Lesson Plan Form

CSUDH Teacher Education Department

Candidate:Crystal
Gutierrez

Subject:World History

Grade Level:10

Teaching Date:11/02/15

Standard: 10.3.6 . Analyze the emergence of capitalism as a dominant economic pattern and the

responses to it, including Utopianism, Social Democracy, Socialism, and Communism

I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): Student will

draw upon their prior knowledge of class struggle established by the industrial revolution to
understand the rise of capitalism and socialism /communism as a response.

II. Learning Outcome: Given their prior knowledge of the industrial revolution and the

powerpoint and reading discussed in this lesson, Students will be able to correctly differentiate
between Capitalism, Socialism and communism. Through the rock , paper, Scissors activity,
power point debriefing and by correctly filling out the graphic organizer.
III. Curriculum Connection (How lesson fits into larger unit sequence): This lesson is part of the

industrial revolution unit.

IV. Instruction
A. Engagement (Motivational Activity): What is capitalism ? What is socialism or

communism? What have you heard ? What countries do you think of when you think
of socialism ? Communism or Capitalism? As they answer I will post the text book
definition on the board as well and ask them to write their definition on their graphic
organizer.

B.

Instructional Sequence (Teaching Methodology):

Step #1:
The Game (Anticipatory Set)
1. Give all but three students three Hershey Kisses each
2. Conspicuously give the remaining three students ten Hershey Kisses.
a. Responses should approximate: thats not fair and why do they get more?
3. The students then compete with each other in Rock, Paper, Scissors, with the loser having to
give up a Hershey Kiss to the victor.
4. Once a student runs out of candy, they will be instructed to sit down and watch.
a. Take note of their complaints as this happened.
5. The remaining students continue playing until only a few students have candy left.
6. At that point, stop the game.
7.

Step #2: Discussion

Ask the students the following question:
a. How did you feel at the start of the game?
b. How did you feel when you ran out of candy and had to sit down?
c. What tactics could you have used to get back into the game? (Steal, bargain, buy
someone off, lie)
d. Was the game fair?
e. What could the teacher have done to make it fair and should he do it?
i. Take note of their responses..
Step #3: Teacher becomes government
a.Take the candy from the students
b.What is their reaction ?
c. How do the students with a lot of winnings feel ?
d. How do the students with no or little winnings feel ?
Step #4: Who is Adam Smith ? (power point brief )

a.Introduce Adam Smith as the philosopher or Capitalism

b.Wealth of Nations
Step #5:Who is Karl Marx? (power point brief )

a.Introduce Karl Marx as the philosopher of Socialism and Communism

b.Communist Manifesto
c. Quotes from the Communist Manifesto
Step #6: Review how the game applies

a.how does the game apply to socialism

b. how does it apply to communism
C.

Application Task: Students will them fill out the rest of their graphic organizer using

the information they learned from the activity and from the power point.

Assessment: Students will use the information gathered from the reading and the

powerpoint in their graphic organizer to write a RAFT paper. The students will write it from the
perspective of a farmer, a child laborer or a business owner. Students will need to understand
the economic systems in order to decide which one to use for their paper.

V. Assessment Strategies: Informal:Review the graphic organizer with students. Fill it in as they

tell me the answers to get a feel for what they learned from the reading, activity and
powerpoint.
Formal assessment: Students will use the information gathered from the reading and the
powerpoint in their graphic organizer to write a RAFT paper. The students will write it from the
perspective of a farmer, a child laborer or a business owner. Students will need to understand
the economic systems in order to decide which one to use for their paper.

VI. Accommodations for Individual Learners: Students will work in groups and can discuss their
conclusions with each other.
EL accommodations:
ELs:

1. There will be an interactive front loading lesson to help students relate to the content.

2.Definitions of key terms will be attached to the last page of the reading students can look
back to check definitions.
3.Students will read in groups to encourage discussion for better understanding as well for
support for struggling readers.
4. Teacher will provide sentence starters for the paragraph summaries.
5. Students are encouraged to use their chromebooks to look up definitions, translations, or to
clarify any content.
6. Students can also use Spanish/ english dictionaries for translations or definitions.
IEPs:
Will accommodate to individuals IEPs requirements as stated in their 504 i.e. give extended
time to IEP students.
GATE and early finishers: Will write the from second letter from a different perspective then
their original letter.
Retyped 10/20/2010

Capitalism
Under capitalism, the means of production
are privately owned. Supply and demand
determine prices, and businesses are free to
direct resources into activities that promise
the greatest profits.

Advantages of Capitalism
One of the main advantages is efficiency.
If there are many buyers and sellers, if
resources are reasonably mobile, and if
buyers and sellers are reasonably well
informed, then resources will be directed to
their most profitable and efficient use.
Another advantage is freedom, which
gives consumers the opportunity to purchase
the goods and services that best satisfy their
preferences. Producers also have the
freedom to direct productive resources into
activities that consumers demand most.
Producers have the incentive to do so
because of the profit motive, and because
private property rights allow them to keep
the fruits of their efforts.
A third advantage is that capitalism is
highly decentralized. Consumers and
producers jointly answer the WHAT, HOW,
and FOR WHOM questions all societies
face. This is made possible because of the
price system, which sends signals to both
producers and consumers. The
decentralized nature of decision making
leads to the fourth advantage. Specifically,
the role of government in the economy is
much smaller.
The fifth advantage is the high degree of
consumer satisfaction that comes from the
variety of products that are produced to
satisfy consumer demands. The sixth
advantage is the flexibility to accommodate
change. When consumer preferences
change, or when the price of resources

change, signals are sent through the price

system and everyone adjust accordingly.
The most visible result of these
advantages is the enormous amount of
wealth that capitalist nations have
accumulated.

Disadvantages of Capitalism
Capitalism has its disadvantages.
Although it is efficient in satisfying the
demands of consumers, it does not always
satisfy everyones needs. At a collective
level, capitalism ignores the production of
many public goods such as roads, public
schools, a system of justice, and national
defense. Instead, the maker produces
private goods and services items that can
be withheld if people refuse to pay for them.
At an individual level, capitalism
produces only for those who have demand,
which means the ability and willingness to
pay. A system of pure capitalism would
ignore poor people, the unemployed, and
less productive members of society like the
elderly.

Socialism
Socialism is an economic system in
which government owns and runs some of
the basic productive resources in order to
distribute output in ways deemed to be in the
best interest of society. Most socialist
societies are democracies in which elected
officials direct the allocation of resources in
key industries.

Advantages of Socialism
Socialism addresses the FOR WHOM
question directly. Those who are not
fortunate or productive enough to earn a
competitive income still share in the benefits
of society. Although the government owns

the majority of productive resources in

socialist society, people use their electoral
power to influence many of the WHAT,
HOW an FOR WHOM questions.

Disadvantages of Socialism
Socialism is normally less efficient than
capitalism. If workers receive government
guarantees on jobs, more workers will be
hired than are necessary, driving up the cost
of production. The government also has an
incentive to keep these workers employed
even if they are not all needed to show that
the government is providing jobs for
everyone.
Because the government provides a
broader range of services such a health care,
education, and welfare, taxes are generally
higher in socialist countries. This often
causes the type of labor nobility problems
where workers may be reluctant to work in
countries with such high taxes.

Communism
In its purest form, communism is a
political and an economic framework where
all property is collectively owned, labor is
organized for the common advantage of the
community, and everyone consumes
according to their needs.
To date, no modern country has achieved
the ideal pure communism. Countries such
as Cuba, North Korea, and the former Soviet
Union instead developed rigid commandtype economies where some free enterprise
is tolerated.

Advantages of Communism
One of the main advantages of
communism, from the typical workers point
of view, is that of equality. Because
everyone is theoretically equal, the ages of

workers from the assembly line in the

factory to the surgeon in the hospital are
nearly identical.
To make up for the lack of purchasing
power, the state provides a broad range of
public goods such as health care,
transportation, education, and a military
defense system. These services are
normally supplied to little or no cost.
A third advantage is the lack of
uncertainty concerning careers and job
security. This is because the state directs
workers into their jobs, and workers are not
fired or dismissed as they could be in other
societies.
A fourth advantage is that the centralized
control allows the economy to shift
directions in a relatively short period of
time.

Disadvantages of Communism
One of the first disadvantages of
communism is that individual freedom is
lost. People have little or no say in their
jobs, and economic planners determine even
the choice of occupation.
Communism also lacks effective
incentives that encourage people to work
hard. Most people receive the same pay
regardless of how hard they work.
Communism generally fails to meet the
needs and wants of consumers, primarily
because the WHAT to produce question is
determine by central planners. Most
communist states place a high priority on
military preparedness, resulting in the
neglect of consumer goods that are highly
prized in other parts of the world.
One of the biggest drawbacks to
communism is the inefficiency of
centralized planning. The resources needed
to execute the planning, and the
overwhelming obstacles to effective

execution, are serious problems that

countries encounter after reaching a certain
size. Finally, communist economies, like
most command economies, lack the
flexibility to deal with day-to-day changes.

Vocabulary
1. Economy - The way a country
manages its money and resources
(such as workers and land) to
produce, buy, and sell goods and
services.
2. Capitalism- an economic and
political system in which a country's
trade and industry are controlled by
private owners (not the
government) for profit, rather than
by the state.
3. Socialism- a political and economic
theory of social organization that
advocates that the means of
production, distribution, and exchange
should be owned or regulated by the
community as a whole. (government
controls industries)
4. Communism- a political theory
derived from Karl Marx, advocating
class war and leading to a society in
which all property is publicly owned
and each person works and is paid
according to their abilities and needs.
5. Government-the governing body
of a nation, state, or community. The
officials who are in charge.
6. Labor- work, especially hard
physical work
7. Wages-a fixed regular payment,
typically paid on a daily or weekly
basis, made by an employer to an
employee, especially to a manual or
unskilled worker.

8. Unions-an organized association of

workers formed to protect and further
their rights and interests; a labor
union
9. Capital- wealth in the form of
money or other assets owned by a
person or organization or available or
contributed for a particular purpose
such as starting a company or
investing.
10. Means of Production -(especially
in a political context) the facilities and
resources for producing goods.

Reading
Quest

Making Sense in Social Studies

RAFT

PAPER

Nancy Vandervanter, in Adler, 1982

R ole of
Writer:

A udience:

F ormat:
T opic:

Copyright Raymond C. Jones. All Rights Reserved.

Permission Granted for Classroom Use / All Others Inquire at rjones@virginia.edu

ReadingQuest
http://www.readingquest.org

12/2/2015

Your Rubric: 6+1 Trait Writing Model : RAFT Economy paper

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1/1

Capitalism
Economic system in which the means of
production are privately owned. (owned by
people not the government)
Free market (government should not
interfere in the economy)

Socialism
Economis system in which the government
owns and runs the basic productive
resources in order to distribute them
equally.

Communism
Political and economic system where all
property is collectively owned, labor is
organized for the common good of
everyone.
Government is no longer needed when
everyone is sharing without greed

Capitalism vs Socialism
Rock,
Paper,
Scissors
Game

The Rules:
DO NOT EAT YOUR CANDY!
Two opponents face off at one time.
The winner takes one hersheys kiss from the
loser.
You may compete as long as you have at
least one candy. When you lose all of your
candy, return to your seat.
When at your seat, get out a piece of paper
and answer the questions on the next slide.

Debriefing
How did you feel at the start of the game?
How did you feel when you ran out of candy
and had to quit the game?
What could you have done to get back into the
game?
Why didnt you do this?
Do you think this game was fair? Why or why
not?
Now that the game is over, what action could
Ms. Gutierrez take, if any, to make the game
fair? Should she do this? Why or why not?

Wealth of Nations- Adam Smith

Adam Smith
Wrote the Wealth of Nations
First to provide a complete description of Capitalism
Wealth of Nations
Freedom of capitalist to operate their businesses as they saw fit
Little to no government intervention

Commnuist Manifesto

Begins
A Specter is hunting europe - the specter of communism -(Communism is coming because
the working class is fed up)

Ends
Let the ruling classes tremble at a Communistic revolution. The proletarian
have nothing to lose but their chains. They have the world to win. Workers of the
world unite!

Karl Marx and Communist Theory

Marx believed that the capitalist system
would eventually destroy itself
He believed the large proletariat (working
class) would revolt and seize factories/mills
from the capitalists and produce what society
needs not what makes people rich
Eventually, the govt would whither away
and a classless society would share all
goods/services equally (Communism)
HOW DOES THIS THEORY RELATE TO OUR
GAME?

Marxist Theory * R / P / S Game

CAPITALISM
Private Ownership
Freedom of Competition
Results in Unequal
Economic Classes

CAPITALISM
Students own candy
Played R/P/S
Some Won/Most Lost
Everything

CLASS STRUGGLE
Wealthy class and
workers struggle over
money

CLASS STRUGGLE
Winners and losers
struggle over candy

Marxist Theory * R / P / S Game

WORKERS REVOLT!
Working class carries out
plan to overtake upper
class

WORKERS REVOLT!
Plan to get candy back
(steal) & argue about
fairness

SOCIALISM
Government owns
industry
GOAL: Economic
Equality
Aims for a classless
society

SOCIALISM
Ms.Gutierrez. collects
candy
Redistributes candy
equally
Students have same
amount of candy

Marxist Theory * R / P / S Game

COMMUNISM
Goal of a classless
society is achieved;
Goods/services shared
equally

COMMUNISM
Students refuse to play
the game again but share
candy equally

No government is
needed

Ms. G would no longer

need to supervise

Recap
The game (capitalism) started
with an unequal distribution of
candy (wealth). A few students
(the wealthy) had far greater
resources than the rest of the
class (the working class).

Recap
A few students (the wealthy) were
able to prosper during the game
(capitalism). Their advantage made
it virtually impossible for the rest of
the students (working class) to
succeed in the game (capitalism)

Recap
Those who succeeded (the wealthy)
in the game (capitalism) support it.
Those who did not succeed (the
working class) pointed out its
unfairness and generally wanted to
change the game (change the
system).

Recap
As frustration with the game
(capitalism) mounted, some students
(working class) suggested alternative
solutions for making distribution of
candy (wealth) more equal
(socialism).

Recap
Ms.Guiterrez (government) collected
the candy (wealth) and redistributed
them equally (socialism). Thus, no
student had more candy (wealth)
than another (resulting in a classless
society).

QUESTIONS TO CONSIDER:
Based on this activity, what are some
advantages of a Marxist, classless
society? What are some disadvantages?
What do you think workers in England (or
peasants in Russia) might have thought
about Marxs ideas?
Are there any organizations or
governments in the world today that
adhere to Marxs ideas?