Table of Contents
Preface ............................................................................................................ v
Chapter 1
The Scope and Method of Economics .............................................................. 1
Chapter 2
The Economic Problem: Scarcity and Choice ............................................... 12
Chapter 3
Demand, Supply, and Market Equilibrium .................................................. 23
Chapter 4
Demand and Supply Applications ................................................................ 38
Chapter 5 [20]
Introduction to Macroeconomics ................................................................. 49
Chapter 6 [21]
Measuring National Output and National Income .......................................60
Chapter 7 [22]
Unemployment, Inflation, and Long-Run Growth ....................................... 73
Chapter 8 [23]
Aggregate Expenditure and Equilibrium Output ......................................... 85
Chapter 9 [24]
The Government and Fiscal Policy ............................................................... 97
Chapter 10 [25] The Money Supply and the Federal Reserve System .................................. 107
Chapter 11 [26] Money Demand and the Equilibrium Interest Rate ....................................121
Chapter 12 [27] Aggregate Demand in the Goods and Money Markets ................................ 131
Chapter 13 [28] Aggregate Supply and the Equilibrium Price Level .................................... 142
Chapter 14 [29] The Labor Market in the Macroeconomy ................................................... 156
Chapter 15 [30] Financial Crises, Stabilization, and Deficits ................................................ 171
Chapter 16 [31] Household and Firm Behavior in the Macroeconomy: A Further Look ..... 187
Chapter 17 [32] Long-Run Growth ....................................................................................... 201
Chapter 18 [33] Alternative Views in Macroeconomics ........................................................ 213
Chapter 19 [34] International Trade, Comparative Advantage, and Protectionism ............ 225
Chapter 20 [35] Open-Economy Macroeconomics: The Balance of Payments and
Exchange Rates .......................................................................................... 240
Chapter 21 [36] Economic Growth in Developing and Transitional Economies .................. 255
Solutions to Problems .............................................................. 274
iii
©2012 Pearson Education, Inc. Publishing as Prentice Hall
Preface
This Instructor’s Manual is designed for use with Case, Fair, and Oster, Principles of
Economics, 10th Edition, or the microeconomics and macroeconomics split editions. It
is a central resource for teachers because it includes teaching tips, topics for class
discussions, numerous extended applications for use in the classroom, and solutions to
the end-of-chapter problems.
FEATURES OF THIS INSTRUCTOR’S MANUAL
Each chapter of this Instructor’s Manual contains the following elements:
 Detailed Chapter Outlines provide key term definitions, teaching notes, and lecture
suggestions.
 Topics for Class Discussion provide topics and real-world situations that help
ensure that economic concepts resonate with students.
 Unique Economics in Practice features that are not in the main text provide extra
real-world examples to present and discuss in class.
 Teaching Tips provide alternative ways to cover the material and brief reminders on
additional help to provide students. These tips include suggestions for exercises and
experiments to complete in class.
 Extended Applications include exercises, activities, and experiments to help make
economics relevant to students.
 Solutions for all the end-of-chapter problems are grouped in the back of the
Instructor’s Manual.
REVISIONS TO THE MAIN TEXT
If you used Case/Fair, Principles of Macroeconomics, 9th Edition, here is a summary of
the changes the authors made to the main text. Knowing about these changes will help
you revise your current teaching notes and class presentations.

The years 2008–2009 became the fifth recession in the United States since 1970.
One of the new features of this edition is a discussion of this recession in the context
of the overall history of the U.S. economy. This most recent recession, however,
required more than the usual revisions, both because of its severity and because of
the unusual nature of both the events leading up to it and some of the remedies
employed by the government to deal with it.

In June 2010, the balance sheet of the Federal Reserve had assets of $2.3 billion. Of
these assets, half, or just over $1.1 billion, was held in the form of mortgage-backed
securities. In 2007, the Fed held no mortgage-backed securities. In June 2010,
commercial banks in the United States held more than $900 billion in excess
reserves at the Fed. In the past, banks have held almost no excess reserves. These
v
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Case/Fair/Oster, Principles of Macroeconomics
extraordinary changes at the Fed follow on the heels of interventions by the federal
government in financial operations of numerous private banks like J.P. Morgan and
Goldman Sachs, as well as in companies like AIG and General Motors. These
extraordinary actions required substantial changes throughout the macroeconomic
chapters of this book. New material describing these interventions appear in a
number of chapters, both in the text itself and in the Economics in Practice boxes.
Revisions were also necessary in the background discussions of monetary policy,
since the existence of excess reserves considerably complicates the usual workings
of monetary policy.

This edition has augmented the current research focus of many of the Economics in
Practice boxes. Historically, the boxes have focused principally on newspaper
excerpts related to the subject of the chapter. Beginning last edition and pushed
through more strongly this edition, we have added boxes that we hope will
demonstrate more clearly the ideas that lie at the heart of economic thinking. Thus,
two thirds of the boxes in the chapters relate an economic principle either to a
personal observation or to a recent piece of economic research (for example, new
work by Rachel Croson on gender and trust). When possible, we focus on work by
younger scholars and on more recent research. It is our hope that new students will
be inspired by the wide breadth and exciting nature of the research currently going
on in economics as they read these boxes.

Many graphs and tables have been heavily revised and updated to include the most
recent data available from 2008 to as recent as the fall of 2010. The inclusion of upto date studies and data is essential to promoting a better understanding of recent
macroeconomic developments.

A number of the chapters have been reworked to improve their readability. The
growth chapter, Chapter 17, has been completely rewritten. The other major
changes concern the new discussion needed for the 2008–2009 recession and the
new policy initiatives.

We have added many new problems in the end-of-chapter materials, aiming for
more text-specific questions.
ORGANIZING YOUR SYLLABUS
The authors remain committed to the view that it is a mistake simply to throw aggregate
demand and aggregate supply curves at students in the first few chapters of a principles
book. To understand the AS and AD curves, students need to know about the
functioning of both the goods market and the money market. The logic behind the
simple demand curve is wrong when it is applied to the relationship between aggregate
demand and the price level. Similarly, the logic behind the simple supply curve is wrong
when it is applied to the relationship between aggregate supply and the price level.
Part of teaching economics is teaching economic reasoning. Our discipline is built
around deductive logic. Once we teach students a pattern of logic, we want and expect
them to apply it to new circumstances. When they apply the logic of a simple demand
curve or a simple supply curve to the aggregate demand or aggregate supply curve, the
logic does not fit. We believe that the best way to teach the reasoning embodied in the
©2012 Pearson Education, Inc. Publishing as Prentice Hall
Preface
vii
aggregate demand and aggregate supply curves without creating confusion for students
is to build up to those topics carefully.
In Chapter 8, “Aggregate Expenditure and Equilibrium Output,” and Chapter 9, “The
Government and Fiscal Policy,” we examine the market for goods and services. In
Chapter 10, “The Money Supply and the Federal Reserve System,” and Chapter 11,
“Money Demand and the Equilibrium Interest Rate,” we examine the money market. We
bring the two markets together in Chapter 12, “Aggregate Demand in the Goods and
Money Markets,” which explains the links between aggregate output (Y) and the interest
rate (r) and derives the AD curve. In Chapter 13, “Aggregate Supply and the Equilibrium
Price Level,” we introduce the AS curve and determine the equilibrium price level (P).
We then explain in Chapter 14, “The Labor Market in the Macroeconomy,” how the labor
markets fits into this macroeconomic picture.
One of the big issues in the organization of the macroeconomic material is whether longrun growth issues should be taught before short-run chapters on the determination of
national income and countercyclical policy. In the last three editions, we moved a
significant discussion of growth to Chapter 7, “Unemployment, Inflation, and Long-Run
Growth,” and highlighted it. However, while we wrote Chapter 17, the major chapter on
long-run growth, so that it can be taught before or after the short-run chapters, we
remain convinced that it is easier for students to understand the growth issue once they
have come to grips with the logic and controversies of short-run cycles, inflation, and
unemployment.
SUPPLEMENTS FOR INSTRUCTORS
In addition to the Instructor’s Manual, the following supplements are available:
Three Test Item Files
The Test Item Files help instructors easily and efficiently assess student understanding
of economic concepts and analyses. Test questions are annotated with the following
information:
Difficulty: 1 for straight recall, 2 for some analysis, 3 for complex analysis
Type: multiple-choice, true/false, short-answer, essay
Topic: the term or concept the question supports
Skill: fact, definition, analytical, conceptual
AACSB: see description that follows
Special feature in the main book: Economics in Practice
The Test Item Files include questions with tables that students must analyze to solve for
numerical answers. The Test Item Files also contain questions based on the graphs that
appear in the book. The questions ask students to interpret the information presented in
the graph. Many questions in the Test Item Files require students to sketch a graph on
their own and interpret curve movements.
©2012 Pearson Education, Inc. Publishing as Prentice Hall
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Case/Fair/Oster, Principles of Macroeconomics
Macroeconomics Test Item File 1, by Randy Methenitis of Richland College:
Test Item File 1 (TIF1) includes over 2,700 questions. All questions are machinegradable and are either multiple-choice or true-false. TIF1 is for use with the tenth
edition of Principles of Macroeconomics in the first year of publication. This TIF is
available in a computerized format using TestGen EQ test-generating software.
Macroeconomics Test Item File 2, by Randy Methenitis of Richland College:
This additional Test Item File contains another 2,700 machine-gradable questions based
on TIF1 but regenerated to provide instructors with fresh questions when using the book
the second year. This TIF is available in a computerized format using TestGen EQ testgenerating software.
Macroeconomics Test Item File 3, by Richard Gosselin of Houston
Community College: This third Test Item File includes 1,000 conceptual problems,
essay questions, and short-answer questions. Application-type problems ask students to
draw graphs and analyze tables. The Word files are available on the Instructor’s
Resource Center (www.pearsonhighered.com/irc).
The Association to Advance Collegiate Schools of Business (AACSB) The
authors of the Test Item Files have connected select questions to the general knowledge
and skill guidelines found in the AACSB assurance of learning standards.
What Is the AACSB? AACSB is a not-for-profit corporation of educational
institutions, corporations, and other organizations devoted to the promotion and
improvement of higher education in business administration and accounting. A
collegiate institution offering degrees in business administration or accounting may
volunteer for AACSB accreditation review. The AACSB makes initial accreditation
decisions and conducts periodic reviews to promote continuous quality improvement in
management education. Pearson Education is a proud member of the AACSB and is
pleased to provide advice to help you apply AACSB assurance of learning standards.
What Are AACSB Assurance of Learning Standards? One of the criteria for
AACSB accreditation is quality of the curricula. Although no specific courses are
required, the AACSB expects a curriculum to include learning experiences in areas such
as the following:
1. Communication
2. Ethical Reasoning
3. Analytic Skills
4. Use of Information Technology
5. Multicultural and Diversity
6. Reflective Thinking
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Preface
ix
Questions that test skills relevant to these guidelines are appropriately tagged. For
example, a question testing the moral questions associated with externalities would
receive the Ethical Reasoning tag.
How Can Instructors Use the AACSB Tags? Tagged questions help you measure
whether students are grasping the course content that aligns with the AACSB guidelines
noted. In addition, the tagged questions may help instructors identify potential
applications of these skills. This in turn may suggest enrichment activities or other
educational experiences to help students achieve these skills.
TestGen
The computerized TestGen package allows instructors to customize, save, and generate
classroom tests. The test program permits instructors to edit, add, or delete questions
from the Test Item Files; edit existing graphics and create new graphics; analyze test
results; and organize a database of tests and student results. This software allows for
extensive flexibility and ease of use. It provides many options for organizing and
displaying tests, along with search and sort features. The software and the Test Item
Files
can
be
downloaded
from
the
Instructor’s
Resource
Center
(www.pearsonhighered.com/irc).
PowerPoint® Lecture Presentation
Three sets of PowerPoint® slides, prepared by Fernando Quijano of Dickinson State
University, and his assistant Shelly Tefft, are available for instructors to use.
1. A comprehensive set of PowerPoint® slides that can be used by instructors for class
presentations or by students for lecture preview or review. The presentation includes
all the graphs, tables, and equations in the textbook. Two versions are available—the
first is in step-by-step mode so that you can build graphs as you would on a
blackboard, and in an automated mode, using a single click per slide.
2. A comprehensive set of PowerPoint® slides with Classroom Response Systems (CRS)
questions built in so that instructors can incorporate CRS “clickers” into their
classroom lectures. For more information on Prentice Hall’s partnership with CRS,
see the description below. Instructors may download these PowerPoint
presentations
from
the
Instructor’s
Resource
Center
(www.pearsonhighered.com/irc).
3. A student version of the PowerPoints is available as .pdf files from the book’s
MyEconLab Course. This version allows students to print the slides and bring them
to class for note taking.
Instructor’s Resource CD-ROM
The Instructor’s Resource CD-ROM contains all the faculty and student resources that
support this text. Instructors have the ability to access and edit the following three
supplements:
Instructor’s Manual
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Case/Fair/Oster, Principles of Macroeconomics
Three Test Item Files
PowerPoint® presentations
By clicking on a chapter or searching for a key word, faculty can access an interactive
library of resources. Faculty members can pick and choose from the various
supplements and export them to their hard drives.
Classroom Response Systems
Classroom Response Systems (CRS) is an exciting new wireless polling technology that
makes large and small classrooms even more interactive because it enables instructors to
pose questions to their students, record results, and display the results instantly.
Students can answer questions easily by using compact remote-control transmitters.
Prentice Hall has partnerships with leading providers of classroom response systems
and can show you everything you need to know about setting up and using a CRS
system. We provide the classroom hardware, text-specific PowerPoint® slides, software,
and support; and we show you how your students can benefit. Learn more at
www.pearsonhighered.com/crs.
Blackboard® and WebCT® Course Content
Prentice Hall offers fully customizable course content for the Blackboard ® and WebCT®
Course Management Systems.
Both the text and supplement package provide ways for instructors and students to
assess their knowledge and progress through the course. MyEconLab, the new standard
in personalized online learning, is a key part of Case, Fair, and Oster’s integrated
learning package for the 10th edition.
For the Instructor
MyEconLab is an online course management, testing, and tutorial resource. Instructors
can choose how much or how little time to spend setting up and using MyEconLab. Each
chapter contains two Sample Tests, Study Plan Exercises, and Tutorial Resources.
Student use of these materials requires no initial setup by their instructor. The online
Gradebook records each student’s performance and time spent on the Tests and Study
Plan and generates reports by student or by chapter. Instructors can assign tests,
quizzes, and homework in MyEconLab using four resources:
Preloaded Sample Tests
Problems similar to the end-of-chapter problems
Test Item File questions
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Preface
xi
Self-authored questions using Econ Exercise Builder
Exercises use multiple-choice, graph drawing, and free-response items, many of which
are generated algorithmically so that each time a student works them, a different
variation is presented. MyEconLab grades every problem, even those with graphs. When
working homework exercises, students receive immediate feedback with links to
additional learning tools.
Customization and Communication MyEconLab in CourseCompass™ provides
additional optional customization and communication tools. Instructors who teach
distance learning courses or very large lecture sections find the CourseCompass format
useful because they can upload course documents and assignments, customize the order
of chapters, and use communication features such as Digital Drop Box and Discussion
Board.
For the Student
MyEconLab puts students in control of their learning through a collection of tests,
practice, and study tools tied to the online interactive version of the textbook, as well as
other media resources. Within MyEconLab’s structured environment, students practice
what they learn, test their understanding, and pursue a personalized Study Plan
generated from their performance on Sample Tests and tests set by their instructors. At
the core of MyEconLab are the following features:
Sample Tests, two per chapter
Personal Study Plan
Tutorial Instruction
Graphing Tool
Sample Tests Two Sample Tests for each chapter are preloaded in MyEconLab,
enabling students to practice what they have learned, test their understanding, and
identify areas in which they need further work. Students can study on their own, or they
can complete assignments created by their instructor.
Personal Study Plan Based on a student’s performance on tests, MyEconLab
generates a personal Study Plan that shows where the student needs further study. The
Study Plan consists of a series of additional practice exercises with detailed feedback and
guided solutions that are keyed to other tutorial resources.
Tutorial Instruction Launched from many of the exercises in the Study Plan,
MyEconLab provides tutorial instruction in the form of step-by-step solutions and other
media-based explanations.
Graphing Tool A graphing tool is integrated into the Tests and Study Plan exercises to
enable students to make and manipulate graphs. This feature helps students understand
how concepts, numbers, and graphs connect.
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Case/Fair/Oster, Principles of Macroeconomics
Additional MyEconLab Tools MyEconLab includes the following additional
features:
1. Economics in the News—This feature provides weekly updates during the school
year of news items with links to sources for further reading and discussion questions.
2. eText—While students are working in the Study Plan or completing homework
assignments, one of the tutorial resources available is a direct link to the relevant
page of the text so that students can review the appropriate material to help them
complete the exercise.
3. Glossary—This searchable version of the textbook glossary provides additional
examples and links to related terms.
4. Glossary Flashcards—Every key term is available as a flashcard, allowing students
to quiz themselves on vocabulary from one or more chapters at a time.
5. Research Navigator (CourseCompass™ version only)—This feature offers
extensive help on the research process and provides four exclusive databases of
credible and reliable source material, including the New York Times, the Financial
Times, and peer-reviewed journals.
MyEconLab content has been created through the efforts of: Charles Baum,Middle
Tennessee State University; Sarah Ghosh, University of Scranton; Russell Kellogg,
University of Colorado–Denver; Bert G.Wheeler, Cedarville University; and Noel Lotz
and Douglas A. Ruby, Pearson Education.
RESOURCES FOR THE STUDENT
In addition to MyEconLab, described above, the following supplements are designed to
help students understand and retain the key concepts of each chapter.
Study Guide
The study guide, prepared by Thomas M. Beveridge of Durham Technical Community
College, provides students with additional applications and exercises.
Each chapter of the Study Guide contains the following elements:
Point-by-Point Chapter Objectives A list of learning goals for the chapter. Each
objective is followed up with a summary of the material, learning tips for each concept,
and practice questions with solutions.
Economics in Practice Questions A question that requires students to apply
concepts of the chapter to the Economics in Practice feature. The answer accompanies
the question.
Practice Tests Approximately 20 multiple-choice questions and answers and
application questions that require students to use graphic or numerical analysis to solve
economic problems.
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Preface
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Solutions Worked-out solutions to all questions in the Study Guide.
Comprehensive Part Exams Multiple-choice and application questions to test
students’ overall comprehension. Solutions to all questions are also provided.
PowerPoint
A student version of the PowerPoints is available as .pdf files from the book’s
MyEconLab Course. This version allows students to print the slides and bring them to
class for note taking.
CourseSmart
CourseSmart is an exciting new choice for students looking to save money. As an
alternative to purchasing the print textbook, students can purchase an electronic version
of the same content and save up to 50 percent off the suggested list price of the print
text. With a CourseSmart eTextbook, students can search the text, make notes online,
print out reading assignments that incorporate lecture notes, and bookmark important
passages for later review. For more information or to purchase access to the
CourseSmart eTextbook, visit www.coursesmart.com.
Student Subscriptions
Staying on top of current economic issues is critical to understanding and applying
microeconomic theory in and out of class. Keep students engaged by packaging, at a
discount, a semester-long subscription to the Financial Times or Economist.com with
each student text. Contact your local Pearson Prentice Hall representative for more
information about benefits of these subscriptions and how to order them for your
students.
©2012 Pearson Education, Inc. Publishing as Prentice Hall
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Case/Fair/Oster, Principles of Macroeconomics
Acknowledgments
This guide is a collaborative effort. It accumulates the wisdom of the authors of the
instructors’ manuals for the previous editions. Mark Lieberman (Vassar College) wrote
many of the teaching tips. Mary Lesser (Iona College) added a number of extended
applications.
In the previous edition I thanked Professors Case, Fair, and Oster for including many of
my suggestions. In this edition, I would like to thank them for putting up with my
occasional e-mails about minor issues in the text. Chip, Ray, and Sharon have been
patient and responsive to my suggestions, qualities that are all too rare in the economics
profession.
Finally, my wife Norma Schroder has been a constant source of support, encouragement,
and love throughout this project.
About the Author
Dr. Tony Lima is Professor of Economics at California State University, East Bay
(Hayward, CA). He has been teaching economics for over 25 years. He writes regularly
on the subject of teaching economics as well as his other interests, the economics of the
wine industry and the economics of sports.
Tony Lima
California State University, East Bay
Hayward, CA
©2012 Pearson Education, Inc. Publishing as Prentice Hall