Adams

==Roll the virtual die. Using the result from your die roll, review the corresponding MAPS scenario. Edit the passage below with details that reflect your MAPS scenario.==

Dear Editor,
As a social studies teacher my colleagues and I are very concerned that the community feels we are not teaching students about our global economy and their future roles as citizens that have to participate in our economy. I understand that as citizens we are consumers, workers, borrowers, tax payers, investors, and voters. In the news we are overwhelmed with data about the current state of the economy and its impact on our lives. As educators, we help students understand the connections between the economy and themselves. We educate by having them investigate the economic situation in the world, understanding the global economy and its impact on the United States, provides financial literacy skills, considering careers and the expected job outlook. In our schools we are preparing students to understand how economic decisions are made at various levels and how they affect them.

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==Social studies has its own literacies that support students’ preparedness for college, career, and civic life. In **//Economics//**, students learn to //understand how economic decisions are made at various levels and how they affect them//. In order to effectively equip students with these skills, social studies curriculum, instruction, and assessment must evolve. It must include //(Add an example that matches the discipline, audience, and purpose.)// With these skills, students will be able to //(fill in a concluding idea dependent on your MAPS information)// .==