ECONOMICS
February 22 - March 1
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6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
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6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.
Friday
Monday
Tuesday
Intro to Economics
Students will watch the following video (1:30) and be given the definitions of natural, human and capital resources. Then, students will brainstorm examples of each type of resources on this worksheet. (Think-pair-share) Students will then read a passage on Economics and answer the questions attached.
4 Types of Economy​
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4 Types of Economic Systems: Students will identify the 4 economic systems and determine how the needs and want for resources caused conflict, compromise and negotiation for each system and how that system provides economic choices that increased or decreased a person’s quality of life.
Wednesday
4 Types of Economic Systems
Read pages 28-33 in the textbook examining the economic systems. Pay close attention to the vocabulary used. Answer the two assessment questions at the end of each section. Then, complete the Checkpoint below.
Thursday
Bartering​
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Students will watch a video and discuss barter and trade then complete Barter Bag Simulation. You will be given a brown bag filled with items. Your bag will include a mix of items. Each bag will be different and may not contain every item needed. Students will barter for different items in an attempt to gain all items before the end of allotted time. The Barter Bag Reflection after the activity will be taken as a minor grade.
Types of Economy Review
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Groups will have 15 minutes to write and rehearse a 2-3 minute role play which they will act out for the class, in whatever roles they choose. Their goal is to present a scene from which the rest of the class will have to identify the type of economic system the actors are “living” under. The only rule is that every group member must participate in the role play.
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Friday
Guidance Lesson
March 4 - March 8
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6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
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6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.
Trade
Students will evaluate a map, read a passage and answer questions about trade within and around Mesopotamia.
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Monday
Tuesday
Resources - Silk Road
Students will read and annotate an article on the Silk Road. On Google Classroom, students will answer questions related to the cause and effects of the Silk Road.
Resources - Silk Road
Students will complete a variety of activities that incorporate skills in understanding the changing value of goods along the Silk Road. Students will complete a chart on the changing values of goods as well as evaluate what makes a deal.
Wednesday
Thursday
Resources - Salt Trade
Ghana Mali Salt Trade: Students will review a map of the salt and gold trade between Ghana and Mali and use the map and details provided to make inferences regarding their trade system.
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Friday
Early Release
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Students will watch the video on Trading Timbuktu. Then, students will use the remaining time to write a reflection on trade in Ancient Africa.
March 11 - March 15
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6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
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6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.
Monday
Gold and Salt Trade
Students will be learning about the Gold and Salt Trade. Use the guided notes to work through the information and vocabulary for this event.
Tuesday
Resources - Salt Trade
Students will watch video on the ancient trading city of Great Zimbabwe. After learning about the Indian Ocean Trade routes, they will participate in a trade simulation, buying and selling goods across the Indian Ocean with the goal being to earn the greatest profit.
Wednesday
Read All About It!
Enjoy this fascinating article describing the effects of the salt trade in ancient civilizations. Then, take the quiz! Then, we will start to review advantages and disadvantages of economic systems for our upcoming major.
Thursday
Trans-Saharan Trade
Students will complete the trade simulation regarding the salt and gold trade.
Friday
Trans-Saharan Trade
Students will complete the RAFT as a reflection of the trade simulation.
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Finish Early? Start the study guide.
March 18 - March 20
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6.E.1.1 Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
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6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.
STUDY GUIDE
Monday
REVIEW
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Tuesday
Wednesday
END OF UNIT TEST
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