Economic Systems
Module title:
Comparing Economic Systems
Module description
(overview):
Template task
(include number,
type, level):
Students will learn the characteristics of the market, traditional and command economies and evaluate the benefits and consequences of each
system.
Task 4: Comparison {Insert questions} After reading ________________(literature or informational text) write _______________ (an essay or
substitute) in which you compare_______________ (content) and argue _______ (content). Support your position with evidence from the texts
(Argumentative/Comparison) D1 Be sure to acknowledge competing views. (Argumentative) D2 Give ______ (one;#)example/s from past or
current __________ (events; issues) to illustrate and clarify your position. (Argumentation or Informational/Explanatory)
Task 4: Comparison Which economic system provides for a more sustainable economy? After reading provided articles and information from the
textbook, write an essay in which you compare two of the three economic systems and argue which economic system promotes and preserves
growth in society. Support your position with evidence from the texts. D1Be sure to acknowledge competing views. D2 Give one example from
past or current events to illustrate and clarify your position.
9
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Social Studies
Author(s):
Lisa Dillard
Contact
information:
dillardl@greenbrierschools.org
Economics
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
1
Section 1: What Task?
Teaching task:
Reading texts:
TEACHING TASK
Task 4: Comparison Which economic system provides for a more sustainable economy? After reading provided articles and information from the
textbook, write an essay in which you compare two of the three economic systems and argue which economic system promotes and preserves growth
in society. Support your position with evidence from the texts. D1Be sure to acknowledge competing views. D2 Give one example from past or current
events to illustrate and clarity your position.
Textbook:
Meek, Sally, John Morton and Mark C. Schug. Economics Concepts and Choices. Evanston: McDougal Littell, 2008. text book.
Articles:
Background Notes On Countries Of The World: Mauritius (2012): 5. MAS Ultra - School Edition. Web. 13 Dec. 2013.
Economy." Background Notes On Countries Of The World: Japan (2012): 7. MAS Ultra - School Edition. Web. 13 Dec. 20
Economy." Background Notes On Countries Of The World: Laos (2008): 4. MAS Ultra - School Edition. Web. 13 Dec. 2013.Economy."
http://blackhistoryfactorfiction.com/videos-on-demand/the-people-of-namibia/
Worldmark Encyclopedia of the Nations. Ed. Timothy L. Gall and Susan Bevan Gall. 13th ed. Detroit: Gale, 2012.
rticles:
Background to
share with
students:
Extension
(optional):
An economic system is the way in which a society uses its scarce resources to satisfy it people’s unlimited wants. A country’s economic system
determines what to produce, how to produce, and for whom to produce. All economic systems have advantages and disadvantages, but become more
significant when determining a county’s economic goals.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
EF2E3
CONTENT STANDARDS
EF.2.E1
Compare and contrast the four major economic systems: command economy, market economy, mixed economy, and traditional
economy
Analyze the four factors of production: natural resources, human resources, capital resources, and Entrepreneurship.
EF.3.E.4
Summarize global patterns of economic activity: world trading partners, trading blocs, trade organizations and free trade
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
2
EF.2.E.2
RH.9-10.1.
RH.9-10.2
RH.9-10.3
RH.9-10.4.
WHST910.1
WHST910.1.a
WHST.910.1.b
WHST.910.1.c
WHST.910.1.d
WHST.910.1.e
WHST.910.4.
WHST.910.5.
WHST.910.6.
WHST.910.7.
WHST.910.8.
WHST.910.9.
WHST.910.10.
Examine the three basic economic questions that must be answered by every economic system:
 What goods and services are to be produced and in what quantities?
 How will the goods and services be produced?
 For whom will the goods and services be produced?
. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop
over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects
of history/social science.
Write arguments focused on discipline-specific content.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and
reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from or supports the argument presented
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and dynamically.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.
Draw evidence from informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
3
COMMON CORE STATE STANDARDS
NUMBER
ANCHOR STANDARDS FOR READING
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to
1
support conclusions drawn from the text.
2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
4
word choices shape meaning or tone.
10
Read and comprehend complex literary and informational texts independently and proficiently.
NUMBER
ANCHOR STANDARDS FOR WRITING
1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
10
range of tasks, purposes, and audience.
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
4
Argumentation Teaching Task Rubric for Template Task Collection Version 2.0
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt.
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
Addresses prompt appropriately
and establishes a position, but
focus is uneven. D. Addresses
additional demands
superficially.
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position. D: Addresses additional
demands sufficiently
Establishes a claim.
Establishes a credible claim.
Presents information from
reading materials relevant to
the purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt;
shows basic or uneven
understanding of content; minor
errors in explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
3.5
Advanced
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position. D:
Addresses additional demands with
thoroughness and makes a connection to
claim.
Establishes and maintains a substantive
and credible claim or proposal.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt. Structure enhances
development of the reasoning and logic
of the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
5
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
D1 Be sure to acknowledge competing views
D2 Give examples from past or current events to illustrate and clarify your position acknowledge competing views
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Claim
Ability to establish a claim and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an argumentation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
D1 Be sure to acknowledge competing views
D2 Give examples from past or current events to illustrate and clarify your position acknowledge competing views
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
Meets expectations by thoroughly
completing the comparison chart
The teacher will present a PowerPoint introducing
the 3 economic systems.
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
1. Task engagement
Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.
Day 2
.Students will take notes on the Power
Point using a comparison chart. Then
in groups of 3, students will share and
compare their responses
Teacher will construct a comparison chart for
students
.
2. Task analysis
Prompt translation:
Ability to understand and
explain the task’s prompt
and rubric.
Rewrite the prompt in own words.
Meets expectations by paraphrasing
prompt accurately.
Rubric translation:
Students will translate the rubric in their
own words.
Meets expectations by paraphrasing
rubric on rubric translation sheet
Teacher will present the prompt and rubric
• Rubric Translation Activity – Introduce rubric to class.
In small groups, students will translate their assigned
piece of the rubric in their own words. Students will
Then share their translation of the rubric with a small
group.
• Extra Support – Specifically plan groups to provide ideal
peer-support for students who need it
SKILLS CLUSTER 2: READING PROCESS
Day 8-9
1. Text selection
Ability to identify
appropriate texts.
Choose appropriate articles that will be
most useful for their research.
Workshop 3: Intro to Modules Participant Notebook | LDC
No scoring
Teacher will present articles for the students to evaluate
and use for resources for their paper.
7
Day 8-9
2. Active reading
Ability to identify the central
point and main supporting
elements of a text.
Day 4
D1 Ability to identify and
analyze competing
arguments.
Take notes on key points and main ideas
of each article on note worksheet
Bead game- Students will play a “Bead
Game” which simulates the
fundamental values present in each
economic system.
Meets expectations by
completing accurate and
significant information on note
worksheet.
The teacher ill divide the class up into 6 teams
The teacher will explain the goals and expectations
of a “Bead Game.” This game simulates the
fundamental values present in each economic
system. The teacher will set a timer and monitor
students while each group produces jewelry
according to the rules of their economic system.
D3 Ability to make
clarifying connections or
provide examples.
Day 3
3. Essential vocabulary
Ability to identify and
master terms essential to
understanding a text.
Complete vocabulary sheet in worksheet
packet. Record 5 key terms ( essential
terms to each economic system) from
each economic section. Define each term
and illustrate
Meets expectations by accurately
completing vocabulary sheets.
4. Academic integrity
Ability to use and credit
sources appropriately.
Day 6-7
5. Note-taking
Ability to select important
facts and passages for use
in one’s own writing.
Students will take notes while the Media
Specialist presents a lesson on plagiarism
Students will type notes in the computer
lab while Use Cornell note taking strategy
template while reading descriptions of
each economic system in the textbook.
Teacher will construct a vocabulary sheet for
students.
Teacher will facilitate class wide and small group
discussions while students share vocabulary
definitions.
Students will share examples of key
term and definitions
Day 5
Teacher will construct a note taking worksheet for
articles.
The Media Specialist will present a lesson on
plagiarism and academic integrity.
Meets expectations when Cornell
note taking sheet is completed
Teacher will construct a Cornell note taking
worksheet for students to use to record notes from
the textbook.
Teacher will email the Cornell note taking sheet to
the students.
SKILLS CLUSTER 3: TRANSITION TO WRITING
Workshop 3: Intro to Modules Participant Notebook | LDC
8
Day 10
1. Bridging
Ability to begin linking
reading results to writing
task.
Participate in small group discussion on
advantages/disadvantages of each
economic system
No scoring
Teacher will construct a chart leaving space for
advantages and disadvantages of each economic
system.
In groups of three, students will write
advantages and disadvantages of each
economic system on sticky notes and
place them on appropriate charts on the
classroom wall.
SKILLS CLUSTER 4: WRITING PROCESS
Day 1011
1. Claim
Introduction:
Ability to establish a claim
and consolidate information
relevant to task.
Write a claim that starts with a hook,
gives background information, then
establishes a claim
Meets expectations by
completing introduction
paragraph that includes
required criteria
Teacher will model introductory paragraphs that
include a hook, background information and a claim
Students will identify required criteria
in paragraphs
Day 11
2. Planning
Ability to develop a line of
thought and text structure
appropriate to an
argumentation task.
Day 12
Complete an outline that includes topic
sentences of body paragraphs and
supporting evidence
3. Development
Body paragraphs:
Ability to construct an initial
draft with an emerging line
of thought and structure.
Write body paragraphs that thoroughly
address all aspects of the prompt
D1 Ability to identify and
analyze competing
arguments.
D3 Ability to make
clarifying connections or
provide examples.
Use examples, explanations and details to
support claim
Conclusion:
Write a conclusion paragraph that
summarizes evidence and supports claim
Workshop 3: Intro to Modules Participant Notebook | LDC
Meets expectations when outline
is thoroughly completed
Meets expectations by
completing body paragraphs
that meet criteria
Meets expectations when
summarizes evidence and
includes one counter argument
Teacher will review/model outlines with students
Teacher will present a mini lesson on topic sentences
and supporting evidence
Teacher will present a mini lesson on conclusion
paragraphs by providing models
9
Day 13
4. Revision
Meets expectations when
completing first draft and
meeting revision criteria
Teacher will Review editing/revision marks with the
help of an editing/revision checklist.
Students will peer edit draft for spelling,
punctuation, grammar, and sentence
structure using an editing checklist
Meets expectations when final
essay is error free
Teacher facilitates small group discussion
6. Completion
Final:
Ability to submit final piece
that meets expectations.
Students will type then turn in Final essay,
first draft and outline
Meets expectations by
completing final essay meeting
all requirements on time
Students will complete a reflection sheet on the
argumentative essay, including what they liked, didn’t like,
ways to improve, and what they would change
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
Day 13
5. Editing
Ability to proofread and
format a piece to make it
more effective.
Day 14
Revise essay for organization, controlling
idea, topic sentences, supporting evidence,
accurate citations
Students will peer edit in small groups
using a revision check list and the
rubric
Students will complete a reflection sheet
on the argumentative essay, including
what they liked, didn’t like, ways to
improve, and what they would change
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Workshop 3: Intro to Modules Participant Notebook | LDC
Teacher facilitates small group discussions
addressing revision questions
The Teacher will grade the final essays according to the
rubric.
The Teacher will make changes to the module as needed
based on student reflection sheets.
FOR STUDENTS
10
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students
(optional):
Reading texts:
Workshop 3: Intro to Modules Participant Notebook | LDC
11
Teacher Work Section
Here are added thoughts about teaching this module.
Workshop 3: Intro to Modules Participant Notebook | LDC
12
Appendix
The attached materials support teaching this module.
Workshop 3: Intro to Modules Participant Notebook | LDC
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