AP Macroeconomics:
Course Requirements
Florida
Department of Education Course Number: 2102370
Course Calendar: Fall 2008
Mr. Sandoe’s Office Hours: Tuesday & Thursday:
AP Macroeconomics is
the equivalent of a one-semester college-level survey course in macroeconomics.
The purpose of this course is to provide students a thorough understanding of
the principles of economics that apply to an economics system as a whole. The
course will emphasize the study of national income and price determination as
well as economic performance measures, economic growth and international
economics. Of course some basic economic concepts will also be covered.
This is a demanding
course and will not only require that the student do their reading assignments
prior to the class in which the material will be covered, but also that the
student do outside research on current economic conditions, related
congressional debate and policy proposals, historic economic philosophers, and
a variety of economic models. All students enrolled in AP
Macroeconomics must sit for the AP exam administered in May. Unlike the
AP Exams in U.S. History and Government, where the value of multiple-choice and
essay sections are equal, the multiple choice section on the AP Exam in
Macroeconomics accounts for 67% of the exam grade, and the free response
(essay) section accounts for 33%. Generally, students who score above a 3 on
the exam can get college credit and/or place out of introductory classes.
Relationship to School
The Macroeconomics
course strives to promote the ideals of faith formation, inclusion, personal
growth and community embodied in the mission.
Students examine how economic policy affects nations and individuals and
pay attention to the distribution of wealth in our society. The academic
standards for the course maintain the highest level of a college preparatory
course of study.
Basic Skills Inherent in the
Subject Area and Course:
The course develops
students' analytical and critical thinking skills. Students expand their ability to use charts,
graphs, and economic models as tools.
Such tools will be utilized by students to explain past economic events
and predict future ones. These tools will also be used to develop the students'
understanding of macroeconomic policymaking. Writing, critical analysis, and
argumentation is also emphasized as part of this college-level course.
McConnell, Campbell, and
Supplemental
Heilbroner, Robert L., The Worldly Philosophers:
The Lives, Times, and Ideas of the Great Economic Thinkers.
Course Objectives:
1.
Students will identify and
explain basic economic concepts -- such as supply and demand, inflation,
deflation, production, distribution, and consumption -- and use these concepts
to compare economies nationally, locally and historically.
2.
Students will compare, contrast
and evaluate different types of economies and discuss their relationships to
the social and political systems of particular cultures.
3.
Students will demonstrate an
understanding of cause and effect by analyzing the impact of industrialization,
urbanization, population growth, and technological change.
4.
Students will describe advanced fiscal
and monetary strategies used to improve the functioning of the American
capitalist economy.
5.
Students will describe and
explain global economic interdependence and competition, using examples to
illustrate their influence on national policies.
6.
Students will understand Catholic
Social teaching as it relates to economics particularly in the area of
distribution of wealth.
7.
Students will synthesize
information from various sources to reach a conclusion.
8.
Students will write an analytical
research paper on an issue of economic concern, present on it, and develop a
course of action aimed at addressing the issue.
9.
Students will construct original
timelines, charts and graphs utilizing related elements with relation to cause
and effect.
10.
Students will evaluate the impact
of change in the economy during a particular era/time/civilization and evaluate
the degree to which one era or society influences subsequent developments.
11.
Students will draw conclusions on
what dates and/or events are significant and valid.
12.
Students will critique the
values, needs, and ideas of a society and produce value judgments both on the
values of a society and the way values are expressed.
13.
Students will offer value
judgments as to the worth and benefits of particular types of technology for society.
14.
Students will work in groups to
utilize advanced technological skills in the presentation of projects related
to the curriculum.
15.
Students will work in groups to
develop, present and defend advanced arguments regarding specific course
material.
16.
Students will work in groups to
develop solutions to real-world problems related to the curriculum.
17.
Students will recognize and
interpret human error in all aspects of history and civilization, and identify
and apply theories of correction aimed at both the origin of the error and
present society.
18.
Students will recognize and apply
the need for individual and communal human action in maintaining moral,
responsible, social order in government.
19.
Students will demonstrate means
of compromise to meet the needs of the majority of interest groups.
20.
Students will respond in writing
and orally under test conditions in order to demonstrate comprehension of
course material.
21.
Prepare for and successfully pass
the Advanced Placement Exam
Course of Study: Topics to be covered
|
Scarcity, Choice, |
|
Production Possibilities Comparative Advantage, absolute
advantage, specialization, and exchange. |
|
Market System |
|
Demand & Supply and Market
Equilibrium |
|
Circular Flow of Economic Activity |
|
Broad Economic and Social Goals |
|
Nominal |
|
National Income Accounting: Expenditure
vs. Income Approach |
|
Price Indexes and Inflation |
|
Unemployment: Measurement & Types Natural Rate of Employment |
|
Business Cycle: Phases |
|
Aggregate Supply & Demand |
|
Long Run vs. Short Run impacts on Output
and Price level |
|
Keynesian vs. Classical theories |
|
Marginal Propensity to Consume/Save |
|
Consumption/Savings function |
|
Investment Function |
|
The "Multiplier" |
|
Keynesian Equilibrium |
|
Recessionary/Inflationary Gaps |
|
Fiscal Policy |
|
Money and Banking |
|
The Federal Reserve and Monetary policy |
|
Expansionary/Contractionary
Monetary policy |
|
Crowding Out |
|
Philips Curve |
|
Economic Growth: Investment, Capital, and
Productivity Production Possibilities Revisited |
|
Economic Experiences 1930's, 1940's,
1960's, 1970's, 1980's |
|
Monetarist Economic Theory |
|
Rational Expectations Theory International Trade & Finance Balance of Payments Accounts Foreign Exchange Market Net Exports and Capital flows |
Teaching
Strategies and Methods:
· Lectures
· Class discussions, debates, simulations
· Student project presentations
· Cooperative learning
· Required Papers (MLA format will be
required for all writing assignments)
· Examinations
Criterion for Credit:
Student must meet academic
criteria set forth by Archbishop McCarthy and obtain a passing grade for the
course.
Grades are determined by a points/percentage system
and will be divided into two major categories. The “Exams/Projects/Papers”
category will constitute 80% of the student’s grade (not including
semester/final exams). The “Participation/Quizzes/Homework” category will
constitute 20% of the student’s grade (not including semester/final exams).
Semester Grade Distribution:
(not including semester exams)
Exams/Projects/Papers: 80%
Homework/Participation: 20%
Students will utilize
available technology for research and presentations. Use of internet, CD-roms, word processing and PowerPoint will be
utilized in a manner to complement student learning.
Homework Policy:
“The
Social Studies homework policy is aimed at providing students with meaningful
work that supports/reinforces the requirements of the department’s curriculum. Thus,
homework of some sort is given nearly every day. This homework generally takes
one of several forms. The most prevalent and consistent form of Social Studies
homework is nightly reading assignments (with accompanying questions,
worksheets, and/or maps) which serve as a precursor to the following day’s
classroom activities. The department also requires the ongoing development of
projects (both group and individual) which frequently must be worked on at
home. Papers and/or annotated article reviews are required of most students as
well. Frequently homework related to such projects/papers must be managed
alongside the nightly readings. Ultimately, the department does not assign
busywork for the sake of assigning homework. Thus, in spite of homework being assigned
on most nights, there are rare occasions where students might have a night
off.”
During the semester,
students will be required to complete three (3) major group projects. Two (2)
of these projects will involve creating & teaching lessons on assigned
economic topics & issues. Such group teaching projects will be assigned
once each quarter. The remaining required group project will be completed in
the 2nd quarter. For this project, groups will be asked to create a
presentation comparing the four (4) economic models that are applicable to
macroeconomic debate (i.e. Classical, Keynesian, Monetarist, and Rational
Expectations/New Classical).
** In addition to the required group projects
listed above, an additional group project may be chosen to replace individual
paper #2 (an individual project mentioned below). This option will involve
creating a Documentary that meets all “Documentary Requirements” for the
2008-2009 National History Day competition and must include associated written
materials as required by the National History Day competition. In addition to meeting such requirements,
this year’s National History Day theme, “The Individual in History: Actions
& Legacies,” must be apparent in the execution of this
project. Groups for this project will be
selected by those interested students and may be comprised of 2-5 students.
Because of the macroeconomic nature of the course, all Documentaries are
expected to relate this year’s National History Day theme to macroeconomic
issues as well.
During the semester,
students will be required to complete two (2) major individual projects (1 per
quarter) in the form of position research papers. The first paper will involve
the research and evaluation of a specific economic issue/topic currently being
discussed in news publications. The second paper will require the student to
assume the role of economic advisor to the U.S. Congress during the Great
Depression. In this role, students will evaluate and recommend policy proposals
for dealing with the economic crisis. In addition to the two required papers,
students will also be responsible for keeping a notebook in which they collect
news clippings and provide student annotations (critical reflections and
comments on the articles collected). Annotated article reviews are expected to
be produced at least three (2) times per week during the first four weeks of
the course. One typed article review (and accompanying photocopied article)
will be submitted on alternate weeks during the first month of the course. In
addition, article reviews are expected to serve initially as explicit resources
for Paper #1.
**Note: All papers and Annotated Article submissions must be
submitted through the Turnitin.com web site in order to receive a passing grade
for the assignment.
** As noted above, students who decide
to work on the National History Day Documentary group project mentioned above, may opt out of Paper #2.
** Although Paper #1 may not be
replaced by another group project, students may choose to write an alternative paper
as part of the Veterans of Foreign Wars “Voice of Democracy” Scholarship
contest. Such papers must comply with
all rules and regulations of the VFW 2008-2009 Contest and address this year’s
theme.
Four (4) exams will be
given during the semester, two (2) each quarter. Exams will cover any and all
material covered in class as well as assigned readings. ** NOTE: All exams will
include assigned reading material NOT covered in class. “A” grades will not be
awarded to those who have not kept up with assigned readings.
Weekly reading
assignments are provided on the course calendar along with due dates of other
assignments.
Participation:
Class participation will be
divided into two (2) categories. With regard to in-class activities,
participation refers to closely following (1) individual assignments, (2) video-viewing,
and (3) group work. Frequent learning group activities will be assigned to
reinforce and further understanding of material introduced in class (and
readings). Groups will be permanent and duties within the groups should be
rotated (i.e. continued reliance on one person will not be acceptable). Group
members will have the opportunity to anonymously and confidentially evaluate
each other’s contributions and, thus, influence participation grades.
In-Class
Discussions:
With regard to
in-class discussion, participation refers to voluntary contributions relevant
to course material and generally includes clarification questions, insightful
questions, and/or insightful comments. Participation records will be maintained
weekly during each quarter and will then be assessed for grading purposes.
Make-up/Incomplete Work:
All projects, papers, or
annotated articles not submitted by their assigned due date will receive a
grade of zero unless prior arrangements are made with the instructor. Missed
exams will be made up according to school policy and may be comprised entirely
of essay questions (students will not be allowed to take the same exam that was
missed).
Extra Credit:
Extra credit is not awarded.
Academic Dishonesty:
Any exam, project, article review, paper, or homework
assignment which exhibits plagiarism will receive a grade of zero. Other school
policies will be invoked (see Student-Parent Handbook for specifics). For the
purposes of this course, plagiarism is defined as a student portraying anyone
else’s ideas, words, or answers as his/her own. Any student who shares
information with another students when such is not
explicitly permitted by the instructor is also considered to be cheating.
Students will be asked to sign a “no cheating” policy and to adhere to this
honor code throughout the year.
**Note: please see Mr. Sandoe’s Cheating Policy Statement for additional
details.
Students are expected
to arrive on time and take their seats prior to the bell. Everyone is expected
to treat each other with respect and courtesy. Behavior which promotes a
learning environment for all students in the classroom is required. Although
students are encouraged to share their opinions and observations, all comments
must be appropriate for the classroom. All school
policies will be enforced (see student
handbook for specifics).
Classroom Rules and Regulations:
Rule Consequence
* Raise your hand to
speak. Don’t talk
while others * You will
be warned one time. After that
are responding. Don’t
be disruptive. detentions will be
assigned.
* Bring all necessary materials to class each day. * Reduction in class
participation.
* The only excuse for
being tardy is a pass from another *
Detention
teacher or an
administrator
* Turn in all
assignments on time *
Score of zero
* If absent the day of
a test, you must make up the test *
Score of zero
according to policy
as outlined in Student/Parent
handbook.
* No
cheating/plagiarizing *
Score of zero