A Correlation Between the
Washington Essential Academic Learning Requirements
         and Junior Achievement Programs



...
Overview

In this document, the Junior Achievement high school programs listed below are correlated to the
Washington Esse...
JA It’s My Business! encompasses entrepreneurship curriculum for students in grades six, seven, and
eight. The program emp...
Ourselves
                                                                                   Social
   Description        ...
Our Families

                                                                                  Social       Language
    ...
Our Community
                                                                                   Social
     Description  ...
Social
     Description                      Key Learning Objectives                                Language Arts   Mathem...
Our City
                                                                                                Language
      De...
Language
     Description                  Key Learning Objectives                Social Studies                  Mathemat...
Our Region
      Description                         Key Learning Objectives                    Social Studies   Language ...
Description                   Key Learning Objectives                     Social Studies   Language Arts     Mathematics

...
Our Nation
                                                                                             Social      Langua...
Social      Language
         Description                            Key Learning Objectives                              ...
JA More than Money
                                                                                                       ...
Language
     Description                         Key Learning Objectives                     Social Studies              ...
JA Global Marketplace

        Description                  Key Learning Objectives               Social Studies         L...
Description                        Key Learning Objectives               Social Studies     Language Arts         Mathemat...
Description                      Key Learning Objectives              Social Studies     Language Arts            Mathemat...
JA America Works
        Description                   Key Learning Objectives               Social Studies     Language A...
Description                  Key Learning Objectives              Social Studies     Language Arts           Mathematics

...
Description                  Key Learning Objectives              Social Studies     Language Arts        Mathematics



S...
JA Economics for Success
       Description                 Key Learning Objectives                Social Studies    Langu...
Description                Key Learning Objectives                 Social Studies    Language Arts           Mathematics

...
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
JA Programs K-12 06/2009
Upcoming SlideShare
Loading in...5
×

JA Programs K-12 06/2009

679

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
679
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "JA Programs K-12 06/2009"

  1. 1. A Correlation Between the Washington Essential Academic Learning Requirements and Junior Achievement Programs Updated June 2009 JA Worldwide® One Education Way Colorado Springs, CO 80906
  2. 2. Overview In this document, the Junior Achievement high school programs listed below are correlated to the Washington Essential Academic Learning Requirements (EALRs) for social studies, language arts, and mathematics. Although mainly designed for the social studies, Junior Achievement programs provide many opportunities to develop cross-disciplinary knowledge and skills. This list is not meant to be exhaustive or intended to infer that a resource will completely address any given standard or expectation, but is designed to show how it can enhance or complement efforts to do so. Elementary School Programs Ourselves uses compelling stories read aloud by the volunteer, along with hands-on activities to demonstrate helping, working, earning, and saving. Five required, volunteer-led sessions. Recommended for kindergarten. Our Families emphasizes the roles people play in the local economy and engages students with activities about needs, wants, jobs, tools and skills, and interdependence. Five required, volunteer-led sessions. Recommended for first grade. Our Community explores the interdependent roles of workers in a community, the work they perform, and how communities work. Five required, volunteer-led sessions. Recommended for second grade. Our City studies careers, the skills people need to work in specific careers, and how businesses contribute to a city. Five required, volunteer-led sessions. Recommended for third grade. Our Region introduces the relationship between the natural, human, and capital resources found in different regions and explores regional businesses that produce goods and services for consumers. Five required, volunteer-led sessions. Recommended for fourth grade. Our Nation provides practical information about businesses’ need for individuals who can meet the demands of the job market, including high-growth, high-demand jobs. Further, it introduces the concept of globalization of business as it relates to production materials and the need for students to be entrepreneurial in their thinking to meet the requirements of high-growth, high-demand careers worldwide. Five required, volunteer-led sessions. Recommended for fifth grade. JA More than Money teaches students about earning, spending, sharing, and saving money, and businesses they can start or jobs they can perform to earn money. Six required, after-school, volunteer-led sessions. Recommended for grades three-five. Middle Grades Programs JA Global Marketplace provides practical information about the global economy and its effect on the students’ lives. Six required, volunteer-led sessions. JA America Works provides students with examples of how business and entrepreneurship affected the economic development of the United States during the 19th century. Six required, volunteer-led sessions. JA Economics for Success explores personal finance and students’ education and career options based on their skills, interests, and values; also demonstrates the economic benefits of staying in school. Six required, volunteer-led sessions. i
  3. 3. JA It’s My Business! encompasses entrepreneurship curriculum for students in grades six, seven, and eight. The program emphasizes entrepreneurship while providing a strong focus on social studies, reading, and writing skills. Students are encouraged to use critical thinking to learn entrepreneurial skills that support positive attitudes as they explore and enhance their career aspirations. Six required, volunteer-led sessions. High School Programs JA Banks in Action teaches high school students the principles of the banking industry and introduces them to the challenges of successfully operating a bank in a competitive environment. Eight required, volunteer-led sessions. JA Be Entrepreneurial introduces students to the essential components of a practical business plan, and challenges them to start and entrepreneurial venture while still in high school. JA Business Ethics uses hands-on activities to foster ethical decision-making in students as they prepare to enter the workforce and the global marketplace. Seven required and five optional, volunteer-led sessions. JA Careers with a Purpose introduces students to the importance of seeking careers that help them realize their life potential and noble purpose. The program demonstrates the importance of positive values, life maxims, and ethical decision-making within the context of career and life decisions. Seven required, volunteer-led sessions. JA Economics examines the fundamental concepts of micro-, macro-, and international economics. Seven required, volunteer-led sessions. JA Success Skills meets the needs of a diverse group of high school students by providing engaging, academically enriching, and experiential-learning sessions in work-readiness education and career perspectives. Seven required, volunteer-led sessions. JA Titan introduces critical economics and management decisions through an interactive simulation. Seven required, volunteer-led sessions. Junior Achievement Presents: The NEFE High School Financial Planning Program introduces students to the importance of planning for their financial future. The program demonstrates the roles that budgeting, investing, credit, and insurance play in securing financial stability. When able to use the entire NEFE High School Financial Planning Program along with the JA experience, students will have a complete portfolio of skills to make financial decisions and set financial goals throughout their lives. Five required, volunteer-led sessions. JA Exploring Economics fosters lifelong skills and knowledge about how an economy works, including micro-, macro-, personal, and international economics. Seven required, volunteer-led sessions. JA Company Program analyzes and explores personal opportunities and responsibilities within a student- led company. Twelve required, volunteer-led meetings. JA Job Shadow meets the needs of a diverse group of high school students by providing engaging, academically enriching, and experiential-learning sessions in work-readiness education and career perspectives. In-school, teacher-led sessions; pre- and post-Job Shadow experiences. ii
  4. 4. Ourselves Social Description Language Arts Mathematics Key Learning Objectives Studies Activity 1: Objectives: The students will: Economics Communication Robbie’s Trip to  recognize the role of self 2.1 1.1-2 the Farm  appreciate individual differences 2.2 2.1-2 Students make choices. Concepts: barter, goods, individual, trade, voluntary exchange, volunteer, work Skills: abstract thinking, decision making, drawing, following directions, interpreting information, listening responsively, sequencing Activity 2: Angie Objectives: The students will: Economics Communication and the Carnival  define money 2.1 1.1-2 Students recognize  identify one form of money (coins) 2.2 2.1-2 coin values.  differentiate coins Concepts: buying, choices, consumer, earning, entrepreneurs, incentives, money, saving, spending, work Skills: coin recognition, coin valuation, following directions, interpreting information, listening responsively, matching Activity 3: Objectives: The students will: Economics Communication Charlie Plants a  recognize the importance of working together 2.1 1.1-2 Garden  discover rewards other than money 2.2 2.1-2 Students work together to Concepts: benefit, choices, resources, rewards, work complete a task. Skills: abstract thinking, decision making, following directions, listening responsively, teamwork Activity 4: Objectives: The students will: Economics Communication Gr K Meagan Buys a  discuss the importance of saving money 2.1 1.1-2 K.1 Present  identify a place where people save money 2.2 2.1-2 K.2 Students match  demonstrate how to save money K.3 coin values to the  name something they would like to save for K.5 costs of items. Concepts: buying, choice, costs, earning, money, Gr 1 saving, scarcity, wants, work 1.1 1.2 Skills: coin recognition, coin valuation, following 1.6 directions, listening responsively, matching Activity 5: Dylan Objectives: The students will: Economics Communication and the New  identify ways money can be used to benefit others 2.1 1.1-2 Playground  recognize the value of work 2.2 2.1-2 Students recall a  appreciate the importance of giving sequence of events. Concepts: benefit, giving, saving, scarcity, work Skills: abstract thinking, following directions, listening responsively, matching, sequencing, teamwork 03/09 3
  5. 5. Our Families Social Language Description Key Learning Objectives Mathematics Studies Arts Activity 1: Our Objectives: The students will: Economics Communication Families  identify what a family is 2.1 1.1-2 Students explore how  recognize how people live and work together in a 2.2 2.1-2 people in a family family work together to make the place where they Concepts: family, interdependence, job, work live a good place. Skills: analyzing information, drawing, following directions, listening responsively, matching Activity 2: Our Objectives: The students will: Economics Communication Families' Needs and  explain the difference between a need and a want 2.1 1.1-2 Wants 2.2 2.1-2 Students differentiate Concepts: economic incentives, family, scarcity, between a need and a wants and needs want. Skills: decision making, differentiating, following directions, listening responsively Activity 3: Our Objectives: The students will: Economics Communication Families' Jobs  define a job as work that needs to be done 2.1 1.1-2 Students explain how  identify jobs people do 2.2 2.1-2 jobs provide for family members' Concepts: business, economic incentives, needs and wants. employment, family, human resources, income, jobs, skills Skills: analyzing information, drawing, following directions, making observations Activity 4: Finding Objectives: The students will: Economics Communication Our Families' Needs  interpret map symbols 2.1 1.1-2 and Wants  place various kinds of symbols for businesses and 2.2 2.1-2 Students determine services on a map where members of a  recognize how family members depend on various Geography family would go to businesses to provide their needs and wants 3.1 obtain their needs and 3.2 wants. Concepts: business, economic institutions, key, map, scarcity, symbol, wants and needs Skills: decision making, following directions, map reading, recognizing and interpreting symbols Activity 5: Paying for Objectives: The students will: Economics Communication Our Families' Needs  describe various jobs at which people earn money 2.1 1.1-2 and Wants  recognize that families use money to satisfy their 2.2 2.1-2 Students demonstrate needs and wants working to pay for needs and wants. Concepts: earning, job, money, skill, spending, wants and needs, work Skills: analyzing information, following directions, listening responsively 03/09 4
  6. 6. Our Community Social Description Key Learning Objectives Language Arts Mathematics Studies Activity 1: How Does Objectives: The students will: Economics Communication a Community Work?  identify a variety of jobs in the community 2.1 1.1-2 Students identify  recognize how people live and work together in 2.2 2.1-2 typical jobs in a a community 2.4 community.  become aware of a wide range of job opportunities Geography 3.1 Concepts: business, community, interdependence, 3.2 job, skill, volunteer, wants and needs Skills: decision making, following directions, making observations, matching Activity 2: Sweet “O” Objectives: The students will: Economics Communication Donuts  define production 2.1 1.1-2 Students compare two  compare unit and assembly line production 2.2 2.1-2 production strategies. methods 2.4  explain that different strategies are used to produce different types of products Concepts: assembly-line production, defect, productivity, quality, specialization and division of labor, unit production Skills: following directions, interpreting data, making observations, making predictions, role playing, teamwork Activity 3: The Role Objectives: The students will: Economics Communication Gr K of Government  recognize government jobs in the community 2.1 1.1-2 K.1-3 Students recognize that  understand why taxation is necessary 2.2 2.1-2 K.5 the government must 2.3 collect taxes from Concepts: benefits, goods, government, services, 2.4 Gr 1 everyone to pay for taxes, 1.1-2 public services. Geography 1.6 Skills: critical thinking, following directions, 3.1 making observations, matching, role playing 3.2 Gr 2 2.1-2 2.5 Gr 3 3.1 3.6 Activity 4: A New Objectives: The students will: Economics Communication Business  define choices 2.1 1.1-2 Students use the  use a decision-making model 2.2 2.1-2 decision-making  recognize the need to make informed decisions 2.4 process to make a  take personal responsibility for decisions group decision. Concepts: ballot, business, choices, decision tree, majority, trade-offs, vote, Skills: decision making, identifying choices, developing ideas, listening responsively, problem solving, teamwork 5
  7. 7. Social Description Key Learning Objectives Language Arts Mathematics Studies Activity 5: Money Objectives: The students will: Economics Communication Moves 2.1 1.1-2  identify circumstances of money being Students illustrate the 2.2 2.1-2 circular flow of exchanged for goods or services 2.4 money.  recognize how money flows through a community's economy Concepts: bank, circular flow of money, goods, money, services Skills: listening responsively, role playing, making observations, following directions 03/09 6
  8. 8. Our City Language Description Key Learning Objectives Social Studies Mathematics Arts Activity 1: Inside Objectives: The students will: Economics Communicatio Cities  define a city as a place where people live, 2.1 n Students identify work, play, and go to school 2.2 1.1-2 different zones in a city  learn about the different zones used in city 2.4 2.1-2 and describe the job of planning a city planner.  identify the job of city planner Geography Reading 3.1 1.1-4 Concepts: business, city, city planner, 3.2 2.1-3 economic development, jobs, volunteer, 3.1-2 zones (business, farming, industry, residential, multipurpose) Skills: applying information, drawing, following directions, making observations, mapping information, teamwork Activity 2: Building a Objectives: The students will: Economics Communicatio Gr 2 City  understand the importance of the 2.1 n 2.1-2 Students calculate scale construction business to a city’s economy 2.2 1.1-2 2.5 measurements and  recognize the skills a builder needs 2.4 2.1-2 describe the job skills  identify how the builder's job relates to the Gr 3 of a builder. job of city planner Geography Reading 3.1 3.1 1.1-4 3.6 Concepts: blueprint, careers, jobs, quality, 3.2 2.1-3 scale construction, quality, skills, zone 3.1-2 Gr 4 4.2 Skills: decision making, interpreting 4.5 directions, mathematical interpretation and computation, teamwork, understanding and Gr 5 using scales 5.2 5.6 Activity 3: Dining Out Objectives: The students will: Economics Communicatio Students make  make group decisions necessary to start a 2.1 n decisions about restaurant 2.2 1.1-2 operating a restaurant.  decide on a type of restaurant 2.4 2.1-2  discuss and select the best location for a restaurant Geography Reading  decide what to charge for meals 3.1 1.1-4  select an employee 3.2 2.1-3  promote the restaurant 3.1-2 Concepts: consume, consumer, entrepreneur, produce, producer, zone Skills: compiling data, conducting research, following directions, developing ideas, decision making, reading and interpreting data, role playing 7
  9. 9. Language Description Key Learning Objectives Social Studies Mathematics Arts Activity 4: Making Objectives: The students will: Economics Communicatio Headlines  understand the importance of the 2.1 n Students generate a newspaper as a communication tool 2.2 1.1-2 class newspaper.  recognize the skills a reporter needs 2.4 2.1-2  generate article topics and develop article outlines Geography Reading 3.1 1.1-4 Concepts: business, city, communication, 3.2 2.1-3 Five Ws, headline, news, zone 3.1-2 Skills: developing ideas, generating topics Writing for writing, organizing writing, responding 1.1-6 to oral and written presentations, teamwork 2.1-3 3.1-3 Activity 5: You Can Objectives: The students will: Economics Communicatio Gr 2 Bank on It  understand that one purpose of a bank is 2.1 n 2.1-2 Students carry out bank to keep money 2.2 1.1-2 2.5 transactions.  complete a simple bank transaction 2.4 2.1-2  balance a checkbook Gr 3 Reading 3.1 Concepts: ATM, bank, bank teller, 1.1-4 3.6 business, check, checking account, deposit, 2.1-3 money 3.1-2 Gr 4 4.2 Skills: listening responsively, mathematical 4.5 interpretation and computation, role playing, teamwork Gr 5 5.2 5.6 03/09 8
  10. 10. Our Region Description Key Learning Objectives Social Studies Language Arts Mathematics Activity 1: What are Objectives: The students will: Economics Communication Regions and  define region, resource, business, and entrepreneur 2.1 1.1-2 Resources?  identify resources as natural, human, and capital 2.2 2.1-2 Students distinguish  locate a business of their choosing in a region 2.4 between natural, Reading human, and capital Concepts: business, capital resources, compass rose, Geography 1.1-4 resources. entrepreneur, goods, human resources, natural 3.1 2.1-3 resources, products, region, services, volunteer 3.2 3.1-2 Skills: following directions, making choices, map interpretation, reading, understanding symbols Activity 2: Exploring Objectives: The students will: Economics Communication Resources  analyze resources in different regions 2.1 1.1-2 Students examine  list resources required to produce a good or service 2.2 2.1-2 regions of resources in  determine a location for their business based on 2.4 the United States. resources Reading Geography 1.1-4 Concepts: business, capital resources, good, human 3.1 2.1-3 resources, natural resources, products, region, 3.2 3.1-2 scarcity, service Skills: conducting research, comparing data, following directions, making choices, teamwork Activity 3: Resources Objectives: The students will: Economics Communication on the Move  identify resources involved in producing a product 2.1 1.1-2 Students examine how  define economy and specialization 2.2 2.1-2 businesses work  recognize economic interdependence in a region 2.4 together to create a and among regions Reading product. Geography 1.1-4 Concepts: business, capital resources, economy, 3.1 2.1-3 goods, human resources, interdependence, natural 3.2 3.1-2 resources, product, region, services, specialization Skills: conducting research, following directions, map reading, organizing resources Activity 4: Where's Objectives: The students will: Economics Communication Gr 2 the Money?  define income, expenses, profit, and loss 2.1 1.1-2 2.1-2 Students calculate profit  demonstrate how a business tracks income and 2.2 2.1-2 2.5 and loss and make a expenses 2.4 group decision.  solve simple business problems Reading Gr 3 1.1-4 3.1 Concepts: advantage, business, decision, 2.1-3 3.6 disadvantage, expense, financial report, income, loss, 3.1-2 product, profit, resources Gr 4 4.2 Skills: comparing, following directions, making 4.5 decisions, math computation, problem solving, teamwork Gr 5 5.2 5.6 9
  11. 11. Description Key Learning Objectives Social Studies Language Arts Mathematics Activity 5: The Objectives: The students will: Economics Communication Gr 2 Bottom Line  understand the importance of cash flow to 2.1 1.1-2 2.1-2 Students calculate businesses 2.2 2.1-2 2.5 profits and losses.  record business income and expenses 2.4  calculate profit and loss Reading Gr 3  recognize the role of loans in business 1.1-4 3.1 2.1-3 3.6 Concepts: bottom lines, business, decisions, 3.1-2 expenses, government, income, loan, loss, profit, risk, Gr 4 taxes 4.2 4.5 Skills: building consensus, following directions, listening critically, mathematical computation, Gr 5 predicting results, selecting and applying information, 5.2 teamwork 5.6 03/09 10
  12. 12. Our Nation Social Language Description Key Learning Objectives Mathematics Studies Arts Session 1: Objectives: The students will: Economics Writing What's Your Big Idea?  Experience free enterprise and entrepreneurship 2.1 1.1-6 Students practice being  Identify the key steps in the innovation process that 2.2 2.1-3 entrepreneurs by turning ideas are necessary to establish an entrepreneurial business 2.4 3.1-3 into businesses  Create an advertisement Communicatio n Concepts: Entrepreneur, Free enterprise, Goods, Profit, 1.1-2 Services 2.1-3 Skills: Creative thinking, Estimating, Teamwork, 3.1 Working in groups 3.3 Session 2: Objectives: The students will: Economics Reading What is a Resource?  Describe resources, particularly human and capital 2.1 1.1-4 Students become familiar resources 2.2 2.1-3 with resources and how they  Define scarcity and opportunity cost 2.4 3.1-2 apply to technology, workers, and the needs of businesses  Discuss technology as a capital resource in demand by Communicatio and industries most businesses n 1.1-2 Concepts: Capital resources, Human resources, Natural 2.1-2 resources, Opportunity cost, Resources, Scarcity, Technology, Technophile, Technophobe Skills: Addition and subtraction, Decision-making, Reading and writing, Reasoning, Teamwork, Working in groups Session 3: Objectives: The students will: Economics Reading Gr 3 Job to Job  Identify the skills that support high-growth, high- 2.1 1.1-4 3.1 Students examine the skills demand needs in the workplace 2.2 2.1-3 3.6 needed by jobs that are in  Analyze their own skills to see how they fit in the 2.4 3.1-2 demand by businesses in a Gr 4 workplace Communicatio 4.2 free enterprise system Concepts: Communication, Demand, Engineering n 4.5 skills, Supply 1.1-2 2.1-2 Gr 5 Skills: Graph interpretation, Problem-solving, Reading 5.2 and writing, Teamwork, Verbal communication, 5.6 Working in groups Session 4: Objectives: The students will: Reading Cluster of Skills  Identify clusters of jobs and the background required 1.1-4 Students become familiar by those jobs 2.1-3 with job clusters and the  Create a simple resume 3.1-2 background necessary for each job Concepts: Employer, Employee, Resume Communicatio n Skills: Creative thinking, Evaluation, Oral and written 1.1-2 communication, Teamwork, Working in groups 2.1-2 11
  13. 13. Social Language Description Key Learning Objectives Mathematics Studies Arts Session 5: Objectives: The students will: Economics Communicatio Worldwide Connections  Describe specialization and competition in business 2.1 n Students examine how  Experience the global needs of many businesses 2.2 1.1-2 specialization and technology 2.4 2.1-2 have contributed to free Concepts: Competition, Globally competitive, enterprise and their effect on Specialization Geography the global business world 3.1 Skills: Communication, Decision-making, Graph 3.2 interpretation, Map reading, Problem-solving, Teamwork Supplemental Session: Objectives: The students will: Economics Communicatio Business Organization  Identify the three types of businesses organizations 2.1 n Students explore 2.2 1.1-2 entrepreneurship and free Concepts: Corporation, Partnership, Sole 2.4 2.1-2 enterprise proprietorship, Stock, Stockholders Skills: Brainstorming, Role-playing 03/09 12
  14. 14. JA More than Money Language Description Key Learning Objectives Social Studies Mathematics Arts Session 1: Money in Objectives: The students will: Economics Communication Gr 3 the Bank  identify the role of money in everyday life 2.1 1.1-2 3.1 Students manage a bank  explain the benefits of a personal bank account 2.2 2.1-2 3.6 account. Concepts: bank account, deposit, earn, income, interest, Reading Gr 4 money, register, savings, withdrawal 1.1-4 4.2 2.1-3 4.5 Skills: active listening, completing forms, math 3.1-2 computation, following directions, working in groups Gr 5 5.2 5.6 Session 2: A Sense of Objectives: The students will: Economics Communication Gr 3 Worth  identify several characteristics of a positive work ethic 2.1 1.1-2 3.1 Students identify  distinguish between working for someone and self- 2.2 2.1-2 3.6 characteristics of a employment 2.4 positive work ethic and  identify ways to earn income through jobs or a small Reading Gr 4 manage a bank account. business 1.1-4 4.2  practice personal money-management skills through 2.1-3 4.5 business and ethical decision making 3.1-2 Gr 5 Concepts: business, employee, entrepreneur, income, job 5.2 skills, mentor, money management, role model, self- 5.6 employed, work ethic Skills: active listening, comparing and contrasting, completing forms, math computation, drawing, following directions, matching and classifying, working in groups Session 3: Balancing Objectives: The students will: Economics Communication Gr 3 Act  match personal skills with jobs and self-employment 2.1 1.1-2 3.1 Students connect  understand market research 2.2 2.1-2 3.6 personal interests to  identify ways to share, save, and spend personal income 2.4 possible business  practice personal money management skills Reading Gr 4 opportunities and  practice making sound, personal financial choices 1.1-4 4.2 manage a bank account  discuss ways to evenly share, save, and spend money 2.1-3 4.5 3.1-2 Concepts: interests, market research, money management, Gr 5 skills 5.2 5.6 Skills: basic math, charting data, comparing and contrasting, deductive reasoning, following written and verbal instructions, working in groups, self-assessment, taking turns, vocabulary building Session 4: Building a Objectives: The students will: Economics Communication Gr 3 Business  define the basic steps in planning and starting a 2.1 1.1-2 3.1 Students develop a business 2.2 2.1-2 3.6 business plan and  calculate operating expenses and income for a small 2.4 calculate business costs. business Reading Gr 4  develop a basic business plan based on their job skills 1.1-4 4.2 and interests 2.1-3 4.5 3.1-2 Concepts: business plan, competition, estimate, expense, Gr 5 profit, start-up cost 5.2 5.6 Skills: basic math, comparing and contrasting, deductive reasoning, problem-solving, reading and following directions, taking turns, vocabulary building 13
  15. 15. Language Description Key Learning Objectives Social Studies Mathematics Arts Session 5: Get Objectives: The students will: Economics Communicati Gr 3 SMART  practice using the SMART system to make consumer 2.1 on 3.1 Students apply the decisions 2.2 1.1-2 3.6 SMART decision-  identify the difference between personal and business 2.4 2.1-2 making process and spending Gr 4 manage a bank account.  manage money by making SMART business and Reading 4.2 consumer decisions 1.1-4 4.5  apply the problem-solving steps needed to own and 2.1-3 3.1-2 Gr 5 operate a business 5.2 Concepts: business consumer, money management, 5.6 personal consumer Skills: basic math, comparing and contrasting, deductive reasoning, evaluating data, problem-solving, reading and following directions, role-playing Session 6: What’s the Objectives: The students will: Economics Communicati Catch?  recognize deceptive advertising 2.1 on During recognize  apply money management skills in a simulated business 2.2 1.1-2 deceptive advertising  record and track financial gains and losses in a 2.4 2.1-2 practices and manage a simulated business bank account.  promote business through advertising Reading  practice sound financial choices and cooperative 1.1-4 decision-making skills 2.1-3  apply the steps necessary to own and operate a small 3.1-2 business Concepts: advertisement, deceptive, money management Skills: basic math, comparing and contrasting, critical thinking, evaluating data, mind-mapping, problem-solving, reading and following directions, teamwork 03/09 14
  16. 16. JA Global Marketplace Description Key Learning Objectives Social Studies Language Arts Mathematics Activity One: "X" Marks Objectives: The students will: Civics Reading-Grade 6 the Spot -define trade 3.1.2a 1.2.1, 1.2.2, 1.3.1, Working in groups to -explain why countries trade with 1.3.2, 1.4.3, 2.2.2, identify import items found one another Economics 3.2.2 throughout the classroom, -list at least five products or items 1.1.2a, 2.1.2a, students begin to recognize imported from other countries and 2.3.2a Reading-Grade 7 that trade with other locate those on a world wall map 1.2.1, 1.2.2, 1.3.1, countries affects their daily Concepts: trade, market, domestic Geography 1.3.2, 1.4.3, 2.2.2, lives. Students understand trade, international trade, imports, 1.1.2a, 1.2.2a, 3.2.2 that international trade exports 1.2.2b, 2.1.2, 2.2.2 occurs when nations want or Skills: interpreting maps and Reading-Grade 8 need resources or services globes, oral and written SS Skills 1.2.2, 1.3.2, 1.4.3, from other countries because communication, working in groups, 1.1.2d, 1.1.2e, 2.2.2, 3.2.2 they themselves cannot gathering and organizing 1.1.2f, 2.1.2a, satisfy those needs and information 2.1.2b, 3.1.3a, Writing wants at reasonable costs. 3.1.3c, 3.1.3d 2.1, 2.2, 2.3, 3.1 Communication 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 Activity Two: You Be the Objectives: The students will: Civics Reading-Grade 6 Judge -identify quotas, tariffs, subsidies, 3.1.2a, 3.1.2b, 1.2.1, 1.2.2, 1.3.1, Students will learn that embargoes, and standards as trade 3.2.2a, 3.2.2b, 1.3.2, 1.4.3, 2.1.3, nations use several methods barriers governments use to control 3.2.2c, 4.2.2a 2.1.4, 2.1.5, 2.1.6, to increase their trade trade and increase benefits for their 2.1.7, 2.2.4, 2.3.1, benefits. Agreements with countries Economics 2.4.1, 3.2.2 one or more countries often -describe how multilateral 1.1.2a, 2.1.2a, are made to facilitate trade agreements can facilitate trade 2.2.2a, 2.3.2b, Reading-Grade 7 and avoid conflict. -describe how the World Trade 3.1.2b 1.2.1, 1.2.2, 1.3.1, Organization (WTO) functions as a 1.3.2, 1.4.3, 2.1.3, court to help nations settle trade Geography 2.1.4, 2.1.5, 2.1.6, disputes 1.2.2b, 2.2.2, 2.1.7, 2.2.4, 2.3.1, Concepts: trade barrier, quota, 3.1.2a, 3.1.2b 2.4.1, 3.2.2 subsidy, embargo, tariff, standard Skills: interpreting information; SS Skills Reading-Grade 8 critical reading; persuasion, 1.1.2d, 1.1.2e, 1.2.2, 1.3.2, 1.4.3, compromise, and bargaining; 2.1.2a, 2.1.2b, 2.1.3, 2.1.4, 2.1.5, analyzing points of view 3.1.3a, 3.1.3c, 2.1.6, 2.1.7, 2.2.4, 3.1.3d, 3.1.3f 2.3.1, 2.4.1, 3.2.2 Writing 2.1, 2.2, 2.3, 3.1, 3.2 Communication 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 15
  17. 17. Description Key Learning Objectives Social Studies Language Arts Mathematics Activity Three: Let's Make Objectives: The students will: Economics Reading-Grade 6 a Deal -explain how cultural practices vary 1.1.2a, 2.1.2a, 1.2.1, 1.2.2, 1.3.1, Students work in groups to from country to country 2.2.2a, 2.3.2b 1.3.2, 1.4.3, 2.1.3, identify and understand the -develop group plans to create a 2.1.4, 2.1.5, 2.1.6, business practices used in food franchise by learning about the Geography 2.1.7, 2.2.2, 2.3.1, other countries. Students business practices of select countries 1.1.2a, 1.2.2a, 2.4.1, 3.2.2 discover that business Concepts: business practices, 3.3.2b, 3.3.2c practices vary from country culture, trade, franchise Reading-Grade 7 to country and that Skills: gathering and organizing SS Skills 1.2.1, 1.2.2, 1.3.1, understanding these information; interpreting maps, 1.1.2d, 1.1.2e, 1.3.2, 1.4.3, 2.1.3, practices can have a positive graphs, and charts; working in 1.1.2f, 2.1.2a, 2.1.4, 2.1.5, 2.1.6, impact on trade. groups; oral and written 2.1.2b, 3.1.3a, 2.1.7, 2.2.2, 2.3.1, communication 3.1.3c, 3.1.3d 2.4.1, 3.2.2 Reading-Grade 8 1.2.2, 1.3.2, 1.4.3, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.2.2, 2.3.1, 2.4.1, 3.2.2 Writing 2.1, 2.2, 2.3, 3.1, 3.2 Communication 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 Activity Four: People Objectives: The students will: Civics Reading-Grade 6 Power -describe reasons why people move 3.1.2a 1.2.1, 1.2.2, 1.3.1, Students discover how the from one country to another, 1.3.2, 1.4.3, 2.1.3, movement of people particularly those seeking economic Economics 2.1.4, 2.1.5, 2.1.6, facilitates international trade. opportunity 1.1.2a, 1.2.2a, 2.1.7, 2.2.3, 2.3.1, They discuss examples of -give examples of contributions 2.1.2a 2.4.1, 3.2.2 immigration and, through immigrants bring to the new creative activities, gain countries and the hardships they Geography Reading-Grade 7 insight into the lives of often endure 1.2.2b, 3.3.2a, 1.2.1, 1.2.2, 1.3.1, immigrants. They learn that -identify global trade and 3.3.2c 1.3.2, 1.4.3, 2.1.3, economic opportunity often immigration as a means of 2.1.4, 2.1.5, 2.1.6, is the driving force behind international exchange of human SS Skills 2.1.7, 2.2.3, 2.3.1, immigration and global resources 1.1.2d, 1.1.2e, 2.4.1, 3.2.2 trade. Concepts: global trade, immigrate, 2.1.2a, 2.1.2b, emigrate, entrepreneur, human 3.1.3a, 3.1.3c, Reading-Grade 8 resources 3.1.3d 1.2.2, 1.3.2, 1.4.3, Skills: brainstorming, critical 2.1.3, 2.1.4, 2.1.5, thinking, making observations, 2.1.6, 2.1.7, 2.2.3, working in groups, oral and written 2.3.1, 2.4.1, 3.2.2 communication Writing 2.1, 2.2, 2.3, 3.1, 3.2 Communication 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 16
  18. 18. Description Key Learning Objectives Social Studies Language Arts Mathematics Activity Five: World of Objectives: The students will: Economics Reading-Grade 6 Grade 6 Words -describe how improvements in 2.4.2a, 2.4.2b 1.2.1, 1.2.2, 1.3.1, 1.1.2, 1.1.3, 1.1.4, Students discover how technology and transportation and 1.3.2, 1.4.3, 3.2.2 1.1.5, 2.2.1, 2.2.2, advances in communication the sharing of ideas have impacted Geography 3.2.2, 5.2.1, 5.3.1 and transportation have the flow of information and 1.2.2b, 3.2.2b, Reading-Grade 7 improved productivity and increased productivity 3.3.2b, 3.3.2c 1.2.1, 1.2.2, 1.3.1, Grade 7 facilitated world trade. From -calculate productivity 1.3.2, 1.4.3, 3.2.2 1.1.1, 1.1.2, 1.1.4, moveable type to the -list examples of technological History 1.1.6, 1.1.7, 2.2.1, Internet, students trace the developments throughout history 2.2.2 Reading-Grade 8 2.2.2, 3.2.2, 5.3.1 international flow of Concepts: productivity, technology, 1.2.2, 1.3.2, 1.4.3, information and its impact input, output SS Skills 3.2.2 Grade 8 on world economies. Skills: brainstorming, critical 1.1.2d, 1.1.2e, 1.1.1, 1.1.2, 1.1.4, reading, making observations, oral 2.1.2a, 2.1.2b, Writing 1.1.6, 1.1.7, 2.2.1, and written communication, 3.1.3a, 3.1.3d 1.3, 2.2, 2.3, 3.1, 2.2.2, 3.2.2, 5.1.1, working in groups, math 3.5 5.3.1 calculations Communication 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 Activity Six: World of Objectives: The students will: Civics Reading-Grade 6 Grade 6 Money -explain why international trade 3.1.2a 1.2.1, 1.2.2, 1.3.1, 1.1.2, 1.1.3, 1.1.4, To participate in requires an exchange of currency 1.3.2, 1.4.3, 3.2.2 1.1.5, 2.2.1, 2.2.2, international trade, -convert U.S. dollars into another Economics 5.3.1 businesses and individuals currency using an exchange rate 1.1.2a, 2.1.2a, Reading-Grade 7 must be able to purchase -give possible reasons that countries 3.2.2b 1.2.1, 1.2.2, 1.3.1, Grade 7 goods and services from might support or oppose a common 1.3.2, 1.4.3, 3.2.2 1.1.1, 1.1.2, 1.1.4, each other. Students will currency Geography 1.1.6, 1.1.7, 2.2.1, learn that countries have Concepts: exchange rates, currency 1.2.2b, 3.3.2b Reading-Grade 8 2.2.2, 5.3.1 different currencies with Skills: interpreting graphs and 1.2.2, 1.3.2, 1.4.3, different values. To purchase charts, gathering and organizing History 3.2.2 Grade 8 goods from another country, information, math calculations, 1.1.2b 1.1.1, 1.1.2, 1.1.4, it usually is necessary to use working in groups Writing 1.1.6, 1.1.7, 2.2.1, that country's currency. SS Skills 1.1, 1.2, 1.3, 2.1, 2.2.2, 5.1.1, 5.3.1 Some European countries 1.1.2d, 1.1.2e, 2.2, 2.3, 3.1, 3.2, have facilitated the currency 1.1.2f, 2.1.2a, 3.3, 3.4, 3.5 exchange process by 2.1.2b, 3.1.3a, adopting the euro as a 3.1.3c, 3.1.3d Communication common currency. 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3 17
  19. 19. JA America Works Description Key Learning Objectives Social Studies Language Arts Mathematics Session One: Who Am I? Objectives: The students will: Economics Reading-Grade 6 Immigrants flocked to the -provide examples of immigrants’ 1.1.2a 1.2.1, 1.2.2, 1.3.1, United States during the contributions to the U.S. economy 1.3.2, 1.4.2, 1.4.3, second half of the 19th during the 19th century Geography 2.1.3, 2.1.4, 2.1.5, century (1800s), bringing a -identify key information and 3.3.2a 2.1.6, 2.2.2, 2.2.4, variety of languages, characteristics related to select 2.3.1, 2.4.1, 2.4.5 customs, and cultural immigrant groups History practices. Immigrants made Concepts: competition, emigration, 1.1.2a, 1.1.2b, Reading-Grade 7 many contributions to their immigration, pull factor, push factor US1.2.2, 1.3.2 1.2.1, 1.2.2, 1.3.1, new home, especially to its Skills: reading and interpreting data, 1.3.2, 1.4.2, 1.4.3, economy and workforce. working in groups SS Skills 2.1.3, 2.1.4, 2.1.5, Students learn more about 1.1.2d, 2.1.2a, 2.1.6, 2.2.2, 2.2.4, these contributions and about 2.1.2b, 3.1.3a, 2.3.1, 2.4.1, 2.4.5 the immigrants themselves 3.1.3d, 3.1.3e through reviewing Reading-Grade 8 biographical summaries and 1.2.2, 1.3.2, 1.4.2, identifying immigrant 1.4.3, 2.1.3, 2.1.4, groups, based on clues 2.1.5, 2.1.6, 2.2.2, provided in the text. 2.2.4, 2.3.1, 2.4.1, 2.4.5 Writing 1.2, 1.3, 2.2, 2.3 Communication 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3 Session Two: Roughing It Objectives: The students will: Economics Reading-Grade 6 Students recognize the -give examples of how pioneers or 1.1.2a 1.2.1, 1.2.2, 1.3.1, significance agriculture settlers used their knowledge, skills, 1.3.2, 1.4.2, 1.4.3, played in the economic and experience to acquire a Geography 2.1.4, 2.1.5, 2.1.6, development of the United homestead and produce food for 1.1.2a, 1.2.2a, 2.1.7, 2.2.2, 2.2.4, States through various themselves and others 1.2.2b, 2.2.2 2.3.1, 2.4.1, 2.4.5 examples provided during -recognize the significant role this session. Working in agriculture played in the economic History Reading-Grade 7 groups, students take the role development of the United States 1.1.2a, 1.1.2b, 1.2.1, 1.2.2, 1.3.1, of pioneers who moved during the 1800s US1.2.2 1.3.2, 1.4.2, 1.4.3, across the American West to -identify the risk factors as well as 2.1.4, 2.1.5, 2.1.6, participate in the Homestead the costs and benefits involved in SS Skills 2.1.7, 2.2.2, 2.2.4, Act of 1862. Students learn making a decision 1.1.2d, 2.1.2a, 2.3.1, 2.4.1, 2.4.5 there are opportunity costs in Concepts: benefit, cost, cost-benefit 2.1.2b, 3.1.3a, each decision analysis, entrepreneurship, 3.1.3c, 3.1.3d, Reading-Grade 8 they make. opportunity cost, risk 3.1.3e, 3.1.3f 1.2.2, 1.3.2, 1.4.2, Skills: decision-making; gathering, 1.4.3, 2.1.4, 2.1.5, interpreting, and organizing 2.1.6, 2.1.7, 2.2.2, information; oral and written 2.2.4, 2.3.1, 2.4.1, communication; working in groups 2.4.5 Writing 1.3, 2.2, 2.3, 3.1 Communication 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 18
  20. 20. Description Key Learning Objectives Social Studies Language Arts Mathematics Session Three: Strike-It- Objectives: The students will: Economics Reading-Grade 6 Grade 6 Rich -identify examples of natural 1.1.2a, 1.2.2a, 1.2.1, 1.2.2, 1.3.1, 1.1.3, 1.1.6, 1.1.7, Students learn how natural resources 2.1.2b, 2.3.2a, 1.3.2, 1.4.2, 1.4.3, 1.1.8, 3.3.1, 5.3.1 resources played a -describe the boomtown businesses 2.3.2b, 3.2.2b 2.1.4, 2.1.5, 2.1.6, significant role in the that were needed to support the 2.2.2, 2.2.4, 2.3.1, Grade 7 development of the miners and mining industry Geography 2.4.1, 2.4.5, 3.2.2 1.1.2, 1.1.5, 1.1.7, United States economy. Concepts: boomtown, demand, 1.1.2a, 1.2.2a, 1.1.8, 3.3.1, 5.3.1 They also look at how entrepreneurship, natural resources, 1.2.2b Reading-Grade 7 supply and demand, job opportunity cost, supply 1.2.1, 1.2.2, 1.3.1, Grade 8 opportunities, Skills: gathering information, math History 1.3.2, 1.4.2, 1.4.3, 1.1.6, 1.1.7, 1.1.8, entrepreneurship, and mining calculations, working in groups 1.1.2a, 1.1.2b, 2.1.4, 2.1.5, 2.1.6, 3.3.1, 5.3.1 played a part in the rise and US1.2.2 2.2.2, 2.2.4, 2.3.1, fall of boomtowns during the 2.4.1, 2.4.5, 3.2.2 California Gold Rush. SS Skills 1.1.2d, 2.1.2a, Reading-Grade 8 2.1.2b, 3.1.3a, 1.2.2, 1.3.2, 1.4.2, 3.1.3c, 3.1.3d, 1.4.3, 2.1.4, 2.1.5, 3.1.3e 2.1.6, 2.2.2, 2.2.4, 2.3.1, 2.4.1, 2.4.5, 3.2.2 Writing 1.3, 2.2, 2.3, 3.1 Communication 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3 Session Four: In Pursuit of Objectives: The students will: Economics Reading-Grade 6 Progress -list several basic modes of 1.2.2a, 2.4.2b 1.2.1, 1.2.2, 1.3.1, Students learn about transportation used in 19th-century 1.3.2, 1.4.2, 1.4.3, prevalent modes of America Geography 2.1.4, 2.1.5, 2.1.6, transportation used in -identify the productive resources— 1.1.2a, 1.2.2a, 2.2.2, 2.2.4, 2.3.1, America during the 19th natural, human, and capital—that 1.2.2b, 3.2.2b 2.4.1, 2.4.5, 3.2.2 century. They also work in influenced the development of groups to identify the transportation during the 19th History Reading-Grade 7 productive resources— century 1.1.2a, 1.1.2b, 1.2.1, 1.2.2, 1.3.1, natural, human, and capital Concepts: capital resources, human US1.2.2, 2.2.2 1.3.2, 1.4.2, 1.4.3, —that were necessary for the resources, modes of transportation, 2.1.4, 2.1.5, 2.1.6, expansion of transportation natural resources, productive SS Skills 2.2.2, 2.2.4, 2.3.1, during that time period. They resources 1.1.2d, 2.1.2a, 2.4.1, 2.4.5, 3.2.2 play a game that simulates Skills: analyzing information, 2.1.2b, 3.1.3a, competition between a gathering and organizing 3.1.3c, 3.1.3d, Reading-Grade 8 railroad company and a canal information, oral communication, 3.1.3e 1.2.2, 1.3.2, 1.4.2, company to construct a working in groups 1.4.3, 2.1.4, 2.1.5, transportation route between 2.1.6, 2.2.2, 2.2.4, two towns. 2.3.1, 2.4.1, 2.4.5, 3.2.2 Writing 1.3, 2.2, 2.3, 3.1 Communication 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3 19
  21. 21. Description Key Learning Objectives Social Studies Language Arts Mathematics Session Five: Objectives: The students will: Economics Reading-Grade 6 Communication -explain how methods of 2.3.2b, 2.4.2a, 1.2.1, 1.2.2, 1.3.1, Transformation communication developed in the 2.4.2b 1.3.2, 1.4.2, 1.4.3, Students learn how different 1800s helped expand commerce in 2.1.4, 2.1.5, 2.1.6, means of communication the United States Geography 2.2.2, 2.2.4, 2.3.1, developed in America during -explain how the invention of the 1.2.2b 2.4.1, 2.4.5, 3.2.2 the 19th century. They are telegraph expanded business introduced to the telegraph, opportunities across America History Reading-Grade 7 one prominent form of Concepts: communication, 1.1.2a, 1.1.2b, 1.2.1, 1.2.2, 1.3.1, communication developed innovation, technology, telegraphy US1.2.2, 2.2.2 1.3.2, 1.4.2, 1.4.3, and used during that time Skills: decision-making, decoding 2.1.4, 2.1.5, 2.1.6, that helped to expand messages, encoding messages, SS Skills 2.2.2, 2.2.4, 2.3.1, commerce across the working in groups 1.1.2d, 1.1.2e, 2.4.1, 2.4.5, 3.2.2 country. Students learn about 2.1.2a, 2.1.2b, and then use Morse Code to 3.1.3a, 3.1.3c, Reading-Grade 8 decipher messages in the 3.1.3d, 3.1.3e 1.2.2, 1.3.2, 1.4.2, same way Americans did 1.4.3, 2.1.4, 2.1.5, during the 19th century. 2.1.6, 2.2.2, 2.2.4, 2.3.1, 2.4.1, 2.4.5, 3.2.2 Writing 1.1, 1.2, 1.3, 2.2, 2.3, 3.2 Communication 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3 Session Six: Now What? Objectives: The students will: Economics Reading-Grade 6 Students learn how -describe how industrialization led 1.1.2a, 1.2.2a, 1.2.1, 1.2.2, 1.3.1, entrepreneurs bring to increased productivity during the 2.4.2a, 2.4.2b 1.3.2, 1.4.2, 1.4.3, innovative and affordable 19th century 2.1.4, 2.1.5, 2.1.6, products to market. They -describe the role of entrepreneurs History 2.2.2, 2.2.4, 2.3.1, learn how industrialization in bringing new products to market 1.1.2a, 1.1.2b, 2.4.1, 2.4.5 increases productivity. -create a plan for a new innovation US1.2.2, 2.2.2 Concepts: entrepreneurship, Reading-Grade 7 industrialization, innovation, SS Skills 1.2.1, 1.2.2, 1.3.1, invention, productivity, scarcity 1.1.2d, 2.1.2a, 1.3.2, 1.4.2, 1.4.3, Skills: analyzing information, 2.1.2b, 3.1.3a, 2.1.4, 2.1.5, 2.1.6, critical thinking skills, oral 3.1.3c, 3.1.3d, 2.2.2, 2.2.4, 2.3.1, communication, planning, working 3.1.3e 2.4.1, 2.4.5 in groups Reading-Grade 8 1.2.2, 1.3.2, 1.4.2, 1.4.3, 2.1.4, 2.1.5, 2.1.6, 2.2.2, 2.2.4, 2.3.1, 2.4.1, 2.4.5 Writing 1.2, 1.3, 2.2, 2.3, 3.1 Communication 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 20
  22. 22. JA Economics for Success Description Key Learning Objectives Social Studies Language Arts Mathematics Activity One: Mirror, Objectives: The students will: Economics Reading-Grade 6 Grade 6 Mirror -explain self-knowledge 1.1.2a, 1.2.2a, 1.2.1, 1.2.2, 1.3.1, 3.2.2, 5.3.1 Students make choices to -identify careers of interest and how 2.1.2a 1.3.2, 1.4.2, 1.4.3, understand the concept of they are classified within the world 2.1.3, 2.1.4, 2.1.5, Grade 7 self-knowledge—their skills, of work SS Skills 2.1.6, 2.2.2, 2.2.4, 5.3.1 interests, and values—and Concepts: self-knowledge, world of 2.1.2a, 2.1.2b, 2.3.1, 2.4.1 the structure of the world of work, choices, careers, skills, 3.1.3a, 3.1.3c, Grade 8 work as they consider interests, values 3.1.3d Reading-Grade 7 5.3.1 education, career, and other Skills: working in groups, 1.2.1, 1.2.2, 1.3.1, life choices. classifying information, oral and 1.3.2, 1.4.2, 1.4.3, written communication, self- 2.1.3, 2.1.4, 2.1.5, assessment 2.1.6, 2.2.2, 2.2.4, 2.3.2, 2.4.1, 2.4.5 Reading-Grade 8 1.2.2, 1.3.2, 1.4.2, 1.4.3, 2.1.4, 2.1.5, 2.1.6, 2.2.2, 2.2.4, 2.4.5 Writing 1.1, 1.2, 1.3, 2.2 Communication 1.1, 1.2, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 4.4 Activity Two: You Decide Objectives: The students will: Economics Reading-Grade 6 Grade 6 Students learn the steps to -identify and explain when it is 1.1.2a 1.2.1, 1.2.2, 1.3.1, 1.1.6, 3.2.2 reflective decision-making, a important to use reflective decision- 1.3.2, 1.4.2, 1.4.3, process important to use making SS Skills 2.1.3, 2.1.4, 2.1.5, Grade 7 when making major -apply reflective decision-making to 2.1.2a, 2.1.2b, 2.1.6, 2.2.2, 2.2.4, 1.1.2, 1.1.5 decisions. They play the education and career decisions 3.1.3a, 3.1.3c, 2.3.1, 2.4.1 game Choose Your Success, Concepts: decision-making, world 3.1.3d in which reflective decision- of work, self-knowledge, Reading-Grade 7 making is applied to consequences 1.2.1, 1.2.2, 1.3.1, education and career Skills: critical thinking, oral and 1.3.2, 1.4.2, 1.4.3, options. written communication, math 2.1.3, 2.1.4, 2.1.5, calculations, working in groups 2.1.6, 2.2.2, 2.2.4, 2.3.2, 2.4.1, 2.4.5 Reading-Grade 8 1.2.2, 1.3.2, 1.4.2, 1.4.3, 2.1.4, 2.1.5, 2.1.6, 2.2.2, 2.2.4, 2.4.5 Writing 1.1, 1.2, 1.3, 2.2 Communication 1.1, 1.2, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3 21
  23. 23. Description Key Learning Objectives Social Studies Language Arts Mathematics Activity Three: Choose Objectives: The students will: Economics Reading-Grade 6 Grade 6 Your Success -apply decision-making strategies to 1.1.2a 1.2.1, 1.2.2, 1.3.1, 1.1.3, 1.1.6, 1.1.7, Students apply their education and career choices 1.3.2, 1.4.2, 1.4.3, 1.1.8, 3.2.2, 3.3.1 knowledge of decision- -recognize the importance of staying SS Skills 2.1.3, 2.1.4, 2.1.5, making, self-knowledge, and in school 2.1.2a, 2.1.2b, 2.1.6, 2.2.2, 2.2.4, Grade 7 the world of work by again -understand the relationship 3.1.3a, 3.1.3c, 2.3.1, 2.4.1 1.1.2, 1.1.5, 1.1.7, playing the Choose Your between education and success in 3.1.3d 3.1.1, 3.2.1, 3.2.2 Success game. Students can life Reading-Grade 7 apply the lessons they Concepts: decision-making, self- 1.2.1, 1.2.2, 1.3.1, Grade 8 learned during the previous knowledge, world of work, 1.3.2, 1.4.2, 1.4.3, 3.1.1, 3.2.1 activity to learn the consequences 2.1.3, 2.1.4, 2.1.5, importance of the Skills: critical thinking, oral and 2.1.6, 2.2.2, 2.2.4, relationship between written communication, math 2.3.2, 2.4.1, 2.4.5 education, work, and calculations, working in groups opportunities for success. Reading-Grade 8 1.2.2, 1.3.2, 1.4.2, 1.4.3, 2.1.4, 2.1.5, 2.1.6, 2.2.2, 2.2.4, 2.4.5 Writing 1.1, 1.2, 1.3, 2.2 Communication 1.1, 1.2, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3 Activity Four: Keeping Objectives: The students will: Economics Reading-Grade 6 Grade 6 Your Balance -recognize that a balanced budget is 1.1.2a, 3.1.2a, 1.2.1, 1.2.2, 1.3.1, 1.1.1, 1.1.2,1.1.3, Students receive Occupation important for workers of all income 3.2.2b 1.3.2, 1.4.2, 1.4.3, 1.1.4, 1.1.5, 1.1.6, Cards and observe how levels 2.1.3, 2.1.4, 2.1.5, 1.1.7, 1.1.8, 2.1.1, different jobs provide -differentiate between gross and net SS Skills 2.1.6, 2.2.2, 2.2.4, 2.2.2, 3.2.2, 3.3.1, different monthly salaries. income 2.1.2a, 2.1.2b, 2.3.1, 2.4.1, 3.2.2 4.1.1, 4.1.2, 4.2.2, Based on these monthly -name ways to balance a budget 3.1.3a, 3.1.3c, 5.2.1, 5.3.1 salaries, students evaluate Concepts: needs, wants, 3.1.3d Reading-Grade 7 the opportunity costs of occupation, salary, gross income, 1.2.1, 1.2.2, 1.3.1, Grade 7 decisions to form a budget. net income, taxes, opportunity cost, 1.3.2, 1.4.2, 1.4.3, 1.1.1, 1.1.2,1.1.3, They compare their spending budget 2.1.3, 2.1.4, 2.1.5, 1.1.5, 1.1.6, 1.1.7, decisions to suggested Skills: critical thinking, interpreting 2.1.6, 2.2.2, 2.2.4, 1.1.8, 2.1.1, 2.2.1, amounts. data, decision-making, math 2.3.2, 2.4.1, 2.4.5, 2.2.2, 3.2.1, 3.3.1, calculations 3.2.2 4.2.1, 4.2.2, 5.1.1, 5.3.1 Reading-Grade 8 1.2.2, 1.3.2, 1.4.2, Grade 8 1.4.3, 2.1.4, 2.1.5, 1.1.1, 1.1.3, 1.1.4, 2.1.6, 2.2.2, 2.2.4, 1.1.6, 1.1.7, 1.1.8, 2.4.5, 3.2.2 2.1.1, 2.2.1, 3.2.1, 3.3.1, 3.3.2, 4.2.1, Writing 4.2.2, 5.1.1, 5.3.1 1.2, 1.3, 2.2 Communication 1.1, 1.2, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3 22

×