AP Macroeconomics HIGH SCHOOL

[Pages:26]Planned Course of Study

AP Macroeconomics HIGH SCHOOL

NORTHWESTERN LEHIGH SCHOOL DISTRICT 6493 ROUTE 309

NEW TRIPOLI, PA 18066

NORTHWESTERN LEHIGH SCHOOL BOARD

2019 Willard Dellicker, President Todd Hernandez, Vice President John Casciano, Secretary

Phillip Toll, Treasurer Joseph Fatzinger Todd Leiser Marci Piesciencski Alan Rex

James Warfel, Ed.D. John E. Freund III, Esq., Solicitor

ADMINISTRATION

Jennifer Holman, Superintendent Andrea Edmonds, Director of Pupil Services Luann E. Matika, Director of Human Resources LeAnn M. Stitzel, Director of Curriculum and Technology

Aileen Yadush, High School Principal Donald Allen, High School Assistant Principal

William Dovico, Middle School Principal Amy Stauffenberg, Middle School Assistant Principal

Jill Berlet, Elementary Principal Maria Pulli, Elementary Principal

INTRODUCTION The AP Macroeconomics curriculum guide contains planned course formats for the Northwestern Lehigh School District. The content of this document describes the objectives, activities, assessments, content, time frame, and standard alignment that serve as a guide to the specific units of study offered in AP Macroeconomics.

The AP Macroeconomics curriculum guide is the product of much diligent work on the part of the following members of the Task Force.

Paul Kleinert

This document reflects their efforts to establish a well-defined and organized approach to teaching AP Macroeconomics in the Northwestern Lehigh School District.

Approved by Northwestern Lehigh School District Board of Education May 2019

LEVEL OF MASTERY DESCRIPTIONS Recognition (R) - Students will be able to recall concepts. Application (A) - Students will be able to apply ideas/skills to a curricular concept. Inference (I) - Students will be able to evaluate and synthesize materials or concepts.

AP Macroeconomics Course Overview:

This is a one-semester course designed for those students planning on taking the Advanced Placement Exam in Macroeconomics. This is a college level course and requires a major commitment of time and intellectual energy from the student. Successful completion of the Advanced Placement Examination may earn college credit, advanced placement or "opt-out" options at the university level. This course is highly recommended for those students planning on taking the AP Economics Examination in the spring and a firm commitment to take the Exam is expected.

Course Textbook and Curricular Resources:

Primary Curricular Resource: Morton, John S. and Rae Jean B. Goodman. Advanced Placement Economics: Teacher Resource Manual and Student Workbooks. New York: NCEE, 2003 o Notes: This is the resource used for the scope and sequence of the course. All student performance objectives are taken from this resource. Most activities from this series are assigned as either homework or in-class activities. While this resource serves as the primary source for curricular development, other resources cited in the following sections are used to adapt and enhance the NCEE recommendations.

Primary Curricular Resource: (The "Acorn" Book) Economics: Microeconomics, Macroeconomics. Course Description. The College Board, 2012 o All "Acorn" topic outline content is identified at the beginning of each unit.

Primary Textbook: o Mankiw, N. Gregory. Principles of Economics AP. 8th ed. Fort Worth: South-Western Cengage Learing Publishers, 2018 Notes: This is the main student text used for the course. The accompanying Study Guides, CD-ROM, website, and test bank are all used heavily.

Resource Textbook: o McConnell, Campbell R. and Stanley L. Brue. Economics: Principles, Problems and Policies 16th ed. New York: McGraw Hill, 2005 Notes: This text is mainly used as an instructor's resource but is used to supplement material on the Factor Market Unit.

Resource Textbook: o Krugman, Paul and Robin Wells. Economics. New York: Worth Publishers, 2006 o Krugman, Paul, Margaret Ray and David Anderson Krugman's Economics for AP 2nd Edition. New York: Worth Publishers 2015 Notes: These texts are mainly used as an instructor's resource.

Frequently used news media: o The Economist o Wall Street Journal o Business Week...emphasis on the weekly Business Outlook.

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

 Notes: Current articles from these magazines are frequently used for in-class discussion purposes or for Message Board discussion on the class website.

Frequently used websites: o Aplia is a web-based program that provides text specific practice sets and graded homework for each chapter assigned. Assigned problem sets test reading comprehension and require students to apply concepts. All assigned problem sets include interactive Java based graphs that require students to generate, manipulate, interpret and analyze graphs, charts and data to explain various concepts. Real time experiments and simulations allow students to apply concepts in an interactive and practical setting. o Student site for the Mankiw textbook...includes practice quizzes for each chapter that require graphing and chart analysis. o Aplia blog. Topical entries that require students to analyze and apply content to current issues. o Professor Mankiw's blog o Charles Wheelan provides analysis on a variety of topics that focuses on application on basic concepts. o Online textbook and lessons by AP guru Steven Reff.

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Unit 1: The Basic Economic Problem

Pennsylvania State Standards: 6.1.12.A: Predict the long-term consequences of decisions made because of scarcity. 6.1.12.B: Evaluate the economic reasoning behind a choice. Evaluate effective allocation of resources for the production of goods and services. 6.1.12.C: Analyze the opportunity cost of decisions made by individuals, businesses, communities, and nations. 6.1.12.D: Predict how changes in incentives may affect the choices made by individuals, businesses, communities, and nations. 6.2.12.A: Evaluate the flow of goods and services in an international economy. 6.2.12.G: Evaluate various economic systems. 6.3.12.A: Evaluate the costs and benefits of government decisions to provide public goods and services. 6.4.12.A: Evaluate the comparative advantage of nations in the production of goods and services 6.4.12.B: Assess the growth and impact of international trade around the world. 6.4.12.C: Evaluate the impact of multinational corporations and other non-government organizations. 6.4.12.D: Analyze how changes in transportation, communication networks, and technology affect economic interdependence around the world in the 21st century. 6.5.12.F: Assess the impact of entrepreneurs on the economy.

1. Scarcity, choice and opportunity costs 2. Production possibilities frontier 3. Comparative advantage, absolute advantage, specialization and exchange

Assignments, Assessments and Activities: Chapters 1-3 from Principles of Economics by N. Gregory Mankiw Mankiw Study Guides for Chapters 1-3 Aplia Problem Sets for Chapter 1-3 Select "end of chapter" questions from Principles of Economics by N. Gregory Mankiw Activities 1-8 from NCEE's Advanced Placement Economics Workbook Previous FRQ's are used for homework, review and assessments. o 2003B #2, 2003 #3, 2004B #3 (all absolute/comparative advantage problems) Chapter quizzes and Unit Exam upon completion of all assigned chapters. o Unit Exam includes 2-3 released FRQ's from past years.

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Student learning objectives:

The Economic Way of Thinking 1. Define scarcity and opportunity cost. 2. Define the "economic way of thinking". 3. Apply scarcity concepts to a variety of economic and non-economic situations.

Scarcity, Opportunity Cost, and Production Possibilities Curves 1. Review the definition of opportunity cost. 2. Graph and interpret data. 3. Graph and distinguish among inverse, direct, and independent relationships. 4. Graph and distinguish between constant and variable relationships. 5. Identify the conditions that give rise to the economic problem of scarcity. 6. Identify the opportunity costs of various courses of action involving a hypothetical problem. 7. Construct production possibilities curves from sets of hypothetical data. 8. Apply the concept of opportunity cost to a production possibilities curve. 9. Analyze the significance of different locations on, above, and below a production possibilities curve. 10. Compare and contrast the effects of societal priorities on the slope, outer limits, and operating points of the production possibilities curve. 11. Apply scarcity concepts to a variety of economic and non-economic situations.

Different Means of Organizing an Economy 1. Identify the conditions that give rise to the economic problem of scarcity. 2. Identify the opportunity costs of various courses of action involving a hypothetical problem. 3. Identify the three questions that every economic system must answer. 4. Analyze the advantages and disadvantages of each of the three economic systems (market, command, tradition). 5. Describe and analyze the different economic goals of different economies. 6. Determine the mix of tradition, command, and market in different economies. 7. Analyze why communism failed.

Absolute and Comparative Advantage, Specialization, and Trade 1. Define comparative advantage and absolute advantage. 2. Describe and give examples of the law of comparative advantage. 3. Explain how both parties in a trade gain from voluntary exchange. 4. Define specialization and exchange.

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

Practice in Applying Economic Reasoning 1. Describe and give examples of the law of comparative advantage. 2. Explain how both parties in a trade gain from voluntary exchange. 3. Describe and analyze the "economic way of thinking". 4. Graph and distinguish between inverse, direct, and zero relationships. 5. Identify the opportunity costs of various courses of action involving a hypothetical problem. 6. Apply scarcity concepts to a variety of economic and non-economic situations. 7. Define specialization and exchange.

Please note: The activities, assessments, materials and time frame are meant to be used as a guide for educators, and are not meant to be all-inclusive.

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