Complete in your notebook. Also, for future use, create an account in Blogger that is identifiable to you. For example, first name, last initial, econ. period.
Read pages 3-10
1. Consider the text's definition of scarcity. How is this principle impacting current American life?
2. Explain an example of a life choice that was informed by rationalism and marginal analysis.
3. Identify 3 fields/issues studied in Macroeconomics and 3 fields/issues studied in Microeconomics.
4. Write a normative statement. Be creative!
5. Write a positive statement.
And just like that you are done with your first HW assignment in AP Econ!
Monday, September 11, 2017
Monday, June 5, 2017
Extra Credit Opportunity: The Sounds of the Economy!
Welcome to the last week of senior year! If you want to raise your 4th quarter grade at the last minute, here is your one chance. This is a 10 point extra credit assignment for those who do it well.
1. Select a song of any genre with a significant economic message.
2. Identify a specific segment of the song's lyrics to analyze. Capture these lyrics and save them to a PPT. slide. Also, locate an audio file (or Youtube video) of your song. We will listen to it in class, paying special attention to the selected lyrics.
3. You should then lead a brief class discussion on the economic meaning of your song. You should be able to discuss the artist's background, influences, and the intent of her/his message. You should be familiar with the time period in which the song was written and other outside factors that may have impacted the creation of the song.
4. You should be able to answer questions from the class.
YOU MUST BE PRESENT IN CLASS TO PRESENT THIS PROJECT FOR EXTRA CREDIT. PRESENTATIONS WILL TAKE PLACE ON WEDNESDAY AND THRUSDAY. IF YOU ARE NOT IN CLASS, YOU CANNOT PRESENT.
GOOD LUCK AND HAVE FUN!
*A NOTE ON PROFANITY:
Artists may use vocabulary that is not school appropriate. For the purpose of this assignment, we can be lenient in terms of what is acceptable for school (we are all big boys and girls!) However, please do not select a song with lyrics that are gratuitously offensive, vulgar, or sexual.
1. Select a song of any genre with a significant economic message.
2. Identify a specific segment of the song's lyrics to analyze. Capture these lyrics and save them to a PPT. slide. Also, locate an audio file (or Youtube video) of your song. We will listen to it in class, paying special attention to the selected lyrics.
3. You should then lead a brief class discussion on the economic meaning of your song. You should be able to discuss the artist's background, influences, and the intent of her/his message. You should be familiar with the time period in which the song was written and other outside factors that may have impacted the creation of the song.
4. You should be able to answer questions from the class.
YOU MUST BE PRESENT IN CLASS TO PRESENT THIS PROJECT FOR EXTRA CREDIT. PRESENTATIONS WILL TAKE PLACE ON WEDNESDAY AND THRUSDAY. IF YOU ARE NOT IN CLASS, YOU CANNOT PRESENT.
GOOD LUCK AND HAVE FUN!
*A NOTE ON PROFANITY:
Artists may use vocabulary that is not school appropriate. For the purpose of this assignment, we can be lenient in terms of what is acceptable for school (we are all big boys and girls!) However, please do not select a song with lyrics that are gratuitously offensive, vulgar, or sexual.
Tuesday, May 16, 2017
Tuesday, April 25, 2017
International Econ. Review Sheet Answers
1.
A. Mexico
B. Mexico
C. Mexico
D. USA
E. Nations should specialize in the good for which they have the lowest OC and trade for the other good. This in turn leads to greater total production of both goods, raising standard of living.
2.
A. Hurt
B. Helped
C. Hurt
3.
A. Current/+
B. Financial/+
C. Current/-
4.
A. Increase S USD
B. Increase D MP
C. Lower interest rates resulting from Janet's EMP decrease investor interest in US banks. Those holding Dollars supply them to the currency market in exchange for Pesos.
D. Mexico/imports, USA/exports
E. Increase AD
F. Increase PL
Back currency questions
1. CD
2. YEN
3. SD
4. ZD
5. CD
6. EU
7. SD
8. AA
9. EE
10. USA
A. Mexico
B. Mexico
C. Mexico
D. USA
E. Nations should specialize in the good for which they have the lowest OC and trade for the other good. This in turn leads to greater total production of both goods, raising standard of living.
2.
A. Hurt
B. Helped
C. Hurt
3.
A. Current/+
B. Financial/+
C. Current/-
4.
A. Increase S USD
B. Increase D MP
C. Lower interest rates resulting from Janet's EMP decrease investor interest in US banks. Those holding Dollars supply them to the currency market in exchange for Pesos.
D. Mexico/imports, USA/exports
E. Increase AD
F. Increase PL
Back currency questions
1. CD
2. YEN
3. SD
4. ZD
5. CD
6. EU
7. SD
8. AA
9. EE
10. USA
Wednesday, April 5, 2017
Commanding Heights Film: Thrus. and Fri.
Hello students. I hope you are coping with the pain of my absence. Here is the link for the video for Thurs and Fri. Watch as much as you can in each period. Answer the questions on the appropriate side of the sheet each day. Have a wonderful break!
Thursday: Episode 1
Friday: Episode 3
https://www.youtube.com/watch?v=DoWbm8zUG6Y&list=PLOr8q_slscQNLXPfvACwjADhh_uWJczxs
Thursday: Episode 1
Friday: Episode 3
https://www.youtube.com/watch?v=DoWbm8zUG6Y&list=PLOr8q_slscQNLXPfvACwjADhh_uWJczxs
Monday, March 13, 2017
Monetary M/C Practice Answer Key
Feel free to e-mail me with any questions. I will check my e mail on Monday night and once or twice on Tuesday before 9pm "if" I don't see you tomorrow.
1e
2b
3e
4a
5d
6a
7b
8d
9e
10d
11b
12d
13d
14b
15c
16b
17a
18a
19e
20d
21a
22b
23c
24a
25d
26d
27b
28b
29e
30b
31c
32e
33c
34e
35d
36a
37d
38e
39d
40b
41a
42c
43c
44b
1e
2b
3e
4a
5d
6a
7b
8d
9e
10d
11b
12d
13d
14b
15c
16b
17a
18a
19e
20d
21a
22b
23c
24a
25d
26d
27b
28b
29e
30b
31c
32e
33c
34e
35d
36a
37d
38e
39d
40b
41a
42c
43c
44b
Monday, February 13, 2017
Ch. 14 Reading Guide
Due Tues.
Ch. 14 is written in such a way that it can sometimes be more confusing than helpful. Use the chapter as a reference to answer the questions, but you need not read the entire chapter. Rely instead on your class notes and "Goldsmiths" story.
1. Why are banks required to hold reserves at all?
2. Why do banks want to lend as much money as possible?
3. Do you agree or disagree: When cash is deposited in a bank, the money supply shrinks and interest rates rise.
4. What is the money multiplier? How is the money multiplier calculated?
Due Wed.
1. Calculate the multiplier for reserve requirements of: 50%, 25%, 10%, 5%, 1%
2. Describe the relationship between the RR and the MM.
3. Describe the relationship between the RR and the Sm.
4. On money market graphs, illustrate the impact of increases and decreases of the reserve requirement.
5. How do changes in the reserve requirement impact interest rate?
Ch. 14 is written in such a way that it can sometimes be more confusing than helpful. Use the chapter as a reference to answer the questions, but you need not read the entire chapter. Rely instead on your class notes and "Goldsmiths" story.
1. Why are banks required to hold reserves at all?
2. Why do banks want to lend as much money as possible?
3. Do you agree or disagree: When cash is deposited in a bank, the money supply shrinks and interest rates rise.
4. What is the money multiplier? How is the money multiplier calculated?
Due Wed.
1. Calculate the multiplier for reserve requirements of: 50%, 25%, 10%, 5%, 1%
2. Describe the relationship between the RR and the MM.
3. Describe the relationship between the RR and the Sm.
4. On money market graphs, illustrate the impact of increases and decreases of the reserve requirement.
5. How do changes in the reserve requirement impact interest rate?
Subscribe to:
Posts (Atom)
