Oklahoma Social Studies 7.C.7

7.C.7 is a cluster heading. These are the individual standards under it.

• 7.C.7.1

  Explain how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distribut...

• 7.C.7.2

  Compare the advantages and disadvantages of the traditional, market, and command economic systems, including how government policies affect economic activities ...

• 7.C.7.3

  Evaluate how the major sectors of economic activities contribute to the development of a country or region:

• 7.C.7.3.A

  Extraction and harvesting of natural products (Primary Sector)

• 7.C.7.3.B

  Production of goods through manufacturing and construction (Secondary Sector)

• 7.C.7.3.C

  Businesses that provide services to consumers (Tertiary Sector)

• 7.C.7.3.D

  Research and intellectual services such as technology and innovation (Quaternary Sector).

• 7.C.7.4

  Compare the economic measurements of productivity which inform nations of their economic health and growth (e.g., Gross Domestic Product and Gross National Prod...

• 7.C.7.5

  Distinguish between developed and developing regions by analyzing data used by geographers (e.g., the Human Development Index data, literacy rate, life expectan...

• 7.C.7.6

  Analyze the role of government to finance a nation’s development (e.g., infrastructure, social programs, and education).

01

What Students Need to Do

Students compare how traditional, market, and command economies decide what to produce and who gets it. They sort work into extraction, manufacturing, services, and research. They use GDP, GNP, health, education, and income data to compare places and explain how government spending and trade rules affect them.

02

What Mastery Looks Like

Given a bread shortage, a student explains how each economic system might supply bread and names a drawback of each. They classify a farmer, mill worker, shop clerk, and crop scientist by sector. They distinguish GDP, output made within a country, from GNP, output made by its residents and firms, then support a claim about development with data.

03

Common Misconceptions

Students may think market economies have no government rules and traditional economies never change. They may put factory workers in the primary sector or count imported goods in a country's GDP. They may assume high GDP means everyone has a high income and long life.

04

How to Assess It

Exit ticket: A country taxes imported steel and spends the revenue on schools. Name one likely effect on trade and one development measure that might improve. Explain each.

1. 01

   Give groups cards showing a wheat farmer, mill worker, shop clerk, and crop scientist; have them sort the jobs by sector.

2. 02

   Ask: During a bread shortage, how would traditional, market, and command economies divide loaves, and what is one drawback of each?

3. 03

   Sort cards labeled 'foreign firm makes shoes here' and 'local firm makes shoes abroad' into GDP and GNP columns.

4. 04

   Use World Bank country profiles to compare income per person, life expectancy, and infant mortality, then recommend a tax-funded school or road project.

• 6.P.2.4.B

  Identify different types of economic systems, comparing advantages and disadvantages for citizens and the growth of a nation’s economy.

• 7.P.2.4.B

  Identify different types of economic systems, comparing advantages and disadvantages for citizens and the growth of a nation’s economy.

• 6.C.6.1

  Explain how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distribut...