CIE3M - UNIT 3 OVERVIEW - PRODUCERS

Ongoing Curriculum Expectations

A:

Economic Inquiry and Skill Development

Overall Expectations
A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when investigating current Canadian and
international economic issues
A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic investigation, and identify various careers in
which a background in economics might be an asset

Unit Specific Curriculum Expectations

B. Fundamentals of Economics
Overall Expectations &
Related Concepts of Historical
Thinking

Big Ideas

Framing Questions

B2. Economic Models: apply economic

models to

Economists use models to illustrate

theories about

Why are there trade-offs in any economic

decision?

analyse economic choices and issues

affecting Canada

how the economy works and to analyse and

predict

and Canadians (FOCUS ON: Cause and

Effect; Stability

change.

and Variability)

C. Economic Challenges and Responses

Overall Expectations &

Big Ideas

Framing Questions
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Related Concepts of Historical
Thinking
C1. Market Systems: analyse how various
factors,

Different stakeholders can have different

perspectives

including the practices of different

stakeholders, affect markets and the value
of goods (FOCUS ON: Cause and Effect;
Economic Perspective)

about which economic course of action is

most

How is the value of goods determined?

appropriate.

D. Interrelationships Among Economic Citizens

Overall Expectations &
Related Concepts of Historical
Thinking
D1. Producers and Consumers: analyse ways
in which producers and consumers participate
in the Canadian economy and some ways in
which governments affect this participation
(FOCUS ON: Economic Significance; Cause and
Effect)

Big Ideas

Framing Questions

Government policy affects the economic roles

and responsibilities of producers and
consumers.

How do different groups influence economic

policy? Do all groups have a similar level of
influence?

Big Ideas

Framing Questions

E. Economic Interdependence
Overall Expectations &
Related Concepts of Historical
Thinking

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E2. Weighing Trade-offs, Making Choices:
explain the

Scarcity of resources necessitates

economic trade-offs.

criteria that governments and firms in

Canada use to

How do different stakeholders in Canada

respond to issues relating to scarcity?
What factors influence business decisions?

weigh trade-offs and make economic

choices (FOCUS
ON: Cause and Effect; Stability and
Variability)

Literacy Themes
Literacy

Environmental Education

Financial Literacy

Readings and analysis of a variety of

types of text, as well as final
culminating task and linkage of
concepts as the course progresses.

Discuss and analyse environmental

impacts of industries and tradeoffs, the
impact of NGOs and other non
government organizations taking on
environmental goals on behalf of
society/government.

Business decision making in terms of

profit-oriented goals. Fundamental
formulas for business decision making.

Unit Overview
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Teaching and Learning Tools:
Green: e learn available ppt

Topics/#
Lessons

Curricul
um
Learning Tasks
Objectiv
es

Assessment
Framework

Blue= demonstration /
simulation materials

6 Cs Focus

Orange = videos / Flipped

Classroom
Red = Handout to be
prepared
Black =

As
3.1

3.2

C1.3,
E2.1, E2.3

D1.4

Introduce idea of
producer, and
motivations

Fo
r
X

Other

Of
Lecture and powerpoint
handout

Written Tasks, class

example

Introduce
entrepreneur as
producer

Case study exemplar

Peer supported individual case
study, take up at end of class
Presentation and powerpoint
Demonstration of traits with
exemplar

Communication,
character
education,
critical thinking
Collaboration,
creativity,
citizenship,
communication
Communication,
collaboration

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Activity & case study

3.3

B2.4

Lecture, introduce
philanthropy and
NPO/NFP/NGO

E2.3

Review needs/wants
of consumer vs
producer. Concept of
interdependence

Creativity,
collaboration,
critical thinking

Powerpoint and lecture

Character
education,
citizenship,
communication,
critical thinking

Track sheet and research/peer

check

Choose organization
group work and
research/ proposal

3.4

Presentation and group work for

case study entrepreneur

Media based assignment/activity

Character
education,
citizenship,
communication,
collaboration,
creativity

Video review

Character
education,
collaboration,
communication,
critical thinking

Handout to follow along with new

content
Demonstration of supply wants
activity

Introduce factors that

influence supply shift

3.5

ALL

Quiz

Video exemplar
Practice new content - handout

Quiz

Collaboration,
communication,
critical thinking,
Communication,
critical thinking

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Note: Total teaching time will equal approximately (## This must align with the
course outline document) hours.
End of Unit Teacher Checklist
o This section is for housekeeping of records such as Learning Skills and concluding the current unit and preparing
for the next unit.

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