Lesson Plan

• Describe the difference between positive and normative statements.
• Identify the linguistic cues and characteristics of each type.
• Apply a checklist to classify statements in real‑world examples.
• Explain how positive analysis feeds into normative policy evaluation.
• Construct brief arguments that separate fact from value judgement.

• Projector and screen
• Whiteboard and markers
• Handout with mixed statements
• Checklist worksheet for classification
• Sample data tables (e.g., unemployment rates)
• Sticky notes for group responses

Start with a quick poll asking, “Is ‘Unemployment should be reduced’ a fact or an opinion?” This activates prior knowledge of fact‑value distinctions. Briefly outline today’s success criteria: correctly classify statements, justify the reasoning, and link the classification to policy arguments.

1. Do‑now (5'): Poll and short discussion of the opening statement.
2. Mini‑lecture (10'): Define positive vs. normative statements, show characteristics and cue words.
3. Guided practice (10'): Analyse 2–3 sample statements together, applying the checklist.
4. Group activity (15'): In small groups classify a mixed list of statements, write justifications on sticky notes, and discuss how classification affects essay or policy brief usage.
5. Whole‑class debrief (5'): Groups share key findings; teacher highlights common errors.
6. Linking to policy (5'): Present the two‑step flowchart (positive analysis → normative evaluation) and discuss real‑world relevance.

Recap the main differences and why the distinction matters for rigorous economic argumentation. Exit ticket: each student writes one positive and one normative statement about a current economic issue. Homework: read the textbook section on economic methodology and prepare two additional examples for the next lesson.