AGRICULTURAL INVESTMENTS AND ECONOMIC GROWTH
Performance Standard 15A.J
Identify in newspaper articles or in agricultural magazines examples of agricultural investments that can contribute
to real economic growth accordingly:
• Knowledge: define “real economic growth”; identify one or more examples of factors that contribute to real
economic growth, including at least one investment each in human capital, physical capital and technology.
• Reasoning: explain how investments in human capital, physical capital and technological change can result in
real economic growth.
• Communication: underline in at least three newspaper articles text factors contributing to real economic
growth; provide a written explanation for the factors in each article that is well focused, well organized and well
detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.
Procedures
1. In order to understand economic systems, with an emphasis on the United States (15A), students should
experience sufficient learning opportunities to develop the following skill:
• Explain the concept of real economic growth.
• Identify the factors contributing to real economic growth in a nation (e.g., investments in human/physical
capital, research and development, technological change).
• Explain how the factors can contribute to real economic growth. The agriculture related industry substantially contributes to the real economic growth of the United States. This standard and related performance descriptors are especially applicable to the principles presented in an agribusiness course. In addition, it is an excellent way to incorporate current events into any area of the agricultural curriculum. This assessment will provide students with an understanding of how the United States’ economy is affected by agricultural investments in human capital, physical capital and technological changes. This assessment aligns with the Illinois Workplace Skills E1 (Interpreting the Economics of Work/Identify the role of business in the economic system) and D4 (Communicating on the Job/Prepare written communication). 2. Have students review and discuss the assessment task and how the rubric will be used to evaluate their work.
3. Ask students to identify and explain agricultural factors contributing to real economic growth as follows:
• Cut out at least three articles that represent examples of real economic growth. The examples must include
at least one investment in each of the following: human capital, physical capital and technological change.
For example, Yield Guard corn varieties, which are resistant to corn rootworm, are a new technological
advancement that will lead to economic growth as they will increase corn yield and reduce input costs.
(Students may include other examples that are included in their own definition.)
• Attach each article to the left side of one or more 8 ½” x 11” sheets of paper. Underline all parts of each
article that clearly describe the factors that contribute to real economic growth.
• On the right side of the paper, write an explanation. First, characterize each example of real economic
growth as an investment in human capital, physical capital, or technological change. Be sure to relate each
example to your own understanding of real economic growth. Next, write a complete explanation of how
the factors described in the article result in or can result in real economic growth. The explanation must
demonstrate understanding of the type of example selected, the concept of real economic growth and use
appropriate terminology correctly.
4. Evaluate each student’s work using the Social Science Rubric as follows, and add the scores to determine the
performance level:
• Knowledge: The understanding of “real economic growth” was complete, accurate and documented; the
identification of human-capital, physical-capital and technology factors that contribute to real economic
growth was complete and correct.
• Reasoning: The explanation of how investments in human capital, physical capital and technology can
result in real economic growth was thorough and well reasoned.
• Communication: The written explanation was well focused, well organized and well detailed; the knowledge and reasoning were completely and effectively communicated. ASSESSMENT 15A.J
Examples of Student Work
• Meets
• Exceeds
Time Requirements
• One class period
Resources
• Large quantity of newspapers that include a
business section or emphasize economic activity
• Agricultural magazines or newspapers
(Agrinews, Beef Today, Successful Farming,
Agricultural Research)
• Sources for definitions and explanations of
economic terminology
• Social Science Rubric
ASSESSMENT 15A.J
SOCIAL SCIENCE RUBRIC
NAME ________________________________________
Exceeds standard (total points 11 - 12)
Meets standard (total points 8 - 10)
4
3
Reasoning: Analysis, evaluation
and synthesis of evidence
•
•
•
•
•
•
1
Approaches standard (total points 5 - 7)
Begins standard or absent (total points 1 - 4)
Knowledge of evidence from the
social sciences: facts/ supporting
details; themes/ issues; and
concepts/ideas
• Key concepts/themes/
issues/ideas are thoroughly
identified, defined and
described.
• Significant facts/ supporting
details are included and
accurately described.
• Has little or no factual
inaccuracies.
•
2
DATE _____________________________________
•
•
•
Key concepts/themes/
issues/ideas are identified,
defined and described.
Facts/supporting details are
included.
May have a major factual
inaccuracy, but most
information is correct.
Some key concepts/
themes/issues/ideas are
identified, defined and
described.
Some facts/supporting details
are included.
Has some correct and some
incorrect information.
Few or no key concepts/
themes/issues/ideas are
identified, defined and
described.
Few or no facts/supporting
details are included.
Information is largely
inaccurate, absent or
irrelevant.
Score
ASSESSMENT 15A.J
•
•
•
•
•
•
•
•
•
•
•
Identifies and logically
organizes almost all relevant
evidence.
Uses appropriate and
comprehensive critical
thinking skills and habits of
mind to analyze, evaluate and
synthesize evidence.
Reaches informed conclusions
based on the evidence.
Identifies and organizes most
of the relevant evidence.
Uses partial critical thinking
skills and habits of mind to
analyze, evaluate and
synthesize evidence.
Reaches informed conclusions
based on the evidence.
Identifies some relevant
evidence and omits most of
the other evidence.
Uses unclear, inappropriate or
incomplete critical thinking
skills and habits of mind to
analyze, evaluate and
synthesize evidence.
Reaches incomplete or
inaccurate conclusions based
on the evidence.
Important evidence relevant to
the problem is not identified.
Critical thinking skills and
habits of mind are absent.
Conclusions are lacking,
absent or unclear.
Communication: Demonstrates
knowledge and reasoning through oral,
written, visual, dramatic or mixed media
presentation
• Almost all ideas in the presentation
are expressed in a way that provides
evidence of the student's knowledge
and reasoning processes.
• The presentation is well focused with
a well-defined thesis.
• Presentation shows substantial
evidence of organization.
• Presentation shows attention to the
details of specific performance
conventions.
• Most ideas in the presentation are
expressed in a way that provides
evidence of the student's knowledge
and reasoning processes.
• The presentation demonstrates a
focus and thesis with several
narrative gaps.
• Presentation demonstrates adequate
evidence of organization.
• Presentation has mistakes in attention
to the details of specific performance
conventions.
• Some ideas in the presentation are
expressed in a way that provides
evidence of the student's knowledge
and reasoning processes.
• The presentation demonstrates an
inadequate focus and thesis.
• Presentation demonstrates inadequate
evidence of organization.
• Presentation has insufficient attention
to the details of specific performance
conventions.
• Expression of almost all ideas in the
presentation is unclear.
• The presentation demonstrates little
focus and lacks a thesis.
• Presentation demonstrates little or no
evidence of organization.
• Presentation has multiple mistakes in
attention to the details of specific
performance conventions.