Introduction to Economic Systems
Ryan Borden and Nicholas Baker
Virginia Tech Blacksburg, VA
Attachment A: Just Do It Activity
Attachment B: Video: It's Always Sunny in the US Economy = url =
https://vimeo.com/77917628
Attachment C: Just Do It PowerPoint Presentation
Attachment D: Just Do It Grading Rubric
Attachment E: Teacher Directions for Implementing the 4 Economic Systems Concept Frames
Attachment F: Blank Concept Mastery Routine Frame for the 4 Economic Systems
Attachment G: Completed Concept Mastery Routine Frame for Command Economy
Attachment H: Completed Concept Mastery Routine Frame for Free Market Economy
Attachment I: Completed Concept Mastery Routine Frame for Mixed Economy
Attachment J: Completed Concept Mastery Routine Frame for Traditional Economy
Attachment K: Grading Rubric for the 4 Concept Frames on Economic Systems
Attachment L: Teacher Directions for Implementing the Countries Classification Activity
Attachment M: Country Cards for Student Groups for Countries Classification Activity
Attachment N: Student Directions for the Countries Classification Activity
Attachment O: Grading Rubric for the Countries Classification Activity
Attachment P: Teacher Directions for Implementing the THAT's A WRAP Activity.
Attachment Q: Blank Concept Comparison Table Frame for the THAT's A WRAP Activity.
Attachment R: Completed Concept Comparison Table Frame for Comparing and Contrasting a
Mixed Economy to a Command Economy.
Attachment S: Grading Rubric for the THAT's A WRAP Activity.
Attachment T: Video: Visit Mall of America = url =
http://www.youtube.com/watch?v=7rqxb0BICj8
Attachment U: Video: New Shopping Experience for North Korea Video = url =
http://www.youtube.com/watch?v=Qh_TLMxlWpk
Attachment V: Source Material Images Used in Presentation/Lesson
Attachment W: Source Material Category
Attachment X: Source Material Civics
Attachment Y: Source Material Compare
Attachment Z: Source Material Economy of North Korea
Attachment AA: Source Material Economy of Saudi Arabia
Attachment BB: Source Material Employment
Attachment CC: Source Material Novels
Attachment DD: Source Material The Caste
Attachment EE: Source Material Basics
Attachment FF: Source Material Gates
Attachment GG: Source Material Gorman
Attachment HH: Source Material Kian
Attachment II: Source Material Lewinski
Attachment JJ: Source Material Pettinger
Attachment KK: Source Material Publisher
Attachment LL: Source Material W, J.
Title: Introduction to Economic Systems
Lesson Author: Ryan Borden and Nicholas R. Baker
Key Words: Mixed Economy, Free Market Economy, Command Economy,
Traditional Economy, and Laissez Faire Economics
Grade Level: 9th and 10th
Time Allotted: 1 hour and 35 minutes or 1 block. (2 blocks if your class
needs more time)
Rationale/ Purpose (so what?)
Nature and scope of topic. Why is this significant to the mission of educating future citizens?
Learning about the 4 main Economic Systems found in today's world will
help students better understand how the U.S government and private
individuals make the economic decisions that affect their everyday life's
here in the United States. It also covers certain sections of the SOL which
will be covered later in the lesson plan.
Background/Context: How does this lesson fit into a unit of study?
Looking
backwards, looking forwards
The lesson before this one would define Economic Systems in general using a Concept
Mastery Routine Frame. Within this frame students would come to understand that all
Economic Systems answer three questions. These questions are as follows: What should
be produced?, How should it be produced?, and who should get the goods and services?
Then my lesson plan on the 4 main Economic Systems would be implemented. The
lesson after would elaborate more deeply into the mixed economy type of economic
system focusing on the characteristics of the U.S's economy (additional SOLs).
Key Concept(s) include definition:
1. Mixed Economy: a market based economic system in which the
government has some involvement.
2. Free Market Economy: an economic system in which decisions on the
three economic questions are based on voluntary exchange. No
government intervention into the economy.
3. Command Economy: an economic system in which a group of central
planners (government workers) make the economic plans for the
government.
4. Traditional Economy: the oldest and simplest economic system in which
people do things as they have in the past. Economic system is linked to
customs and traditions.
5. State Involvement/Intervention: when the government controls or
directs something that it previously didn't.
6. Production: the action of making something from components of raw
materials.
7. Distribution: to share or divide something among a number of recipients.
8. Exchange: the act of giving something and receiving something else in
return.
9. Laissez Faire Economics: transactions (sales/purchases) between
individuals are free from all government restrictions.
10. Competition: the contest between firms (businesses) or individuals to
sell a product or service.
11. Supply and demand: the amount of a product or service available and
the desire of buyers for that product, these factors regulate/determine or
set that products price.
12. Socialism: a political and economic system in which the means of
production are owned by the state.
13. Communism: a political and economic system in which the government
owns all property and controls all resources.
14. Undeveloped countries: is a nation with a low living standard,
underdeveloped industrial base, and low Human Development Index
relative to other countries.
15. Developed countries: is a sovereign state that has a highly developed
economy, a high living standard, and advanced technological infrastructure
relative to other less developed nations.
NCSS Standard(s)
SOL Information
*As written in the Virginia SOL “Curriculum Framework” for the grade level
NCSS Theme (s) with indicators: Theme VII Production, Distribution,
and Consumption
(a) Social studies teachers should plan, provide, and assess experiences that provide for
the study of how people provide for the production, distribution, and consumption of
goods and services.
Explanation: Each 1 of the 4 Economic Systems to be covered helps explain how people
from different countries/societies provide for the production, distribution, and
consumption of goods and services.
(b) People have wants that often exceed the limited resources available to
them. The unequal distribution of resources necessitates systems of exchange,
including trade, to improve the well-being of the economy, while the role of
government in economic policy-making varies over time and from place to place.
Increasingly, economic decisions are global in scope and require systematic study of an
interdependent world economy and the role of technology in economic growth. As a
result, a variety of ways have been invented to decide upon answers to four
fundamental questions: What is to be produced? How is production to be organized?
How are goods and services to be distributed and to whom? What is the most effective
allocation of the factors of production (land, labor, capital, and entrepreneurship)?
Explanation: This lesson plan expands upon the four fundamental questions above.
(c) In exploring this theme, students confront such questions as: What factors
influence decision-making on issues of the production, distribution and consumption of
goods? What are the best ways to deal with market failures? How does
interdependence brought on by globalization impact local economies and social
systems?
Explanation: This lesson will look into what factors (the 4 economic systems) have an
influence on economic decision making within a country involving the issues of
production, distribution and consumption of goods.
SOL*: Civics and Economics
CE.1 The student will develop the social studies skills responsible citizenship requires,
including the ability to
b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets;
c) analyze political cartoons, political advertisements, pictures, and other graphic
media;
d) distinguish between relevant and irrelevant information;
h) select and defend positions in writing, discussion, and debate.
Explanation: Students will create and explain tables/diagrams when they work on their
concept mastery routine frames for each of the 4 economic systems. Students will
analyze 3 videos on general economics and economic systems throughout the lesson.
Students will distinguish between relevant and irrelevant information when they classify
countries under one of the 4 economic systems during the countries classification
activity. Students will have to defend their country classification choices through
discussion with the teacher and with peers.
CE.11 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,
incentives, supply and demand, production, and consumption;
b) comparing the differences among traditional, free market, command, and mixed
economies;
c) describing the characteristics of the United States economy, including limited
government, private property, profit, and competition.
Explanation: While completing the 4 economic systems concept mastery routine frames
students will apply the concepts of resources, choice, price, supply and demand, and
production under the key words organizer. Through the concept mastery routine frame,
the countries classification activity, and the compare and contrast wrap up frame
activity students will compare the differences among the 4 economic systems. The
characteristics of the United States Economy will be described by students briefly during
the countries classification activity.
Essential Knowledge
(minimum for SOL Resource Guide)
CE.11a
Resources are factors of production
that are used in the production of goods
and services. Types of resources are
natural, human, capital, and
entrepreneurship.
Choice is selection of an item or action
from a set of possible alternatives.
Individuals must choose or make
decisions about desired goods and
services because these goods and
services are limited.
Price is the amount of money
exchanged for a good or service.
Interaction of supply and demand
determines price. Price determines who
acquires goods and services.
Supply and demand: Interaction of
supply and demand determines price.
Demand is the amount of a good or
service that consumers are willing and
able to buy at a certain price. Supply is
the amount of a good or service that
producers are willing and able to sell at
a certain price.
Production is the combining of human,
natural, capital, and entrepreneurship
resources to make goods or provide
services. Resources available and
consumer preferences determine what is
produced.
Consumption is the using of goods
and services. Consumer preferences and
price determine what is purchased and
consumed.
Essential Skills
(minimum for SOL Resource Guide)
CE.1
a) examine and interpret primary
and secondary source
documents;
b) create and explain maps,
diagrams, tables, charts, graphs,
and spreadsheets;
c) analyze political cartoons,
political advertisements, pictures,
and other graphic media;
d) distinguish between relevant and
irrelevant information;
e) review information for accuracy,
separating fact from opinion;
f) identify a problem, weigh the
expected costs and benefits and
possible consequences of
proposed solutions, and
recommend solutions, using a
decision-making model;
g) formulate an informed, carefully
reasoned position on a
community issue;
h) select and defend positions in
writing, discussion, and debate.
CE.11b
The three basic questions of
economics
 What will be produced?
 Who will produce it?
 For whom will it be produced?
Each type of economy answers the
three basic questions differently.
Characteristics of major economic
systems
 No country relies exclusively on
markets to deal with the economic
problem of scarcity.
Traditional economy
 Economic decisions are based on
custom and historical precedent.
 People often perform the same type
of work as their parents and
grandparents, regardless of ability or
potential.
Free market economy
 Private ownership of
property/resources
 Profit motive
 Competition
 Consumer sovereignty
 Individual choice
 Minimal government involvement in
the economy
Command economy
 Central ownership (usually by
government) of property/resources
 Centrally-planned economy
 Lack of consumer choice
Mixed economy
 Individuals and businesses are
owners and decision makers for the
private sector.
 Government is owner and decision
maker for the public sector.
 Government’s role is greater than in a
free market economy and less than in
a command economy.
Most economies today, including the
United States, are mixed economies.
CE.11c
Characteristics of the United States
economy
 Markets are generally allowed to
operate without undue interference
from the government.
 Private property: Individuals and
businesses have the right to own real
and personal property as well as the
means of production without undue
interference from the government.
 Consumer sovereignty: Consumers
determine through purchases what
goods and services will be produced.
Government involvement in the
economy is limited. Most decisions
regarding the production of goods
and services are made in the private
sector.
Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH
LESSON- Visible in lesson procedure and materials.
The day’s big question: What are the characteristics that make up the 4
most common Economic Systems found in the world today?
Sub-question: How do the 4 most common Economic Systems differ from
one another?
Lesson Objective(s): clearly emerges from big question and rationale and standards
and will align with your assessment in Procedure and Process
Obj. 1 Using the 4 Economic Systems Concept Mastery Routine Frame
students will be able to identify and describe Mixed Economies, Free
Market Economies, Command Economies, and Traditional Economies.
Obj. 2 Students will be able to demonstrate their mastery understanding of
the 4 Economic Systems during the countries classification activity by using
their concept frames to evaluate which of the 4 economic systems each
country given to them falls under.
Obj. 3 Using the 4 Economic System Frame and their experiences from the
earlier activities students will be able to compare and contrast the
differences of the 4 Economic Systems during the wrap-up activity and
assigned homework. Student will use the concept comparison table frame
to analyze the similarities and differences of the 4 economic systems.
(Assessment): By the end of the lesson students will be able to identify and describe
the 4 most common Economic Systems found in the world today. They will be able to
compare and contrast the 4 Economic Systems. They will also be able describe several
of the characteristics of the U.S economy based on their knowledge of mixed
economies.
Assessment Tool(s) to be used- Everything above- goes to what you want them
to know/understand do- So what assessments are you going to use to help you manage and
monitor that they have got it-informal and formal—make one over-riding assessment connect to
your closure.
Assessment 1. Just Do It Activity (Review): Answering questions
through written assessment. Understanding monitored through instructors
proximity control. Students who appear to be struggling to write down an
answer can be given more instructor attention and scaffolding during the
lesson. There will be a rubric.
Assessment 2. Completion of the 4 Economic Systems Concept
Mastery Routine Frames: Frame assessment that the instructors will
guide them through and will be checked for completion at the end of the
activity. Students will also be expected to throw out key word ideas for the
concept and to share a definition of the concept. There will be a rubric.
Assessment 3. Countries classification activity: Assessment will be
based on all students participating (discussing) with their assigned groups.
Not all students will have to go to the board to put a country under a
specific economic system. Students will complete this activity by using the
concept frames created during the previous frames activity. There will be a
rubric.
Assessment 4. Wrap-Up: Students will compare and contrast the 4
economic systems using a concept comparison table frame provided by the
instructor. Students will compare and contrast a command economy to a
mixed economy in class. For homework students will compare and contrast
all of the remaining economic systems to one another. Each comparison
should be completed on 1 individual concept comparison table frame.
Understanding monitored through instructors proximity control. There will
be a rubric.
Homework Comparisons:
1.Command Economy with a Traditional Economy
2. Command Economy with a free market economy
3. Mixed Economy with a Traditional Economy
4. Mixed Economy with a Free market economy
5. Free Market Economy with a Traditional Economy
Materials: Historical
Source(s): List here and include copies
in materials section below
Additional
Materials/Resources: List here and
include copies in materials section- textbooks
etc page numbers, websites etc
Images used in activities and PowerPoint. Retrieved from http://www.google.com/imghp
A new shopping experience for north koreans [Web]. (2012). Retrieved from
http://www.youtube.com/watch?v=Qh_TLMxlWpk
Category:economies by country. (n.d.). Retrieved from
http://en.wikipedia.org/wiki/Category:Economies_by_country
Civics and economics ce.11 study guide. (2008). Retrieved from http://www.solpass.org/zsite/civics/standards/CE11.pdf
Compare and contrast how the various economic systems. (2008). Retrieved from
http://resourcesforhistoryteachers.wikispaces.com/E.1.7
Economy of north korea. (n.d.). Retrieved from
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Economy_of_North_Korea.htm
l
Economy of saudi arabia. (n.d.). Retrieved from
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Economy_of_Saudi_Arabia.ht
ml
Employment, foreign labour, and saudization. (n.d.). Retrieved from
http://fanack.com/en/countries/saudi-arabia/saudi-arabia-test/economy/employmentforeign-labour-and-saudization/
Novels, short stories, and science fiction: An economics reading list. (n.d.). Retrieved from
http://www.econlib.org/library/Topics/fiction.html
The caste system. (n.d.). Retrieved from http://www.dalitfreedom.org.au/dalits/caste-system.html
Visit mall of america [Web]. (2013). Retrieved from
http://www.youtube.com/watch?v=7rqxb0BICj8
Basics, M. E. (2011, 06 09). Mixed economy simplified. Retrieved from
http://www.mixedeconomy.org/
Gates, L. (2012). The soviet union under stalin. Retrieved from
http://www.historydoctor.net/Advanced Placement European
History/Notes/soviet_union_under_stalin.htm
Gorman, T. (2003). The complete idiot's guide to economics. Penguin Group (USA) Inc.
Retrieved from http://www.infoplease.com/cig/economics/getting-organized-commandmarket-mixed-economies.html
Jans, I. (Editor) (2012). It's always sunny in the us economy [Web]. Retrieved from
https://vimeo.com/77917628
Kian. (2011, 03 25). Retrieved from http://intothebush.com/2011/03/25/the-last-tribes-of-africa/
Lewinski, M., & Wiggins, G. (2010). Pearson foundations series economics. Pearson. (Pages:
29, 31, 34, 35, 36, 37, 38, 39, 41, 42)
Pettinger, T. (n.d.). Mixed economy. Retrieved from
http://www.economicshelp.org/blog/glossary/mixed-economy/
publisher. (2007). A list of what the cuban people can not do in cuba. Havana Journal, Retrieved
from http://havanajournal.com/politics/entry/a-list-of-what-the-cuban-people-can-not-doin-cuba/
W, J. (2012, 05 08). Traditional economies and the inuit. Retrieved from
http://www.econedlink.org/lessons/index.php?lid=795&type=educator
Procedure/Process:
1) JUST DO IT! The “Hook”: A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes. You could also introduce the
days guiding question- could help with assessment of student needs
The Hook: The just do it involves review questions from the previous lesson. A short
humorous video featuring excerpts from, "Always Sunny in Philadelphia" involving
economics will then be played to gain student interest for today's lesson. The students
will be shown today's topic, the lesson's big question, and the learning objectives.
2) Instructional sequence:
Processing Activity and Procedure –
Obj #
See
above.
Just do it.
include directions, question frames,
assignment details, to be given to students
(these should all be made into explicit
materials (e.g. see material A) Do you have
opportunities for direct/guided instruction and
independent practice/engagement when
appropriate and time estimates
When students come into the room they
will know to start the just do it. The just do
it involves review questions from the
previous lesson (trigger prior knowledge)
to help prepare students to expand upon
that knowledge via today's lesson. They
will be asked to define economic systems
in general & to list the 3 questions that all
types of economic systems answer.
Students will work individually and use
their Economic System Concept Frame
created last class to complete the just do it
activity. Upon competition of the questions
the teacher will call out on students to
share the answers aloud. Once all students
have corrected their responses the teacher
will inform the students that today we will
be looking into the 4 types of economic
systems. To gain student interest for
today's lesson a short video featuring
excerpts from, "Always Sunny in
Philadelphia" involving economics will be
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities, discussion
with frame and your THAT’s A
WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)
Instructors will monitor
students and take note if
anyone is struggling to write
an answer.
Students struggling can then
be given more instructor
attention and scaffolding
during the lesson if
necessary.
Proximity control, body
language, and verbal cues
will be used to get student
back on task during the just
do it and the video.
Grading Rubric see
attachment (D)
played. The instructor will then reveal
today's topic in more detail, the lesson's
big question, and the learning objectives to
the students. Also collect at the end of the
lesson to grade using the attached rubric
(attachment D).
Step by Step guide for teachers:
First: Have students complete the just do
it review questions.
Second: Have students share just do it
answers to the class so everyone can
correct their responses.
Third: Tell students that today's topic
involves the 4 types of economic systems.
Fourth: Show the "Always Sunny in
Philadelphia" video.
Fifth: Reveal more details about today's
topic by going over the lesson's big
questions and the learning objectives with
students.
Total Time: 15 minutes
Instructor(s) will start to explain 4 Economic Systems Concept Mastery
Routine Frame activity. The instructor will make their expectations clear.
Everyone must fill in the frame while the teacher is filling in a copy on the
overhead/projector. Students are expected to contribute to the creation of
the frame by sharing key word ideas and to share a definition for the
Transition:
concept. The instructor should emphasize the importance of the frame by
stating that it will be used in the next country classification activity and will
help as a study material for a future test.
Objective
#1
(see
above)
Total Time: 3 minutes
To ensure students will achieve objective
one instructors will facilitate and guide
students through the creation of the 4
Economic Systems Concept Mastery
Routine Frame. Instructors will walk
around the room to make sure all students
have a properly completed frame. All
students must have a completed frame to
be able to participate and succeed in the
Countries Classification Activity. It's during
the classification activity that students
Instructor will walk around
the room and make sure all
frames are completed.
During the classification
activity the teacher will
monitor the room to make
sure all students are using
their frames and participating
with their group members.
apply their understanding of the 4
economic systems to label countries under
the correct economic system.
Grading rubric attachment
(K).
For exact details on how to administer the
concept frames portion of the lesson plan
refer to attachment (E).
Grading Rubric attachment (K).
Transition:
Objective
#2
Total Time: 40 - 50 minutes
Instructor(s) should bring up the frames from the first activity will be
useful in the upcoming activity.
Total Time: 1 minute
To ensure students will achieve objective
two instructors will facilitate the countries
classification activity. Directions and
expectations of students will be made
clear. Students will be divided into groups
of 2 or 3 based on class size. Each group
will get a card with 1 country on it and a
description of that country's economic
system. Students will be given 5 - 10
minutes to compare their country card with
their 4 Economic System Concept Frames.
The goal is for the students to determine
which of the 4 Economic Systems their
assigned country falls under so we can
then list it as an example or non-example
on the 4 concept frames. Thus completing
the 4 concept frames. The teacher will call
upon groups to come to the board where
there will be a table with a column for each
of the 4 Economic Systems. Each group
will read aloud for the class their assigned
country and the description. The group will
then place their country card under the
correct economic system and justify their
choice to the class. All students are
expected to participate and help in the
discussions within their group. Putting their
choice on the board and defending their
choice in front of the class will
Instructors will guide and
observe students during the
country classification activity.
The teacher will walk around
the room to keep groups on
task while they discuss to
make their choice.
Grading Rubric for countries
classification activity see
attachment (O).
demonstrate mastery understanding of the
4 economic systems.
For exact details on how to administer the
countries classification portion of the
lesson plan refer to attachment (L).
For the directions that students will receive
a hard copy of during the activity refer to
attachment (N).
Grading Rubric for countries classification
activity see attachment (O).
Total Time: 20 - 25 minutes
3) Closure- THAT’S A WRAP that goes to opening question- and also in part to assessment
tools –at least one key assessment tool. (Do you need a rubric)
(Covers Objectives #3): To ensure students will achieve objective three the
instructor will start the THAT's A WRAP 4 Economic Systems Comparison Table Frame
activity. Students will be told to use their 4 concept frames from earlier in the lesson to
compare and contrast 2 economic systems at a time. Complete sentences are necessary
for sections (3) through section (6). All sections on the comparison table frame must be
completed. For further details see the rubric at attachment (). Students can work on
this with 1 partner. Students should already be familiar with the comparison table frame
from previous lessons but if they are lost walk around the room and help those who are
confused using your completed comparison table frame. In class for the THAT's A
WRAP activity students will complete only 1 comparison frame comparing and
contrasting a Command Economy with a Mixed Economy. For homework students will
compare and contrast all of the remaining economic systems to one another. Each
comparison should be completed on 1 individual concept comparison table frame.
Understanding monitored through instructors proximity control. There will be a rubric.
Collect homework after 2 days.
In the end the student should turn in 6 completed comparison table frames. 1
completed at school and 5 completed at home.
Homework Comparisons:
1.Command Economy with a Traditional Economy
2. Command Economy with a free market economy
3. Mixed Economy with a Traditional Economy
4. Mixed Economy with a Free market economy
5. Free Market Economy with a Traditional Economy
For exact details on how to administer the THAT's A WRAP portion of the lesson plan
refer to attachment (P).
Grading Rubric for THAT's A WRAP activity see attachment (S).
Total Time: 10 - 15 minutes
Modifications/Accommodations for Diverse Learners:
Include reference and acknowledgement of IEP plans for students in your class. Additionally,
highlight how you have designed materials/sequences that pay attention to pre-assessment
evidence to address readiness, interest, and learning preference needs, including attention to
student groupings, use of time and materials, variance in whole class and small group
instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds
that are effective for responding to student needs? Do you provide rubrics to explain what good
work looks like? Do you provide room for direct instruction/guided instruction (including read
alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and
McTighe).
 Differential Instruction by taking into account the learning process, learning modalities,
critical literacy levels, and critical thinking abilities.
 Multiple types of activities adhering to different learning modalities Visual (Video,
Frame, & classification chart), Auditory (Frame teacher/student read aloud
and videos), and Written (wrap up/ just do it).
 Instructors will provide scaffolding through the use of frames.
 Instructors will promote critical thinking skills when carrying out a the country
classification activity.
 Instructors will promote critical literacy skills in providing frames and the classification
activity to students.
 Teachers will trigger motivation and interest in students through the teacher edited
video. Videos help gain attention but when students know a teacher took the time to go
the extra mile to edit a video it motivates the students to get more involved in the
lesson because they can tell how much their instructor cares about the content.
 Group work helps struggling readers, writers, and ELL learners.
Materials (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of
choices in materials or enrichment or support/anchor materials for different students?.