1. UNIT II. MACROECONOMIC ISSUES AND MEASURING ECONOMIC PERFORMANCE Objective: Examine and explain the multiplier effect on the circular flow of payments. 1. Warm up—Explain why increased unemployment will shift both the consumption and savings schedules down. 2. Unit 2 practice 1.Groups of four 2.Answer the practice questions. 3.Provide a supporting fact/concept for each question. For example, if the question reads, “In an economy where the MPC is 75%. The multiplier would be: B) 4.” Your supporting fact might be “multiplier=1/1-MPC.” 3. More Unit 2 review and exam info UNIT 2 Exam—Friday, October 2

2. Objective: Examine the laws of Supply and Demand and the graphs that reflect these concepts. 1. Warm up—What is a complement? 2. More practice in groups. 3. Chapter 6 questions (p147 9-12, 18-22) 4. Quiz info and review Quiz tomorrow on Supply and Demand

3. Objective: Students will examine the expansion of American life on the Great Plains (Chapter 5) 1. Warm up—Explain three challenges the Homesteaders faced in settling the Great Plains? 2. Create a four panel story/dialogue about some change on the western frontier 3. Chapter 5 Summary questions reviewed 4. After you read (worksheet review) 5. Cowboys and ranching (video, notes) Quiz on chapter 5 (bring you book in case it’s open book again.)

4. Create a four panel story/dialogue about a change on the western frontier discussed in chapter 5. ◦ Choose a topic. (for example, the exodusters, populism, Homestead act, Dawes act, etc.) ◦ Create a four panel story. Use pictures and dialogue (You can draw stick figures) ◦ Be sure your story/dialogue explains the impact of some aspect of this period in history.

5. UNIT II. MACROECONOMIC ISSUES AND MEASURING ECONOMIC PERFORMANCE Objective: Unit 2 assessment. 1. Warm up—What effect does inflation have on the rate of return? 2. UNIT 2 Exam 3. Turn in packet Read Unit 3 Topic A

6. Objective: Examine the laws of Supply and Demand and the graphs that reflect these concepts. 1. Warm up—What is a substitute? Give an example. 2. Supply and Demand Quiz 3. Turn in packet 4. Secret History of the Credit Card

7. Objective: Students will examine the expansion of American life on the Great Plains (Chapter 5) 1. Warm up—Why was barbed wire such an important innovation? 2. Open book quiz on chapter 5 (No sharing of books; you must use your own) 3. Cowboys and ranching (video, notes) 4. Yesterday’s panels (if time allows) 5. How to pronounce Uranus (video) How to pronounce Uranus (video)

8. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Examine the aggregate expenditures model. Graph accordingly. 1. Warm up—What is equilibrium GDP? 2. Topic A: Aggregate expenditures model (chapter 9) 3. The Commanding Heights (video, notes) Read Unit 3 Topic A

15. Objective: Students will examine the types of business organizations, how they’re structured and the advantages and disadvantages of each. 1. Warm up—Why was South Dakota so important to the credit card business? 2. Business Organizations (reading, questions, terms) 3. Secret History of the Credit Card (continued)

16. Objective: Students will examine the expansion of industry in the late 19 th century and it’s impact on American life (Chapter 6) 1. Warm up—What? 2. The expansion of industry (reading p230- 233) 3. The History of Thomas Edison (video, notes) 4. Questions on page 233 1-5

17. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Examine the aggregate expenditures model. Graph accordingly. 1. Warm up—How is it that a $20 billion dollar injection of government spending into the economy will move the equilibrium GDP from $470B to $550B? Draw the aggregate expenditures model to illustrate this point. 2. Aggregate expenditures model (quick review) 3. The Commanding Heights (video, discussion, notes) Homework: Chapter 9 (p184-185 2,4,6,8,9,15)

18. Objective: Students will examine the types of business organizations, how they’re structured and the advantages and disadvantages of each. 1. Warm up—What services do credit card companies offer their customers? 2. Business Organizations (continued reading, questions, terms, and section test) 3. Secret History of the Credit Card (continued) HOMEWORK: Research the Credit Card Accountability Responsibility and Disclosure Act of 2009. Why was it necessary? Explain 5 changes this act brought about? Due: Thursday!

19. Objective: Students will examine the expansion of industry in the late 19 th century and it’s impact on American life (Chapter 6) 1. Warm up—Why is this period called the “Industrial Revolution?” 2. Review (page 233 1-5) 3. The American Industrial Revolution (video, notes, discussion) The American Industrial Revolution HOMEWORK:

20. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Examine the aggregate expenditures model. Graph accordingly. 1. Warm up—What are the components of GDP? What do these categories measure? Be explicit. 2. Production possibilities, circular flow of payments, business cycle and aggregate expenditures model. 3. Aggregate demand and supply (graphs, notes) 4. Review homework: Chapter 9 (p184-185 2,4,6,8,9,15) 5. The Commanding Heights (video, discussion, notes)

21. Objective: Students will examine the types of business organizations, how they’re structured and the advantages and disadvantages of each. 1. Warm up—Explain one criticism of the Credit Card industry. 2. A business of your own 3. The 4 Ps. 4. Secret History of the Credit Card (concluded) HOMEWORK: Research the Credit Card Accountability Responsibility and Disclosure Act of 2009. Why was it necessary? Explain 5 changes this act brought about? Due: Thursday!

22.  What good or service are your selling?  What is the mission of your business?  Where is business located?  Who are your customers? How will you attract them?  How will you structure your business? (If you work with someone, you will be a partnership; if you decide to be a corporation, you can have up to four “shareholders.”)  List the advantages and disadvantages of this structure  Summarize the four Ps of marketing: Price, Product, promotion, place

24. 1. The name of your business and it’s location. Include your company logo and mission. 2. Product line: explain the uses and benefits of the goods and/or services you’re selling. Include prices and pictures. 3. Who is your target market? (Your customers, demographics, etc.) 4. Marketing strategies: how will you reach your potential customers? List the things your will do. 5. Organizational structure. Advantages and disadvantages. Include how you will address the disadvantages. 6. Your name and the names of your partners or shareholders. Indicate the role of each.

25. Objective: Students will examine the expansion of industry in the late 19 th century and it’s impact on American life (Chapter 6) 1. Warm up—What was the Interstate Commerce Act? How effective was the Act? Explain. 2. Create A New Industrial Age booklet. 3. The American Industrial Revolution (video, conclusion) The American Industrial Revolution

26. Create A New Industrial Age booklet. Your booklet should include the following pages: 1. Title, your name at the top. A timeline of events of the period. 2. Section 1: The Expansion of Industry 3. Section 2: The Age of Railroads 4. Section 3: Big Business and Labor Compile info on the key ideas of each section, important figures and events. All pages should have some graphic or image (i.e. map, picture, chart, etc.) Use your book for most of the key ideas but each page should include info added from some other source.

27. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Examine the aggregate expenditures model. Graph accordingly. 1. Warm up—Consider Aggregate Demand and Aggregate Supply. What happens in the long run as incomes rise? Draw the Aggregate Demand curve and the Aggregate Supply accordingly. 2. The Commanding Heights (video, discussion, notes) 3. Review homework: Chapter 9 (p184-185 2,4,6,8,9,15)

28. Objective: Students will examine the types of business organizations, how they’re structured and the advantages and disadvantages of each. 1. Warm up—What is the biggest challenge any new business will face? 2. Turn in homework: Research the Credit Card Accountability Responsibility and Disclosure Act of 2009. Why was it necessary? Explain 5 changes this act brought about? 3. Secret History of the Credit Card (concluded) 4. A business of your own

29. Objective: Students will examine the expansion of industry in the late 19 th century and it’s impact on American life (Chapter 6) 1. Warm up—What was the greatest achievement of the Industrial Age? 2. Create A New Industrial Age booklet. Due Friday at the end of the period. 3. The American Industrial Revolution (video, conclusion) The American Industrial Revolution

30. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Examine the aggregate expenditures model. Graph accordingly. 1. Warm up—What factors shift the aggregate supply curve? 2. Aggregate demand and supply (quick review) 3. Helpful hints 4. The Commanding Heights (questions) 5. Review homework: Chapter 9 (p184-185 2,4,6,8,9,15) HOMEWORK: Chapter 10 (p203-204 1,3,6,9,10)

31. Objective: Students will examine the types of business organizations, how they’re structured and the advantages and disadvantages of each. 1. Warm up—What is a sole proprietorship? 2. A business of your own 3. Create a six panel brochure for your business

32. Include the following pages: 1. The name of your business and it’s location. Include your company logo and mission. 2. Product line: explain the uses and benefits of the goods and/or services you’re selling. Include prices and pictures. 3. Who is your target market? (Your customers, demographics, etc.) 4. Marketing strategies: how will you reach your potential customers? List the things your will do. 5. Organizational structure. Advantages and disadvantages. Include how you will address the disadvantages. 6. Your name and the names of your partners or shareholders. Indicate the role of each.

33.  What good or service are your selling?  What is the mission of your business?  Where is business located?  Who are your customers? How will you attract them?  How will you structure your business? (If you work with someone, you will be a partnership; if you decide to be a corporation, you can have up to four “shareholders.”)  List the advantages and disadvantages of this structure  Summarize the four Ps of marketing: Price, Product, promotion, place

35. Objective: Students will examine the expansion of industry in the late 19 th century and it’s impact on American life (Chapter 6) 1. Warm up—no warm up 2. Complete your New Industrial Age booklet. Due at the end of the period. 3. The American Industrial Revolution (video, conclusion) The American Industrial Revolution

36. Create A New Industrial Age booklet. Your booklet should include the following pages: 1. Title, your name at the top. A timeline of events of the period. 2. Section 1: The Expansion of Industry 3. Section 2: The Age of Railroads 4. Section 3: Big Business and Labor Compile info on the key ideas of each section, important figures and events. All pages should have some graphic or image (i.e. map, picture, chart, etc.) Use your book for most of the key ideas but each page should include info added from some other source.

37. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Review Unit III key terms and concepts. 1. Warm up—What is fiscal policy? 2. Chapter 9-11 (key terms in groups) 3. Review Chapter 9 (p184-185 2,4,6,8,9,15) and Chapter 10 (p203-204 1,3,6,9,10) homework problems 4. What if China wanted their money? (video, discussion) READ CHAPTER 11

38. Objective: Students will examine the types of business organizations, how they’re structured and the advantages and disadvantages of each. 1. Warm up—What is liability? 2. Liability examined 3. Complete the six panel brochure for your business (groups) 4. Review chapter 8 questions (class)

39. Include the following pages: 1. The name of your business and it’s location. Include your company logo and mission. 2. Product line: explain the uses and benefits of the goods and/or services you’re selling. Include prices and pictures. 3. Who is your target market? (Your customers, demographics, etc.) 4. Marketing strategies: how will you reach your potential customers? List the things your will do. 5. Organizational structure. Advantages and disadvantages. Include how you will address the disadvantages. 6. Your name and the names of your partners or shareholders. Indicate the role of each.

40. Objective: Students will examine the rise of cities and the influx of immigrants in the late 19 th century (Chapter 7) 1. Warm up—What was the Chinese Exclusion Act? 2. Chinese Exclusion Act (video intro) Chinese Exclusion Act (video intro) 3. Chapter 7 (reading, discussion) 4. Questions

41. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Review Unit III key terms and concepts. 1. Warm up—What is the public debt? 2. Is too much public debt a problem? (reading, discussion) 3. What if China wanted their money? (video, discussion) 4. Review (p203-204 1,3,6,9,10) homework problems 5. Chapter 9-11 (key terms in groups) READ CHAPTER 11 (

42. Objective: Students examine the definition of the labor force, employment and unemployment. 1. Warm up—What is the greatest advantage of a corporation as a business organization? 2. If you haven’t already, turn in your six panel brochure for your business (groups) 3. Morocco's “Mule Ladies” (video, notes) 4. Chapter 9—Labor (reading, terms, questions) 1.P211 terms p217 1-3 5. Your business. Name, products, business structure, customers (quick poster)

43. Objective: Students will examine the rise of cities and the influx of immigrants in the late 19 th century (Chapter 7) 1. Warm up—What is Ellis Island? 2. Ellis Island—A new hope (video, notes, discussion)https://www.youtube.com/watch ?v=8X4CypTaOQshttps://www.youtube.com/watch ?v=8X4CypTaOQs 3. Chapter 7.2 (reading, discussion) 4. Review section 1 questions

44. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Review Unit III key terms and concepts. 1. Warm up—China holds a large part of the U.S. public debt. Should we be concerned? 2. Is too much public debt a problem? (reading, discussion) 3. Chapter 9-11 (summaries, what do you know?) 4. Review (p203-204 1,3,6,9,10) homework problems HOMEWORK: CHAPTER 11 (p225-226 2,3,5,7,11,15)

45. +, -, or ? ConceptBeforeAfterConcept Explained leakage Unplanned changes in inventory Long-run aggregate supply curve Contractionary fiscal policy Budget deficit Political business cycle U.S. Securities

46. Objective: Students examine the definition of the labor force, employment and unemployment. 1. Warm up—What is the labor force? 2. More Chapter 9: p236 1-7 3. Quick review: Your business. Name, products, business structure, customers (quick poster) (10 minutes) 4. Share with the class. (10 minutes) 5. Review terms and questions: p211 terms; p217 1-3. 6. 9.2 Labor: reading and discussion

47. Objective: Students will examine the rise of cities and the influx of immigrants in the late 19 th century (Chapter 7) 1. Warm up—List 3 challenges all immigrants faced in coming to America in 1900. 2. Review section 1 questions 3. Chapter 7.2 (reading, discussion, questions) 4. P266 2-5

48. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Review Unit III key terms and concepts. 1. Warm up—What is a closed private economy? 2. Graphs to k now: aggregate expenditures, AD/AS model 3. The summaries, what do you know? 4. Review homework problems (p203-204 1,3,6,9,10; p225-226 2,3,5,7,11,15)

49. ConceptSynonym consumption firms changes in inventory expenditures aggregate Contraction budget deficit U.S. Securities revenue foreign sector total output

50. Concept/termAssociation: use a word or words that relates to concept or term equilibrium GDP short run and long run fiscal policy recession investment adjustment of production costs and wage in time Price level aggregate demand

51. Use fall or increase to complete the if and then situation IfThen If aggregate expenditures fall,unplanned inventories will... ? If the MPC grows smaller,the multiplier will... ? If people save more,GDP will... ? If investment decreases,aggregate expenditures will... ? If government spending falls,Real GDP will... ? If imports rise,Real GDP will... ? If the overall price level rises,Real GDP will... ?

52. Objective: Students examine the definition of the labor force, employment and unemployment. 1. Warm up—Define employment 2. EARTHQUAKE DRILL 3. Review Chapter 9: p236 1-7 4. Review terms and questions: p211 terms; p217 1-3. 5. Share your business with the class.

53. Objective: Students will examine the rise of cities and the influx of immigrants in the late 19 th century (Chapter 7) 1. Warm up—What was the Pendleton Civil Service Act? 2. Review p266 2-5 3. Breaking down 7.3: Make a list 10 most essential points or ideas of the section 3. Include why they’re important. 4. Review

54. UNIT III. MACROECONOMIC MODELS AND FISCAL POLICY Objective: Unit III Exam. 1. Warm up—What does the phrase “aggregate expenditures” mean? 2. Unit III Exam 3. Turn in Unit III packet (after everyone is finished with the exam) 4. Unit IV (beginnings)

55. Objective: Students examine the structure of Business and Labor in the American economy. 1. Warm up—Joe has no job yet he’s not unemployed. How can that be? 2. Share your business with the class. 3. Labor 1.What is a labor union? (p228) 2.How does collective bargaining work? (p233) 4. Karl Marx (p227 reading, questions)

56. Objective: Students will examine the rise of cities and the influx of immigrants in the late 19 th century (Chapter 7) 1. Warm up—Why was the Pendleton Civil Service Act enacted? Explain. 2. Review Breaking down 7.3: Make a list 10 most essential points or ideas of the section 3. Include why they’re important. 3. The American President (post civil-war period)

57. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine the definition of financial assets (money, stocks, bonds), the time value of money (present and future value), and the measures of money supply 1. Warm up—What is money? 2. Death to pennies! 3. Financial assets; the time value of money 4. Inequality for all (video, notes, discussion) Read: Chapter 12, pages 229-240

58. Objective: Students examine the structure of Business and Labor in the American economy. 1. Warm up—Why do workers form unions? 2. Unemployment (p331 reading, notes, questions) 3. Freakonomics! Can You Bribe A 9th Grader To Succeed? (video, notes, discussion) 4. Karl Marx (p227 reading, questions)

59. Objective: Students will examine life at the turn of the 20 th Century (Chapter 8) 1. Warm up—Who was George Eastman? How did he contribute to changing times at the turn of the 20 th Century? 2. City Design, Communication, and Transportation (three column chart) 3. The Brooklyn Bridge 1.Reading: p276 2.video, notes, discussion

60. designcommunicationtransportation 111 222 333

61. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine the definition of financial assets (money, stocks, bonds), the time value of money (present and future value), and the measures of money supply 1. Warm up—Give four reasons why pennies should be removed from circulation. 2. The money supply and spending 3. Inequality for all (video, notes, discussion) Read: Chapter 12, pages 229-240

62. Objective: Students examine the structure of Business and Labor in the American economy. 1. Warm up—Why did cash rewards fail to motivate most 9 th graders in Chicago Heights? Explain. 2. Fill in the unemployment chart. 3. Karl Marx (p227 reading, questions)

63. Typedefinition2 examples of each Seasonal1. 2. Frictional1. 2. Structural1. 2. Cyclical1. 2.

64. Objective: Students will examine life at the turn of the 20 th Century (Chapter 8) 1. Warm up—Why was the Brooklyn Bridge such an accomplishment in the late 19 th century? 2. Review the City Design, Communication, and Transportation (three column chart) 3. The Brooklyn Bridge (video, notes) HOMEWORK: Chapter 8.3 read the section and complete the worksheet.

65. designcommunicationtransportation BridgesHigh-speed printing presses Electric streetcars SkyscrapersLinotype machineTrains Urban planningPhotographySubways ParksAirplanes

66. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine the definition of financial assets (money, stocks, bonds), the time value of money (present and future value), and the measures of money supply 1. Warm up—When discussing the money supply, what does M1 include? 2. The money supply 3. That film about money 4. Practice 5. Homework: p242-243 (2,3,6,8)

67.  The narrow M1 definition of money includes currency held by the public plus checkable deposits in commercial banks and thrift institutions.  Thrift institutions as well as commercial banks offer accounts on which checks can be written.  The M2 definition of money includes M1 plus savings deposits, including money market deposit accounts, small (less than $100,000) time deposits, and money market mutual fund balances held by individuals.  Money supply MZM (money zero maturity) adjusts M2 by subtracting small (less than $100,000) time deposits and adding money market mutual fund balances held by businesses.

68. 1. Money serves as a medium of exchange, a unit of account, and a store of value. 2. The value of money is rooted not in specified quantities of precious metals but in the amount of goods, services, and resources that money will purchase. 3. The Federal Reserve’s major role is to regulate the supply of money in the economy. 4. In the United States, all money consists essentially of the debts of government, commercial banks, and thrift institutions.

69.  In the United States, all money consists essentially of the debts of government, commercial banks, and thrift institutions.  These debts efficiently perform the functions of money as long as their value, or purchasing power, is relatively stable.  The value of money is rooted not in specified quantities of precious metals but in the amount of goods, services, and resources that money will purchase.  The value of the dollar (its domestic purchasing power) is inversely related to the price level.  Government’s responsibility in stabilizing the purchasing power of the monetary unit calls for (a) effective control over the supply of money by the monetary authorities and (b) the application of appropriate fiscal policies by the president and Congress.

70.  The U.S. banking system consists of (a) the Board of Governors of the Federal Reserve System, (b) the 12 Federal Reserve Banks, and (c) some 7600 commercial banks and 11,400 thrift institutions (mainly credit unions).  The Board of Governors is the basic policymaking body for the entire banking system.  The directives of the Board and the Federal Open Market Committee (FOMC) are made effective through the 12 Federal Reserve Banks, which are simultaneously (a) central banks, (b) quasi-public banks, and (c) bankers’ banks.

71. The major functions of the Fed are to: (a) issue Federal Reserve Notes, (b) set reserve requirements and hold reserves deposited by banks and thrifts, (c) lend money to banks and thrifts, (d) provide for the rapid collection of checks, (e) act as the fiscal agent for the Federal government, (f) supervise the operations of the banks (g) regulate the supply of money in the best interests of the economy.

72.  The Fed is essentially an independent institution, controlled neither by the president of the United States nor by Congress.  This independence shields the Fed from political pressure and allows it to raise and lower interest rates (via changes in the money supply) as needed to promote full employment, price stability, and economic growth.

73. Objective: Students examine incentives and the structure of Business and Labor in the American economy. 1. Warm up—What are incentives? 2. Incentives practice 3. Why do people cheat? 4. Freakonomics (did they cheat?) 5. Karl Marx (p227 reading, questions)

74. 1. A man stops his car when the street light is red. 2. A student does her homework. 3. The employee does his best at work. 4. The football player is careful not to grab the facemask of an opponent. 5. A kid is tempted to shoplift a candy bar but decides not to. 6. Mr. Jones wants his son be successful in life. 7. John bets Larry $100 that the Mets will win the World Series this year. 8. Ralphs updates the deli section of the store.

75. Objective: Students will examine life at the turn of the 20 th Century (Chapter 8) 1. Warm up—What is lynching? 2. Reading: Lynching 3. One story of lynching (video, notes) 4. Review Chapter 8.3 homework worksheet 5. Questions

76. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine the definition of money and the role the Fed plays in ensuring a stable currency and price system 1. Warm up—Explain 3 of the major functions of the Federal Reserve. 2. Yesterday’s statements explained 3. The second part of that film about money 4. Review Homework: p242-243 (2,3,6,8) 5. Chapter 13

77. 1. Money serves as a medium of exchange, a unit of account, and a store of value. 2. The value of money is rooted not in specified quantities of precious metals but in the amount of goods, services, and resources that money will purchase. 3. The Federal Reserve’s major role is to regulate the supply of money in the economy. 4. In the United States, all money consists essentially of the debts of government, commercial banks, and thrift institutions.

78. Objective: Students examine incentives and the structure of Business and Labor in the American economy. 1. Warm up—When can we expect people to cheat? 2. Freakonomics (cheating concluded) 3. Karl Marx (p227 reading, questions 1-2) 4. Chapter 8 and 9 questions to know for tomorrow

79. Objective: Students will examine segregation and discrimination at the turn of the 20 th Century (Chapter 8) 1. Warm up—What were Jim Crow laws? 2. Writing on Segregation and discrimination at the turn of the 20 th Century. A.What is “racial etiquette?” Explain. B.Explain the Court’s decision in Plessey v. Ferguson. (video, notes, discussion) C.Witness to a lynching. 3. Chapter 8.4

80. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine the widen gap in income inequality in the United States 1. Warm up—Why should we be concerned about growing income inequality in the United States? 2. Quick review 3. Inequality for all (video, notes, discussion) Read Chapter 13 for Monday

81. Objective: Students examine incentives and the structure of Business and Labor in the American economy. 1. Warm up—Who was Karl Marx? 2. Quiz 3. More Freakonomics (video, notes, discussion)

82. Objective: Students will examine life in America at the turn of the 20 th Century (Chapter 8) 1. Warm up—Who was Louis Sullivan? 2. Chapter 8 review (worksheet, discussion) 3. Review Witness to a lynching. (review some examples from yesterday)

83. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine how a banks create money. 1. Warm up—What is liability? 2. Understanding Banking: Assets and liabilities 3. Economics USA: The banking system (video, notes, worksheet)

84. Objective: Students will examine how economists measure national income and its components. 1. Warm up—Explain the difference between a good and a service. 2. Gross domestic product (chapter 12 reading) 3. More GDP (notes, discussion)

85. Objective: Students will examine the four goals of the Progressive movement (Chapter 9) 1. Warm up—What was the progressive movement? 2. Chapter 9: Four goals of the progressive movement. (reading and writing) 3. Discussion

86. Write a short paragraph of each of the goals of the progressive movement: 1.protecting social welfare 2.promoting moral improvement 3.creating economic reform 4.fostering efficiency Explain the goals and provide examples of each. To what extent were these goals achieved? You can work in groups of 3 or 4 but each student must have their own paper.

87. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine how a banks create money. 1. Warm up—What are assets? 2. Reviewing our terms: assets, liabilities, reserves, required reserves, available reserves (sometimes call excess reserves). 3. A bank’s balance sheet continued 4. An exercise. 5. Economics USA: The banking system (video, notes, worksheet) story 3

88. Transaction A: $125,000 in deposits Transaction B: $50,000 in loans; $25,000 in new deposits Transaction C: $10,000 purchase of government bonds; customers withdraw $10,000. Transaction D: $100,000 in new deposits; $20,000 is new loans; $20,000 withdrawn. Transaction E: Fed cuts the reserve ratio from.2 to.1.

89. Create a balance sheet for the Bank of New Jersey and the Bank of New Mexico. 1. Consider that the first loans taken from the First Bank of New York result in purchases that result in deposits at the Bank of New Jersey; also, the Bank of New Jersey makes $30,000 in new loans. 2. Consider that the loans taken from Bank of New Jersey result in purchases that result in deposits at the Bank of New Mexico; also, the Bank of New Mexico makes $20,000 in new loans. 3. What is total of money created from the initial deposit at the First Bank of New York? 4. What is the maximum amount of money that could have been created, had the bank loaned all its available reserves?

90. Objective: Students will examine how economists measure national income and its components. 1. Warm up—Why is spending important to the economy? 2. Gross domestic product (notes, discussion) 3. GDP worksheet 4. Review chapter 12 questions from yesterday.

91. Objective: Students will review the four goals of the Progressive movement; students will examine the role of women in public life at the turn of the 20 th Century. (Chapter 9) 1. Warm up—What is suffrage? 2. Review the four goals of the progressive movement. 3. Woman in public life (reading, questions) Homework: finish worksheets

92. Write a short paragraph of each of the goals of the progressive movement: 1.protecting social welfare 2.promoting moral improvement 3.creating economic reform 4.fostering efficiency Explain the goals and provide examples of each. To what extent were these goals achieved? You can work in groups of 3 or 4 but each student must have their own paper.

93. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine how a banks create money. 1. Warm up—What are excess reserves? 2. Quick review: reserve requirement; money as debt; the value of a promise. 3. Balance sheet exercise and money creation 4. Money creation 5. Incentives: Freakeconomics (video continued: 1:08) Read Chapter 14!!!!!

94. Transaction A: $125,000 in deposits Transaction B: $50,000 in loans; $25,000 in new deposits Transaction C: $10,000 purchase of government bonds; customers withdraw $10,000. Transaction D: $100,000 in new deposits; $20,000 is new loans; $20,000 withdrawn. Transaction E: Fed cuts the reserve ratio from.2 to.1.

95. Create a balance sheet for the Bank of New Jersey and the Bank of New Mexico. 1. Consider that the first loans taken from the First Bank of New York result in purchases that result in deposits at the Bank of New Jersey; also, the Bank of New Jersey makes $30,000 in new loans. 2. Consider that the loans taken from Bank of New Jersey result in purchases that result in deposits at the Bank of New Mexico; also, the Bank of New Mexico makes $20,000 in new loans. 3. What is total of money created from the initial deposit at the First Bank of New York? 4. What is the maximum amount of money that could have been created, had the bank loaned all its available reserves?

96. Objective: Students will examine how economists measure national income and its components. 1. Warm up—When calculating GDP, what does Consumption include? 2. Quick review of gross domestic product 3. GDP worksheet 4. Review chapter 12 questions 5. Economic growth: Economics USA (video, notes, discussion)

97. Objective: Students will examine the role of women in public life at the turn of the 20 th Century;. (Chapter 9) 1. Warm up—Who was Teddy Roosevelt? How did he come to be president? 2. Review of woman in public life (review worksheets) 3. Chapter 9 Summary (section 3 reading) 4. Progressive movement and Teddy Roosevelt (video, notes, discussion)

98. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine how a banks create money. 1. Warm up—How do banks create money? 2. Money creation worksheet review 3. Incentives (video continued: 1:08)

99. Objective: Students will examine how economists measure national income and its components. 1. Warm up—When calculating GDP, what does Investment include? 2. GDP worksheet 3. Economic growth: Economics USA (video, notes, discussion) 4. Spending and Income (notes, reading) 5. Review chapter 12 questions reviewed 6. Exam info: study your notes, worksheets

100. Objective: Students will examine the role of women in public life at the turn of the 20 th Century;. (Chapter 9) 1. Warm up—What was one policy of the Roosevelt presidency? 2. Review summary questions 3. Taft and Wilson (reading, p331 #3 questions) 4. The century (video, notes continued) QUIZ Friday

101. UNIT IV. MONEY, BANKING, AND MONETARY POLICY (Financial Sector) Objective: Students will examine how a banks create money. 1. Warm up—What role do interest rates play in money creation? 2. Quick review: 3. Unit III Exam review 4. The Fed Today

102. Objective: Students will examine how economists measure national income and its components. 1. Warm up—When calculating GDP, what does Government include? 2. GDP Quiz 3. Inequality for all (video, notes, discussion)

103. Objective: Students will examine the role of women in public life at the turn of the 20 th Century;. (Chapter 9) 1. Warm up—What are muckrakers? 2. Chapter 9 quiz 3. The Century (video, notes continued)