Tuesday, November 18, 2008
Friday, May 23, 2008
Week 19, Syllabus
Mr. Ditzenberger-Economics
Lessons: Financing LDCs
Time: Week 19, May 26th-30th
Unit: The Global Economy and Review
Objectives:
1. Students will analyze how political factors and debt are obstacles to development.
2. Students will review.
Monday
1. Chapter 18, Section 3. Financing Development.
2. Homework: Chapter 18, Section 4. Complete 1-9 of section 4
Tuesday
1. Review
Wednesday
1. Review
Thursday.
1. Alma Mata practice
Friday.
1. Final
Lessons: Financing LDCs
Time: Week 19, May 26th-30th
Unit: The Global Economy and Review
Objectives:
1. Students will analyze how political factors and debt are obstacles to development.
2. Students will review.
Monday
1. Chapter 18, Section 3. Financing Development.
2. Homework: Chapter 18, Section 4. Complete 1-9 of section 4
Tuesday
1. Review
Wednesday
1. Review
Thursday.
1. Alma Mata practice
Friday.
1. Final
Sunday, May 18, 2008
Final Review
M/C-(55 questions) types of resources-human, physical, capital; scarcity v shortage; production possibilities curve; key economic questions; command, free, and traditional economies; future price relative to current demand; simple analysis of a demand curve; elastic supply; excess demand and excess supply; natural monopolies and perfect competition; socially beneficial organizations (non-profits); types/forms of businesses-partnerships, etc.; effects of the minimum wage; future job growth in developed countries; characteristics of money; representative v commodity money; financial intermediaries; interest rate paid to the bondholder; basic components of bonds; calculation of GDP; tax and its impact on elastic v inelastic products; mandatory v discretionary spending; fiscal policy; supply side economics; Keynesian economics; federal reserve districts; easy money policy; money multiplier and the RRR; instruments of the Fed to influence the change of money supply; the Fed during the Grt Depr; tools of monetary policies; international free trade organizations; effects of exchange rates; the role of the World Bank and IMF with LDCs; characteristics of developed nations; OPEC.
Matching
Set 1-increasing marginal returns, market supply curve, diminishing marginal returns, total cost, marginal revenue, law of supply, marginal product of labor, variable, marginal cost, elasticity of supply, supply schedule, regulation, quantity supplied.
Set 2-corporate income tax, incidence of a tax, estate tax, deductions, regressive tax, real property, proportional tax, Medicaid, individual income tax, withholding, gift tax, Social Security
Set 3-individual income tax, balanced budget, tax return, discretionary spending, tax incentive, mandatory spending, tax exempt, Medicare, tax assessor, tariff, tax base, personal property
Short Answer
1. Explain what has happened to most of the large centrally planned economies. Why has this has happened?
2. How does the budget percentage that a person spends on a certain good affect the elasticity of demand for that good? Give a specific example.
3. What are some of the advantages of opening a franchise business?
4. Explain what the gold standard is and why it is no longer used in the United States.
5. Describe the four phases of the typical business cycle.
Essay
1. Write two paragraphs that explain how governments can use a variety of tools to manage the economy.
2. Compare the following investment instruments: stocks, bonds, and mutual funds by analyzing their advantages and disadvantages. Explain how a 25 year-old’s investment strategy may differ from a 50 year-old’s strategy. Lastly, explain the concept of a diversified investment portfolio and its value to investors of any age.
3. Explain the different business structures available in the United State today. Compare their advantages and disadvantages by providing examples of types of businesses that would likely use each of the structures explained in the first part of the questions.
4. Explain the differences between a free market, centrally planned economies, and socialistic economies as found in Sweden. Which economy is better for the most people? Why?
5. Explain the benefits of international, low-tariff trading to the world economy and to individual countries. Also explain what developed countries should do to help less developed countries (LDCs)?
Matching
Set 1-increasing marginal returns, market supply curve, diminishing marginal returns, total cost, marginal revenue, law of supply, marginal product of labor, variable, marginal cost, elasticity of supply, supply schedule, regulation, quantity supplied.
Set 2-corporate income tax, incidence of a tax, estate tax, deductions, regressive tax, real property, proportional tax, Medicaid, individual income tax, withholding, gift tax, Social Security
Set 3-individual income tax, balanced budget, tax return, discretionary spending, tax incentive, mandatory spending, tax exempt, Medicare, tax assessor, tariff, tax base, personal property
Short Answer
1. Explain what has happened to most of the large centrally planned economies. Why has this has happened?
2. How does the budget percentage that a person spends on a certain good affect the elasticity of demand for that good? Give a specific example.
3. What are some of the advantages of opening a franchise business?
4. Explain what the gold standard is and why it is no longer used in the United States.
5. Describe the four phases of the typical business cycle.
Essay
1. Write two paragraphs that explain how governments can use a variety of tools to manage the economy.
2. Compare the following investment instruments: stocks, bonds, and mutual funds by analyzing their advantages and disadvantages. Explain how a 25 year-old’s investment strategy may differ from a 50 year-old’s strategy. Lastly, explain the concept of a diversified investment portfolio and its value to investors of any age.
3. Explain the different business structures available in the United State today. Compare their advantages and disadvantages by providing examples of types of businesses that would likely use each of the structures explained in the first part of the questions.
4. Explain the differences between a free market, centrally planned economies, and socialistic economies as found in Sweden. Which economy is better for the most people? Why?
5. Explain the benefits of international, low-tariff trading to the world economy and to individual countries. Also explain what developed countries should do to help less developed countries (LDCs)?
Saturday, May 17, 2008
Week 18, Syllabus
Mr. Ditzenberger-Economics
Lessons: International Trade and Economic Development and Transition Time: Week 18, May 19th-23rd Unit: The Global Economy
Objectives:
1. Students will analyze the importance of imports and exports to the US economy.
2. Students will explain the concepts of absolute and comparative advantage.
3. Students will describe the effects of trade on employment.
4. Students will compare the effects of free trade and trade barriers on economic activities.
5. Students will analyze how political factors and debt are obstacles to development.
Monday
a. Vesak Day
Tuesday
1. Continue Chapter 17, Section 1, Why Nations Trade. Lecture.
2. Chapter 17, Section 2-Trade Barriers and Agreements
3. Homework-Chapter 17, Section 3, Measuring Trade. Complete 2, 3, 4, and #7 on page 464. Prepare to give your presentation in class tomorrow.
Wednesday
1. Presentation from #7 on page 464.
2. Read and answer questions from each section.
a. What is the difference between a developed and a less developed country?
b. What are three criteria used to measure a country’s level of development?
c. What is the difference between Per capita GDP and GDP? Also, as a tool for measuring development, how is Per capita GDP useful and how is it limited?
d. How are energy consumption and the labor force used to determine a country’s development?
e. In your opinion, is a country’s literacy rate, life expectancy, and infant mortality rate good determining factors of a country’s development?
f. Compare your country’s infrastructure to an less developed country’s infrastructure that you have been to? What differences did you notice?
g. What are the four Asian tigers? Why do you think they have developed quickly whereas other countries in their region have not? Make a list of at least three factors that they share in common.
h. Homework-read Chapter 18, Section 2, Issues in Development. Answer questions six and nine.
Thursday.
1. Chapter 18, Section 3. Financing Development.
Friday.
1. Read and discuss Transitions to Free Enterprise. Chapter 18, Section 4. Complete 1-9 of section 4.
Lessons: International Trade and Economic Development and Transition Time: Week 18, May 19th-23rd Unit: The Global Economy
Objectives:
1. Students will analyze the importance of imports and exports to the US economy.
2. Students will explain the concepts of absolute and comparative advantage.
3. Students will describe the effects of trade on employment.
4. Students will compare the effects of free trade and trade barriers on economic activities.
5. Students will analyze how political factors and debt are obstacles to development.
Monday
a. Vesak Day
Tuesday
1. Continue Chapter 17, Section 1, Why Nations Trade. Lecture.
2. Chapter 17, Section 2-Trade Barriers and Agreements
3. Homework-Chapter 17, Section 3, Measuring Trade. Complete 2, 3, 4, and #7 on page 464. Prepare to give your presentation in class tomorrow.
Wednesday
1. Presentation from #7 on page 464.
2. Read and answer questions from each section.
a. What is the difference between a developed and a less developed country?
b. What are three criteria used to measure a country’s level of development?
c. What is the difference between Per capita GDP and GDP? Also, as a tool for measuring development, how is Per capita GDP useful and how is it limited?
d. How are energy consumption and the labor force used to determine a country’s development?
e. In your opinion, is a country’s literacy rate, life expectancy, and infant mortality rate good determining factors of a country’s development?
f. Compare your country’s infrastructure to an less developed country’s infrastructure that you have been to? What differences did you notice?
g. What are the four Asian tigers? Why do you think they have developed quickly whereas other countries in their region have not? Make a list of at least three factors that they share in common.
h. Homework-read Chapter 18, Section 2, Issues in Development. Answer questions six and nine.
Thursday.
1. Chapter 18, Section 3. Financing Development.
Friday.
1. Read and discuss Transitions to Free Enterprise. Chapter 18, Section 4. Complete 1-9 of section 4.
Monday, May 12, 2008
Unit 6 Study Guide
M/C-FICA taxes, tax on elastic/inelastic products, withholding taxes from paycheck, progressive taxes, frequency of federal budget, Keynesian economics, automatic stabilizers, problems of high national debt, Laffer curve, fiscal policies during 80s, top marginal income tax rates of Presidents, Federal Reserve and monetary policy, number of Federal Reserve districts, tools Fed uses to alter money supply, effect of increase in discount rate, circumstances that would motivate Fed to tighten money supply, money multiplier, relationships between interest rates and demand for money
Matching-corporate income tax, estate tax, regressive tax, proportional tax, individual income tax, gift tax, incidence of tax, deductions, real property, Medicaid, withholding, Social Security
-appropriations bill, crowding-out effect, federal budget, fiscal policy, multiplier effect, national debt, productive capacity, T-bill, T-bond, T-note
Short answer-explain the 4 characteristics of a good tax, how do diff. states assess the amount of state income taxes they collect, what office prepares the fed budget and describe the process it follows, how does supply-side economics differ from Keynesian economics, how does the money multiplier work?
Matching-corporate income tax, estate tax, regressive tax, proportional tax, individual income tax, gift tax, incidence of tax, deductions, real property, Medicaid, withholding, Social Security
-appropriations bill, crowding-out effect, federal budget, fiscal policy, multiplier effect, national debt, productive capacity, T-bill, T-bond, T-note
Short answer-explain the 4 characteristics of a good tax, how do diff. states assess the amount of state income taxes they collect, what office prepares the fed budget and describe the process it follows, how does supply-side economics differ from Keynesian economics, how does the money multiplier work?
Friday, May 9, 2008
Week 17, Syllabus
Mr. Ditzenberger-Economics
Lessons: Taxes and Government Spending Time: Week 17, May 12th-16th Unit: Government and the Economy
Objectives:
1. Students will describe the process of money creation.
2. Students will explain why some monetary tools are favored over others.
3. Students will explain the problems of timing and policy lags in shaping the economy and the challenges of predicting the business cycle.
4. Students will analyze the importance of imports and exports to the US economy.
Monday
1. Chapter 16, Section 3
a. Money Creation-read the section and explain how banks create money and how the money multiplier effect works.
b. Reserve Requirements-how could changing the RRR slow the economy or help stimulate the economy?
c. Setting Rates-what function does the discount rate primarily serve in the economy? What is the prime rate?
d. Open Market Operations-how do bond purchases and sales increase/decrease the money supply?
e. Using Monetary Policy Tools-why does the fed choose not to use the discount rate and the RRR to conduct monetary policy?
f. Homework: answer one through eight on page 429. Due Tuesday.
g. Test on Thursday.
Tuesday
1. Chapter 16, Section 4, Monetary Policy and Macroeconomic stabilization
2. Homework-find a current event article related to the fed/central bank in your country.
Wednesday
1. Chapter 16 Assessment. Do as a class.
Thursday.
1. Unit 6 Test
Friday.
1. Chapter 17, Section 1, Why Nations Trade. Lecture.
Lessons: Taxes and Government Spending Time: Week 17, May 12th-16th Unit: Government and the Economy
Objectives:
1. Students will describe the process of money creation.
2. Students will explain why some monetary tools are favored over others.
3. Students will explain the problems of timing and policy lags in shaping the economy and the challenges of predicting the business cycle.
4. Students will analyze the importance of imports and exports to the US economy.
Monday
1. Chapter 16, Section 3
a. Money Creation-read the section and explain how banks create money and how the money multiplier effect works.
b. Reserve Requirements-how could changing the RRR slow the economy or help stimulate the economy?
c. Setting Rates-what function does the discount rate primarily serve in the economy? What is the prime rate?
d. Open Market Operations-how do bond purchases and sales increase/decrease the money supply?
e. Using Monetary Policy Tools-why does the fed choose not to use the discount rate and the RRR to conduct monetary policy?
f. Homework: answer one through eight on page 429. Due Tuesday.
g. Test on Thursday.
Tuesday
1. Chapter 16, Section 4, Monetary Policy and Macroeconomic stabilization
2. Homework-find a current event article related to the fed/central bank in your country.
Wednesday
1. Chapter 16 Assessment. Do as a class.
Thursday.
1. Unit 6 Test
Friday.
1. Chapter 17, Section 1, Why Nations Trade. Lecture.
Saturday, May 3, 2008
Week 16, Syllabus
Mr. Ditzenberger-Church History
Lessons: Atheism Week 16, May 5th-9th Unit: Other Belief Systems
Objectives:
1. Students will evaluate the arguments in favor and against theism and atheism by evaluating arguments in the textbook and analyzing the debates given by Dennett, Hutchins, Dawkins, and D’Souza.
2. Students will answer objections to atheism.
3. Students will read and reflect upon biblical arguments for God’s existence.
4. Students will list the fundamental principles and logic of the moralistic relativism.
5. Students will learn some basic arguments or responses to common relativistic approaches to absolute morality.
Monday
1. Finish Debate-Hitchens v D’Souza
Tuesday
1. Lesson 5-Dawkins and the Implications of Atheism.
2. Homework-write a two to three sentence response to each of three of Dawkins objections to Christianity.
Wednesday
1. Handout – God’s Existence
2. God’s existence and the Bible-Acts 14:14-18; Acts 17:24-31; Rom. 1:18-28
Thursday
1. Lesson 8, Relativism
Friday
1. Lesson 9, Relativism
Lessons: Atheism Week 16, May 5th-9th Unit: Other Belief Systems
Objectives:
1. Students will evaluate the arguments in favor and against theism and atheism by evaluating arguments in the textbook and analyzing the debates given by Dennett, Hutchins, Dawkins, and D’Souza.
2. Students will answer objections to atheism.
3. Students will read and reflect upon biblical arguments for God’s existence.
4. Students will list the fundamental principles and logic of the moralistic relativism.
5. Students will learn some basic arguments or responses to common relativistic approaches to absolute morality.
Monday
1. Finish Debate-Hitchens v D’Souza
Tuesday
1. Lesson 5-Dawkins and the Implications of Atheism.
2. Homework-write a two to three sentence response to each of three of Dawkins objections to Christianity.
Wednesday
1. Handout – God’s Existence
2. God’s existence and the Bible-Acts 14:14-18; Acts 17:24-31; Rom. 1:18-28
Thursday
1. Lesson 8, Relativism
Friday
1. Lesson 9, Relativism
Week 16, Syllabus
Mr. Ditzenberger-Economics
Lessons: Taxes and Government Spending Time: Week 16, May 5th-9th Unit: Government and the Economy
Objectives:
1. Students will compare the various revenue streams for the American federal government.
2. Students will list and discuss the basic types of policy that governments use to control the economy.
3. Students will analyze the benefits and costs of carrying a national debt
4. Students will discuss taxation on internet purchases
5. Students will compare advantages and disadvantages of different monetary policies
Monday
1. Lecture, Chapter 14, Section 3, Federal Taxes
2. Homework, Read Chapter 14, Section 4
3. LTE 200-216 on Friday
Tuesday
1. Quiz, Section 4.
2. Chapter 15, Section 1, Understanding Fiscal Policy
3. Homework-read Chapter 15, Section 2 and complete #s 1-6 on page 401
Wednesday
1. Chapter 15, Section 3, Budget Deficits and the National Debt
2. Homework: Read page 412 and 413. After reading both perspectives, explain your position in a paragraph.
Thursday.
1. Discuss debate assignment.
2. Discuss Chapter 16, Section 1.
3. Read Federal Reserve Functions, section 2 for homework.
Friday.
1. Quiz on chapter 16, section 2.
2. Quiz on LTE 200-216
3. Lecture, Chapter 16, Section 3-Monetary Policy Tools
4. Homework-Read section 4 for Monday. Complete key terms (1-5 on page 434)
Lessons: Taxes and Government Spending Time: Week 16, May 5th-9th Unit: Government and the Economy
Objectives:
1. Students will compare the various revenue streams for the American federal government.
2. Students will list and discuss the basic types of policy that governments use to control the economy.
3. Students will analyze the benefits and costs of carrying a national debt
4. Students will discuss taxation on internet purchases
5. Students will compare advantages and disadvantages of different monetary policies
Monday
1. Lecture, Chapter 14, Section 3, Federal Taxes
2. Homework, Read Chapter 14, Section 4
3. LTE 200-216 on Friday
Tuesday
1. Quiz, Section 4.
2. Chapter 15, Section 1, Understanding Fiscal Policy
3. Homework-read Chapter 15, Section 2 and complete #s 1-6 on page 401
Wednesday
1. Chapter 15, Section 3, Budget Deficits and the National Debt
2. Homework: Read page 412 and 413. After reading both perspectives, explain your position in a paragraph.
Thursday.
1. Discuss debate assignment.
2. Discuss Chapter 16, Section 1.
3. Read Federal Reserve Functions, section 2 for homework.
Friday.
1. Quiz on chapter 16, section 2.
2. Quiz on LTE 200-216
3. Lecture, Chapter 16, Section 3-Monetary Policy Tools
4. Homework-Read section 4 for Monday. Complete key terms (1-5 on page 434)
Friday, April 25, 2008
Week 15, Syllabus
Mr. Ditzenberger-Economics
Lessons: Taxes and Government Spending Time: Week 15, April 28th-May 2nd Unit: Government and the Economy
Objectives:
1. Students will compare the various revenue streams for the American federal government.
Monday
1. Lecture, Chapter 14, Section 2, Federal Taxes
Tuesday
1. Senior Trip
Wednesday
1. Senior Trip
Thursday.
1. Labor Day
Friday.
1. Labor Day
Lessons: Taxes and Government Spending Time: Week 15, April 28th-May 2nd Unit: Government and the Economy
Objectives:
1. Students will compare the various revenue streams for the American federal government.
Monday
1. Lecture, Chapter 14, Section 2, Federal Taxes
Tuesday
1. Senior Trip
Wednesday
1. Senior Trip
Thursday.
1. Labor Day
Friday.
1. Labor Day
Friday, April 18, 2008
Week 14, Syllabus
Mr. Ditzenberger-Economics
Lessons: Taxes and Government Spending Time: Week 14, April 21st-25th Unit: Government and the Economy
Objectives:
1. Students will calculate the CPI and the inflation rate for their imaginary market basket.
2. Students will list the various aspects of federal taxes.
3. Students will debate the pros and cons of legalized gambling in a society.
4. Students will summarize their understanding of God’s thoughts on poverty.
5. Students will locate and summarize an article on taxes in their home country.
6. Students will evaluate the unintended consequences of whether Social Security is privatized.
Monday
1. Finish skit over section 1.
2. Finish CPI example from section 2.
3. Homework: Choose three articles each from the “pro” side and the “con” side (six articles total) of the following website: http://www.pbs.org/wgbh/pages/frontline/shows/gamble/procon/. Make a list of the arguments that are made in the articles you choose. Also, write the title of the articles down on the same paper in which your list is made. Bring this to class as your ticket in. Due tomorrow for a debate.
4. Homework: Read chapter 13, section 3.
5. Homework: LTE Quiz on Friday, 190-200.
6. Test Tomorrow.
Tuesday
1. Test
2. God’s thoughts on poverty-Bible verses relating to poverty. Quiz tomorrow on handout.
3. Poverty interview from PBS.
Wednesday
1. Gambling Debate
Thursday.
1. Lecture Chapter 14, Section 1.
2. Homework-find a current event on taxes in your country or America. (It is tax season in the U.S., so if you cannot find an article that is interesting to you from Japan, Korea, ID, or the UK, you can choose an American article. If you are American, stick with the good ‘ole US of A. Due on Monday.
3. Poverty quiz over Bible verses handout (time permitting)
4. Read Chapter 14, Section 2.
Friday.
1. LTE Quiz-190-200.
2. MNA-6146.
3. Read and discuss: “Henry J. Aaron” Economic Profile on page 370.
4. Homework: Read Section 3, Federal Spending. Complete #s 1-4 and #6 on page 374. Answer question #6 in two paragraphs. Please type if your handwriting is hard to read.
Lessons: Taxes and Government Spending Time: Week 14, April 21st-25th Unit: Government and the Economy
Objectives:
1. Students will calculate the CPI and the inflation rate for their imaginary market basket.
2. Students will list the various aspects of federal taxes.
3. Students will debate the pros and cons of legalized gambling in a society.
4. Students will summarize their understanding of God’s thoughts on poverty.
5. Students will locate and summarize an article on taxes in their home country.
6. Students will evaluate the unintended consequences of whether Social Security is privatized.
Monday
1. Finish skit over section 1.
2. Finish CPI example from section 2.
3. Homework: Choose three articles each from the “pro” side and the “con” side (six articles total) of the following website: http://www.pbs.org/wgbh/pages/frontline/shows/gamble/procon/. Make a list of the arguments that are made in the articles you choose. Also, write the title of the articles down on the same paper in which your list is made. Bring this to class as your ticket in. Due tomorrow for a debate.
4. Homework: Read chapter 13, section 3.
5. Homework: LTE Quiz on Friday, 190-200.
6. Test Tomorrow.
Tuesday
1. Test
2. God’s thoughts on poverty-Bible verses relating to poverty. Quiz tomorrow on handout.
3. Poverty interview from PBS.
Wednesday
1. Gambling Debate
Thursday.
1. Lecture Chapter 14, Section 1.
2. Homework-find a current event on taxes in your country or America. (It is tax season in the U.S., so if you cannot find an article that is interesting to you from Japan, Korea, ID, or the UK, you can choose an American article. If you are American, stick with the good ‘ole US of A. Due on Monday.
3. Poverty quiz over Bible verses handout (time permitting)
4. Read Chapter 14, Section 2.
Friday.
1. LTE Quiz-190-200.
2. MNA-6146.
3. Read and discuss: “Henry J. Aaron” Economic Profile on page 370.
4. Homework: Read Section 3, Federal Spending. Complete #s 1-4 and #6 on page 374. Answer question #6 in two paragraphs. Please type if your handwriting is hard to read.
Tuesday, April 15, 2008
Unit 5 Study Guide
M/C-products included in the calculation of GDP, variables that affect the business cycle, the Great Depression, stages of the business cycle, diff. between seasonal and structural unemployment, "healthy" unemployment rate, workfare, demand pull theory, effects of very low unemployment, the calculation of the unemp rate, types of unemployment, CPI calculation, causes of inflation, working poor, the effects of inflation on different population segments
Matching-there are 10 matching. Be familiar with key terms in the two chapters.
Short Answer/Essay-Explain the relationship between consumer expectations and economic performance; How does the Bureau of Labor Statistics calculate the rise in prices each year?; Explain how a person can be employed and still be living under the poverty threshold.
Matching-there are 10 matching. Be familiar with key terms in the two chapters.
Short Answer/Essay-Explain the relationship between consumer expectations and economic performance; How does the Bureau of Labor Statistics calculate the rise in prices each year?; Explain how a person can be employed and still be living under the poverty threshold.
Friday, April 11, 2008
Week 13, Syllabus
Mr. Ditzenberger-Economics
Lessons: GDP and Economic Challenges
Time: Week 13, April 14th-18th
Unit: Measuring Economic Performance
Objectives:
1. Students will list the different characteristics and causes of the types of unemployment.
2. Students will define the key terms and concepts related to GDP, the business cycle, and factors of economic growth.
3. Students will simulate a production situation and relate it to standards of living as well as analyze the cost and benefits of increasing capital to improve production and profits.
Monday
1. GDP Lecture.
2. LTE 170-190 Due Friday.
Tuesday
1. GDP Lecture.
2. Homework: work on projects.
Wednesday
1. Review of Chapter 12. 3 Groups of 5 will conduct a 5 minute review of each section of chapter 12. Followed by a quiz. Each person should play a role. 15 minutes to prepare. The presentation should be creative-a game, a skit, a poster, something that will grab the attention of classmates.
2. Homework: work on projects.
Thursday.
1. Simulation on page 328.
2. Homework: work on projects.
Friday.
1. Lecture-Unemployment, Section 1
2. Quiz-LTE 170-190, time permitting.
3. Work on projects.
Lessons: GDP and Economic Challenges
Time: Week 13, April 14th-18th
Unit: Measuring Economic Performance
Objectives:
1. Students will list the different characteristics and causes of the types of unemployment.
2. Students will define the key terms and concepts related to GDP, the business cycle, and factors of economic growth.
3. Students will simulate a production situation and relate it to standards of living as well as analyze the cost and benefits of increasing capital to improve production and profits.
Monday
1. GDP Lecture.
2. LTE 170-190 Due Friday.
Tuesday
1. GDP Lecture.
2. Homework: work on projects.
Wednesday
1. Review of Chapter 12. 3 Groups of 5 will conduct a 5 minute review of each section of chapter 12. Followed by a quiz. Each person should play a role. 15 minutes to prepare. The presentation should be creative-a game, a skit, a poster, something that will grab the attention of classmates.
2. Homework: work on projects.
Thursday.
1. Simulation on page 328.
2. Homework: work on projects.
Friday.
1. Lecture-Unemployment, Section 1
2. Quiz-LTE 170-190, time permitting.
3. Work on projects.
Friday, April 4, 2008
Week 12 Syllabus
Mr. Ditzenberger-Economics
Lessons: GDP and Economic Challenges
Time: Week 12, April 7th-11th
Unit: Measuring Economic Performance
Objectives:
1. Students will define the key terms and concepts related to GDP, the business cycle, and factors of economic growth.
2. Students will simulate a production situation and relate it to standards of living as well as analyze the cost and benefits of increasing capital to improve production and profits.
Monday
1. In groups of three, each student picks five companies, issues bonds at different par values, coupon rates, and maturity times. Papers are exchanged and the person who received their examples needs to figure out the total amount of money that they would earn on their bond.
2. Develop a skit where you are a financial advisor and a customer of yours is in their 20s, 30s, 40, 50, or 60s (ages will be assigned). Each customer wants to spend between 20 and 50% of their money in bonds. Using terms in your book, explain the pros and cons of at least three types of bonds and then give your recommendation to your customer.
1. Homework: Read Chapter 11, Section 3, The Stock Market.
2. Homework: LTE 150-169 for Friday.
3. Homework. Each person go to the interactive chart (http://bigcharts.marketwatch.com/interchart/interchart.asp?symb=&time=&freq=) and enter a company’s ticker symbol. Do this five times for five different companies. Under chart options choose five years or one decade and yearly. Scroll down to lower indicators and choose P/E ratio. Choose a company to purchase based on the advice given on page 150 in LTE and your analysis of the P/E ratio of the given companies. Each team should choose at least two companies to purchase (that haven’t been purchased already) based on these findings. The purchase should be made by Wednesday evening. Each team should give me a list of the companies that were purchased given the P/E ration research. Provide how much was invested and the reason for choosing that company. Due Thursday at the end of school.
Tuesday
1. John Honeyman
Wednesday
1. Test
Thursday.
1. GDP Lecture.
2. P/E decisions for teams due.
Friday.
1. Lecture-GDP continued
2. LTE 150-169 time permitting.
Lessons: GDP and Economic Challenges
Time: Week 12, April 7th-11th
Unit: Measuring Economic Performance
Objectives:
1. Students will define the key terms and concepts related to GDP, the business cycle, and factors of economic growth.
2. Students will simulate a production situation and relate it to standards of living as well as analyze the cost and benefits of increasing capital to improve production and profits.
Monday
1. In groups of three, each student picks five companies, issues bonds at different par values, coupon rates, and maturity times. Papers are exchanged and the person who received their examples needs to figure out the total amount of money that they would earn on their bond.
2. Develop a skit where you are a financial advisor and a customer of yours is in their 20s, 30s, 40, 50, or 60s (ages will be assigned). Each customer wants to spend between 20 and 50% of their money in bonds. Using terms in your book, explain the pros and cons of at least three types of bonds and then give your recommendation to your customer.
1. Homework: Read Chapter 11, Section 3, The Stock Market.
2. Homework: LTE 150-169 for Friday.
3. Homework. Each person go to the interactive chart (http://bigcharts.marketwatch.com/interchart/interchart.asp?symb=&time=&freq=) and enter a company’s ticker symbol. Do this five times for five different companies. Under chart options choose five years or one decade and yearly. Scroll down to lower indicators and choose P/E ratio. Choose a company to purchase based on the advice given on page 150 in LTE and your analysis of the P/E ratio of the given companies. Each team should choose at least two companies to purchase (that haven’t been purchased already) based on these findings. The purchase should be made by Wednesday evening. Each team should give me a list of the companies that were purchased given the P/E ration research. Provide how much was invested and the reason for choosing that company. Due Thursday at the end of school.
Tuesday
1. John Honeyman
Wednesday
1. Test
Thursday.
1. GDP Lecture.
2. P/E decisions for teams due.
Friday.
1. Lecture-GDP continued
2. LTE 150-169 time permitting.
Tuesday, April 1, 2008
4th Quarte Project
Economics Project-Quarter 4
The other topic is to research the present and future impact of the giant and developing economies of
Tuesday, March 25, 2008
Unit 4 Test Review
Unit 4 Test Review
M/C: barter system, money as a unit of account, purpose of a mortgage, liquid assets, bank runs, the basis for a fiat monetary system, M1 money, debit cards, gold as medium of exchange (money), usefulness of representative money, S and Ls in the 80s, advantages of diversification, terms related to bonds, types of bonds, money market mutual funds, basic components of bonds, conditions of stock splits, pros and cons of different investment options, the basic characteristics of income, growth, common, and preferred stock.Matching: be familiar with each of the key terms at the beginning of each section.
Short Essay: 1 .what makes a $100 bill worth a $100? 2. Identify the 3 uses of money and give an ex. of each. 3. Explain what the gold standard is and why it isn’t used in the U.S. 4. Explain why investing is an essential part of the free enterprise system. 5. What are futures and options? What is the difference between investing in the stock market and futures and options trading?
Syllabus, Week 11
Mr. Ditzenberger-Economics
Lessons: Money and Banking Time: Week 11, March 31st-April 4th Unit: Money Banking and Finance
Objectives:
1. Students will read an article on the supply of money.
2. Students will acquire knowledge of the highlights of the history of American banking.
3. Students will demonstrate basic saving and investing terms and concepts in realistic situations.
4. Students will create imaginary bonds for different companies and calculate the value of the investment. Students will incorporate basic financial terms related to bonds in this activity.
5. Students will analyze current event information related to credit cards, the discount rate, and take a quiz on the investment principles in LTE.
Monday
1. Back to the Gold Standard-article. Read and answer the following questions:
a. What was the IMF’s decision in 1944?
b. What did President Nixon do with the dollar when it came overvalued?
c. According to the author, what has created huge U.S. trade deficits?
d. What is the author’s prediction of global currencies if the United States’ budget and economy is not managed well?
e. Based on this article, what is a country’s currency value based upon?
2. Chapter 10, Section 2 lecture. History of Banking.
3. Homework: read section 1. Quiz tomorrow.
4. LTE-134-150.
Tuesday
1. Quiz-mna-4105
2. Simulation of M1 and M2 types of money and investments. Students will be given categories, will be asked to look at the strengths of their types of money and or saving plans and sell that to customers.
3. Find a current event relating to credit cards. Turn in on Friday.
4. Test on Tuesday of next week.
Wednesday
1. Chapter 11, Section 1. Students make and perform skits that illustrate the different terms in their assigned section.
2. Homework-read Chapter 11, Section 2.
Thursday
1. In groups of three, each student picks five companies, issues bonds at different par values, coupon rates, and maturity times. Papers are exc
2. hanged and the person who received their examples needs to figure out the total amount of money that they would earn on their bond.
3. Develop a skit where you are a financial advisor and a customer of yours is in their 20s, 30s, 40, 50, or 60s (ages will be assigned). Each customer wants to spend between 20 and 50% of their money in bonds. Using terms in your book, explain the pros and cons of at least three types of bonds and then give your recommendation to your customer.
4. Homework: Read Chapter 11, Section 3, The Stock Market.
Friday.
1. LTE quiz. 134-150.
2. mna-4117 Quiz over section 3.
3. Discuss current event in groups and turn in.
4. Skills for life on page 284, do in groups of two or three.
5. Homework. Each person go to the interactive chart (http://bigcharts.marketwatch.com/interchart/interchart.asp?symb=&time=&freq=) and enter a company’s ticker symbol. Do this five times for five different companies. Under chart options choose five years or one decade and yearly. Scroll down to lower indicators and choose P/E ratio. Choose a company to purchase based on the advice given on page 150 in LTE and your analysis of the P/E ratio of the given companies. Each team should choose at least two companies to purchase (that haven’t been purchased already) based on these findings. The purchase should be made by Tuesday of next week.
Lessons: Money and Banking Time: Week 11, March 31st-April 4th Unit: Money Banking and Finance
Objectives:
1. Students will read an article on the supply of money.
2. Students will acquire knowledge of the highlights of the history of American banking.
3. Students will demonstrate basic saving and investing terms and concepts in realistic situations.
4. Students will create imaginary bonds for different companies and calculate the value of the investment. Students will incorporate basic financial terms related to bonds in this activity.
5. Students will analyze current event information related to credit cards, the discount rate, and take a quiz on the investment principles in LTE.
Monday
1. Back to the Gold Standard-article. Read and answer the following questions:
a. What was the IMF’s decision in 1944?
b. What did President Nixon do with the dollar when it came overvalued?
c. According to the author, what has created huge U.S. trade deficits?
d. What is the author’s prediction of global currencies if the United States’ budget and economy is not managed well?
e. Based on this article, what is a country’s currency value based upon?
2. Chapter 10, Section 2 lecture. History of Banking.
3. Homework: read section 1. Quiz tomorrow.
4. LTE-134-150.
Tuesday
1. Quiz-mna-4105
2. Simulation of M1 and M2 types of money and investments. Students will be given categories, will be asked to look at the strengths of their types of money and or saving plans and sell that to customers.
3. Find a current event relating to credit cards. Turn in on Friday.
4. Test on Tuesday of next week.
Wednesday
1. Chapter 11, Section 1. Students make and perform skits that illustrate the different terms in their assigned section.
2. Homework-read Chapter 11, Section 2.
Thursday
1. In groups of three, each student picks five companies, issues bonds at different par values, coupon rates, and maturity times. Papers are exc
2. hanged and the person who received their examples needs to figure out the total amount of money that they would earn on their bond.
3. Develop a skit where you are a financial advisor and a customer of yours is in their 20s, 30s, 40, 50, or 60s (ages will be assigned). Each customer wants to spend between 20 and 50% of their money in bonds. Using terms in your book, explain the pros and cons of at least three types of bonds and then give your recommendation to your customer.
4. Homework: Read Chapter 11, Section 3, The Stock Market.
Friday.
1. LTE quiz. 134-150.
2. mna-4117 Quiz over section 3.
3. Discuss current event in groups and turn in.
4. Skills for life on page 284, do in groups of two or three.
5. Homework. Each person go to the interactive chart (http://bigcharts.marketwatch.com/interchart/interchart.asp?symb=&time=&freq=) and enter a company’s ticker symbol. Do this five times for five different companies. Under chart options choose five years or one decade and yearly. Scroll down to lower indicators and choose P/E ratio. Choose a company to purchase based on the advice given on page 150 in LTE and your analysis of the P/E ratio of the given companies. Each team should choose at least two companies to purchase (that haven’t been purchased already) based on these findings. The purchase should be made by Tuesday of next week.
Friday, March 14, 2008
Week 10, Syllabus
Mr. Ditzenberger-Economics
Lessons: Labor Time: Week 10, March 17th-20th Unit: Business and Labor
Objectives:
1. Students will read and discuss the basic tools and historical highlights of the labor movement.
2. Students will read a recent news article regarding counterfeiting currency.
3. Students will be assessed on business and labor.
4. Students will read an article relating to counterfeiting and analyze its effects.
5. Students will read an article and answer critical thinking questions related to monetary policy.
Monday
1. Opener: Who is the most influential person of the 19th century? (5 min)
2. Opener: Who would be in the top 10? Answer: Michael H. Hart’s list (5 min)
3. Read Karl Marx profile on page 227.
4. Labor Unions. Read section (3) and discuss in class.
Tuesday
1. Counterfeiting Article. –Word.
2. Temporary Worker Article-pdf
3. Individually do1-8 on page 206 (answers only, no sentences needed) and 10-17 on page 207 (in complete sentences). 1-7 on page 236 (answers only is fine-no sentences needed) and 9-16 on page 237 (in complete sentences). Due Wednesday.
Wednesday
1. Test.
Thursday
1. Agree/Disagree.
2. Back to the Gold Standard-article. Read and answer the following questions:
a. What was the IMF’s decision in 1944?
b. What did President Nixon do with the dollar when it came overvalued?
c. According to the author, what has created huge U.S. trade deficits?
d. What is the author’s prediction of global currencies if the United States’ budget and economy is not managed well?
e. Based on this article, what is a country’s currency value based upon?
Friday
Good Friday! Praise God for his sacrifice of His Son, Jesus! More valuable than gold, more precious than silver!
Lessons: Labor Time: Week 10, March 17th-20th Unit: Business and Labor
Objectives:
1. Students will read and discuss the basic tools and historical highlights of the labor movement.
2. Students will read a recent news article regarding counterfeiting currency.
3. Students will be assessed on business and labor.
4. Students will read an article relating to counterfeiting and analyze its effects.
5. Students will read an article and answer critical thinking questions related to monetary policy.
Monday
1. Opener: Who is the most influential person of the 19th century? (5 min)
2. Opener: Who would be in the top 10? Answer: Michael H. Hart’s list (5 min)
3. Read Karl Marx profile on page 227.
4. Labor Unions. Read section (3) and discuss in class.
Tuesday
1. Counterfeiting Article. –Word.
2. Temporary Worker Article-pdf
3. Individually do1-8 on page 206 (answers only, no sentences needed) and 10-17 on page 207 (in complete sentences). 1-7 on page 236 (answers only is fine-no sentences needed) and 9-16 on page 237 (in complete sentences). Due Wednesday.
Wednesday
1. Test.
Thursday
1. Agree/Disagree.
2. Back to the Gold Standard-article. Read and answer the following questions:
a. What was the IMF’s decision in 1944?
b. What did President Nixon do with the dollar when it came overvalued?
c. According to the author, what has created huge U.S. trade deficits?
d. What is the author’s prediction of global currencies if the United States’ budget and economy is not managed well?
e. Based on this article, what is a country’s currency value based upon?
Friday
Good Friday! Praise God for his sacrifice of His Son, Jesus! More valuable than gold, more precious than silver!
Saturday, March 8, 2008
Unit 3-Chapters 8 and 9, Test Review
Unit 3, Chapters 8 and 9 Test Review
M/C: advantages of sole proprietorships, % of business that are SPs, gen. partn., business mergers, royalties, quantity and influence of U.S. corporations in the U.S. economy, types of businesses, examples of businesses (Yuji has a Croc shop in Vivo, what is category of business will it likely be-several of these), conglomerates, benefits of incorporation, characteristics of corporations, collective bargaining, determining factors of wages, wages trends in the U.S., current labor market trends, gender discrimination, supply and demand in the job market, arbitration.
Matching-general partnership, dividend, zoning law, stock, horizontal merger, royalties, producer cooperative, liability, business license, nonprofit organizations, blue-collar worker, white-collar worker, productivity, equilibrium wage, skilled labor, featherbedding, strike, screening effect, contingent employment
M/C: advantages of sole proprietorships, % of business that are SPs, gen. partn., business mergers, royalties, quantity and influence of U.S. corporations in the U.S. economy, types of businesses, examples of businesses (Yuji has a Croc shop in Vivo, what is category of business will it likely be-several of these), conglomerates, benefits of incorporation, characteristics of corporations, collective bargaining, determining factors of wages, wages trends in the U.S., current labor market trends, gender discrimination, supply and demand in the job market, arbitration.
Matching-general partnership, dividend, zoning law, stock, horizontal merger, royalties, producer cooperative, liability, business license, nonprofit organizations, blue-collar worker, white-collar worker, productivity, equilibrium wage, skilled labor, featherbedding, strike, screening effect, contingent employment
Friday, March 7, 2008
Week 9, Syllabus
Mr. Ditzenberger-Economics
Lessons: Labor Time: Week 9, March 10th-14th Unit: Business and Labor
Objectives:
1. Students will write an essay on entrepreneurship.
2. Students will map/arrange information regarding unemployment so that key concepts are reinforced.
3. Students will debate whether the minimum wage is an effective tool in helping the poor.
4. Students will read and discuss the basic tools and historical highlights of the labor movement.
5. Students will read a recent news article regarding counterfeiting currency.
Monday
1. Finish SP and partnership lecture.
2. Entrepreneurs. Watch the Anschutz biography. Read a biography. Then share your biography with two other people. Discover any common elements in their life.
3. What are the qualities of an entrepreneur? Choose three entrepreneurs. Research their lives. Submit a two to three page (body) typed, double-spaced, essay that explains the qualities of an entrepreneur based on their story of success (and failures). Use their story(ies) as illustrations that support your point. 20 points total: 5 points-clear, succinct, well-organized writing that has sound sentence structure and few conventional mistakes; 5 points-stories and illustrations; 5 points-qualities of the entrepreneur; 5 points-three entrepreneurs are given relatively equal treatment in the essay about the qualities of an entrepreneur.
Due Friday.
4. 112-134 LTE Quiz. Friday.
5. Homework: Each team member research their own mutual fund, write a paragraph on that fund and bring it to class on Friday to share with your group. This will be turned in.
Tuesday
1. Opener? What is the optimum level of unemployment in a society? Why?
2. What have been the main changes in labor in the U.S. over the last 50 years? Make a list in your groups.
3. Students read chapter 9, section 1. Fill in mind mapping/web. 1st 2 sections as a class. Last 2 individually.
Take Quiz (mna-3095) in class using students’ web
4. Homework: Preview: http://www.idebate.org/debatabase/topic_details.php?topicID=168 for tomorrow’s debate
and page 238. rite a paragraph that summarizes your belief. This is your ticket in to class.
Wednesday
1. Debate-15 minutes.
2. http://www.theopenmind.tv/tom/searcharchive_episode_output.asp?id=494
3. Homework: Read section two and create your own graphic organizer/mind map that works for you! Due Tomorrow.
Thursday
1. Opener: Who is the most influential person of the 19th century? (5 min)
2. Opener: Who would be in the top 10? Answer: Michael H. Hart’s list (5 min)
3. Read Karl Marx profile on page 227.
4. Labor Unions. Read section (3) and discuss in class.
Friday
1. Turn in essay.
2. LTE Quiz 112-134.
3. Share mutual fund research.
4. Counterfeiting Article. –Word.
5. Temporary Worker Article-pdf
Lessons: Labor Time: Week 9, March 10th-14th Unit: Business and Labor
Objectives:
1. Students will write an essay on entrepreneurship.
2. Students will map/arrange information regarding unemployment so that key concepts are reinforced.
3. Students will debate whether the minimum wage is an effective tool in helping the poor.
4. Students will read and discuss the basic tools and historical highlights of the labor movement.
5. Students will read a recent news article regarding counterfeiting currency.
Monday
1. Finish SP and partnership lecture.
2. Entrepreneurs. Watch the Anschutz biography. Read a biography. Then share your biography with two other people. Discover any common elements in their life.
3. What are the qualities of an entrepreneur? Choose three entrepreneurs. Research their lives. Submit a two to three page (body) typed, double-spaced, essay that explains the qualities of an entrepreneur based on their story of success (and failures). Use their story(ies) as illustrations that support your point. 20 points total: 5 points-clear, succinct, well-organized writing that has sound sentence structure and few conventional mistakes; 5 points-stories and illustrations; 5 points-qualities of the entrepreneur; 5 points-three entrepreneurs are given relatively equal treatment in the essay about the qualities of an entrepreneur.
Due Friday.
4. 112-134 LTE Quiz. Friday.
5. Homework: Each team member research their own mutual fund, write a paragraph on that fund and bring it to class on Friday to share with your group. This will be turned in.
Tuesday
1. Opener? What is the optimum level of unemployment in a society? Why?
2. What have been the main changes in labor in the U.S. over the last 50 years? Make a list in your groups.
3. Students read chapter 9, section 1. Fill in mind mapping/web. 1st 2 sections as a class. Last 2 individually.
Take Quiz (mna-3095) in class using students’ web
4. Homework: Preview: http://www.idebate.org/debatabase/topic_details.php?topicID=168 for tomorrow’s debate
and page 238. rite a paragraph that summarizes your belief. This is your ticket in to class.
Wednesday
1. Debate-15 minutes.
2. http://www.theopenmind.tv/tom/searcharchive_episode_output.asp?id=494
3. Homework: Read section two and create your own graphic organizer/mind map that works for you! Due Tomorrow.
Thursday
1. Opener: Who is the most influential person of the 19th century? (5 min)
2. Opener: Who would be in the top 10? Answer: Michael H. Hart’s list (5 min)
3. Read Karl Marx profile on page 227.
4. Labor Unions. Read section (3) and discuss in class.
Friday
1. Turn in essay.
2. LTE Quiz 112-134.
3. Share mutual fund research.
4. Counterfeiting Article. –Word.
5. Temporary Worker Article-pdf
Friday, February 29, 2008
Week 8, Syllabus
Mr. Ditzenberger-Economics
Lessons: Business Organizations Time: Week 8, March 3rd-7th Unit: Business and Labor
Objectives:
1. Students will organize and discuss material regarding monopolistic competition and oligopoly.
2. Students will provide examples of government regulation.
3. Students will compare the different types of business organizations.
4. Students will write and explain the significant elements of corporations.
Monday
1. Finish reading section 2.
2. Lecture-Monopolistic Competition and Oligopoly.
3. LTE 92-112. Quiz on Friday.
Tuesday
1. Regulation-Lecture
2. Four Price fixing articles. Jigsaw. (15 minutes) 1 2 3 4 (20 min)
Wednesday
1. Test
Thursday
1. Lecture-Business Organizations
2. Read partnerships. Quiz tomorrow
Friday
1. Quiz
2. LTE Quiz: 92-112
3. Read section 3, 195 and 196 and organize the information in a way that makes sense.
4. Read section 3, 197-199 and do the same-organize the information graphically or linearly.
Monday, March 10th
1. Entrepreneurs. Watch the Anschutz biography. Read a biography. Then share your biography with two other people. Discover any common elements in their life.
2. Research (computer lab 3rd floor is booked) their life. Submit a two page (body) typed, double-spaced, in-text cited, bibliographed, biographical report on an entrepreneur of your choice by Monday. A title page must be included.
3. Preview: http://www.idebate.org/debatabase/topic_details.php?topicID=168 for tomorrow’s debate.
Lessons: Business Organizations Time: Week 8, March 3rd-7th Unit: Business and Labor
Objectives:
1. Students will organize and discuss material regarding monopolistic competition and oligopoly.
2. Students will provide examples of government regulation.
3. Students will compare the different types of business organizations.
4. Students will write and explain the significant elements of corporations.
Monday
1. Finish reading section 2.
2. Lecture-Monopolistic Competition and Oligopoly.
3. LTE 92-112. Quiz on Friday.
Tuesday
1. Regulation-Lecture
2. Four Price fixing articles. Jigsaw. (15 minutes) 1 2 3 4 (20 min)
Wednesday
1. Test
Thursday
1. Lecture-Business Organizations
2. Read partnerships. Quiz tomorrow
Friday
1. Quiz
2. LTE Quiz: 92-112
3. Read section 3, 195 and 196 and organize the information in a way that makes sense.
4. Read section 3, 197-199 and do the same-organize the information graphically or linearly.
Monday, March 10th
1. Entrepreneurs. Watch the Anschutz biography. Read a biography. Then share your biography with two other people. Discover any common elements in their life.
2. Research (computer lab 3rd floor is booked) their life. Submit a two page (body) typed, double-spaced, in-text cited, bibliographed, biographical report on an entrepreneur of your choice by Monday. A title page must be included.
3. Preview: http://www.idebate.org/debatabase/topic_details.php?topicID=168 for tomorrow’s debate.
Friday, February 22, 2008
Week 7, Syllabus
Mr. Ditzenberger-Economics
Lessons: Market Structures Time: Week 7, February 25th-29t Unit: Markets
Objectives:
1. Students will analyze supply and demand forces and how they affect market equilibrium.
2. Students will simulate free markets and analyze the inherent problems that a purely free market presents.
3. Students will discern between free market, monopolistic, and monopolistic competition conditions.
4. Students will analyze, through reading and debate, the pros and cons of government intervention into the petroleum market (regulation and deregulation).
Monday
1. Finish section 2-cuves on board.
2. Curves Activity
3. Read it and WIIP article.
4. Section 3 Quiz tomorrow.
5. LTE 84-91. Qz Thursday.
6. Unit Test on Tuesday.
Tuesday
1. Section 3 Quiz.
2. Arm Wrestling Competition simulation (10 min)
a. everyone can participate.
b. many consumers-most of the class pays a dollar to watch.
c. everyone who enters must also pay a dollar.
What are some things that we could do/could have done to make this more competitive? Less competitive?
3. Agree/Disagree Chart-Competition. (5 min)
4. Read section 1. (15 min) and discuss. Complete Agree/Disagree again with new knowledge. (15 min)
5. Begin reading Section 2. Finish for homework. Section 2 quiz tomorrow. mna-2076
Wednesday
1. Quiz-mna 2076 (5 min)
2. Fill out Graphic Organizer as the class reads section 3. (20 min)
3. Four Price fixing articles. Jigsaw. (15 minutes) 1 2 3 4 (20 min)
4. Homework: Read section 4 and answer 1-4 on pg 176 for homework.
5. Homework: Chapter 7 test on Thursday.
Thursday
1. LTE Quiz, 84-91.
2.. Read Debating Current Issues: Oil and Energy Dependence pages 180 and 181. Pair up. One person reads one article the other reads the other article. After reading, each person shares what they think to the other for 30 sec (no interruptions). Switch after 30 sec.
3. Chalk Talk-Review unit-demand, supply, prices, and market structures.
4. Unit test on Tuesday.
Friday
1. In service. No school!
Lessons: Market Structures Time: Week 7, February 25th-29t Unit: Markets
Objectives:
1. Students will analyze supply and demand forces and how they affect market equilibrium.
2. Students will simulate free markets and analyze the inherent problems that a purely free market presents.
3. Students will discern between free market, monopolistic, and monopolistic competition conditions.
4. Students will analyze, through reading and debate, the pros and cons of government intervention into the petroleum market (regulation and deregulation).
Monday
1. Finish section 2-cuves on board.
2. Curves Activity
3. Read it and WIIP article.
4. Section 3 Quiz tomorrow.
5. LTE 84-91. Qz Thursday.
6. Unit Test on Tuesday.
Tuesday
1. Section 3 Quiz.
2. Arm Wrestling Competition simulation (10 min)
a. everyone can participate.
b. many consumers-most of the class pays a dollar to watch.
c. everyone who enters must also pay a dollar.
What are some things that we could do/could have done to make this more competitive? Less competitive?
3. Agree/Disagree Chart-Competition. (5 min)
4. Read section 1. (15 min) and discuss. Complete Agree/Disagree again with new knowledge. (15 min)
5. Begin reading Section 2. Finish for homework. Section 2 quiz tomorrow. mna-2076
Wednesday
1. Quiz-mna 2076 (5 min)
2. Fill out Graphic Organizer as the class reads section 3. (20 min)
3. Four Price fixing articles. Jigsaw. (15 minutes) 1 2 3 4 (20 min)
4. Homework: Read section 4 and answer 1-4 on pg 176 for homework.
5. Homework: Chapter 7 test on Thursday.
Thursday
1. LTE Quiz, 84-91.
2.. Read Debating Current Issues: Oil and Energy Dependence pages 180 and 181. Pair up. One person reads one article the other reads the other article. After reading, each person shares what they think to the other for 30 sec (no interruptions). Switch after 30 sec.
3. Chalk Talk-Review unit-demand, supply, prices, and market structures.
4. Unit test on Tuesday.
Friday
1. In service. No school!
Wednesday, February 20, 2008
Chapters 4-7 Test Review
M/C-inferior goods, unitary elasticity, total revenue, demand schedule, elasticity of demand, operating costs, quantity supplies, marginal cost, elasticity of supply, variable costs, supply curve and elasticity, price ceiling, equilibrium, rationing, equilibrium, search costs, shortage and disequilibrium, supply, government monopoly, non-price competition, monopolistic competition, perfect competition, deregulation, start-up costs, monopolistic competition, barriers to entry, perfect competition
Matching-subsidy, supply schedule, supply curve, elasticity of supply, excise tax, law of supply, variable cost, increasing marginal returns, diminishing marginal returns, marginal revenue, marginal product of labor, marginal cost, market supply schedule.
Increasing marginal returns, diminishing marginal returns, marginal revenue, marginal product of labor, marginal cost, supply schedule, quantity supplied, market supply curve, total cost, law of supply, variable, elasticity of supply, regulation.
-Give an example of how a consumer’s expectation that price will go down in the future can affect his or her desire to buy something today. Does this always have the same effect on present buying patterns?
-How does the budget percentage that a person spends on a certain good affect the elasticity of demand for that good? Give a specific example.
-What is the difference between a change in quantity demanded and a shift in the demand curve?
-Give an example of a good or service that may change in elasticity over time rather than immediately, and discuss why this happens.
-What role can advertising play in a shift in demand? Give a specific example.
-How is elasticity of supply related to elasticity of demand?
-What causes supply to grow as price rises?
-Why doesn’t the supply increase when a new owner buys an existing facility that is producing a good, since there is a new supplier?
-What are the major advantages of a distribution system based on price?
-Give an example of the way that the Internet has reduced start-up costs for some businesses.
Matching-subsidy, supply schedule, supply curve, elasticity of supply, excise tax, law of supply, variable cost, increasing marginal returns, diminishing marginal returns, marginal revenue, marginal product of labor, marginal cost, market supply schedule.
Increasing marginal returns, diminishing marginal returns, marginal revenue, marginal product of labor, marginal cost, supply schedule, quantity supplied, market supply curve, total cost, law of supply, variable, elasticity of supply, regulation.
-Give an example of how a consumer’s expectation that price will go down in the future can affect his or her desire to buy something today. Does this always have the same effect on present buying patterns?
-How does the budget percentage that a person spends on a certain good affect the elasticity of demand for that good? Give a specific example.
-What is the difference between a change in quantity demanded and a shift in the demand curve?
-Give an example of a good or service that may change in elasticity over time rather than immediately, and discuss why this happens.
-What role can advertising play in a shift in demand? Give a specific example.
-How is elasticity of supply related to elasticity of demand?
-What causes supply to grow as price rises?
-Why doesn’t the supply increase when a new owner buys an existing facility that is producing a good, since there is a new supplier?
-What are the major advantages of a distribution system based on price?
-Give an example of the way that the Internet has reduced start-up costs for some businesses.
Sunday, February 17, 2008
Friday, February 15, 2008
Week 6, Syllabus
Mr. Ditzenberger-Economics
Lessons: Supply and Market Structures Time: Week 6, February 18th-22nd Unit: How Markets Work
Objectives:
1. Students will analyze and organize their team’s portfolios to demonstrate their understanding of diversification in a portfolio.
2. Students will read about modern examples of a supply chain and factors that can disrupt supply.
3. Students will create a demand and supply curve and mark a point of equilibrium.
4. Students will examine the factors that lead to falling prices of certain goods and rising prices for other goods.
5. Students will explore the basic principles of free competition.
Monday
1. Diversification lesson in computer lab-3rd floor.
Tuesday
1. Finish reading and discussing section 3.
2. Chapter 5 test-mna-2051 open book.
Wednesday
1. Read and discuss page 125 and 126a.
2. In groups of three, each person chooses two products and makes a demand curve for each product, they then pass the demand curve to another person on their team and they complete the graph by making a supply curve. The third person then charts and explains the point of equilibrium and makes a combined supply and demand schedule.
3. Read and discuss 126b, 127, and 128.
4. Homework: finish rest of the chapter for tomorrow. Do 1-7 (the entire section review/assessment) for homework).
5. LTE Quiz-(70-84) on Friday.
Thursday
1. Senior Pictures?
2. Section 2-read pages 133, 134, and 135a.
3. Read and discuss WSJ article on falling prices for some products, rising for others.
4. Read 135b-137. Read: Read it and Wiip: Nintendo Wii still a hard find (unit 2)
5. Section 3 for homework.
Friday
1. Arm Wrestling Competition simulation (10 min)
a. everyone can participate.
b. many consumers-most of the class pays a dollar to watch.
c. everyone who enters must also pay a dollar.
What are some things that we could do/could have done to make this more competitive? Less competitive?
2. Agree/Disagree Chart-Competition. (5 min)
3. Read section 1. (15 min) and discuss. Complete Agree/Disagree again with new knowledge. (15 min)
4. Begin reading Section 2. Finish for homework. Section 2 quiz tomorrow. mna-2076
Lessons: Supply and Market Structures Time: Week 6, February 18th-22nd Unit: How Markets Work
Objectives:
1. Students will analyze and organize their team’s portfolios to demonstrate their understanding of diversification in a portfolio.
2. Students will read about modern examples of a supply chain and factors that can disrupt supply.
3. Students will create a demand and supply curve and mark a point of equilibrium.
4. Students will examine the factors that lead to falling prices of certain goods and rising prices for other goods.
5. Students will explore the basic principles of free competition.
Monday
1. Diversification lesson in computer lab-3rd floor.
Tuesday
1. Finish reading and discussing section 3.
2. Chapter 5 test-mna-2051 open book.
Wednesday
1. Read and discuss page 125 and 126a.
2. In groups of three, each person chooses two products and makes a demand curve for each product, they then pass the demand curve to another person on their team and they complete the graph by making a supply curve. The third person then charts and explains the point of equilibrium and makes a combined supply and demand schedule.
3. Read and discuss 126b, 127, and 128.
4. Homework: finish rest of the chapter for tomorrow. Do 1-7 (the entire section review/assessment) for homework).
5. LTE Quiz-(70-84) on Friday.
Thursday
1. Senior Pictures?
2. Section 2-read pages 133, 134, and 135a.
3. Read and discuss WSJ article on falling prices for some products, rising for others.
4. Read 135b-137. Read: Read it and Wiip: Nintendo Wii still a hard find (unit 2)
5. Section 3 for homework.
Friday
1. Arm Wrestling Competition simulation (10 min)
a. everyone can participate.
b. many consumers-most of the class pays a dollar to watch.
c. everyone who enters must also pay a dollar.
What are some things that we could do/could have done to make this more competitive? Less competitive?
2. Agree/Disagree Chart-Competition. (5 min)
3. Read section 1. (15 min) and discuss. Complete Agree/Disagree again with new knowledge. (15 min)
4. Begin reading Section 2. Finish for homework. Section 2 quiz tomorrow. mna-2076
Monday, February 11, 2008
Sunday, February 10, 2008
Friday, February 8, 2008
Week 5, Syllabus
Mr. Ditzenberger-Economics
Lessons: Demand and Supply Time: Week 5, Feb 11-15 Unit: How Markets Work
Objectives:
1. Students will apply the fundamental concepts of supply and demand to realistic scenarios.
2. Students will respond to the basic factors of elasticity.
3. Students will list the different components and implications of the law of supply.
4. Students will analyze how global changes influence supply.
Monday
1. The substitution and income effect. Read and study these two subsections. Give an example of each one to someone sitting next to them. Continue by reading Demand Schedule and Demand Graph subsections.
2. Students make a demand schedule and then a demand (personal and market) curve based on a product that students choose. They then show it to someone else in their group to see if it follows the same principles.
3. What factors, besides price, could change the demand curve? –read “What Causes a Shift?”-page 86.
5. Read section 2, Shifts of the demand curve-complete Key Terms and Main Ideas on page 88.
6. Read Learn to Earn 55-70. Quiz on Friday.
Tuesday
1. Guided reading, section 3. Students will answer two questions about each red section (Calculating Elasticity, Factors Affecting Elasticity, Elasticity and Revenue. Answer questions 9-16 for homework on page 99.
2. Read article-Shift in Demand because of Population-Korean wine consumption
for homework if necessary.
Wednesday
1. Law of Supply-lecture.
2. Read Costs of Production section. Define the key terms on page 108. Write a sentence using the term that fits its meaning.
Thursday
1. Discussion of Game (15 min)
2. Do companies have a financial, legal, or ethical obligation to their workers? (This question fits under variable costs)
3. Read and discuss Section 2.
Friday
1. Factors of Supply-rising costs, technology, subsidies, taxes, regulation.
2. How can global changes affect supply?
-future expectation of prices, number of suppliers, location of suppliers (example of Dell computers in “The World is Flat”).
3. Chapter 5 test-mna-2051 open book.
Lessons: Demand and Supply Time: Week 5, Feb 11-15 Unit: How Markets Work
Objectives:
1. Students will apply the fundamental concepts of supply and demand to realistic scenarios.
2. Students will respond to the basic factors of elasticity.
3. Students will list the different components and implications of the law of supply.
4. Students will analyze how global changes influence supply.
Monday
1. The substitution and income effect. Read and study these two subsections. Give an example of each one to someone sitting next to them. Continue by reading Demand Schedule and Demand Graph subsections.
2. Students make a demand schedule and then a demand (personal and market) curve based on a product that students choose. They then show it to someone else in their group to see if it follows the same principles.
3. What factors, besides price, could change the demand curve? –read “What Causes a Shift?”-page 86.
5. Read section 2, Shifts of the demand curve-complete Key Terms and Main Ideas on page 88.
6. Read Learn to Earn 55-70. Quiz on Friday.
Tuesday
1. Guided reading, section 3. Students will answer two questions about each red section (Calculating Elasticity, Factors Affecting Elasticity, Elasticity and Revenue. Answer questions 9-16 for homework on page 99.
2. Read article-Shift in Demand because of Population-Korean wine consumption
for homework if necessary.
Wednesday
1. Law of Supply-lecture.
2. Read Costs of Production section. Define the key terms on page 108. Write a sentence using the term that fits its meaning.
Thursday
1. Discussion of Game (15 min)
2. Do companies have a financial, legal, or ethical obligation to their workers? (This question fits under variable costs)
3. Read and discuss Section 2.
Friday
1. Factors of Supply-rising costs, technology, subsidies, taxes, regulation.
2. How can global changes affect supply?
-future expectation of prices, number of suppliers, location of suppliers (example of Dell computers in “The World is Flat”).
3. Chapter 5 test-mna-2051 open book.
Thursday, February 7, 2008
Tuesday, February 5, 2008
1st Quarter Project-Using Money to Earn Money
1st Quarter Project-Using Money to Earn Money
You will work in pairs for this project. First, you are assigned an occupation. The age of the person working is about 28 and has five years of experience in his/her field. You will need to write a description of the person, including his/her typical week, hobbies, family engagements, marital status, parenting status (kids or no kids), and non-profit volunteering they might be involved in. You are trying to create a virtual person in this phase of the project. You should also include the person’s salary. You should submit a one page, typed, double-spaced paper for this section (no bullets Miki ). It is due on February 12th.
Next, a budget must be created. The budget must be thorough. It should cover every regular monthly expense and miscellaneous categories for those expenditures that inevitably arise, but are unpredictable. Taxes and leisure activities are a necessary part of any budget. You will need to find out how much to pay in taxes each month. You can estimate your federal taxes at the following site: http://www.finance.cch.com/sohoApplets/TaxEZ1040.asp. You also need to estimate your FICA and your California income taxes (you can use the following table to estimate your CA income taxes: http://www.ftb.ca.gov/forms/07_forms/07_5402eztt.pdf ).
The budget is due on February 19th.
The third step involves creating an investment portfolio. This is the heart of the project. You can use your Learn to Earn book and your textbook (Chapter 11 will be helpful). Also, www.about.com is an excellent resource to use to get started. Check out these sites from about.com:
http://financialplan.about.com/ -this page is a good place to start.
http://financialplan.about.com/od/personalfinance/tp/personalfinance101.htm -this page covers budgeting and more
http://financialplan.about.com/od/planningforlifestages/Planning_for_Life_Stages.htm -this page deals with financial issues that arise at certain points in life-pre-marriage, marriage, marriage with kids, etc.
http://financialplan.about.com/od/retirementplanning/Retirement_Planning.htm -check out tips on retirement planning from this page.
You can and should use other resources other than about.com. The resources that you are using to help make wise stock market investment decisions will, in most cases, be useful in developing an investment portfolio for your person. You must use at least four sources. If about.com is used, it counts as one source, even if different pages are used. The sources must be reputable. If you have a question about whether a source is reputable, please ask your teacher first. Your investment portfolio will be based on how much money you have to spend based on your budget. Your budget has to be approved by me, so you cannot manipulate the numbers.
The third step is due March 4th. Please submit a hard copy and an electronic copy via email to my school account (kditzenberger@ics.edu.sg). The investment portfolio must include a brief list of the investments followed by a double-spaced, page-long, written explanation of the decisions that were made in developing the portfolio. I may give a copy of your plan to an investment advisor to analyze for your benefit, so an electronic copy will help facilitate this. If you have a low paying career, you can use any excess money or credit that you may have to make an investment in additional education.
The fourth and final step is to simply evaluate whether your plan has worked-have you made your life better by the financial decision you have chosen? In this section, you should take a typed, double-space page (minimum) and answer the following question-what worked and what would I change that I have control over? The fourth step is due March 11th. When the fourth step has been completed, the four steps must be revised according to any comments made by the teacher and submitted as one project.
The project is due on the 20th (the last day of the quarter, however, it can be turned in early. If you have several tests the last couple of days, you may want to have this done early). Any investments must be tracked and charted on a bi-weekly basis (Monday and Thursday or Tuesday and Friday) through the 14th. If stocks are purchased, a 2% brokerage fee must be deducted. Yahoo has widgets that can help with the tracking of stock prices. There are other tools available as well to make this fairly easy.
A rubric will follow soon. Sorry that I do not have it ready yet. Please take the weekend off. This weekend is meant for you to enjoy with your family, especially if you are of Chinese or Korean ancestry. Happy New Year!
You will work in pairs for this project. First, you are assigned an occupation. The age of the person working is about 28 and has five years of experience in his/her field. You will need to write a description of the person, including his/her typical week, hobbies, family engagements, marital status, parenting status (kids or no kids), and non-profit volunteering they might be involved in. You are trying to create a virtual person in this phase of the project. You should also include the person’s salary. You should submit a one page, typed, double-spaced paper for this section (no bullets Miki ). It is due on February 12th.
Next, a budget must be created. The budget must be thorough. It should cover every regular monthly expense and miscellaneous categories for those expenditures that inevitably arise, but are unpredictable. Taxes and leisure activities are a necessary part of any budget. You will need to find out how much to pay in taxes each month. You can estimate your federal taxes at the following site: http://www.finance.cch.com/sohoApplets/TaxEZ1040.asp. You also need to estimate your FICA and your California income taxes (you can use the following table to estimate your CA income taxes: http://www.ftb.ca.gov/forms/07_forms/07_5402eztt.pdf ).
The budget is due on February 19th.
The third step involves creating an investment portfolio. This is the heart of the project. You can use your Learn to Earn book and your textbook (Chapter 11 will be helpful). Also, www.about.com is an excellent resource to use to get started. Check out these sites from about.com:
http://financialplan.about.com/ -this page is a good place to start.
http://financialplan.about.com/od/personalfinance/tp/personalfinance101.htm -this page covers budgeting and more
http://financialplan.about.com/od/planningforlifestages/Planning_for_Life_Stages.htm -this page deals with financial issues that arise at certain points in life-pre-marriage, marriage, marriage with kids, etc.
http://financialplan.about.com/od/retirementplanning/Retirement_Planning.htm -check out tips on retirement planning from this page.
You can and should use other resources other than about.com. The resources that you are using to help make wise stock market investment decisions will, in most cases, be useful in developing an investment portfolio for your person. You must use at least four sources. If about.com is used, it counts as one source, even if different pages are used. The sources must be reputable. If you have a question about whether a source is reputable, please ask your teacher first. Your investment portfolio will be based on how much money you have to spend based on your budget. Your budget has to be approved by me, so you cannot manipulate the numbers.
The third step is due March 4th. Please submit a hard copy and an electronic copy via email to my school account (kditzenberger@ics.edu.sg). The investment portfolio must include a brief list of the investments followed by a double-spaced, page-long, written explanation of the decisions that were made in developing the portfolio. I may give a copy of your plan to an investment advisor to analyze for your benefit, so an electronic copy will help facilitate this. If you have a low paying career, you can use any excess money or credit that you may have to make an investment in additional education.
The fourth and final step is to simply evaluate whether your plan has worked-have you made your life better by the financial decision you have chosen? In this section, you should take a typed, double-space page (minimum) and answer the following question-what worked and what would I change that I have control over? The fourth step is due March 11th. When the fourth step has been completed, the four steps must be revised according to any comments made by the teacher and submitted as one project.
The project is due on the 20th (the last day of the quarter, however, it can be turned in early. If you have several tests the last couple of days, you may want to have this done early). Any investments must be tracked and charted on a bi-weekly basis (Monday and Thursday or Tuesday and Friday) through the 14th. If stocks are purchased, a 2% brokerage fee must be deducted. Yahoo has widgets that can help with the tracking of stock prices. There are other tools available as well to make this fairly easy.
A rubric will follow soon. Sorry that I do not have it ready yet. Please take the weekend off. This weekend is meant for you to enjoy with your family, especially if you are of Chinese or Korean ancestry. Happy New Year!
Thursday, January 31, 2008
Week 4, Syllabus
Mr. Ditzenberger-Economics
Lessons: Demand Time: Week 4, Feb 4-6 Unit: How Markets Work
Objectives:
1. Students will give examples of the substitution and income effect and make a demand curve.
2. Students will demonstrate what they have learned by taking a Unit 1 test.
3. Students will explain how to calculate elasticity of demand and identify factors that affect elasticity.
Monday
1. Super bowl at Corrigan’s house.
Tuesday
1. Unit Test.
2. Poverty Report if time permits.
Wednesday
1. Turn in report for making a trade.
2. Go over quarter project.
3. The substation and income effect. Read and study these two sections. Give an example of each one.
4. Students make a demand (personal and market) curve based on a product that students choose. Show it to someone else in your group to see if it follows the same principles.
5. What factors, besides price, could change the demand curve? –read “What Causes a Shift?”
6. Read article-Shift in Demand because of Population-Korean wine consumption
Thursday
1. Chinese New Year.
Friday
1. Chinese New Year
Lessons: Demand Time: Week 4, Feb 4-6 Unit: How Markets Work
Objectives:
1. Students will give examples of the substitution and income effect and make a demand curve.
2. Students will demonstrate what they have learned by taking a Unit 1 test.
3. Students will explain how to calculate elasticity of demand and identify factors that affect elasticity.
Monday
1. Super bowl at Corrigan’s house.
Tuesday
1. Unit Test.
2. Poverty Report if time permits.
Wednesday
1. Turn in report for making a trade.
2. Go over quarter project.
3. The substation and income effect. Read and study these two sections. Give an example of each one.
4. Students make a demand (personal and market) curve based on a product that students choose. Show it to someone else in your group to see if it follows the same principles.
5. What factors, besides price, could change the demand curve? –read “What Causes a Shift?”
6. Read article-Shift in Demand because of Population-Korean wine consumption
Thursday
1. Chinese New Year.
Friday
1. Chinese New Year
Stocks Choices Assignment
Financial Research Website Evaluation for Stock Market Game
http://www.forbes.com/fdc/welcome_mjx.shtml
http://money.cnn.com/
http://www.valueline.com/
http://online.barrons.com/public/main
http://finance.yahoo.com
http://online.wsj.com/public/us
http://www.bloomberg.com/index.html?Intro=intro3
http://www.businessweek.com/
http://www.hoovers.com/free/
Each teammate needs to use at least three of these sources to evaluate three different companies. Each team member will choose one company to buy. The amount is negotiable, but buying some stock from it is not. So, since there are four people to a team, each team should purchase at least four new companies by Wednesday.
As part of the buying process, each team member should write a paragraph explaining why the company is a buy or not a buy. Teams should then compile all of the paragraphs and submit them as a team in hardcopy by Wednesday. The sources that are used to evaluate the businesses should be noted at the bottom of each paragraph. Team members will be graded individually, so make sure the paragraphs have the appropriate heading even though they will be submitted as a group.
http://www.forbes.com/fdc/welcome_mjx.shtml
http://money.cnn.com/
http://www.valueline.com/
http://online.barrons.com/public/main
http://finance.yahoo.com
http://online.wsj.com/public/us
http://www.bloomberg.com/index.html?Intro=intro3
http://www.businessweek.com/
http://www.hoovers.com/free/
Each teammate needs to use at least three of these sources to evaluate three different companies. Each team member will choose one company to buy. The amount is negotiable, but buying some stock from it is not. So, since there are four people to a team, each team should purchase at least four new companies by Wednesday.
As part of the buying process, each team member should write a paragraph explaining why the company is a buy or not a buy. Teams should then compile all of the paragraphs and submit them as a team in hardcopy by Wednesday. The sources that are used to evaluate the businesses should be noted at the bottom of each paragraph. Team members will be graded individually, so make sure the paragraphs have the appropriate heading even though they will be submitted as a group.
Wednesday, January 30, 2008
Tuesday, January 29, 2008
Bible Verses Relating to Stewardship of God's Given Resources
Bible Verses Regarding Money
1. Psalm 112:5
Good will come to him who is generous and lends freely, who conducts his affairs with justice.
2. Psalm 37:21
The wicked borrows and does not pay back, but the righteous is gracious and gives.
3. Proverbs 11:15
He who puts up security for another will surely suffer, but whoever refuses to strike
hands in pledge is safe.
4. Proverbs 24:27
Finish your outdoor work and get your fields ready; after that, build your house.
5. Psalm 15:5
…who lends his money without usury and does not accept a bribe against the innocent.
He who does these things will never be shaken.
6. Proverbs 22:9
He who is generous will be blessed, for he gives some of his food to the poor.
7. Deuteronomy 14: 22, 23
Be sure to set aside a tenth of all that your fields produce each year…so that you may learn to revere the LORD your God always.
8. Proverbs 17:18
He who is a guarantor for a stranger will surely suffer for it, but he who hates being a guarantor is secure.
9. Deuteronomy 15:10
Give generously to him and do so without a grudging heart; then because of this the LORD your God will bless you in all your work and in everything you put your hand to.
10. Psalm 1: 1-3
1 Blessed is the man
who does not walk in the counsel of the wicked
or stand in the way of sinners
or sit in the seat of mockers.
2 But his delight is in the law of the LORD,
and on his law he meditates day and night.
3 He is like a tree planted by streams of water,
which yields its fruit in season
and whose leaf does not wither.
Whatever he does prospers.
1. Psalm 112:5
Good will come to him who is generous and lends freely, who conducts his affairs with justice.
2. Psalm 37:21
The wicked borrows and does not pay back, but the righteous is gracious and gives.
3. Proverbs 11:15
He who puts up security for another will surely suffer, but whoever refuses to strike
hands in pledge is safe.
4. Proverbs 24:27
Finish your outdoor work and get your fields ready; after that, build your house.
5. Psalm 15:5
…who lends his money without usury and does not accept a bribe against the innocent.
He who does these things will never be shaken.
6. Proverbs 22:9
He who is generous will be blessed, for he gives some of his food to the poor.
7. Deuteronomy 14: 22, 23
Be sure to set aside a tenth of all that your fields produce each year…so that you may learn to revere the LORD your God always.
8. Proverbs 17:18
He who is a guarantor for a stranger will surely suffer for it, but he who hates being a guarantor is secure.
9. Deuteronomy 15:10
Give generously to him and do so without a grudging heart; then because of this the LORD your God will bless you in all your work and in everything you put your hand to.
10. Psalm 1: 1-3
1 Blessed is the man
who does not walk in the counsel of the wicked
or stand in the way of sinners
or sit in the seat of mockers.
2 But his delight is in the law of the LORD,
and on his law he meditates day and night.
3 He is like a tree planted by streams of water,
which yields its fruit in season
and whose leaf does not wither.
Whatever he does prospers.
Monday, January 28, 2008
Unit 1 Test-Review Sheet
M/C-these are the concepts that will be covered:
shortage, guns and butter concept, production possibilities frontiers curve, examples of capital and trade-offs, incentives, thinking at the margin, entrepreneur, key economic questions, different types of economies-free market, command, traditional, economic goals, government economic policy-Social Security, etc.
Matching
efficiency, goods, trade-off, production possibilities graph, scarcity, services, shortage, opportunity cost, underutilization, labor, factors of production
Matching
production possibilities frontier, trade-offs, shortage, scarcity, growth
Matching
market failure, cash transfers, public policy, externality, welfare, public disclosure laws, business cycle, interest group, microeconomics, poverty threshold.
Short answer-interpreting a decision making grid, a circular flow diagram, and a table on federal programs
Essays-
-Explain how an economy can work efficiently in terms of its production possibilities but not be producing goods that are useful to it. 5 points
-What are some of the advantages of a mixed economy?
-Why have many of the governments of countries that had centrally planned economies begun to privatize their economies?
-What are the three main goals sought by policymakers in the economy?
- Compare. In the first paragraph, compare the advantages and disadvantages of both capitalism and socialism. In a second paragraph explain which system should be emphasized more in a nation’s economy-capitalism or socialism. Support your answer.
shortage, guns and butter concept, production possibilities frontiers curve, examples of capital and trade-offs, incentives, thinking at the margin, entrepreneur, key economic questions, different types of economies-free market, command, traditional, economic goals, government economic policy-Social Security, etc.
Matching
efficiency, goods, trade-off, production possibilities graph, scarcity, services, shortage, opportunity cost, underutilization, labor, factors of production
Matching
production possibilities frontier, trade-offs, shortage, scarcity, growth
Matching
market failure, cash transfers, public policy, externality, welfare, public disclosure laws, business cycle, interest group, microeconomics, poverty threshold.
Short answer-interpreting a decision making grid, a circular flow diagram, and a table on federal programs
Essays-
-Explain how an economy can work efficiently in terms of its production possibilities but not be producing goods that are useful to it. 5 points
-What are some of the advantages of a mixed economy?
-Why have many of the governments of countries that had centrally planned economies begun to privatize their economies?
-What are the three main goals sought by policymakers in the economy?
- Compare. In the first paragraph, compare the advantages and disadvantages of both capitalism and socialism. In a second paragraph explain which system should be emphasized more in a nation’s economy-capitalism or socialism. Support your answer.
Friday, January 25, 2008
Week 3, Syllabus
Mr. Ditzenberger-Economics
Lessons: Economic Systems Time: Week 3, January 28th–February 1st Unit: Introduction to Economics
Objectives:
1. Students will discuss free enterprise principles and apply them to a fictitious company.
2. Students will analyze the relationship between regulation and macroeconomic success.
3. Students will address economic policy questions based on realistic macroeconomic problems.
4. Students will analyze the reasons for government production of certain basic services and products.
5. Students will analyze welfare policy in the United States.
Monday
1. Winston Churchill: Capitalism is the unequal distribution of wealth. Socialism is the equal distribution of poverty. Debate-socialism-Sweden (providing health care, significant welfare for those not able to work, basic services “free”/through tax money, verses Hong Kong or the U.S.-minimal government ownership).
2. Homework: Read section 1 and define Key terms. Due tomorrow.
3. Homework-using http://rru.worldbank.org/businessplanet/, compare three countries, one from green, yellow, and red. Create a chart that compares each of the three countries given the data that is available on the website. Please email it to me by 8:00 am on Tuesday.
4. Homework-Chapter test Friday. Unit Test Tuesday.
Tuesday
1. Reports from yesterday on countries (10 minutes)
2. Read and discuss Chapter 3, section 2. (10 min)
3. Scenarios: (10 min)
a. Price of petrol goes up? What can the government do to help?
b. Unemployment increases by 50% in the past year, what can the government do?
c. Inflation increases by 5%, which is significant, in one year? How should the government respond?
d. Deflation occurs (there is a sustained drop in prices), what should the government do to help the economy?
e. The unemployment rate is dangerously low, hovering at 2%, what should the government do?
4. Macro/Micro Chart. 2 columns with different economic activity listed on either side. (10 min)
Macro Micro
1. Central bank adjusting interest rates 1. a local bank announces sales at its Boston branches to waive all lending fees on new
loans.
2. The government passes a tax relief bill. 2. a family decides to save each month for what they estimate they need to pay at tax
time.
3. Stock prices begin to recede. 3. the amount of dividend that John Dong receives declines and he decides to not by a reunion gift for his nephew.
6. Homework. Answer questions 1-8 in book on page 60. Due tomorrow.
7. Homework: LTE quiz on Friday.
Wednesday
1. Opener-what can a society not be without in a modern world? (10 min)
2. Read pg 62 as a class. The subsections, beginning with costs and benefits, should be read, understood, and presented in a creative way by each group (a skit, poem, rap, poster, etc.). 5 subsections, five groups. (20 min)
3. Quiz-mna-1037 in class. Five minutes to study.
4. Read Section 4. Quiz tomorrow. MNA-1038
Thursday
1. Quiz-MNA-1038. (10 min)
2. Read welfare and poverty article/essay. Discuss the solutions in your groups of three and arrive at your own groups’ opinion about the best solution. Remember that raising taxes (increasing a welfare budget) is not popular for various reasons. Present group results to the class in the form of a brief presentation (1 to 2 minutes). (20 minutes)
3. Time remaining-study for the test. (15 min)
Friday
1.. Chapter Test. 3. Homework: Unit test Tuesday. 2. Russian oligarch activity if time permits.
Lessons: Economic Systems Time: Week 3, January 28th–February 1st Unit: Introduction to Economics
Objectives:
1. Students will discuss free enterprise principles and apply them to a fictitious company.
2. Students will analyze the relationship between regulation and macroeconomic success.
3. Students will address economic policy questions based on realistic macroeconomic problems.
4. Students will analyze the reasons for government production of certain basic services and products.
5. Students will analyze welfare policy in the United States.
Monday
1. Winston Churchill: Capitalism is the unequal distribution of wealth. Socialism is the equal distribution of poverty. Debate-socialism-Sweden (providing health care, significant welfare for those not able to work, basic services “free”/through tax money, verses Hong Kong or the U.S.-minimal government ownership).
2. Homework: Read section 1 and define Key terms. Due tomorrow.
3. Homework-using http://rru.worldbank.org/businessplanet/, compare three countries, one from green, yellow, and red. Create a chart that compares each of the three countries given the data that is available on the website. Please email it to me by 8:00 am on Tuesday.
4. Homework-Chapter test Friday. Unit Test Tuesday.
Tuesday
1. Reports from yesterday on countries (10 minutes)
2. Read and discuss Chapter 3, section 2. (10 min)
3. Scenarios: (10 min)
a. Price of petrol goes up? What can the government do to help?
b. Unemployment increases by 50% in the past year, what can the government do?
c. Inflation increases by 5%, which is significant, in one year? How should the government respond?
d. Deflation occurs (there is a sustained drop in prices), what should the government do to help the economy?
e. The unemployment rate is dangerously low, hovering at 2%, what should the government do?
4. Macro/Micro Chart. 2 columns with different economic activity listed on either side. (10 min)
Macro Micro
1. Central bank adjusting interest rates 1. a local bank announces sales at its Boston branches to waive all lending fees on new
loans.
2. The government passes a tax relief bill. 2. a family decides to save each month for what they estimate they need to pay at tax
time.
3. Stock prices begin to recede. 3. the amount of dividend that John Dong receives declines and he decides to not by a reunion gift for his nephew.
6. Homework. Answer questions 1-8 in book on page 60. Due tomorrow.
7. Homework: LTE quiz on Friday.
Wednesday
1. Opener-what can a society not be without in a modern world? (10 min)
2. Read pg 62 as a class. The subsections, beginning with costs and benefits, should be read, understood, and presented in a creative way by each group (a skit, poem, rap, poster, etc.). 5 subsections, five groups. (20 min)
3. Quiz-mna-1037 in class. Five minutes to study.
4. Read Section 4. Quiz tomorrow. MNA-1038
Thursday
1. Quiz-MNA-1038. (10 min)
2. Read welfare and poverty article/essay. Discuss the solutions in your groups of three and arrive at your own groups’ opinion about the best solution. Remember that raising taxes (increasing a welfare budget) is not popular for various reasons. Present group results to the class in the form of a brief presentation (1 to 2 minutes). (20 minutes)
3. Time remaining-study for the test. (15 min)
Friday
1.. Chapter Test. 3. Homework: Unit test Tuesday. 2. Russian oligarch activity if time permits.
Friday, January 18, 2008
Syllabus, Week 2
Mr. Ditzenberger-Economics
Lessons: Comparing Economic Systems
Time: Week 2, January 21st-25th
Unit: Introduction to Economics
Objectives:
1. Students will discuss, define, and create sentences regarding key concepts of economics.
2. Students will analyze production possibility curves and evaluate efficiencies in economies.
3. Students will examine how countries and economic systems therein answer the basic economic questions.
4. Students will simulate the command and market economies.
5. Students will learn, through examples, the drawbacks of a command economy and the challenges of transition to a market economy.
6. Students will debate the socialistic and capitalistic economic model.
Monday
1. Turn in Bible paragraphs.
2. Take rules quiz.
3. Quiz on section 2-mna-1016
4. In groups, students make a list of ways economies can increase their efficiency.
5. Discuss production possibility curves
6. Read and discuss pages 23 and 24.
7. Comparison Chart: United States, China, North Korea-how would these three countries answer the 3 questions?
8. Economic Goals-25-27. Which of the five goals on page 25 is most important?
9. Homework-read section 2 for Wednesday.
10. Homework: LTE : Read 21-39. Quiz on Thursday.
11. Homework: Test tomorrow on Chapter 1-mna-1011
Tuesday
1. Chapter 1 test-mna-1011
2. Command and Market Economies simulation
Wednesday
1. Quiz-mnd-1026 from page 32. (5 min)
2. If you were a factory worker and you were paid as long as you produced your quota and were guaranteed job, how would this effect your motivation, productivity, and innovation? (5 min)
3. Read 34-35. Discuss. (5 min)
4. Read Socialism and Communism, page 35. Before reading, ask them to explain the difference between the two after they are done. (5 min)
5. The Former Soviet Union-Who was the most evil dictator ever? Read, “The Former Soviet Union”. (10 min)
PowerPoint Slide on dictator deaths in the 20th C. (5 min)
6. Story of light bulbs:
From the Soviet Union, there are many examples of distortions and inefficiencies from its long history of price controls, but here is a real classic.Light bulbs, like most other basic goods and staples in the Soviet Union, were often in short supply because the official price was below the market price, resulting in excess demand and prolonged shortages. As a result of the chronic light bulb shortage, an informal, black market developed in the USSR for used, burned-out light bulbs. That is, Soviet citizens would actually pay a positive price for a light bulb that didn’t work.How would it be possible for a burned-out light bulb to have a positive price, when it would normally just be thrown out? Of what use could anybody have for a used light bulb? Think about it first, and read the answer here:
7. Skit. Students are consultants to a command economy that needs help. They are free-market gurus who are asked to advice the struggling country on transitioning to a free market. They should come up with 10 questions that they would anticipate that are asked of the leaders of the country and answers that are based on their capitalistic expertise. (15 min)
Thursday
1. 21-39 Quiz.
2. Russian Oligarchs
3. Homework: Read Section 4. Quiz tomorrow
4. Homework: Prepare for Debate: http://www.idebate.org/debatabase/topic_details.php?topicID=400
Read both sides and study at least two of the links (useful sites) to be prepared for tomorrow.
Friday
1. Quiz, mna-1028.
2. Winston Churchill: Capitalism is the unequal distribution of wealth. Socialism is the equal distribution of poverty. Debate-socialism-Sweden (providing health care, significant welfare for those not able to work, basic services “free”/through tax money, verses Hong Kong or the U.S.-minimal government ownership).
Homework-chapter 2 test on Monday-mna-1021
Lessons: Comparing Economic Systems
Time: Week 2, January 21st-25th
Unit: Introduction to Economics
Objectives:
1. Students will discuss, define, and create sentences regarding key concepts of economics.
2. Students will analyze production possibility curves and evaluate efficiencies in economies.
3. Students will examine how countries and economic systems therein answer the basic economic questions.
4. Students will simulate the command and market economies.
5. Students will learn, through examples, the drawbacks of a command economy and the challenges of transition to a market economy.
6. Students will debate the socialistic and capitalistic economic model.
Monday
1. Turn in Bible paragraphs.
2. Take rules quiz.
3. Quiz on section 2-mna-1016
4. In groups, students make a list of ways economies can increase their efficiency.
5. Discuss production possibility curves
6. Read and discuss pages 23 and 24.
7. Comparison Chart: United States, China, North Korea-how would these three countries answer the 3 questions?
8. Economic Goals-25-27. Which of the five goals on page 25 is most important?
9. Homework-read section 2 for Wednesday.
10. Homework: LTE : Read 21-39. Quiz on Thursday.
11. Homework: Test tomorrow on Chapter 1-mna-1011
Tuesday
1. Chapter 1 test-mna-1011
2. Command and Market Economies simulation
Wednesday
1. Quiz-mnd-1026 from page 32. (5 min)
2. If you were a factory worker and you were paid as long as you produced your quota and were guaranteed job, how would this effect your motivation, productivity, and innovation? (5 min)
3. Read 34-35. Discuss. (5 min)
4. Read Socialism and Communism, page 35. Before reading, ask them to explain the difference between the two after they are done. (5 min)
5. The Former Soviet Union-Who was the most evil dictator ever? Read, “The Former Soviet Union”. (10 min)
PowerPoint Slide on dictator deaths in the 20th C. (5 min)
6. Story of light bulbs:
From the Soviet Union, there are many examples of distortions and inefficiencies from its long history of price controls, but here is a real classic.Light bulbs, like most other basic goods and staples in the Soviet Union, were often in short supply because the official price was below the market price, resulting in excess demand and prolonged shortages. As a result of the chronic light bulb shortage, an informal, black market developed in the USSR for used, burned-out light bulbs. That is, Soviet citizens would actually pay a positive price for a light bulb that didn’t work.How would it be possible for a burned-out light bulb to have a positive price, when it would normally just be thrown out? Of what use could anybody have for a used light bulb? Think about it first, and read the answer here:
7. Skit. Students are consultants to a command economy that needs help. They are free-market gurus who are asked to advice the struggling country on transitioning to a free market. They should come up with 10 questions that they would anticipate that are asked of the leaders of the country and answers that are based on their capitalistic expertise. (15 min)
Thursday
1. 21-39 Quiz.
2. Russian Oligarchs
3. Homework: Read Section 4. Quiz tomorrow
4. Homework: Prepare for Debate: http://www.idebate.org/debatabase/topic_details.php?topicID=400
Read both sides and study at least two of the links (useful sites) to be prepared for tomorrow.
Friday
1. Quiz, mna-1028.
2. Winston Churchill: Capitalism is the unequal distribution of wealth. Socialism is the equal distribution of poverty. Debate-socialism-Sweden (providing health care, significant welfare for those not able to work, basic services “free”/through tax money, verses Hong Kong or the U.S.-minimal government ownership).
Homework-chapter 2 test on Monday-mna-1021
Wednesday, January 16, 2008
Enter a Stock-Instructions
I copied and pasted the help instructions, but the formatting does not show up well in the blog. So, if you want that help, when you are on the "Enter a Trade" screen/page, simply click on the yellow "help" icon that is in the form of a question mark to access the page. Sorry! I hope this helps!
Monday, January 14, 2008
Rules of the Stock Market Game
Rules of The Stock Market Game Program
1. Each team begins the simulation with $100,000 in cash and may borrow additional funds. How much you may borrow is dependent upon the equity in your account. Interest is charged weekly on negative cash balances at an annual rate of 7.00%, and credited weekly on positive cash balances at an annual rate of 5.00%. Interest is calculated daily, then summed for the week (Saturday through Friday) and posted on the following Tuesday. The daily rate is based upon a 365 day year. Daily Interest = Cash * Appropriate Interest Rate(as a decimal) / 365.
2. You may trade only stocks and mutual funds listed on the American Stock Exchange, Nasdaq Stock Market and the New York Stock Exchange that have traded within the last 7 days. Canadian stocks traded on these exchanges will be priced within these markets but the current value is calculated using Canadian exchange prices adjusted using the current exchange rate for the American dollar equivalent.
3. End of Day Game transactions are priced at market daily closing prices. These prices can be found in the next day's newspaper or by using the price quote facilities of SMG. Real Time Game transactions are priced at the market price at the time of entry.
All Mutual Fund transactions are treated as real time transactions and priced at the previous day's closing price. This applies to both End of Day and Real Time games.
Transactions entered with a limit price will not be held past the initial attempt to price the transaction. This applies to both the End of Day or Real Time Games.
4. All buy orders must be a minimum of 100 shares. Sell orders for less than 100 shares will be permitted.
5. SMG does not permit buying stocks or mutual funds that trade below $5 per share. Such orders will be rejected. Sell transactions for existing long positions where transactions are executed at closing or real time prices will be accepted, even if the price is less than $5.00 per share. (There are a number of reasons for this rule. Low priced stocks, known as penny stocks, are very risky and volatile investments. Accordingly, brokers will not permit their customers to trade such securities on margin, just as SMG does not. Also, penny stocks tend to have very shallow markets and their prices move sharply with large orders, unlike SMG where transactions are executed at closing or real time prices regardless of order size).
6. Trades can only be processed in whole and will be rejected if sufficient buying power does not exist to execute the entire order.
7. A 2% broker's fee is charged for all transactions. For example, if you buy 100 shares of a stock at $10 per share, you must pay the 2% of $1000 or $20. On Sell or Shortsell transactions an SEC fee of $15.30 per million gross rounded to the nearest penny is also charged.
8. The Game is run Monday through Friday. Teams may trade on any day the participating stock markets are open. Orders may be entered 7 days a week 24 hours a day.
9. Trades entered after close of market (4:00 PM ET) will be priced at next day's closing price for the End of Day Game and at opening price for the Real Time Game. Mutual Funds are always treated as real time trades but priced at the last closing price.
10. Teams do not have to liquidate their portfolios at the end of The Game. Winners will be determined on the basis of either equity or the % return above/below S&P 500 Growth. (Some states may use additional criteria to determine winners).
Short sell/short cover rules
11. All short sell orders must be for a minimum of 100 shares. Short cover orders for less than 100 shares will be permitted. Open ended mutual funds can not be short sold.
12. SMG does not permit short sells on stocks or mutual funds that trade below $5.00 per share. Such orders will be rejected. Short cover transactions for existing short positions will be accepted, even if the price is less than $5.00 per share. (See Rule #5 for an explanation).
Portfolios
13. A record of a team's portfolio and transactions will be available daily. A team will not receive a portfolio nor be listed in regional rankings until its initial transaction is entered successfully. A student can only be assigned to ONE portfolio per game period.
14. No back posting of trades will be done for trades of securities not contained within the SMG Security Table. Once the missing security has been added to the Security Table the security can then be traded. The same rule applies to trades rejected if they are incorrectly pricing below $5. Once the pricing has been corrected the security can be traded.
15. Stock and cash dividends and stock splits are automatically computed into portfolios. Every effort is made to simulate as closely to real life as possible a variety of other corporate actions (mergers, acquisitions, spinoffs, etc.), which may include the standard three-day settlement period. In this case, it may be necessary to suspend trading of a given security until the action can be completed. Canadian stocks trading on US exchanges cannot be traded between a split's record date and its payout date. It is the responsibility of teams to check their portfolios for accuracy and notify their Coordinator by email of any problems that are encountered.
16. Participants of the end of day pricing game may delete pending transactions prior to market close except in the case of Mutual Funds which are processed as real time orders.
Additional rules
17. Any violation of the rules of the SMG may result in the invalidation of a transaction. Repeated violation of the rules may result in the disqualification of a team.
18. Additional rules have been developed in some states and, if applicable, have been included in your Coordinator's Information Page. It is the responsibility of your team to learn and abide by all rules.
19. You must maintain a total equity position that is greater than or equal to 30% of the current value of your current holdings. If you don't you will receive a margin call.
Code of participation
1. SMG advisors must be responsible adults 18 years of age or older. In no case may they be a matriculated student in grades K-12.
2. SMG advisors will ensure that every participant on their team(s) has read and understands the SMG Rules and the Code of Participation.
3. Teams that do not comply with the SMG Code of Participation will be removed from the portfolio rankings.
4. The authority to remove a team from the rankings lies solely with the team's SMG coordinator organization.
5. Each team is responsible for any opening or closing transactions entered into its portfolio.
6. Teams may not enter transactions into portfolios other than their own. (Please note that when a team asserts that a transaction was entered by a non-member of that team, the team will nevertheless be ranked based on their portfolio's total equity, which will include the challenged transaction.)
7. Only transactions stored on the SMG database will be recognized for purposes of evaluating portfolio total equity.
8. FIE will be responsible for the accuracy of the market data. It is the responsibility of teams to report any major price discrepancies found in their portfolios. Failure to do so may result in disqualification from the competition. In extreme cases of continued disregard for this rule, FIE reserves the right to delete teams from the game. If a team believes a stock price or other information is incorrect, the team advisor shall notify their Coordinator by email.
9. In the event of an error on the part of FIE and/or coordinator organization(s), their liability to a participant shall be limited to the refund of registration or other fees paid.
Local Rules
Teams may not invest more than 30% of their total equity multiplied by 2 in any one company. If a stock in a team portfolio increases in value and places the investment beyond 30% of their total equity multiplied by 2, they will be able to retain their shares but unable to purchase additional shares of that stock. This rule is the Maximum Equity Rule. The Stock Market Game system will automatically enforce this rule to encourage diversity in a team portfolio.
Teams are ranked according to the percentage return above/below the current S&P 500 Index. At the beginning of the current trading session the value of the S&P 500 will be noted on the upper right-hand side of the Account Summary page of the team portfolio. Teams registered after the start of the current trading session receive the value of the S&P on the day their portfolios are created. The S&P value noted in Account Summary will not change through the course of the trading session and will be used to determine the percentage return above/below the current S&P 500 Index.
The last day for making transactions in team portfolios is the day before the end of the session. For example: If the session ends April 12th, the last day for entering transactions is April 11th.
Advisors with outstanding invoices will have their teams disqualified from any contests or competitions associated with The Stock Market Game.
1. Each team begins the simulation with $100,000 in cash and may borrow additional funds. How much you may borrow is dependent upon the equity in your account. Interest is charged weekly on negative cash balances at an annual rate of 7.00%, and credited weekly on positive cash balances at an annual rate of 5.00%. Interest is calculated daily, then summed for the week (Saturday through Friday) and posted on the following Tuesday. The daily rate is based upon a 365 day year. Daily Interest = Cash * Appropriate Interest Rate(as a decimal) / 365.
2. You may trade only stocks and mutual funds listed on the American Stock Exchange, Nasdaq Stock Market and the New York Stock Exchange that have traded within the last 7 days. Canadian stocks traded on these exchanges will be priced within these markets but the current value is calculated using Canadian exchange prices adjusted using the current exchange rate for the American dollar equivalent.
3. End of Day Game transactions are priced at market daily closing prices. These prices can be found in the next day's newspaper or by using the price quote facilities of SMG. Real Time Game transactions are priced at the market price at the time of entry.
All Mutual Fund transactions are treated as real time transactions and priced at the previous day's closing price. This applies to both End of Day and Real Time games.
Transactions entered with a limit price will not be held past the initial attempt to price the transaction. This applies to both the End of Day or Real Time Games.
4. All buy orders must be a minimum of 100 shares. Sell orders for less than 100 shares will be permitted.
5. SMG does not permit buying stocks or mutual funds that trade below $5 per share. Such orders will be rejected. Sell transactions for existing long positions where transactions are executed at closing or real time prices will be accepted, even if the price is less than $5.00 per share. (There are a number of reasons for this rule. Low priced stocks, known as penny stocks, are very risky and volatile investments. Accordingly, brokers will not permit their customers to trade such securities on margin, just as SMG does not. Also, penny stocks tend to have very shallow markets and their prices move sharply with large orders, unlike SMG where transactions are executed at closing or real time prices regardless of order size).
6. Trades can only be processed in whole and will be rejected if sufficient buying power does not exist to execute the entire order.
7. A 2% broker's fee is charged for all transactions. For example, if you buy 100 shares of a stock at $10 per share, you must pay the 2% of $1000 or $20. On Sell or Shortsell transactions an SEC fee of $15.30 per million gross rounded to the nearest penny is also charged.
8. The Game is run Monday through Friday. Teams may trade on any day the participating stock markets are open. Orders may be entered 7 days a week 24 hours a day.
9. Trades entered after close of market (4:00 PM ET) will be priced at next day's closing price for the End of Day Game and at opening price for the Real Time Game. Mutual Funds are always treated as real time trades but priced at the last closing price.
10. Teams do not have to liquidate their portfolios at the end of The Game. Winners will be determined on the basis of either equity or the % return above/below S&P 500 Growth. (Some states may use additional criteria to determine winners).
Short sell/short cover rules
11. All short sell orders must be for a minimum of 100 shares. Short cover orders for less than 100 shares will be permitted. Open ended mutual funds can not be short sold.
12. SMG does not permit short sells on stocks or mutual funds that trade below $5.00 per share. Such orders will be rejected. Short cover transactions for existing short positions will be accepted, even if the price is less than $5.00 per share. (See Rule #5 for an explanation).
Portfolios
13. A record of a team's portfolio and transactions will be available daily. A team will not receive a portfolio nor be listed in regional rankings until its initial transaction is entered successfully. A student can only be assigned to ONE portfolio per game period.
14. No back posting of trades will be done for trades of securities not contained within the SMG Security Table. Once the missing security has been added to the Security Table the security can then be traded. The same rule applies to trades rejected if they are incorrectly pricing below $5. Once the pricing has been corrected the security can be traded.
15. Stock and cash dividends and stock splits are automatically computed into portfolios. Every effort is made to simulate as closely to real life as possible a variety of other corporate actions (mergers, acquisitions, spinoffs, etc.), which may include the standard three-day settlement period. In this case, it may be necessary to suspend trading of a given security until the action can be completed. Canadian stocks trading on US exchanges cannot be traded between a split's record date and its payout date. It is the responsibility of teams to check their portfolios for accuracy and notify their Coordinator by email of any problems that are encountered.
16. Participants of the end of day pricing game may delete pending transactions prior to market close except in the case of Mutual Funds which are processed as real time orders.
Additional rules
17. Any violation of the rules of the SMG may result in the invalidation of a transaction. Repeated violation of the rules may result in the disqualification of a team.
18. Additional rules have been developed in some states and, if applicable, have been included in your Coordinator's Information Page. It is the responsibility of your team to learn and abide by all rules.
19. You must maintain a total equity position that is greater than or equal to 30% of the current value of your current holdings. If you don't you will receive a margin call.
Code of participation
1. SMG advisors must be responsible adults 18 years of age or older. In no case may they be a matriculated student in grades K-12.
2. SMG advisors will ensure that every participant on their team(s) has read and understands the SMG Rules and the Code of Participation.
3. Teams that do not comply with the SMG Code of Participation will be removed from the portfolio rankings.
4. The authority to remove a team from the rankings lies solely with the team's SMG coordinator organization.
5. Each team is responsible for any opening or closing transactions entered into its portfolio.
6. Teams may not enter transactions into portfolios other than their own. (Please note that when a team asserts that a transaction was entered by a non-member of that team, the team will nevertheless be ranked based on their portfolio's total equity, which will include the challenged transaction.)
7. Only transactions stored on the SMG database will be recognized for purposes of evaluating portfolio total equity.
8. FIE will be responsible for the accuracy of the market data. It is the responsibility of teams to report any major price discrepancies found in their portfolios. Failure to do so may result in disqualification from the competition. In extreme cases of continued disregard for this rule, FIE reserves the right to delete teams from the game. If a team believes a stock price or other information is incorrect, the team advisor shall notify their Coordinator by email.
9. In the event of an error on the part of FIE and/or coordinator organization(s), their liability to a participant shall be limited to the refund of registration or other fees paid.
Local Rules
Teams may not invest more than 30% of their total equity multiplied by 2 in any one company. If a stock in a team portfolio increases in value and places the investment beyond 30% of their total equity multiplied by 2, they will be able to retain their shares but unable to purchase additional shares of that stock. This rule is the Maximum Equity Rule. The Stock Market Game system will automatically enforce this rule to encourage diversity in a team portfolio.
Teams are ranked according to the percentage return above/below the current S&P 500 Index. At the beginning of the current trading session the value of the S&P 500 will be noted on the upper right-hand side of the Account Summary page of the team portfolio. Teams registered after the start of the current trading session receive the value of the S&P on the day their portfolios are created. The S&P value noted in Account Summary will not change through the course of the trading session and will be used to determine the percentage return above/below the current S&P 500 Index.
The last day for making transactions in team portfolios is the day before the end of the session. For example: If the session ends April 12th, the last day for entering transactions is April 11th.
Advisors with outstanding invoices will have their teams disqualified from any contests or competitions associated with The Stock Market Game.
Sunday, January 13, 2008
Syllabus, Week 1
Mr. Ditzenberger-Economics
Lessons: Introduction to the Course; Basic Concepts and Terms in Economics Time: Week 1, January 14th-18th Unit: Introduction to Economics
Objectives:
1. Students will take a pre-test that will cover the entire course and will enable the instructor to determine their pre-knowledge of the concepts at the beginning of class.
2. Students will become familiar with their book, expectations, and procedures for the semester.
3. Students will choose biblical concepts that they believe are most important regarding money.
4. Students will discuss, define, and create sentences regarding key concepts of economics.
5. Students will analyze production possibility curves and evaluate efficiencies in economies.
Monday
1. Definition of Economics-he study of what constitutes rational human behavior in the endeavor to fulfill needs and wants. (5 min)
2. Pretest that covers the main topics of the entire class and focuses on specifics from unit 1. (40 min)
3. Homework: Find a current event article on “economic efficiency.” Not an article that just mentions the words, but that is about economic efficiency. I found 118 hits on Dec 26th on this search!
Tuesday
1. Overview of book-chapter, quizzes, and tests. (10 minutes)
2. Over of Unit 1-What is Economics, Economic Systems, and American Free Enterprise System. (5 min)
3. In five groups of three students, they examine the verses found on the following website. Each group will have about four categories. Each group writes a paragraph that summarizes the biblical message or teaching. Each group chooses the verse that they believe is most significant from any of their four categories. Students will need to memorize these verses (they can choose four out of the five. These verses will be on the unit and final test. http://christianpf.com/scriptures/money.html
Wednesday
1. No Apologies
Thursday
1. Key Terms of Section 1. Discuss what the terms (top of pg 3) mean to students before reading the book (10 min). Define the words in your vocabulary notebook. Write a sentence using each term in a separate sentence (20 minutes).
2. Discuss key terms on page 8. (5 min)
China
India
U.S.
Russia
Pakistan
Turkey
Israel
S. Arabia
3. Divide class into four groups. Each group gets one of the terms on page 8. The group creates three different scenarios using their term and also using three classmates (from another group). They read those scenarios to the class. (15 min)
4. Take section quiz, mna-1016, page 11 as a class. (10 min)
Friday
1. “Economic Efficiency” article due. In groups, each person summarizes for 30 seconds. Others only listen. One question can be asked after the summary.
2. Discuss Production Possibility Curves
3. In groups, students make a list of ways economies can increase their efficiency.
Lessons: Introduction to the Course; Basic Concepts and Terms in Economics Time: Week 1, January 14th-18th Unit: Introduction to Economics
Objectives:
1. Students will take a pre-test that will cover the entire course and will enable the instructor to determine their pre-knowledge of the concepts at the beginning of class.
2. Students will become familiar with their book, expectations, and procedures for the semester.
3. Students will choose biblical concepts that they believe are most important regarding money.
4. Students will discuss, define, and create sentences regarding key concepts of economics.
5. Students will analyze production possibility curves and evaluate efficiencies in economies.
Monday
1. Definition of Economics-he study of what constitutes rational human behavior in the endeavor to fulfill needs and wants. (5 min)
2. Pretest that covers the main topics of the entire class and focuses on specifics from unit 1. (40 min)
3. Homework: Find a current event article on “economic efficiency.” Not an article that just mentions the words, but that is about economic efficiency. I found 118 hits on Dec 26th on this search!
Tuesday
1. Overview of book-chapter, quizzes, and tests. (10 minutes)
2. Over of Unit 1-What is Economics, Economic Systems, and American Free Enterprise System. (5 min)
3. In five groups of three students, they examine the verses found on the following website. Each group will have about four categories. Each group writes a paragraph that summarizes the biblical message or teaching. Each group chooses the verse that they believe is most significant from any of their four categories. Students will need to memorize these verses (they can choose four out of the five. These verses will be on the unit and final test. http://christianpf.com/scriptures/money.html
Wednesday
1. No Apologies
Thursday
1. Key Terms of Section 1. Discuss what the terms (top of pg 3) mean to students before reading the book (10 min). Define the words in your vocabulary notebook. Write a sentence using each term in a separate sentence (20 minutes).
2. Discuss key terms on page 8. (5 min)
China
India
U.S.
Russia
Pakistan
Turkey
Israel
S. Arabia
3. Divide class into four groups. Each group gets one of the terms on page 8. The group creates three different scenarios using their term and also using three classmates (from another group). They read those scenarios to the class. (15 min)
4. Take section quiz, mna-1016, page 11 as a class. (10 min)
Friday
1. “Economic Efficiency” article due. In groups, each person summarizes for 30 seconds. Others only listen. One question can be asked after the summary.
2. Discuss Production Possibility Curves
3. In groups, students make a list of ways economies can increase their efficiency.
Wednesday, January 9, 2008
Classroom Policies
Economics-Classroom Policies
Welcome
Congratulations, one semester to go! 19 weeks (depends how you count), 89 days, some hard work, learning some important concepts relating to Economics, and lots and lots of fun (we hope).
Structure of the Class
You know how things work from my American Government class. Basically, do you homework, study for tests using the review, participate in class, turn in your quarterly project (to be announced) and all will be well with your grade. This class is different from AG in that we will take fewer notes and have fewer lectures, but we will be in the textbook more frequently. However, homework from the textbook should not be much more frequent than the AG class (maybe less). You will, however, have more quizzes from readings, including readings from a supplementary book, Learning to Earn. This will be passed out today.
Syllabus
A syllabus will be provided on my blog and next to my door each week that will give a plan (plans can and often change) of what will be covered. I will try to write homework on the board, but the syllabus can also be used to ensure that you have the homework assignment. The syllabus should be posted outside of my room so that you can have access to it even when the door is locked or another class is in session. I will also try to use my social studies blog to post the syllabus so that you can access information wherever you have an internet connection. The blog’s address is http://ditzenberger.blogspot.com/index.html. Important for Parents: grades will also be periodically posted on this blog.
Assignments
All assignments are to be done independently unless otherwise noted. Independently means that you do not have help on the assignment. When you submit an assignment to me, I am evaluating what your understanding of the material is, not what someone else has contributed. I am concerned with my ability and competency to teach you and your effectiveness to learn. Independent work helps me to assess both of these elements. There will be plenty of chances for group work-both inside and outside of the class.
Assignments must be turned in at the beginning of class unless otherwise directed by me. If you are absent, please mark absent on the assignment so I know that the work should not be counted late. It is the student’s responsibility to get updates on what has been missed.
Participation points will be given at different times throughout the semester. Students can participate by listening in class, asking questions, discussing when appropriate, affirming other students, working hard in a small group/cooperative learning setting, etc. You’ll get full credit for participation points if you arrive to class everyday and are engaged. If you have more than two excused absences a week, you will not receive a grade at all (different than a zero) and your absence will not be counted against you.
Expect one significant assignment a quarter. This may be a project, a paper, a group assignment that involves multiple steps, or a presentation. The point of these more significant assignments is for you to pursue learning at a deeper level while integrating a variety of skills (i.e., research, writing, public speaking, etc.) into the learning process.
Please submit all assignments or tests with your given and family name on the first line, followed by the course title on the second line, and the date on the third line.
Name Jeff Corson
Class Economics
Date in Proper Form 14/1/2008 or 14-1-08
General Rules-beyond the rules stated in the handbook
-Water is allowed in the class as long as it is in a closed water bottle. No other drinks are permitted.
-Respecting others demonstrates that we are made in God’s image and therefore are valuable to God. Disrespecting others demeans them and does not honor God’s image that he has given them. Debate and discussion are an essential part in learning the material for this class, but interaction with ideas and the people who hold them should always be done respectfully. Let’s create a accepting, affirming atmosphere in which we can all (including me) can learn.
-Leaving the class to use the restroom is acceptable, but you need to ask just so that you can leave at a good time. Often there may be a good time in the coming few minutes. If I expect students are leaving the room for other reasons, I will change this rule to fit the class.
-Extra credit is not generally offered. However, if there are extenuating circumstances, I may allow students to complete additional assignments as a substitute for learning that was missed when the situation is extreme and beyond the student’s control.
ICS’s Grading Scale:
A+ 98-100% , A 94-97% , A- 92-93%, B+ 88-91% , B 84-87% , B- 82-83% , C+ 78-81%, C 74-77% , C- 72-73% , D 65-71% , F Below 65%.
Please contact me if you have any questions or concerns: kditzenberger@ics.edu.sg
------------------------------------------------------------------------------------------------------------------------------------------------
Please return this within the first week of class for 5 points credit.
I have read and understood the Classroom policies of Mr. Ditzenberger’s Economics class.
_______________________________________ Signature of Parent or Guardian _______________Date
_______________________________________ Signature of Student _______________Date
Welcome
Congratulations, one semester to go! 19 weeks (depends how you count), 89 days, some hard work, learning some important concepts relating to Economics, and lots and lots of fun (we hope).
Structure of the Class
You know how things work from my American Government class. Basically, do you homework, study for tests using the review, participate in class, turn in your quarterly project (to be announced) and all will be well with your grade. This class is different from AG in that we will take fewer notes and have fewer lectures, but we will be in the textbook more frequently. However, homework from the textbook should not be much more frequent than the AG class (maybe less). You will, however, have more quizzes from readings, including readings from a supplementary book, Learning to Earn. This will be passed out today.
Syllabus
A syllabus will be provided on my blog and next to my door each week that will give a plan (plans can and often change) of what will be covered. I will try to write homework on the board, but the syllabus can also be used to ensure that you have the homework assignment. The syllabus should be posted outside of my room so that you can have access to it even when the door is locked or another class is in session. I will also try to use my social studies blog to post the syllabus so that you can access information wherever you have an internet connection. The blog’s address is http://ditzenberger.blogspot.com/index.html. Important for Parents: grades will also be periodically posted on this blog.
Assignments
All assignments are to be done independently unless otherwise noted. Independently means that you do not have help on the assignment. When you submit an assignment to me, I am evaluating what your understanding of the material is, not what someone else has contributed. I am concerned with my ability and competency to teach you and your effectiveness to learn. Independent work helps me to assess both of these elements. There will be plenty of chances for group work-both inside and outside of the class.
Assignments must be turned in at the beginning of class unless otherwise directed by me. If you are absent, please mark absent on the assignment so I know that the work should not be counted late. It is the student’s responsibility to get updates on what has been missed.
Participation points will be given at different times throughout the semester. Students can participate by listening in class, asking questions, discussing when appropriate, affirming other students, working hard in a small group/cooperative learning setting, etc. You’ll get full credit for participation points if you arrive to class everyday and are engaged. If you have more than two excused absences a week, you will not receive a grade at all (different than a zero) and your absence will not be counted against you.
Expect one significant assignment a quarter. This may be a project, a paper, a group assignment that involves multiple steps, or a presentation. The point of these more significant assignments is for you to pursue learning at a deeper level while integrating a variety of skills (i.e., research, writing, public speaking, etc.) into the learning process.
Please submit all assignments or tests with your given and family name on the first line, followed by the course title on the second line, and the date on the third line.
Name Jeff Corson
Class Economics
Date in Proper Form 14/1/2008 or 14-1-08
General Rules-beyond the rules stated in the handbook
-Water is allowed in the class as long as it is in a closed water bottle. No other drinks are permitted.
-Respecting others demonstrates that we are made in God’s image and therefore are valuable to God. Disrespecting others demeans them and does not honor God’s image that he has given them. Debate and discussion are an essential part in learning the material for this class, but interaction with ideas and the people who hold them should always be done respectfully. Let’s create a accepting, affirming atmosphere in which we can all (including me) can learn.
-Leaving the class to use the restroom is acceptable, but you need to ask just so that you can leave at a good time. Often there may be a good time in the coming few minutes. If I expect students are leaving the room for other reasons, I will change this rule to fit the class.
-Extra credit is not generally offered. However, if there are extenuating circumstances, I may allow students to complete additional assignments as a substitute for learning that was missed when the situation is extreme and beyond the student’s control.
ICS’s Grading Scale:
A+ 98-100% , A 94-97% , A- 92-93%, B+ 88-91% , B 84-87% , B- 82-83% , C+ 78-81%, C 74-77% , C- 72-73% , D 65-71% , F Below 65%.
Please contact me if you have any questions or concerns: kditzenberger@ics.edu.sg
------------------------------------------------------------------------------------------------------------------------------------------------
Please return this within the first week of class for 5 points credit.
I have read and understood the Classroom policies of Mr. Ditzenberger’s Economics class.
_______________________________________ Signature of Parent or Guardian _______________Date
_______________________________________ Signature of Student _______________Date
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