1. Objective: Opening procedures 1. Welcome 2. Student questionnaire 3. Subject Syllabus 4. Course standards and expectations 5. Getting started 6. A little assignment

2.  Go to www.mrclotzman.comwww.mrclotzman.com  Click the online link on for our class  On the far right you’ll see: Why A Pack Of Peanut Butter M&M's Weighs A Tiny Bit Less Than A Regular Pack  Answer the questions

3. Objective: Examine the basic premise of economics 1. Warm up—How did you participate in the economy last week? Consider the basic things you did daily along with the special things you might have done. 2. Warm up discussion 3. Homework discussion and collection 4. Economics: scarcity, costs, and more

4. Objective: Examine the basic premise of economics 1. Warm up—How did you participate in the economy last week? Consider the basic things you did daily along with the special things you might have done. 2. Warm up discussion 3. Homework discussion and collection 4. Economics: scarcity, costs, and more 5. The world economy.

5. STEP A: 1. Make a list of 4 different things you might do with $10.00. 2. Make a list of 4 different things you might do if we get out of school an hour early. 3. Make a list of 3 different things you might do with a egg.

6. Objective: Intro to US History 1. Warm up—History! Why do we waste our time with it? Why is it important to know and study it? (or at least, why do they tell us it’s important?) 2. The United States 3. Timeline/Timeline of key events 4. Primary versus Secondary sources

7. Objective: Examine the basic premise of economics 1. Warm up—What is the world economy? Explain. 2. Quick review 3. Economics: Scarcity, opportunity costs, and specialization. 4. Unit 1 Topic A: The economic perspective (notes, discussion) 5. Cav-o-nomics (video, notes, discussion)

8. Objective: Examine the basic premise of economics 1. Warm up—What is the world economy? Explain. 2. Quick review 3. Economics: Scarcity, opportunity costs, and specialization. 4. Chapter 1 (reading and questions) 5. Cav-o-nomics (video, notes, discussion)

9. STEP A: 1. Make a list of 4 different things you might do with $10.00. 2. Make a list of 4 different things you might do if we get out of school an hour early. 3. Make a list of 3 different things you might do with a egg.

10. STEP B: 1. Circle the choice for each list you will do. Write CH next to the circled item. 2. Circle the next best alternative to your choice. Write OP next to the item. STEP C: 1. Explain in a sentence why your choice for each list is the best choice. (one sentence for each list) 2. Did you items that have the lowest opportunity cost? (answer this question for each list)

11. Objective: Intro to US History 1. Warm up—List the states that border Nebraska. 2. Map of the United States reviewed 3. Timelines of History 4. Primary versus Secondary sources 5. Chapter 1 breakdown.

12.  What is a timeline?  How can a timeline be useful?  What are the elements of a timeline?

13. HOMEWORK: Create a vertical timeline of the history of the life of someone you know. Include the years and key events in their life. (At least 12 events and why they’re important) DUE: Friday, August 21, 2015

14. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Why is scarcity considered the fundamental problem of all economies? 2. Opportunity Costs reviewed: Consider the costs of going to college. Explain. 3. The economic perspective (notes, discussion) Quick review. 4. Guns and Butter: Production Possibilities (notes, text, discussion) 5. A few questions HOMEWORK: p19 (1,3,5,10,12) If you don’t have a textbook yet, you can access it at www.mrclotzman.com AP Macroeconomics page. www.mrclotzman.com

15. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Why is scarcity considered the fundamental problem of all economies? 2. The economic perspective—quick review 3. Chapter 1 (reading and questions) 4. Cave-o-nomics (video, notes) 5. A few questions for practice

16. Objective: Exploration and the Colonial Era of the United States 1. Warm up—List the states that border North Carolina. 2. Class reading p14-15 3. List all the foods, plants, etc. brought from the new world to the old world; do the same for those brought from the old world to the new world. 4. Chapter 1 worksheets (finish for homework)

17. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Give an example of weighing the marginal cost of something against the marginal benefit. 2. Guns and Butter: Production Possibilities (review) 3. Homework problems—p19 (1,3,5,10,12) 4. Economics USA (video, worksheet) HOMEWORK: Go to www.mrclotzman.com. Click AP Macroeconomics. Read the article What a $15 Minimum Wage Would Mean for Your City. Download the Say, Mean, Matter form. Fill in the areas according what you’ve read in the article. DUE: Wednesday, August 26www.mrclotzman.com

18. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is an opportunity cost? 2. Chapter 1 (reading and questions) continued 3. Cave-o-nomics (video, notes) 4. Factors of production 5. A few questions for practice (p20 1-7, 9-10) HOMEWORK: Go to www.mrclotzman.com. Click Economics. Read the article What a $15 Minimum Wage Would Mean for Your City. Download the Say, Mean, Matter form. Fill in the areas according what you’ve read in the article. DUE: Wednesday, August 26www.mrclotzman.com

19. Objective: Exploration and the Colonial Era of the United States 1. Warm up—What is the Columbian exchange? 2. Chapter 1 summary (reading and questions reviewed) 3. Complete Ch. 1 After you read worksheet 4. The Conquest of Spanish America (video, notes, key ideas) Map quiz and more: Friday, August 28

20. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Draw a PPF for Fredonia, an economy that can produce cars and/or trucks. Include the following points: A) Where only cars are produce; B) Where the economy produces an equal number of cars and trucks during a recession; C) Where the economy produces both cars and truck and fully recovered from the recession. 2. Marginal costs and benefits—quick review 3. Economics USA (video, worksheet) 4. Review homework problems—p19 (1,3,5,10,12) HOMEWORK: Go to www.mrclotzman.com. Click AP Macroeconomics. Read the article What a $15 Minimum Wage Would Mean for Your City. Download the Say, Mean, Matter form. Fill in the areas according what you’ve read in the article. DUE: Wednesday, August 26www.mrclotzman.com

21. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What are the factors of production? 2. Economics USA (video, questions) 3. A few questions for practice (p20 1-7, 9-10) HOMEWORK: Go to www.mrclotzman.com. Click Economics. Read the article What a $15 Minimum Wage Would Mean for Your City. Download the Say, Mean, Matter form. Fill in the areas according what you’ve read in the article. DUE: Wednesday, August 26www.mrclotzman.com

22. Objective: Exploration and the Colonial Era of the United States 1. Warm up—List three items that went to the old world with the Columbian exchange? 2. Review Ch. 1 After you read worksheet 3. The Spanish Conquest of the Southwest (video, notes, key ideas) Map quiz and more: Friday, August 28

23. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What’s a sunk cost? 2. Collect Homework 3. Economics USA (worksheet reviewed) 4. Topic C (discussion and questions) ◦ p.42-43 (3, 6-9) p.42-43 (3, 6-9) Read Unit 1, Topic C for tomorrow Quiz Friday on Topic A, B and C

24. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What does “underutilization of resources” mean? 2. Collect homework 3. Economics USA (video, questions) conclusion 4. Production possibilities (notes, reading p15, exercise, questions) 5. Review (p20 1-7, 9-10) HOMEWORK: Read p23-24 in your homework book. Outline the key point for each paragraph QUIZ: Friday

25. Objective: Exploration and the Colonial Era of the United States 1. Warm up—a) List the states that border Vermont? b) What state or states shares a border with the most other states? c) What stateS were explored by Coronado as discussed in the video? 2. Map (quick review) 3. Chapter 1 reading and questions (P30 2 and 3) 4. The Spanish Conquest of the Southwest (video, notes, key ideas) Map quiz and more: Friday, August 28

26. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is a command economy? 2. Economic Scarcity and the Function of Choice (quick vid) Take notes 3. Topic C (notes, discussion) 4. Practice. Quiz Friday on Topic A, B and C Weekend homework: p.42-43 (3, 6-9)p.42-43 (3, 6-9)

27. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is the production possibilities frontier? (if you don’t know, look in the book) 2. Collect homework (The homework was to read p23- 24 in your homework book; outline the key point for each paragraph) 3. Economic Scarcity and the Function of Choice (quick vid) Take notes 4. Graph practice (p21 17-21) 5. Production possibilities (exercise, questions) 6. Complete 7. Review (p20 1-7, 9-10) QUIZ: Friday

28. Objective: Exploration and the Colonial Era of the United States 1. Warm up—a) List the states that border Wyoming? b) What state or states shares a border with the fewest other states? 2. Quiz info: what to study! 3. Review Chapter 1 reading and questions (P30 2 and 3) 4. The Spanish Conquest of the Southwest (video, notes, key ideas) 5. And much, much more! Map quiz and more: Friday, August 28

29. 1. What challenges did Spanish explorers face in the American Southwest? 2. How did Native Americans react to the arrival of the Spaniards and their attempts to conquer them? 3. Explain the differences between the Spanish and English colonial experience.

30. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What does Adam Smith mean when he says the wealth of a nation is the wealth of an entire nation despite who owns it? 2. Unit 1 Quiz 3. Topic C (more notes, discussion) Weekend homework: p.42-43 (3, 6-9)p.42-43 (3, 6-9)

31. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is the basic problem of economics? 2. Quiz 1 3. Organize and turn in packet 1. It should have the following: 1)Warm ups and in class notes 2)Economics USA worksheet (minerals and wilderness, guns and butter, etc.) 3)p20 1-7, 9-10 4)Production Possibilities Frontier worksheet 5)Graph practice (p21 17-21) 4. Three economic questions (reading, discussion)

32. 1. What are we going to produce? 2. How are we going to produce it? 3. For whom are you producing these goods? WHAT, HOW, and FOR WHOM?

33. Objective: Exploration and the Colonial Era of the United States 1. Warm up—Who was the Spanish explorer of the American southwest? 2. Quiz 1 (map and questions) 3. The Spanish Conquest of the Southeast (video, notes, key ideas) Packet 1 includes: Warm ups, chapter 1 summary and worksheet, all classwork, notes, map of US,

34. 1. Warm up—What are the five fundamental questions the text refers with regards to the economic choices of a society? 2. Draw all the graphs (supply and demand) on a separate sheet of paper. Summarize and label the graphs in your own words.

35. 1. Warm up—What are the three key economic questions we discussed on Friday? 2. Read pages 23-27; Answer questions 1-8 on page 27.

36. 1. Warm up—Who was John Locke? 2. Outline Chapter 2, Section 1 (pages 46-53) 3. Answer 2 and 3 on page 53 (finish for homework)