Grade 04 Social Studies Unit 08 Exemplar Lesson 01: The Free Enterprise ...

Grade 4 Social Studies

Unit: 08 Lesson: 01 Suggested Duration: 3 days

Grade 04 Social Studies Unit 08 Exemplar Lesson 01: The Free Enterprise in Texas

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

Students will describe and give examples of the free enterprise system by creating a flowchart of how the system works. Students will also identify Gail Borden, a person who was a great example of the free enterprise system at work in Texas during the early statehood years.

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 .

4.11 Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:

4.11A Describe the development of the free enterprise system in Texas.

4.11B Describe how the free enterprise system works, including supply and demand.

4.11C Give examples of the benefits of the free enterprise system such as choice and opportunity.

4.20 Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:

4.20A Identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie

Hughes-Fulford and their contributions.

Social Studies Skills TEKS

4.21

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

4.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

4.22C Express ideas orally based on research and experiences.

GETTING READY FOR INSTRUCTION

Last Updated 05/21/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 4 Social Studies

Unit: 08 Lesson: 01 Suggested Duration: 3 days

Performance Indicators

Grade 04 Social Studies Unit 08 PI 01

Create a flowchart that illustrates how the free enterprise system works in Texas. Explain the chart by relating it to a Texas industry in the 19th century.

Standard(s): 4.11A , 4.11B , 4.11C , 4.20A , 4.21B , 4.22C ELPS ELPS.c.1C , ELPS.c.5B

Key Understandings

The free enterprise system has caused economic, political, and social progress in Texas. -- What are the characteristics and benefits of the free enterprise system in Texas? -- How did the free enterprise system develop in Texas?

Vocabulary of Instruction

free enterprise system

Materials Refer to Notes for Teacher section for materials.

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: Ice Cream Treat Engage Handout: Mind Map Gail Borden (1 per half of the class) Handout: Mind Map Joseph Glidden (1 per half of the class) Handout: Texas Industries (1 per student) Handout: Flowchart (1 per student) Teacher Resource: P. I. KEY

Resources

Teaching American History (interactive):

Advance Preparation

1. Teachers will need to become familiar with the content and procedures for this lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Choose appropriate sections in the textbook and other classroom and library resources to support learning about

historical eras and geography. 4. Preview websites according to district guidelines. 5. Prepare attachment(s) as necessary.

Background Information

Last Updated 05/21/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 4 Social Studies

Unit: 08 Lesson: 01 Suggested Duration: 3 days

The TEKS economics strand is rigorous from K-12 including in the primary grades. Students have already had much exposure to and experience with basic economic terms, especially from third grade. The economy of the United States depends on the free enterprise system. In Texas, the system of free enterprise was established to protect the economic rights and freedoms of Texans. The free enterprise system developed under the Mexican Constitution of 1824. Texans have the right to own and operate businesses based on supply and demand. It is important to remember that the economy of Texas affects people not only from the United States but also the world. In Texas, the system of free enterprise protects the economic rights and freedoms of Texans. The free enterprise system is the foundation block of economics. In primitive civilizations people bartered or exchanged goods for goods or services. As civilization progressed people developed businesses based on these same needs. That is the demand; the products that are made are called the supply. Under Spanish rule the mission system controlled much of the economy. It operated for the good of the government or based on the needs of the government. Under the Mexican Constitution of 1824. Texans had the right to own and operate businesses based on supply and demand.

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 ? The Free Enterprise System in Texas

1. Four Corners Activity:

Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 ? 10 minutes

Attachments:

Print the four pictures from the Teacher Resource: Ice Cream Treat Engage. Tape the four pictures of different ice cream treats in the 4 corners of the classroom. Ask students to look at each treat, and point out the price for each treat. Ask students to pretend they had done chores at home and earned $1.00. Explain that their dollar could buy them four ice cream sandwiches ? one treat for four days, or they could buy two ice cream cones, but their dollar would only buy them one ice cream bar or one banana split. Ask students to go stand in the corner near the picture of the treat they would be willing to purchase if they had earned the dollar.

Teacher Resource: Ice Cream Treat Engage

Purpose:

Students engage in a simulation of free enterprise using popular ice cream treats.

2. Explain that the students just participated in something called the Free Enterprise System.

EXPLORE ? The Free Enterprise System in Texas

Suggested Day 1 (continued) ? 15 minutes

1. Organize students into groups of three or four.

Purpose:

2. Share with the students the following scenario.

Ice cream is offered for sale at school during lunch time for fifty cents. You earned fifty cents to buy ice cream during lunch time

Students will explain the characteristics and benefits of the free enterprise system in Texas.

Last Updated 05/21/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 4 Social Studies

Unit: 08 Lesson: 01 Suggested Duration: 3 days

at school today. However, the same ice cream sells for twenty-

five cents after school at the corner store.

TEKS: 4.11A, 4.11B, 4.11C, 4.21B

3. On the board, the teacher will draw the following graphic organizer and tally the students' decisions.

4. Inform students that whichever choice they made, they were part of the free enterprise system.

5. Share with the students the following information.

Texas is now a part of the United States and will now operate according to the United States free enterprise system. We use the term free enterprise in connection with the American economy. A free enterprise system has two important qualities. First, individuals own the businesses and farms that produce goods and services. They decide what they will produce. The consumer supports the system by what they are wanting to purchase.

6. Students "turn and talk" to a partner to brainstorm at least 3 different ways Texans have participated in the free enterprise system in history. (Ensure no student is left without a partner.) Students volunteer responses, as the teacher clarifies and verifies answers. Examples may include the ideas listed below.

Farming Ranching Small Businesses ? General Stores, hotels Traders Craftsmen

EXPLORE ? The Free Enterprise System in Texas

1. Students create a graphic organizer to acquire knowledge about the academic vocabulary relevant to the free enterprise system.

2. Distribute to each student a piece of white unlined paper.

3. Instruct the student to fold the paper vertically (Step 1) and then horizontally four times (Step 2).

Suggested Day 1 (continued) ? 25 minutes

Materials:

white unlined paper

Purpose:

Students explain the characteristics and benefits of the free enterprise system in Texas.

Instructional Note: These economic terms were taught in 3rd grade social studies. TEKS: 4.11A, 4.11B, 4.11C, 4.20A

4. Students cut along the four folded lines in step two and label each

Last Updated 05/21/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 4 Social Studies

Unit: 08 Lesson: 01 Suggested Duration: 3 days

flap with one of the following terms.

Supply Demand Choice Opportunity Cost

5. On the inside of each flap, students write the definition for each term, draw an illustration for each term, and then describe their illustrations to a partner.

6. Teacher provides the definitions for each term and relates the definition to the original ice cream scenario.

SUPPLY The amount of a product that is available. Explain that the ice cream in our original scenario was available from two different vendors: the school and the Corner Store. DEMAND The need for a product or a servicer. Explain that students buying the ice cream create the demand for the product. CHOICE Making a decision to purchase a product or service. Explain that the students' choice of buying the ice cream at school, at the corner store, or saving the money is their choice that affects the supply and the demand. OPPORTUNITY COST Something you give up in order to get something else. Explain that the Corner Store might give up making more profit on each ice cream treat by selling it for only 25 cents, but they hope to make up for that by selling a greater number of treats.

7. Ask: What would happen to the school ice cream situation if the majority of students chose to purchase ice cream for 25 cents at the Corner Store after school rather than buying the ice cream during lunch for 50 cents? Answers will vary.

EXPLAIN ? The Free Enterprise System in Texas

Suggested Day 2 ? 20 minutes

1. On the back side of the graphic organizer, students write and answer the following questions using their prior knowledge, textbook, and other resources.

SUPPLY: Which natural resource did Texas have a large supply of prior to the Civil War? Suggested answers: land, lumber, cotton, animal skins DEMAND: Which product or service did Texans demand prior to the Civil War? Suggested answers: hotel service, pots, leather, cloth CHOICE: What type of economic choices did Texans have to make prior to the Civil War? Suggested answers: what and how much to grow, if they should buy horses, cattle, a buggy, a wagon, etc.

Materials:

graphic organizer foldable created in Day 1

TEKS: 4.11A, 4.11B, 4.11C, 4.22C Purpose:

Students will explain the characteristics and benefits of the free enterprise system in Texas.

Last Updated 05/21/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD

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