Download Lesson Plan Format – MSSE 570/470/571/471

Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude 9/06; Dr. Stern 9/07
Teacher’s name: Daniela Goldstein
Date: November 8, 2007
Subject: Economics Grade Level: 8
Topic: Free Market vs. Command Economy
ID: 103220222
Essential Questions/Big Ideas: What are the similarities and differences between major
economic systems?
General Objective[s]:
Students will learn about two of the major economic systems, Free Market and Command
Economy.
NCSS VII: Production, Distribution, and Consumption
a. explain how the scarcity of productive resources (human, capital, technological, and
natural) requires the development of economic systems to make decision about how
goods and services are to be produced and distributed
b. analyze the role that supply and demand, prices, incentives, and profits plays in
determining what is produced and distributed in a competitive market system
c. consider the cost and benefits to society of allocating goods and services through
private and public sectors
g. compare basic economic systems according to how rules and procedures deal with
demand, supply, prices, the role of government, banks, labor, and labor unions,
savings and investments, and capital
VA SOL CE.9 The student will demonstrate knowledge of how economic decisions are made in
the marketplace by:
a. applying the concepts of scarcity, resources, choice, opportunity cost, price, supply and
demand, production, and consumption
b. comparing the differences among free market, command and mixed economies
Learning Outcomes: as a result of this lesson students will:
Understand that: people make choices about: how to use limited resources and structure markets
for the distribution of goods and services, and the type of economy is determined by the extent of
government involvement in economic decision making.
Know: the following terms: scarcity, resources, choice, price, supply and demand, production
and consumption and two major economic systems (free market and market economy).
Be able to: compare and contrast major economic systems, comprehend the right of private
ownership of property.
Assessment: Methods of Evaluating Student Progress/Performance:
Formative: Roundup Write-up – Students will be asked to summarize what they learned in the
lesson today by explaining the problems of both the free market and command economy and
what economic system is more similar to the United States economy. In asking students to
analyze what they feel were the problems of both economies students are critically thinking of
how each one works and does not work in society. In the lesson there was no discussion of the
problems of the economies so students have to think for themselves of the problems by thinking
back to the free market vs. command economy activity. Also students will have to think about
1
the economic system in the United States. Students have to figure out which of the two they just
learned about is most like the economy in the United States. In asking students to find the
problems of the economies the teacher will be able to see if students understood what the big
picture of the lesson was for the day. If students are not able to come up with problems of either
economy then they did not understand what the lesson was about and the next day the teacher
would try to find another way of teaching the characteristics and differences between free market
and command economy.
Summative: On the unit test there will be an essay question that pertains to this lesson. The
following is the essay question: “Explain the differences between free market and command
economy.” The rubric for this essay question can be found on page 6.
Content Outline:
Term/Concept Define
Choice
Selecting an item or
action from a set of
possible alternatives
Examples
What pants
you are going
to wear today
Non-examples
What school
you will go to
Command
Economy
In theory old
U.S.S.R.
In theory
United States
(Free Market)
Go to public
school
Offer to mow
the lawn
Piece of gum
$0.25 (willing
to pay)
Piece of gum
$13.00 (not
willing to pay)
An abstract
idea that is not
100% found in
the world,
United States
has many
ideals from
this economic
system but is
actually a
mixed
In theory old
U.S.S.R.
(Command
Economy)
Consumption
Demand
Free Market
Attributes
Individuals must
choose/make
decisions about
desired goods and
services because
these goods and
services are limited
An economic system Central ownership of
in which the
property/resources,
government
centrally-planned
manages the
economy, lack of
regulation of costs,
consumer choice
supply and demand
Using goods and
Goods = roads,
services
energy, services =
hospitals, fire
department
Amount of a good or A want or need that
service that
a person has that her
consumers are
or she is willing to
willing and able to
pay a certain amount
buy at a certain price for
An economic system Private ownership of
in which the
property/resources,
government does not profit, competition,
interfere in the
consumer
regulation of costs,
sovereignty,
supply and demand
individual choice
2
Price
Amount of money
exchanged for a
good or service
Private
Property
Individuals and
businesses have the
right to own
personal property as
well as the means of
production without
undue interference
from the government
Combining of
human, natural,
capital, and
entrepreneurship
resources to make
goods or provide
services
Factors of
production that are
used in the
production of goods
and services
The inability to
satisfy all wants as
the same time
The amount of a
good or service that
producers are
willing and able to
sell at a certain price
Production
Resources
Scarcity
Supply
economy
Pair of pants
for $ 25.00
Free to breath
the air
Own a house
Own the road
Resources available
and consumer
preference
determines what is
produced
Using car
parts, money,
and human
power to
create a car
Types include
natural, human,
capital and
entrepreneurship
Oil, timber
Human skin (its
already being
produced by
your body
without natural
resources or
money)
Paper, car
All resources are
limited
Lack of oil in
the world
Unlimited
resources
Interaction of supply
and demand
determines price,
price determines
who acquires goods
and services
Owning a piece of
property and the
production that
comes from that
property without
government control
The amount that a
producer will sell a
good or service
A book $10.00 A book $1.00
(materials and (materials and
labor cost
labor cost $8.00
$8.00 so
so not making a
making a
profit)
profit)
Curriculum Framework: Civics and Economics. (2001). Retrieved November 6, 2007 from
Commonwealth of Virginia Web site:
http://www.pen.k12.va.us/VDOE/Instruction/History/hist_7.doc
Student and Teacher Activities with Estimated Time Blocks: 45 minute block
Activity
Teacher is doing
Students are doing
Anticipatory
The teacher will ask the
The students will be asked what
Hook – What
students what economic
economic system the United
Are We?
system they think the United States has. Most students will
States is by raising their
probably not know what
Time
5 minutes
3
hand and sharing what they
know with the class.
Make a Shoe Free Market vs.
Command
Economy
Activity
The teacher will facilitate
the activity and work the
general store. The directions
and instructions for this
activity can be found on
page 7.
economic system it is but this is
a great time for students to share
what they do know about
economics, especially in the
United States.
Students will be split into two
35 minutes
groups, either group A or B.
Depending on what side they
are will determine what
economic system they will be
part of. Students will try and
create a shoe following the rules
and guidelines found in the
instruction sheet. Students will
learn how difficult it is to create
a shoe in an economic system
that they are not used to. Also
students will learn the big
picture of two major economic
systems.
Students will explain on a piece 5 minutes
of paper the problems of both
free market and command
economy from what they
learned by doing the activity in
class today. They will also have
to explain which economic
system is the most similar to the
United States economy.
Closing –
The teacher will ask the
Roundup Write- students to explain the
up
problems of both the free
market and command
economy from what they
learned in the activity today.
They also have to tell which
of the two is closest to the
economic system in the
United States and explain
why. Students will turn their
answers into the teacher
upon exiting the classroom.
Potential Questions:
 Why in the command economy are there not enough resources for everyone?
o The government planners cannot detect consumer preferences, shortages, and
surpluses with sufficient accuracy and therefore cannot efficiently coordinate
production of resources for the people.
 Have command economies worked in the world?
o No, because of the scarcity of resources available to each individual country. This
type of economic system has lead to the formation of another economic system,
the black market, where goods and services are illegally bought and sold.
 How is the United States not a free market?
o The United States government regulates trade, runs the railroad system (Amtrak),
runs the mail service, a government organization of the Food and Drug
Administration can ban certain drugs, etc.
4

What type of economy is in the United States?
o The United States has a mixed economy in that it has both private owned and
government owned enterprises. This economy has both capitalist and socialist
ideals.
Materials Needed for the Lesson:
 For the General Store there needs to be 15 of each: tape, glue, string, markers, pencils,
pens, staplers, paper clips, and rubber bands
 40 pieces of construction paper cut as the sole of the shoes (everyone will receive at least
one piece of construction paper, while some students in group B will receive two pieces
of construction paper)
 Enough string to create only 5 shoes (for group B, command economy)
 40 pieces of candy (one for each student in group B, and enough for students in group A
to be able to buy)
Differentiation:
Teaching students about economic system theories can be complex and hard for students,
especially those who are ELL or students with disabilities because these theories contain abstract
ideas. This lesson is able to teach about two major economic systems and their “theories” by
brining abstract ideas into a hands on activity. By putting ELL and students with disabilities into
the two different economic systems the teacher is able to have them understand complex ideas
such as scarcity, competition, and supply and demand by teaching these concepts within the
activity.
Subject Matter Integration/Extension:
This lesson is built upon a previous lesson in which the students learned the basic economic
terms. When students come to this lesson they will have had some background information on
what makes up an economic system. Prior to this lesson students will not know the differences
between different economic systems but by doing this lesson they will be able to identify and
explain two major economic systems. The following lessons after this one will be on teaching the
United States economy (mixed economy). In order to understand what a mixed economy is
students will need to understand that it is a mixture of capitalist and socialist ideals, which can be
seen in either a free market or command economy.
Reflections on Lesson Plan:
Although the directions of the game may seem difficult to understand I think this is a great game
for students to play so that they can understand two of the major economic systems. I am unable
to say if this will be a successful lesson because unless I do it in practice I cannot tell if the game
will work and if the students will have learned about the two economies by doing this activity.
Hopefully students will not only learn the characteristics of a free market and command
economy, but this lesson will reinforce the basic economic terms they previously learned.
5
Rubric for Essay
Criteria
Poor (1 point)
Content Accuracy
Some of the
information in
the essay was
incorrect
Did not fully
explain the two
economies
and/or how they
are similar and
different
Components
 Free Market
o Definition
o Characteristics
o Examples
 Command Economy
o Definition
o Characteristics
o Examples
 Compare and Contrasting
elements
Spelling/Grammar
The essay had
many spelling
and grammar
mistakes
Adequate (2
points)
Most of the
information in
the essay was
correct
Adequately
explained what
the two
economies were
and how they are
similar and
different
Excellent (3
points)
All of the
information in
the essay was
correct
Fully explained
what the two
economies were
and how they are
similar and
different
The essay had
some spelling
and grammar
mistakes
The essay had
few to no
spelling and
grammar
mistakes
Total Score (out of 9 points)
6
Teacher Directions for “Make a Shoe – Free Market vs. Command
Economy”
1. Divide the class into two so that group A will be part of a free market and group B will be
part of command economy.
2. As the students are creating their shoe the teacher will make sure everyone is following
the rules of the game, runs the general store, and judge the winning shoe.
3. General Store
a. Students in group A, free market, are only allowed to buy supplies at the General
Store.
b. The teacher needs to have enough supplies for each student in group A to buy. (If
you have 10 students in group A then you must have 10 of each item in the store)
c. The following are items to have in the General Store: tape, glue, string, markers,
pencils, pens, staplers, paper clips, and rubber bands.
4. Class Rules
a. You must follow the rules/guidelines of your particular economy.
b. Your objective is to create the most efficient and appealing shoe, which will be
judged by the teacher and the person with the winning shoe will win a prize.
c. Every student will receive one piece of construction paper cut out as the sole of
the shoe.
d. Only members of the free market economy may shop at the General Store.
e. You may only use supplies either given to you directly by the teacher or if you are
part of group A supplies bought from the General Store.
f. You will be given 25 minutes to create your shoe.
g. No trading of materials with classmates.
5. Group A (Free Market) Rules/Guidelines
a. Each group will be given between 5-10 pennies (vary the amount of pennies given
to each student at the teacher’s discretion) in which they can buy supplies at the
General Store (representing their wages from their job).
6. Group B (Command Economy) Rules/Guidelines
a. The teacher will give only half of the students enough string to create a shoe; the
rest of the students will not be given string (representing scarcity of resources).
7. At the end of the game give each person in Group B, command economy, will be given a
piece of candy (representing services that the government provides you) and only a piece
of candy for those students in Group A, free market, that have money left over
(representing those with extra resources are able to afford certain services).
8. Explanation: Not ever student in the command economy was able to make a shoe because
the government provides only the necessities and not enough for everyone. Students in
the free market were able to buy resources that would create a better shoe because of
competition and individual choice. The command economy students were all given a
piece of candy because the government provides services to all citizens. In the free
market economy students are only able to receive goods and services (aka candy) if they
have the money to buy it.
7