Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
Week 5/ September 4 to September 8

September 5 2015

Essential Question:

All Unit 1 EQ's Apply Test  Corrections Day

All Unit 1 Standards Apply Test  Corrections Day

 

Activator:

What questions do you have on the material you were tested on yesterday?  List any specific questions you have.

 

Teaching Strategies:

Students will make corrections on their tests for 5 points on their final test grade.

 

Summarizer:

Students who finish test corrections will watch a quick video on youtube.  To watch the video, CLICK HERE.

After watching the video: students will then take a quick Socrative.  Socrative Room Code:880cce2d.  Quiz will be running throughout class.  This is an introduction, and some students may not get to.

 

September 6 2017

Standard

SSEF4 The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

b. Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.                

EQ: How does an economic system reflect a society’s goals?

 

Activator:

Classnotes:

 

All societies must decide how to produce and distribute goods and services.  When they do this they form an economic system.  The 3 most important economic systems are command, market, and mixed.  In a traditional economic system, the three questions are answered based on how things have always been done in the past.

 

Societies form economic systems based on their social and economic goals.  These goals are often in conflict with one another.  Because of this, most countries have some level of a mixed economy so that they can balance the interest between these competing goals.

 

The Three Basic Economic Questions are:  What will we produce?  How will it be produced?  For whom will it be produced?

The Three Types of Economic Systems deal with the economic questions in the following ways:

            Market Economy – three basic questions are answered by individuals

            Command Economy- three basic questions are answered by government

            Mixed Economy- three basic questions are answered by individuals and government

 

What are the different types of market structures?  Have students submit via Today's Meet.  Some students may have watched a video about market structures after test corrections.

 

Teaching Strategies:

Based on responses on Todaysmeet, students will learn about the different types of market systems.  Video may be shown that discusses market system.  From this discussion/ video a general discussion will follow that covers the goals of a society.  Explain to students that in general, all societies have the same social and economic goals.  However, societies and economies feel differently about the importance of each goal.  The way they value each goal and seek to achieve these goals helps to determine their economic system.  Students will receive a handout that covers the six goals.  As individuals, students will rank the goals from most important to least important.  Then in groups they will compare and decide what each goal means.  The class will then be brought back together.  Once a firm understanding of each goal is acquired, students in their groups will be asked to write a newspaper headline for each goal and submit on Socrative.  A short answer socrative will be created so goal headlines can be submitted.

Handout is available under Unit2 Economic Systems Folder entitled Economic and Social Goals and Handout.

CLICK HERE

Summarizer:

Can we have it all?  Is it possible to achieve all of these goals at 100% in each society?

Socrative Exit Ticket.  Students may be asked to do this as part of their goal/ headline submission.

Differentation:

Students will both discuss and create a product on the 6 goals of a society.  Students are also given an opportunity to watch a video about Society’s social goals.

 

 

September 7 2017

Essential Question:

SSEF4 The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

b. Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.           

EQ: How does an economic system reflect a society’s goals?

Activator:

Classnotes:

Goals Best Achieved in a Market Economy

Goals Best Achieved in a Command Economy

Economic Growth

Economic Freedom

Economic Efficiency

Economic Equity

Economic Security

Economic Stability

A MIXED ECONOMY helps societies achieve a balance of all these goals.

 

 

Students will answer 6 questions related to Economic Goals on Socrative.  As a class we will go over results.

 

Teaching Strategies: 

As a class we will read to diary entries that relate to command and market economies.  Students will independently read articles.  They will copy a chart that will be on the board.  They will answer these questions: 1) What are the goals of this society?  Give textual evidence.  2)What goals are this society NOT trying to pursue?  Give textual evidence?  3)What type of economic system is this?  How do you know?  

Presentation can be found under Unit 2 Economic Systems folder entitled Economic Systems.

Students will then be provided with specific goals for market and economies.

Diary Activity is available under Unit 2 Economic Systems Folder entitled Economic Systems Diary A and B.pdf.

Economic Systems Presentation CLICK HERE /Presentation will be used in subsequent classes as needed

Diary Entry A CLICK HERE

Diary Entry B CLICK HERE

Summarizer:

Teacher summary of types of economies.

Differentation:

Students will read scenarios related to society’s goals..

 

 

September 8 2017

Essential Question:

SSEF4 The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

b. Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

EQ: How does an economic system reflect a society’s goals?

 

Activator:

Classnotes:

 

 

Market

Command

Mixed

Private Ownership/ Individuals own the Factors of Production

Yes

No

Yes

Profit Motive

Yes

No

Yes

Consumer Sovereignty/ People Rule

Yes

No

Yes

Competition

Yes

No

Yes

Government Regulation/ Rules

No

Yes

Yes

 

Students will read two quotes that will be projected on the board.  They will identify the goals that this economy is trying to follow.

Teaching Strategies: 

Students will learn about command economies.  Students will be introduced to Marx and Engels and will watch a video called the "Cartoon Communist Manifesto."  This will lead to a general discussion the good and bad of Command Economies, and Command Economies in the 20th Century.

 

Students will then read and have to decipher scenarios that occurred in Soviet Russia, and attempt to explain why they occurred.  All 5 case studies are available under Unit 2 Economic Systems folder.  Students will be grouped and have to come up with solutions  to explain the weird scenario.  Groups will assign one person to record their guess.

Groups will be told that they will have to present their findings.

Soviet Case Study 1 CLICK HERE

Soviet Case Study 2 CLICK HERE

Soviet Case Study 3 CLICK HERE

Soviet Case Study 4 CLICK HERE

 

Soviet Case Study 5 CLICK HERE

Summarizer:

Teacher check of group work.

Differentation:

Group work

 

 

 

September11 2017

Essential Question:

SSEF4 The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

b. Evaluate how well each type of system answers the three economic questions and meets the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability.

EQ: How does an economic system reflect a society’s goals?

 

Activator:

Students will read quotes that will be projected on the board.  They will identify the goals that this economy is trying to follow, and what types of economy is being described.

 

Teaching Strategies: 

Students from groups will present their findings.  This will lead to discussion of problem with command economies.  Students will be told weaknesses of command economy as big takeaway.

 

Summarizer:

Socrative Exit on goals and Command Economies

Differentation:

 

 

September 12 2017

Essential Question:

SSEF4 The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.

  1. Compare command, market, and mixed economic systems with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation.

EQ:  How does an economic system reflect a society’s values?

 

Activator:

Classnotes:

There are no pure market economies left in the world.  There are problems with a laissez-faire style economy, and therefore there are certain reasons for government to get involved, leading to a mixed economy.

Laissez-Faire means pure free market; government “hands-off”

 

Reasons for Government Involvement in a Market-based Economy

1. Redistribution of Income- This is one way a market-based economy seeks to achieve more equity and security.  They tax the population and give money (i.e. tax and transfer) to specific individuals and programs.  This includes Social Security, Temporary Aid to Needy Families (Welfare), Food stamps, etc.

2. Protection of Private Property Rights- Since private ownership is key to a market, there must be rule of law to protect that property.  In addition, government serves to protect intellectual property by giving patents and copyrights.  This gives individuals the incentive to go out and innovate so that they can expand their own material well-being, and help us in the process!

3. Provide Public Goods and Services- There are certain goods and services that would be under-produced if left to the market.  These include roads, fireworks, defense, etc.  They would be under-produced due to the free-rider problem, which means that people can use and enjoy a good or service and not have to pay for it.  To fix this problem, the government taxes everyone and provides the service to all.

4. Correcting Market Failures (Externalities)- Sometimes the market does not distribute costs efficiently. People wind up bearing external costs from the actions of others.  These are called negative externalities.  Examples of this include pollution, second-hand smoke, loud music, etc.  The role of government is to come in and place regulations or taxes on the groups involved in the behavior to reduce the spill-over costs.  (**Actions that provide external benefits are often provided as public goods, such as education.)

 

Students will answer the following question on Todaysmeet.  Is greed good?  Yes or No?  Explain your answer.

 

Teaching Strategies: 

Students will learn about capitalist/ market economies.  They will learn about the key components of capitalist economies: private ownership, consumer sovereignty, profit motive, competition.  Students will then watch clip of Milton Friedman and discuss.

Come back to map of North and South America.

This will lead to general discussion of capitalism.

 

Summarizer:

Socrative Exit Ticket

Differentation:

 

Contact Us
Polk School District 612 South College St.
Cedartown, GA 30125
View Map & Directions
Phone: 770-748-3821
Fax: 770-748-5131
Translator     
Google-Translate-Chinese (Simplified) BETA Google-Translate-English to French Google-Translate-English to German Google-Translate-English to Italian Google-Translate-English to Japanese BETA Google-Translate-English to Korean BETA Google-Translate-English to Russian BETA Google-Translate-English to Spanish Google-Translate-English to Tagalog Google-Translate-English to Portuguese Google-Translate-English to Vietnamese