Common core econ high school
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Common core econ high school






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Common core econ high school Common core econ high school Presentation Transcript

  • What Does This Mean For Economics Education? By: The USF Stavros Center
  • Overview of the Initiative State-led and developed common core standards for K-12 in English/language arts and mathematics Focus on learning expectations for students, not how students get there.
  • Why Now? • Different standards across states • Student mobility • Global competition • Today’s jobs require different skills
  • Key Shifts in ELA/Literacy • Balancing informational and literary text • Building knowledge in the disciplines • Complex Texts and Close Reading • Text-Based Answers • Writing From Sources – Argumentative – Short and sustained research projects • Academic Vocabulary 4
  • Balancing Informational & Literary Text • In economics K-5, use of: – Social Studies textbook – Non-fiction & primary sources – Literary texts (literature/fiction) – Digital (websites, photos, videos, etc.) 5
  • Building knowledge in the disciplines • In economics, emphasize reading to learn: – Learn from what they read – Do not summarize for them 6
  • Staircase of Complexity/Complex Texts • Students read the central, grade appropriate text (based on “lexiles” and other measures). – Economics textbooks need to be more complex – Include text plus primary source documents and other complexities (graphs, charts, images, etc) 7 CCSS, Appendix A, page 4
  • Texts 9
  • Text-Based Answers It’s all about the text! Ask good questions, based on reading. Expect answers, based on evidence from reading. For example, in Economics: – Economic Way of Thinking – Core Economics Concepts 10
  • The Economic Way of Thinking 11
  • Common Sense Economics Dwight Lee • Lexile® Measure 1450L • Demand and Supply 12
  • Writing From Sources • Writing uses evidence from different sources – Writing to inform: use textbook and other documents (including photos, videos, primary sources, websites) to provide information. – Writing to make an argument: use textbook and other documents (i.e. photos, videos, websites, maps, primary sources) to argue facts and persuade *Use newspaper or magazine articles: The Economist, Time Moneyland, New York Times, The Atlantic, Wall Street Journal (classroom edition) 13
  • Primary Source Lessons from the Federal Reserve • Lesson to Accompany the First Bank of the U.S.A.publication: • Myths, Tall Tales and Urban Legends: Facts Behind the Fed : • Free Silver Lesson: • Our Great Depression curriculum website also has links to primary source documents, videos, interviews, photographs, and FDR's fireside chats: 14
  • Data Resources • FRASER: Federal Reserve Archives : • FRED: Customizable graphs -- • GeoFRED- Geography based tool : 15
  • Academic Vocabulary • Focus on general academic words: discourse, generate, theory, compare/contrast. • Focus on discipline-specific words: economic concepts and associated words – Economics Glossary: – Fifty Nifty Econ Cards: 16
  • What Should We Do? • MAINTAIN NGSSS FOR SOCIAL STUDIES! • Leveling texts we have and creating new texts. • Attention to primary sources • Writing from sources: writing like an economist! • Reading complex texts: thinking like an economist! • Match materials to standards • Integrate literacy standards as tools to teach the content: reading and writing about economics! • Provide Economics Activities that relate to standards
  • More Information • Visit • Visit our home page for a link to more information: and click the common core message under What’s New or to to: global-literacies/