LITERACY DESIGN COLLABORATIVE • ARGUMENTATION MODULE

COMPARING ECONOMIC SYSTEMS

Module Every society operates with a mixed economic system, combining the influences of market and command models in order to form a
description: functioning economy and government. Individual countries have unique combinations of the market and command influences
depending on how countries prioritize different economic goals. Students will learn the characteristics of the market and command
systems and evaluate the benefits and consequences of each system
Template task Task 2. SS Argumentative/Analysis L1, 2.
(include number, [Insert essential question] After reading ______ (literature or informational texts), write a/an _______ (essay, report, or substitute) that
type, level): addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give
one or more examples from past or current events or issues to illustrate and clarify your position.
Teaching task: What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and
opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to
acknowledge competing views.
Grade(s)/Level: 10/11
Discipline: Social Studies
Course: Economics
Authors: Kathy Thiebes
Contact Social Studies Teacher, Centennial High School, Gresham, OR
Information: School Email: Kathy_thiebes@[Link], Personal Email: kthiebes@[Link]

Comparing Economic Systems • LDC Argumentation Module • Page 1

 SECTION 1: WHAT TASK?
TEACHING TASK
Teaching What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and
task: opinion texts, write an essay that addresses the question and supports your position with evidence from the texts. Be sure to acknowledge
competing views.
Reading  John Edwards and Edward Tanner, “Should the U.S. have a National Healthcare System” (Article)
texts:  David Kestenbaum, “Denmark Thrives Despite High Taxes” (Transcript of Broadcast))
 William Booth “As Cuba gives Capitalism a try, Experts Ponder the Future” (Article)
 Paul Krugman and John Tierney, “Wal-Mart: Good or Evil” (Article)
 “The World’s Best Countries” (interactive infographic)
Background Every society operates with a mixed economic system, combining the influences of market and command models in order to form a
to share with functioning economy and government. Individual countries have unique combinations of the market and command influences depending on
students: how countries prioritize different economic goals. Students will engage in activities and take notes on the content for 3 days prior to
beginning the module. Students will also keep all work in a portfolio.
Extension Students participate in a formal class debate about the future of America’s economic system using their essays and other research to defend
(optional): their market and command preferences on different topics (healthcare, welfare, education, taxes, etc.).

CONTENT STANDARDS FROM STATE OR DISTRICT

Standards Oregon State Standards - [Link]
source:
NUMBER CONTENT STANDARDS
[Link].02.01 Compare and contrast the allocation of goods and services in market and command economies.

[Link].04 Evaluate different economic systems, comparing advantages and disadvantages of each.

COMMON CORE STATE STANDARDS

NUMBER COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING
1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10 Read and comprehend complex literary and informational texts independently and proficiently.

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 NUMBER COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING
1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a Period or two) for a
range of tasks, purposes, and audience.

SCORING RUBRIC (2010-11 VERSION)

ADVANCED MEETS EXPECTATIONS NOT YET
Focus Addresses all aspects of the prompt with a highly Addresses the prompt and stays on task; provides Attempts to address prompt but lacks
focused and convincing response. a generally convincing response. focus or is off-task.
Reading/Research Demonstrates accurate and effective use of Demonstrates generally effective use of reading Demonstrates weak use of reading
reading materials to develop argument or materials to develop argument or proposal and an materials to develop argument or
proposal and a solid understanding of content as understanding of the content as presented in the proposal.
presented in the prompt. prompt.
Controlling Idea Establishes a substantive and credible claim or Establishes a credible claim or proposal Establishes a claim or proposal but is
proposal. L2 Acknowledges competing arguments while weak or off task
L2 Acknowledges relevant competing defending the claim or proposal. L2 Attempts to acknowledge competing
arguments, defending or qualifying the claim or arguments.
proposal as appropriate.
Development Develops a detailed and convincing argument or Develops a satisfactory argument or proposal Lacks details to support reasoning;
proposal; provides relevant evidence in the form using reasoning with adequate detail to support examples or explanations are weak or
of examples or explanations with statements from claim or proposal; provides evidence from text(s) not relevant.
reading material. in the form of examples or explanations relevant
to the argument or proposal.
Organization Applies an appropriate text structure that Applies an appropriate text structure that Provides a weak text structure;
develops reasoning; applies a logic model, such as develops reasoning; applies a logic model. composition is confusing.
deductive reasoning.
Conventions Demonstrates a well-developed command of Demonstrates a satisfactory command of Demonstrates a weak command of
standard English conventions and cohesion; standard English conventions and cohesion; standard English conventions; lacks
employs language and tone appropriate to employs language and tone appropriate to cohesion; language and tone are not
audience and purpose. audience and purpose. appropriate to audience and purpose.

Comparing Economic Systems • LDC Argumentation Module • Page 3

 SECTION 2: WHAT SKILLS?

SKILL DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Bridging conversation Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

Task and rubric analysis Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
Active reading Ability to understand necessary reading strategies needed for the task and develop an understanding of a text by locating words
and phrases that identify key concepts and facts, or information.

Note-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

Organizing notes Ability to prioritize and narrow notes and other information.
SKILLS CLUSTER 3: TRANSITION TO WRITING
Bridging conversation Ability to transition from reading or researching phase to the writing phase.
SKILLS CLUSTER 4: WRITING PROCESS
Initiation of task Ability to establish a claim and consolidate information relevant to task.

Planning Ability to develop a line of thought and text structure appropriate to an argumentation task.

Development Ability to construct an initial draft with an emerging line of thought and structure.

Revision & editing Ability to apply revision strategies to refine development of argument, including line of thought, language, tone, and
presentation.

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 SECTION 3: WHAT INSTRUCTION?
PACING SKILL AND PRODUCT AND PROMPT SCORING INSTRUCTIONAL STRATEGIES
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1 class 1. Task engagement Short Response None • Opener - students will complete an opening journal
period entry and discussion in order to review the content on
Ability to connect the In a quick write response, what
economic systems. Example: “What would be the
task and new content to is your first reaction to the task
positive and negative effects if America chose to
existing knowledge, prompt? What strategies did
eliminate public schools in favor of an all-private
skills, experiences, you use to interpret this
system?”
interests, and concerns. prompt?
• Students complete the quick-write in their Writer’s
Notebook.
• Socratic Seminar – After the quick-write, students will
engage in a short Socratic Seminar to help shape their
individual views and understanding of the task using
dialogue instead of debate.
• Extra Support – Provide struggling students with
sentence starters and frameworks for their quick-writes.
Example: I believe a _____ system would be the best
type of system because ________.
1 class Task and Rubric Prompt: None • Have students share responses so that students can hear
period Analysis In your own words, write a how each other are interpreting the task and encourage
brief explanation of what the them to help each other when appropriate.
Ability to understand
task is asking you to do • Rubric Translation Activity – Introduce rubric to class.
and explain the task’s
(students respond below the In small groups, students will translate their assigned
prompt and rubric.
quick-write). piece of the rubric in their own words. Students will
then participate in a jigsaw and gallery walk to share
Rubric: /take notes on rubric translations.
Students will translate the • Extra Support – Specifically plan groups to provide
rubric in their own words. ideal peer-support for students who need it.
• Teacher work - Review each student’s responses (task
analysis and quick-write) to ensure she/he understands
the task.

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SKILLS CLUSTER 2: READING PROCESS
1 Class Pre-Reading Reading Strategy Lids • List of 5-6 of strategies• As individuals, students write down 1 or 2 strategies
Period for reading (can be that they use to help them understand what they read.
Ability to select 1) What strategies do you use strategies of others as Students share responses in pairs then must find 3 other
appropriate texts and to help you process your well) strategy ideas from classmates to add to their lists
understand necessary reading? (“give one, get one” activity)
• Participates in class
reading strategies 2) What information do you • Create a class list of reading strategies and content
discussion of reading
needed for the task already know about topic of knowledge of first article.
strategies and current
the first article: the healthcare • Extra Support – Create bookmarks or laminated cards
knowledge of article
debate and how taxes are of reading strategies so students have consistent
topic.
related? reminders of strategies.
The following skills, Active Reading and Note-Taking, are completed in conjunction with each other for each text.
3 Class 2: Active reading Annotated Articles • Annotated or “actively • Frontload vocabulary synonyms for market and
Periods Use annotation techniques and read” article has a command economies. Students record in Vocabulary
Ability to understand variety of marks
other reading strategies to Notes section of their Writer’s Notebook.
necessary reading (circles, underlining,
strategies needed for demonstrate your reading • Instruction for the first article (“Should the U.S. have a
stars, highlights, etc.).
the task and develop an process and your level of Annotation also
National Healthcare System?”) should be very explicit
understanding of a text interaction with the text and include group/partner work and teacher modeling.
includes written o Teacher reads first 3 sentences of the article,
by locating words and questions, connections,
phrases that identify modeling active reading and strategies.
and insights in the
key concepts and facts, o Students finish reading the rest of the article using
margins. *Use
or information a “think aloud” process with a partner.
annotation rubric to
o Teacher asks for a list of vocabulary that students
provide students
struggled with and class discusses strategies for
feedback on their
understanding words in context. Students record
reading
new vocabulary in the Vocabulary Notes section
of their Writer’s Notebook.
• Students actively read and annotate the next 3 articles
mostly independently with some teacher guidance and
reflection in pairs.

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(Same 3 Note-Taking Vocabulary list • Summaries contain • Brief review of summary writing strategies.
class “who, what, where, • Use a variety of reading/writing activities to help
Ability to read In your notebook, list words when and why”
periods) students improve processing skills of main idea and
purposefully and select and phrases essential to the
• Focus questions have significance.
relevant information; to texts. Add definitions, and (if
an appropriate response o 25 word summary, QAR, reciprocal teaching, etc
summarize and/or appropriate) notes on
- emerging or clear • Students get independent work time to respond to focus
paraphrase. connotation in this context.
opinion is evident. questions after completing the summary. Focus
• Writes in readable questions should lead students to take a stance on the
prose market and command aspects of the article’s subject.
When possible, students should discuss responses in
pairs or as a group.
• Extra Support – These activities are designed to
provide support for all reading-levels.
1 Class Organizing Notes Notes and Graphic Organizer • Creates a prioritized set • Students place relevant information from the texts and
Period of notes that categorizes their own background knowledge into the graphic
Ability to prioritize and Prioritize relevant information evidence. organizer.
ad narrow notes and in the “organizing notes”
• Suggests implications • Students will prioritize the information in the graphic
other information. section of your Writer’s
drawn from information organizer by identifying which pieces of evidence they
Notebook
about the economic will use in their essay.
systems. • Extra Support – Provide students with specific
• Writes in readable examples of what kinds of information belongs in each
prose. section of the graphic organizer. Create a list of
“leading questions” to help guide students in the
process. Example: “What is one fact you learned from
the healthcare article that supports a market system?”

Comparing Economic Systems • LDC Argumentation Module • Page 7

SKILLS CLUSTER 3: TRANSITION TO WRITING
1 Class Bridging Conversation Short response No scoring • Review professional or other samples of writing type
Period and structure.
Ability to transition In a quick write, write brief
• Students will deconstruct and evaluate the article “As
from reading or overview of your essay. How
Cuba gives Capitalism a try, Experts Ponder Future”
researching phase to the will it be constructed and what
using the rubric to guide critique.
writing phase is your central argument?
o Demonstrate patterns of development (e.g.
from most important to least important)
o Note the difference between an “explanation”
and an “argument”
o Evaluate effectiveness – Do you get the
information and explanation you expect?
Why?
• Discuss the process for writing the essay.
• Extra Support – Struggling readers should focus on
fewer rubric components such as Reading/Research and
Controlling Idea.
SKILLS CLUSTER 4: WRITING PROCESS
1 Class Initiation of Task Paragraph • Writes a claim that • Before students write their formal claim, review
Period establishes a controlling qualities of a strong claim as a class: must be an
Ability to establish a 1) Write a formal claim in idea and identifies key argument, include simple defense of the argument, and
controlling idea and your Writer’s Notebook using points that support include categories to lead reader and organize essay.
consolidate information your quick-writes, notes, and development • In pairs, students will edit sample claim statements
relevant to task article information to ensure a
• Writes a draft provided by the teacher. As a class, go over each thesis
strong controlling idea. introduction that sets an statement, asking for volunteers to identify the strong
2) Write a draft introduction appropriate context for and weak characteristics of each statement.
that will set the context for the claim. • After students have finished writing a formal claim,
your claim. review the qualities of a strong opening paragraph:
• Writes in readable
prose. HOTT- Hook, Overview, Thesis, Transition.
• In pairs, students share their claim statements and
introduction. Student volunteers share their claim and
introduction with the class for critique.
• Extra Support – Provide students with sentence frames
to help write the claim. For example: A __________
economic system is the ideal system because it provides
a country with ___________ and __________ (choose
two “goals” from your notes).

Comparing Economic Systems • LDC Argumentation Module • Page 8

1 Class 2. Planning Outline/Plan • Applies an outline • Review text requirements: Students must use evidence
Period strategy to develop from a minimum of 3 different texts in their essay.
Ability to develop a Create an outline including reasoning for argument • Students independently write an outline using the
line of thought and text key elements drawn from your
• Draws a credible template in their Writer’s Notebook.
structure appropriate to research and order them in
implication from • In small groups, students share how they will organize
an argumentation task. some logical way (e.g.
information about the their essays.
chronologically, sequentially).
differences between • Extra Support – Students will focus on providing
economic systems. evidence from only one or two texts in their outline.
• Writes in readable
prose.
1 Class Development Rough draft • Demonstrates use of • Review strategies for constructing body paragraphs:
Period revision strategies that TEST – Topic sentence, Evidence, Significance, and
Ability to construct an Write a rough draft of your clarify logic and Transition.
initial draft with an essay consisting of 4-5 development of ideas; • Create stations where students can get guidance on
emerging line of paragraphs. Includes an includes relevant certain aspects of the essay: introduction, claim,
thought and structure. introduction, 2-3 body details; improves word- evidence/analysis, and conclusion. Assign a strong
paragraphs and a conclusion. usage and phrasing; and student-writer at each station to help guide discussion
creates smooth and provide peer-review. Teacher spends time at each
transitions between station assisting students.
sentences and • Extra Support – Teacher leads “station” for students
paragraphs who need extra support in developing the essay.
• Applies a text structure
to organize reading
material content and to
explain key points
related to the prompt.
2 Class Revision and Editing Revised Draft • Provides complete draft • Students give each other feedback on rough drafts using
Periods with all parts. the “peer review template”.
Ability to refine text, Apply revision strategies for
• Supports the opening in • Students can email essays to teacher for efficient and
including line of clarity, logic, language,
the later sections with basic feedback.
thought, language cohesion, appearance, and
evidence and citations. • Discuss strategies for citing information using the
usage, and tone as conventions
• Improves earlier Writer’s Notebook – MLA citation methods, quoting,
appropriate to audience
edition. paraphrasing.
and purpose.

Final Draft Submit your final draft before or on due date for scoring and feedback.

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MATERIALS, REFERENCES AND SUPPORTS
FOR TEACHERS FOR STUDENTS
Texts Included in Appendix:
John Edwards and Michael Tanner, “Should the U.S. have a National Healthcare System?” (Article) Writer’s Notebook
[Link]
Rubric Translation
David Kestenbaum, “Denmark Thrives Despite High Taxes.” National Public Radio, All Things Considered (transcript Meta-Cognitive Log
of broadcast) [Link]
Active Reading Rubric
William Booth, “As Cuba gives Capitalism a try, Experts Ponder the Future.” Washington Post Peer-Review Guide
[Link]

Paul Krugman and John Tierney, “Wal-Mart: Good or Evil. ” New York Times Upfront Magazine (article)
[Link]
“The World’s Best Countries” Newsweek Magazine Online (interactive infographic)
[Link]

Optional Texts:
William Neuman, “Should the Government Tax Your Coke” New York Times Upfront Magazine (article)
[Link]

Thomas Friedman, “Start-Ups, Not Bailouts.” New York Times (article)

[Link]
Ups,%20Not%20Bailouts&st=cse

Comparing Economic Systems • LDC Argumentation Module • Page 10

 SECTION 4: WHAT RESULTS?
STUDENT WORK SAMPLES
[SPW: INSERT NAMES OF PIECES, AND SAY THEY’RE IN THE APPENDIX]

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)

Classroom Do you believe that the federal minimum wage in America should be raised? After reading the article “Should the federal minimum
assessment task wage be raised?”, write a short essay that addresses the question and supports your position with evidence from the texts. L2 Be sure
to acknowledge competing views.
Background to share The government plays a significant role in the development of America’s economy. Voters elect leaders who will represent their
with students views on the government’s role in the economy. The federal minimum wage is a government regulation created in the 1930s to
(optional): ensure workers receive adequate pay from employers. However, minimum wage is a government-intervention that has both positive
and negative effects on America’s economy and its value is debated amongst politicians and the public.
Reading texts: Edward Kennedy and Todd Stottlemeyer, “Should the federal minimum wage be raised?”
[Link]

LDC ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC

MEETS EXPECTATIONS NOT YET
Focus Addresses the prompt and stays on task; provides a generally Attempts to address prompt but lacks focus or is off-task.
convincing response.
Reading/Research Demonstrates generally effective use of reading material to develop an Demonstrates weak use of reading material to develop argument.
argument.
Controlling Idea Establishes a credible claim and supports an argument that is logical and Establishes a claim and attempts to support an argument but is not
generally convincing. convincing.
L2 Acknowledges competing arguments while defending the claim. L2 Attempts to acknowledge competing arguments.
Development Develops reasoning to support claim; provides evidence from text(s) in Reasoning is not clear; examples or explanations are weak or
the form of examples or explanations relevant to the argument. irrelevant.
Organization Applies an appropriate text structure that develops reasons. Provides a weak text structure; composition is confusing.
Conventions Demonstrates a command of standard English conventions and Demonstrates a weak command of standard English conventions; lacks
cohesion; employs language and tone appropriate to audience and cohesion; language and tone are not appropriate to audience and
purpose. purpose.

Comparing Economic Systems • LDC Argumentation Module • Page 11

 TEACHER WORK SECTION
Teacher thoughts: The module was very effective in my Economics classes. A few ideas to keep in mind for revision of the module:
• Provide more supports for ELL students who have very limited English.
• Use Meta-cognitive Logs instead of the Summary/Analysis Template

Possible variations:

• Formal class debate about market vs. democratic socialist economy

• Students are “stranded on an island” in small groups and must create an economic system to survive and create their idea of an ideal structure
for the island’s government and economy.

APPENDIX CONTENTS
The attached materials support teaching this module:

[SPW: PUT STUDENT WORK FIRST]

Writer’s Notebook

Rubric Translation

Meta-Cognitive Log

Active Reading Rubric

Peer-Review Guide

Comparing Economic Systems • LDC Argumentation Module • Page 12