The FES Unit Plan
Objectives Students will become informed of the basic economic freedoms in the free enterprise system.
SWBAT: 80% of students will demonstrate competencies using a variety of assessment with an overall portfolio score of 80% or higher.
- Describe the tradition of the free enterprise system in the US
- Identify the role of consumers in the free enterprise system.
- Explain how the government influences a business cycle.
- Understand the difference between quantity demanded and a shift in the demand curve.
- Analyze the effect of changes in the level of competition in different markets. Web-based content
- Explain how competition between buyers and sellers affects price.
POS Requirements: 104 Explain the The Free Enterprise System
- How does the free enterprise system work?
- What role does the US government play in the free enterprise system?
- What programs help redistribute wealth in the US economy?
- What is the law of demand?
Khan Academy – Law of supply/demand
Microsoft Excel – scatter plot graph demonstrated the relationship between supply and demand
- Differentiated instruction was provided via GCFLearnfree.org >Technology>Microsoft Excel 2010
YouTube video “It’s Everybody’s Business”
- I used this as an introductory to the FES, which can be a dull topic for students and teachers. The main character, Nathan, provided a continuous talking point for formative assessment throughout the unit.
- Accompanying the video was a notes sheet – I created this to meet and exceed the learning needs of all students.
Collins II Writing Prompt – students watched YouTube video “Made in the USA” and developed an essay using the notes from the aforementioned video to make the connection as to how the FES was used in connection with the Ralph Lauren Olympic sweaters. This was also threaded into current events. The sweaters fueled a follow-up discussion post Opening Ceremonies in the 2014 Winter Games.
Power Point Project – used The American Free Enterprise System Rubric to support a Power Point project where students demonstrated knowledge of answering the essential questions as well as integrating pertinent vocabulary.
- “Risk & Reward” DVD with worksheet and discussion questions
- “Free Trade” DVD with worksheet and discussion questions Teacher’s Guide
Teacher’s thoughts: There are several components I would revisit for next year. First, I would refine the Power Point project. Post-lesson I touched base with a member of our OAC to seek outside influence on how to execute a formal presentation (to benefit students). This extends beyond the presenter as I was more concerned with creating an environment conducive to active listening. A requirement for next year will be for the presenter to print out notes for the audience members. Secondly, in terms of the discussion questions via Izzit, I would break these down over a few days. I would also consider having the answers be constructed via Google Docs and we can use this as a mega discussion. I would also consider using a discussion board in Schoology. I would prepare the students for a college/university discussion where Student A posts a statement, Student B responds and Student A completes the thread with a conclusion statement. Third, I would take more time to develop the supply and demand lesson. I believe that this needs to be done over a few days as opposed to one lesson. It was a lot of information and when combined with Excel it did not fulfill my expectations. I took for granted that students were more affluent in Excel; however, that was not the case. On the other hand, the YouTube videos were effective and the Collins II writing prompt allowed me to appreciate that the students were not only patriotic, but that they did foster an understanding of how the FES works through their solid writing abilities.
**Data to be analyzed upon the completion of Unit Plan.