DAILY LESSON PLAN ____5 and 6__

Component Explanation

UTL 640 Brenton Galley

Bussell/World History

Economic Systems Amazing Race

Description: Students will explain the historical origins and characteristics of contemporary economic
systems by completing writing and processing activities in teams as a part of a competitive, class-
wide Amazing Race.

ENDURING UNDERSTANDING

Economic systems influence conditions in a society.

ESSENTIAL QUESTIONS

What are the characteristics in free enterprise system? What are the characteristics of a command
economy?

How do free enterprise and command economies differ?

Why is a free enterprise economy beneficial? Why is the ideal of communism appealing?

GUIDING QUESTIONS

What did Adam Smith believe about economics? What did Marx and Engels believe about
economics?

What are factors of production?

How does the government effect production decisions in a communist system? Free enterprise
system?

How did free enterprise principles the effect the working class in the 19 th century?

Why are individuals motivated to produce in a free enterprise system? Communist system?

RESOURCES/MATERIALS
Power Point
Filing Folders (taped to wall in various places of the room)
Prints of various country maps and names (used for labels on the filing folders)
Students desks should be organized in groups
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6 prints of each of 6 different processing activities
Prints of explain activity for all students

TEKS/SE
WH18 Economics. The student understands the historical origins of contemporary economic systems
and the benefits of free enterprise in world history. The student is expected to: (A) identify the
historical origins and characteristics of the free enterprise system, including the contributions of Adam
Smith, especially the influence of his ideas found in The Wealth of Nations

WH18 Economics. The student understands the historical origins of contemporary economic systems
and the benefits of free enterprise in world history. The student is expected to: (B) identify the
historical origins and characteristics of communism, including the influences of Karl Marx

(29) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
(A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze
evidence;
(B) explain how historians, when examining sources, analyze frame of reference, historical context,
and point of view to interpret historical events;
(C) explain the differences between primary and secondary sources and examine those sources to
analyze frame of reference, historical context, and point of view;
(D) evaluate the validity of a source based on language, corroboration with other sources, and
information about the author;
(E) identify bias in written, oral, and visual material;
(F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions,
drawing inferences and conclusions, and developing connections between historical events over time;
(G) construct a thesis on a social studies issue or event supported by evidence; and
(H) use appropriate reading and mathematical skills to interpret social studies information such as
maps and graphs.

LESSON OBJECTIVE

Students will explain the historical origins and characteristics of contemporary economic systems by
completing writing and processing activities in centers.

LESSON
ENGAGEMENT TIME: 10 Min
Objective: Students will consider the historical origins and characteristics of contemporary economic
systems by responding to images of cruel conditions during the Industrial Revolution in Turn-Talk-
Share-Write activity.
Actions of Teacher Actions of Students
-Teacher will present students with 2 images of -Students will observe 2 images of conditions
conditions from the Industrial Revolution from Industrial Revolution

-Question presented to students: How did these -Students will consider these questions: How did

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conditions arise? What do you think are the these conditions arise? What do you think are the
effects of these conditions? effects of these conditions?

-Teacher will instruct students to first talk with -Students will first identify answers with neighbor,
neighbor for 30 seconds, call on specific students share with the class, and finally record answers in
to share their answers, and finally instruct ISN notebook.
students to record answers in their ISN notebook.
EXPLORATION TIME: 70 Min
Objective: Students will explain the historical origins and characteristics of contemporary economic
systems by completing writing and processing activities in Amazing Race challenges.
Actions of Teacher Actions of Students
-Teacher will deliver a 10 minute lecture to -Students will complete two-column notes in ISNs
students to provide students with key vocabulary capturing key ideas and vocabulary regarding
and notes regarding origins and characteristics of origins and characteristics of contemporary
contemporary economic systems (10 Min) economic systems (10 Min)

-Upon completion of the lecture, Teacher will
provide students with specific instructions
regarding the Amazing Race activity
-During the Amazing Race activity, teacher will
serve as judge. After each team completes a
challenge, they must receive approval from
teacher that all answers are correct before team
moves on to next challenge.
(60 Min)
-Students will be instructed to complete the
activities even after a winner of the Amazing
Race has been decided.
-Students desks are already organized into
groups. Each group must agree on the following
roles for the team: scribe, task-manager, runner,
and researcher
-Different challenges are located around the room
hanging in folders. Each folder is labeled a
different destination (U.S.A., Russia, Germany,
etc.). All students will start at the same challenge
destination, but the folders have been organized
so that each group will be working on a different
activity at each challenge destination.
-Upon starting the Amazing Race, the runner
from each group will retrieve the challenge card
from the starting destination to begin the explore
activities, or challenges.

-Each challenge includes activities for the group

to complete to ensure learning and processing.
Activities include the following: primary source
documents and images, case studies regarding
economic systems, identification activities,
articles, and writing activities

-Each challenge takes approx. 10 min to

complete. Upon completion of a challenge, each
student must receive approval from the teacher,
or the judge, before proceeding to the next

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 challenge. The first team to complete all 6
challenges may receive a reward decided upon
by the teacher.

EXPLANATION TIME: 10 Min

Objective: Students will explain the historical origins and characteristics of contemporary economic
systems by completing a 3-2-1 processing exit-ticket to conclude the lesson.
Actions of Teacher Actions of Students
-With 10 minutes go in the lesson, the teacher will -Students will respond to the teacher led
gather the attention of the students and lead a discussion regarding learning during the Amazing
brief class discussion. The teacher will ask Race activity. The discussion is a way to prime
students to describe what they have learned students to complete the 3-2-1 activity.
during the Amazing Race about the origin and
characteristics of contemporary economic -Students will complete the 3-2-1 exit ticket.
systems. Teacher will also ask students what they Students will identify 3 things learned, 2 ways
still want to know about contemporary economic they contributed to the class, and 1 question they
systems. still have about economic systems before leaving
class.
-Teacher will instruct students to complete the 3-
2-1 writing activity.

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ELABORATE - MODIFICATION/DIFFERENTIATION STRATEGIES

ESL students: Two Power Point slides will be devoted to pre-teaching topic related vocabulary to the
class as a way to differentiate for ESL students. To further differentiate for ESL students, several
graphic organizers and illustrations are included in the Amazing Race challenges to assist ESL
students in the identification and organization of topic related vocabulary.

For SPED students, the primary source of Adam Smith in one activity has been reduced to a small
piece of reading material.

EVALUATION

Adam Smith describes his theory of the invisible hand of market forces in The Wealth of Nations.
According to him, which situation best allows the invisible hand to function?

(A) A government adopts laissez-faire policies that allow businesses to operate freely.
(B) A ruler collectivizes industries to gain control of a countrys production.
(C) A nation subsidizes corporations to promote industrialization.
(D) A national leader seizes the means of production from private owners.

NOTES/RECOMMENDATIONS
After the lesson is taught, UTL 640 student will make notes and recommendations about the lesson.
Strengths Changes To Be Made
- One major strength of this lesson is that -One change to be made is to have all the
the competition element of the Amazing members of the group responsible for recording
race incites the students actively engage in answers in some way. There were 2 groups
the content. Students who were less where the recorder did too much of the work
engaged in previous lessons became very while other group members struggled to stay on
interested when they were racing against task.
their classmates to complete activities. -Another change to be made this lesson is to
- Another major strength of this lesson was include some sort of technology into one of the
that question slides were incorporated into challenges. Students had to be reminded to stay
the google slide presentation and students off their phones often, so a chance to use to
actively participated in discussion during phones in the lesson is needed.
the lecture. -Additionally, this lesson needs to include an
- The lesson had constant chances to check activity such as a Kahoot game for students to
understanding because each group had to complete when they finish. As the lesson is, the
verify their answers with me before moving group that wins the Amazing Race competition
onto the next task. will not have a task after they win.
- The 3-2-1 activity at the end of the lesson
-Finally, the lecture portion of the lesson ran a
was useful for future lessons as it
little long towards the discussion of communism
generated questions asked by students
and socialism. A sort of processing activity, such
that may be used on future engage
as filling out a concept map, may be useful.
portions of lessons.
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- The lesson was excellent for Kinesthetic
learners as runners were moving around
the room to retrieve their challenges.

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