De La Salle Santiago Zobel School

High School Social Studies Unit

AY 2014-2015
CURRICULUM MAP
SUBJECT: World Economics
GRADE LEVEL: Year II
TEACHERS:Ms. Lita May O. Lubuguin and Ms. Nina Belle P. Gavan
STRAND:Third Term
TERM
(NO.):
MONTH

TERM 3:
January
- March

UNIT TOPIC:
CONTENT

ECONOMIC
CHANGES
TOWARDS
GLOBALIZATION
A. Economic
changes before,
during and after
theWorld Wars

CONTENT
STANDARD
(CS)
PERFORMANCE
STANDARD (PS)
LASALLIAN
GUIDING
PRINCIPLES
(LGP)
CS:
Students
demonstrate
understanding on
the basic concepts
on national
economy as a
means to improve
the lives of other
towards national
progress and
development.
(established by
DepEd Curriculum
Guide)

ENDURING
UNDERSTANDING(S)

COMPETENCIES/
SKILLS

ESSENTIAL
QUESTION(S)

ASSESSMENT
FOR = Formative
SUM = Summative

ACTIVITIES/
STRATEGIES/
BEST PRACTICES

RESOURCES

PERFORMANCE
TASK

TRANSFER GOAL
EU:
Students will understand
that
the economic changes
that happened before,
during and after the world
wars paved the way for
the development of
globalization.

AT LEVEL OF
KNOWLEDGE

AT LEVEL OF
KNOWLEDGE

AT LEVEL OF
KNOWLEDGE

A.1 Identify in written

form and as a group
the economic
changes before,
during and after the
World Wars

A.1 FOR Concept

Map:Group Activity
(Evaluation: Class
Participation
Rubric)

A.1Brainstorming
Concept Map
activity (Group
Activity)

EQ:
Students will find the
answer to the question
How did the economic
changespave the way for
globalization?

A.2 Identify in written

form and as a group
the effects of the
economic changes
to world economy

A.2 FOR Cause

and Effect
:Group Activity
(Evaluation: Class
Participation
Rubric)

A.2Brainstorming
Concept
Mapactivity (Group
Activity)

A Resources:
--Lesson 30
http://www.nbe
r.org/digest/jan
05/w10580.ht
ml
http://www.joh
ndclare.net/w
wii1_economic
_effects.htm

PS:
A student actively
participates on
B. Microeconomics projects and
(Demand and
activities that
Supply)
promotes
economic progress
and development
in the community
and the nation.
(established by
DepEd Curriculum
Guide)

C.
Macroeconomics
(Circular Flow of
Goods and
Services and
Sectors of the
Economy)

TG:
Students will be able to
independently use their
learning todevelop a
sense of social
responsibility to
participate in new
economic reforms to
make better decisions
that contribute to positive
social change.

A.1-2 FOR 4-item

Assessment
(1-point rubric)
B.1 Identify in
written form and
individually the
important concepts
on Demand and
Supply

B.1 FOR Word

Map: Individual
Work (Evaluation:
Class Participation
Rubric)

B.1 Word Map

Activity(Individual
Work)

B.2 FOR Concept

Map:Individual
Work (Evaluation:
Class Participation
Rubric)

B.2 Group
discussion
(Group activity)

LGPs:

B.2 Identify in written

form and individually
thefactors that affect
Demand and Supply

LGP 4: Ensure that

learners translate
knowledge into
something useful in
actual practice for
the betterment of
society

B.3 Identify in written

form and individually
how movements and
shifts on the
Demand and Supply
Curve occur

B.3 FOR Demand

and Supply
Curve: Computation
and Graphing
Individual
Work(Evaluation:
Class Participation
Rubric)

B.3 Demand and

Supply Curve
activity
(Individual activity)

LGP 5: Prepare
learners to
participate
responsibly in the
world of work,
family, community,
nation and church.

C.1 SUM 4-item

Assessment
(1-point rubric)

http://www.hist
ory.com/topics
/greatdepression
https://www.yo
utube.com/wat
ch?v=HeQ7ekuFNA
https://www.yo
utube.com/wat
ch?
v=lBUUlRWi1
5g

B.1-3 SUM 4-item

Assessment
(1-point rubric)
C.1 Identify orally
and as a group the
institutions involved
in the nations
economy

http://economi
csandpeace.or
g/wpcontent/upload
s/2011/09/The
-EconomicConsequence
s-of-War-onUSEconomy.pdf

C.1 Brainstorming
(Group activity)

https://www.yo
utube.com/wat
ch?
v=gSLz88jSDx
o
https://www.yo
utube.com/wat
ch?v=r6tRpzRUJs

AT LEVEL OF
PROCESS

AT LEVEL OF
PROCESS

AT LEVEL OF
PROCESS
B Resources:

A.1 Explain orally

and in written
formthe economic
changes during,
before and after the
World Wars

A.1FOR Graphic
Organizer (Tabular
chart) :Group
activity(Evaluation:
Graphic Organizer
Rubric)

A.1Think-Pairshare (Group
activity)

A.2 Explain orally

and in written form
the effects of the
economic changes
to world economy

A.2 FOR Graphic

Organizer
(Evaluation: Class
Participation
Rubric)

A.2 Think-PairShare (Group

Activity)

A.1-2SUM 10-item
Assessment
(1-point rubric)
B.1 Explain orally
and individuallythe
basic concepts on
Demand and Supply

B.1 FOR Graphic

Organizer (Cause
and Effect Chart)
(Evaluation:
Graphic Organizer
rubric)

B.2 Explain in written B.2 SUMEssay

form and individually (Evaluation: 5-point
the factors that affect essay rubric)
Demand and Supply
B.3 Explain and in
written form how
movements and
shifts occur along
the Demand and
Supply Curve

B.3 FOR Practice

Exercises
(Evaluation: 1-point
rubric)
B.1-3 SUM 10-item
Assessment

B.1 Cause and

Effect Chart Making
(Group activity)

B.2 Video
Presentation:
Supply and
Demand
B.3 Pen and Paper
Computation and
Graphing(Practice
Exercises)
(individual activity)

Chapter 7 - 9
http://www.inv
estopedia.com
/university/eco
nomics/econo
mics3.asp
http://www.csu
n.edu/~dgw61
315/PTlect2y.p
df
http://www.tuto
r2u.net/econo
mics/gcse/revi
sion_notes/de
mand_supply_
price_equilibri
um.htm
https://www.yo
utube.com/wat
ch?
v=_eayXd8ZF
H8
https://www.yo
utube.com/wat
ch?
v=qt0Hw5EYlq
w

C.1 Explain in
written form the
importance of each
institution in the
circular flow of
goods and services
in the economy

C.1 SUM 6-item

Assessment

AT LEVEL OF
UNDERSTANDING
A. Analyze in written
form the economic
changes before,
during and after the
World Wars

AT LEVEL OF
UNDERSTANDING
A.1 FOR Compare
and Contrast Chart
(Evaluation:
Comparison Chart
rubric)

AT LEVEL OF
UNDERSTANDING
A.1 Compare and
Contrast Chartmaking (Group
activity)

A.2 Analyze in
written form and as a
group articles on the
effect of economic
changes to world
economy

A.2 FOR Data

Analysis Chart
(Evaluation:
Data analysis chart
rubric )

A.2 Graph Data

Analysis (Group
activity)

B.1 Research and

put into writing
recommendations on
how can you, as a
student, contribute to
the improvement of
our economy

B.1 SUM Narrative

Essay
(Evaluation: 5-point
essay rubric)

B.1 Individual
Writing Activity

B.2 Reflect in writing

and individually how
the decisions of
consumer affect the
Demand and Supply
of goods and
services in the
economy

B.2 SUM Reflection

Essay(Evaluation
Tool: 5-point
Reflection Rubric)

B.2 Individual
Writing Activity

C. Resources:
Chapter 11,
14 - 19
http://economi
cs.about.com/
od/economicsbasics/ss/TheCircular-FlowModel.htm
http://www.eco
nomicshelp.or
g/blog/1830/ec
onomics/circul
ar-flow-ofeconomicactivity/
https://www.yo
utube.com/wat
ch?
v=_PKH2wtDT
3E
https://www.yo
utube.com/wat
ch?
v=de3iGMjA_8
c
http://geograp
hy.about.com/
od/urbanecon

B.3 Analyze in
written form and
individually why
there are
movements and
shifts along the
Demand and Supply
Curve

B.3 FORPractice
Exercises(Evaluatio
n: 1-point Rubric)

B.3 Situational
Analysis

http://www.wis
egeek.org/wha
t-are-sectorsofeconomy.htm

B.1-3 SUM 10-item

Assessment
C. 1 Analyze the
importance of each
of the institutions
and its contribution
to the circular flow of
goods and services
in the economy

C.1 SUM Reflection

Essay(Evaluation:
5-point essay
rubric)

AT LEVEL OF
PRODUCT OR
PERFORMANCE

AT LEVEL OF
PRODUCT OR
PERFORMANCE

A.1- C.1 Promotional A.1-C.1SUM iPad

Video Advertisement Application
ex. iMovie
(Evaluation:
Performance Task
Rubric)
Scaffold Activities:
Direct Prompt:
Business New
Article discussion

omicgeograph
y/a/sectorseco
nomy.htm

C.1 Essay writing

AT LEVEL OF
PRODUCT OR
PERFORMANCE
A.1- C.1
Promotional Video
Advertisement
The Philippine Ad
Congress has
announced its
annual gathering
and exposition in
April. As the
creative director for
your advertising
company, you are
tasked to come up
with a video

https://www.yo
utube.com/wat
ch?
v=m9vZBFQY
aLQ
https://www.y
outube.com/w
atch?
v=GnX0AXux
Rd0

Open Prompt:
Article Reflection
Guided Transfer:
Video Analysis and
Criticism

Checked by:
Leah Marie Tumlos-Castillo
High School Social Studies Coordinator
January 8, 2015

commercial on a
particular Filipinomade product at
the same time
promote emerging
small Filipino
companies. Entries
of various agencies
will be seen and
judged by the
senior executives of
the top advertising
agencies and
companies in the
Philippines. The
commercial will be
judged based on
Content, Creativity,
Organization and
Relevance.