economics and the common core
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CASET Conference – October 25, 2013Anthony (Tony) ZambelliProfessor Emeritus and DirectorSan Diego Center for Economic EducationCuyamaca College
Economics and the Common Core
The Common Core State Standards Initiative Who’s behind it? What’s it all about?
www.corestandards.org
CCSSI Mission and Goals
Provide a clear, consistent understanding of what students are expected to learn
Be robust and relevant to the real world Position US students to compete successfully in the
global economy.
Adapted from: The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)
Creating the Standards International Benchmarking Feedback and Review Evidence and Research Based
International Benchmarking Used standards from high-performing
countries and provinces to inform content, structure, rigor, coherence and language.
Feedback and Review Postsecondary Faculty K-12 Faculty and staff State curriculum and assessments experts Researchers National organizations
Evidence and Research Based Scholarly research on vocabulary, speaking,
and listening Surveys on the skills students need to enter
college and workforce training Assessment data on college and career
readiness performance
Common Core Adoptions
Question: The Common Core Standards are about
math and ELA. Why are they important to us?Robust and relevant to the real worldSet expectations for what students should learn,
but not howFocus on learning skills, not content
Question:
The Common Core Standards are about math and ELA. Why are they important to us?Teachers are struggling to figure out how to teach
the Common CoreProvides an opening to integrate economics and
financial literacy into math and English classrooms○ See:
http://www.leginfo.ca.gov/pub/13-14/bill/asm/ab_0151-0200/ab_166_bill_20130311_amended_asm_v98.html
English Language Arts and Literacy in History/Social Studies Design and Organization
ReadingWritingSpeaking and ListeningLanguageMedia requirements blended throughout
Reading Comprehension (Standards 1−9) Range of reading and level of text
complexity (Standard 10, Appx A and B) Key Advances
Addresses reading and writing across the curriculum
Balances literature and informational textsFocuses on text complexity and what students
read
Writing Writing types/purposes (Standards 1−3) Key Advances
Emphasizes argument and informative/explanatory writing
Uses source documents (evidence)
Speaking and Listening Comprehension and collaboration
(Standards 1−3) Key Advances
Includes formal and informal talk
Language Knowledge of language (Standards 1−3) Vocabulary (Standards 4−6) Key Advances
Acquire general academic and domain-specific words and phrases
Mathematics Standards Make sense of problems and persevere in solving
them Reason abstractly and quantitatively. Construct viable arguments and critique the
reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning
Points of Intersection: ELA/Literacy
Students use informational texts Students engage in research Students use academic language and
domain specific language
Points of Intersection: Mathematics
Example: The Rule of 72 Show mathematically in general terms or by using
graphs and examples that this rule is correct. Example: Becoming a Millionaire
Assume that you are 18 years old and drink a latte a day.
Show that under some reasonable set of assumptions that if you give that up and invest the money saved at historical interest rates you will be a millionaire by time you’re 60.
Resources Council for Economic Education
www.councilforeconed.org
econedlinkwww.econedlink.org/ccss/
Council for Economic Education
Council for Economic Education
econedlink
econedlink
econedlink Lessons
7%
12%
14%67%
K-2 lessons 3-5 lessons6-8 lessons 9-12 lessons
econedlink Interactives
5%
11%
33%
50%
K-2 interactives3-5 interactives6-8 interactives9-12 interactives
http://sdcee.org
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