UNIT IV. MONEY, BANKING, AND MONETARY POLICY
(Financial Sector)
Objective: Students will examine how the Fed
conducts monetary policy in order to ensure a stable
dollar and economy.
1. Warm up—What is monetary policy?
2. Key terms/concepts Vocabulary Knowledge rating
sheet.
3. How the Fed affects the economy
4. The Fed Today
Fill in the “what I think it means” section of your
worksheet for these terms only:
1.
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2.
Federal Reserve notes
M1
M2
Money as debt
Balance sheet
Assets
Liabilities
Deposits
Now rate your level of confidence about what you
know for each term.
Objective: Students will examine how
economists measure national income and its
components.
1. Warm up—Explain one element of a healthy
economy.
2. GDP per capita: GDP/population
3. The GDP booklet
4. Inequality for all (video, notes, discussion)
Each student will make a 4-page booklet on GDP: The 2-nation comparison.
Use the following pages:
1.
GDP defined. The components explained. What’s counted, what’s not
counted. Including a paragraph explaining the info
2.
2 diagrams explained: a) The business cycle; b) the circular flow of
payments. Including a paragraph about how these diagrams relate to GDP.
3.
Country A (choose a country from Europe or Asia) Include the following
data: GDP, GDP per capita, population, infant mortality rate, birth date, life
expectancy, major industries, and other important data/info. What does
the country data tell us? (a paragraph)
4.
Country B (choose a country from South America or Africa) Include the
following data: GDP, GDP per capita, population, infant mortality rate,
birth date, life expectancy, major industries, and other important
data/info. What does the country data tell us? (a paragraph)
Objective: Students will the expansion of the
United States as an Imperial power around the
world. (Chapter 10)
1. Warm up—Why do nations seek colonies?
2. Chapter 10 Summary and the key ideas
1.
2.
3.
4.
3.
Imperialism and America
The Spanish-American War
Acquiring new lands
America as a world power
Time to finish last week’s exam
UNIT IV. MONEY, BANKING, AND MONETARY POLICY
(Financial Sector)
Objective: Students will examine how the Fed conducts
monetary policy in order to ensure a stable dollar and
economy.
1. Warm up—Why is a stable currency essential to a
healthy economy?
2. Practice with a partner. Exchange vocabulary rating
sheets. Create a spoken sentences using three of the
terms. Make a check on your partners sheet next to
each term used correctly.
3. Vocabulary rating sheet
4. 3 policy options of the Fed (reviewed)
5. You’re the Fed!
Fill in the “what I think it means” section of your
worksheet for these terms only:
1.
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2.
Excess reserves (AKA available reserves)
Reserve ratio
Fractional reserve banking
Money multiplier
Interest
Now rate your level of confidence about what you
know for each term.
Explain why each of these trends is problematic.
Indicate the changes in overall spending, the
supply of money (MS) and interest rates (IR)
needed to counter these trends. (Use an arrow up
for increase and an arrow down for decrease)
1. Durable good sales are down. Manufacturers
fear massive layoffs.
2. Rapid growth in GDP leads. Inflation may be on
the horizon.
3. Unplanned inventories are up.
4. Lower than normal unemployment has
economic forecasters worried.
Objective: Students will examine how
economists measure national income and its
components.
1. Warm up—Why does unemployment reduce
GDP?
2. The GDP booklet
Each student will make a 4-page booklet on GDP: The 2-nation
comparison. Use the following pages:
1.
GDP defined. The components explained. What’s counted, what’s
not counted. Including a paragraph explaining the info
2.
2 diagrams explained: a) The business cycle; b) the circular flow
of payments. Including a paragraph about how these diagrams
relate to GDP.
3.
Country A (choose a country from Europe or Asia) Include the
following data: GDP, GDP per capita, population, infant mortality
rate, birth date, life expectancy, major industries, and other
important data/info. What does the country data tell us? (a
paragraph)
4.
Country B (choose a country from South America or Africa) Include
the following data: GDP, GDP per capita, population, infant
mortality rate, birth date, life expectancy, major industries, and
other important data/info. What does the country data tell us? (a
paragraph)
Objective: Students will the expansion of the United States as an
Imperial power around the world. (Chapter 10)
1.
Warm up—Teddy Roosevelt said, “speak softly and carry a big
stick.” What does he mean?
2.
Chapter 10 summary (reading)
3.
An American involvement in the world booklet. Choose an
American intervention, war or conflict from U.S. History between
the years 1845-1916
1. Location (a map) and background: events that led up to the
conflict
2. United States interests (real and perceived). Also, domestic
opponents of the action, who were they and why were opposed?
3. Opponents abroad. What were their interests, goals?
4. Overall results, outcome and influence of the action. Include
events that followed.
UNIT IV. MONEY, BANKING, AND MONETARY POLICY
Objective: Students will examine how the Fed conducts
monetary policy in order to ensure a stable dollar and
economy.
1. Warm up—What are open-market operations?
2. Key terms/concepts: Vocabulary Knowledge rating
sheet and practice.
3. Open and operating: The Federal Reserve Responds to
September 11. (video, notes, discussion)
4. You’re the Fed!
Fill in the “what I think it means” section of your
worksheet for these terms only:
1.
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◦
◦
◦
◦
◦
2.
Federal funds rate
Discount rate
Open-market operations
Counter-cyclical policies
Contractionary monetary policy
Expansionary monetary policy
Now rate your level of confidence about what you
know for each term.
Explain why each of these trends is problematic.
Indicate the changes in overall spending, the
supply of money (MS) and interest rates (IR)
needed to counter these trends. (Use an arrow up
for increase and an arrow down for decrease)
1. Durable good sales are down. Manufacturers
fear massive layoffs.
2. Rapid growth in GDP leads many to fear
Inflation may be on the horizon.
3. Unplanned inventories are up.
4. Lower than normal unemployment has
economic forecasters worried.
Objective: Students will examine how
economists measure national income and its
components.
1. Warm up—What is a downturn in the
business cycle called?
2. Vocabulary self-rating worksheet
3. The GDP booklet
4. Inflation: reading, questions, discussion
Each student will make a 4-page booklet on GDP: The 2-nation
comparison. Use the following pages:
1.
GDP defined. The components explained. What’s counted, what’s
not counted. Including a paragraph explaining the info
2.
2 diagrams explained: a) The business cycle; b) the circular flow
of payments. Including a paragraph about how these diagrams
relate to GDP.
3.
Country A (choose a country from Europe or Asia) Include the
following data: GDP, GDP per capita, population, infant mortality
rate, birth rate, life expectancy, major industries, and other
important data/info. What does the country data tell us? (a
paragraph)
4.
Country B (choose a country from South America or Africa) Include
the following data: GDP, GDP per capita, population, infant
mortality rate, birth rate, life expectancy, major industries, and
other important data/info. What does the country data tell us? (a
paragraph)
Objective: Students will the expansion of the United States as an
Imperial power around the world. (Chapter 10)
1.
Warm up—Why did many political and business leaders at the
turn of the Twentieth Century want a canal built in Panama?
2.
An American involvement in the world booklet. Choose an
American intervention, war or conflict from U.S. History
between the years 1845-1916
1. Location (a map) and background: events that led up to the
conflict
2. United States interests (real and perceived). Also, domestic
opponents of the action, who were they and why were
opposed?
3. Opponents abroad. What were their interests, goals?
4. Overall results, outcome and influence of the action. Include
events that followed.
UNIT IV. MONEY, BANKING, AND MONETARY POLICY
Objective: Students will practice/review the key terms,
concepts, & ideas in preparation for tomorrow’s Unit IV
exam
1.
Warm up—Draw and explain the diagram: How the
Fed affects the economy. (5)
2.
Quick review of diagram (5)
3.
Practice with a partner; verbally exchange sentences
using three of the terms. Be sure to keep a tally the
terms that are used properly. (5)
4.
Complete the Vocabulary Knowledge rating sheet (5)
5.
Practice Exam in groups (10-15 questions) (20
minutes)
6.
Review questions (15)
Unit IV Exam tomorrow, Friday, Nov. 6
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Work in your groups
Answer the practice test questions
Note your group’s answer
Be sure to circle the terms on this practice
you don’t understand
Objective: Students will examine how
economists measure national income and its
components.
1. Warm up—Why does the economy slowdown
at times?
2. Complete side two of vocabulary self-rating
worksheet
3. The GDP booklet
4. Inflation: reading, questions, discussion
Each student will make a 4-page booklet on GDP: The 2-nation
comparison. Use the following pages:
1.
GDP defined. The components explained. What’s counted, what’s
not counted. Including a paragraph explaining the info
2.
2 diagrams explained: a) The business cycle; b) the circular flow
of payments. Including a paragraph about how these diagrams
relate to GDP.
3.
Country A (choose a country from Europe or Asia) Include the
following data: GDP, GDP per capita, population, infant mortality
rate, birth rate, life expectancy, major industries, and other
important data/info. What does the country data tell us? (a
paragraph)
4.
Country B (choose a country from South America or Africa) Include
the following data: GDP, GDP per capita, population, infant
mortality rate, birth rate, life expectancy, major industries, and
other important data/info. What does the country data tell us? (a
paragraph)
Objective: Students will the expansion of the
United States as an Imperial power around
the world. (Chapter 10)
1. Warm up—List three territories gained by
the United States between 1845 and 1916.
2. An American involvement in the world
booklet. (continued)
Choose an American intervention, war or conflict
from U.S. History between the years 1845-1916
1. Location (a map) and background: events that
led up to the conflict
2. United States interests (real and perceived).
Also, domestic opponents of the action, who
were they and why were opposed?
3. Opponents abroad. What were their interests,
goals?
4. Overall results, outcome and influence of the
action. Include events that followed.
UNIT IV. MONEY, BANKING, AND MONETARY POLICY
(Financial Sector)
Objective: Students will be assessed on their
understanding of the money, banking and the
monetary policy.
1. Warm up—What role do interest rates play in the
economic growth?
2. Unit IV Exam
Objective: Students will examine how
economists measure national income and its
components.
1. Warm up—Why is Investment spending so
important to employment?
2. Vocabulary self-rating worksheet review
practice quiz
3. Inflation: reading, questions, discussion
4. The GDP booklet
Each student will make a 4-page booklet on GDP: The 2-nation
comparison. Use the following pages:
1.
GDP defined. The components explained. What’s counted, what’s
not counted. Including a paragraph explaining the info
2.
2 diagrams explained: a) The business cycle; b) the circular flow
of payments. Including a paragraph about how these diagrams
relate to GDP.
3.
Country A (choose a country from Europe or Asia) Include the
following data: GDP, GDP per capita, population, infant mortality
rate, birth rate, life expectancy, major industries, and other
important data/info. What does the country data tell us? (a
paragraph)
4.
Country B (choose a country from South America or Africa) Include
the following data: GDP, GDP per capita, population, infant
mortality rate, birth rate, life expectancy, major industries, and
other important data/info. What does the country data tell us? (a
paragraph)
Objective: Students will the expansion of the
United States as an Imperial power around
the world. (Chapter 10)
1. Warm up—What is the Roosevelt Corollary?
2. Chapter 10 review (worksheet)
3. An American involvement in the world
booklet. (concluded)
4. William Howard Taft (president)
Choose an American intervention, war or conflict
from U.S. History between the years 1845-1916
1. Location (a map) and background: events that
led up to the conflict
2. United States interests (real and perceived).
Also, domestic opponents of the action, who
were they and why were opposed?
3. Opponents abroad. What were their interests,
goals?
4. Overall results, outcome and influence of the
action. Include events that followed.
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective:
1. Warm up—What role does government play in the
economy?
2. Recession (video, notes)
3. Rational Irrationality (reading, outline/notes,
discussion in groups)
Objective: Students the role government can
play in ensuring a stable economy.
1. Warm up—What role does government play
in the economy?
2. Government Regulation (video, notes)
3. Government Spending and Taxing (reading,
questions, discussion)
HOMEWORK:
Objective: Students will examine the First
World War and the role the United States
played in tipping the balance of power.
(Chapter 11)
1. Warm up—What is nationalism?
2. Students as teachers: Breaking down
Chapter 11
1. Groups of 3-4
2. Develop a two minute presentation on an
assigned topic from chapter 11
3. Include at least one graphic (map, timeline, etc.)
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective: Students will examine the circumstances
leading up to the Great Recession of 2008.
HOMEWORK: HOMEWORK: Chapter 15 (p300
1,2,6,8,9); Finish reading and annotating the article
Rational Irrationality
1.
2.
NO WARM UP
Assembly 2nd period, sit with the class so you
don’t get marked absent.
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective: Students will examine the circumstances leading up
to the Great Recession of 2008.
1.
Warm up—Give examples of both government reasonable
and unreasonable government involvement in the economy.
2.
Government regulation (video, notes)
3.
Finish reading and annotating the article Rational
Irrationality (reading, outline/notes, discussion in groups)
4.
Questions
HOMEWORK: Chapter 15 (p300 1,2,6,8,9)
NOTE: Unit 5 quiz (chapters 15, 16 & 17; 15 questions) will be
Friday, November 20, 2015
Objective: Students the role government can
play in ensuring a stable economy.
1. Warm up—What is a progressive tax?
2. Government Taxing (reading, questions,
discussion)
3. GDP Smack down! (video, notes, discussion)
4. Government spending
5. P382 1-6
HOMEWORK:
Objective: Students will examine the First World War
and the role the United States played in tipping the
balance of power. (Chapter 11)
1.
Warm up—Explain one cause of World War I?
2.
Students as teachers: Breaking down Chapter 11
1. Groups of 3-4
2. Develop a two minute presentation on an
assigned topic from chapter 11
3. Include at least one graphic (map, timeline, etc.)
PRESENTATIONS WILL BE THURSDAY
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective: Students will examine the circumstances
leading up to the Great Recession of 2008.
1. Warm up—In economic terms, what is a bubble?
2. HOMEWORK check: Chapter 15 (p300 1,2,6,8,9)
3. The Street (video, notes)
4. Rational Irrationality: questions
Unit 5 quiz (ch15, 16 & 17; 15 questions) will be next
Friday, November 20, 2015
1.
2.
3.
4.
5.
6.
What do we mean by the booms and busts of
the market?
What is speculation?
What are sub-prime mortgage bonds?
Explain the analogy John Cassidy makes with
the suspension bridge in London and the lead
up to the Great Crunch.
Why was there a freeze on credit beginning in
August of 2007? What was the immediate result
of such a freeze?
Explain the meaning behind the title, “Rational
irrationality.”
Objective: Students the role government can
play in ensuring a stable economy.
1. Warm up—What is discretionary spending?
2. Fiscal policy: How taxing and spending as a
stabilizer (reading, questions, discussion)
3. Economics USA: Fiscal Policy (video, notes,
discussion)
Objective: Students will examine the First World War
and the role the United States played in tipping the
balance of power. (Chapter 11)
1.
Warm up—Who was the Archduke Ferdinand?
2.
Breaking down Chapter 11: presentations in order
(take notes)
3.
The Century: World War I (video, notes)
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective: Students will examine the circumstances
leading up to the Great Recession of 2008.
1. Warm up—Draw the Laffer Curve. Explain your
diagram.
2. Economic relationships
3. Review homework problems: p300 1,2,6,8,9
4. Rational Irrationality: questions
5. Too big to fail? (video, notes)
HOMEWORK: p318 (1,2,3,6,7,9)
Unit 5 quiz (ch15, 16 & 17; 15 questions) next Nov. 20
1.
2.
3.
4.
5.
6.
What do we mean by the booms and busts of
the market?
What is speculation?
What are sub-prime mortgage bonds?
Explain the analogy John Cassidy makes with
the suspension bridge in London and the lead
up to the Great Crunch.
Why was there a freeze on credit beginning in
August of 2007? What was the immediate result
of such a freeze?
Explain the meaning behind the title, “Rational
irrationality.”
Objective: Students will examine the role
government can play in ensuring a stable
economy.
1. Warm up—What is fiscal policy?
2. Spending and taxes
3. Fiscal policy: How taxing and spending as a
stabilizer (review questions)
4. Economics USA: Fiscal Policy (video, notes,
discussion)
1.
2.
3.
4.
5.
Rising unemployment
Decrease in business investment
Decline in transfer payments such as social
security
Rising inflation
Increase in the federal income tax
Objective: Students will examine the First World War
and the role the United States played in tipping the
balance of power. (Chapter 11)
1.
Warm up—What is neutrality?
2.
Breaking down Chapter 11: presentations in order
(take notes)
1.
2.
3.
3.
Section 2 (last part)
Section 3
Section 4
The Century: World War I (video, notes)
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective: Students will examine the keys differences in
the Macroeconomic debate.
1. Warm up—Draw the Phillips curve. Explain your
diagram.
2. The Phillips curve
3. Macroeconomic debates
4. Too big to fail? (video, notes)
Objective: Students will examine the role
government can play in ensuring a stable
economy.
1. Warm up—What is money?
2. Death to Pennies (take notes on the four
reasons why the penny must die)
3. Money (vocabulary knowledge worksheet)
4. That film about money (video, notes,
discussion)
5. Complete items 1-14 on pages 266-267
from yesterday
Objective: Students will examine the politics of
1920s America. (Chapter 12)
1.
Warm up—What is a status symbol? Give an
example.
2.
Chapter 12 Summary (Reading and questions)
3.
Chapter summary worksheet (finish for
homework)
4.
The Century: The Roaring Twenties (video, notes)
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective: Students will examine the keys differences in
the Macroeconomic debate.
1. Warm up—What is meant by the velocity of money?
2. Macroeconomic debates (reviewed) Consolidating our
conclusions.
3. Too big to fail? (video, notes)
Objective: Students will examine the role
government can play in ensuring a stable
economy.
1. Warm up—List the four reasons some
believe we should get rid of the penny.
2. That film about money (video, notes,
discussion) part 2
3. Money (vocabulary knowledge worksheet)
review
4. Complete items 1-14 on pages 266-267
from Monday
Objective: Students will examine the politics of
1920s America. (Chapter 12)
1.
Warm up—Who was Warren G. Harding?
2.
Chapter 12 Summary questions
3.
Decadent America: The Roaring Twenties (video,
notes)
HOMEWORK: Worksheet
UNIT V. OTHER LONG RUN PERSPECTIVES AND
MACROECONOMIC DEBATES
Objective: Students will examine the keys differences in
the Macroeconomic debate.
1. Warm up—Draw the aggregate demand curve.
2. Macroeconomic debates (monetarism and rational
expectations)
3. Too big to fail? (video, notes)
Objective: Career day speaker
Objective: Career day speaker