Standards for Monopoly unit
Content Standard(s)/Element(s)
Science
S1L1: Students will investigate the characteristics and basic needs of plants and animals (and people).
S2E3a: Students will observe and record changes in their surroundings and infer the causes of the changes.
Social Studies
SSKE1: The student will describe the work that people do (police officer, firefighter, soldier, mail carrier, baker, farmer, doctor, and teacher).
SSKE2: The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.
SSKE3: The student will explain how money is used to purchase goods and services.
SS1E1:The student will identify goods that people make and services that people provide for each other.
SS1E2: The student will explain that people have to make choices about goods and services because of scarcity.
SS2E1: The student will explain that because of scarcity, people must make choices and incur opportunity costs.
SS2E2: the student will identify ways in which goods and services are allocated (by price, majority rule, contests, force, sharing, lottery, command, first-come first-served, personal characteristics, and others).
SS2E3: The student will explain that people usually use money to obtain the goods and services they want.
TAG standards
TAG Higher Order Critical Thinking Skills (HO/CTS)
Goal: Gifted students will develop and practice higher order and critical thinking skills in an area of study.
1. The student asks probing, insightful, and relevant questions.
2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
3. The student conducts comparisons using criteria.
4. The student makes and evaluates decisions using criteria.
5. The student predicts probable consequences of decisions.
6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g., tessellations) to determine relationships.
7. The student examines an issue from more than one point of view.
8. The student separates one’s own point of view from that of others.
9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of others.
10. The student distinguishes between assumptions, inferences, and conclusions.
11. The student draws conclusions based upon relevant information while discarding irrelevant information.
15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an ongoing process.
TAG Advanced Communication Skills
Goal: Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products that will be shared with real audiences.
1. The student questions accepted practices, rules, and existing principles to discover new knowledge.
4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.
5. The student develops original ideas, presentations, or products through synthesis and evaluation.
6. The student, independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea for product improvement.
7. The student uses analogies, metaphors, and/or models to explain complex concepts.
8. The student tolerates ambiguity when solving problems.
9. The student recognizes and assumes risks as a necessary part of problem solving.
Science
S1L1: Students will investigate the characteristics and basic needs of plants and animals (and people).
S2E3a: Students will observe and record changes in their surroundings and infer the causes of the changes.
Social Studies
SSKE1: The student will describe the work that people do (police officer, firefighter, soldier, mail carrier, baker, farmer, doctor, and teacher).
SSKE2: The student will explain that people earn income by exchanging their human resources (physical or mental work) for wages or salaries.
SSKE3: The student will explain how money is used to purchase goods and services.
SS1E1:The student will identify goods that people make and services that people provide for each other.
SS1E2: The student will explain that people have to make choices about goods and services because of scarcity.
SS2E1: The student will explain that because of scarcity, people must make choices and incur opportunity costs.
SS2E2: the student will identify ways in which goods and services are allocated (by price, majority rule, contests, force, sharing, lottery, command, first-come first-served, personal characteristics, and others).
SS2E3: The student will explain that people usually use money to obtain the goods and services they want.
TAG standards
TAG Higher Order Critical Thinking Skills (HO/CTS)
Goal: Gifted students will develop and practice higher order and critical thinking skills in an area of study.
1. The student asks probing, insightful, and relevant questions.
2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
3. The student conducts comparisons using criteria.
4. The student makes and evaluates decisions using criteria.
5. The student predicts probable consequences of decisions.
6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g., tessellations) to determine relationships.
7. The student examines an issue from more than one point of view.
8. The student separates one’s own point of view from that of others.
9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of others.
10. The student distinguishes between assumptions, inferences, and conclusions.
11. The student draws conclusions based upon relevant information while discarding irrelevant information.
15. The student recognizes that the responsibility to examine and challenge existing ideas and theories is an ongoing process.
TAG Advanced Communication Skills
Goal: Gifted students will develop advanced communication skills that incorporate new techniques, materials, and formats in the development of products that will be shared with real audiences.
1. The student questions accepted practices, rules, and existing principles to discover new knowledge.
4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.
5. The student develops original ideas, presentations, or products through synthesis and evaluation.
6. The student, independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea for product improvement.
7. The student uses analogies, metaphors, and/or models to explain complex concepts.
8. The student tolerates ambiguity when solving problems.
9. The student recognizes and assumes risks as a necessary part of problem solving.