Brenham ISD Unit Plan
Unit 8: Federal Reserve & Economic Indicators (8 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.12A Explain the structure of the Federal Reserve System | E.9A Interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation E.9B Analyze business cycles using key economic indicators E.10A Analyze how productivity relates to growth E.10C Analyze how trade relates to growth E.12B Analyze the three basic tools used to implement U.S. monetary policy, including reserve requirements, the discount rate and the federal funds rate target, and open-market operations E.12C Explain how the actions of the Federal Reserve System affect the nation's money supply | |
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:
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | monetary policy – strategy taken by a central banking system to regulate the supply of money fiscal policy – strategy taken by public officials regarding taxing and spending reserve requirement – the amount of money banks are required to keep and not lend out federal funds rate – the interest rate banks charge each other on loans discount rate – the interest rate the Federal Reserve Bank charges commercial banks for loans open market operations – a Federal Reserve practice of purchasing and selling government bonds intended to take money out or put money into the economy quickly currency – a physical item, such as bills and coins, use as a medium of exchange barter – the exchange of goods and services for goods and services revenue – money raised by the government or money received by a firm doing business expenditure – a payment, cost, or the amount of money spent | |
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:
What are the three key functions of a central bank? How has the role of the Federal Reserve System changed over time? How do the laws of supply and demand affect money? | ||
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?) | |
5 | What is the Federal Reserve System? activity | |
6 | Notes and Vocabulary Quiz | |
8 | Unit Assessment | |
Notes: | ||