Unit |
3-4: Markets, Prices, and Competition |
Title |
Market Structures and Gov. Policies Toward Competition (1 day - 4 days) |
Objective |
Students will understand the different types of market structures including perfect competition, monopolistic competition, oligopoly and monopoly. |
Resources |
Guided Reading Activity 9-1, 9-2 and 9-3
PowerPoint on Market Structures
OPTIONAL: Movie Tucker (110 mins or 2 1/2 days)
Worksheet on Tucker
|
Activity |
Students will take notes from a lecture and participate in a discussion over the subject matter. If applicable, students will post their views in the class forum. Time permitting, they will then use their knowledge to scan a section of the book over the same material and use their knowledge to complete a worksheet.
OPTIONAL: Students will watch the Movie "Tucker". The movie will be paused periodically to discuss what is going on and the implications of market structures (namely oligolpoly) on entering the market. The role of government regulations will also be discussed. |
Evaluation |
- The students notes will be graded on a periodic basis for completion.
- The students participation in class discussion and the forum will be graded.
- The worksheet over this unit will be completed for a grade (time permitting).
OPTIONAL: The students will take notes and answer questions about the movie as we progress. It will be included in their spiral and counted as a grade. |
TEKS |
7B, 9A, Ongoing Unit: 23A, 23B, 22A, 22B
Also refer to Texas HB 492
from 2005
|
Bloom's
Taxonomy |
Creating -- can the student create new product or point of view?
ex: assemble, construct, create, design, develop, formulate, write
Evaluating -- can the student justify a stand or decision?
ex: appraise, argue, defend, judge, select, support, value, evaluate
Analyzing -- can the student distinguish between the different parts?
ex: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
>>>>Applying -- can the student use the information in a new way?
ex: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
Understanding -- can the student explain ideas or concepts?
ex:classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Remembering -- can the student recall or remember the information?
ex: define, duplicate, list, memorize, recall, repeat, reproduce state |
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