|
| Core Learning Goal: 4 |
|
The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers.
|
| Expectation: 1 |
|
The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy.
|
| Indicator: 4.1.1 |
|
The student will evaluate how governments affect the answers to the basic economic questions of what to produce, how to produce, and for whom to produce.
Assessment Limits:
- Role of government in affecting the answers to the basic economic questions in traditional, market, command, and mixed economies.
|
|
This is an introductory lesson on economic systems. The students will determine how basic economic questions are answered in each system. An economics textbook may provide more information than a government textbook. |
|
 |
|
Students will identify the different economic systems. |
| |
Students will compare economic systems by determining how the three
basic economic questions are answered in each. |
| |
Students will explain the concept of "mixed economies". |
|
 |
|
Government/economics textbooks |
| |
Overhead transparency: Basic Economic Questions |
| |
Teacher Resource: Types of Economic Systems |
| |
Student Handout: Comparison Chart |
| |
Teacher Resource: Comparison Chart |
| |
Useful website:
|
|
 |
|
- Ask students to interpret the following quote:
"Political institutions are a superstructure on an economic foundation."
(Vladimir Ilyich Lenin, 1913)
Discuss this relationship between government and economics.
- Show students a transparency of Basic Economic Questions and discuss how our government responds to the questions.
- Have students complete the handout Comparison Chart by reading information on the different economic systems in their text. Use the Teacher Resource Types of Economic Systems to supplement their texts.
- Review student work, then ask:
"Does the economic system of the United States fit into one of the three basic systems?"
- Introduce the concept of "mixed economy" and have students give examples of why the United States is a mixed economy.
|
|
 |
|
Have students answer this Brief Constructed Response item:
- What is a mixed economy?
- Is a mixed economy more desirable than the other economic systems? Why or why not?
- Include examples and details to support your answer.
Use the Social Studies Rubric to score student responses.
|
|
 Print Version: Government Lesson Plan (Acrobat 26k)
|
