S+Seliga,+Tyler

**Office:** 13 **Office Phone:** 207 - 778 - XXXX **Office Hours:** Wed 1-3 ** E-mail: ** Tyler.Seliga@maine.edu
 * Teacher:** Mr Seliga

=Summary of Unit= This unit contains information from the most basic to the most broad economics. Students begin by learning the difference between those smaller scale economics (micro) and thelarger scale (micro). As they progress, the goal is to have students thoroughly understand the economy overall and be able to describe what factors go into causing the economy to fluctuate up and down. Their final project is to create presentations on Prezie, each student detailing one of the influencing factors.

=Establish Goals= Social Studies - C Economics C1 Economic knowledge, concepts, themes and pattern Grade 9 - Diploma Students understand the principles and processes of personal economics, the role of markets, and the economic system of the U.S. = = =Students will understand that= •there are differences between macro and micro economics. •economic systems work differently from country to country. •there are many factors that influence the economy.

=Essential Questions= •How do macro and micro economics compare? •How do different economic systems work? •What are the many factors that influence the economy?

= = =Students will know= •**Events and People:** Karl Marx Communist Manifesto Adam Smith Wealth of Nations Macro Micro Market Economic system Micro/macro economics Economic theories Supply & demand Inflation
 * •Definitions: **
 * •Key Factual Information **

= = =Students will be able to= •describe the differences between macro and micro economics •evaluate what is macro and what is micro •decide what the most important economic influences are •analyze different influences to the economy •consider economic systems different than their own •recognize the structure of different economic systems

**Performance Task Overview**

Goal:To make prezie presentations explaining different influences on the economy. Role: You have been hired by Scottrade investment firm to create a series of prezie pieces detailing different influences to the economy. Audience: The goal is to create pieces that interest a younger group of people in hopes that it can convince them to start investing earlier. Situation: Your work will appear on the Scottrade investment website as an easy to understand explanation of one of the influences on the economy in hopes of drawing in a younger age group to begin investing with the firm. Product/Presentation: Each student will be assigned a different influencing factor on the economy, and will put together a presentation on prezie explaining it Standards: Product: Content 30%, Organization 15%, Mechanics 10%, Sources 10%, Requirements 20%, Attractiveness 15% Presentation: Content 25%, Listens to other presentations 10%, Enthusiasm 20%, Preparedness 15%, Stays on topic 15%, Posture and eye contact 15%

=Expectations= Students are expected to come to class prepared. Attendance is vital to performance in the classroom, so it is important you are there. If a student is unable to attend class, they may get the notes from a classmate, or arrange something beforehand.

__**Plagiarism**__ Plagiarism will not be tolerated in this classroom. Citation mistakes are one thing, but blatant plagiarism is another. Anything found to be plagiarized will be given a zero.

=Benchmarks= Students will use a Web 2.0 tool to take notes [The tool I was originally planning to use no longer works]. Notes will be graded based on whether or not they include certain key facts. This will be used to determine note taking practices, and also allows for easy sharing of notes if someone is absent.
 * Total: 365**
 * Notes 25 points **

Webspiration will be used by students to organize specific terms into either macro or micro economic categories. This will be graded 80% on accuracy of categories and 20% on overall appearance.
 * Webspiration 25 points**

Students will create a blog and use it to write down any questions or misunderstandings they had from class, as well as writing down something they did learn or that they found interesting. Classmates will then comment on each others blogs, answering questions for those who posted something they didn't fully understand, or posting a question on the blog asking about whatever the blogger put that they found interesting. 80% of the grade will come from posting your own blog, 10% for each of the two comments you leave on other blogs.
 * Blog 1 35 points**

Students decide what they think is the factor the greatest influences the economy. They do their blog post in the form of an opinion letter or editorial detailing why they chose that factor. Will be graded 20% on length (250-300 words) and 80% on how well they back up their idea.
 * Blog 2 50 points**

Students will write a letter (to anyone), taking on the point of view of someone living in a place where the economy is not capitalist. They will include observations such as how much control the government has in the economy, how does the economy effect daily life, and how does the economy effect the environment.
 * Blog 3 50 points**

Students will be put on teams, each team given a different type of economy. The teams debate each other, arguing why their own given economy is preferential over the opposing team. Debate will be graded on participation (50%) and quality of points made (50%).
 * Debate 80 points**

Students will create a Prezie presentation detailing a given influence on the economy.
 * Prezie Presentations 100 Points**

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).