Now that we’ve spent time talking about what a community is and then exploring them, the conversation of this chapter is focused around the compelling question “How do people work together in a community?” On the one hand, this question appears rooted in civics, but the content we cover is rooted in economics. Students have already learned about needs and wants, and consumers and producers in earlier grades, and now we introduce an economic term “scarcity”. You may choose to review the concepts of needs vs wants before introducing this term.

Chapter 4 is all about civics. While many teachers may be tempted to do this chapter first, it is placed here for a reason. Many of the concepts introduced in Chapters 1-3 are revisited here. Some of the content from 1st grade may serve as a great review at the start of the year.

Our final chapter in 2nd grade is all about history - how we study it and how we learn about places - especially our community. The authors recognized early on that it would be impossible for us to write a community history for every community in Michigan, so we continue with our study of two - a small town and a larger town. Our hope is that you’ll have students make connections between these two featured communities and their own. How are they alike? How are they different?

A chapter from The American Yawp open source history textbook focusing on, "Conquering the West."

A chapter from The American Yawp open source history textbook focusing on, "The Cotton Revolution."

A chapter from The American Yawp open source history textbook focusing on, "Democracy In America."

This textbook presents core concepts common to introductory courses. The 15 units cover the traditional areas of intro-to-psychology; ranging from biological aspects of psychology to psychological disorders to social psychology. This book can be modified: feel free to add or remove modules to better suit your specific needs.

This book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

A chapter from The American Yawp open source history textbook focusing on, "The Early Republic."

CK-12 Earth Science For High School covers the study of Earth - its minerals and energy resources, processes inside and on its surface, its past, water, weather and climate, the environment and human actions, and astronomy.

CK-12 Earth Science For Middle School covers the study of Earth - its minerals and energy resources, processes inside and on its surface, its past, water, weather and climate, the environment and human actions, and astronomy.

Understanding economics, what some people call "economic literacy," is becoming essential for citizens in our national and increasingly interconnected world economy. Increasingly, productive members of society must be able to identify, analyze, and evaluate the causes and consequences of individual economic decisions and public policy including issues raised by constraints imposed by scarcity, how economies and markets work, and the benefits and costs of economic interaction and interdependence. Such literacy includes analysis, reasoning, problem solving, and decision making that helps people function as consumers, producers, savers, investors, and responsible citizens. - From the Michigan Grade Level Content Expectations

Understanding economics will help to make you a more successful person. Economics is a broad subject, just like any academic topic, that can be pursued from undergraduate programs at the university level, all the way to doctoral programs that require upwards of seven years of research to complete. However, our goal is to give you the most important basics of economic thinking so that you can not only earn an “A” in your high school economics class, but also learn how to be a more effective earner, saver, spender, and citizen.

In this economics unit you will explore how buyers and sellers meet together in markets to trade. Also you will look at the process of how prices are determined. Next, you will take a special look at what equilibrium is in economics as well as how it responds to a change in certain factors that affect supply or demand. Finally you will be asked to judge the fairness and efficacy of how equilibrium is reached in current American markets.

Berkeley is opening a new retail business selling local products to tourists in the summer. She is an entrepreneur, someone who identifies a need and takes a risk by starting a business to fill that need. Entrepreneurs often have similar traits. They are self-starters, independent minded, hard working, and willing to take risks. What form of business structure should Berkeley choose for her new business? She has a number of business structures to choose from.

Over time, many tools have been developed by economists to monitor a nation’s economic performance. And while many of these tools can seem too large in scale and too overwhelming to apply to your daily life, looking at some of the same indicators that economists do can actually help you as an individual make decisions on how to make the most of your income.

Markets fail. That is to say free markets do not always offer all of the goods and services that people might want. In addition, free market economies suffer from that difficulties caused by the business cycle. Periods of growth that are too rapid are followed by periods of decline, recession, or even depression. Because of these factors, governments act or intervene in free market systems.

Scarcity means that individuals as well as entire countries have to make choices about what to do with their resources. How a country answers the three fundamental economic questions (What to produce? How to produce? Who receives what is produced?) determines what type of economy it possesses. These decisions are also made on a global level, meaning the coordination of the planet’s resources involves making decisions on what should be made, how it should be made, and to whom it will be distributed. Thanks to improved transportation and communication, demand in one country may be easily met by a country in the opposite hemisphere. Of course, this give-and-take has been going on for centuries, but international trade over the past half-century has reached new heights, resulting in globalization, or the growing interdependence of countries upon one another.

How do circumstances influence individuals in making sound and purposeful financial decisions ensuring personal economic success in both a national and global economy? Why is it important to create a budget and set goals?

Each student will keep a science journal during each of the four seasons. Students will record observations of the general outdoor environment they visit and then will make observations of one specific item from the habitat in each season. At the end of the school year, students will make comparisons of their seasonal drawings and share the results with the class. The purpose of the activity is to introduce students to the concept of using a science journal to record information, to have students use science tools to make scientific observations and to make observational drawings in nature and compare the results throughout the seasons. After completing this activity, students will know about seasonal changes in a particular habitat. They will learn how to make detailed observations, record their results, make comparisons, and share information using a standard format.

A learning activity for the "Do You Know That Clouds Have Names?" book in the Elementary GLOBE series. Using information from the book and their observations, students construct a sky scene with trees and buildings as reference points on the ground and cloud types ordered by altitude in the sky. Students will describe clouds using their own vocabulary and will then correlate their descriptions with the standard classifications of cloud types used by the GLOBE Program. The purpose of the activity is to help students identify some of the characteristics of clouds and to enable students to observe clouds, describe them in a common vocabulary, and compare their descriptions with the official cloud names. Students will be able to identify cloud types using standard cloud classification names. They will know that the names used for the clouds are based on three factors: their shapes, the altitude at which they occur, and whether they are producing precipitation.