This document provides an excerpt from Adam Smith's The Wealth of Nations discussing the concept of the "invisible hand." It then presents a series of reading and analysis questions about Smith's description of the invisible hand and how it relates to individuals pursuing their self-interest in a way that promotes the greater societal good. Additional sources like videos and articles about the invisible hand are presented for analysis and comparison to Smith's original conception. Deeper learning activities are suggested that involve discussion, debate, and explanatory or argumentative writing about the costs and benefits of free markets and government intervention based on the various sources.

1. From the Invisible Hand to Visible Learning
Tinyurl.com/usfstavrosresources
visible teaching – visible learning (Hattie, 2009)

2. Image from: https://12jungev.wordpress.com/tag/invisible-hand/

3. LAFS.1112.RH.1.1:
Read Closely and Cite
Evidence:
"As every individual, therefore, endeavours as much
as he can both to employ his capital in the support of
domestic industry, and so to direct that industry that
its produce may be of the greatest value; every
individual necessarily labours to render the annual
revenue of the society as great as he can. He
generally, indeed, neither intends to promote the
public interest, nor knows how much he is promoting
it. By preferring the support of domestic to that of
foreign industry, he intends only his own security;
and by directing that industry in such a manner as its
produce may be of the greatest value, he intends
only his own gain, and he is in this, as in many other
cases, led by an invisible hand to promote an end
which was no part of his intention. Nor is it always
the worse for the society that it was no part of it. By
pursuing his own interest he frequently promotes
that of the society more effectually than when he
really intends to promote it."
This is a much-cited passage
from The Wealth of
Nations, in which Adam
Smith discusses the ‘the
Invisible Hand.’ What is this
Invisible Hand, as described
by Adam Smith? Cite
evidence from the text to
support your conclusions.
Adam Smith
An Inquiry into the Nature and Causes
of the Wealth of Nations par. IV.2.9

4. LAFS.1112.RH.1.2:
Main idea, supporting
details, summary:
"What is the central idea of
the quote from Adam Smith?
What are key details that
Adam Smith discussed as
integral components of the
‘Invisible Hand?’”
Image from: http://www.rhamill.com/RobertHamill/finance-economics/invisible-hand-scar/

5. LAFS.1112.RH.2.4: Key
Disciplinary Concepts and
Academic Vocabulary:
“Define the meaning of ‘the
Invisible Hand’ by using
context clues in the passage.
Why did Adam Smith use this
powerful phrase?”
Image from https://medium.com/@thadcollins/what-is-the-invisible-hand-98ffe691d6a3

6. LAFS.1112.SL.1.2:
Integrate multiple
multimedia sources:
"View articles, video clips, and
political cartoons where
individuals discuss the
‘Invisible Hand’ and compare
them to your understanding
based on Adam Smith’s
original text.”
From: https://medium.com/@NWalker0221/adam-smith-the-invisible-hand-966ec796ea5

7. Image from: http://sinkers.org/stage/?p=495

8. View the Two Video Clips
Video Clip 1–John Stossel
Before viewing ask: “According to John Stossel what
happens when individuals pursue their own self
interest?” Does he agree with Adam Smith?
(LAFS.1112.RH.1.3: Inferences based on evidence).
LAFS.1112.SL.1.3: Point of view, reasoning, evidence,
biases, and tone: “Why did John Stossel create the
video? Do you notice any personal bias? What is his
tone and how does this add to the argument he
makes?”
Video Clip 2–The Invisible Hand
Before viewing, ask: According to the speaker, what is
the Invisible Hand? What does the author think about
government involvement in the market? How does
this differ from John Stossel's view?
LAFS.1112.RH.3.9 Integrate information from diverse
sources, both primary and secondary, into a coherent
understanding of an idea or event, noting
discrepencies . . . What are the similarities and
differences between the messages?

9. Deeper Learning Through Speaking, Listening & “Writing”
(Discussions, Debates, Drawings & Demonstrations)
• LAFS.1112.SL.1.2: Integrate multiple
multimedia sources: "View articles, video
clips, and political cartoons where
individuals discuss the ‘Invisible Hand’
and compare them to your understanding
based on Adam Smith’s original text.”
• LAFS.1112.SL.1.1: Collaborative
conversations: “After viewing the two
videos, discuss how the speakers view the
Invisible Hand." "Consider what Adam
Smith said about the Invisible Hand.
Discuss how the articles/videos used the
term. How is it similar/different?”
• LAFS.1112.SL.2.4 Present evidence clearly,
including alternative
perspectives: “Consider the Invisible
Hand as illustrated by John Stossel and
the 60 second video and discuss their
differing perspectives on the involvement
of government in the market economy.”
• LAFS.1112.WHST.1.2 ”Write” informative or
explanatory texts . . . What are the
costs/benefits of the invisible hand?
• LAFS.1112.WHST.2.6 Use technology, including
the Internet, to produce, publish, and
update individual or shared writing
products Create a social media post about
the invisible hand.
• LAFS.1112.WHST.3.8 Gather relevant
information from multiple authoritative
print and digital sources, using advanced
searches effectively . . . Gather reliable
sources that both supports and refutes your
claim.
• LAFS.1112.WHST.3.9 Draw evidence from
informational texts to support analysis,
reflection, and research . . . Draw evidence
from reliable sources to entertain, inform,
persuade . . .

10. Explanatory Writing
"Consider your
interpretation of
Invisible Hand based on
the primary source
from Adam Smith. Now
consider the way in
which the
articles/videos used the
term. Discuss their
views and compare
them to your
interpretation."

11. Argument
LAFS.1112.WHST.1.1:
"After reading and
viewing the various
sources about the
Invisible Hand, argue
for your position on
the Free Market vs.
government
intervention."

12. Transfer: SS.912.E.2.2 Use a decision-making model to analyze a public policy issue
affecting the student's community that incorporates defining a problem, analyzing
the potential consequences, and considering the alternatives.
• Provide students with a variety of public
policy issues. Participate in a class
discussion of how certain issues affect the
student community.
• Students define a problem.
They conduct research to analyze the
potential consequences of the problem.
Then they conduct research to consider
alternatives as solutions to the problem.
Do you think the Invisible Hand of the free
market will be adequate or do you think
government intervention is necessary?
• Students create a digital or written
response that outlines the problem, the
steps they took to solve the problem, and
the solution.