adam smith and karl marx: capitalism v. socialism

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?

[email protected]

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?


None


• 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.


• Identifies author, title, publisher, date, and any other needed information (for

example, the volume for a periodical or the editor for an anthology).


• 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?


• Answers questions with credible response.


• 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.


• Identifies relevant elements.

• Includes information to support accurate citation (for example, page numbers for a

long text, clear indication when quoting directly).


• 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.


• Lists appropriate phrases.

• Provides accurate definitions.


•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


• Provides accurate definition

• Lists several appropriate 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.


Students are using time wisely.


• 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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• 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.


• 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.


• Students create outline that supports the assignment.


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.


• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.


• 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.


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.


• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Improves earlier edition.


• 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.


Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust

formatting as needed to provide clear, appealing text.


• Provides draft free from distracting surface errors.

• Uses format that supports purpose.


•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.


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Pacing: 15 minutes

Turn in your complete set of drafts, plus the final version of your piece


• Fits the “Meets Expectations” category in the rubric for the teaching task.


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)



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Smith vs Marx 1.pdf (Advanced)



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Comments

Author Notes

Other Comments

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