Students brainstorm associations with the word “communism.” Then they create concept maps for key ideas of socialism. Next they create a Venn diagram comparing and contrasting communism and democratic socialism. Finally they compare the economies of Japan (market economy) and North Korea (command economy).
Students review background information about capitalism and social issues that arose during industrialization, then consider the question of who should benefit most from factory profits. They respond to a word cloud prompt by posting a word or short phrase that comes to mind when they hear the word communism.
Teacher MovesClarify that communism is primarily an economic system and a specific form of socialism, not just a political system. Use student word cloud responses (e.g., Russia, Soviet Union, China, dictator, Cold War) to surface prior knowledge and misconceptions and to frame the lesson focus on alternative economic systems.
Students read an explanation of socialism and command economies, including how government ownership and decision-making differ from market economies and how some countries have transitioned through privatization. They examine an image illustrating rationing in a command economy and then complete a concept map that captures key ideas about socialism or command economies, such as government control of production, equal access to goods and services, fair distribution of income, and government decision-making about what, how, and for whom to produce.
Teacher MovesSupport students as they build their concept maps by prompting them to include ideas such as government ownership of production, government control over what is produced and for whom, the contrast with market economies, and the tendency toward inefficiency and shortages in command economies.
Students read about the rise of socialist movements during the Industrial Revolution and learn how Marxism and democratic socialism both seek to redistribute wealth and power while differing in the extent of government control and political systems. They study a description of Marxism and communism, including class struggle, abolition of private property, command economies, and totalitarian governments, and are directed to read more in Communism to deepen their understanding. They then read about democratic socialism, including democratic governance, limited private property, government regulation, and social programs, along with examples of countries that have adopted socialist principles. Using this information, students complete a Venn diagram comparing and contrasting Communism and Democratic Socialism.
Teacher MovesClarify the distinction between communism as a general economic theory (lowercase “c”) and Communism as the name of a specific political party. After students complete the Venn diagram, prompt them to summarize the key similarities and differences between Communism and Democratic Socialism.
Students use the World Factbook to gather data about Japan (market economy) and North Korea (command economy), focusing on geography, people, and economy indicators such as natural resources, life expectancy, GDP per capita, agricultural products, major industries, unemployment, and poverty. They record this information in two graphic organizers, one for each country. Using the completed organizers, students answer questions comparing life expectancy and GDP per capita, then respond to a wall prompt explaining why North Korea’s poverty level might not be reported.
Teacher MovesGuide students in locating and interpreting data in the World Factbook for both countries and ensure they accurately complete the organizers. Use their responses to comparison questions and the wall prompt to discuss how economic systems relate to quality-of-life indicators and to highlight that North Korea’s government-controlled system may limit disclosure of poverty data to avoid criticism.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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