Lesson Plan
Ryan Jones
Manchester High School
Date: Thursday, October 25, 2007
Class: CP Global Issues (Grade 9), Period 8
Unit: Introduction to the Social Studies – Economics
Lesson: Applying Economic Concepts: The OPEC Simulation
Standards Addressed:
NCSS
CCSS
MHS
Standards III (People, Places, and Environments), VI (Power,
Authority, and Governance), VII (Production, Distribution, and
Consumption) and IX (Global Connections)
Content Standards 8, 11, 13, 14 and 15
Writing; Problem Solving; Critical Thinking
Conceptual Focus for Quarter 1:
 How should a society meet its needs?
Essential Questions for Unit and Lesson:
 Is there such a thing as economic fairness? (Economics Unit Question)
 Does OPEC work to promote fairness? (Lesson Question)
Objectives:
(As a result of instruction, students will…)
1. Evaluate the concept of economic fairness.
2. Formulate a plan using evidence and will defend their decision-making using evidence.
3. Apply the concepts of supply and demand, and economic collusion.
Pre-Lesson: Teacher will review student homework about the importance of sources. Students were
asked to complete a source organizer and apply it to an article about globalization.
Initiation (Set): Students will brainstorm how items are priced. Students will be asked the question: Are
goods always fairly priced, why or why not?
Procedure:
1. The teacher will graphically chart the laws of supply and demand on the board. Students will
complete a guide note sheet and then will briefly answer questions about the concepts of supply and
demand.
2. Students will be asked to share their responses to these questions.
3. Students will then be moved into groups to complete for an OPEC simulation in class.
4. The teacher will explain the rules and procedures of the simulation to the class using a Microsoft
PowerPoint presentation.
5. Students will then run through the simulation and the teacher will facilitate its administration.
During the course of the simulation, the teacher will circulate around the room to assess student
participation. The teacher will engage the students in discourse asking them to justify decisions
made in the game.
6. After the simulation, students will complete a written reflection for homework. This reflection asks
them to apply economic concepts to the situations presented in the simulation and to consider how
the conceptual focus of the quarter and essential question of the unit relate to the scenario.
Closing Activity: Students will complete an “exit pass” that asks students to reflect on the concepts, swill
then share these ideas.
Assessment Plan:
Formal Assessments
 Supply and Demand Sheets
 OPEC Game Sheet
 Simulation reflection
 Exit Pass
Informal Assessments
 Class Participation
 Teacher observation of
group work
 Teacher observation of
class discussion
 Teacher observation of
closure
Materials Needed:
 Supply and Demand handout (see attached)
 OPEC Simulation handouts (see attached)
 Simulation reflection assignment handout (see attached)
 Powerpoint presentation and use of projector
 Whiteboard and markers
Lesson Rationale:
I adapted an OPEC simulation provided by a colleague, Mr. Parag Joshi, to have students apply the
concepts of supply and demand, and economic collusion, in an exciting manner that mimics real
international trade. Most of instruction in my class is focused on traditional inquiry—lessons that involve
having students take content evidence to support their understanding of a concept—in a traditional manner,
through analyzing sources, assessing different viewpoints, etc. I feel that this simulation provides students
with an innovative method of using inquiry skills in a new way.
In order to ensure that students make the connections between the essential questions and concepts, and the
activity, I designed a reflection assignment that asks students to write about this process. Students will be
assessed using a rubric that clearly articulates the need for justify their responses with evidence and
examples. I feel that presenting a concept, then an activity that has students apply this concept, and then
having them reflect upon their application is the best method of having a student learn, apply and value new
conceptual understandings and skill sets. Hopefully, presenting the economic concepts, running a
simulation, and then having students write about the connection between theory and practice, will
successfully enable students to know and apply these ideas.