Brenham ISD Unit Plan
Unit 2: International - Absolute & Comparative Advantage (12 Days) | Economics | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
E.3A Apply the concepts of absolute and comparative advantages | E.3B Compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade E.3C Analyze the effects of changes in exchange rates on imports and exports | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential or power standards. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, definitions, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: Students will explain & identify
And how these issues interconnect with .
Students will:
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Trade - The action of buying and selling goods and services. Absolute advantage - The ability to produce more of a given product with given resources than another country. Comparative advantage - A situation in which a country, individual, company or region can produce a good at a lower opportunity cost than a competitor. Specialization - production where a nation focuses on the production of certain products or services in order to gain efficiency with their resources Free Trade - trade with no tariffs or quotas between trading nations. Trading Range – the range of price for a product where the trade will be beneficial to both parties Opportunity Cost - The cost of an alternative that must be forgone in order to pursue a certain action. Incentive – Motivation to undertake a certain action or trade Benefit – The gain you get from a choice or trade International Trade - voluntary exchange of goods and services between people of different nations Interdependence – Nations specialize and rely on each other for different goods and services Voluntary Exchange (of goods and services) – where nations freely enter into trade with other nations Quotas - used in international trade to help regulate the volume of trade between countries. Tariffs – taxes on imported goods to raise revenue or to protect domestic industries from foreign competition. Trade Agreement – a treaty between countries or a group of countries dealing with trade Embargo – A stoppage of trade as a result of a strained relationship between nations Protectionism – The policy to protect domestic producers with tariffs, quotas and other trade barriers | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following:
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
4 | Absolute & Comparative Advantage quiz | |
5 | Vocabulary quiz | |
7 | Free Trade activity | |
11-12 | Review and Summative Assessment | |
Notes: | ||