Economy, Culture, and Super Power!

Economy, Culture, and Super Power!
Economy, Culture, and Super Power!
Economy, Culture, and Super Power!
Economy, Culture, and Super Power!
Economy, Culture, and Super Power!
Economy, Culture, and Super Power!
Economy, Culture, and Super Power!
Economy, Culture, and Super Power!
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17 MB|20 pages
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Lesson Topic: Economy, Culture, and Super Power!

Essential Question(s):

What ideas, policies, or features allow you to understand culture?

Enduring Understandings: [The purpose of this lesson is for students to understand…]

• The United States has the world’s largest and most diversified economy.
• American product and popular culture are recognized around the world.

Big Ideas for Unit being addressed:

• Export
• Free Enterprise
• Service Industry
• Post-Industrial Economy
• Multinational Instructional Objectives: [Knowledge, Procedure, Skills]

Students will be able to:

• Identify sources of economic power in the U.S.
• Examine cultural diversity in the United States.
• Describe American life today.

Performance Task(s) this lesson supports. Students will demonstrate their understanding by…
[Student-Centered Activities]

• Answering questions provided by the teacher.
• Follow along with teacher’s lecture.
• Provide accurate notes from PowerPoint Presentation.

Evidence of Student Learning:
[Assigned Classwork, Homework, Formative Assessments, Checks for Understanding, etc]

• Checks for understanding
• Homework: Find out how much your family spends in a month

Colorado K-12 Content Standard(s)/Grade Level Expectation(s) Being Addressed
• 1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve geographic questions.
o Gather data, make inferences and draw conclusions from maps and other visual representations (DOK 1-3)
• 1. Productive resources – natural, human, capital – are scarce; therefore, choices are made about how individuals, businesses, governments, and societies allocate these resources.
o Explain how economic choices by individuals, businesses, governments, and societies incur opportunity costs (DOK 1-2)
Strategies for Differentiating Instruction for ALL STUDENTS:
• Checks for Understanding-Thumbs up/Thumbs down
• Discussion based learning-economy and resource allocation

Sequence of Activities: Estimated Time (5 mins)

(1)
Students will complete the warm-up given on the board, “What ideas, policies, or features allow you to become a superpower?”

(2) Estimated Time (1-2 mins)
Students will pull out notes and writing utensils to start the class for the day. Answer any questions regarding the previous week, or ask generalized questions regarding weekend or weekdays.

(3) Estimated Time (35 mins)
Students will follow along in a PowerPoint Presentation regarding U.S.’s ability to become a superpower. Also, discuss the economic advantages that the United States has over other counties around the world.

(4) Estimated Time (mins)
-----------------------------------------------------------------------------------------------------------------------------
(5) Estimated Time (5 mins)
Review/Closure:

Close with discussion based on how the U.S. became a superpower and their economic advantages. For homework, the student will go home and discuss and write down some economic problems or advantages that your family shares.



Total Pages
20 pages
Answer Key
Not Included
Teaching Duration
50 minutes
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