December 9-11, 2019 Social Studies 9

Willow Creek Composite

Stage 1: Desired Results

General 9.2 Economic Systems
Outcome(s)
Specific 9.2.4 Compare and Contrast the principles and practices of market and mixed economies (an
Outcome(s) overview)
Learning Students will be able to define economy
Intentions Students will be able to recall information about governing systems
Students will be able to connect governing systems and economic systems
Students will be able to sort types of economic systems

Stage 2: Assessment Evidence

Formative Class discussion Summative N/A
Assessment Exit slip Assessment

Stage 3: Learning Experience

Prior to Students have learned about the Resources to Book
Lesson: governing systems of countries Bring: Chapter 6 booklet
and have heard the terms mixed Slideshow
and market economy in passing
Time: Content/Description Notes/Materials
5 minutes Book
Poll: Should we dress up in ugly sweaters when John Barlow comes?
Body:
10 minutes • Activity 1: What do we have to know this time?
30 minutes o Take in Chapter 5 “what do we have to know” questions
and chapter 5 booklet
o Hand out chapter 6 booklet
o Go over the 8 questions from the program of studies
10 minutes • Activity 2: Introduction to Economics
o Terms that we will use
o What do all of these pictures have in common? (sources of
economy)
o Our country’s top economic sectors
o Resources (the four sections of resources)
▪ Land
▪ Labor
10 minutes ▪ Capital
▪ Entrepreneurship
o Wants vs needs
▪ Students will write down 5 of their wants and 5 of
25 minutes their needs independently and then bring them
forward as a whole class
• Activity 3: Economic Systems
o How does an economy work: 3 Big Questions regarding
economic systems
▪ What goods and services should be produced
▪ How should the goods and services be produced
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▪ For whom should the goods and services be
produced (whom should be used to refer to the
object of a verb or preposition. If you can replace
the word with he or she, use who. If you can replace
is with him or her use whom.)
o Market Economies
▪ No government involvement
▪ Guess the countries with almost market economies
(Hong Kong and New Zealand)
o Command Economies
▪ The government controls the 3BQ
▪ Guess the countries with almost command
economies (Vietnam, Cuba)
o Mixed Economies
▪ All economies are mixed
▪ Some government involvement, more on a
continuum
▪ Guess the countries with mixed economies
(Canada, USA)
• Activity 4: Economic Continuum
o Left vs. right
▪ Pull information from governance unit to recall
information about left and right governments and
their economic policies
o Place North Korea, Canada, United States on the
continuum
• Activity 5: Exit Slip
o What do you think is the most effective economic system?
Why?
▪ What good and services should be produced?
▪ How should the goods and services be produced?
▪ For whom should the goods and services be
produced?
2 minutes Conclusion:
• Students will hand in the exit slips
• Tomorrow we will talk about quality of life and the economy

What do you think is the most effective economic system in regards to answering the 3BQ and why?
1. What goods and services should be produce?
2. How should the goods and services be produced?
3. For Whom should the goods and services be produced?
December 9-11, 2019 Social Studies 9
Willow Creek Composite
Stage 1: Desired Results
General 9.2 Economic Systems
Outcome(s)
Specific 9.2.4.3 Why is Canada viewed as having a mixed economy?
Outcome(s)
Learning Students will be able to locate information about supply and demand systems
Intentions Students will be able to analyze supply and demand scenarios
Students will be able to create supply and demand scenarios

Stage 2: Assessment Evidence

Formative Completion of flowchart Summative You Do: Supply and Demand Scenarios
Assessment Group discussion Assessment
#1-4 questions

Stage 3: Learning Experience

Prior to Students have discussed what Resources to Book
Lesson: economic systems are Bring: Chapter 6 booklet
Students have discussed the Slideshow
importance of economic systems
in Canada
Time: Content/Description Notes/Materials
5 minutes Book
Attendance
Response from John Barlow’s team
Body:
20 minutes • Activity 1: Supply and Demand flowchart
o Students have 10 minutes to fill out their flowcharts
(booklet) and explain what each section means
(information found on pages 210-211)
o After students have completed, we will go over them in
class (have student “predict” which ways the arrows go)
30 minutes • Activity 2: Supply and Demand I do, we do
o Watch 2 minute clip of Wandering Oakens Trading Post
(Frozen).
o Have students guess at the 3 supply and demand scenarios
discussed in the video (summer blowout sale, Ice in snow
storm, over priced winter gear)
o Display on board how the functions work regarding these
scenarios
o Go over Yukon Potato example (carry over from
yesterdays conversation)
o Students will have 10 minutes to complete questions 1-4 of
the “Supply and Demand We Do” page in booklet
o Take up the first two examples and allow 5 minutes to
change last two (take these two in)
30 minutes • Activity 3: Supply and Demand You Do
o Students will create their own scenarios using the function
of supply and demand
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Willow Creek Composite
o We will use these in tomorrows class to demonstrate
effective question making and how the different functions
look
o Hand in when completed, silent read until time is up
10 minutes • Activity 4: Current Events
o “Impact of melting Ice Caps”
▪ What is the impact of this on you?
▪ On your community?
▪ On Canada as a whole?
o “Western Separation would have to face treaty nations”
▪ In addition to economic issues with separation, FN
treaty land was in existance before provincial lines
were drawn. How would this then impact First
Nations groups? How would it impact the province?
▪ How would this impact you and your community?
2 minutes Conclusion:
• All chapter 6 booklets in
• Tomorrow will be going over some of the example functions you
created
• Chairs up
December 9-11, 2019 Social Studies 9
Willow Creek Composite

Stage 1: Desired Results

General 9.2 Economic Systems
Outcome(s)
Specific 9.2.4.4 What is the role of the consumer in market and mxed economies?
Outcome(s) 9.1.4.5 To what extent do consumer actions reflect individual and collective identity?
9.2.4.7 What are some similarities and differences in the way governments in Canada and the
US intervene in the market economies?
Learning Students will be able to complete Supply and Demand scenarios
Intentions Students will be able to analyze the question structure
Students will be able to compare the United States to Canada
Students will be able to identify ways government intervenes in the economy

Stage 2: Assessment Evidence

Formative Discussion of SD questions Summative Chapter 6 booklet
Assessment Contribution during Assessment
comparison

Stage 3: Learning Experience

Prior to Resources to Book
Lesson: Bring: Chapter 6 booklet
SD questions

Time: Content/Description Notes/Materials

5 minutes Book
Attendance
Body:
30 minutes • Activity 1: Supply and Demand questions
o Go over some of the questions created
o Analyze the structure of the questions- what made things
clear? What made things confusing? How would we better
word this problem? (will help with creating questions for
John Barlow on Tuesday)
10 minutes • Activity 2: Compare and Contrast the USA and Canada
o Students will write on the white board things they know
about the US and about Canada (anything from cultural
things to immigration policies to health care to Hollywood)
o This will frame the context of the US and how the
government intervenes differently than they do in Canada
15 minutes • Activity 3: Government intervention
o Watch short clip on government intervention
o Discuss tire tax (fill in questions in booklet)
o Are there any other programs like this? (bottle depots)
25 minutes • Activity 4: Canadian film industry
o Students will work independently to answer the question
about the film industry and how Canada intervene
10 minutes • Activity 5: Debate
o Should Canada intervene in the Fine Arts? Why or why not
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o Should Canada intervene in Sports? Why or why note (if
time)
2 minutes Conclusion:
• Chairs up
• Chapter 6 bookelt in