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Additional Lessons 31 - 40 of 134 for Adam Smith
  31.   Cartels and Competition
...s of price? Predict what happens - in the short run and in the long run - in markets that do NOT prohibit collusion among producers. Evaluate the argument that it doesn't matter if producers try to collude; the system of incentives Will undermine their efforts. (You might want to read excerpts from Adam Smith at this point, or have ready a reading assignment for homework.) Predict the impact on the market of rules or laws that prohibit collusion between producers. Predict the impact on the market of rules or laws that enforce cooperation among producers - for example: licensing requirements for doctors, teachers, h...
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    Grade Level: 6-12

  32.   Depression (Interwar)
...the… A. The Great Revolution C. The Bolshevik Revolution B. The Hanarhan Revolution D. The Cold War 7. The two main contenders to succeed Vladimir Lenin as the leader of Russia were: A. Adolf Hitler and Karl Marx C. Nicholas II and Leon Trotsky B. Leon Trotsky and Joseph Stalin D. Joseph Stalin and Adam Smith 8. Which statement best describes the relationship between the Russian Revolution and World War I? A. WWI helped restore confidence in C. WWI created conditions within Russia the Czar to end the Russian Rev. that helped lead to a revolution. B. WWI gave Russia’s army the D. The Russian Revolution inspired its...
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    Grade Level: K-12

  33.   Fall of Soviet Union / Rise of Chinese Communism
...mallpox vaccination? A James Watt B Edward Jenner* C Louis Pasteur D Henry Bessemer 2. The Industrial Revolution made an impact on the industrialized countries of the world by A increasing the rural population. B decreasing population. C improving transportation.* D causing worldwide depression. 3. Adam Smith, in his work Wealth of Nations, contributed to the development of capitalism by A defending the idea of free markets.* B suggesting that government limit competition. C promoting the benefits of communism. D supporting the theories of socialism. • • • • 4. The information in the above box represents the impact...
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    Grade Level: K-12

  34.   A Deal for Relief
...eds to Know. New York: Delta, 1993. ISBN 0385314671 2. "New Deal," Microsoft Encarta Encyclopedia 2000. 1993-1999 Microsoft Corporation 3. "Great Depression," Microsoft Encarta Encyclopedia 2000. 1993-1999 Microsoft Corporation B. For Students 1. World History and Geography Grade 6 a. Capitalism i. Adam Smith and the idea of laissez faire vs. government intervention in economic and social matters ii. Law of supply and demand iii. Growing gaps between social classes 2. History and Geography Grade 7 a. Isolationism: restrictions on immigration, Red Scare, Sacco and Vanzetti, Ku Klux Klan b. The Roaring Twenties c. De...
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    Grade Level: 6-8

  35.   CSAP Preparation: "Strike While the Iron is Hot"
...6th Grade, CSAP Preparation: "Strike While the Iron is Hot" 2003 Colorado Unit Writing Project 22 Appendix G, page 2 Workers of the World, Unite 1. What class of people was known as the bourgeoisie? middle class ruling class working class upper class Who wrote the Communist Manifesto? Karl Marx and Adam Smith Adam Smith and Friedrich Engels Karl Marx and James Watt Friedrich Engels and Karl Marx Put the letter for the following events in the correct places along the timeline. The first one has been done for you. A. B. C. Karl Marx is Born Communist Manifesto is written State and Revolution is written D. E. Marx liv...
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    Grade Level: 6-8

  36.   Capitalism and Socialism
...how historical events usually have multiple effects, some of which are not recognized until long after the events occur. B. Content from the Core Knowledge Sequence 1. Sixth Grade History and Geography: World History and Geography, p. 141 Industrialism, Capitalism and Socialism a. i. Capitalism a) Adam Smith and the idea of laissez faire vs. government intervention in economic and social matters b) Law of supply and demand c) Growing gaps between social classes: Disraeli's image of "two nations" (the rich and the poor) Socialism a) An idea that took many forms, all of which had in common their attempt to offer an...
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    Grade Level: 6-8

  37.   Effects of the Enlightenment
...their essays. Provide a graphic organizer, based on the performance rubric, for planning a presentation. Allow students to improvise short skits, raps or television commercials that illustrate their understanding. Challenge students working beyond the indicator to research and explain the impact of Adam Smith's work on contemporary economic policy. 2 Effects of the Enlightenment Grade Nine Extension: Lead a discussion in which students are encouraged to connect political, economic, and religious issues and trends in today's world to Enlightenment ideas. Have students consider this quote from Adam Smith's Wealth of...
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    Grade Level: 9-12

  38.   Value of Economic Reasoning ... Any Place, Any Time
...of the produce of his own labour, which is over and above his own consumption, for such parts of the produce of other men's labour as he has occasion for. Every man thus lives by exchanging, or becomes in some measure a merchant, and society itself grows to be what is properly a commercial society. Adam Smith
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    Grade Level: 6-12

  39.   When Disaster Strikes, What Can We Do?
...e happen to have specialized, or who is willing to provide us with a pizza because he shares our religion or admires our politics. We do our thing in return for money; he does his thing in return for money. We can each promote the interests of the other very effectively because we both value money. Adam Smith observed early in The Wealth of Nations that, in a market society, everyone "stands at all times in need of the cooperation and assistance of great multitudes," and that we cannot expect to obtain cooperation or assistance exclusively from the benevolence of others because life is too short for any of us to ga...
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    Grade Level: 6-12

  40.   A Question of Trust
...let students simulate the origins of the era of trusts in American economic history. Acting as "captains of industry" they, too, will try to create monopoly power within their classroom oil industry. Their experience will challenge the common belief that the era of trust formation was evidence that Adam Smith's analysis of capitalism was flawed. Students will discover for themselves that trusts were actually an affirmation of Smith's theory that, in the absence of coercion, an "invisible hand" regulates the market in the interests of the consumer. The incentive of profit was, in fact, so strong that efforts to crea...
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    Grade Level: 6-12


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