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Overview
Overview Adam Smith and Karl Marx: Capitalism v. Socialism
Adam Smith and Karl Marx: Capitalism v. Socialism
by Kim Stewart, Tara Workman, John Cook, Pamela Knauer, and Mary Lynn Huie
After researching economic systems using The Communist Manifesto, The
Wealth of Nations, and informational articles, write a comparative essay that
defines characteristics of economic systems and explains how economic
systems developed in reaction to industrialization. Support your discussion
with evidence from your research. Be sure to acknowledge competing views.
What conclusions can you draw?
Teacher thoughts: this lesson works great as a 5.5 day lesson with students
creating the essay in the classroom.
Grades: 9 10 11 12
Discipline: Social Studies
Teaching Task: Task Template 11 (Informational or Explanatory and
Definition)
Course: World History, Economics
Author Information:
Kim Stewart (Houston County)
Tara Workman (Effingham County)
John Cook (Effingham County)
Pamela Knauer (Houston County)
Mary Lynn Huie (Georgia Department of Education)
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Informational & DefinitionTask Template 11 — [2 Levels]
Section 1: What Task?
TEACHING TASK
L1: After researching The Communist Manifesto, The Wealth of Nations, and informational
on , write that defines articles economic systems a comparative essay characteristics of
and explains . Support your discussioneconomic systems how economic systems developed
with evidence from your research.
STUDENT BACKGROUND
How did Industrialization shape modern-day economic systems? Prior to beginning
assignment, teacher should teach Enlightenment ideas and Industrialization. Alternate warm
ups: Venn Diagram (countries with each economic system, thinkers, sytems) Be sure to
acknowledge competing views when writing essay.
EXTENSION
Draw from principles of each thinker to create your own ideal economic system. Research
modern day economies.
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Rubric
Scoring ElementsNot Yet Approaches
ExpectationsMeets
Expectations Advanced
1 1.5 2 2.5 3 3.5 4
Focus
Attempts toaddress prompt,
but lacks focus oris off-task.
Addresses promptappropriately, but
with a weak oruneven focus.
Addresses promptappropriately andmaintains a clear,
steady focus.
Addresses allaspects of promptappropriately and
maintains astrongly
developed focus.
Controlling Idea
Attempts toestablish a
controlling idea, butlacks a clear
purpose.
Establishes acontrolling ideawith a general
purpose.
Establishes acontrolling idea
with a clearpurpose
maintainedthroughout the
response.
Establishes astrong controllingidea with a clear
purposemaintained
throughout theresponse.
Reading/Research
Attempts to presentinformation in
response to theprompt, but lacksconnections or
relevance to thepurpose of the
prompt. (L2) Doesnot address the
credibility ofsources asprompted.
Presentsinformation fromreading materials
relevant to thepurpose of the
prompt with minorlapses in accuracyor completeness.
(L2) Begins toaddress thecredibility of
sources whenprompted.
Presentsinformation fromreading materials
relevant to theprompt with
accuracy andsufficient detail.
(L2) Addresses thecredibility of
sources whenprompted.
Accuratelypresents
informationrelevant to allparts of theprompt with
effective selectionof sources and
details fromreading materials.
(L2) Addressesthe credibility of
sources andidentifies salientsources when
prompted.
Development
Attempts to providedetails in response
to the prompt,including retelling,but lacks sufficient
development orrelevancy. (L2)Implication is
missing, irrelevant,or illogical. (L3)
Gap/unansweredquestion is missing
or irrelevant.
Presentsappropriate details
to support thefocus and
controlling idea.(L2) Briefly notes arelevant implicationor (L3) a relevantgap/unanswered
question.
Presentsappropriate and
sufficient details tosupport the focus
and controllingidea. (L2) Explains
relevant andplausible
implications, and(L3) a relevant
gap/unansweredquestion.
Presents thoroughand detailed
information tostrongly supportthe focus and
controlling idea.(L2) Thoroughly
discusses relevantand salient
implications orconsequences,and (L3) one ormore significant
gaps/unansweredquestions.
Organization
Attempts toorganize ideas, but
lacks control ofstructure.
Uses anappropriate
organizationalstructure toaddress the
specificrequirements of theprompt, with some
lapses incoherence or
awkward use of theorganizational
structure.
Maintains anappropriate
organizationalstructure toaddress the
specificrequirements of the
prompt.
Maintains anorganizationalstructure that
intentionally andeffectively
enhances thepresentation ofinformation asrequired by thespecific prompt.
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Conventions
Attempts todemonstrate
standard Englishconventions, but
lacks cohesion andcontrol of grammar,
usage, andmechanics.
Sources are usedwithout citation.
Demonstrates anuneven command
of standard Englishconventions andcohesion. Uses
language and tonewith someinaccurate,
inappropriate, oruneven features.
Inconsistently citessources.
Demonstrates acommand of
standard Englishconventions and
cohesion, with fewerrors. Responseincludes language
and toneappropriate to the
audience, purpose,and specific
requirements of theprompt. Cites
sources using anappropriate format
with only minorerrors.
Demonstrates andmaintains a
well-developedcommand of
standard Englishconventions and
cohesion, with fewerrors. Responseincludes language
and toneconsistently
appropriate to theaudience,
purpose, andspecific
requirements ofthe prompt.
Consistently citessources using
appropriateformat.
ContentUnderstanding
Attempts to includedisciplinary contentin explanations, but
understanding ofcontent is weak;
content isirrelevant,
inappropriate, orinaccurate.
Briefly notesdisciplinary content
relevant to theprompt; shows
basic or unevenunderstanding of
content; minorerrors in
explanation.
Accuratelypresents
disciplinary contentrelevant to the
prompt withsufficient
explanations thatdemonstrate
understanding.
Integrates relevantand accuratedisciplinarycontent with
thoroughexplanations that
demonstratein-depth
understanding.
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STANDARDS
Georgia — Economics (Fundamental Economic Concepts)
SSEF4: The student will compare and contrast different economic systems and explain how
they answer the three basic economic questions of what to produce, how to produce, and for
whom to produce.
Georgia — World History
SSWH15: The student will be able to describe the impact of industrialization, the rise of
nationalism, and the major characteristics of worldwide imperialism.
Anchor Standards — Reading
R.CCR.1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
R.CCR.4: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices
shape meaning or tone.
R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
R.CCR.10: Read and comprehend complex literary and informational texts independently
and proficiently.
Anchor Standards — Writing
W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and analysis
of content.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing,
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rewriting, or trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.CCR.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Anchor Standards — Language
L.CCR.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.CCR.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting general
and specialized reference materials, as appropriate.
L.CCR.6: Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
Custom Standards
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Section 2: What Skills?
Selected Skills
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
Reading Process
ACADEMIC INTEGRITY/NOTE TAKING: Ability to identify appropriate bibliographic
information for note-taking
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
Writing Process
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information
relevant to task.
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
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REVISION: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
EDITING: Ability to proofread and format a piece to make it more effective.
COMPLETION: Ability to submit final piece that meets expectations.
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Pacing: 25 minutes
Pacing: 20 minutes
Section 3: What Instruction?
MiniTasks
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
LIST
In a quick write, write your first reaction to the task prompt. Add some notes of things
you know about this issue.
Scoring Guide: work meets expectations if:
students respond with relevant facts and details from prior learning.
Teaching Strategies:
• Pass out the Comparative Essay Activity explanation sheet and go over instructions
and timeline.
•Link this task to earlier class content.
• Discuss student responses.
• Clarify timetable and support plans for the task.
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
LIST
In your own words, what are the important features of a good response to this
prompt?
Scoring Guide: work meets expectations if:
None
Teaching Strategies:
• Share examples of type of text students will produce (either from past students or
from professional writers).
• Identify or invite students to identify key features of examples.
• Pair students to share and improve their individual bullets.
• Create a classroom list: Choose one student to share a few ideas on the board, and
ask other to add to it.
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Pacing: ongoing
Pacing: 20 minutes
Reading Process
ACADEMIC INTEGRITY/NOTE TAKING: Ability to identify appropriate bibliographic
information for note-taking
NOTES
For each text, list the needed bibliographic information.
Scoring Guide: work meets expectations if:
• Identifies author, title, publisher, date, and any other needed information (for
example, the volume for a periodical or the editor for an anthology).
Teaching Strategies:
• Provide citation guide and discuss why each element of citation is needed.
• Provide access to research sources for students to assess the texts.
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
NOTES
What is the author trying to accomplish? Which parts of the text show you that?
What characteristics of economic systems does the author identify?
Scoring Guide: work meets expectations if:
• Answers questions with credible response.
Teaching Strategies:
• Invite students to brainstorm ways to figure out any author’s intent.
• Invite students to share and discuss their answers for each text in small or large
group discussion.
NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
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Pacing: 20 minutes
Pacing: 20 minutes
Pacing: ongoing
NOTES
From each text, make a list of the elements that look most important for answering
the prompt. Do what you need to do to avoid plagiarism.
Scoring Guide: work meets expectations if:
• Identifies relevant elements.
• Includes information to support accurate citation (for example, page numbers for a
long text, clear indication when quoting directly).
Teaching Strategies:
• Teach a model format for note taking.
• Check that early student work is in the assigned format (or in another format that
gathers the needed information effectively).
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
LIST
Highlight terms or phrases in the passages that are unfamiliar, and look them up in
the dictionary or textbook.
Scoring Guide: work meets expectations if:
• Lists appropriate phrases.
• Provides accurate definitions.
Teaching Strategies:
•In closing, ask some students to share definitions of terms that others overlooked or
misunderstood.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
SHORT CONSTRUCTED RESPONSE
Define "plagiarism" and list ways to avoid it.
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Pacing: 25
Scoring Guide: work meets expectations if:
• Provides accurate definition
• Lists several appropriate strategies
Teaching Strategies:
• Discuss respect for others’ work to assemble evidence and create texts.
• Have students check notes to make sure they have all the information they need to
provide appropriate citations.
• Discuss academic penalties for stealing others thoughts and words.
•Provide correct format for citing information from the textbook (example citation
listed on the Comparative Essay Activity Assignment sheet.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
NOTES
Using the notes generated earlier, highlight the portions that will aid in creating an
opening paragraph for the comparative essay.
Scoring Guide: work meets expectations if:
Students are using time wisely.
Teaching Strategies:
• Discussion-based strategies, such as seminar.
• Small group discussion using teacher-provided questions.
Writing Process
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information
relevant to task.
SHORT CONSTRUCTED RESPONSE
Write an opening paragraph that includes a controlling idea and sequences the key
points you plan to make in your composition
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Scoring Guide: work meets expectations if:
• Writes a concise summary statement or draft opening.
• Provides direct answer to main prompt requirements.
• Establishes a controlling idea.
• Identifies key points that support development of argument.
Teaching Strategies:
• Offer several examples of opening paragraphs.
•Could use HOTT to help with structure.
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
OUTLINE
This would be scaffolding for developing writers only.
Scoring Guide: work meets expectations if:
• Students create outline that supports the assignment.
Teaching Strategies:
Remind students of how to organize a comparative essay.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
LONG CONSTRUCTED RESPONSE
Write an initial draft complete with opening, development, and closing; insert and cite
textual evidence.
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
Teaching Strategies:
• Encourage students to re-read prompt partway through writing, to check that they
are on track.
REVISION: Ability to refine text, including line of thought, language usage, and tone as
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Pacing: 45 minutes
appropriate to audience and purpose.
LONG CONSTRUCTED RESPONSE
Refine composition’s analysis, logic, and organization of ideas/points. Use textual
evidence carefully, with accurate citations. Decide what to include and what not to
include.
Scoring Guide: work meets expectations if:
• Provides complete draft with all parts.
• Supports the opening in the later sections with evidence and citations.
• Improves earlier edition.
Teaching Strategies:
• Sample useful feedback that balances support for strengths and clarity about
weaknesses.
• Assign students to provide each other with feedback on those issues. Possibly
provide a peer review template.
EDITING: Ability to proofread and format a piece to make it more effective.
LONG CONSTRUCTED RESPONSE
Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust
formatting as needed to provide clear, appealing text.
Scoring Guide: work meets expectations if:
• Provides draft free from distracting surface errors.
• Uses format that supports purpose.
Teaching Strategies:
•Go over rubric; have students determine how their papers measure up on the
rubric's scale; note that they have one more chance to improve their grade.
• Briefly review selected skills that many students need to improve.
• Teach a short list of proofreading marks.
• Assign students to proofread each other’s texts a second time.
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
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Pacing: 15 minutes
Turn in your complete set of drafts, plus the final version of your piece
Scoring Guide: work meets expectations if:
• Fits the “Meets Expectations” category in the rubric for the teaching task.
Teaching Strategies:
Students should make sure they have proofread their final copy, that their name is on
the paper, and that it matches the assignment before turning in their work.
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1260L
1210L
1260L
1300L
Resources
Selected Articles
Communism.
Communism (2009)—Schaff, Marta
Presents an overview of the history and development of communism. Role of communism in
the creation of the Union of Soviet Socialist Republics (USSR); Karl Marx's theory of class
struggle; Impact of capitalism on the exploitation of workers; Efforts of Marx to organize the
proletariat; Role of communist theory in the Russian Revolution of 1917; Importance of
Vladimir Ilich Lenin in the history of communism; Various interpretations of communism by
the Communist Party leadership and others.
If Adam Smith Were Alive Today.
Vital Speeches of the Day (10/15/2001)—Kaufman, Henry
Presents the text of a speech delivered by Henry Kaufman of Henry Kaufman Associates on
the occasion of his receipt of the Adam Smith Award, delivered on September 10, 2001.
Discussion of Smith's economic ideas; Economic progress since Smith's death; Criticism of
consolidation in business; Challenges posed by consolidation; Suggestion that an economist
is needed who may be able to make the same impact on modern theory which Smith made
in his lifetime.
Adam Smith's Free Market Capitalism.
Vital Speeches of the Day (1/1/95)—Nolan, Joseph
Presents the speech of the instructor of business administrator at Flagler College delivered
at the Flagler Forum in St. Augustine, Florida on the history of free market economics.
Profile of Adam Smith; Content and influence of `The Wealth of Nations'; Mechanics of the
free market; Social component of the economic model; Smith's theories as the basis for
international trade coalitions.
Obama vs. Marx.
New Republic (4/1/2009)—Wolfe, Alan
The article discusses how the terms liberalism and socialism apply to U.S. President Barack
Obama and socialist writer Karl Marx, and how 2009 conservatives such as U.S. Senator
Jim DeMint are equating liberalism with socialism. The author states that despite these
attempts to equate the two terms, socialism in the U.S. is on the decline as Obama's brand
of liberalism is on the rise.
Uploaded Files
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Industrial Revolution
socialism
capitalism
Teaching Task 11 Excerpts.doc(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/3586/285937876_May_30_2012_100934931.doc)
Excerpts from The Communist Manifesto and The Wealth of Nations
Comparative Essay assignment.doc(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/3586/1253579221_May_30_2012_104844452.doc)
Comparative Essay Activity Assignment sheet
Keywords
Links*
The Communist Manifesto (N/A)
(http://avalon.law.yale.edu/subject_menus/mancont.asp)
A more detailed look at The Communist Manifesto
The Wealth of Nations (950L)
(http://www.econlib.org/library/Smith/smWN.html)
Detailed look at the writings of Adam Smith
* These Lexile measures were computed automatically and did not undergo human review.
They are not certified measures and should not be published or recorded in any way.
Other Resources
The Communist Manifesto
The Wealth of Nations
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Section 4: What Results?
Classroom Assessment Rubric
Not Yet
Focus Attempts to address prompt but lacks focus or is off-task.
Reading/Research Attempts to present information relevant to prompt.
Controlling Idea Controlling idea is weak and does not establish a purpose and/or address a research question.
DevelopmentTends to retell rather than present information in order to answer questions, solve problems;lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does notidentifies a relevant gap or unanswered question.
Organization Applies an ineffective structure; composition does not address requirements of the prompt.
ConventionsDemonstrates a weak command of standard English conventions; lacks cohesion; language andtone are inappropriate to audience and purpose.
Meets Expectations
Focus Addresses prompt with a focused response.
Reading/Research Presents and applies relevant information with general accuracy.
Controlling IdeaEstablishes a controlling idea that states the main purpose and/or question for the tasks. L2Addresses the credibility of sources.
DevelopmentPresents sufficient information in order to examine or convey topics or issues, answer questions,solve problems; identifies salient themes or features; explains key information with sufficientdetail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.
Organization Applies a generally effective structure to address specific requirements of the prompt.
ConventionsDemonstrates a command of standard English conventions and cohesion; employs languageand tone appropriate to audience and purpose.
Classroom Assessment Task
No Classroom Assessment Task for this module
Exemplar Work
Uploaded Files
Smith vs Marx 3.pdf (Meets Expectations)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3586/1518060503_May_30_2012_123409552.pdf)
Student samples from trial.
Smith vs Marx 2.pdf (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3586/1517136982_May_30_2012_123432437.pdf)
Student samples from trial.
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Smith vs Marx 1.pdf (Advanced)
(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3586/1516213461_May_30_2012_123448193.pdf)
Student samples from trial.
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Comments
Author Notes
Other Comments
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