Foundation for Teaching Economics | In The Eyes of the Beholder

Peter Litchka, High School Director of Curriculum and Instruction
Battle Creek Public Schools, 100 West Van Buren Street
Battle Creek, MI 49017

This learning activity was originally developed in 1993 and won the Second Place Award (grades 9-12) for the state of Maryland by the Council of Economic Education in Maryland. This learning activity is not copyrighted; however, it is the request of the author that those educators who use this activity in the classroom do so in a spirit of integrity and professional respect.

ABSTRACT

In The Eyes Of The Beholder is a learning experience in which students in a high school economics class have an opportunity to investigate the relationship between the consumers and producers with the role that the government plays in the free enterprise economic system.

Using hypothetical cases involving disputes among consumers, producers and the government, students will use their research and communication skills as well as their knowledge of the free enterprise system to analyze contemporary economic issues in a rational, critical and interesting manner.

RATIONALE

"The natural effort of every individual to better his own condition is so powerful a principle, that it is alone, and without assistance, not only capable of carrying on the society to wealth and prosperity, but of surmounting a hundred impertinent obstructions with which the folly of human laws too often encumber everyone......"(p. 508)

"Commerce and manufacturing can seldom flourish long in any situation which does not allow for a regular system of justice...... the people must feel secure in the possession of themselves, their property, the faith of contracts and have a certain degree of faith in the government to be fair and just when conflicts arise........"(p. 862) Adam Smith (1723-1796)

THE WEALTH OF NATIONS

According to Adam Smith and other proponents of free enterprise, the market economic system is based primarily on the theory that both consumers and producers have the freedom to make certain economic decisions to solve the basic problem of scarcity. When consumers and producers are free to make decisions based on their own self-interest, a market exists in which goods, services and ideas are exchanged with little if any outside interference. However, there are times in which the effects of such transactions are not in the best interests of consumers, producers or society in general. When such problems arise, the government has taken on the responsibility to intervene in the market and attempt to solve the problem in a rational and fair manner. Legislation, regulation, enforcement and interpretation are just a few of the ways in which the government intervenes in the market system.

The purpose of this learning experience is to allow students the opportunity to assume roles of consumers, producers or members of the government and to examine hypothetical disputes found in our contemporary economic system in a critical and thorough manner. (Note: the cases used in the learning experience are based loosely on previous cases that were argued in the court system.)

GOALS AND OBJECTIVES

GOAL: Students will use critical thinking skills to analyze contemporary issues involving the role of the government in the free enterprise economic system.

OBJECTIVES*: Students will be able to:

analyze government use of regulatory policies to influence economic growth.
analyze today's changing economic systems using knowledge of traditional, command and market influences.
analyze the ways in which the allocation of limited resources influence the economic development of the U.S.
evaluate the impact of policy decisions regarding economic growth on various groups of people.
develop and use techniques appropriate for investigating a given social studies topic.
synthesize and apply data to problem solving situations.
use critical thinking and problem solving skills to analyze local and national issues.
resolve conflicts and differences using techniques of persuasion, compromise and negotiation.
demonstrate acceptance of self and others by considering alternative views and different strategies for coping with situations arising from conflicting values and beliefs.
appreciate the value of a society in which people communicate and express themselves differently.

*objectives correspond to The Maryland School Performance Program- Social Studies Outcomes

PROCEDURE

(DAY 1)

1. (Set induction) Place the following on the board/overhead

baseball umpire/basketball referee/football referee

Discuss with students the following:
1. What is the role of each?
2. Why are such roles needed?
3. What would happen to the game if they didn't show up.
4. What would happen in the game if the referee/umpire called too many fouls? Not enough fouls?
5. What characteristics makes a good referee/umpire?

2. Next, give the following quotes from Adam Smith (R-1) to the students and ask them to read the first one.

Lead a discussion with the class as to what Smith meant in the passage. In particular, ask students what Smith felt about in the first passage:
1. Why people should be free to make their own economic decisions?
2. Why society should benefit from everyone being able to make their own economic decisions?
3. Why too many laws by the government would have a negative effect on such economic freedom?
Next, have the students read the next passage:
- "Commerce and manufacturing can seldom flourish long in any situation which does not allow for a regular system of justice...... the people must feel secure in the possession of themselves, their property, the faith of contracts and have a certain degree of faith in the government to be fair and just when conflicts arise........"(p. 862)
Discuss with the students why, after promoting the idea of economic freedom in the first passage, that Smith now is in favor of government intervention. In particular, ask the students the following about the second passage:
1. Under what circumstances does Smith feel the government needs to be involved in the free market system?
2. Why is it important that people "feel secure in the possession of themselves, property....contracts......faith in the government to be fair....."? How does this relate to someone who owns a business? A consumer who is shopping for a new car? A consumer who has a complaint about a faulty appliance?
Finally, have the students, as a group, conclude how much government they think should be in the economy and have them compare this to the final question in the set induction(what makes a good referee in a game? What makes a good government in a free market economic system?).
- De-brief this part of the lesson by passing out a copy of the article about the break-up of AT&T(R-2). Have the students read the article and discuss with them why some people were in favor of the government intervening and why some would not. Ask the students whether or not they feel if telephone service in general is better off now because of the actions of the government and why they feel that way.

3. Inform the class that they will now become involved in an activity which they will analyze the interrelationship of consumers, producers and the government in the market economic system. Pass out resource sheet R-3(In The Eyes Of The Beholder) and have the students read it to themselves. Discuss with the students the general procedures that need to be followed, the time allotment and the responsibilities each student will have to the group and to themselves. Following this discussion, the teacher will then divide the class into four groups and then allow each group to sub-divide into two more groups(there will be eight groups altogether). At this point, copies of the evaluation tools(R-12,R-13) used by students as well as the panel should be distributed and discussed with the class.

4. Pass out R-4 (Instructions To Students) and the four individual cases (R-6,R-7, R-8 and R-9), and allow the groups to read the cases and decide among themselves which case they wish to become involved with. Once this has been accomplished, each group should complete one copy of R-4 and hand it into the teacher. The individual groups should then complete the case analysis. NOTE: the members of the court(Social Studies teachers) should be given packets with all the resource sheets included as well as a copy of R-5(Instructions To The Court). A meeting with the teachers(panel members should take place the day before the hearings take place.

(DAYS 2 - 4)

5. The next two days should be spent allowing the students to do their research and plan both their oral and visual presentation. The role of the teacher should include the following:

Meeting with each group to make sure that the members:
1. Understand the background and issues of the case.
2. Develop a logical and sound approach to their presentation.
3. familiar with both traditional resources in the media center(Reader's Guide To Periodical Literature) to newer resources such as the InfoTrak. It is important that the Media Specialist be involved in providing assistance to the students.

6. Toward the end of the fourth day, the teacher should set aside some time to discuss how the hearings will be presented. Pass out R-10(HEARING SCHEDULE). The teacher should make sure that the groups know the order that the cases will be heard, the time allotments and the precise method of presenting, according to the resource sheet.

(DAYS 5 -6)

7. Hold the hearings according to the steps found in R-10.

8. Once the hearings are completed, allow the panel time to discuss the merits of each case and make their decisions. While this is taking place, the teacher can de-brief the entire learning activity by having a large group discussion, using the following questions as a guide:

How and why does the government become involved in the market economy?
Under what circumstances would consumers want more government involvement? Less involvement?
Under what circumstances would producers want more government involvement in their economic decision making? Less involvement?
Why is it important that all members of the market economic system(consumers, producers and the government)become actively involved in the decision-making process when conflicts occur in the market economic system?

EVALUATION

In order to evaluate the effects of this learning experience, the students will be given Resource Sheet R-11 to complete. Students will also be given R-12 to complete, which is a peer assessment of the learning activity. The panel of judges will complete R-13, which is an assessment of the presentations by the students. These activities will allow the teacher to evaluate and assess the total learning experience in both the cognitive and affective domains.

CONTENT

The following is a list of materials used in the learning experience. Copies of such materials can be found in the section SUPPORTING MATERIALS AND RESOURCES

(R-1 through R-13).

R-1: Quotes Of Adam Smith
R-2: "The Break-up of AT&T"
R-3: "The Eyes Of The Beholder"
R-4: "Instructions To The Students"
R-5: "Instructions To The Panel"
R-6: "American Office Supplies v. New Jersey"
R-7: "Allied Tire Company v. Department Of Commerce
R-8: "The Continental Paper Co. & Associates v. The Federal Trade Commission
R-9: "Gramote v. The 2M&R Company
R-10: The Hearing Schedule
R-11: Student Evaluation
R-12: Peer Assessment
R-13: Panel Assessment

SUPPORTING MATERIALS AND RESOURCES (R-1 THROUGH R-13)

R-1

QUOTES OF ADAM SMITH from THE WEALTH OF NATIONS, (1776)

R-2

"MA BELL IS BROKEN UP" American Telephone & Telegraph(AT&T) traces its origin back to 1876 when Alexander Graham Bell received a patent from the United States government for the telephone he invented. The business, incorporated in 1885, grew to become one of America's largest, most prosperous and influential companies. It became affectionately known as "Ma Bell".

Under the Communications Act of 1934, AT&T became a legalized monopoly and as such was guaranteed a fair profit on its investment. In return, AT&T had to provide telephone service to anyone who wanted it. During the next decades, this monopoly position was challenged by several groups, including the United States Department of Justice in 1949. Although the settlement of this legal action allowed AT&T to remain intact, it was now limited to providing only regulated telephone service. In addition, it had to license its technology to competitors and could not become involved in the data processing and telecommunication industries that were developing in the 1960's, 1970's and early 1980's.

Another lawsuit was filed by the government in 1974 against AT&T. The government claimed that AT&T had violated its position as a regulated monopoly. After almost a decade of legal fighting, AT&T corporate officials decided it would be in the best interest of all if the giant telephone company did indeed break up. AT&T would be divided into eight separate regional telephone companies. In return, "Ma Bell" would be allowed to compete in the new and de-regulated data-processing and computer markets, as well as remain in the long-distance telephone business.

On January 1, 1984, the break-up of AT&T occurred. For consumers, this meant a wider variety of companies and service choices that were available to them. For AT&T, it not only meant that it could diversify into other communications fields, but for the first time, it meant switching from a protected environment of a legal monopoly with guaranteed profits to a highly competitive telephone market(i.e., MCI, Sprint, etc.).

However, the cost of local phone service went up almost immediately. Because the eight regional telephone companies were not as protected as "Ma Bell" had once been, they had to pass the costs of the more competitive markets onto the local customers, including businesses. Rates now reflected the true market price for telephone service, and although long-distance consumers benefited from the new market situation, many local consumers questioned the wisdom of breaking up something that didn't need to be fixed in the first place.

R-3

IN THE EYES OF THE BEHOLDER

Our free enterprise system is based on the principle that consumers and producers are free to make economic decisions, with little if any interference from the government. However, there are times in which the consumers and/or producers, in the search to improve their own standard of living, come in conflict with the economic rights of others in the market. Whether it is caused by differing interpretations of economic principles or done intentionally to gain advantage in the market, it is necessary for a neutral, impartial institution to be the arbitrator when such conflicts arise. Thus, the government has taken on the responsibility to be the "referee" when such disputes occur in our economic system.

In order for you to become more familiar with such issues, this learning experience, called IN THE EYES OF THE BEHOLDER, allows students to choose one of four hypothetical cases and with other members of the group, to research and present an oral interpretation of the case. Students will be divided into four groups, each having one case to analyze. Each of these groups will then sub-divide into two smaller groups, with each representing one side of the conflict.

Once the groups have been formed, they will spend the next several classes preparing their oral arguments. The groups will have time to research appropriate materials in the media center. Please become very familiar with the "INSTRUCTIONS TO STUDENTS"(R-4) resource sheet. After reading the background of the case, you will notice that are notes at the bottom(Historical Research and Recent Periodicals). These are suggestions as to where more specific information can be gathered to help support your case.

PRESENTATION

The format for the presentations will be as follows:

Each team will be given a maximum of five minutes to justify its position with logic and evidence(opening statement).
Each team, in a maximum of three minutes, may choose to either question the opposing team's opening statement or offer a rebuttal to the opponent's argument.
Members of the panel will then ask a question(s) to each side in an attempt to summarize its position and convince the panel of the validity of its arguments.

The panel of judges, representing the "government", should be made up of faculty members from the Social Studies Department. After the presentation, the panel will meet to decide the outcome of the conflict. All decisions will be announced at once, following the last presentation.

R-4

INSTRUCTIONS TO STUDENTS

Your group has been assigned the case of ________________v. ______________

( ) in which you represent ____________. Your group is to present an oral/visual presentation to a panel of judges, arguing the merits of the case according to those you represent. In developing your presentation, please keep the following in mind:

You are trying to convince the panel that your interpretation of the case is the proper and correct one.
The better prepared you are, the more likely you will be able to convince the panel of your interpretation.
Visuals(creative and colorful) will help to make your presentation even more convincing.

In order to begin to understand the case, a case analysis should be completed as a group activity. Specifically, the following needs to be done as soon as possible:

Name of the case:
Facts of the case:
Economic concepts involved in the case:
Conflicting opinions in the case:
Strategies for developing your case:
Assign duties for group members, including dates:

R-5

INSTRUCTIONS TO THE PANEL

In this simulation, you have been selected to be a member of a panel of judges that will listen to four cases involving disputes in our market economic system. The responsibility of the panel members is to listen to the arguments presented by the representatives of each side of the dispute, and based on logic of the presentations as well as your knowledge and interpretation of the market economic system, arbitrate the dispute.

So that each of the panel members can become more familiar with the issues involved in the cases, each member will receive copies of the following resource sheets:

R-3: "IN THE EYES OF THE BEHOLDER"
R-4: INSTRUCTIONS TO STUDENTS
R-6,7,8 and 9: INDIVIDUAL CASE SUMMARIES
R-10: HEARING SCHEDULE
R-13: PANEL ASSESSMENT

It is critical that each member of the panel become as familiar as possible with the resource sheets, especially the individual case summaries. Also, please select a member to chair and speak on behalf of the panel.

The cases will be heard in the following sequence:

American Office Supplies v. New Jersey
Allied Tire Company v. Department of Commerce
Continental Paper Co. & Associates v. Federal Trade Commission
Gramote v. The 2M & R Company

The format for the presentations will be as follows:

Each team will be given a maximum of five minutes to justify its position with logic and evidence(opening statement).
Each team, in a maximum of three minutes, may choose to either question the opposing team's opening statement or offer a rebuttal to the opponent's argument.
Members of the panel will then ask a question(s) to each side in an attempt to summarize its position and convince the panel of the validity of its arguments.
Following the final presentation, the panel will meet to discuss, debate and decide the merits of the presentations. Each member of the panel should take the responsibility to write a summary of the panel's decision and be prepared to announce the decision.
Finally, members of the panel are asked to complete R-13(PANEL ASSESSMENT). The purpose of this is to evaluate the presentations according to the listed criteria.

R-6

American Office Supplies Inc. v. The State of New Jersey

Since a 1967 Supreme Court ruling, states have been forbidden to levy taxes against businesses having "no physical presence" within the borders of a state(National Bellas Hess v. Department of Revenue, 1967). Thus, businesses that are primarily mail-order ventures do not have to charge their customers a sales tax on purchases, although similar business that are located in a particular state that has a sales tax must charge its customers a tax. It is from this situation that a conflict has arisen.

American Office Supplies, Inc.(AOS, Inc.) is a national mail-order business that sells office equipment to schools, offices and businesses. It's home office is located in San Francisco, California and does business in each of the fifty states. Because of the 1967 ruling, AOS, Inc. has been able to sell its many products throughout the fifty states without having to charge its customers a sales tax. This not only allows AOS, Inc. to sell its products less expensively to its customers than its competitors, but it also saves its customers thousands of dollars each year in not having to pay a tax on its many office supplies that it purchases.

However, many states are facing very difficult economic times and are in need of every source of revenue it can collect. The State of New Jersey is no exception. It presently has a budget deficit and being able to collect a tax on mail-order sales within the state would help to ease the situation. Also, New Jersey is the home to several corporations that sell office supplies to many customers within the state. They have complained that mail-order companies from out of the state have an unfair competitive advantage in that the New Jersey companies have to charge a sales tax and the out-of-state companies don't. Therefore, The State of New Jersey has recently passed a tax law that would make mail-order businesses charge its customers a 6% sales tax, the same as any other purchase in the state. The state says this does not violate the 1967 Supreme Court ruling, because when the business sends supplies from one state to another, it then establishes a "physical presence" within the state and thus the state can tax such companies.

AOS Inc., on behalf of several nationally known mail-order businesses, is challenging the law on the basis of the 1967 Supreme Court ruling as well as the U.S. Constitution, Section I, Article 8 that gives Congress, not the states, the right to regulate interstate commerce.

Historical Research:

US Constitution
Interstate Commerce
Taxation Policy
Reserved Powers of States

Recent Periodicals:

See Sales Tax(Cases)
See Sales Tax(laws, regulations)

R-7

Allied Tire Company v. U.S. Department of Commerce

The situation in the Middle East was becoming unsettled again as the dictators of Iran and Iraq, who recently became allies, began yet another invasion of Kuwait and Saudi Arabia. The President declared a military state of emergency and with the approval of Congress(War Powers Act), began to send military equipment, supplies as well as troops off to the Middle East. On May 15, fighting began between the Iraq-Iran Alliance and the United States and its allies. Unlike the 1991 war, it looked as thought this war would not be over soon.

At the same time back home in the United States, tire companies and their employees have been trying to solve a collective bargaining dispute, but to no avail. On June 1, as the contract expired, the unions decided to stop working and have a nationwide strike against all the major tire companies. The automotive industry and the transportation industry, among others, would be seriously damaged by this nationwide strike. But those most seriously damaged by the strike could be the U.S. military, which while fighting a war, depends heavily on a huge supply of tires for all its transportation needs, from jets to jeeps, from trucks to heavy artillery units. Fearing the worst, the President issued a proclamation on June 3 directing the federal government to take possession of the tire factories and keep them running. The Secretary of Commerce was placed in charge of carrying out this proclamation.

On behalf of all the tire companies, The Allied Tire Company angrily protested the President's action. Taking their complaint to the federal courts, the company argued that the President's action had amounted to lawmaking, which is a Constitutional power reserved for the Congress. Also, the company argued that this was unconstitutional because the government cannot seize "life, liberty or private property without due process of law". Seizing the tire companies in such a manner was a violation of this fundamental guarantee, argued Allied.

The federal government defended the seizure of the tire companies. It was necessary to prevent a national disaster. The government argued that the President had every right to seize the tire companies because it was within the President's powers as the Chief Executive as well as that of Commander-in-Chief of the Armed Forces, which are explained in detail in the Constitution .

Historical Research:

Congressional legislative powers
Presidential legislative powers
Congressional war powers, emergency powers
Presidential war powers, emergency powers
War Powers Act of 1973

R-8

The Continental Paper Co. & Associates v. the Federal Trade Commission

It all started several years ago when The Continental Paper Company , the leader in the billion dollar paper industry, announced that it was going to acquire The Great Western Paper Company(GWPC) for $470 million dollars. If Continental was able to buy out GWPC, its share of the paper market would increase from 35% to 40%. This announcement sent shocks waves throughout the whole paper industry, especially at Continental's archrival, The Clark River Paper Company of Washington state. As soon as Clark River heard about Continental Paper's plans, this other giant in the paper industry began looking for a paper company to buy. Clark River, which has a 32% share of the market, accordingly went after the Georgia-Atlantic Company of Atlanta, offering $370 million dollars for this paper and wood company. This would increase Clark River's market share to 35%, allowing them to remain a close second to the Continental Paper Company.

At this point, The Federal Trade Commission began hearings on whether or not these transactions should be allowed to occur. After several weeks of hearings and investigations, the FTC announced that it would not allow these two giants of the paper industry to gain control of the two smaller companies. Calling it a "stark, unvarnished attempt to eliminate competition", the FTC said that if allowed, competition would be substantially reduced, it would increase the chances of collusion and make it even more difficult for the smaller companies to gain a foothold in this industry.

This ruling upset the two paper rivals so much that legal representatives from both major companies got together and decided to pursue the matter in the courts. Citing the basics of free enterprise, the present healthy competition between the two giants and comparing the paper industry to the beer industry(two major breweries),the auto industry(Detroit's Big 3) and the soda industry(2 major companies)the legal team representing the two paper companies was already preparing its arguments for its day in court.

Historical Research:

Free Enterprise
Specific Anti-trust Legislation
Court cases involving anti-trust

Recent Periodicals:

Coca-Cola(acquisitions, mergers)
Pepsi-Cola, 7 Up, Dr. Pepper
competitive markets, competition

R-9

Gramote v. The 2M&R Company

Mr. Paul Gramote applied for a job as a management trainee at the giant defense company, 2M&R, in 1989. When he applied, the company told him that his chances of being hired were very slim. Since 1986, 2M&R had instituted a policy of recruiting and hiring qualified women, minorities and handicapped persons instead of others at most opportunities. As a matter of fact, since the policy had been established, 2,000 new workers had been hired and from this, 32% were women, 26% were minorities and 14% were handicapped. Prior to this policy, 2M&R had a workforce comprised of only 10% women, 12% minorities and less than 1% were handicapped. 2M&R was very proud of the fact that it truly was becoming a "cross-section" of the American workplace.

This angered Mr. Gramote so much that when he wasn't hired, he decided to take this case to the federal court system. Basing his arguments on the 1964 Civil Rights Act and subsequent similar legislation, Mr. Gramote felt that he was not given the job because he was a male, white and not handicapped. Among the provisions of the Civil Rights Act and other laws was a statement that qualified persons be given equal employment opportunities, regardless of their sex, race, handicap etc. Mr. Gramote claimed 2M&R was very discriminatory in its hiring practices.

On its behalf, 2M&R argued that when Mr. Gramote applied, he was told "up front" what the policy was, yet he applied anyway. Secondly, the company never told Mr. Gramote that they would not hire him, but were aggressively hiring women, minorities and the handicapped. Next, 2M&R explained that even with this policy, about 70% of its applicants were people other than women, minorities and handicapped, and that now, over 60% of its 20,000 workers throughout the United States were not of these three categories.

Historical Research:

14th Amendment
Civil Rights Acts of 1964(Title II, Title VI, Title VII)
Affirmative Action
Reverse Discrimination
Cases: Regents of the University of Calif.v.Bakke(1979); United Steelworkers v. Weber(1979);
Recent Periodical Listings:
See: Discrimination/employment; Discrimination reverse/discrimination; Affirmative action

R-10

HEARING SCHEDULE

The cases will be heard in the following sequence:

American Office Supplies v. New Jersey
Allied Tire Company v. Department of Commerce
Continental Paper Co. & Associates v. Federal Trade Commission
Gramote v. The 2M & R Company

The chairperson of the panel should allow no more than twenty-five(25) minutes per case.

The format for the presentations will be as follows:

Each team will be given a maximum of five minutes to justify its position with logic and evidence(opening statement).*
Each team, in a maximum of three minutes, may choose to either question the opposing team's opening statement or offer a rebuttal to the opponent's argument.*
Members of the panel will then ask a question(s) to each side in an attempt to summarize its position and convince the panel of the validity of its arguments. *
Following the final presentation, the panel will meet to discuss, debate and decide the merits of the presentations. Each member of the panel should take the responsibility to write a summary of the panel's decision and be prepared to announce the decision.
Finally, members of the panel are asked to complete R-13(PANEL ASSESSMENT). The purpose of this is to evaluate the presentations according to the listed criteria.

*visuals, such as graphs, charts, etc. are encouraged and appropriate during these stages of the presentations.

R-11

STUDENT EVALUATION

In order to provide evidence of the effects of the learning experience, students will asked to complete one(1) of the following activities. This activity is to be completed on an individual basis.

Activity 1: Writing Prompt

Imagine that you have a pen pal living in Europe who is studying the American free enterprise system in her school. Your pen pal has asked you to explain to him/her the role that the government plays in a "free" market economic system.

Before you start writing, consider these points. What are the roles of consumers and producers in the market? What beliefs did Adam Smith have about the freedom of consumers and producers? What types of conflicts can occur when there is an economic system based on freedom and self-interest? Under what circumstances did Smith feel that the government should get involved in free enterprise? What are some examples of such intervention? If Adam Smith was alive today, how would he feel about the extent of government intervention in the market?

Now, write a letter to your European friend describing the role of the government in the American free enterprise system.

Activity 2: Editorial Cartoon/Poster

Using any/all of the following quotes, create an editorial cartoon or a poster that best expresses your opinion about how much government involvement there should be in the free market economic system.

"I do not believe in government ownership of anything which can be left in private hands...."-Theodore Roosevelt, 1905

"Every segment of our population and every individual has the right to expect from our government a fair deal."-Harry Truman, 1949

"The merchants will manage the better the more they are left free to manage for themselves."-Thomas Jefferson, 1800

"The biggest corporation, like the humblest private citizen, must be held to strict compliance with the will of the people."-Theodore Roosevelt, 1902

R-12

PEER ASSESSMENT

Please analyze the performance of each member of your group, including yourself. Use the following scale as a means of measuring the performance.

4= Excellent
3= Above Average
2=Average
1=Below Average
0=No Meaningful Participation

Group Members Effort Leadership Quality Of Work Cooperation Total

Please answer the following in the space provided:

1. Did you think the group project succeeded? Why? Why not?

2. If you were to do this over again, what would you do differently? Why?

R-13

PANEL ASSESSMENT

Since the panel has made and announced its decisions in each of the cases, it is now time to assess the presentations given by the students. Your assessment is separate from the decisions that you individually and as a group made concerning the issues that were being debated. For each of the groups that made presentations, please assess each using the following criteria:

GROUP NAME: _______________________________

Excellent	Above Average	Average	Below Average	Not Applicable/ Evident
4	3	2	1	0

A. Evidence Of Preparation:

___ ___ ___ ___ ___

B. Oral Delivery:

___ ___ ___ ___ ___

C. Use Of Visuals:

___ ___ ___ ___ ___

D. Knowledge Of Economic Concepts And Content:

___ ___ ___ ___ ___

E. Strategy Of Presentation:

___ ___ ___ ___ ___

F. Overall Effectiveness:

___ ___ ___ ___ ___

G. General Comments:

In the Eyes of the Beholder

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