ECON: Wed., 11/30/11 (SEHS); Thu., 12/1/11 (SHS)
Agenda:
- Video on Florida wildlife preserve
- Lecture on positive externalities
- Work time
Homework: Read sections in Ch. 13 on positive externalities of production (p. 140) and positive externalities of consumption (p. 143). Bring a recent news article about a merit good that produces positive externalities. Draw a relevant diagram and write a brief explanation of who the bystanders are that experience the product’s positive effect.
HOTA: Wed., 11/30/11 (CHS); Thu., 12/1/11 (SHS)
Agenda:
- Finish student reconstruction plans
- Presentation/discussion of plans
- Homework debrief: Impact on freedmen
- Lecture on Reconstruction
Homework: Read chapter 16 in The American People textbook from “Reconstruction in the States” to the end of the chapter. Respond to the following prompts:
- To what extent did Republican state governments achieve the goals of Reconstruction in the South? Write a paragraph examining evidence of both success and failure.
- Identify and rank the top three reasons why Reconstruction ended. Justify your choices in writing.
ECON: Mon., 11/28/11 (SEHS); Tue., 11/29/11 (SHS)
Agenda:
- Video on 2010 climate change summit: List externalities and demerit goods
- Lecture on negative externalities
- Introduce campaign presentation assignment
Homework: Read sections in Ch. 13 on negative externalities of production (p. 138) and negative externalities of consumption (p. 141). Bring a recent news article about a demerit good that produces negative externalities. Draw a relevant diagram and write a brief explanation of who the bystanders are that experience the product’s negative effect.
HOTA: Mon., 11/28/11 (CHS); Tue., 11/29/11 (SHS)
Agenda:
- Finish watching student-produced Civil War videos and presentations
- Homework debrief: Postwar challenges
- Group Reconstruction plans
Homework: Read chapter 16 in The American People textbook from “National Reconstruction” up to (but not including) “Reconstruction in the States.” Respond to the following prompts:
- Did Congressional Republicans promote the civil rights of freedmen primarily for humanitarian or political reasons? Write a paragraph examining evidence for both motives.
- Were the freedmen’s lives improved more by the federal government or by their own efforts during Reconstruction? Write a paragraph examining both arguments.
ECON: Tue., 11/22/11 (SEHS); Wed., 11/23/11 (SHS)
Agenda:
- Merit and demerit good show and tell
- Distribute new study guide on externalities and market failure
- Lecture on community surplus
- Introduction to externalities project + work time
Homework: Read pages 134-138 in Chapter 13, up to (but not including) “Negative externalities of production/external costs.” Check out the options for the externalities video assignment and the externalities presentation assignment to decide which one you want to do and check with friends to see if you were picked for a group.
HOTA: Tue., 11/22/11 (CHS); Wed., 11/23/11 (SHS)
Agenda:
- Watch student-produced Civil War videos and presentations
- Gettysburg address OPVL
Homework: Read chapter 16 in The American People textbook from the beginning up to, but not including, “National Reconstruction.” Respond to the following prompts:
- Rank the top three challenges facing the U.S. after the Civil War and justify your choices in writing.
- To what extent did freed slaves enjoy greater freedom after the war? Give both examples and counter-examples of expanded freedoms.
Extra credit: read “Women Soldiers of the Civil War” and write a 1-2 page response discussing what interested you most and why it is important today to study the involvement of women in the Civil War. 5 points.
Extra credit: Watch the film Glory and read the handout “I Feel Trouble in the Air.” Write a 2-3 page response evaluating the accuracy of what you saw in the film and why it is important today to study the involvement of African Americans in the Civil War. 10 points.
ECON: Fri., 11/18/11 (SEHS); Mon., 11/21/11 (SHS)
Agenda:
- Elasticities quiz
- Debrief quiz
- Mini-lecture: PED and PES together
- Introduction to market failure
- Video clip from Enron: The Smartest Guys in the Room (1:02:20-1:13:00)
Homework: Bring a merit or demerit good to class for show-and-tell. A merit good is a product that has a positive effect on someone who didn’t produce, sell or buy it. A demerit good has a negative effect on someone who didn’t produce, sell or buy it. In other words, the product must affect a third party bystander. If you cannot find a good to bring in physically, you may bring a picture of such a good. The product may not be supplies you normally bring to school.
HOTA: Fri., 11/18/11 (CHS); Mon., 11/21/11 (SHS)
Agenda:
- Finish “Forever Free”
- Picket’s charge video clip (time allowing)
- Debrief end of Ch. 15 homework
- Gettysburg address OPVL
- Group work time
Homework: Finish video project (100 points)
ECON: Wed., 11/16/11 (SEHS); Thu., 11/17/11 (SHS)
Agenda:
- Finish watching Inside Job, finish notes
- Work on market structure posters
- Present market structure posters
Homework: Quiz on elasticities for Fri., 11/18 (SEHS), Mon., 11/21 (SHS).
HOTA: Wed., 11/16/11 (CHS); Thu., 11/17/11 (SHS)
Agenda:
- Complete worksheet for film
Homework: Finish reading Chapter 15 in the textbook, from “Changes Wrought by War” to the end of the chapter. Choose five (5) more important developments from the war and write a justification of why each one was significant.
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