Oklahoma Social Studies 6.C.6.2.A

Social Studies6th GradeContent Standards

The Standard

6.C.6: Analyze economic systems of the world and how they impact the development of a nation and region.
6.C.6.2: Analyze the benefits and limitations of the world’s economic systems.

Define the characteristics of traditional, market, and command economic systems.

Oklahoma Academic Standards for Social Studies (2026) · 6.C.6.2

Teacher's field guide

What Students Need to Do: Students describe how custom, buyers and sellers, or government officials shape economic decisions. They use clues about what gets made, who sets prices, and how goods are shared to tell the systems apart.
What Mastery Looks Like: Given three short cases, students match each one to the right system and point to a clue that supports their choice. They can explain that real economies often combine features of more than one system.
Common Misconceptions: Students may think any place with shops has a market economy, or that a boss giving orders makes an economy a command system. They may think traditional economies existed only in the past.
How to Assess It: On an exit ticket, ask students to label three cases: a family plants crops as its elders did, a baker changes prices when demand rises, and officials assign factory quotas. Have students name one clue for each answer.

Lesson moves

Give groups 12 paper bread tokens; have them distribute the tokens using a family custom card, buyer bids, then a government ration card.
Ask: Who decides what gets made when a family follows custom, a baker follows sales, or an agency sets a quota?
Play a three-column sort with cards reading 'family follows elders' planting rules,' 'buyers bid for apples,' and 'officials assign factory quotas.'
Compare a grocery store's apple price with a city bus fare; identify who sets each and why neither tells you how the entire economy works.

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A ready-to-print activity worksheet aligned to 6.C.6.2.A, with an answer key for the teacher on its own page. No account needed.

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