General Information

Title: Public Goods and Services

Subject Area: Social Studies/Economics

SOL 7.7 - Virginia Standards of Learning

The students will describe the role of the governments in the United States economy, with emphasis on:

• provision of public goods and services;
• protection of consumer rights, contracts, and property rights;
• the impact of government taxation, borrowing, and spending on individuals and on the production and distribution of goods and services; and
• the role of the Federal Reserve System and the impact of monetary policy on the money supply and interest rates.

Grade Level: 8

Lesson Topic: Public Goods and Services

Descriptive Overview: Without public (and even private) goods and services, there is no market, there is no competition, there is no industry, there is no economy. These exercises are designed to help students develop an appreciation of what a market and competition creates in a market economy.

Advantages of Medium:

• Students will be able to directly interact with the given information.
• Excellent source for visual learners.

Lesson Specifics

Lesson Objectives/Goals: The student will:

• Follow the development of a public good from its inception to public use using a flowchart.
• Compare goods and services as assets to that if they are withdrawn from public availability.
• Identify strong and weak points for public goods and services.

Assumed Skills or Prerequisite Skills: Students must be familiar with the unit vocabulary.

Learning Environment: Standard classroom with a computer for a PowerPoint Presentation.

Instructional Set

Using examples from your local community, evaluate the effect public goods and services has on the community.

Gaining Attention: Not applicable

Orienting the Lesson: Not applicable

Stimulating Recall of Prerequisites: Not applicable

Key Questions:

1. What are the advantages of producing goods in your community rather than elsewhere?
2. What can cause local industry to either close or move elsewhere?
3. How can a community entice businesses to move in?

Teaching Strategies

1. The teacher should introduce the lesson, then observe and guide the discussion as necessary.
2. Working in small groups, students will select a good or service, then flowchart it's development from the initial idea to public consumption.
3. Students will select a public good and/or service and determine how it provides a good or service to the public and recognize the consequences if that good or service is withdrawn. The selection can be limited to something that affects your community or broad based enough that it affects the whole country.
4. Students will identify strengths and weaknesses of public goods and services in their community

Terminology/Vocabulary:

Public Goods and Services

Practice: Students will maintain organized notes.

Assessment: Students will compare and contrast their selections on poster board and present their information to the class. Students will also answer the "Key Questions."

Enhancements

A guest speaker working in the public service industry can be invited to class to discuss needs for public goods and services.

Extensions

Not applicable