Lesson Plan 1
Teacher Candidate’s Name: Edward O'Connell
Subject/Grade Level: Government
Lesson Title: Intro to Economics
Lesson Logistics
Standards:
 The student will demonstrate knowledge of economic systems by
a) identifying the basic economic questions encountered by all economic systems;
b) comparing the characteristics of traditional, free market, command, and mixed economies, as
described by Adam Smith and Karl Marx.
Lesson Objectives: By the end of this lesson, students will be able to describe economic
questions encountered by all economic systems anad compare and contrast traditional, free
market, command, and mixed economies, as described by Adam Smith and Karl Marx. Students
will use this knowledge to begin working on their nation building projects.
Driving (or “overarching”) Questions of the Lesson:
 What are the basic economic questions every society must answer?
 What are the basic characteristics of traditional, free market, command, and
mixed economies?
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Key Concepts & Terms:
 Basic economic questions
 Traditional economy
 Free market economy
 Command economy
 Mixed Economy
Materials:
 Laptop
 Projector
 Internet
 Nation Building worksheet
Motivation
Initiation Activity/Anticipatory Set:
 As students enter, the instructor will play Pink Floyd’s “Money” on repeat. Once the class
has arrived, the instructor will review the material from the previous lesson.
Input
Lesson Plan 2
Teacher Driven Activity:
 In a previous lesson on comparative government, students were given a very rough
overview over the different economies. In this lesson, they will learn more about the
different types of economies.
 The instructor will lecture about the various economic models used by countries.
 As students learn about the various types of economies, they will have a worksheet to
help them organize their notes.
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Questions for students:
What are the basic economic questions every society must answer?
What are the similaraties and differences between traditional, free market, command, and
mixed economies?
Why might the countries we’ve discussed use the economies that they do
What would the US economy look like if it adopted each of the economies?
Output
Student Driven Activity:
 Students will answer questions on a worksheet that compares a section of the Chineese
constitution with the Mexican Constitution. If there is time, students will begin working
on their nation building projects.
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Assessment
At the end of the unit, students will have a chance to create their notion. As they
create their own nation, they will have to answer questions about their countries
government and the government’s role in the economy. Students will begin working
on this project in this class.
Throughout the lesson and unit, students will be informed of what material will be
on the assessment. For the parts of the lecture that feature more prominently, more
attention will be paid to them.
Notes
Since students tend to excel at creative assessments and assessments where they are
allowed to have a voice, the assessment for this unit is geared at allowing the students have
a creative way at demonstrating their knowledge. Many of the students have expressed
interest in learning about economics and making money and a few of them have discussed
free market economics and communism with me. Since there is not enough time to teach
economics this year, this lesson and the next unit will serve as an introduction to
economics. Allowing students to be creative in designing their own economies and picking
their own imports and exports will allow students to put their own spin on the material
Lesson Plan 3
learned in class.
During the worksheet activity and assessment, the instructor will walk around the class and
check in on students’ progress and answer questions. The instructor will keep a close watch
on the students who struggle with reading and primary sources comprehension, inorder to
make sure they succeed.