An Argumentative Performance Task for Grade 6

Who Receives It? An Argumentative Performance Task for Grade 6

Written by: Rebecca N. Reed, Red Clay Consolidated School District, Wilmington, DE

Reviewed and Edited by: Scott P. Bacon, Center for Economic Education, Newark, DE December 2015

Acknowledgements: Ms. Denise Weiner, Private Consultant in collaboration with the University of Delaware’s Professional Development Center for Educators

“This document may contain copyrighted material whose use has not been specifically authorized by the copyright owner. This document is made available in an effort to advance the understanding of performance tasks in general and as practice of student application. The author believes that this constitutes a 'fair use' of the copyrighted material as provided for in section 107 of the U.S. Copyright Law. If you wish to use this copyrighted material for purposes of your own that go beyond 'fair use,' you must obtain permission from the copyright owner.” Classroom Activity

The Classroom Activity introduces student to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed, potentially unfamiliar concepts that are associated with the scenario; and key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task. The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions.

Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance.

Throughout the activity it is permissible to pause and ask students if they have any questions.

Resources Needed:

 Internet access to watch UniversityNow: Types of Economic Systems

https://vimeo.com/97881829 (Vimeo)

 Handout 1 – List of Methods of Distribution (one per student, page 4)

 Task – Sources, Research Questions, and Performance Task (one set per student, pages 5-16)

 Scoring Rubrics – TEACHER USE ONLY (pages 17-22)

Learning Goal(s):

 Students will understand the context of the key concepts related to the topic:

o Economics Standard 3 for Grades 6-8: Students will demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies. o Each economic system must answer three basic questions: What to make? How to make it? and Who receives it? o Basic economic systems include: Traditional, Market, and Command. A mixed economy will have characteristics of a combination or all the basic systems.

2 o Distribution Methods that answer the economic question “Who receives it?”

 Students will understand the key term(s):

o Distribution – Allocation; the methods used to determine who gets goods and services. o Pure Market System – Buyers and sellers determine the price and quantity of good and services. o First-Come, First Serve – Method where price is set and those who receive the good/service are the first to inquire or attempt to own. This is common in retail and entertainment (sports, movies, concerts) businesses. o Lottery – Method that provides an equal chance for ownership to all those that participate. This is common when a few goods are available or for non-profit contributions. o Auction – Method where the final owner is the one who bids the highest for the product/service. This is common in small venues or where the number of participants is small. An auction may have a barrier of membership and wealth. o Competition – Method where a contest is held to determine who will receive the goods/services. This is common when specific characteristics or personal attributes are required such as: beauty, artistic ability, social class, race, sex, etc. o Authority – Method where who receives the goods is pre-determined by a central government, customs, or tradition. This is common today with family traditions or when the government controls the market for goods and services.

Note: These definitions are provided here for the convenience of the facilitator. Students are expected to understand the key terms in the context of the task, not memorize the definition.

Classroom Activity

3 Note: The following activity can be modified to accommodate various teacher-student interaction types such as teacher-led discussion with the entire class, teacher-student discussion for remote locations with a single student or small groups.

Facilitator says: “You have learned how different economic systems answer the three basic economic questions of What to make? How to make it? and Who receives it? There are three basic economic systems: Traditional, Market, and Command. You may have studied a fourth economic system called a Mixed Economy, where the answers to the three basic economic questions are combinations from the three basic systems.

We will now watch a short video to refresh our understanding of economic systems”

[Directions: Show the short video, UniversityNow: Types of Economic Systems https://vimeo.com/97881829 to students. The video is 2:24 minutes in length.]

Facilitator says: “That video was a quick review of the unit we completed recently. Are there any questions about what was shown in the video?” Student questions may vary. “Now we will focus on one question that all economies must answer, “How is it determined who receives the goods and services that an economy produces and provides? I will pass out a handout to you to use to complete this classroom activity before we begin the Performance Task.”

[Directions: Distribute one copy of Handout 1 to each student.]

Facilitator says: “I will now give you a few minutes to review the different distribution methods listed on the sheet. As you identify each method, think about who is eligible to participate and whether the method is efficient, meaning that it doesn’t take much time or energy to determine who receives the goods or service. Also think about whether the method is open or includes everyone, meaning is it fair or equitable. We will discuss briefly after you have had a chance to review.”

After a few minutes, Facilitator says: “Are there any methods that are new to you? In which methods have you participated? [Student questions and answers will vary].

Facilitator says: “In your performance task, you will be learning about how different distribution methods have been used to determine who receives the goods and services. The work you did today should help prepare you for the research and writing you will be doing in the performance task.”

Note: Facilitator should collect student notes.

4 Handout 1 – Distribution Methods

Evaluate each of the distribution methods by describing who is included when the method is used and whether the method is efficient, equitable (or fair), or both.

Method Who receives the Explain whether the goods and services? method is efficient, equitable, or both.

Pure Market System

Lottery

Personal Characteristics

First-Come, First Serve

Auction

Competition

5 Authority

6 Performance Task – Grade 6 ARGUMENTATIVE

Student Directions

Task:

After you have looked at these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow. Then, go back and read the sources carefully so you will have the information you will need to answer the questions and complete your research. You may use scratch paper to take notes on the information you find in the sources as you read.

In Part 2, you will write an argumentative essay on a topic related to the sources.

Directions for Beginning:

You will examine several sources. You can re-examine any of the sources as often as you like.

Research Questions:

After examining the research sources, use the remaining time in Part 1 to answer three questions about them. Your answers to these questions will be scored. Also, your answers will help you think about the information you have read, which should help you write your argumentative essay.

You may refer back to your scratch paper to look at your notes when you think it would be helpful. Answer the questions in the spaces below the items.

Your written notes on scratch paper will be available to you in Part 1 and Part 2 of the performance task.

7 Source #1 Oscar Night

On Oscar night, giant, golden, 24-foot-high Oscar statues loom outside the Kodak Theatre (now named the Dolby Theatre) and for one day the eyes of the world focus on Hollywood. The event has been televised live since 1953, and while the Super Bowl draws larger numbers here in the States, the Academy believes the Oscar show to be "the most-watched television show in the world annually," as people all over the world tune in to watch the ceremony on TV from the comfort of their homes.

If you're in L.A., you can experience at least part of the Hollywood excitement and glamor in person.

Of course, you've got to be willing to pay the price... and we're not talking about money here. It's unlikely that any amount of cash could get you into the Academy Awards show. But if you enter your name and are lucky enough to win a free Oscars drawing, and if you're willing to wait long enough before the show, you can be among those lucky few in the bleachers outside the Kodak Theatre who get to watch the celebrities as they arrive in their limousines and walk up the red carpet into the auditorium.

Large grandstands are set up nearby to allow spectators a view of the stars, as they exit their limousines curbside and walk to the auditorium. The stars make their way up the red carpet, running the gauntlet of photographers, and stopping to give interviews to the horde of TV news crews and entertainment reporters, before entering the Kodak. It's a great opportunity to see (and take photos of) your favorite superstars, since virtually everyone who is anyone in Hollywood comes to the Academy Awards show. But there are only 700 bleacher seats, and far more fans who want to be there. So, they have an online random drawing.

Unless you're an Academy member, your chances of actually getting inside to actually see the awards show are virtually zero. (In 1996, two people spent big bucks on scalped tickets to the Oscars, and made the headlines - when they were thrown out of the ceremony. Tickets are non- transferable.)

Fortunately, the bleachers outside, with a view of the red carpet, are free to the public. In previous years, fans had to camp out on the streets for days in advance, in order to secure a spot in the bleachers - which were first come-first serve. However, two things happened to

8 change things in 2002: one was Oscar's move from the Shrine Auditorium to the Kodak Theatre. The other was the reaction to the terrorist attacks of 9/11.

It would be a lot more difficult for fans to camp out on the busy city streets near Hollywood & Highland, and with new security concerns, the organizers wanted to pre-screen every fan who came into the bleachers. So, for 2002, they came up with an entirely new system. For the first time, they gave away reserved seat tickets, guaranteeing a seat in the bleachers, with no need to wait in line.

But the down side is that there are only 700 seats available. So they now have a random drawing of all the applications received (so long as they are postmarked by the correct date). Everyone now has an equal chance of getting bleacher seat tickets. Mind you, those chances aren't very good (about one out of 12, if last year is any indication), but at least you now have the same shot as everyone else.

Adapted from: Seeing Stars. (2014). Oscar Night: the Academy Awards Show. Retrieved from http://www.seeing- stars.com/Awards/OscarNight.shtml (FK 10.9)

Source #2 Georgia Land Lottery System

Between 1805 and 1833, the state of Georgia conducted eight land lotteries. The land lotteries were for ownership of public land in the interior of the state. The land was to be sold to yeoman farmers (farmers that cultivate their own land) at about 7 cents per acre. In order to be considered for the lottery a farmer had to meet certain qualifications.

9 In each of the eight lotteries a farmer was eligible if he had a family that consisted of himself, a wife, and at least one child. Others were eligible too. Widows with children and single White males that lived in Georgia for at least a year. Those that were eligible for the lottery wrote their name on a piece of paper and placed in a drum. The lot numbers of the eligible properties were place in a different drum. Each property was matched with one participant until all the land lots were distributed. The number of times a participant could enter their name was based on age, marital status, war service, successful participation in previous lotteries and years as a Georgia resident. The more characteristics a participant met, the more times he was entered into the lottery.

This is an example of the type of lottery drum that was used in the Georgia Land Lotteries

Adapted from: Gigantino, Jim. "Land Lottery System." New Georgia Encyclopedia. 14 September 2015. Web. Retrieved from http://www.georgiaencyclopedia.org/articles/history-archaeology/land-lottery-system. (FK 9.6)

Source #3 Rough Diamond Auctions: Sweeping Changes in Pricing and Distribution

Since 2007, rough diamond prices have been unstable or volatile. One reason is that the growing number of rough diamonds are now sold by auctions rather than the century-old system of selling rough diamonds at set prices to pre-approved clientele. The rough diamond market was difficult to enter, but with auctions becoming the distribution method, it is easier to be a participant and more dealers are participating.

10 Under the old system, a single company, De Beers was both the miner and distributor of diamonds. The old system kept rough diamond prices high and limited the quantities that were exchanged. Today diamonds are mined by many companies, not just one. In order to get the diamonds to jewelers, an auction system is used. Some sellers complain that the new auction system causes unstable prices and encourages buying based on expected rising prices. Some sellers like the new auction system because they say that an auction reflects the “true” market price and also allows for increased quantities to be sold.

Figure 1. Diamond producers are increasingly selling their rough goods through auctions. These diamonds were sold by auction in November 2014 and included pink, yellow, and colorless diamonds

Adapted from: Shor, R. (2015). Rough diamond auctions: Sweeping changes in pricing and distribution. Gems & Gemology, 50(4). http://www.gia.edu/gems-gemology/winter-2014-rough-diamond-auctions-changes-pricing-distribution (FK 10.9)

Source #4 The Spirit of Competition: To Win or Not To Win

A competition is a contest between individuals or groups. The gain is often an award or recognition, which serves as a motive to individuals to put forth their very best. Such events for recognition and success are part of many school groups. One such competition is run by the International Society for Computational Biology (ISCB). The ISCB contest includes a popular science article contest, a Wikipedia article competition,

11 travel grants, poster and oral presentation awards during conferences, and quizzes at social events.

Organizing competitions is no different than any other event. Competitions require a lot of hard work to be successful. Each event gives remarkable organizational and social experience for students running it, while at the same time the participants of the competitions are rewarded by prizes and recognition. It gives everybody involved an opportunity to demonstrate their extraordinary talents and skills. Competitions are unique because they bring out both the best and worst in people.

Due to the competitive nature of science as a whole, competitions provide valuable experience to young, aspiring scientists. Students can learn how to work as a team under stress, how to organize and interact with competitors, and how to deal with success or disappointment. And all this can be achieved in a fun atmosphere.

Adapted from: Szczepinska, T., Iwasaki, W., & Abeel, T. (2013, December). The spirit of competition: To win or not to win. U.S. National Library of Medicine National Institutes of Health. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3873224/ (FK 11.8)

12 Research Question 1

Identify two benefits of the distribution methods found in Source #1 and Source #2. Provide one detail from Source #1 and one detail from Source #2 to support each benefit. Explain how these details support the benefits. Be sure to identify the sources of each piece of information by title or number.

Research Question 2

All the sources provide information about distribution methods. Which source would most likely be relevant to students researching the history of distribution methods used in the United States? Justify your answer and support it with two pieces of information from the source.

Research Question 3

Look at the claims in the table. Decide whether the information in the Source #3, Source #4, both sources, or neither source supports each claim. Place a check in the

13 box that identifies the source that supports each claim. There will be only one box selected for each claim.

Source #3: Source #4: Both Neither Rough The Spirit of (Claim) Diamond Competition Auctions 1. The method is fair because it includes everyone 2. The method is efficient because little time or energy is wasted 3. The method is very dependent upon income.

14 Student Directions

Part 2

You will now review your notes and sources, and plan, draft, revise and edit your writing. You may use your notes and refer to the sources. Now read your assignment and the information about how your writing will be scored; then begin your work.

Your Assignment

Throughout the school year, Ms. Abler’s science students have been taking care of the fish and fish tank in the hallway outside of the main office. There are over 200 different kinds of fish in the very large tank.

Over the summer there are plans to renovate the office hallway. Ms. Abler is looking for students who are willing and able to take some of the fish home over the summer during the renovation. Almost all of her science students want to take the fish home and care for them over the summer, but only ten students will be needed. How should Ms. Abler decide who gets to take and care for some of the fish over the summer?

Your assignment is to use the research sources to write a multi-paragraph argumentative plan describing the best method to decide which students should be selected to take home the fish for the summer. Make sure you establish an argumentative claim and support your claim with reasons and details from the sources you have read. Clearly organize your plan and elaborate on your ideas. Develop your ideas clearly and use your own words, except when quoting directly from the sources. Be sure to identify the sources by title or number when using details or facts directly from the sources.

Argumentative essay Scoring:

Your argumentative essay will be scored using the following:

1. Organization/purpose: How well did you state your claim, address opposing claims, and maintain your claim with a logical progression of ideas from beginning to end? How well did your ideas thoughtfully flow from beginning to end using effective transitions? How effective was your introduction and your conclusion?

2. Evidence/elaboration: How well did you integrate relevant and specific information from the sources? How well did you elaborate your ideas? How well did you clearly state ideas in your own words using precise language that is appropriate for your audience and purpose? How well did you reference the sources you used by title or number?

15 3. Conventions: How well did you follow the rules of grammar, usage, punctuation, capitalization and spelling?

Now begin work on your argumentative essay. Manage your time carefully so that you can

1. plan your multi-paragraph argumentative essay

2. write your multi-paragraph argumentative essay

3. revise and edit the final draft of your multi-paragraph argumentative essay

SUGGESTED ANSWER KEY Handout 1 – Distribution Methods

Evaluate each of the distribution methods by describing who is included when the method is used and whether the method is efficient, equitable (or fair), or both.

Method Who receives the Explain whether the goods and services? method is efficient, equitable, or both. Everyone with money. Efficient and sometimes Anyone that is willing and equitable when income is Pure Market System able to purchase a good. equitable. Income dependent.

Most people are eligible. Equitable when an equal Sometimes a personal number of chances are Lottery characteristic or money is provided per person. required to participate.

Personal Characteristics Some people are eligible. Efficient in that it may eliminate those that do not qualify. May be equitable in that it provides opportunity for some that would otherwise not

16 be included.

Those that are able to wait Equitable if everyone receives at specific times are at the same time. May not be First-Come, First Serve eligible. efficient because time might be wasted waiting.

Everyone with money. Efficient and sometimes Anyone that is willing and equitable when income is Auction able to purchase a good. equitable. Income dependent. Very similar to a market system. Some people are eligible. Efficient in that it may Skill and personal eliminate those that do not Competition characteristics are key. qualify.

Some people are eligible. Efficient in that little time, if any, is spent to determine the Authority characteristics of eligibility. May not be equitable.

SCORING RUBRIC – RESEARCH QUESTIONS

Research Question 1 (Two Points)

Identify two benefits of the distribution methods found in Source #1 and Source #2. Provide one detail from Source #1 and one detail from Source #2 to support each benefit. Explain how these details support the benefits. Be source to identify the sources of each piece of information by title or number.

Type DOK Level Claim Target Short Text 4 4 4

Score 2 – This response provides at least one relevant and supportive detail from each source.

Score 1 – This response provides at least one relevant and supportive detail from only one source.

17 Score 0 – This response does not provide relevant or supportive details from the sources provided, or details are not from the sources, or incomplete.

Research Question 2 (Two Points)

Type DOK Level Claim Target Short Text 4 4 3

Score 2 – This response identifies a source and provides two relevant pieces of information from the identified source.

Score 1 – This response identifies a single source and provides only one relevant piece of information from the identified source.

Score 0 – This response does not provide relevant or supportive details from the identified source, or details are not from the identified source, or incomplete.

Research Question 3 (One Point)

Look at the claims in the table. Decide whether the information in the Source #3, Source #4, both sources, or neither source supports each claim. Place a check in the box that identifies the source that supports each claim. There will be only one box selected for each claim.

Source #3: Source #4: Both Neither Rough Diamond The Spirit of Auctions Competition The method is fair because it includes X everyone The method is efficient because little X time is wasted

18 The method is very dependent X upon income

Type DOK Level Claim Target Matching Tables 3 4 4

4-Point Argumentative Performance Task Writing Rubric (Grades 6-11) Score 4 3 2

19 The response has an inconsistent The response has little or no The response has a clear and effective The response has an organizational structure. Some discernible organizational organizational structure, creating a sense of unity evident organizational Organiz flaws are evident, and some ideas structure. The response may be and completeness. The organization is fully structure and a sense ation/Pu may be loosely connected. The related to the claim but may sustained between and within paragraphs. The of completeness. organization is somewhat provide little or no rpose response is consistently and purposefully Though there may be sustained between and within focused: minor flaws, they do paragraphs. not interfere with the The response may have a minor overall coherence. drift in focus: claim is introduced, clearly communicated, and the The organization is adequately sustained focus is strongly maintained for the purpose and claim may be confusing or ambiguous; between and within audience response may be paragraphs. The claim may be somewhat unclear, or may drift from the purpose and/or response is generally the focus may be insufficiently  sustained for the purpose and/or audience consistent use of a variety of transitional focused: audience strategies to clarify the relationships between and among ideas  few or no transitional claim is clear, and the  inconsistent use of are evident  focus is mostly transitional strategies and/or effective introduction and conclusion maintained for the little variety purpose and audience   logical progression of ideas from beginning to introduction and/or conclusion end; strong connections between and among may be missing   ideas with some syntactic variety adequate use of introduction or conclusion, transitional if present, may be weak strategies with   frequent extraneous ideas may alternate and opposing argument(s) are some variety to evident; ideas may be randomly clearly acknowledged or addressed* clarify  uneven progression of ideas ordered or have unclear relationships from beginning to end; and/or progression between and formulaic; inconsistent or among ideas unclear connections among ideas alternate and opposing *Acknowledging and/or addressing the opposing point of view begins at grade 7.

20 4-Point Argumentative Performance Task Writing Rubric (Grades 6-11) Score 4 3 2 1 NS

The response provides thorough The response provides adequate The response provides uneven, The response provides minimal  Insufficient and elaboration of the support cursory elaboration of the elaboration of the (includes copied Evidenc convincing elaboration of the /evidence support/evidence support/evidence for the claim and text) e/Elabo support/evidence for the claim and for the claim and argument(s) that for the claim and argument(s) that argument(s) that includes some argument(s) including reasoned, in- includes reasoned analysis and the includes little or no use of source ration reasoned analysis and partial or depth analysis and the effective use use of source material. The response material. The response is vague, uneven use of source material. The  In a language of source material. The response adequately develops ideas, lacks clarity, or is confusing: response develops ideas unevenly, other than English clearly and effectively develops employing a mix of precise with using simplistic language: ideas, using precise language: more general language:  Off-topic  some evidence (facts and comprehensive evidence (facts and adequate evidence (facts and details) evidence (facts and details) from the details) from the source material may  Off-purpose details) from the source material is from the source material is integrated source material is minimal, irrelevant, be weakly integrated, imprecise, integrated, relevant, and specific and relevant, yet may be general absent, incorrectly used, or repetitive, vague, and/or copied predominantly copied   clear citations or attribution to adequate use of citations or  weak use of citations or source material attribution to source material insufficient use of citations or attribution to source material attribution to source material  effective use of a variety of adequate use of some  weak or uneven use of elaborative techniques* elaborative techniques* minimal, if any, use of elaborative elaborative techniques*; techniques*; emotional appeal may development may consist dominate primarily of source summary or may rely on emotional appeal

  vocabulary is clearly appropriate for vocabulary is generally vocabulary use is uneven or vocabulary is limited or ineffective for the audience and purpose appropriate for the audience and somewhat ineffective for the audience and purpose purpose the audience and purpose

  effective, appropriate generally appropriate style  is evident inconsistent or weak *Elaborative techniques may include the use of personal experiences that support the argument(s). little or no evidence of 2-Point Argumentative Performance Task Writing Rubric (Grades 6-11) Score 2 1 0 NS

The response The response demonstrates a The response demonstrates little  Insufficient (includes copied text) Cdemonstrates an partial command of or no command of conventions: nadequate command of conventions:  In a language other than English enadequate use of correct limited use of correct sentence infrequent use of correct sentence sentence formation, formation, punctuation, formation, punctuation, capitalization,  Off-topic tpunctuation, capitalization, capitalization, grammar usage, and grammar usage, and spelling ngrammar usage, and spelling spelling  Off-purpose

Holistic Scoring:  Variety: A range of errors includes sentence formation, punctuation, capitalization, grammar usage, and spelling.  Severity: Basic errors are more heavily weighted than higher-level errors.  Density: The proportion of errors to the amount of writing done well. This includes the ratio of errors to the length of the piece.