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CIE3M - UNIT 2 OVERVIEW - CONSUMERS

Ongoing Curriculum Expectations


A:

Economic Inquiry and Skill Development

Overall Expectations
A1. Economic Inquiry: use the economic inquiry process and the concepts of economic thinking when investigating current Canadian and
international economic issues
A2. Developing Transferable Skills: apply in everyday contexts skills developed through economic investigation, and identify various careers in
which a background in economics might be an asset

Unit Specific Curriculum Expectations


B. Fundamentals of Economics
Overall Expectations &
Related Concepts of Historical
Thinking
B1. Scarcity and Choice: analyse the
relationship between scarcity and choice
and how these
considerations affect economic decision
making (FOCUS ON: Economic Significance;
Cause and Effect)

Big Ideas

Framing Questions

Scarcity is a fundamental economic


problem and

How do your personal wants and needs


influence your choices as a consumer?

has a major impact on economic decision


making.

B2. Economic Models: apply economic


models to

Economists use models to illustrate


theories about

analyse economic choices and issues


affecting Canada

how the economy works and to analyse and


predict

How do political values affect economic


decisions?
What impact do peoples immediate and
long-term
financial goals have on their economic
decisions?

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and Canadians (FOCUS ON: Cause and
Effect; Stability

change.

and Variability)

C. Economic Challenges and Responses


Overall Expectations &
Related Concepts of Historical
Thinking

Big Ideas

Framing Questions

C1. Market Systems: analyse how various


factors,

Different stakeholders can have different


perspectives

Why is there economic inequality in


Canada? How is it addressed?

including the practices of different


stakeholders, affect markets and the value
of goods (FOCUS ON: Cause and Effect;
Economic Perspective)

about which economic course of action is


most

C4. Economic Inequality: analyse causes


and measures of, as well as responses to,
economic inequality in Canada (FOCUS ON:
Stability and Variability; Economic
Perspective)

Geographic, social, political, and


demographic factors

appropriate.

How is the value of goods determined?


How can consumers influence markets?

contribute to economic inequality in


Canada.
There are diverse viewpoints regarding the
causes and impact of economic inequality
and how to best address it.

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CIE3M - UNIT 2 OVERVIEW - CONSUMERS


D. Interrelationships Among Economic Citizens
Overall Expectations &
Related Concepts of Historical
Thinking

Big Ideas

Framing Questions

D1. Producers and Consumers: analyse


ways in which

Government policy affects the economic


roles

How do different groups influence economic


policy?

producers and consumers participate in the


Canadian

and responsibilities of producers and


consumers.

Do all groups have a similar level of


influence?

economy and some ways in which


governments affect
this participation (FOCUS ON: Economic
Significance;
Cause and Effect)
D3. Economic Citizenship: explain the roles,
perspectives, and influence of various
economic citizens in Canada (FOCUS ON:
Stability and Variability, Economic
Perspective)

Canadian citizens have various economic


rights
and responsibilities as well as different
perspectives
on economic issues.

E. Economic Interdependence
Overall Expectations &
Related Concepts of Historical
Thinking

Big Ideas

Framing Questions
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E3. Economic Globalization: assess the
impact of

Globalization has costs and benefits for the


Canadian economy.

How do different stakeholders in Canada


respond to issues relating to scarcity?

globalization, including international trade


and
investment, on the Canadian economy
(FOCUS ON:
Economic Significance; Economic
Perspective)

Literacy Themes
Literacy

Environmental Education

Financial Literacy

Readings and analysis of a variety of


types of text, as well as final
culminating task and linkage of
concepts as the course progresses.

Discuss and analyse environmental


Income Gap, Lorenz curve and impact of
impacts of consumer decisions. Role of
income on demand graphs.
consumers in production and demand of
environmentally friendly goods - ie.
tastes and preferences, be heard.

Unit Overview
Topics/#
Lessons

Curricul
um

Learning Tasks

Assessment

Teaching and Learning Tools:

6 Cs Focus
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Green: e learn available ppt
Blue= demonstration /
simulation materials
Objectiv
es

Framework

Orange = videos / Flipped


Classroom
Red = Handout to be
prepared
Black =

As
2.1

E3.1,
C4.1-4.5,
B2.3

Introduction to socioeconomic groups,


income gap

Introduction to lorenz
curve and elements

2.2

D1.2,
D3.4

Class activity
exemplar, drama skit

Fo
r
X

Other

Of
Watch video on 2008 crisis and rise
of income gap in America
Handout on OWS movement
(infographic)

Lecture and powerpoint


Create lorenz curve as class, check
for correct answers

Complete drama skit activity of


customer service horror stories

Character
education,
citizenship,
communication,
critical thinking,
Communication,
collaboration,
creativity, critical
thinking,
citizenship
Character
education,
communication,
creativity,
collaboration,

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citizenship
Introduce consumer
rights, complete
worksheet
2.3

B2.3,
B1.4,
C1.2

Review consumer
rights in mock quiz,
review consumer
needs and wants
Introduce new
elements to demandwilling & able, factors
that cause
shift/movement in
demand

2.4

2.5

D3.4,
D1.2

ALL

Complete worksheet definitions in


pairs

Collaboration,
communication

Quick kahoot quiz on consumer


rights

Critical thinking,
communication

Video consumer demand, shifts

Communication,
critical thinking,
collaboration,
citizenship,
creativity

Class exemplars for each factor that


causes shift
Handout practice in small groups,
take up

Film analysis of
consumer rights in
movie, impacts of
stakeholders on
government
legislation

quiz

Film analysis - The Constant


Gardener
Critical analysis assignment

Quiz

Communication,
critical thinking,
citizenship,
character
education
Communication,
critical thinking

Note: Total teaching time will equal approximately (## This must align with the
course outline document) hours.
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End of Unit Teacher Checklist
o This section is for housekeeping of records such as Learning Skills and concluding the current unit and preparing
for the next unit.

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