10.1%? Holy smokes.
Feb 28, 2009
10.1%? Holy smokes.
Feb 27, 2009
Within a day I found myself pulling out my notebook, looking for ideas. Rather than teach the Economics GPS in isolation, I try to incorporate them throughout the year and right in front of me was a lesson “The Least Likely Place for a Race Riot” which not only connected directly to our unit on Civil Rights, but also was an opportunity to teach about the incentive effect of profit and the influence of Robert Woodruff and The Coca-Cola Company.
Having the lesson documents in Word as well as .pdfs let me adapt the work to my classroom. The lesson focuses on the contrast between Atlanta’s peaceful desegregation and Birmingham and Montgomery’s experiences, so I included a video clip from this site to review the Montgomery bus boycott. It woke my students up a little with its dramatic images. Not surprisingly, students of all races are surprised and shocked by the brutality of the times.
*Post submitted by Liz Williams, Henderson Middle School
That's right, we even have workshops that cover economics in the middle grades!
Feb 26, 2009
By this time, the class has discussed how firms in an oligopoly have an incentive to collude, if allowed. This game demonstrates that, but also demonstrates the incentive for those firms to break that agreement. And that is where the fun begins. The students collude to drive up prices, but then recognize that if all the other groups follow the agreement and they do not, their profits will increase. A great way top off this activity is certainly to discuss OPEC and their quotas.
I feel confident in saying that if you give this activity a shot, it will become a favorite of both you and your students (once they get over being enraged by the deal-breaking.) So sit back, watch the backstabbing happen. The best part—the consumers benefit from every agreement that gets broken.
Feb 24, 2009
*Post submitted by Amy Hennessy, Davidson Fine Arts Magnet School
Feb 20, 2009
Now cue the theme from Jaws....
Feb 19, 2009
Feb 18, 2009
Feb 17, 2009
Feb 16, 2009
Feb 14, 2009
Others in state X say the solution to the revenue shortage is in gaming. Build one of these they say and watch the money roll in.
Should we let the market figure this out? Sell it on Sunday and/or let gamblers gamble and see if it truly is what the people want? Any thoughts?
Feb 13, 2009
...and if you are getting grief for not bucking up for that extra special V-day diamond, just print out this story and give it to the person asking for the ice. It will make you look like a genius.
Feb 12, 2009
Feb 11, 2009
Reasons for coming: the great Fed speaker, the great Fed resources, the three demonstration lessons, the Globalization publication itself (one of the few publications not on VE3). Heck, if nothing else come for the amazing Fed hospitality!
GCEE will reimburse your system for the sub, the Fed will feed you a great meal and you will walk away with 12 outstanding lesson plans focusing on a myriad of global economic issues. What a day! Hope to see you there.
*no repeat attendees please
Feb 8, 2009
Feb 7, 2009
Click on the graph for a look at the numbers of unemployed from the 1940's through today. This graph could be a great way to get your students thinking about business cycles and the frequency of recessions in the United States. This graph, and many others, can be found at the St. Louis Federal Reserve Bank's excellent website.
If you need a graph related to pretty much any macro related concept the chances are pretty good that the Fed has just what you are looking for. The more you expose your students to charts and graphs the better off they will be come EOCT time.
Feb 6, 2009
Feb 5, 2009
Consider this, Facebook didn't even exist five years ago. It now draws more than 200 million visitors. Or this, every minute ten hours of video are added to YouTube.
How much has teaching changed in the last 30 years? How can teachers use the latest technology to get through to their students?
What will media look like 30 years from now? What will teaching look like 30 years from now?
Feb 3, 2009
Feb 2, 2009
The inefficiencies of central planning are not self evident to students born after the Fall of the Wall, so it falls to us. Luckily there are several great lessons out there to help us. A colleague of mine likes to use "A Parking Lot Full of Incentives" from Economies in Transition (available on VE3) to introduce the concept to his students. There are also lessons in Economic Systems (lesson 4 and 5) that might be of assistance.
For the past few years I have enjoyed using lessons based on the Foundation for Teaching Economics Demise of the Soviet Union (lesson 3) to really drive home the perverse nature of command economies. Resources are certainly available to help you teach this "ancient history."
Feb 1, 2009
By now we should all be hunkered down in front of our 97 inch flat screen t.v.'s watching some nine hour pre-game show with the chips, the dip, one of these things, maybe a pizza or two, and a huge pile of deep fat fried goodness purchased from your favorite wing joint. Instead many Americans have been forced to leave their homes to forage near their local chicken processing plants for tasty hot wings.
The clock is ticking people and this author thinks it is going to get a whole lot worse before it gets any better. Super Bowl Sunday without Buffalo wings is like the 4th of July without blowing stuff up. It just aint right! Somebody please stop the madness! Call your local elected official and demand immediate action. What do we want? A chicken wing bailout! When do we want it? Now!
See how this looming national disaster may impact you here, here, here, here and............. here. Enjoy the game everyone.