Unit Plan Cover Page

Unit Topic: Government in the Microeconomy Time Frame: 2 wks, M-F, 50 min periods

Subject/Course: Economics Grade Level: 12

CONTENT STANDARDS
Arizona State Standards for Economics:

S5.C1.PO4

S5.C2.PO2.b,c,d

OBJECTIVE/ESSENTIAL QUESTIONS
Objective: Guide students to understand and form their own opinions about government’s activity in the marketplace, using tools they will learn in class and
collaborating with their peers. Students will analyze source material from teacher to support their positions.

Essential Questions:
How much government interference in the economy is justified?
Do price controls help consumers or hurt them?
Regulations – how do they affect our market, and should we vote for more or less of them?
ASSESSMENTS
Daily bell work
Market Activity Graphing
Market Structures grid
Daily TBOs
Quiz
RESOURCES/MATERIALS
1. Short readings referencing unit concepts will be used for bell work each day.

2. “Crash Course Econ” videos for price ceilings, price floors, minimum wage, 2008 crisis.

3. Text book chapter 7

4. Materials for in-class activities (Market Experiment – laminated cards, graphing worksheets) (Tragedy of the Commons – tape, fake fish, candies)

5. Colored pencils

6. Quiz

7. Bell work sheet handout – this will be filled in over the two-week period.
 Unit Calendar

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

50 minutes 50 minutes 50 minutes 50 minutes 50 minutes
Positive and normative Market Activity Day Price Ceilings and refer to Price Floors and refer to Minimum Wage as a
Econ. 1. Bell work – Market Activity market Activity Price Floor and the three
1. Bell work – article/questions about Shortages Surpluses perspectives (classical,
article/questions about invisible hand. 1. Bell work – 1. Bell work – liberal, radical)
different econ views 2. Explain Market Activity Article/questions about article/questions about 1. Bell work –
historically. 3. Do Market Activity price gouging. subsidies. Article/questions about
2.Lecture/notetaking on 4. Begin to record all data. 2. Finish graphing from 2. Lecture/notetaking minimum wage.
positive and normative TBO: Visual check to make yesterday and hand in. about price floors with 2. Lecture/notetaking on
definitions and examples. sure each student has 3. Lecture/notetaking examples. minimum wage
3. Students will break gotten to the step of setting demonstrating how to 3. Video from Crash Course arguments and price
into small groups, each up their graph. graph a price ceiling and Econ about price floors and floor (for labor) and
assigned 1 of 3 schools of using yesterday’s activity. results. effects on supply.
thought and write 3 TBO: Student will draw a TBO: Student will draw a 3. Students partner,
characteristic/facts about graph depicting a price graph depicting a price discuss their opinions
their assigned ceiling and its result. floor and its result. based on what we’ve
perspective Each group learned in class.
will then present. TBO: Student will be
TBO: Student will explain able to pick one
positive and normative perspective and write
economics in own words why they support it (1
(1-2 sentences each) paragraph).
50 minutes 50 minutes 50 minutes 50 minutes 50 minutes
Public Goods and Competition and Market Tragedy of the Commons Role of Government 1. Bell work – Historical
Externalities - Market Structures 1. Bell work – historical 1. Bell work – article with questions
Failure 1. Bell work – article (with questions at article/questions about about US government
1. Bell Work – article/questions about end) about The Tragedy of bank bailouts as response market regulations.
article/questions about history of railroads the Commons origin. to 2008 crisis. 2. Unit Quiz - Student
NIMBY scenario 2. Lecture/notetaking on 2. Lecture/notetaking on 2. Lecture/notetaking – will take the test and
2. Video about HD DVD four market structures Tragedy of the Commons. begin with video about the turn it in with bell work
market failure. 3. Students work with 3. Begin Fishing Activity – 2008 crisis to introduce sheet.
2. Lecture/notetaking partners to create grids have tape already on floor government managing 3. If done early student
about market failure listing the market and fish ready to go. Do the monopolies, protecting begins defining
causes. structures and activity. consumers, and vocabulary for Chapter
3. Guide students to list characteristics of each 4. Discuss what happened regulations. 8.
benefits/drawbacks of TBO: Student answers during each fishing round. 3. Groups – explain TBO: Completion of the
having a mall built across question: Why are some Tie to Tragedy of the scenario, students discuss if quiz will be its own TBO.
the street from their monopolies acceptable and Commons. cease and desist orders are
house. other are not? (written, 1 TBO: Student explains what justifiable government
4. List on board and paragraph). tragedy of the commons actions
discuss. means in own words (1-2 TBO: Rate your
TBO: Student writes sentences written). contribution to your group
definitions of public good discussion and give a
and externality and number rating for each
provides one example of group member.
each not already used in
class.