2. Standards
• 6.5.3.A: Explain why people work.
• 6.5.3.B: Identify different occupations.
• 6.5.3.G: Define saving and explain why people
save.
• 6.4.4.A:List and explain factors that
promote specialization and division of labor.
• 6.5.4.B: Identify the requirements for different
careers and occupations.
3. Vocabulary
• Work-employment, as in some form of industry,
especially as a means of earning one's livelihood
• Earnings-money or other payment earned, the
profits of an enterprise
• Profits-The positive gain from an investment or
business operation after subtracting for all
expenses. opposite of loss
• Enterprise- a unit of economic organization or
activity; especially : a business organization
4. Vocab (continued)
• Specialization-pursuing a particular line of
study or work
• Division of labor-a production process
in which a worker or group of workers is
assigned a specialized task in order to increase
efficiency.
5. Strategies
• Easily integrated into History lessons (what were
previous forms of money, what did people do for
work)
• Classroom currency (fake money, point systems
etc.)
• Classroom jobs (higher or lower pay depending
on work type)
• Incentives (negative and positive. Ex: docked pay
for missed duty. Payout for quality assignments)
6. Extended Strategies
• Cookie sale (assigned jobs: baker, sales,
marketing, distribution etc.)
• career project (full spectrum of jobs.
Highlights of each job.
http://paws.bridges.com/cfnc1.htm)
8. Standards
• 6.1.3.B: Identify needs and wants of people.
• 6.1.3.C: Explain what is given up when making a choice
.6.1.3.D: Identify reasons why people make a choice.
• 6.2.3.D: Define price and how prices vary for products.
• 6.1.4.C: Illustrate what individuals or organizations give
up when making a choice.
• 6.1.4.D: Explain what influences the choices people
make
• 6.2.4.D: Explain the role of buyers and sellers in
determining prices of products.
9. Vocabulary
• Earnings-money or other payment earned, the
profits of an enterprise
• Cost-the price paid to acquire, produce,
accomplish, or maintain anything
• Benefits-a payment or gift
• Cost-benefit- producing optimum results for the
expenditure
• buyer-customer
• seller-business
10. Strategies
• classroom "prize" jars (filled with toys and school
supplies students can use class money to buy
• as items in the jar become more "scarce" increase
prices
• lunch menu choices (apple sauce vs. chocolate
pudding)
• marketing discussions
• positive vs. negative incentives (homework
passes, extra duties).
11. Extended Strategies
• class project "sims" or "peep" villages. (small
town built by students)
• monitoring gas prices (does it impact how
much you travel or how far you go.)
13. Standards
• 6.2.3.A:Identify goods, services, consumers, and producers in
the local community.
• 6.4.3.B: Identify examples of trade, imports, and exports in
the local community.
• Explain the role of producers in making goods and providing
services.
• 6.2.4.A: Explain how a product moves from production to
consumption
• 6.2.4.G: Explain the three basic questions all economic
systems must answer. What to produce? How? For whom?
• 6.4.4.B: Explain why nations trade.
14. Vocabulary
• Production- creation; manufacture.
• Exchange-to give up (something) for something else
• consumption- the using up of goods and services
having an exchangeable value
• trade-the act or process of buying, selling, or
exchanging commodities, at either wholesale or
retail, within a country or between countries
Consumer-a person or organization that uses
a commodity or service
15. Strategies
• outside of classroom jobs students can offer
goods or services (additional paper,
homework passses. paper folder etc.)
• Pizza shop field trip (flour from grains grown
locally, cheeses from local dairy milk farms,
sauce from local garden tomatoes etc.Romeo’s
pizza Mercersburg)
• cookie sale (follow production chart etc.)
16. Extended Strategies
• Gas Prices
• Peep villages (students produce items for
community)
• Wegmans field trip (local produce to store)
• integrate geography lessons (transport, how
far did your fruit travel)
• working with partner classrooms for "trade"
• other classrooms=other countries
