Oklahoma Social Studies USH.P.2.4

USH.P.2.4 is a cluster heading. These are the individual standards under it.

• USH.P.2.4.A

  Evaluate economic data from charts and graphs, noting trends and making predictions.

• USH.P.2.4.B

  Construct arguments using a combination of evidence regarding solutions used by nations to address historical or contemporary economic issues.

• USH.P.2.4.C

  Evaluate the impact, both intended and unintended, of government policies on market outcomes at national and global levels, past and present.

01

What Students Need to Do

Students compare how market, command, and mixed economies decide what to produce and what to charge. They explain how competition can benefit buyers, then read charts for trends and make predictions. They use evidence to argue how government policies address economic problems and affect people at home and abroad.

02

What Mastery Looks Like

Given a trade graph and two short sources about a tariff, a student identifies a trend, makes a supported prediction, and argues whether the tariff met its goal. They explain how market and command systems differ and how competition helps buyers. They name an intended effect and an unintended effect for people at home and abroad.

03

Common Misconceptions

Students may think a market system has no government rules, or that competition always lowers every price. They may assume a tariff protects jobs without raising prices for buyers or affecting other countries. They may read a graph without checking its axes and treat a trend as proof that a policy caused it.

04

How to Assess It

Exit ticket: A tariff is followed by imports of 100, 80, and 65 units over three years. Ask students to name the trend, predict the next value, and explain one intended and one possible unintended effect without claiming the tariff caused the drop.

1. 01

   Give groups buyer and seller price cards; run a five-minute market, impose a price ceiling, and tally trades and buyers left empty-handed.

2. 02

   Pair a Smoot-Hawley tariff summary with a 1930s import chart; ask students to argue which effects were intended and which remain uncertain.

3. 03

   Teams sort cards showing government bread quotas, competing bakeries, and regulated private bakeries into command, market, or mixed systems.

4. 04

   Use a grocery receipt and a tariff notice for imported fruit; trace possible price effects for local shoppers, U.S. growers, and foreign growers.

• E.P.2.4

  Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings.

• AWH.P.2.4

  Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings.

• 3.P.2.4

  Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings.

• 4.P.2.4

  Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings.