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D2.Eco.4.9-12C3 FrameworkSocial StudiesEconomicsGrades 9-12

D2.Eco.4.9-12: Evaluating Competition Among Sellers and Buyers

In plain English: D2.Eco.4.9-12 is the C3 Framework economics indicator for grades 9-12 that asks students to evaluate how much competition among sellers and among buyers exists in specific markets. Students weigh evidence such as the number and size of firms, concentration ratios, barriers to entry and the choices open to the other side.

Evaluate the extent to which competition among sellers and among buyers exists in specific markets.

C3 Framework for Social Studies (NCSS) · Dimension 2: Applying Disciplinary Concepts and Tools · Discipline: Economics · Exchange and Markets · Official standard

01

Lesson Plan

65-75 min

Overview

D2.Eco.4.9-12 asks students to evaluate the extent of competition in specific markets, on both sides: competition among sellers for buyers and competition among buyers for sellers. Most markets fall somewhere between many small rivals and a single seller (a monopoly) or a single buyer (a monopsony). Evaluating where a market falls takes evidence: how many sellers and buyers there are and how large their shares are, how easily new firms can enter, how different the products are, and how many real alternatives the other side has. No single number settles the question, so students learn to combine measures and to define the market carefully: which product, and which place.

Students weigh John D. Rockefeller's 1909 claim that Standard Oil always faced "hundreds of active competitors" (Source 1), analyze an 1889 critic's examples of sellers and buyers of labor limiting competition (Source 2), evaluate real 2022 Census Bureau concentration data for nine industries (Source 3 and Diagram 1), and judge four markets in an invented county, two of them from the buyers' side (Source 4).

Learning Objectives

By the end of this lesson, students will be able to:

  • Describe the range of market structures for sellers (competitive, monopolistic competition, oligopoly, monopoly) and for buyers (many buyers, oligopsony, monopsony)
  • Compute and interpret a four-firm concentration ratio and a Herfindahl-Hirschman Index
  • Evaluate competition among sellers in a specific market using concentration, entry barriers, substitutes and behavior
  • Evaluate competition among buyers, including employers in a labor market, using shares and the sellers' alternatives
  • Judge the strength and limits of evidence, including how the definition of a market changes the conclusion

Prior Knowledge Required

Students should already be comfortable with:

  • Describing how competition helps set prices and wages D2.Eco.4.6-8
  • Analyzing how incentives influence what is produced and distributed D2.Eco.3.9-12
  • Evaluating an author's claims and evidence RH.11-12.8
  • Percents and squaring numbers

Lesson Procedure

65-75 minutes of class time across 5 phases.

  1. Warm-Up5-10 minutes

    Warm-Up Prompt

    "Think of the place you would buy a pair of running shoes, and the place you would get a broken phone screen fixed. For each, how many sellers could you really choose from? Now think of a teenager looking for a summer job in your area: how many employers are really competing to hire them?"

    Record answers as rough counts and ask what "really" means: distance, price, time and information all limit the choices. Tell students that D2.Eco.4.9-12 asks them to evaluate how much competition exists, on the sellers' side and on the buyers' side, and that today they will build a scorecard of evidence to do it.

  2. Direct Instruction20 minutes

    Market structures for D2.Eco.4.9-12 (working definitions)
    StructureSellers' sideBuyers' side
    Many rivalsPerfect competition: many sellers of an identical product, easy entry (for example, wheat farmers)Many buyers, none large enough to set the price
    Many rivals, different productsMonopolistic competition: many sellers of similar but distinct products (for example, restaurants)Many buyers who also choose among varied products
    A few large rivalsOligopoly: a few large sellers; each watches the others' pricesOligopsony: a few large buyers, such as a few meatpackers buying cattle
    OneMonopoly: one seller with no close substituteMonopsony: one buyer, such as the only large employer in a town
    Evidence scorecard: questions to ask about any market
    EvidenceWhat to look forMeasure or example
    Number and sizeHow many firms, and how large are the biggest?Four-firm concentration ratio (CR4): the share of sales held by the 4 largest firms
    Spread of sharesIs one firm far larger than the rest?Herfindahl-Hirschman Index (HHI): the sum of every firm's market share, in percent, squared
    EntryCan a new rival start easily?Start-up costs, licenses, networks, patents
    Substitutes and distanceWhat else can the other side turn to, and how far away?Travel cost, switching cost, other products
    BehaviorDo firms cut prices, raise offers or innovate to win business?Price wars, wage offers, new products, or agreements not to compete

    Part 1: Measuring concentration. The CR4 adds the four largest market shares. The HHI squares each firm's share and adds them, so it grows quickly when one firm is very large; it ranges from near 0 (many tiny firms) to 10,000 (one firm with 100%). Some economics textbooks use a rule of thumb that a CR4 above about 40% suggests oligopoly; others use different cutoffs, so students should treat any cutoff as a starting point, not a verdict.

    Part 2: Defining the market. Every measure depends on the market's boundaries. Ask "Which product, and which place?" A national share can hide local power, and a narrow product definition can make competition look weaker than it is. Part 3: The buyers' side. Apply the same questions to buyers. A farmer with one grain buyer nearby, or a worker with one employer in reach, faces little competition among buyers even if the national market is crowded. Work these examples.

    • CR4 and HHI for two gym markets (invented)

      Invented example: Town A has 5 gyms with market shares of 35%, 25%, 20%, 12% and 8%. Town B has 10 gyms with 10% each. Find the CR4 and the HHI for each town, and compare.

      Result: Town A: CR4 = 35 + 25 + 20 + 12 = 92%; HHI = 35² + 25² + 20² + 12² + 8² = 1,225 + 625 + 400 + 144 + 64 = 2,458. Town B: CR4 = 40%; HHI = 10 x 10² = 1,000. Town A is far more concentrated by both measures: its largest gym has more than a third of the market.

    • Defining the market: one theater (invented)

      Invented example: a town's only movie theater sells about 2,000 tickets a week. A second theater 15 minutes away sells about 3,000, and most residents also stream movies at home. Is the town's theater a monopoly?

      Result: In the market for "movie tickets in this town," its share is 100%. In "theater tickets within a 15-minute drive," it is 2,000 / (2,000 + 3,000) = 40%. In "ways to watch a new movie," its share is smaller still. The answer depends on what buyers treat as real substitutes, so a strong evaluation states the market definition and defends it.

    • Competition among buyers: dairy farmers (invented)

      Invented example: dairy farmers in one region could sell milk to only two processing plants within hauling distance. A third plant opens, and the price the plants pay rises from $18.50 to $19.40 per hundredweight (100 pounds). How much more does a farm selling 48,000 hundredweight a year receive?

      Result: $19.40 - $18.50 = $0.90 per hundredweight; 48,000 x $0.90 = $43,200 more a year. With only two buyers, each plant had little reason to raise its offer; a third buyer competing for the same milk pushed the price up. This is buyer competition, the side of the market many students overlook.

    • Entry barriers: food truck or phone network (invented)

      Invented example: starting a food truck costs about $80,000. A new nationwide wireless network would need radio licenses and thousands of towers costing billions of dollars. If a food truck earns $2,000 a month in profit, how long does it take to earn back its start-up cost, and what does the comparison suggest?

      Result: $80,000 / $2,000 = 40 months, a little over 3 years. Easy entry keeps restaurant markets crowded, because a new rival can appear whenever prices or profits rise. High entry costs help explain why the wireless market in Source 3 has a few very large firms.

    Teacher tip. Students often stop at one number. Require at least three kinds of evidence on the scorecard, one of them about the other side of the market, and a sentence that names the market's product and place. Remind them that concentration describes the structure of a market; it does not by itself prove that firms behave badly or that consumers or workers are harmed.

  3. Guided Practice15-20 minutes

    Two voices on competition. Context note: John D. Rockefeller founded the Standard Oil Company in 1870. By common historical estimates the company refined about 90 percent of U.S. oil by the 1880s, and critics such as the journalist Ida Tarbell accused it of crushing rivals with secret railroad rebates. Rockefeller wrote Source 1 in 1909, while the federal government's antitrust case against the company was in the courts; in 1911 the Supreme Court ordered Standard Oil broken into separate companies. Charles Whiting Baker, an engineering editor, wrote Source 2 in 1889 in a book that criticized monopolies of every kind, including those he saw among businesses and among organized workers. Read Source 1 and Source 2 in pairs. Glossary: "by-products" (useful goods made while making the main product), "royal road to supremacy" (an easy path to the top), "degenerate" (get worse), "equilibrium" (the point where supply and demand balance), "combination" (here, a group acting together to set prices or wages), "pestilence" (a deadly epidemic, here the Black Death of 1348-1349), "three score" (sixty years old), "an advance on these wages" (more than these wages), "subjugation" (keeping under control).

    It is a common thing to hear people say that this company has crushed out its competitors. Only the uninformed could make such an assertion. It has and always has had, and always will have, hundreds of active competitors; it has lived only because it has managed its affairs well and economically and with great vigour. To speak of competition for a minute: Consider not only the able people who compete in refining oil, but all the competition in the various trades which make and sell by-products--a great variety of different businesses. And perhaps of even more importance is the competition in foreign lands. The Standard is always fighting to sell the American product against the oil produced from the great fields of Russia, which struggles for the trade of Europe, and the Burma oil, which largely affects the market in India. [...]

    [...]

    The Standard has not now, and never did have a royal road to supremacy, nor is its success due to any one man, but to the multitude of able men who are working together. If the present managers of the company were to relax efforts, allow the quality of their product to degenerate, or treat their customers badly, how long would their business last? About as long as any other neglected business. [...]

    John D. Rockefeller, Random Reminiscences of Men and Events, chapter III, "The Standard Oil Company" (Source 1: Rockefeller on competition) (1909). Public domain (published 1909). Source text.

    Organized workers in many trades have the power to force wages much higher than they have done. Would that the Sugar Refineries Company, and some other monopolies of production, were as moderate in their demands upon the public as are the workingmen. But though their demands are in one sense moderate, it is yet true that in so far as they exceed the amount which the laborer would receive when the market for labor is open to free competition, they are the direct result of the artificial monopoly which the laborers have created by their combination, and, in effect, levy a tax upon the community. To illustrate: let us suppose that if every man were permitted to follow the trade of bricklaying who wished to do so, the equilibrium between supply and demand would be found at a rate of wages of $3.00 per day. [...] But when the rate, which, without prejudice, we call the natural rate, is at $3.00 per day, suppose the men belonging to the trade form a union and resolve to charge $5.00 a day for their work. Then it is very evident that the cost of building is increased, and every one has to pay more for construction and ask a higher rent to repay himself afterward. Evidently, then, by this action of the bricklayers every man in the trade receives $2.00 more per day for each day's work, which must be paid, directly by their employers, but indirectly by the whole community. [...]

    [...]

    It is a strange thing to trace, in connection with this, the history of labor, and see how recent it is that the natural right of a man to sell his services for such a price as he could obtain has been acknowledged. [...] In England, in the fourteenth century, in the reign of Edward III., a pestilence seriously depopulated the country, and reduced the supply of laborers so much that it was not equal to the demand for labor, and wages began to rise. Laws were therefore enacted that each able-bodied man and woman in the realm, not over three score, "not living in merchandise, nor exercising any craft, nor having of his own whereof to live, nor land about whose tillage he might employ himself, nor serving any other," should be bound to serve at the wages accustomed to be given five years previously. No persons were allowed to pay an advance on these wages, on pain of forfeiting to the Crown double what they had paid. [...]

    These acts, and others of similar nature, were intended for the subjugation of laborers and the benefit of the employers of labor. [...]

    Charles Whiting Baker, Monopolies and the People, chapter VIII, "Monopolies in the Labor Market" (Source 2: a critic of monopoly on competition for labor) (1889). Public domain (published 1889). Source text.
    1. Rockefeller's market definition. Prompt: in Source 1, paragraph 1, which three groups of competitors does Rockefeller list? Teacher note: rival refiners, makers of by-products, and oil producers abroad. Ask: does adding foreign markets make the market larger or smaller, and how does that change the company's share?
    2. Evaluate the claim. Prompt: which evidence in the context note would a critic use against paragraph 1? Teacher note: a share near 90 percent of U.S. refining, accusations of rebates, and the 1911 ruling. Students should name the market each side has in mind: Rockefeller's world oil trade or U.S. refining.
    3. Sellers of labor. Prompt: in Source 2, paragraph 1, what wage does Baker call the "natural rate," and what does the union resolve to charge? Teacher note: $3.00 and $5.00 a day. Then ask pairs which side of the labor market is acting together here, and record their reasoning on the board without settling it. Baker's point of view: he objects to every combination that raises prices or wages above what open competition would set, whether by businesses or by workers, though he calls the workers' demands more moderate than those of the Sugar Refineries Company. His view is one side of a long debate: defenders of unions argue that workers bargaining together balance the power of large employers rather than taxing the community. Students evaluate Baker's argument and its evidence; they are not asked to take a side on unions.
    4. Who the old law covered. Prompt: in paragraph 2, which people were bound by the law, and which were left out? Teacher note: able-bodied men and women up to sixty who had no trade, land or employer of their own; merchants, craftsmen and people with their own means were excluded. Ask: why would a law aimed at wages single out the people who had nothing to sell but their labor?
  4. Independent Practice15 minutes

    Real data: how concentrated are U.S. industries? Source 3 is real government data, not invented. It comes from the U.S. Census Bureau's 2022 Economic Census, table "Concentration of Largest Firms" (EC2200SIZECONCEN, census.gov, a US government work). The ratios measure each industry's national sales, shipments or revenue. Diagram 1 graphs the four-firm column.

    Source 3: Number of firms and share of sales held by the 4 and 8 largest firms, selected U.S. industries, 2022 (U.S. Census Bureau, Economic Census)
    Industry (Census name)Number of firms4 largest firms8 largest firms
    Home centers77698.0%98.3%
    Wireless telecommunications carriers (except satellite)1,18496.6%98.1%
    Passenger car rental2,19089.6%91.6%
    Breakfast cereal manufacturing7786.6%93.3%
    Animal (except poultry) slaughtering1,42966.0%79.3%
    Supermarkets and other grocery retailers (except convenience retailers)41,55639.2%52.9%
    General medical and surgical hospitals2,2808.4%13.1%
    Limited-service restaurants166,7335.7%8.8%
    Retail bakeries7,1562.6%4.4%

    Source 3: U.S. Census Bureau, 2022 Economic Census, Establishment and Firm Size Statistics: Concentration of Largest Firms for the U.S. (file EC2200SIZECONCEN, released 2025). Shares are of each industry's sales, value of shipments or revenue.

    Students work alone, then compare: (1) Sort the nine industries into three groups: low, middle and high concentration. Explain where you drew the lines. (2) Pick one high-concentration industry and name one entry barrier that might explain it. (3) For one industry, explain why a national concentration ratio might overstate or understate the competition that a particular buyer faces. Quiz questions 8-10 and 17 use Source 3.

  5. Closure10 minutes

    Four local markets. Introduce Source 4, an invented scenario, for the quiz and the homework. Students read it and label each market S (the question is mainly about competition among sellers) or B (mainly among buyers).

    Invented scenario, written for this page. Cedar Valley is a fictional rural county of about 60,000 people. A county economic development office has asked students to judge how much competition exists in four local markets.

    Wheat. About 300 farms in the county grow wheat and sell it to grain elevators, which store it and resell it. There used to be three elevators within 30 miles, owned by two companies. Last year Prairie Grain bought its only local rival, so all three now have one owner. The next buyer is a river terminal 85 miles away. This fall Prairie Grain offers $6.10 a bushel; the terminal pays $6.60, and trucking wheat there costs farmers about $0.35 a bushel.

    Nursing. Cedar Valley Regional Medical Center is the only hospital within 50 miles. It employs 420 of the county's 460 working registered nurses; the rest work for two clinics and the school district. It pays nurses about $36 an hour. Hospitals in Lakeport, a city 70 miles away, pay about $41. A few Cedar Valley nurses commute there, and the hospital sometimes hires traveling nurses through agencies at higher rates.

    Restaurants. Main Street and the highway exit have 14 restaurants and 5 food trucks. A burger meal costs between $11 and $15. Three restaurants opened in the past two years and two closed. Most owners say they watch each other's prices and specials closely, and a new food truck can start with about $80,000.

    Home internet. Two companies sell home internet in the county: a cable company that serves about 80% of households and a fixed-wireless company that serves the rest. A satellite service is also available everywhere but costs more and is slower. Building a new cable network would cost tens of millions of dollars. Cable prices have risen about 5% a year for three years.

    SVHS (invented scenario written for this page), Four Markets in Cedar Valley (Source 4: invented scenario). Original passage written for this page.

    Exit ticket: Choose one market in Source 4. In two sentences, rate the competition in it as strong, moderate or weak, and give your two best pieces of evidence.

    Teacher note on the sources: Sources 1 and 2 are quoted exactly as published in 1909 and 1889. Each is an argument: Rockefeller defends his company, and Baker criticizes monopolies of capital and of labor alike. The lesson does not endorse either view, and students should evaluate each claim against evidence. The 90 percent figure is a commonly cited historical estimate, not a statistic from Source 1. Source 3 is real 2022 Census data. Source 4 is invented. The lesson takes no position on any current company, merger, union or law.

Differentiation Strategies

For Struggling Students

  • Give the evidence scorecard as a checklist with a row for each kind of evidence and a column for sellers and one for buyers
  • Provide the frame "In the market for ___ in ___, competition among ___ is (strong / moderate / weak) because ___ and ___."
  • Work Source 3 with only four industries first: home centers, supermarkets, hospitals and bakeries

For Advanced Students

  • Explain why the HHI can rank two markets differently from the CR4, using an invented pair of markets with the same CR4
  • Use Source 3 to compute, for three industries, the share held by firms ranked 5th to 8th, and explain what it shows about the gap between the leaders and the rest
  • Research what the Supreme Court decided in Standard Oil Co. of New Jersey v. United States (1911) and compare the Court's reasoning with Source 1

Assessment Guidance

What to Look For

Strong evaluations define the market (product and place), use at least three kinds of evidence, including a measure such as the CR4 or HHI and something about entry or alternatives, and address the buyers' side as well as the sellers' side. They reach a clear judgment of degree (strong, moderate, weak) and note the limits of their evidence. Watch for three confusions: treating a high concentration ratio as proof of harm; forgetting that a national figure can hide a local monopoly or monopsony; and accepting a source's claim of competition, such as Rockefeller's, without checking it.

02

Classroom Activities

3 Activities

1

Competition Scorecard

15 minPairs

Pairs use the evidence scorecard from Direct Instruction to rate one market in Source 3 on sellers' competition and one market in Source 4 on buyers' competition, giving each kind of evidence a score from 1 (weak competition) to 3 (strong competition).

Steps

  1. Write the market's product and place in one line, for example "wheat buyers within 30 miles of Cedar Valley."
  2. Score each row of the scorecard: number and size, spread of shares, entry, substitutes and distance, behavior.
  3. Add the scores (5-15) and write a one-sentence verdict: strong, moderate or weak competition.
  4. Name the one piece of missing evidence that would most change your verdict.

Discussion Questions

  • Did two pairs scoring the same market reach different verdicts? Was the difference in the evidence or in the market definition?
  • Which row of the scorecard was hardest to score from the sources? Why?

Modification for English Learners

Provide the scorecard with an icon for each row and the sentence frame "Competition among ___ is ___ because ___."

2

Market Profile Sort

20 minGroups of 3-4

Each group receives 6 invented market profiles and places each one on two lines drawn on a sheet: one line for sellers (from many rivals to monopoly) and one for buyers (from many buyers to monopsony).

The 6 Market Profiles (invented)

  1. A city has 40 independent coffee shops and three chains; shops open every few months.
  2. A remote island has one ferry company, licensed by the state, and no airport.
  3. In a mining town, one mining company employs 85% of all workers.
  4. Three large companies make 90% of the country's commercial jet engines, and building a new engine takes about ten years.
  5. Thousands of farmers sell soybeans at a price posted daily by many competing buyers.
  6. A pro sports league's teams agree on a single draft that assigns each new player to one team.

Sample Answers for the Teacher

  • Sellers' line: profile 5 near many rivals; profile 1 monopolistic competition; profile 4 oligopoly; profile 2 near monopoly.
  • Buyers' line: profile 5 many buyers; profile 3 close to monopsony; profile 6 removes competition among teams as buyers of a new player's labor.
  • Accept other placements that students support with evidence from the profile.

Discussion Questions

  • Which profiles were hard to place on only one line? What does that show about markets having two sides?
  • For profile 6, who gains and who loses when the teams stop competing to sign new players?

Modification for a Shorter Class

Use profiles 1, 3 and 4 only, one for each main idea: many sellers, one buyer, few sellers.

3

Evidence Brief for the Development Office

20 minPairs

Pairs answer the Cedar Valley development office's request in Source 4 with a one-page brief on one market. The brief must evaluate competition on both sides of that market.

Brief Template

  • Market definition: product and place
  • Sellers' side: verdict and two pieces of evidence, one a number
  • Buyers' side: verdict and two pieces of evidence
  • Limits: what the evidence cannot show, and what data the office should collect next

Discussion Questions

  • Which market had the biggest difference between competition among sellers and competition among buyers?
  • What one piece of real data would you most want, and from which government agency?

Neutrality Note

The county and its businesses are invented. Briefs are scored on the quality of the evidence and reasoning; the brief evaluates competition and does not recommend any law.

03

Diagrams & Visual Aids

1 diagrams

Diagram 1: Four-Firm Concentration Ratios in Nine U.S. Industries, 2022 (Real Census Data)

Share of U.S. sales held by the 4 largest firms, 2022 (Census Bureau, real data) 0% 25% 50% 75% 100% Home centers 98.0% Wireless phone carriers 96.6% Passenger car rental 89.6% Breakfast cereal makers 86.6% Meat slaughtering (not poultry) 66.0% Supermarkets and grocery stores 39.2% General hospitals 8.4% Limited-service restaurants 5.7% Retail bakeries 2.6%
The four-firm concentration ratio is the share of an industry's total U.S. sales, shipments or revenue earned by its four largest firms. Data: U.S. Census Bureau, 2022 Economic Census, Concentration of Largest Firms (EC2200SIZECONCEN). Industry names are shortened; the full Census names are in Source 3.

04

Homework Assignment

~30 min

D2.Eco.4.9-12 Homework: Evaluating Competition in Markets

Directions: Part 1 uses new invented markets. Part 2 uses Sources 2-4 in the lesson plan. Show all calculations and support every judgment with evidence.

Part 1: Measuring and Judging (Problems 1-3)

  1. Invented example: a city's coffee shop market has four chains with shares of 30%, 22%, 18% and 10%, and 10 independent shops with 2% each. (a) Find the CR4. (b) Find the HHI. (c) Would you describe the market as highly competitive, moderately concentrated or close to monopoly? Give one reason beyond the numbers.
  2. For each invented market, describe the extent of competition among sellers and among buyers: (a) a county where one dairy cooperative buys all the milk from 200 farms; (b) a city with three ride-hailing apps and thousands of drivers who can use any of them; (c) a college town where one university employs most of the people who work in research labs.
  3. Invented example: a town has 1,500 manufacturing jobs, and one factory provides 1,200 of them. (a) What share of the town's manufacturing jobs does the factory provide? (b) Evaluate the extent of competition among buyers of manufacturing labor in the town, and name two things that could give workers more choices.

Part 2: Using the Sources (Problems 4-6)

  1. Use Source 3. (a) Find the share held by firms outside the 4 largest for passenger car rental and for supermarkets and other grocery retailers. (b) Which of the two industries has more competition among sellers nationally? (c) Explain why a traveler at a small airport might face less competition than the national number suggests.
  2. Use Source 2, paragraph 2, and the nursing market in Source 4. Compare the two cases: how is competition among buyers of labor limited in each, and what difference does it make that one limit comes from a law and the other from the number of employers?
  3. Write a 6-8 sentence evaluation of competition in the home internet market in Source 4. Address the sellers' side with at least two kinds of evidence (one a calculation), then explain what evidence would show whether the cable company's price increases come from weak competition or from other causes.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
MeasuresCR4, HHI and shares computed correctly with workOne errorMissing or wrong
Both SidesEvaluates competition among sellers and among buyers where askedOnly one sideNeither
Evidence and Market DefinitionUses several kinds of evidence and states the product and placeOne kind of evidence or vague marketNo evidence
JudgmentClear verdict of degree, with limits of the evidence notedVerdict without limitsNo verdict

05

Quiz: 20 Questions

Interactive, with answers

Instructions

Questions 1-3 and 15 use Source 1 (Rockefeller, 1909) and Questions 4-7 and 16 use Source 2 (Baker, 1889), both in Guided Practice. Questions 8-10 and 17 use Source 3 (Census data) in Independent Practice. Questions 11-14 and 18-20 use Source 4, the invented scenario in Closure. Your score updates as you answer, and Reset quiz clears everything.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    In Source 1, paragraph 2, what does Rockefeller say would happen if the company's managers let quality slip or treated customers badly?

  2. Question 2 of 20 · Multiple Choice

    Rockefeller says the company has "hundreds of active competitors." What else would you most need to know to evaluate how much competition that shows?

  3. Question 3 of 20 · Multiple Choice

    Why should a reader be especially careful in using Source 1 as evidence about competition in the oil industry?

  4. Question 4 of 20 · Multiple Choice

    Use Source 2, paragraph 1. Invented example: a builder employs 6 bricklayers for 250 days a year. How much more does the builder pay in a year at the union rate than at Baker's "natural rate"?

  5. Question 5 of 20 · Multiple Choice

    According to Source 2, paragraph 1, who in the end pays the extra wages the bricklayers' union wins?

  6. Question 6 of 20 · Multiple Choice

    According to Source 2, paragraph 2, why had wages begun to rise in fourteenth-century England?

  7. Question 7 of 20 · Multiple Choice

    In Source 2, paragraph 3, Baker says these acts were meant for "the subjugation of laborers and the benefit of the employers of labor." What does this suggest about who gained when the law stopped employers from competing?

  8. Question 8 of 20 · Multiple Choice

    Use Source 3. In which industry do the firms ranked 5th to 8th hold the largest share of sales?

  9. Question 9 of 20 · Multiple Choice

    Use Source 3. The 4 largest hospital firms hold only 8.4% of U.S. hospital revenue. Why might a patient in a small town still face little competition among hospitals?

  10. Question 10 of 20 · Multiple Choice

    Use Source 3. What share of breakfast cereal sales do all the firms outside the 4 largest hold together?

  11. Question 11 of 20 · Multiple Choice

    Use Source 4. A farmer has 40,000 bushels of wheat. About how much more would she net by trucking it to the river terminal instead of selling to Prairie Grain?

  12. Question 12 of 20 · Multiple Choice

    Use Source 4. About what share of the county's working registered nurses does the medical center employ?

  13. Question 13 of 20 · Multiple Choice

    Which detail in Source 4 is the strongest evidence of competition among sellers in the restaurant market?

  14. Question 14 of 20 · Multiple Choice

    Use Source 4. Counting only the cable and fixed-wireless companies, what is the HHI for home internet in the county?

  15. Question 15 of 20 · Short Answer

    Evaluate Rockefeller's claim in Source 1 that Standard Oil always faced real competition. Give one piece of evidence that supports it and one that weakens it, and say how the definition of the market affects your judgment.

  16. Question 16 of 20 · Short Answer

    Source 2 describes two ways competition in a labor market was limited. For paragraph 1 and for paragraph 2, say whose competition was limited (sellers or buyers of labor) and how.

  17. Question 17 of 20 · Short Answer

    Use Source 3. Compare wireless telecommunications carriers with limited-service restaurants, using the number of firms and the 4-firm share. Evaluate the extent of competition among sellers in each, and name one thing the table cannot tell you.

  18. Question 18 of 20 · Short Answer

    Evaluate the extent of competition among buyers in Cedar Valley's market for nurses. Use at least two numbers from Source 4, and name one factor that gives nurses more choices.

  19. Question 19 of 20 · Short Answer

    Use Source 4. Evaluate competition among buyers in the wheat market after Prairie Grain's purchase. Explain why Prairie Grain can offer less than the terminal, and what limits how much less it can offer.

  20. Question 20 of 20 · Short Answer

    Rank the four Cedar Valley markets in Source 4 from most to least competitive. Use at least three kinds of evidence from the scorecard, and explain one placement in detail.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does D2.Eco.4.9-12 mean?

D2.Eco.4.9-12 asks high school students to judge how much competition there really is in a specific market, both among sellers and among buyers. The full text is "Evaluate the extent to which competition among sellers and among buyers exists in specific markets." It belongs to the Exchange and Markets part of the C3 Framework's economics standards for grades 9-12.

What does "competition among buyers" mean?

It is rivalry among the people or firms that buy something, for example employers trying to hire workers, or processors trying to buy farmers' crops. When buyers compete, sellers get better offers. When there is only one buyer, a situation economists call monopsony, sellers have fewer choices. Students often skip this side of the market, so the standard names it on purpose.

What is a concentration ratio?

A concentration ratio is the share of a market's total sales held by its largest firms. The four-firm ratio (CR4) adds the shares of the four biggest. The U.S. Census Bureau publishes these ratios for hundreds of industries in its Economic Census, which is where this lesson's real data come from.

How do you calculate the Herfindahl-Hirschman Index?

Square each firm's market share, written as a percent, and add the squares. A market with one firm has an HHI of 10,000, and a market with many tiny firms has an HHI near 0. Because the shares are squared, one very large firm raises the HHI much more than several medium-sized ones. Federal antitrust agencies use the HHI when they review mergers.

Does a high concentration ratio prove a market is unfair?

No. Concentration describes how a market is structured. A few firms may compete hard on price and quality, or a large firm may be large because buyers prefer its product. Evaluating competition also needs evidence about entry, substitutes and behavior, which is why the lesson uses a scorecard rather than one number.

Why does this lesson use Rockefeller and an 1889 book?

They are primary sources from the period when Americans first argued about "trusts," and each makes a claim about competition that students can test. One is the founder defending his company; the other is a critic of monopoly. Reading both teaches students to evaluate claims against evidence instead of accepting either view.

Is the Census data on this page real?

Yes. Source 3 and Diagram 1 come from the U.S. Census Bureau's 2022 Economic Census, a US government work, and the page names the table. The figures are national. The four Cedar Valley markets in Source 4 and the worked examples marked invented are not real data.

How is D2.Eco.4.9-12 different from D2.Eco.4.6-8?

The grades 6-8 indicator asks students to describe how competition helps set prices and wages. The grades 9-12 indicator asks them to evaluate how much competition actually exists in particular markets, on both the sellers' and the buyers' sides, using evidence and measures.

Which course teaches D2.Eco.4.9-12?

It is usually taught in a high school economics course, in the unit on market structures, after supply and demand. It also connects to U.S. History units on the trusts and the antitrust laws of the late 1800s and early 1900s, and to D2.Eco.5.9-12, which asks about the consequences of competition.

What is a good quick check for D2.Eco.4.9-12?

Describe a new local market, such as "the only veterinary clinic in a rural county," and ask students to define the market, rate competition among sellers and among buyers, and give two kinds of evidence for each. Students who state the limits of their evidence are evaluating, not just describing.