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October 12

posted Oct 11, 2012, 3:45 PM by Peter Knowles   [ updated Oct 11, 2012, 3:50 PM ]
Economics Standard
2.1 Understand that people have to make choices between wants and needs and evaluate the outcomes of those choices
Day #26Date:  October 11, 2012Standards:  Social Studies  
Target Question
How do people make choices to get what they need to survive?WHAT YOU SHOULD LEARN TODAY
Content ObjectiveStudents will understand the 4 principles of economic reasoningWHAT YOU SHOULD LEARN ABOUT THE SUBJECT
Language Objective   Students will become familiar with the economic terms cost, incentive, and consequences by discussing the terms and providing examples. HOW YOU WILL COMMUNICATE WHAT YOU LEARN

Activity
Instructions
We'll start with a slideshow about the 4 "Principles of Economic Reasoning"

Principles of economic reasoning


After the slideshow, open a Google Docs Template called Economic Reasoning. You'll work with a partner to complete the activity together. 

Principles of economic reasoning--
The first chart below shows four important facts regarding economics. With your partner, generate three NEW examples for each principle in the spaces to the right.
1. People make choices
2. People’s choices involve costs
(Opportunity cost = the choice you did not make, but could have)
3. People respond to incentives in predictable ways
4. People’s choices have consequences that lie in the future

In addition to providing examples of your own to answer the questions, you'll also need to read a short handout (get it from Mr. Knowles) and review pages 6-7 in your textbook.

Economic reasoning and the development of agriculture --
Re-read the section in your textbook on the neolithic revolution (6-7) and the handout that is provided. Then discuss the questions below. Write your answers in the spaces at the right.
1. What choices did nomadic hunter/gatherer bands make when they began farming?
2. What would the costs be to hunter/gatherers of becoming farmers?
3. What incentives might there be for a group of hunter/gatherers to become farmers?
4. Over a long period of time, what were the consequences of this choice?

Then, once you've seen how the economic principles work with regard to early agricultural societies, you'll also look into early trading peoples with a look at the Kush and Axum kingdoms. Read pages 98 & 99 of your text, and complete the questions on the template regarding those cultures, specifically:
  1. What choices did people in these kingdoms make about the way they would satisfy their wants and needs?
  2. What costs did different groups face when making these choices?
  3. What would the incentives for such choices be?
  4. What would their consequences be?
Share one copy per pair into the DropBox. Make sure that both group members' names are included in the file.
Then STEP BY STEP INSTRUCTIONS ABOUT WHAT TO DO


REMEMBER: To do your best on summative assessments, you'll need to use not only the information that we've discussed in class, but also include information from outside of classroom activities, either from information you already know, or from additional research you complete. Conduct your own research if necessary, or visit the Extension link below for ideas.
Formative AssessmentHOMEWORK: Continue reading about African Kingdoms (Ghana, Mali & Songhai on pages 100-101) as you think about people's choices when it comes to meeting their needs. 
  1. How did trade change in these three kingdoms? 
  2. How did they use their resources to meet their needs? 
  3. What were the costs (immediate) and consequences (longer term) of their choices?
Answer these questions on paper or in a new Google Doc. Have the answers by class on Monday. 
HOW YOU WILL DEMONSTRATE WHAT YOU'VE LEARNED TODAY
Summative Assessment
Our next summative (graded) assessment will be an essay in answer to the following question:  
How have people's economic choices in history created important consequences for later generations? 
Start thinking about examples you learned about today. They will come in handy when you need to write about them later.
WHAT TO DO WHEN FINISHED WITH TODAY'S ACTIVITIES 
ExtensionWhat would hunting-gathering societies look like? See what modern writers have to say about their diet, their education, their hunting practices, and their relationship to modern societyWHAT TO DO IF YOU'VE FINISHED THIS WEEK'S SUMMATIVE  ASSESSMENT, OR WANT TO LEARN MORE ABOUT TODAY'S TOPICS
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