English+9+-+Curriculum+Guide

Hello! On this page, we'll start posting ideas about how the new and improved American Studies class should look. Directly below, you'll see the beginnings of the English side of skill progression. Farther down, though, are spaces for government and economics progressions. Please consider the following: try to chronologically list the big TOPICS and related SKILLS that need to be taught to frosh. From here, we should be able to, eventually, find those great integration moments and begin posting explicit teaching lesson examples and practice opportunities. Please post early and often so that we can ALL see from where this new class may evolve! __**English - 2012 - 13 school year**__
 * [[file:2012 - 13 - Standards that AS will Report On for 2012.docx]]
 * Text decisions
 * First semester common text (during 1st unit)
 * //The Absolutely True Diary of a Part-Time Indian//
 * Second semester common text (to be aligned with an econ unit TBA)
 * //Persepolis//

__**English - Skills Progressions - Where are YOU explicitly teaching each of these?**__

1) __**Reading Strategies**__
 * Active vs passive reading (not a strategy, just a definition)
 * Setting a purpose and pace for reading
 * Activating background knowledge
 * Observing text structures
 * SAGE vocabulary method (similes, antonyms, general context, examples)
 * Finding the main idea
 * Finding supporting details
 * Making inferences
 * Making connections
 * Annotation
 * Predicting
 * Levels of questioning
 * Differentiating between fact and opinion
 * Determining an author's purpose
 * Observing cause-effect patterns
 * Summarizing
 * Drawing conclusions
 * Finding faulty conclusions / inferences
 * Visualizing
 * Use of graphic organizers

2) __**Writing (essay / DBQ / creative)**__
 * Topic sentence
 * 8-sent paragraph
 * Point, evidence, analysis language
 * Using paraphrases and direct textual evidence as "evidence"
 * In-text citations
 * Works cited pages
 * Use of Citation Machine or the like
 * Thesis statements - Start with 3 pronged and move to more advanced and subtle forms
 * Now to be called "claim"
 * Introduction paragraphs
 * Body paragraphs
 * Conclusion paragraphs>

3) __**Grammar / Usage / Mechanics**__
 * GWaGs (Grammar with a Giggle)
 * Tricia has these progressions.
 * Capitalization
 * Phrase
 * Clause
 * Comma rules
 * Intro clauses and phrases
 * Correcting run-ons
 * With appositives
 * With non-restrictive clauses
 * Semicolon
 * Correcting run-ons
 * Items in a series with existing commas
 * Italicizing and Underlining
 * Book titles, movie titles, short story titles, poems, etc.
 * Subject-verb agreement
 * With collective nouns (Physics, mathematics, etc)
 * With indefinite pronouns (All, some, anyone, etc)
 * Object agreement
 * She and __**I**__ will go to the store. (Not "me and her")
 * Give it to him or me. (Not "him or I")
 * Common homonym errors (there, their, they,re, etc)

4) __**Public speaking**__
 * Short individual 30-second speech (any topic)
 * Use of note cards
 * Proper body langauge
 * Proper attire (nothing too short!)
 * Ability to answer questions / defend ideas
 * Moving up to longer speeches

5) __**Research**__
 * Information / Note-taking styles to consider
 * Note cards - too outdated?
 * Working bibliography - one page per source with bibliography info at top
 * Excel spreadsheet / Word document
 * Some other on-line tool to gather notes?
 * Bullet-point list by source
 * Coding to then organize information into presentation / paper
 * Outlining?
 * Get the MLA information FIRST before researching and gathering info
 * Start with **reference**materials to build context - databases, bound encyclopedias, Wikipedia, etc.
 * Determine where item to be researched fits into a "bigger picture"
 * Overview of the item, person, etc.
 * Seek to fill in gaps
 * What items in teh reference work don't you fully understand - look that up!
 * What people are referred to who you don't know - look them up!


 * If given specific questions - focus on those, but also look to research "between the lines" - what is implies within the questions
 * If NOT given specific questions and just given (or chosen) a topic - look to research the WHAT / SO WHAT pattern of the topic
 * Encyclopedias
 * Look in index
 * Reference different volumes that have information
 * This IS what Wikipedia does and is!
 * Books
 * Databases
 * Websites
 * Websites

6) __**Lit terms**__
 * plot map
 * characterization
 * antagonist / protagonist
 * exposition
 * rising action
 * climax
 * resolution
 * bias
 * Points of view (first, third-limited, third-omniscient)
 * simile
 * metaphor
 * personification
 * allusion
 * alliteration / **assonance** (? - do we need to cover this?)
 * rhyme scheme
 * hyperbole
 * flashback / **flashforward** (? - is this something we need to cover?)
 * oxymoron
 * onomatopoeia

__**English - Units of Study (ORDER?)**__

1) Narrative 2) Literary Response 3) Language Analysis 4) Theme and Creative 5) Problem solving Through Argument
 * Text-based seminar
 * Narrative writing
 * Writing conferences
 * Literary analysis paper
 * Short constructed response
 * Written rhetorical analysis
 * Theme-based portfolio
 * Peer writing conferences
 * Inquiry plan and process
 * Written presentation of problem and solution: brochure, blog, website
 * Oral presentation of plan with technology support

__**History - Skills Progression**__
 * __Semester 1 - GOVERNMENT__**
 * Early in semester, students will need skills related to website searching and evaluation, recognizing point of view and bias, paraphrasing/summarizing and citing sources
 * Research Skills:
 * Finding appropriate information
 * Using databases, search features
 * MLA format Work Cited
 * Identify difference between primary/secondary sources
 * Identify types of primary sources (oral history, amendment, law, speech, etc.)
 * Just to identify? Or to speak to the usefulness / bias of each?
 * Identify bias, reliability, perspective, usefulness (appropriateness?)
 * Identify SOAPS info
 * Speaker Occasion Audience Purpose Subject


 * Analyzing documents
 * Q - What EXACTLY needs to go into analyzing?
 * Thoughts: Literal level observation moving to interpretive level?
 * Explicit lesson on the terms of analysis (from the posters hanging in the rooms?)
 * Connecting relevant outside info to docs


 * Breaking down questions (what is it asking for? How would you answer it? What are the parts?)
 * Q - For multiple choice? For essay? Others?
 * Prompt vocabulary: discuss, explain, describe, analyze, etc.
 * Q - Do all need to be covered in first quarter?
 * Writing a [|complex sentence]
 * To be clear, this is the complex sentence we mean, right?
 * Please be aware that for a complex sentence to exist, the dependent clasue does not HAVE to come defore the independent clause.
 * If we want that dependent clause to come first, we must be very explicit with that teaching moment.
 * Writing a 3 pronged topic sentence
 * How do you guys feel about the point (topic sentence), evidence (previously called "facts"), analysis language (previously called "explains") for paragraph responses and esay body paragraphs?
 * The reason AS-English has changed to this is that it more closely aligns with AP English vocabulary
 * Writing a structured paragraph with 3 points and support (8 to 11 sentence paragraph)
 * Using point, evidence, and analysis terminology?
 * Properly citing information using parenthetical citation
 * Start writing appropriate thesis statements
 * Now called "claim"?
 * Full essays in first semester or just "claim" statements?
 * See English discussion on thesis statement requirements


 * __Semester 2 - ECONOMICS__**
 * Charts, graphs and data analysis,
 * Using statistics to support an claim
 * Recognizing economic perspectives/bias
 * Personal finance skills


 * Writing proper thesis statements, introduction paragraphs
 * Writing 5 paragraph research paper
 * Intro/Thesis
 * Body paragraphs
 * Conclusions
 * Paraphrasing and citing research
 * Q - Is this the same skill as listed under first semester?
 * Citations
 * Q - Is this the same skill as listed under first semester?
 * Work Cited


 * Connecting relevant outside info to docs

=__**Government standards (Semester 1) ( Reorganized on 4/4/12 )**__= Minutes from 3/21: The following power standards are labeled as "units", but with the understanding that these standards can be rolled in and assessed during other "units".

participation to address local, state, or national issues or policies (about 6 weeks)
 * __"UNIT" 1.__** Research, formulate positions, and engage in appropriate civic


 * Essential outcome ideas:
 * Students can distinquish between local, state, and national issues
 * Students will be able to identify interest groups as distinquished from other groups
 * Students will be able to explain what an interest group is.
 * Students will be able to align certain issues with political parties.
 * **Students will be able to explain why and how citizens participate in the political process at local, state, and national level(election process)**


 * **Vocab/concepts:** social versus political, political issues, public policy, interest group, political party, ideology, political spectrum (left right and center), liberal, conservative, moderate, radical, independent, lobbying/lobbyist, activist, political socialization, citizenship, democracy, polls, public opinion, protest, mass media, electorate, suffrage, winner-take-all, Libertarianism, Republican, Democrat, Populist, primary, caucus, general election, secret ballot, nomination, convention, delegates, platform, incumbant, lame duck, challenger, PACs,


 * **Assessments:**some depth of knowledge 1 mult choice(i.e. which political party supports this position, what is a special interest group, maybe some specific agreed upon groups like NAACP or NRA)


 * Depth of knowlege 2: 8 sent paragraphs: their position on an issue with support


 * DOK 3: ongoing reseach on a group/issue. present or debate

distinguishing point of view/bias especially on internet sources and assessing credibility of websites(this is for their researching current issues and interest groups). Citing those sources. Public speaking as kids present their findings, possibly debating them askining challenging questions. How to read a textbook and take information fro them (SQ3R was one idea). Difference between political, social, economic.
 * **Skills** that overlap with English :
 * Resources:** iCivics.com,

__**"Unit" 2.**__ Purposes of and limitations on the foundations, structures and functions of government (about 10 weeks)
 * **Possible Essential Outcomes:**
 * Students will understand the rights spelled out in the Bill of Rights
 * Students will understand the purpose of the constitution
 * Students will understand the difference between government, business, and non-governmental organizations
 * **Vocab/Concepts:** Bill of Rights, regulation, constitutional rights, The Constitution, limited gov't, checks and balances, comparative gov't, Republic, parliamentary system, branches of gov't, legislative, executive, judicial, due process

__**Unit 3.**__ Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and compare how policy-making occurs in other forms of government (about 4 weeks)


 * **Vocab/Concepts:** Lobbyists, PACs, How bills become laws, levels of gov't, domestic policy, foreign policy, pork, riders, amendments, compromise, bi-partisan, partisan,

I. Research, formulate positions, and engage in appropriate civic participation to address local, state, or national issues or policies II. Purposes of and limitations on the foundations, structures and functions of government Important to start with a hook that makes the rest of the content relevant. Idea was to start with personal feelings on high interest and current issues. Have students understand that based on your personal values, people join interest groups to work together toward a common goal. Provide many examples of interest groups. From there, move into how those groups align (or don't) with political parties. Include the political spectrum and students take a survey. This progresses into elections and voting. Then function of gov't with emphasis on personal rights and "street law", different types of gov't, levels and branches of gov't and checks and balances etc. Text ideas: Persepolis, Lord of the Flies, Alexi Sherman, and the new multicultural lit reader. Also mentioned for semester 2 "How an economy grows and why it crashes".
 * Start with the PERSON. What are students' personal **ideologies**? What do students believe in? What are they passionate about? How would you go about influencing things you care about in a democracy? What //is// a **democracy**? What does it mean to be a **citizen**? What are the responsibilities of **citizenship**? Possible activities: personal narrative, "This I Believe," __True Diary__ as text
 * What is the **political spectrum**? Where would you place yourself on this spectrum?
 * What issues do you feel strongly about? What issues are current in American society?
 * **Interest groups**. One way to influence policy is to join an interest group. What are interest groups and how are they organized to influence change in our democracy? Mini-research: research an interest group. What issues do they represent? What are they trying to accomplish? What methods do they use? Would you join such a group? Possible activity: create a .ppt slide that summarizes the interest group.
 * Based on your knowledge of the political spectrum, what interest groups would join what parties? What are **political parties**? How are they organized?
 * **Voting and elections**. One way to affect change is to join a political party/vote for candidates from a particular party. How does voting work? How do you register? How do we choose our leaders? Possible activities: mock election; participation in lead up to November elections
 * From 3/14 meeting: (entered by Semple 3/20)**


 * Foundations and functions**


 * What //is// **government**?
 * What are the **different types of government** possible? Why did our Founding Fathers choose the form of government we have? Brief history of how we got a **republic**. Important texts: preamble to the Declaration of Independence, preamble to the Constitution.
 * What is a **constitution?**
 * **Principles of** our constitutional **government**:
 * **social contract** ("state of nature"). Possible text: __Lord of the Flies__
 * **limited government**
 * **federalism**
 * **separation of powers**-three branches


 * Structure**
 * How is our **U.S. Constitution** set up?
 * **Three branches of government**: **Legislative, Executive, Judicial**: structure/function of each; roles and powers; limits
 * Relationship among branches: **checks and balances**


 * Interpretation of the Constitution**
 * judicial review
 * due process
 * civil rights and liberties
 * Bill of Rights: important court cases. What are our rights under the Constitution? Possible activities: mock trials, moot courts on important SC cases

III. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and compare how policy-making occurs in other forms of government
 * Define "policy"
 * Define "domestic" vs "foreign" policy
 * **Domestic Policies**
 * Which branches of government are most involved with domestic policy
 * Examine specific policies
 * Education
 * Immigration
 * Social
 * Abortion - Roe v Wade
 * Gay Marriage - Proposition 8
 * Legalization of drugs - CO as case study
 * Civil Liberties - Censorship, flag burning
 * NOT to be focusing on the African-American Civil Rights Movement (cover at 11th grade?)
 * **Foreign Policies**
 * Which branches of government are most involved with foreign policy
 * President as Commander-in-Chief, Cabinet positions (Defense, State), United Nations, Ambassadors, Military
 * Spectrun of foreign policy decisions
 * Isolationism to Unilateral Interventionist (world police)
 * Case studies from MODERN history that illustrate each part of spectrum
 * What case was
 * Who decided
 * How they decided
 * Outcomes
 * Long-term effects
 * EXAMPLES
 * Iranian Revolution
 * Soviet Invasion of Afghanistan
 * 9/11
 * Invasions of Iraq and Afghanistan

IV. Revisit standard 1 (see above) to bookend the course
 * Current events: Let's debate current policies
 * Let's create a new policy toward some issue you identified at the beginning of the semester as one of interest to you


 * __9th Grade Government ( From Christy Flack - Use as Reference when filling in content and skills for new course ) __**

8 (ideology, media) 9 (interest groups) 5 (parties) 6 (elections) 7 (voting) *1 and *18 (democracy) || 2 (origins, philosophy) 3 (constitution) 4 (federalism) 10 (legislative branch) 11 (executive branch) 12 (executive branch/bureaucracy) 13 (judicial branch) 14 (1st Amendment) 15 (due process) <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">16 (civil rights) || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">17 (domestic and foreign policy) <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">18 and 1 (other governments) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">State Civics Standard ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Topics (in suggested order) (Reference State Evidence Outcomes) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Skills/Activities (Reference State Evidence Outcomes) ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Chapters (little red book) ** ||
 * # <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Research, formulate positions, and engage in appropriate civic participation to address local, state, and national issues or policies (approximate time: 5-6 weeks) || * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Citizenship – meaning of and expectations of (1A)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Citizenship Participation Strategies (1A, 1B, 1C, 1D)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Personal Ideologies, Media Bias, and Interest Groups
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Parties/Elections/Voting
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Other Strategies/Activities of citizens (polls, media bias and influence, protests, activism, courts not by cases but as a way to resolve differences)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">What is Democracy (1B, 1C, 1D) – using the strategies to limit government, set the policy agenda, and select our leaders || * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Research government leaders at the local, state and national level (1A)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Create a map of US House districts (1A)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Use current events to highlight ideologies, parties, interest groups and current policies/issue on the minds of the citizens (1A, 1B, 1C, 1D)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Use current events to analyze media bias, media sources, media influence on citizens and government (1E)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Do an interest group project with letters to a representative/editor (1A)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Learn ‘how to vote’ – process, registration (1A)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Simulate an election (1A)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Role play appropriate ways for citizens to resolve differences with each other and with government (1A, 1C, 1E) || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">*15 (citizenship)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">2. Purposes and limitations on the foundations, structures and functions of government (approximate time 8-9 weeks) || * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Origins and Purposes of Government (2A, 2C)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Philosophers – Locke
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Declaration of Independence – Jefferson
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Why Democracy (2B, 2C)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Popular Sovereignty/Social Contract
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Limited Government
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Federalism
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Separation of Powers and Checks and Balances – Madison System and Constitutional Compromises (2A)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">The Constitution (2B, 2D)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Basic Structure
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">For each branch do basics of (structure or branch, function of branch, roles/powers of the leaders, limits on branches and relationships with other branches – revisit Separation and Checks)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Interpretation of the Constitution (2D, 2F, 2G)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Judicial Review
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Due Process
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Civil Rights and Civil Liberties
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Bill of Rights – Court Cases
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Growth of Judicial power (activism/restraint)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Trial vs. Appellate courts || * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Use current events to discuss the purposes of government today, limited government today (Tea Party Movement), or federalism today (2A, 2C, 2E)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Research additional documents, philosophers, events (Common Sense, Articles of Confederation, Hobbes, Rousseau, Montesquieu, Shays Rebellion) (2A, 2E)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Recreate the constitutional debates including federalists and anti federalists
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Research civil rights and the courts (2D, 2F, 2G)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Practice supreme court cases with a moot court or practice civil/criminal cases at the trial level with a mock trial (2D, 2F, 2G) || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">*1 (origins, purpose, democracy)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">3. Analyze how public policy – domestic and foreign – is developed at the local, state, and national levels and compare how policy-making occurs in other forms of government (approximate time 2-3 weeks) || * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Policymaking
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Domestic – Local and State issues (3A, 3B, 3C)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Domestic – National issues – the People, Congress, President – refer back to previous units to tie this together (3C, 3E)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Foreign – Global issues – President and working with other governments (look at other systems of government and economic systems) (3D, 3E, 3F) || * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Brainstorm issues and classify which level of government (3A, 3B, 3C, 1B, 1C)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Do an activity similar to project citizen on an issue (3A, 3B, 3C, 1B, 1C)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Simulate a legislative session (3A, 3B, 3C, 1B, 1C)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Do a governments around the world research project (3D, 3E, 3F)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Use the CHOICES series for foreign policy options (many on the middle east today) (3D, 3E, 3F)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Do a model UN activity (3D, 3E, 3F) || <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">20 (state and local policy)

<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">*The basic concepts of citizenship and democracy are fluid throughout the entire textbook – not as a standalone chapter. There are other resources available to help with these concepts but they have a few basics to hang your hat on in chapters 1 and 18.

<span style="font-family: 'Times New Roman','serif'; font-size: 12px;">STATE and LOCAL Government – the textbook has a chapter devoted to state and local government (Chapter 19). State and local are taught in this proposal throughout the entire course (when you discuss issues, federalism, and court cases and government structure).

=__**Economics Topics and Skills Progressions (Semester 2)**__=

The New "Units of Study" laid out by econ meetin in April 2012. (I've added the time frames)--Semple 5/10/12

Unit 1: Thinking like an economist (4 weeks) Unit 2: Supply and Demand, (3 weeks) Unit 3: Economic systems (4 weeks) Unit 4: Market Structures and Business organization (3-4 weeks) Unit 5: Personal Financial Literacy (4 weeks)

Q - Is there an estimate as to, about where, the quarter break would come? What is the division, give or take, between quarter 3 and 4 now? A-Currently we break between Unit 2 and Unit 3 at quarter. Q - To what level will these terms be taught? Q - Eventually, how will they learn these (reading? lecture?)? Q - How will they apply these terms to something? Q - What will assessments look like (Completely new? MC? Essay? DBQ?) A-Durrently we have MC and DBQ, for every assessment. Our current Documents are very accessable and should be great for the Freshman level as well. We could use our current tests as a starting point and make them more appropriate for Freshman level. Q - Where does social science see inroads into English supporting this?

1) Thinking like an economist 2) The US economic system & how markets function 3) Saving and investing, business and labor 4) Governments's role in the US economy 5) Global Economic Issues =__**Economics and Personal Financial Literacy Standards (Colorado State)**__= 1. Productive resources - natural, human, capital - are scarce; therefore choices are made about how individuals, businesses, governments, and societies allocate these resources
 * Scarcity
 * Economic decision making
 * Opportunity costs
 * Factors of production
 * Economic systems
 * Free market, centrally planned, and mixed economies
 * Principles of free enterprise (Elements of central planning in the US economy, government safety nets etc.)
 * Supply
 * Demand
 * Prices
 * Business organization (partnerships, corporations etc.)
 * Interest rates, stocks, bonds
 * business structures and labor issues
 * Economic indicators (GDP, S&P 500, unemployment etc.)
 * Fiscal and Monetary policy
 * Taxing and spending,
 * entitlements
 * International trade agreements
 * Trade barriers
 * Economic interdependence
 * Globalization
 * Economic development

2. Economic policies impact markets 3. Government and competition impact markets 4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL)

5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification, liquidity, income, and growth (PFL)

6. The components of personal credit to manage credit and debt (PFL) 7. Identify, develop, and evaluate risk-management strategies (PFL)