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Circle of Knowledge- Middle East Economies

Circle of Knowledge
Social Studies
7th grade
A lesson with many layers to completely understand economies and
their place in the Middle East
2-3 50 minutes periods

Standard(s)/Element(s)
Content Area Standard
SS7E5 The student will analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic
questions of
(1) what to produce, (2) how to produce, and (3) for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure
market and pure command.
c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey
TAG Standards:
ACS 10. The student supports and defends his/her own opinions while respecting the
opinions of others.
HOCTS 2. The student responds to questions with supporting information that reflects indepth knowledge of a topic
Summary/Overview
The focus of this lesson is to give students an opportunity to discuss the complex identify the
universal motivations and reactions of characters that transcend historical settings through compare
and contrast of the different economic systems throughout the Middle East.

Enduring Understanding(s)
At the end of this lesson the student will understand that
a. Economics studies how individuals & societies seek to satisfy needs and wants .
b. There are advantages & disadvantages to each economic system.
Essential Question(s): In what ways can the various economic systems affect the way their

citizens live? How does it affect the way you and I live?
Question of the Day: Compare and Contrast command, market, and mixed economic
systems with regard to government regulation, advantages & disadvantages and the Middle
East countries that accompany them.

Evidence of Learning
What students should know:
a. The characteristics of traditional, command, and market economies
- traditional: Traditions, Rituals, Habits, and Customs are maintained
- command: government or central authority makes decisions and determines how
resources will be used
- market: Businesses and consumers decide what they will produce and purchase and
in what quantities
b. How to answer the three economic questions for the economic systems. (What to
produce, How to produce, for whom to produce)
-Traditional: whatever past has dictated.
- Command: government planners, government planners, whomever the government
tells you to.
- Market: business owners and consumers, business owners and consumers, whoever
has money to buy it.
c. The economic systems of Israel, Saudi Arabia, & Turkey are all Mixed Market
Economies
What students should be able to do:
a. Compare traditional, command, and market economies
b. Explain, with reason, where Saudi Arabia, Turkey, and Israel fall on the economic
continuum.
c. Compare and contrast the economic systems in Saudi Arabia, Turkey & Israel.
d. Responds to questions with supporting information that reflects in-depth knowledge
of a topic.
Vocabulary
-

Traditional, Mixed, Market, Command

Procedure(s)
Phase 1: Sparking the Discussion (Hook)
1.

(They sit in groups of two already so there is no moving or shuffling) With your partner answer
the following questions for 29 seconds: When is the last time you went to the store & bought
something? What did you buy? What did you use to buy it?. Take several groups answers
aloud.
Pose the question: What do countries do when they need to buy things? What sort of things
would they buy Provide students time to jot down their thoughts and share thoughts with a
partner. Select a few students to respond.

Phase 2: Acquiring Content Needed to Participate in Discussion

2.

Pose the essential (focus) question: Compare and Contrast command, market, and
mixed economic systems with regard to government regulation, advantages &
disadvantages & the Middle East countries that accompany them. Activate prior
knowledge by having students create sentences using at least three words from the Word Splash.

3.

Students will read Economic Understanding and take notes on the Economic Systems
Organizer

4.

Phase 3: Kindling the Discussion

5.

Students will use their notes and the Questioning Cube to answer and have small group
discussions.

6.

In whole group, students will participate in a discussion driven by the following

questions/statements: Compare and Contrast command, market, and mixed economic systems
with regard to government regulation, advantages & disadvantages and the Middle East countries
that accompany them.

Phase 4: Synthesis Activity

7.

Students will complete the hand on Infusionomics: Bead Game activity(Directions are in the
packet)

Summarizing Activity

3-2-1 Exit Ticket

Resource(s)
Anchor Text(s):
Economic Systems Clairmont Press

Handouts:
Handout 1: Word Splash
Handout 2: Political Maps
Handout 3: Economic Systems reading
Handout 4: Economic Continuum
Handout 4: Notes Organizer
Handout 6: Questioning Cubes
Handout 7: Bead Game Activity
Handout 8: 3-2-1
Resources: beads, yarn, scissors for the Bead Game Activity.
Differentiation: students may revieve modified notes based on ability or modified readings.
Student groupings will vary throughout the lesson (individual, small group, whole group) and
will be based on data (test scores or learning inventory) or student choice.
Extension: Students may attend morning session or may be required to based upon 3-2-1 exit
activity.
Remediation: scaffolding and teacher support will be provided as needed for individual
students