Course overview



Download 70.29 Kb.
Date29.07.2017
Size70.29 Kb.
#24289



AP Microeconomics Syllabus

COURSE OVERVIEW

AP Microeconomics will be offered as an optional companion course for seniors who take AP Macroeconomics. As an optional course, AP Microeconomics will be offered virtually, with all students doing no less than 108 hours of course work online through a New York State Board of Regents accredited virtual program. At the end of the course, it is expected that all participating students will sit for the AP Microeconomics Exam. They will receive two Social Studies credits upon completion of the two-semester course.


VIRTUAL AP COURSE

AP Microeconomics will be offered virtually, through iZone, a New York City Department of Education program that provides teachers and students with access to electronic programs and resources, approved by the New York State Department of Education and Board of Regents. Students will complete all coursework online though iZone and Apex, and will be monitored by the AP Microeconomics teacher. Students will interact with each other and with the AP teacher fully online, and will have the opportunity to attend in-person tutorial sessions during and after school.



PURPOSE, GOALS AND OBJECTIVES

AP Microeconomics is a two semester course that will be blended with online instruction as well as in class tutorials and lessons. The AP Microeconomics course is designed as an initial college level course in microeconomics and as a foundation for future college study in economics or business. Each student is expected to take the AP Microeconomics exam that is administered in May. Passing the AP Microeconomics examination will give the student three hours of college credit. Topics discussed will reflect the material included in the booklet AP Economics Course Description from the College Board.


Microeconomics introduces students to the cost–benefit analysis that is the economic way of thinking. This analysis is used to understand the sectors of the economy. It analyzes the interactions of consumers and producers in product markets and factor markets, and the government’s impact on these specific economic units.
Microeconomics focuses on how economic decisions are made by individuals, firms, and organizational structures. Supply and demand analysis is developed to demonstrate how market prices are determined, how those prices determine an economy's allocation of goods and services, how factors of production are allocated in the production process, and how goods and services are distributed throughout the economy. We evaluate the strengths and weaknesses of economic decision makers by using the concepts of efficiency and equity. We also analyze and evaluate the effects of government intervention. Emphasis is placed on reasoned logical argument so that we can use economics as a method and model for decision making. Students are expected not only to know the material but also to apply critical thinking skills to the units covered. AP microeconomics is a blended course that will give students the experience of an online college course of study as well as traditional brick and mortar tutorials and instruction.
By the end of this course, students will

  • Understand the economic way of thinking. It introduces the perspective that economic reasoning skills are valuable critical thinking tools and demonstrates how this perspective enhances user’s ability to analyze and understand human behavior.

  • Understand and develop financial literacy skills. The President's Advisory Council on Financial Literacy defines personal financial literacy as "the ability to use knowledge and skills to manage financial resources effectively for a lifetime of financial well-being." (2008 Annual Report to the President) Financial literacy refers to the set of skills and knowledge that allows an individual to make informed and effective decisions with all of their financial resources.

  • Understand important economic terms and concepts such as the business cycle, inflation and deflation that are important part of our daily lives.

  • Understand the function of product markets and the role of the individual consumer and individual supplier.

  • Understand the difference between perfect competition, monopoly, and the other types of markets that exist.

  • Understand the effects of factor markets of labor, land, and capital that are required by the individual suppliers to successfully compete in the market.

  • Understand the role of government to maintain a fair market for the suppliers and consumers, society as a whole, and to try to ensure a fair and equitable distribution of income.

  • Understand and be able to interpret and analyze economic graphs including supply and demand curves, identify consumer and producer surplus, deadweight losses, gains from trade, pricing and cost curves, production possibilities frontiers, and the marginal revenue product and supply curves for labor.

COMMON CORE LEARNING STANDARDS
NYS P-12 Common Core Learning Standards define the knowledge and skills students should master to graduate high school able to succeed in academic college courses and in the workforce.
NYS P-12 Common Core Learning Standards:

  • Are aligned with college and work expectations.

  • Are clear, understandable and consistent.

  • Include rigorous content and application of knowledge through high-order skills.

  • Build upon strengths and lessons of current state standards.

  • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society.

  • Are evidence-based.


STUDENT ASSESSMENTS AND ACTIVITIES
STUDENT ASSESSMENTS
Assessments:

1. Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.


2. Extra-credit AP Exam free-response questions after each module. These will be done online and in class.
3. Midterm Examination: Sixty multiple choice questions and one long and two short free response questions. The exam will be two hours. It is meant to emulate the actual AP Microeconomics Exam. This will be done in a traditional setting.
4. Final Examination: Sixty multiple choice questions and one long and two short free response questions. The exam will be two hours and an actual released AP Microeconomics examination will be used. It is meant to emulate the actual AP Microeconomics Exam. This will be done in a traditional setting.
STUDENT ACTIVITIES
Activities:

1. Students will be given various articles and readings to do online and in class. They will submit free response questions based on their readings and engage in discussion online and in class. Students become motivated and interested in the subject when they can apply what they are learning to real world situations and events. This will help them better understand the concepts and graphs needed to succeed in AP Microeconomics. Finding good articles for class is easy. Articles can be found in the Wall Street Journal, the New York Times, the Economist and various online sites such as Yahoo Finance. This will help them become critical thinkers and be able to interpret and analyze economic graphs including supply and demand curves, identify consumer and producer surplus, deadweight losses, gains from trade, pricing and cost curves, production possibilities frontiers, and the marginal revenue product and supply curves for labor.


2. Students will be given 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure. It has several benefits:

 


  • Visit weaker groups or students so that they can get some individualized instruction.

  • Assess where common misunderstandings are happening. If I get questions from several groups on the same part of the problem, I know to review or reteach that idea.

  • Students learn to do AP problems in the amount of time they will get on the actual AP Exam. This helps them know how to pace themselves when it counts.

  • It also builds confidence and individual achievement. It prepares them for more advanced studies during their college careers.

  • They begin to use critical thinking skills, make logical argument so that they can use economics as a method and model for decision making.

  • They learn to share their ideas in group settings and give presentations explaining their answers on the board. This builds their presentation and public speaking skills.

 

3. Students will spend Fridays working on financial literacy skills to give them a broader understanding of finance and economics. They will play the stock market game which will give them a better understanding of the capital markets, investment and various financial products such as stocks, bonds, mutual funds and money market. This will be part of their online course experience which will build working together in groups, computer literacy and bring a real world experience of economics to their daily lives. This will be played through the www.stockmarketgame.org This is very easily set up, monitored and can be done with accompanying lessons over the course of a semester or year. This accomplishes assessing students in groups online and is in line with my stated course goals.


4. Students will choose a book such as Naked Economics, Freakonomics or New Ideas from Dead Economists. I will assess them on a weekly basis asking them chapter questions to either email or hand into me. This will ensure the book is being read and they understand the text being read. Ultimately, they will write a paper on the three most important themes of the book chosen. This will be submitted via Google Docs. It will be graded on a rubric similar to the New York State Regents Thematic Essay Rubric for Social Studies. I believe this approach minimizes plagiarism and academic dishonesty and promotes deeper understanding of economic concepts and ideas that goes beyond the AP examination. This will be the culminating activity.
COURSE OUTLINE
I. Basic Economic Concepts 1 month

  1. The Study of Economics - Scarcity Choice and Opportunity Cost – Module 1

  2. Introduction to Macroeconomics – Economic Growth, Unemployment, Inflation and the Business Cycle – Module 2

  3. The Production Possibilities Curve Model – Module 3

  4. Comparative Advantage, Absolute Advantage, Specialization and Trade – Module 4

  5. Economic Systems – Module 1

  6. Property Rights and the Role of Incentives – Module 1

  7. Marginal Analysis - Module 1

  8. Graphs in economics – Appendix pages 34-45


II. Supply and Demand 1 month

  1. Supply and Demand: Introduction and Demand – Module 5

  2. Supply and Demand: Supply and Market Equilibrium – Module 6

  3. Supply and Demand: Changes in Supply and Demand – Module 7

  4. Supply and Demand: Price Controls – Module 8

  5. Supply and Demand: Quantity Controls – Module 9


III. Behind the Demand Curve: Theory of Consumer Choice 1 month

  1. Income and Substitution Effects and Elasticity – Module 10

  2. Interpreting Price Elasticity of Demand – Module 11

  3. Other Elasticities – Module 12

  4. Consumer and Producer Surplus – Module 13

  5. Efficiency and Deadweight Loss – Module 14

  6. Utility Maximization – Module 15


IV. Behind the Supply Curve: Profit, Production, and Costs 1 month

  1. The Production Function – Module 18

  2. Firm Costs – Module 19

  3. Long Run Costs and Economies of Scale – Module 20

  4. Cost Minimizing Input Combinations – Module 36

  5. Introduction to Market Structures – Module 21

  6. Defining Profit – Module 16

  7. Profit Maximization – Module 15


V. Market Structures: Perfect Competition and Monopoly 1 month

  1. Introduction to Perfect Competition – Module 22

  2. Graphing Perfect Competition – Module 23

  3. Long Run Outcomes in Perfect Competition – Module 24

  4. Introduction to Monopoly – Module 25

  5. Monopoly and Public Policy – Module 26

  6. Price Discrimination – Module 27


VI. Market Structures and Imperfect Competition 1 month

  1. Introduction to Oligopoly - Module 28

  2. Game Theory – Module 29

  3. Oligopoly in Practice – Module 30

  4. Introduction to Monopolistic Competition – Module 31

  5. Product Differentiation and Advertising – Module 32


VII. Factor Markets 1 month

  1. Introduction and Factor Demand – Module 33

  2. The Markets for land and Capital – module 34

  3. The Market for Labor – Module 35

  4. Theories of Income Distribution – Module 37


VIII. Market Failure and the Role of Government 1 month

  1. Introduction to Externalities – Module 38

  2. Externalities and Public Policy – Module 39

  3. Public Goods – Module 40

  4. Public Policy to Promote Competition: Anti-Trust and Regulation – Module 41

  5. Income Distribution and Income Inequality – Module 42

  6. The Economics of Information –Module 43

  7. Indifference Curves and Consumer Choice – Module 44


COURSE AND CONTENT OVERVIEW

Session 1: Basic Economic Concepts


Overview: The first section introduces students into the study of economics. Module 1 provides students with definitions of basic terms in economics such as scarcity, opportunity cost and economic systems. Module 2 provides an overview of the study of macroeconomics, including economic growth, unemployment, inflation and the business cycle to give their students a brief introduction to the “big picture” of economics. Module 3 and 4 present the production possibility curve model and use to explain comparative and absolute advantage, specialization and exchange. Section 1 Appendix Graphs in Economics explains the importance of graphs in economics. It reviews the basic components of a graph, the relationship between variables, slope, calculating areas represented on graphs and how to interpret numerical graphs. It is an excellent review before the various economic models such as supply and demand are introduced.

Readings: Krugman’s Microeconomics for AP modules 1-4 & Appendix pages 34-45, Economics by Example chapter 1

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.

Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter 1 is titled What’s To Love about Economics? Virtues of the Economic Way of Thinking. It is an introduction to the power of incentives, choice and marginal analysis. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:

A. Why is it rational for some students to end their formal education with high school degrees, some to finish with college degrees and some to obtain graduate degrees?

B. Beyond the ability to pay tuition, explain why different people stay in school for different lengths of time?

C. How might the nonmonetary cost and benefits of college differ among individuals?

Session 2: Supply and Demand


Overview: Section 2 begins with an opening story that uses the market for coffee beans to illustrate supply and demand, market equilibrium, and surplus and shortage. Module 5, 6, and 7 introduce the important parts of the supply and demand model; demand, supply and equilibrium. Students will understand movements along the demand and supply curve and what shifts supply and demand. Module 8 and 9 teach students how to use the model to analyze price and quantity in markets.

Readings: Krugman’s Microeconomics for AP modules 5-9, Economics by Example chapter 3

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.

Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter 3, The Coffee Market’s Hot, Why are Bean Prices Not? It explains the shapes and functions of supply and demand curves. The primary example revolve around coffee as the world’s second most traded commodity (after oil) and second most popular beverage (after water). Other examples include equilibrium prices as motivators for Columbus and Magellan, the increasing opportunity cost of babysitting and solar panel instillation, the increasing marginal cost of fish and the diminishing marginal benefit of water. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:



  1. In 2005 Toyota doubled the supply of Priuses, and yet people were paying high prices than ever for those cars. Explain how an increase in price can accompany an increase in supply.

  2. As your income increases, what do you think will happen to your demand curve for Folgers coffee? What will happen to the demand curve for Starbucks coffee? Are these goods therefore normal or superior?

  3. How do you think Magellan’s discoveries affected the market demand curve for spices? What do you think is the main reason for any change in the market demand curve for cinnamon during the past 500 years?

Session 3: Behind the Demand Curve: Theory of Consumer Choice


Overview: This section looks more closely at topics related to the demand curve. Module 10 explains how the income and substitution effects relate to a downward sloping demand curve and present the concept of elasticity. Module 11 is devoted to developing price elasticity while module 12 explains three additional elasticity measures important in economics. Consumer and producer surplus are presented in modules 13 and 14 and are used to explain deadweight loss. Finally, Module 15 presents consumer theory and utility maximization.

Readings: Microeconomics for AP modules 10-15, Economics by Example chapter 4

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.

Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter 4, Why was the Great Paper Heist so Easy? Diminishing Marginal Utility and the Price Elasticity of Demand: Uses the example of a theft of thousands of newspapers by a college fraternity to discuss the underpinnings of demand, the implication of diminishing marginal utility and the elasticity of demand. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:



  1. How would you characterize the demand for illegal drugs in the United States? Is that demand (or lack thereof) determined by the fact that the drugs are illegal? What implications does this have for the government’s drug enforcement policy?

  2. What are some other examples of goods with relatively high and relatively low price elasticity of demand?

  3. Summarize in your own words the link among diminishing marginal utility, demand and elasticity.

  4. Explain whether you would expect the demand for the following goods to be elastic or inelastic and why: software programs, cameras, notebook paper, peaches, textbooks, Thanksgiving turkeys, all carbonated beverages, A&W root beer.



Session 4: Behind the Supply Curve: Profit, Production and Costs


Overview: Section 4 shifts to a more detailed discussion of the supply curve. This section introduces the production and cost concepts used throughout the following sections. The section begins with a discussion of profit and profit maximization in module 16 and 17. Module 18 develops the production function. Module 19 and 20 introduce cost concepts both short run and long run. The last module provides an introduction to the market structures covered in sections 5 and 6.

Readings: Microeconomics for AP modules 15-21 & 36, Economics by Example chapter 8

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.

Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter 8, Could the Future Cost of Energy Change Life as We Know It? Production Costs and the Inescapable Demand for Energy: discusses production costs in the crucial and timely context of energy market regulation. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:



  1. Of the six types of costs discussed in this chapter, which type is the most important in the decision as to how much of a good or service to produce? Why?

  2. Which of the following power sources are most likely to come from natural monopolies? Which could be set up either as centralized power sources or as decentralized, soft path sources? What are the advantages and disadvantages of each type of set up?

  1. wind turbines

  2. hydroelectric power generation along a river

  3. coal

  4. oil

  5. solar

  6. nuclear

Session 5: Market Structures: Perfect Competition and Monopoly


Overview: Section 5 presents the perfect competition and monopoly market structures. Module 22-24 present perfect competition. Module 22 and 23 develop the perfect competition model and graphs. Module 24 presents the long run outcomes under perfect competition. Modules 25-27 present the monopoly market structure. Module 25 develops the basic monopoly model. Module 26 presents public policies toward monopoly and Module 27 explains the practice of price discrimination.

Readings: Microeconomics for AP modules 22-27, Economics by Example chapter 6

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.

Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter 6 Is Adam Smith Rolling Over in His Grave? Perfect Competition, Efficiency, and the Father of Modern Economics: Discusses the most famous teachings of Adam Smith about product markets and private consumption decisions. Also deals with virtues of perfect competition, efficiency conditions, ethics, and the theory of second best. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:



  1. How do markets in your local economy most closely resemble Adam Smith’s ideal of perfect competition?

  2. Explain Adam Smith’s message about the potential virtues of free markets.

  3. Explain what characteristics does the hamburger market in your area share with a perfectly competitive industry? What conditions for perfect competition does it violate?

Session 6: Market Structures: Imperfect Competition


Overview: This section introduces the imperfectly competitive market structures: oligopoly and monopolistic competition. Module 28 introduces oligopoly and module 30 discusses oligopoly market structures in the real world. Game theory as it relates to oligopoly is given special attention in module 29. Module 31explains monopolistic competition. Module 32 covers product differentiation under monopolistic competition with special focus on the role of advertising.

Readings: Microeconomics for AP modules 28-32, Economics by Example chapter 12

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.
Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter12, How Gullible are We? Information Problems and Their Application to Schools of Economic Thought: Examines institutional, informational and cognitive constraints on efficient market decisions through the examples of exonerated death row inmates, urban legends, and the origins of war. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:



  1. How gullible are you? Explain the following scenario. Do you tend to believe what you hear from your friends and what you read on the internet? Have you ever learned that these or other information sources had fooled you?

  2. Do you agree with the institutional economists claim that our information is far from complete? Is the dearth of information an important consideration? Why do you suppose that institutional economics receives less attention than neoclassical economics?

  3. Would a product’s effects on global warming or acid rain influence your decision to buy it? Can you name the greenhouse gases that cause global warming and the chemicals that cause acid rain? In what sense is this information too costly for most people to obtain?

Session 7: Factor Markets


Overview: This section begins with module 33, an introduction to factor markets and factor demand. Module 34 and 35 present the market for land, capital and labor. Module 36 explains how to find the cost minimizing combination of inputs. The last module in the section discusses the marginal productivity theory of income distribution and various sources of wage differentials.

Readings: Microeconomics for AP modules 33-36, Economics by Example chapter 7

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.

Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter 7, Why are there More Members of a Band that Professors in a class? Diminishing Marginal Returns and the Demand for Labor: Explains diminishing marginal product and the derived demand for inputs. The primary example involves the marginal product of rock musicians and economics teachers. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:



  1. In what situations have you seen diminishing marginal product in action?

  2. If you were the president of a consulting firm, how would you decide how many consultants to hire?

  3. What could explain the fact that the band White Stripes has 2 members and the band Linkin Park has 6 members?

Session 8: Market Failure and the Role of Government


Overview: This section focuses on the conditions under which markets fail and explains public and private approaches to market failure. Module 38 and 39 discuss externalities and the public policies and public remedies available to address them. Module 40 covers public goods. Module 41 presents the use of antitrust laws and government regulations to promote competition. Module 42 explains theories of income distribution and income inequality. Module 43 presents the economics of information, including adverse selection and moral hazard. Module 44 discusses indifference curves and consumer choice, an extension of the material in module 15.

Readings: Microeconomics for AP modules 38-44, Economics by Example chapter 11

Assessment: Quiz with 10 to 20 multiple-choice Questions and 2 short free response questions after each section. This will be done in a traditional setting.

Activities: Give students 10 to 15 minutes to work out the answers to an old AP free-response question or 5 multiple choice questions. Students work in pairs or small groups. Students put their answer on the board and then their responses are reviewed with the scoring rubric. I do this several days a week, at either the beginning of the period as a do now or the end of the period as closure.

Discussion: Students will read the following chapter from Economics by Example by David Anderson. Chapter11, Why not Split the Check? A Briefing on Market Failure: Describes sources and solutions for market failure. The importance of internalizing costs is explained using the example of splitting the check for a restaurant meal. Applications include the high cost of health care. There are some great questions to start an online discussion among my students that will bring personal experience as well as content to the discussion. The students will be asked make a minimum of three substantive contributions to the discussion using a rubric similar to the ETLO Discussion Board Expectations.

These are the suggested questions:



  1. If someone smokes cigarettes in a desert and no one else is there to smell the smoke, does the smoking create a negative externality? Why or Why not?

  2. To what extent do people consider only the private costs and overlook the social costs of their actions? Do you consider the burden you impose on others when you and your friends order root beers and split the check? Do you consider the burden on others when you order new shoes thus creating production, transportation and disposal externalities? Do you think about the congestion and pollution you create when you decide how many car trips you take?

  3. Do you ever participate in adverse selection? How might adverse selection cause you to pay higher interest rates on your credit card balances?



RESOURCES AND MAJOR TEXTS
Anderson, David A. Economics by Example, 2nd Ed. New York: Worth Publishers, 2007.
Buchholz, Todd. New Ideas from Dead Economists. New York: Plame, 1999.
Levitt, Steven B. and Dubner Stephen J. Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. New York., Harper Collins, 2005.
Ray, Margaret and Anderson, David. Krugman’s Microeconomics for AP. New York: Worth Publishers, 2011.
Wheelan, Charles. Naked Economics: Undressing the Dismal Science. New York: W. W. Norton & Company, Inc. 2010.
WORK BOOK
Pride, Margaret and Sandra Wright, and Mark Rush. AP Test Prep Series AP Economics. Boston: Pearson Education, Inc, 2007.
MAGAZINES AND PRINTED RESOURCES
The Economist
The New York Times
The Wall Street Journal
Newspapers
WEB RESOURCES
http://highered.mcgraw-hill.com/sites/0070886695/student_view0/interactive_graphs.html

dition_Textbook
http://myeconlab.mathxl.com/login_econ.htm
www.stockmarketgame.org/
https://platform.ilearnnyc.net/d2l/home/128705
Power Point Presentations corresponding to tutorials given
Directory: ourpages -> auto -> 2015
2015 -> It rose out of the tropical Pacific in late 1997, bearing more energy than a million Hiroshima bombs
2015 -> Question 1 (Document-Based Question): 55 minutes Suggested Reading period: 15 minutes Suggested writing period: 40 minutes
2015 -> There are three kinds of plate tectonic boundaries: divergent, convergent, and transform plate boundaries
2015 -> Ap computer Science Principles Syllabus Teacher Contact Information
2015 -> Name Date Class No. Mission to Mars Read the passage. Then answer questions 1-3 in the spaces provided
2015 -> Adobe Photoshop cs5 & cs6 Apply a nondestructive mask to the current selection to the layer named Bird
2015 -> Author: Mark Twain Date of Publication
2015 -> Child abuse prevention month
2015 -> Main Film Genres
2015 -> Name Use your parent signature to answer questions 1 through 33

Download 70.29 Kb.

Share with your friends:




The database is protected by copyright ©ininet.org 2024
send message

    Main page