Subsistence farming – 1) everything necessary for life is produced by the people themselves and only for their own consumption; 2) primitive tools and simple technologies are used to produce products; 3) There is no trade, exchange of goods and products, which lowers the standard of living of people. - What are the disadvantages of subsistence farming?
Commodity farming – 1) everything that is produced is intended for sale and not for personal consumption; 2) constantly improving tools and more advanced technologies are used to produce goods and services; 3) increased labor productivity and improved product quality.
Compare farming methods. Comparison questions. Subsistence farming. Commodity farming. Who produces? Who consumes? How does it produce? What is labor productivity? Producers are family members. Production using hired labor. Consumers are family members. Produced for mass consumption. Traditional methods (most often manual labor). Striving to improve the quality and quantity of products produced. Labor productivity is usually not the highest. The manufacturer strives to constantly improve labor productivity.
Needs - a person’s need for something Consumer - someone who uses goods and services to satisfy their needs Human needs can only be satisfied by economic activity Goods - objects and means of satisfying human needs
1. For the term on the left, select its meaning on the right: 1. Money 2. Subsistence economy 3. Consumption 4. Trade 5. Commodity economy 6. Economy A) an economy in which goods are produced not for personal consumption, but for exchange B) management according to the rules and laws B) what is recognized by people and performs their functions; D) the use of consumer properties of goods for one’s benefit D) an economy in which a person produces himself everything necessary for life; E) exchange of goods for money
Problem The owner of a company for the production and installation of plastic windows spent 1 million rubles on the development of his production in a month. and paid a tax of 200 thousand rubles. At what price will he install one window to make a profit if he has an order for 100 windows this month?
Solution 1) = (rub.) – all costs of the company owner. 2) : 100 = (rub.) – the price of production and installation of one window, at which the owner of the company will reimburse his costs. Answer: The cost of installing one window should be more than rub.
Card 1 1. Write the meaning of basic concepts: economics, labor, labor productivity. 2. Conclude why the demand for labor qualifications is growing in modern society? 3. Give examples of professions that require the following qualities from a worker: Highly qualified worker; Ability to take risks; 4. Which remuneration system is described below? For his work, the worker receives wages regardless of the result of the work performed. Having completed his shift, he goes home with the confidence that he will receive his full salary, although he is not confident that the task will be done well.
Write the meaning of the words: salary, qualification, profit. What is most important when determining the salary? Give examples of professions that require the following qualities from an employee: Ability to work in difficult conditions; Display of special talents. Which remuneration system is described below? While doing work assembling computers, the worker decided to stay late at the end of his shift because... Due to an accident on the power line, I was unable to complete the order. He knows that he will receive a salary of 1% from each computer he assembles. Card 2
D/z: § 12; learn definitions p. 137 – task 5 “In class and at home” (written) 1. Solve problems in the presentation and answer the cards. 2. Create a 10-word crossword puzzle on this topic
ECONOMY AND ITS MAIN PARTICIPANTS
The purpose of the lesson:
To introduce students to the concept of “economics”, as well as to develop ideas about its necessity.
Tasks:
To form an idea of the economy as a sphere of social life, its main manifestations and participants;
Reveal the role and importance of the economy in ensuring the most important needs and livelihoods of people;
Identify the specifics and interrelationships of the main spheres of eq. O nomic life, the nature of the activities of its participants;
To help students understand the advantages and disadvantages of various forms of farming (subsistence and commercial farming).
During the classes.
Org moment. Greetings. Good morning, guys. We are starting a new section of the textbook “Man and Economics”. And the topic of our lesson today is “Economy and its main participants." (Slide 1) Write it down in your notebook. You can see the lesson plan on the screen. (Slide 2)
1. What is economics.
2. Why is economics needed?
State the purpose of the lesson.
Let's remember:
What motivates a person to act? What are the eyes V new needs of people? What role does work play in the life of society? What is created by labor?
1. What is economics
Question to the class: What is economics?
You encounter manifestations of the economy every day V but: you hear conversations at home and on the street about the prices of goods A ry, you find out about the size of your parents’ salaries, you read in A you know about taxes, you participate in the repair of school furniture, you buy food in the store. All these department b These manifestations can be united by the general concept of “ec” o nomica."
You already know from the 5th grade course that initially O “Economy” translated from ancient Greek meant “management according to rules and laws.”(Slide 3) Over time, this concept has received a broader interpretation. So, for example And Mer, the English writer George Bernard Shaw (1856-1950) argued: “Economics is the ability to make the best use of life,” and modern scientists e They concluded: “The economy is a life support system consciously built and used by people.”
By getting acquainted with various economic phenomena or studying them in the course of history, geography, you can reduce e It is clear that this concept is considered in two meanings:
economics as an economy and as a field of knowledge. You m O you want to offer your own options on how to complement the next e The following definitions: “Economics is knowledge about...”, “Economics is skills...”.
Thus, the author of the book “Economics” P. Samuelson suggests, A example, the following definitions of economics: economics are: 1) activities related to exchange and monetary s our transactions between people; 2) everyday business life h active activities of people, their extraction of means of subsistence e creation and use of these funds; 3) establishment and implementation of consumption and production; 4) wealth.(Slide 4)
The following issues may be discussed: why and in does torus offer different definitions? As in these definitions e different aspects of economic life are revealed in the h no society? Which of the definitions with which you are familiar A piled up during the lesson, can be considered the most complete?
We started the conversation with private manifestations of economic e life of a person, but behind them you can see the most O more general processes and phenomena.
The main manifestations of the economy include: proi s production, distribution, exchange, consumption.These processes are interconnected and have a periodically repeating nature; they can occur not only strictly sequentially, but also simultaneously, in parallel. Let's consider this using the example of satisfying one of the most important human needs - the need to eat bread.Textbook on pp. 89 – 90.Baker using a certain technology, bakes, i.e. produces, bread. (Production.) The bakery supplies one part of the products to kindergartens and schools, and the other part to stores. (Distribution.) The store seller sells bread, that is, exchanges it for money, buying A tel. (Exchange.) Students eat during school A fresh bread for breakfast. (Consumption.)
Let's complete the task (Slide 5)
Write down the listed types of economic activities O enter the corresponding column of the table: making Christmas tree decorations, drawing up a family spending plan for the month, breakfast in the school canteen, visiting a bet To hairdresser's shop, payment of benefits to families for children, use b the need for lighting in everyday life, the purchase of equipment for a hiking trip.
Next, we will look in more detail at the characteristics of the main manifestations of economic life. Right here O We are trying to determine the role of the economy in the life of a person, of the whole society.Physical education minute.
2. Why is economics needed?
Remember how diverse human needs are And clothing, housing, communication, health care, etc. More do we need to satisfy these demands and needs?Quite obviously - to ensure his life and de I telnosti. The economy takes an active part in the V Satisfying these needs, its goal is to maintain and continue the lives of people. For this purpose, various O figurative products, goods, services are provided.
Economic products,are created using such forms of organization or management as nat at ral and commodity.
Question to the class: Remember what subsistence farming is?
Natural economy -it's a way of organizing life h nor people in whom everything necessary for life b production is produced by them themselves and only for their own about th consumption. (Slide 6). This is the most ancient form of farming using mainly primitive tools. h agriculture, simple technologies. In a subsistence economy, there is no trade, exchange of products and services, which makes it difficult to improve people's living standards.
Question to the class: What do you think is the disadvantage of this form of management?
The main disadvantage of this form of management is that z kaya labor productivity,allowing to provide only the most minimal conditions for survival. A lifestyle based on subsistence farming, although extremely difficult, is well known to residents of Russian villages. e jealous.
Question to the class: Remember what commodity farming is?
Commodity farming -way of organizing economy And ical life of society, in which people, specialization And By engaging in certain types of activities, they produce goods and provide services for exchange with each other.(Slide 6).
Question to the class: Why is commercial farming better than natural farming?
This form of farming is largely about T meets the goals of the economy - to satisfy people's needs as much as possible. All manufactured products O are goods intended for exchange. Produced O Drivers strive to increase labor productivity and improve the quality of goods to make profitable exchanges. People's awareness of the advantages of this way of life led to the fact that commodity farming, replacing natural farming, became predominant in the economic life of society.
Subsistence farming is a low-efficient form of farming and its preservation in the economy, as A for example, is a brake on socio-economic developmentsociety, a particular country, a factor in reducing living standards h no population. The development of society has led to the emergence of a more efficient and advanced form - a commodity economy, which allows us to better meet people's needs.
3. Main participants in the economy.
We read the text of the textbook with the teacher’s explanation, p. 93.
To consolidate, we perform the following tasks: (Slide 7).
1. You are going to have breakfast at a fast food cafe. at living (for example, at McDonald's). Apply the concepts of “product”, “producer”, “consumer”, “exchange” to this situation.
Particularly noteworthy is the conclusion about the relationship and interdependence of the goals and results of the economic activities of its main participants. Deeper understanding and understanding O It will help to discuss the following questions: what is it in Does consumption of goods and services affect production? Does the level of consumption depend on the level of production?
Homework: § 8,
to "4" and "5" question No. 2, 4 from the “in the classroom and at home” section on page 96. (Slide 8)
If you have free time:
Question to the class: Please tell me, have you ever had to buy goods? Have you ever wondered why you make this or that purchase?
Exercise: Think about the purchase of any three goods by you or your family members. Using the material from the “Knowledge for Everyday” section, analyze what you need e beating motives influenced the choice of one or another O Vara, and determine how rational the choice was. Think about whether you need to change anything in your strat e buyer's gis. If yes, then what?
Product Name | Consumer motives | conclusions | ||||||||||||||||||||||||
emotional | rational 1 . What is economics? P. Samuelson offers the following definitions of economics: 1) activities related to exchange and monetary transactions between people; 2) the daily business activities of people, their means of livelihood and the use of these means; 3) establishment and implementation of consumption and production; 4) wealth. 1 . What is economics? Production Distribution Exchange Consumption making Christmas tree decorations, drawing up a family spending plan for the month, breakfast in the school canteen, visiting a hairdresser, paying benefits to families for children, using lighting in the home, purchasing equipment for a camping trip. 2. Why is economics needed? Subsistence farming is a way of organizing people's lives, in which everything necessary for life is produced by them themselves and only for their own consumption. Commodity farming is a way of organizing the economic life of society, in which people, specializing in certain types of activities, produce goods and provide services for exchange with each other. 3. Main participants in the economy. You are going to have breakfast at a fast food cafe. Apply the following concepts to this situation: “product”, “producer”, “consumer”, “exchange”. How does consumption of goods and services affect production? Does the level of consumption depend on the level of production? A manufacturer is someone who is involved in creating goods or providing services. A consumer is someone who uses goods and services to satisfy their needs. Homework: § 8, on “4” and “5” question No. 2, 4 from the heading “in class and at home” on page 96. Product name Consumer motives Conclusions emotional and rational Lesson “Economy and its main participants” (§ 12) 04.11.2013 13684 0Lessons on this topic are designed to introduce students to the world of economics, to introduce them to the main manifestations of the economic life of society (production, distribution, exchange, consumption), entrepreneurship, monetary relations, and family economics. On the one hand, the content of the lessons is based on materials from 6th grade social studies courses. Thus, the topic “Labor” of the textbook for grade 6 includes the basics of economic knowledge in combination with showing the social significance of labor and quality associated with the attitude towards work (thrift, thrift, prudence, hard work). The paragraphs “Know yourself”, “On the path to success in life” focus students’ attention on the choice of a working lifestyle, its values, and contribute to the economic socialization of the teenager’s personality. On the other hand, the content of these lessons is closely related to the content of social studies courses in grades 8 and 9. Lesson materials that form a holistic understanding of the economy lay the necessary foundation for a deeper acquaintance with individual manifestations of the economy (production, consumption), the peculiarities of the organization of economic life in various economic systems, in a market economy, for understanding the role and place of the state in the economic life of society and etc. The above allows us to determine the place and objectives of the lessons under consideration: to form an idea of the economy as a sphere of social life, its main manifestations and participants; Reveal the role and importance of the economy in ensuring the most important needs and livelihoods of people; Identify the specifics and interrelationships of the main spheres of economic life, the nature of the activities of its participants; Help students understand the advantages and disadvantages of various forms of farming (subsistence and commercial farming); To promote the successful development by students of a rational model of behavior in the economic sphere of life and activity. Plan for learning new material 1. What is economics. 2. Why is economics needed? 3. Main participants in the economy. Taking into account the fact that two hours are allocated for this topic, a traditional combined lesson can be built using various options for organizing a training session: a conversation on the main fragments of the topic; independent study by students of fragments of educational text and their analysis; posing problematic questions that allow one to master the key concepts of the topic during the discussion; work to complete the creative tasks proposed at the end of the paragraph, etc. In order to activate students' interest in the lesson's plots, it is useful to highlight current situations, meaningful plots that allow organizing a collective discussion, the exchange of different points of view on a particular problem, as well as leading them to the necessary conclusions and generalizations on the topic. To establish a meaningful and logical relationship between the lesson and the materials of the 6th grade social studies course, turning to the “Remember” rubric and discussing its questions together with students will help. They can be asked to remember the following important points: labor is the father of wealth; labor creates everything necessary for life; the result of labor is material and intangible values; the created goods make it possible to satisfy various human needs. These generalizations will allow students to be included in the discussion of questions under the “Let’s Discuss Together” section. We suggest choosing one or more problems for discussion depending on their significance for a given group of students, compliance with their level of training and existing social experience. The main thing is to realize the functional purpose of the rubric: to arouse students’ interest in the topic of the paragraph, to intensify their further cognitive activity based on the information received about their readiness to master the educational material. The study of the first section of the paragraph “What is Economics” is aimed at developing in seventh-graders an idea of the content of the concept of “economics”. The definitions proposed in the educational text, which interpret this concept in a narrow and broad sense, can be supplemented with others in a well-prepared class. Thus, the author of the book “Economics” P. Samuelson offers the following definitions of economics: “Economics is: 1) activities related to exchange and monetary transactions between people; 2) people’s use of rare and limited resources and their distribution among members of society for consumption purposes; 3) the daily business activities of people, their means of livelihood and the use of these means; 4) establishment and implementation of consumption and production; 5) wealth" 1. 1 Social studies assignments and tests: 11th grade. - M., 1999. P. 59. It is possible to discuss the following questions with seventh graders: why does the author offer different definitions? How do these definitions reveal the various aspects of the economic life of society? Which of the definitions you learned in class can be considered the most complete? It is advisable to complete the conversation on the problem of the section by completing the following practical task. A table of two columns is drawn on the board. Students are invited to give their own options for adding these definitions. The teacher helps to record the correct characteristics and make the necessary generalizations about completing the task. Familiarity with the main manifestations (spheres) of the economic life of society can also be consolidated by completing task 3 of the heading “In the classroom and at home.” The study of the next section, “Why is economics needed,” is based largely on knowledge from history (for example, material about the transition from medieval subsistence farming to commercial farming). Using this knowledge and the text of the social studies textbook, the teacher helps seventh-graders learn the advantages and disadvantages of the main forms of management and see the prospects for their development. Turning to the materials in the “Journey to the Past” section allows the teacher to reasonably bring students to the important conclusion that subsistence farming is a low-effective, undeveloped form of economic management and its preservation in the economy, as a rule, is a brake on the socio-economic development of society, an individual country, a factor reduction in the standard of living of the population. The development of society has led to the emergence of a more efficient and advanced form of management - commodity farming, which allows us to better meet people's needs. Students’ assimilation of the above provisions is of particular importance for studying the educational material in the following paragraphs of the textbook, which examine such economic phenomena as exchange, trade, and production. You can check the degree to which students have mastered the basic concepts of the sections studied and consolidate the educational material by completing several cognitive and practical tasks. Exercise 1 Get to know the concepts, find the main semantic series. Define a “dropping out concept” that relates to another semantic range: needs, economy, taxes, production, exchange, goods. Answer: taxes. Task 2 Group words related to the economic manifestations of society: republic, traditions, property, generation, technology, nationality, trade, creativity, worldview, service, education, legal proceedings. Answer: property, technology, trade, service. Task 3 Compose short texts (3-4 sentences) using the following concepts: “needs”, “economy”, “production”, “commercial economy”. Practical task Trace the path of the textbook from nature (as a production resource) to the consumer and identify the corresponding economic units along this path (raw materials, enterprises, technologies, etc.). The next step in the work is getting acquainted with the section “Main participants in the economy.” Its study can be built by combining a commented reading of the text of the textbook and the teacher’s explanation with the use of dictionary materials, illustrations for the lesson, and performing various practical, creative tasks based on the social experience of students. Examples in the educational text, as well as completing the following test tasks, will help to identify the specific nature of the activities of the main participants in the economy. 1. A person in the role of a consumer manifests himself in the process: a) agricultural work; b) participation in an economic forum; c) creating a work of art; d) use of light and heat in everyday life; Answer: Mr. 2. A person in the role of a producer manifests himself in the process of: a) participation in elections; b) purchasing goods; c) restoration of monuments; d) receiving money from the bank. Answer: c. It is advisable to accompany familiarization with the concepts of “producer” and “consumer” from the text of the textbook by completing several practical tasks aimed at their more successful assimilation. Exercise 1 You are going to have breakfast at a fast food cafe (for example, McDonald's). Apply the concepts of “product”, “producer”, “consumer”, “exchange” to this situation. Task 2 Give examples of goods for individual and public consumption. Task 3 What could be the manufacturer's goal: a) use of machinery and equipment; b) improving product quality; c) reduction of material needs; d) receiving income; e) reduction of production costs; f) use of natural raw materials. Answer: b; G; d. Particularly noteworthy is the conclusion about the relationship and interdependence of the goals and results of the economic activities of its main participants. Including students in a discussion of the following problematic issues will help to understand and assimilate it more deeply: how does the consumption of goods and services affect production? Does the level of consumption depend on the level of production? Students will complete task 5 of the “In the classroom and at home” section to consolidate the basic concepts and material of the section in question. It can be supplemented with a number of tasks for mastering the concepts of “consumer” and “producer”. Exercise 1 Name 3-4 terms most closely related to the concepts of “consumer” and “producer”. Task 2 Place in the correct sequence the stages of behavior of a thinking (rational) consumer: purchasing decision, awareness of a need, evaluation of other possible choices, search for information about the product. Answer: awareness of the need, assessment of other possible choices (alternatives), search for information, purchase decision. One of the objectives of the lesson is for students to master a rational model of behavior in the economic sphere of life. To implement this, the teacher turns to the section “Learning to make a rational decision.” It is necessary to preface its discussion with one more important point: economics is not only and not so much a field of knowledge about the ways of survival of mankind, but rather a science about the rational behavior of various economic entities (an individual, a family, a company, a state). Rational (reasonable from an economic point of view) is the behavior of economic participants striving to achieve the best result at the lowest cost. The content of the section will facilitate understanding of this provision. Referring to each student's purchasing experience, it is important to discuss the various economic choice situations that consumers face in practice. The teacher helps analyze these situations, drawing students' attention to the dominant motives for consumer choice. Students’ independent reflections end with familiarization with the recommendations given by economists to consumers. It is important to help students make the right choice and come to the conclusion that when making it it is necessary to rely on rational motives if you want to get the maximum benefit from the purchase. Materials from the “In the classroom and at home” section can be used both for work in class (such options are suggested above) and for homework. For example, activity 2 can be completed at home and the results used for discussion in lessons on exchange and production. It is advisable to end the lesson with a discussion of tasks 1 and 4 of the “In the classroom and at home” section. They are associated with the key concept of the topic and allow you to return to its understanding once again. The tasks are simple in interpretation, but quite complex in finding arguments. Here you will also need the help of a teacher. Sections: History and social studies Textbook:"Social Studies" ed. L.N. Bogolyubova, L.F. Ivanova, M., “Enlightenment”, 2008 Lesson topic:"Economy and its main participants." The purpose of the lesson: to form in students an understanding of the concept of “economics”, about the participants in the economic process and to encourage them to understand the need for economic knowledge. Lesson objectives:
Lesson equipment: computer, projector, SMART Board interactive whiteboard, speakers, multimedia presentation made in the SMART Notebook program. DURING THE CLASSES
Summary of an open social studies lesson in grade 7A Subject:Economy and its main participants. A lesson in discovering new knowledge. Pedagogical purpose of the lesson – create conditions for the formation of ideas about the concept of “economy”, about the participants in the economic process. Basic concepts and terms - economics, production, distribution, exchange, consumption, subsistence farming, labor productivity. Forms of organizing educational activities: frontal, individual, group. Technologies used: information and communication, problem-dialogical, critical thinking, gaming Equipment: multimedia projector, multimedia board, laptop. Electronic educational resources – presentation “Economy and its main participants”; electronic dictionaries Planned results Cognitive competencies: will learn : determine how the economy serves people, what form of management most successfully achieves the goals of the economy; How do the interests of producers and consumers compare? Meta-subject and personal UUD Cognitive: identify features and attributes of objects, give examples as evidence of the proposed provisions Communicative: interact during group work, conduct a dialogue, participate in a discussion, accept a different opinion and position, allow the existence of different points of view. Regulatory: predict the results of the level of mastery of the studied material, accept and save the learning task. Personal: maintain motivation for learning activities, show interest in new educational material, and express a positive attitude towards the learning process. During the classes. 1. Organizational moment. Motivation for learning activities. Good afternoon guys. Today we are starting to study a new section “Man and Economics”. “Economy is the horse, politics is the cart. They must take their proper place - economics must come before politics, and not vice versa." Mohammed bin Rashid al-Maktoum You and I can tell why this is so by studying this section. The topic of our lesson today is “Economy and its main participants." Write it down in your notebook. What do you think will be discussed in class today? Pay attention to the plan for studying our topic andstate the purpose of the lesson. slide 2 2. Updating basic knowledge. - Do you remember in which history lessons we touched on this topic? What were we talking about? - Using historical knowledge, think about what is included in the concept of “Economy”? - What can be included in the modern concept of economics? What are its main goals and objectives? - Is the economy capable of satisfying human needs? - Is it possible to live without the economy? Why? 3. Studying new material. 1. What is economics WITHThe word “economics” comes from the Greek words “ekos” - “house”, “economy” and “nomos” - law.”The term “economics” was first used by the ancient Greek author Xenophon (5th century BC), who entitled his treatise “Oikonomia”. Xenophon addressed his teachings not to kings, but to ordinary citizens, whose household was complex and included the management of slaves and a variety of agricultural and craft work.
I suggest sitting down in groups and getting acquainted with the various definitions of the term “Economy” in electronic dictionaries. - Which definition can be considered the most complete? Getting acquainted with various economic phenomena, we are convinced that this concept is considered in two meanings: economics - as an economy, economics - as a field of knowledge.
Exercise . Complete the following definitions; Economics is knowledge………. Economics is skills……….. Let's look at the illustrations on the slide.
The main manifestations of the economy include:production, distribution, exchange, consumption. These processes are interconnected. Let's look at this with examples.
Let us formulate the definitions. Production is the process of creating economic goods.
Distribution – actions related to product promotion.
Exchange - receiving a product with an offer of something in return.
Consumption is the use of a product to satisfy needs. Let's do the task on cards ProductionDistribution Exchange Consumption Enter the listed types of economic activities in the appropriate column of the table: making Christmas tree decorations, drawing up a family spending plan for the month, breakfast in the school canteen, visiting a hairdresser, paying benefits to families for children, using lighting at home, purchasing equipment for a camping trip. (add your own examples) 2. Why is economics needed? The purpose of the economy is to maintain and continue the life of society. For this purpose, various benefits are created.
Economic Products are created using such forms of organization or farming as natural and commercial.
Working with the textbook p.69 (insert technique). Conversation on issues. - Remember what subsistence farming is? What do you think is the disadvantage of this form of management? - Remember what commercial farming is? Why is commercial farming better than natural farming? - When did the transition from subsistence to commercial farming take place? Formulate definitions. Natural economy - This is a way of organizing people’s lives, in which everything necessary for life is produced by them themselves and only for their own consumption. The main disadvantage of this form of management is the lowlabor productivity. Commodity farming - a way of organizing the economic life of a society in which people, specializing in certain types of activities, produce goods and provide services for exchange with each other. This form of farming is more consistent with the goals of the economy - to satisfy people's needs as much as possible. Draw conclusions based on the table.
I suggest that the groups make up a syncwine: “subsistence farming”, “commodity farming”. 3. Main participants in the economy. The main participants in the economy aremanufacturer (one who participates in the creation of goods and services) andconsumer (one who uses goods and services). Moreover, the manufacturer tries to get more and spend less resources. The consumer is also interested in satisfying his needs at the lowest cost (i.e., he relies onrational choice).
Exercise. Having decided to earn money to travel around the country, Peter and his friends opened the “Urgent Photo” salon. What is the economic interest of the salon organizers as producers? What economic knowledge will they need to achieve success and develop their business? 4. Initial comprehension and consolidation Competition-game “Russian fairy tale in an economic way” Remember the Russian folk tale "Turnip". Retold in economic terms, it might look like this: In onehousehold Withlimited resources was producedmaterial benefit called turnip.Process extraction this good from the earth turned out to be verylabor-intensive : it was necessary to gradually attract additional quantitieslabor resources … Retell the fairy tale in economic terms"Ryaba Chicken" using as many economic terms as possible (work in groups).
APPLICATION Resources Labor Subsistence farming Needs Manufacturer Commercial economy Benefit Income Profit Products Offer Wealth Services Consumer Property Production Money Limited Presenting versions of the fairy tale in a new way. 5. Summarizing the information received during the lesson Conversation on issues. - How does the economy serve people? - What form of management most successfully achieves the goals of the economy? - Conclude: What is the purpose of the economy? Lesson summary. Reflection 6. Homework
Textbook: §8, answer the questions in the “In the classroom and at home” section. Teaching materials that were used in the lesson: 1. L. N. Bogolyubov, N. I. Gorodetskaya, L. F. Ivanova. Social studies, 7th grade, Moscow, Education, 2014 Collection of games, tasks and answers on economics. 3. (electronic dictionaries) Liked?Click the button if you liked the article, this will help us develop the project. Thank you! |
