Lesson on Friday, March 31, 2017

Aim: Why do economists call the demand curve one of the main "tools" of their profession?

Bell Ringer: Journal 70 – Describe facts that affect demand.

Objectives;

1. Students will define supply, demand, quantity supplied, and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.

Agenda:

1. Bell Ringer (10 min)

2. Concept Map and Business Organization note-taking guide presentations. (rest of class)

3. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: Journal 71 – Describe two products that are 'complements' as described in section 2.

Lesson on Thursday, March 30, 2017

Aim: Why do economists call the demand curve one of the main "tools" of their profession?

Bell Ringer: Journal 69 – Describe the Law of Demand / show YouTube video.

Objectives:

1. Students will define supply, demand, quantity supplied, and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.

Agenda:

1. Bell Ringer (10 min)

2. YouTube video: https://www.youtube.com/watch?v=QvGLcCTXk9o  (4 min)

3. Have students work on a concept map about their assigned section of the What is Economics? note-taking guide. (rest of class)

Home Learning: Complete concept map

Lesson on Wednesday, March 29, 2017

Aim: Why do economists call the demand curve one of the main "tools" of their profession?

Bell Ringer: Review "Law of Demand" worksheet and grade

Objectives:

1. Students will define supply, demand, quantity supplied, and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.

Agenda:

1. Bell Ringer (10 min)

2. Have students complete the note-taking guide (Demand) using their textbook (McGraw-Hill Economics Principles and Practices pp. 88-115), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups, or independently. (rest of class)

Home Learning: Complete your designated section of the NTG. 

MARDI GRAS DANCE

Today we went downstairs to help set up for the Mardi Gras Dance!

Lesson on Wednesday, March 22, 2017

Aim: Why do economists call the demand curve one of the main "tools" of their profession?

Bell Ringer – Review previous exam

Objectives

1.  Students will define supply, demand, quantity supplied, and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.

Agenda

1.  Bell Ringer (10 min)

2.  Lesson Intro: YouTube: https://www.youtube.com/watch?v=ShzPtU7IOXs (10 min)

3.  Journal 68 – Describe the Law of Demand.

Home Learning: Law of Demand worksheet / due on Monday! =)

Lesson on Tuesday, March 21, 2017

Bell Ringer: A History of US Vol.8, Chapter 5 "Monopoly-Not Al;ways a Game"

I gave out a questionnaire, please make sure you read the chapter and answer the questions on your own paper; submit tomorrow.

Agenda:
1. Bell Ringer (15 min)
2. Business Organization Test (rest of class)

Home Learning: Complete V8.5 questionnaire

Lesson on Monday, March 20, 2017

Aim: Why is corporate structure so important to economic growth?

Bell Ringer: Review Journal 67

Objectives:

1. Students will compare different forms of business organizations.

Agenda:

1.  Bell Ringer (10 min)

2.  Complete Concept Map and Business Organization note-taking guide presentations. (rest of class)

3.  Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: Review NTG as a study guide for tomorrow's quiz.

Lesson on Wednesday, March 15, 2017

Aim: Why is corporate structure so important to economic growth?

Bell Ringer: https://www.youtube.com/watch?v=svEG3kwmuRg
And https://www.youtube.com/watch?v=OGg9K1wymWk  and
https://www.youtube.com/watch?v=hBw2fx4WYS4

Objectives:

1.  Students will compare different forms of business organizations.

Agenda:

1. Bell Ringer (10 min)

2. Grade and review HW (5 min)

3. Journal 66 – What is a Conglomerate and Multinational cooperation?

4. Complete Concept Map and Business Organization note-taking guide presentations. (rest of class)

5. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: Journal 67 – Describe the difference between Horizontal and Vertical Integration. 

"Building Wealth" page 7

Lesson on Tuesday, March 14, 2017

Aim: Why is corporate structure so important to economic growth?

Bell Ringer: Stamp and review Journal 65.

Objective:

1.     Students will compare different forms of business organizations.

Agenda:

1. Bell Ringer (10 min)

2. Review Figures 3.4, 3.5, and 3.6

3. Concept Map and Business Organization note-taking guide presentations. (rest of class)

4. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: Complete Business Organization NTG and "Building Wealth" pages 6-7. Page 7 due on Friday. 

Lesson on Monday, March 13, 2017

Aim: Why is corporate structure so important to economic growth?

Bell Ringer: Journal 64 – What does a budget allow you to do and how can you develop a budget?

Objectives:

1.  Students will compare different forms of business organizations.

Agenda:

1. Bell Ringer (10 min)

2. Analyze Figures 3.1, 3.2, and 3.3 (5 min)

3. Have students work on a concept map about their assigned section of the What is Economics? note-taking guide. (rest of class)

Home Learning: Complete your designated section of the note-taking guide. Journal 65 – Section 1 Review #3. Draw the diagram and complete it.

Lesson on Friday, March 10, 2017

Aim: Why is corporate structure so important to economic growth?

Bell Ringer: Building Wealth pop quiz:
1. What are assets?
2. What are liabilities?
3. What is net worth?
4. Form an equation to calculate your net worth.

Objectives:

1. Students will compare different forms of business organizations.

Agenda:

1. Bell Ringer (10 min)

2. Have students complete the note-taking guide (Economic Systems) using their textbook (McGraw-Hill Economics Principles and Practices pp. 60-83), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups, or independently. (rest of class)

Home Learning: Building Worth pages 4-5

Lesson on Thursday, March 9, 2017

Aim: Why is corporate structure so important to economic growth?

Bell Ringer: Building Wealth Page 1

Objectives:

1. Students will compare different forms of business organizations.

Agenda:

1. Bell Ringer (10 min)

2. Review Economic Systems Exam (10 min)

3. Introduce Chapter 3 (10 min)

4. YouTube video: https://www.youtube.com/watch?v=aKkcggE7SRw  and https://www.youtube.com/watch?v=V0Noy8j9ft8  (10 min)

5. Journal 63 – Using a T-Chart, list the advantages and disadvantages of sole proprietorship while watching the 2nd video.

Home Learning: "Building Wealth" page 2-3 

Review: https://www.youtube.com/watch?v=7aYipxNeJCE

Lesson on Wednesday, March 8, 2017

Today we had the "Economic Systems Unit Test". Please see me if you were absent.

Home Learning: "Building Wealth" work book, page 1.

Lesson on Monday, March 6, 2017

Aim: Are the roles of the entrepreneur, the consumer, and the government in the free enterprise system equally important, or is one more important than the other?

Bell Ringer: Review Journal 59

Objectives:

1. Students will compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce? (2) How to produce?; and (3) For whom to produce?

2. Students will identify and explain broad economic goals.

3. Students will differentiate and draw conclusions about historical economic thought theorized by economists.

Agenda:

1. Bell Ringer (10 min)

2. Grade and review HW (5 min)

3. Concept Map and Economic Systems note-taking guide presentations. (rest of class)

4. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: 

Journal 60 – Explain who makes economic decisions in a market economy. 

Journal 61 – Describe the advantages and disadvantages of a mixed economy.

Lesson on Friday, March 3, 2017

Aim: Are the roles of the entrepreneur, the consumer, and the government in the free enterprise system equally important, or is one more important than the other?


Bell Ringer: Journal 58 – Choose one of the economic and social goals named in this section. How might the ways in which this goal is met change over time? / Use section 2. (HW will be graded at this time)


Objectives
1. Students will compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce? (2) How to produce?; and (3) For whom to produce? 2. SS.912.E.2.1: Identify and explain broad economic goals.
3. Students will differentiate and draw conclusions about historical economic thought theorized by economists.


Agenda:
1. Bell Ringer (10 min)
2. Grade and review HW (5 min)
3. Concept Map and Economic Systems note-taking guide presentations. (rest of class)
4. Have students complete the note-taking guide as each group presents their designated topic.



Home Learning: Journal 59 – What distinguishes socialism from communism? (Use figure 2.2)

Lesson on Thursday, March 2, 2017

Aim: How might major economic and social goals in the United States change in your lifetime?

Bell Ringer:  YouTube video: https://www.youtube.com/watch?v=G3PwnKEHoCg  

Journal 57 – What major themes can you identify in the list of seven economic goals? 

Objectives:

1.SS.912.E.1.3: Compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce? (2) How to produce?; and (3) For whom to produce? 

2. SS.912.E.2.1: Identify and explain broad economic goals. 3. SS.912.E.3.6: Differentiate and draw conclusions about historical economic thought theorized by economists.

Agenda:

1.Bell Ringer (10 min)   

2.YouTube video (5 min)  

3.Have students work on a concept map about their assigned section of the What is Economics? note-taking guide. (rest of class)

Home Learning: "On-the-Job Video Gaming" on page 47. Questions 1-2 on a loose leaf./ Complete note-taking guide and concept map.

Lesson on Wednesday, March 1, 2017

Aim: How does an economic system help a society deal with the fundamental problem of scarcity?

Bell Ringer: YouTube video: https://www.youtube.com/watch?v=B43YEW2FvDs

Journal 56 – What are the advantages and disadvantages of a traditional economy?

Objectives:

1. Students will compare how the various economic systems (traditional, market, command, mixed) answer the questions: (1) What to produce? (2) How to produce?; and (3) For whom to produce?

2. Students will identify and explain broad economic goals.

3. Students will differentiate and draw conclusions about historical economic thought theorized by economists.

Agenda:

1.Bell Ringer (10 min)   

2.Complete the note-taking guide (Economic Systems) using your textbook (McGraw-Hill Economics Principles and Practices pp. 32-53), online resources, or class notes as appropriate. (rest of class)

Home Learning: We will continue to work on the note-taking guides tomorrow.