document is marked as “draft”.

Units / High School Economics / Pacing - # of Days
HSCEs and Focus Questions / Semester / Trimester
Unit 1
The Market Economy / 1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2, 1.4.3, 1.4.4, 1.4.5 / 27 / 21
1.  How do economic organizations confront scarcity and market forces when organizing, producing, using, and allocating resources to supply the marketplace?
2.  How are the functions and constraints of business structures, the role of price in the market, and relationships of investment to productivity and growth, impact competitive markets?
3.  How do supply, demand, price, equilibrium, elasticity, and incentives affect the workings of a market?
4.  How does the government impact the market through policy decisions, protection of consumers, and as a producer and consumer of goods and services?
Unit 2
The National Economy of the
United States of America / 2.1.1 though 2.1.9; 2.2.1 through 2.2.5 / 20
Sub-total: 47 / 16
Sub-total: 35
1.  How do fluctuating conditions such inflation, unemployment, output, growth, and interest rates influence the national economy?
2.  How does the role of the United States Government influence the national economy?
3.  How do governmental decisions on taxation, spending, protections, and regulation impact macroeconomic goals?
Units / High School Economics / Pacing- # of Days
HSCEs and Focus Questions / Semester / Trimester
Unit 3
The International Economy / 3.1.1 through 3.1.6; 3.2.1 through 3.2.5 / 20
Sub-total: 67 / 16
Sub-total: 40
1.  How do different economic systems facilitate the exchange, production, distribution, and consumption of goods and services?
2.  How are individuals, producers, and the government challenged and benefited by trade that generates economic development and interdependence?
Unit 4
Personal Finance / 4.1.1 through 4.1.6 / 15
*Total: 82 / 12
Total: 55
1.  How do economic forces of scarcity and opportunity costs impact individual and household choices?

*Although 33 weeks was used for amount of instructional time, a half day was subtracted to create an even number of days.

Genesee ISD Suggested Pacing Guide, 2008-2009; Based on Michigan High School Content Expectations 2

For more information contact GISD Coordinator for Instruction Roy Sovis via or 810-591-4520.