1. Unit 1 Overview: Economy and Government

2. WARM UP Who chooses what to produce in a market economy?
based on local customs
producers and consumers
the government
All of the above

3. Daily Plan
Enduring Understanding: The student will understand that when there is conflict between or within societies, change is the result.
WARM UP: practice TQ
EQ: What are the themes of social studies
Mini-lesson: Social Studies Themes
Work Session: Pre-Test
Closing: Website Exploration
LOTS: On board

4. WARM UP
Why do most economies in the world today operate somewhere in between a market economy and a command economy?
most consumers want government control of the economy.
Government control makes a market economy more profitable
Government control of some aspects of the economy have never been successful in the modern world.
Most economies have found they need a mix of free market and some government control to be successful and protect consumers.

5. Daily Plan
Enduring Understanding: The student will understand that when there is conflict between or within societies, change is the result.
WARM UP: practice TQ
EQ: What are the themes of social studies
Mini-lesson: Social Studies Themes
Work Session: Pre-Test
Closing: Website Exploration
LOTS: On board

6. WARM UP How does specialization affect trade between countries?
Specialization encourages trade between countries.
Specialization reduces trade between countries.
Specialization has no impact on trade between countries.
Specialization increases tariffs between countries.

7. WARM UP
In Iran, the economy is highly centralized and there are a lot of regulations about private individuals opening and operating businesses. However, Saudi Arabia has made owning and operating a business very easy compared to the world average. What impact does this have on the role of entrepreneurs in both countries?
Entrepreneurs are not affected by government regulations.
It will limit efforts of entrepreneurs in both Iran and Saudi Arabia.
Entrepreneurs will be able to make significant contributions to Saudi Arabia’s economy but not to Iran’s economy.
Both Iran and Saudi Arabia will benefit greatly from the efforts of entrepreneurs.

8. Production, Distribution, Consumption: Economy
Warm Up: on ppt
EQ: on notes sheet
Mini-lesson: Economy and Time, change and Continuity
Work Session: notes sheets
Closing: Discussion of Economy
LOTS: Production, Distribution, Consumption, Goods, Services, Location, Customs, Beliefs, Society, Continuity, Structure
The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.

9. Production, Distribution, Consumption:
The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.

10. Production, Distribution, Consumption:
Production – The creation of value or wealth by producing goods and services. (“Making stuff”)
Distribution – the commercial activity of transporting and selling goods from a producer to a consumer (“selling stuff”)
Consumption – The purchase and/or use of goods and services. (“buying stuff”)

11. SS7E1, SS7E5, SS7E8
SS7E1, SS7E5, SS7E8:
“The student will analyze different economic systems.”

12. SS7E1a, SS7E5a, SS7E8a Traditional Economy:
Based on customs and beliefs

13. SS7E1a, SS7E5a, SS7E8a Command Economy:
The government answers all economic questions

14. SS7E1a, SS7E5a, SS7E8a Market Economy:
Individual citizens (producers + consumers) (buyers + sellers) answer all economic questions

15. LOTS Analyze – to break down; to look at very closely
Economic System – the system of production and distribution and consumption
Traditional economy – an economic system where the exchange of goods or services is based on custom and tradition. (A Barter System)
Market Economy – an economy in which business owners and consumers make decisions about what to make, sell, and buy.
Command Economy – an economy in which the government owns most of the industries and makes most of the economic decisions about production, distribution, and consumption.

16. SS7E1b, SS7E5b, SS7E8b Mixed Economy:
Combination of command and market economies
The government and individual citizens share responsibility in making economic decisions
All national governments have mixed economies in place

17. Command -----(A)--------------(B)----- Market
SS7E1b, SS7E5b, SS7E8b
All countries have mixed economies that are found on a continuum between pure command and pure market:
Command -----(A) (B)----- Market
Mixed

18. Command -----(A)--------------(B)----- Market
SS7E1b, SS7E5b, SS7E8b
“A”
“A” is more of a command economy because the government makes more business decisions
Command -----(A) (B)----- Market
Mixed

19. Command -----(A)--------------(B)----- Market
SS7E1b, SS7E5b, SS7E8b
“B”
“B” is more of a market economy because individual citizens make more business decisions
Command -----(A) (B)----- Market
Mixed

20. Voluntary Trade: SS7E2, SS7E6, SS7E9
“The student will explain how voluntary trade benefits buyers and sellers in SW Asia, S+E Asia, and Africa.”

21. SS7E2a, SS7E6a, SS7E9a
Countries specialize in producing specific resources and goods, and providing certain services

22. SS7E2a, SS7E6a, SS7E9a
Specialization encourages trade between countries

23. SS7E2a, SS7E6a, SS7E9a: Specialization
Voluntary Trade -- a willing exchange of goods and services for money or other goods and services
Specialization is when a country focuses on making or providing one specific good or service because the country can produce the good or service at a lower cost.
How does specialization encourage trade between countries? Specialization allows a nation to be efficient in the production of a few goods and services. It also encourages countries to trade their goods and services for those things they cannot or do not produce well.
Description of question format: Students may be provided with examples of resources and/or products that different countries produce. The question would then ask students to explain why two countries would engage in trade. The answer would show that each country specializes in something the other country needs and produces it at a lower opportunity cost than that country.

24. WARM UP Which type of trade barrier is a tax placed on imports?
A) tariff B) quota C) embargo D) stock

25. Economic Systems
SS7E5 The student will analyze different economic systems.
WARM UP: on ppt
EQ: What are the similarities and differences between economic systems?
Mini-lesson: Analyzing Economic Systems
Work Session: Unit 1 Packet
Closing: Discussion
Since no country has a pure command or pure market economic system, most economies combine aspects of both of these pure economic systems, albeit to different degrees. Students should understand how real economies fall somewhere between the two extremes. This is not a high level economics lesson. This should be combined with element “a” in instruction.

26. SS7E2b, SS7E6b, SS7E9b Trade Barrier:
Something that stops voluntary trade from occurring

27. SS7E2b, SS7E6b, SS7E9b
Tariff:
Tax placed on imports

28. SS7E2b, SS7E6b, SS7E9b
Quota:
Limit placed on imports

29. SS7E2b, SS7E6b, SS7E9b
Embargo:
Limit placed on trade

30. SS7E6b: trade barriers
Tariff – tax on trade: tax placed on goods when they are brought (imported) into one country from another country. Ex: Your country makes corn so your govt. places a tax on incoming corn from other countries.
Quota – limit on imports: a specific amount or number of a particular product that can be imported or acquired in a given period. Ex: USA limits the amount of corn imported into the country to protect the corn market.
Embargo – limit on trade; when one country announces that it will no longer trade with another country in order to isolate the country and cause problems with that country’s economy. EX: (1973 oil crisis; U.S. embargo of Iran due to the Iranian hostage crisis, Embargo of South Africa due to Apartheid)
Students should be able to describe each of the listed trade barriers and apply them to Southwest Asia. Questions will not require students to associate trade barriers with specific countries, but to explain an example provided in an assessment question. Students should be able to explain the reasons a specific trade barrier would be used and how that trade barrier would affect each country involved.

31. SS7E2c, SS7E6d, SS7E9c
In order for international trade to be successful, a system of exchanging currencies must be in place

32. SS7E6d: International Trade
International Trade – trade between countries around the world.
Currency – monetary unit of a nation (money of a country)
Why does international trade require a system for exchanging currencies between nations? International trade requires a system for exchanging currencies between nations because there are many different forms of money throughout the world, and each different type of money is worth different amounts.
They should also understand that, without a system for exchanging currencies, it would be very difficult to conduct international trade.

33. SS7E3, SS7E7, SS7E10
SS7E3, SS7E7, SS7E10:
“The student will describe factors that influence economic growth and examine their presence or absence in SW Asia, S+E Asia, and Africa.”

34. SS7E3a, SS7E7a, SS7E10a Human Capital: Education and training
When countries invest in “HC,” the GDP will increase
When countries do not invest in “HC,” the GDP will not increase

35. SS7E7a: Human Capital and GDP
Human Capital -- is the value of people’s work. Providing education, training, and healthcare to a worker is an investment in human capital.
Investment -- “Investment” refers to the use of resources by businesses, individuals, or government to increase productive capacity by developing new technology, obtaining new capital resources, or improving the skills of the work force. Examples are as follows: A restaurant buys new stoves in which to bake bread; an individual buys tools to make some repairs; and a school buys new computers and textbooks.
GDP -- includes only the value of those goods and services produced within a country.

36. SS7E3b, SS7E7b, SS7E10b Capital Goods:
Factories, machinery, technology
When countries invest in “capital goods,” the GDP will increase
When countries do not invest in “capital goods,” the GDP will not increase

37. SS7E7b: Capital and GDP Capital – factories, machinery, and technology
What does it mean to have an investment in capital? To put money and time into developing better factories, machinery, technology.
What is the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP)? When you spend time and money on developing better factories, machinery, and technology (capital), the value of all goods and services in a country (GDP) will increase.

38. SS7E3d, SS7E7d, SS7E10d Entrepreneurship:
Using money and talents to take a risk to start your own business

39. SS7E3d, SS7E7d, SS7E10d
Entrepreneurs can make significant contributions to a country’s economy

40. WARM UP

41. Framework
Enduring Understanding: The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.
WARM UP: On ppt
EQ: On Notes Sheet
Mini-lesson: Governance
Work Session: EQ Sheet Closing: EQ sheet
LOTS: Governance, Society, Complexity, Interact

42. Governance:
The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.

43. So…what is government? What is Governance?
Government – the people and groups that make and carry out laws for a society
Governance – The act, process, or power of governing; government; The state of being governed.
Interact – 1) to communicate or work together: to be or become involved in communication, social activity, or work with somebody else or one another

44. SS7CG1, SS7CG4, SS7CG6 SS7CG1, SS7CG4, SS7CG6:
“The student will compare and contrast various forms of government.”

45. SS7CG1a, SS7CG4a, SS7CG6a Unitary:
Power is held by one central authority

46. SS7CG1a, SS7CG4a, SS7CG6a Confederation:
Voluntary associations of independent states

47. SS7CG1a, SS7CG4a, SS7CG6a Federal:
Power is divided (or shared) between one central government and several regional governments

48. SS7CG1b, SS7CG4b, SS7CG6b Autocracy:
One person possesses unlimited power
The citizen has little or no role in the government
autocratic

49. SS7CG1b, SS7CG4b, SS7CG6b Oligarchy: Government ruled by a few
A small group exercises control
The citizen has a limited role
oligarchic

50. SS7CG1b, SS7CG4b, SS7CG6b Democracy:
A government in which supreme power is vested with the people
Citizens are involved with the government through the use of free and open elections
Citizens have high amounts of personal freedoms
democratic

51. SS7CG1c, SS7CG4c, SS7CG6c Parliamentary Democracy:
Power is held by the legislature (elected by the citizens)
The legislature chooses the head of government
Executive power may be held by a “prime minister”

52. SS7CG1c, SS7CG4c, SS7CG6c Presidential Democracy:
President is constitutionally independent of the legislature
The president is elected in an open and free election

53. Unit 1: “Concepts (Geography)”
7th Grade Social Studies
Thursday, August 16, 2012

54. SS7G4a, SS7G8a, SS7G12a SS7G4a, SS7G8a, SS7G12a:
“Explain the differences between an ethnic group and a religious group.”

55. SS7G4a, SS7G8a, SS7G12a Religious Group:
Group of people with a common belief system
Same religion

56. SS7G4a, SS7G8a, SS7G12a Examples of Religious Groups: Jews (Judaism)
Christians (Christianity)
Muslims (Islam)
Hindus (Hinduism)
Buddhists (Buddhism)

57. SS7G4a, SS7G8a, SS7G12a Ethnic Group: Same culture traits
EX) language, food, clothing

58. SS7G4a, SS7G8a, SS7G12a Examples of Ethnic Groups: Arabs Persians
Kurds
Ashanti
Bantu
Swahili

59. SS7G4c, SS7G8e, SS7G12c SS7G4c, SS7G8e, SS7G12c:
“Evaluate how the literacy rate affects the standard of living.”

60. SS7G4c, SS7G8e, SS7G12c
Literacy Rate – percentage of people who can read and write
Standard of Living – the level of comfort people have

61. SS7G4c, SS7G8e, SS7G12c
A country’s literacy rate affects its standard of living

62. SS7G4c, SS7G8e, SS7G12c
If a country’s literacy rate is high, the standard of living will likely be high
If a country’s literacy rate is low, the standard of living will likely be low