Making Sense of Economics is designed for grades 5–8. Basic concepts for the content are derived from the Curriculum Standards for Social Studies and the National Council on Economic Education National Standards. The process for teaching with student practice will follow Bloom’s Taxonomy and a research/problem-solving model created by the authors.

Some of the economics concepts to be included in this book are:
      • Needs and Wants
      • Kinds of Resources
      • Goods and Services
      • Interdependence of Producers and Consumers
      • Making Economic Choices, Money, and Barter
      • Economic Specialization and Interdependence in Production
      • Economic Decision Making: Scarcity, Supply, Demand

The Student Section of the book is divided into four parts:
Part 1: Basic Concepts, Terminology, and Comprehension (Knowledge, Comprehension)
Part 2: Economic Scenarios (Comprehension, Application, Analysis)
Part 3: Interdisciplinary Activities (Application, Analysis, Synthesis)
Part 4: Connections (Analysis, Synthesis, Evaluation)

Students will…
      • participate in experiences to develop understanding of economics concepts;
      • use research skills related to the learned economic concept;
      • work with information integrating the disciplines of Language Arts, Social Studies, Science, Math, and The Arts
         to explore the economic concepts;
      • connect the economic concepts and the various content;
      • use factual information incorporating higher-order thinking skills (analysis, synthesis, evaluation); and
      • work creatively with information integrating content areas.

Download the Table of Contents pages here.

The lessons and activities in this book align with the following Common Core State Standards*:
CCSS.ELA-Literacy.RI.5.1, 6.1, 7.1, 8.1
CCSS.ELA-Literacy.W.5.2, 5.4, 5.5, 5.7, 5.8, 5.9
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.4
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.WHST.6-8.7
CCSS.ELA-Literacy.WHST.6-8.8
CCSS.ELA-Literacy.WHST.6-8.9

Reading: Informational Text
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Research to Build and Present Knowledge
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Reading: History/Social Studies
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Writing: History/Social Studies
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards English Language Arts
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C.
Copyright Date: 2010