Grade 6
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 4 days
Grade 06 Social Studies Unit 07 Exemplar Lesson 02: Government and the Economy
(How They Interact)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of
learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’
needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher.
(For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional
Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson explores the interaction between a government and the economy. The focus of the lesson examines the unique
example of China, which combines an unlimited one-party system of government with a rapidly growing system of free
enterprise. China’s unique economic and governmental interaction is compared to North Korea.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education,
which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the
standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
6.5
Geography. The student understands how geographic factors influence the economic
development, political relationships, and policies of societies. The student is expected to:
6.5C
Explain the impact of geographic factors on economic development and the domestic and
foreign policies of societies.
6.9
Economics. The student understands the various ways in which people organize economic
systems. The student is expected to:
6.9A
Compare ways in which various societies organize the production and distribution of
goods and services.
6.9B
Compare and contrast free enterprise, socialist, and communist economies in various
contemporary societies, including the benefits of the U.S. free enterprise system.
6.10
Economics. The student understands categories of economic activities and the data used to
measure a society's economic level. The student is expected to:
6.10A Define and give examples of agricultural, wholesale, retail, manufacturing (goods), and
service industries.
6.10B Describe levels of economic development of various societies using indicators such as
life expectancy, gross domestic product (GDP), GDP per capita, and literacy.
6.11
Government. The student understands the concepts of limited and unlimited governments.
The student is expected to:
6.11D Review the record of human rights abuses of limited or unlimited governments such as the oppression of
Christians in Sudan.
6.12
Government. The student understands various ways in which people organize governments.
The student is expected to:
6.12A Identify and give examples of governments with rule by one, few, or many.
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 9 Grade 6
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 4 days
6.12B Compare ways in which various societies such as China, Germany, India, and Russia organize government and
how they function.
6.16
Culture. The student understands that all societies have basic institutions in common even
though the characteristics of these institutions may differ. The student is expected to:
6.16B Compare characteristics of institutions in various contemporary societies.
Social Studies Skills TEKS
6.22
Social studies skills. The student communicates in written, oral, and visual forms. The student
is expected to:
6.22D Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies based on research.
6.22E Use standard grammar, spelling, sentence structure, and punctuation.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 06 Social Studies Unit 07 PI 02
Create a flowchart or other visual to describe the organization and function of an East Asian country’s government and economy. Write a
summary comparing this country with another country in the region that has been studied. Use the following words within your summary:
economy, command economy, trade, trade surplus and human rights.
Standard(s): 6.9A , 6.12A , 6.22D , 6.22E
ELPS ELPS.c.1C , ELPS.c.5F
Key Understandings
A society’s governmental structure may not determine the organizational system of its economy.
— How does the structure of a government impact a country’s economy?
— In what ways might the structure of a government not impact a country’s economy?
Vocabulary of Instruction
command economy
surplus
paradox
human rights
deficit
Materials
butcher paper or chart paper
computer lab or one computer/laptop per group.
Internet access
markers or pencil colors
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading
or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are
available in the district site and are not accessible on the public website.
Teacher Resource PowerPoint: Economic Spectrum
Teacher Resource: Teacher Notes: People’s Republic of China
Handout: Economic Data
Last Updated 05/01/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 9 Grade 6
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 4 days
Resources
U.S. Department of State: http://www.state.gov/r/pa/ei/bgn/2792.htm
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
The People’s Republic of China, in recent history, has exhibited a paradox. Their communist, one party governmental structure that originally
completely embraced a command economy has recently moved toward somewhat of a free market economy. It is not entirely one or the other
but it is certain that the country has experienced huge economic growth. At the same time, almost fifty percent of China is at or below the
poverty level, primarily in the rural areas. China continues to be criticized by international watch groups and other nations for human rights
violations (child labor, long hours, low wages, etc.).
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners.
These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators
associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All
originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Making Inferences
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 ‒ 20 minutes
1. Show students a short video clip on china (China, power and people) Materials:
2. After viewing the video clip, students participate in a short writing
activity by answering the following question: Based on the video clip:
Ask:
Internet access
TEKS: 6.12B
How does the structure of a government impact a
country’s economy? and In what ways might the structure
of a government not impact a country’s economy?
3. After about five to seven minutes, students turn to a partner to share
and discuss their perceptions.
4. Have students share their perceptions with the whole group as the
teacher scripts them on the board to help pre-assess what students
know and understand about China’s current economic status and
system of government.
5. Proceed by writing this statement on the board:
China is a paradox. (How?)
6. Write these or other examples of a paradox.
Last Updated 05/01/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 9 Grade 6
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 4 days
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7. Using the Frayer model, help students define and describe
“paradox”.
Say
We are about to explore two important aspects of
China, their governmental system and their economic
system. This will help you understand the reasons as to
why China is often referred to as a paradox.
EXPLORE – Understanding the Economic Spectrum
Suggested Day 1 ‒ 30 minutes
1. Assign each student to be an X or a Y. Students assigned to be an
X read about China’s economy and students assigned to be a Y
read about China’s government/political system. (Note: Utilize the
Teacher Resource: Teacher Notes People’s Republic of China
to create short summaries for students to read about China’s
economy and political system. (Note: include human rights violations
such as child labor)
Attachments:
2. After students complete their reading, show students the Teacher
Resource PowerPoint: Economic Spectrum and provide a brief
overview and discussion of:
Instructional Note:
The letters X and Y may be substituted with numbers
Teacher Resource PowerPoint:
Economic Spectrum
Teacher Resource: Teacher Notes
People’s Republic of China
TEKS: 6.5C; 6.9B; 6.11D; 6.12A, 6.12B
or other letters.
What is economics? (Slide 2)
What is a spectrum? What is an economic spectrum?
Where would you place the U.S. on the spectrum? (Slide 3)
How are the three economic systems different? (Slide 4)
3. Students complete a Frayer Model for each of the economic systems
(Slide 5 and Slide 6)
EXPLORE/EXPLAIN – Where to place China on the Spectrum
Suggested Day 2 ‒ 30 minutes
1. Review the economic spectrum from the Teacher Resource
PowerPoint: Economic Spectrum (Slide 3)
Attachments:
2. Students sketch the spectrum on their own paper.
3. Each student determines (independently) where to place China on
the economic spectrum that they have sketched based on their
reading from the previous day. (Note: It is important to redistribute
the readings from the prior day so students may refer to)
4. Students pair up with someone that is not of the same letter so that
each pair of students is an X and a Y.
Teacher Resource PowerPoint:
Economic Spectrum
Teacher Resource: Teacher Notes
People’s Republic of China
Purpose:
Students apply what they have learned about
economic systems to a particular country (China).
TEKS: 6.5C; 6.9B; 6.10A, 6.10B; 6.11D; 6.12A, 6.12B
5. Students compare their spectrums, discuss and justify. Question to
consider:
Why did you place China on the _________ part of the
spectrum?
What evidence (from your readings) supports your
decision?
6. Students form groups of four (student X and student Y join another
student X and student Y).
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Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 9 Grade 6
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 4 days
7. Each student explains to the other three students the reasons for
where he/she placed China on the spectrum.
8. Groups reach a consensus and share with the whole class.
ELABORATE – Discuss and Answer
Suggested Day 2 ‒ 20 minutes
1. Small groups discuss and answer the following questions:
Purpose:
Students make connections between the relationships
How does the structure of China’s government impact the
country’s economy?
In what ways might the structure of China’s government
not impact China’s economy?
Does the government of the United States impact the
economy of the United States?
Does the economy of the United States impact the
government of the United States?
EXPLORE/EXPLAIN – China and North Korea
that exist between a nation’s government and a
nation’s economy
TEKS: 6.9A; 6.9B; 6.12A, 6.12B; 6.22E
Suggested Day 3 ‒ 40 minutes
1. Small groups collect data relevant to China’s economy and data
Materials:
relevant to North Korea’s economy by using the Handout: Economic
Internet access
Data (GDP, GDP per capita, Imports, Exports, etc.).
computer lab or one computer/laptop per
2. After all the data is collected and recorded, groups compare and
group.
contrast the two nations, discuss and make observations.
butcher paper or chart paper
markers or pencil colors
3. Distribute to each group butcher paper or chart paper.
4. Groups sketch a bar graph or a Venn diagram that illustrates the
differences for each of the categories listed on their Handout:
Economic Data.
Attachments:
5. Each group discusses and answers the following question:
Purpose
Students compare the economies of two communist
countries.
TEKS: 6.5C; 6.9B; 6.10A, 6.10B; 6.11D; 6.12A, 6.12B,
6.16B
How is it that both countries are communist yet the
economic development for each country has such a wide
gap?
6. Groups present their findings and share their graphic organizer with
the whole class.
Handout: Economic Data
Misconceptions:
Students may not understand or perceive cultural or
political differences between the countries of East
Asia.
Instructional Note:
If Internet access is not feasible, printing
the information from the specified
website (on the handout) is another
option.
A key is not provided because the activity is researchbased and the data changes from year to year.
ELABORATE
Suggested Day 3 ‒ 10 minutes
1. After every group presents their findings, each group discusses and
answers the following question:
Should human rights be a consideration when a country is
trying to build its economy?
Why do we know less information (data) about North Korea
than we do about China?
Last Updated 05/01/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 9 Grade 6
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 4 days
EVALUATE
Suggested Day 4 ‒ 50 minutes
Grade 6 Social Studies Unit07 PI02
Create a flowchart or other visual to describe the organization and function of an
East Asian country’s government and economy. Write a summary comparing this
country with another country in the region that has been studied. Use the
following words within your summary: economy, command economy, trade, trade
surplus and human rights.
Standard(s): 6.9A , 6.12A , 6.22D , 6.22E
ELPS ELPS.c.1C , ELPS.c.5F
Last Updated 05/01/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 9 Grade 6
Social Studies
Unit: 07 Lesson: 02
Teacher Notes: People's Republic of China
System of Government:
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©2012, TESCC
Communist state (country/nation)
Capital: Beijing
China established itself as independent on October 1, 1949 (People's Republic of China established) after a civil war.
Has a written Constitution
Executive Branch: President Hu Jintao (since 15 March 2003); Vice President Xi Jinping (since 15 March 2008)
Elections: president and vice president elected by National People's Congress for a five-year term (eligible for a
second term); elections last held on 15-17 March 2008 (next to be held in mid-March 2013); premier nominated by
president, confirmed by National People's Congress
Legislative Branch
Judicial Branch: Supreme People's Court (judges appointed by the National People's Congress); Local People's
Courts
One political dominant party: Chinese Communist Party (no political opposition)
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Grade 6
Social Studies
Unit: 07 Lesson: 02
Teacher Notes: People's Republic of China
Economic System:
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©2012, TESCC
Since the late 1970s China has moved from a closed economic system to a more market-oriented one that plays a
major global role - in 2010 China became the world's largest exporter. Reforms began with the phasing out of
collectivized agriculture, and expanded to include the gradual liberalization of prices.
Creation of a diversified banking system (more banks privately owned rather than government controlled)
Development of stock markets
Rapid growth of the private sector
Opening to foreign trade and investment
China has implemented reforms. In recent years, China has renewed its support for state-owned enterprises in
sectors it considers important to "economic security," explicitly looking to foster globally competitive national
champions.
China’s economic system has transitioned from a communist (command economy) to a combination of socialism and
a free market system. China encourages foreign investment and huge increases in exports.
It is important to note that almost fifty percent of the Chinese population is considered to be in a state of poverty.
Additional information may be found at: http://factsanddetails.com/china.php?itemid=155&catid=11&subcatid=70
The vast majority of poor people live in rural areas. Children work 15 hours or more.
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Grade 6
Social Studies
Unit: 07 Lesson: 02
Economic Data
Directions: Data may be researched at: https://www.cia.gov/library/publications/the-worldfactbook/wfbExt/region_eas.html
China (People’s Republic of China)
What to research:
North Korea
Data Entry Column
What to research:
GDP
GDP
GDP per capita
GDP per capita
GDP by Sector:
GDP by Sector:
Agriculture, Industry, and
Services
Agriculture, Industry, and
Services
Labor Force
Labor Force
Unemployment Rate
Unemployment Rate
Budget Surplus/Deficit
Budget Surplus/Deficit
Imports (What)
Imports (What)
Imports from which
countries?
Imports from which
countries?
Exports (What)
Exports (What)
Exports from which
countries?
Exports from which
countries?
Data Entry Column
1. GDP: Gross Domestic Product (Gross domestic product (GDP) – the measure of all goods
and services produced within a country in a year – helps to track and compare a country’s
wealth
2. GDP per capita: In simple terms, you take the total GDP and divide it by the number of
people in the country. This is an average income. (average of how much money people earn
a year)
3. Surplus: “left-over” Pretend you have a job and bills to pay. You use your monthly paycheck
to pay your bills and if there is money “left-over” you have a surplus.
4. Deficit: Pretend you have a job and bills to pay. You use your monthly paycheck to pay your
bills but you realize that you do not have enough money to pay all of your bills. This means
you are at a deficit.
©2012, TESCC
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