Welcome! Here you'll find your assignments, course syllabus, contact info and links to grades for Areté US History.
For parents and students- here is the link for JupiterGrades, my online grade book. Please email me if you do not have a password or any other questions....
For parents and students- here is the link for JupiterGrades, my online grade book. Please email me if you do not have a password or any other questions....
Areté Economics Spring 2019
Welcome to Areté- it's going to be a great year!
For a variety of reasons, we will no longer be uploading assignments to your webpage- share them with me at email@example.com
All assignments for grading period #6 are due by midnight, May 24, 2019, unless you have spoken to me about other arrangements.
Assignment #53 Economics Review Spring Semester 2019- Due the day of your final!
You will answer short essay questions covering the most important aspects of the topics and ideas we have learned so far. I expect you to be able to provide some detailed answers about Economic Fundamentals, Supply and Demand and Personal Economics- the 3 main topics were have studied. Here are 15 essay questions. I will select 5 of them for the final and you will need to answer those in detail, writing a solid paragraph with necessary detail and explanation for each. I will collect the questions on the day of your final and you may use 1 3x5 note card during the exam.
1. Give an example of when supply is limited and explain what happens to the price.
2. Define opportunity cost and give specific examples.
3. What is the fundamental economic problem that everyone must deal with?
4. What are the 3 main factors that determine the price of a good or service? Give examples of each.
5. How can a business get more revenue without spending more money, without increasing advertising or selling new products?
6. What is infrastructure and why is it an important government and economics issue?
7. Why do nations specialize in producing certain items or providing specialized services? How does it benefit that country?
8. Define inflation and explain some of its causes.
9. What are some specific actions that can cause a shift in the demand curve?
10. What do you think are the most important factors in starting your own business? Explain your answer.
11. Who is Adam Smith and what is the “invisible hand”? Was he right about it? Explain.
12. What is a monopoly? How does competition affect the price of goods and services?
13. Why are labor unions both needed by the workers and not always liked by business owners and executives?
14. Give 2-3 specific examples of how the government influences the economy.
15. What do you believe are the 2-3 biggest economic problems in California? Why?
Assignment #52-Life after Graduation-Due Tuesday, May 21 A Day, Wed, May 22 B Day
Life after graduation-what will you do?
Part 1- training and education
Start by writing a paragraph describing your plans for the next 5 years or so. What education and training will you need? Where will you live? How will you get around? What would be the best outcome?
You need to figure out how much your training and education will cost, where you will go, what is required to get there, any deadlines or paperwork you must submit and transportation.
1. School choices- (4 year college, JC, Tech school, trade school, apprentice program, etc…
2. Location- do you have to move? Can you afford tuition and living expenses?
3. Cost- tuition and material for a year
4. Degree/Certificate desired
5. 2 year class schedule (list the classes you plan on taking over the next 2 years)
6. Back-up plan in case all this doesn’t work out:
Your task is to map out how you will live out on your own- you will figure out rent, insurance, cable, laundry, etc…Here is what you need to find:
Rent- where will you live? Try Zillow here:
Use the filter to choose what type of rental you want
Next, you have a bunch of monthly expenses- use Google and your own personal knowledge (or ask your parent or guardian) for amounts.
Finally, how are you going to pay for all this? Create realistic working conditions- where will you work?
Number of hours each week?
Total income- hourly wages X hours x .85 (15% taxes) = total income
Does it cover your expenses? If not, what are your options?
Assignment #51-Can Money buy Happiness? Understanding the Economics of Happiness- due Wed, May 15 A Day, Thurs, May 16 B Day
Read the following PDF and please answer the questions below.
Can Money Buy Happiness? – Understanding the Economics of Happiness
1. What did the Princeton Study reveal about money and happiness? What does the research say about people making more than $75,000?
2. What do studies say people think is more important to their happiness- how much they make or how much they make compared to others? What is the evidence for this?
3. What is the ideal amount of hours to work a week? Why aren’t people who work less or more hours as happy?
4. What does the research say about Spending money in terms of anticipation and competition? Does this surprise you?
5. What does the research say about adapting and what they call “looking through rose-colored glasses”? When have you experienced a positive adaptation or made the best of a bad situation?
6. In what ways does giving money away make us feel better?
7. Did the research show that countries that had higher wealth per person were happier? Was there a clear answer?
8. So, what are the main factors in determining whether money makes people happy?
9. What’s the best decision you’ve ever made about money? How did it make you happier?
Monday, May 6
Robotic Burgers-YouTube Video
Assignment #50-47% of Jobs Will Disappear in the next 25 Years, According to Oxford University-Due Tuesday, May 7 A Day, Wed, May 8 B Day
Questions for “47% of Jobs Will Disappear in the next 25 Years, According to Oxford University”
Read the PDF:
47% of Jobs Will Disappear in the next 25 Years, According to Oxford University
and please answer the questions below.
- What has happened in the past to workers when new technologies ended their jobs? Why might that not be true this time around?
- What is predicted to happen to the middle class by 2034? What will happen to those who still have jobs?
- Why is the trend seen as irreversible and who will benefit the most from these changes?
- How does the fact that people are generally living longer add to this problem? What does the writer say could be a positive result?
- How does education need to change to help this problem? What universal basic income allow people to do?
- What jobs do you think will be protected from automation?
Assignment #49-Marketing and Branding Terms-Due May 3 A Day, May 6 B Day
Define each if the terms below
Marketing and Branding Terms
1. A/B Testing
3. Buyer Persona
5. Comparative Advertising
6. Customer Loyalty
9. Market Development
10. Market Research
11. Niche Market/Business
12. Responsive Design
13. Return On Investment
14. Sales Funnel
15. Search Engine Optimization (SEO)
17. User Experience
Assignment #48-Marketing and Branding Project
Marketing and Branding Project
Groups will design and produce original packaging for a fictitious new product, create a magazine ad for a new product and present to the class. Your group will create an actual prototype of the packaging for your product, create a high-resolution magazine ad and a presentation to the class to sell your packaging design and explain how your design reflects your target demographic. Here are the roles for each group:
You will need to do the following:
1. Identify your target demographic- who do you think will be most likely to buy the product and and how will that influence your design? Identify gender, price range, age, ethnicity, etc..
2. Make a physical prototype- see requirements below
3. Make a web page to sell it- need a video, show design process (Alpha, Bravo, Charlie)
4. Present to the class 2A/3A May 23, 7B/8B May 24
Here are the products that will be assigned:
- M & M’s wants to produce new energy bites
- OGX wants to produce a more expensive shampoo that you can add a scent to each wash
- Clif Bar -wants to make a breakfast cereal
- Colgate wants to make a toothpaste to help you sleep
- Hershey’s wants to make a Good-for-your-skin candy bar
- One-A-Day Vitamins wants to make a vitamin for teens that helps with acne, moods, focus and energy
- Stouffers wants to make frozen meals for teens
- Start by thinking of your target demographic and answer the following questions:
- who is likely to buy this product? What age group? Gender? socio-economic status? Ethnicity?
- What are 3-4 marketing ideas that might appeal to them?
- Is this a new product for the brand or updating an existing product? How much connection to the brand do you want to emphasize?
- make4-5 rough sketches or designs for packaging- think about every color, image and font used.
- Brainstorm various ideas for packaging- it doesn’t;’t have to be packaged like everything else?
- Finished packaging should be physically made and its function demonstrable using either the real object it is to hold, or a mockup of your making.
name of new product
descriptive text that you create based on your demographics and product type
- You will document the project’s progress, including photographs and early ideas, colors and styles that you brainstormed, etc…This is what you will turn into your presentation.
- Remember that craft counts! As with all work in this class, please pretend you are pitching this design to a real-world client.
- You will be making a prototype of your product as well as a magazine ad to introduce your project.
- Your group will present your final product and show a PPT or Google slides presentation of your process.
- Packaging should do six things – containment, security, protection, convenience, information, and marketing. Be sure to consider each of these when looking at existing packaging, and when designing your own.
- Is the packaging evolutionary (small, incremental changes to the existing packaging formats) or revolutionary (a brand new approach for the product)?
- What materials are best-suited for your product, especially given the above considerations?
- printers, both store-based and online, can provide many different printing options and materials. Groups should research what is possible for their products
Bad package design is the scourge of the environment! As an added challenge, consider the environmental implications of your packaging. How much material does it use? Are there materials that are more or less eco-friendly? Can it be recycled? Can you avoid waste in the production of the packaging?
In total, please prepare at least 3 versions of your packaging; they can be made in Illustrator, In-Design, Photoshop and printed, or by hand. Materials can be faked at this point (paper standing in for plastic, etc) if necessary. Mockups can and should be quick “paper prototypes”, meaning they are divergent ideas that you won’t hesitate to change, remix, or throw away. This stage is not about perfection, but getting ideas into physical form for discussion and feedback.
Monday April 29
Assignment #47-Searching for the Why of Buy- due at the end of class today!
This will be graded as a writing assignment, so it is worth more of your grade and I expect quality answers to all parts of the questions.
Questions for Searching for the Why of Buy
Download and red the following PDF:
Searching for the Why of Buy
1. Why were researchers studying people’s brain waves when it comes to products?
2. How many new products were introduced last year? How many advertising messages does the average American see each day? How many commercials are kids exposed to each year? Why are these numbers significant?
3. How does the repetitive stimulation work with marketing? What happened when they showed subjects pictures of celebrities?
4. Are our preferences for people or products logical and deliberate or more automatic? Do our brains stay pretty constant or do they change based on experience? What are the implications for marketing?
5. What is a “branded brain”? What did they call “cool fools”? What happened to the Swedish researcher who scanned her own brain?
6. Why did the researchers say that Coca-Cola is “advertising incarnate”? Explain.
7. What happened when people did blind test tastes of Coke and Pepsi? Does it surprise how deeply advertising effected the outcome?
8. Why would brain scanning be important to product development and marketing?
9. Could the ability to chart neural activity be abused by companies and governments? Explain.
10. Is it possible that you have preferences for people and things that you aren’t aware of? Explain.
Assignment #46- Do we really need these gadgets? Due Tuesday, April 23 A Day, Wed, April 24 B Day
Start with a journal topic- Do US consumers have too many choices? Does it lead to lower prices and better products?
CES gadgets: Do we really need this stuff?
Posted 5:39 AM, January 4, 2017, by FOX 17 News, Updated at 05:42AM, January 4, 2017
At CES 2017 in Las Vegas this week, technologists and marketers are showing off products claiming to solve problems and make our lives easier.
The annual conference draws over 170,000 people to the desert, promising innovation and promoting The Next Big Thing. But each year, the conference seems more underwhelming — and 2017 is no different.
Unveiled, the CES 2017 kick-off event for press, was a lackluster hodgepodge of items that begged the question: “Do we really need this?”
Some gadgets were mildly entertaining or upgrades to existing hardware, but collectively, stuff existed for stuff’s sake.
CNN roamed Mandalay Bay’s convention center halls to search for the most perplexing tech. Here’s what we found.
Kérastase Hair Coach
The Kérastase Hair Coach is a gadget for goldilocks. Powered by smart tech company Withings, the hairbrush connects to an app and is supposed to “improve hair health over time.” This means you can learn to “understand and improve brushing patterns” via a microphone that listens to your hair as it’s brushed, sensors, and a corresponding app that tells you how damaged or dry your hair is.
The brush is just a prototype, so I was unable to figure out just how tangled my hair was.
If you miss the way texts from flip phones looked, you can pay over $100 for this modern day message in a bottle. Made from beech wood with a mirrored digital screen inside, the LoveBox displays messages that are sent through the compatible app. If the box has unread messages inside, a heart outside the box spins.
It costs $120 and begins shipping in the U.S. in June.
Billing itself as “your smart pet assistant,” Catspad is an automated bowl that distributes filtered water and food.
Two bowls automatically fill with food and water when you tell them to, and you can monitor and schedule your cat’s meals on a smartphone app. It’s launching on Kickstarter later this week for $199. It failed to raise its funding goal on Indiegogo last year.
(Dogs can use it, too. We checked.)
42tea smart cube
Certain types of tea are best brewed at different temperatures. Tea aficionados would be able to tell you that black tea requires hotter water than green or white ones. This cube from 42tea can tell you that, too.
Select your tea on the 42tea app and then place the cube in hot water. The app will alert you when it’s the right temperature to brew the selected tea. The company also makes teas — 12 or 13 of them, the spokesman wasn’t sure. The goal is to eventually make 42.
The company plans to sell the cube for $55 later this year.
Smarter thinks you’ll spend $150 on a camera for your fridge instead of thousands of dollars on an internet-connected “smart fridge.” Smarter’s FridgeCam sits inside the refrigerator and takes a photo of the contents before it closes, capturing that half full carton of milk or the Tabasco that you should have thrown out yesterday. You can view the photos on a compatible app to jog your memory when you’re out grocery shopping.
However, the camera only captures what’s in front of it, so you don’t get a full picture of the fridge’s contents. In order to view what’s inside the fridge door, you have to buy a second one.
The company says the app will also provide recipe recommendations based on what’s in your fridge.
1. Who is the target demographic for the hair app? (What gender, age, income level, etc… do you think they are trying to sell to?) What does it do? Is it worth it?
2. What does the “love Box” actually do? How does it work? Who is their target demographic?
3. There are other automatic cat feeders available, why is the Catspad different? Who are they trying to sell to? How could it be improved?
4. Is their enough demand for the 42tea smartcube? Does it look functional and easy to clean? Who is their target demographic?
5. We already have cameras in some refrigerators- how is the smarter fridgecam an improvement? Is it something people might use all the time or just every oce and awhile? What demographic is most likely to buy this?
6. Do these products feel like they are just using tech to do things that we don’t really need advanced tech for? Are they creating a whole new type of product that will be very common in the next 3-5 years? What is the main thing they have in common?
Assignment #45-Why do we think poor people are poor because of their own bad choices? -Due Wed, April 17 A day, Thurs, April 18 B Day
Questions for “Why do we think poor people are poor because of their own bad choices? “
Download and read the following PDF:
Why do we think poor people are poor because of their own bad choices?
Then please answer the following questions:
- Explain the concept of “fundamental attribution error”. Do you think it is true?
- What has changed for people born in the 1940’s compared to those in the 1980’s? Who is responsible for this?
- What led the writer of the Hillbilly Elegy to write his book- what did he observe as a cashier? Was he right?
- Is it true that some immigrants are getting free rent without paying any taxes? do they” cut the line” and get benefits other Americans don’t get?
- According to the article, are people on welfare sympathetic to others in the same situation? Why do think this is?
- Do wealthier people see themselves as fortunate because they had some advantages or completely deserving of what they have through hard work alone?
- How does all of this drive income inequality and why is that a problem?
Assignment #44- Burger King VS McDonalds- How did the King move past the clown? Due Monday, April 15, A Day, Tues April 16 B day
Burger King VS McDonalds- How did the King move past the clown?
Start by reading this article:
First, answer a few questions about the article.
- In terms of its menu, what sort of things did Burger King do to make themselves more popular than McDonalds?
- What did BK do at a corporate level that helped?
- What happened as BK opened more restaurants?
- Which restaurant do you prefer and why?
Some ideas to think about:
Who is their target demographic?
What does McDonalds stand for?
Do they need a New gimmick?
Is it their food quality? Service?
Answer the question, why go there instead of someplace else?
Assignment #43- Gas Prices- Same Old Situation- Due end of class today!
Gas prices- Same old Situation
Start with a journal topic- What is the best way to get people to use less gas?
Then watch this short clip from youtube:
This is an article from Spring of 2008. The prices may be different, but the issues-price changes, changing consumer behavior around gas, etc… are the same. What, if anything, did we learn from high prices then?
Read the article and answer the following questions:
- By how much has the average price of gas increased for consumers since May 2007? By how much has the price of gas increased per barrel?
- What foreign events have impacted the price of gasoline in the United States?
- How does Adam Robinson believe consumers will respond to the current economic situation?
- What factors does he cite in supporting this statement?
- How have the 2008 presidential candidates responded to the rising oil prices? Was Obama right- the lowering the price would encourage more consumption?
- What prediction has the U.S. Department of Energy made about petroleum consumption? Based on what information have they made this prediction?
- h. In which countries is petroleum consumption growing? Why might that be?
- What impact is the increased consumption expected to have on prices?
Assignment #42-"Finland Gave People $640 A Month,No Strings Attached. Hereʼs What Happened." Due Wed, April 10 a Day, Thurs, April 11 B Day.
Read the following PDF:
Finland Gave People $640 A Month, No Strings Attached. Hereʼs What Happened."
After reading, write 1 paragraph in support of this idea and one paragraph against this idea. Use evidence from the reading to support both sides and write at the end whether you really think it is a good or bad idea.
Assignment #41- Consumer products- which ones succeeded and why?-Due Friday, April 5 A Day, Monday April 8 B Day
First, review this list of product failures:
Today, less than 3% of all new products launched succeed and research shows that Americans tend to buy the same products over and over again, without adapting new ones. From the list below, choose 3 products and answer the following questions for each product. For your search try “history of (product name)”
1960’s VW Bus
Ford Model T
1. Who was the inventor? How did he/she think up the idea?
2. Was it successful at the start? How many units or how much money did they make in the 1st year?
3. Was the company already established or was a new brand? Does it have worldwide appeal or is it just an American thing?
4. What were the 3-4 keys to the success of the product? What did they (the manufacturers) do that was new or different? How did they advertise it?
5. Can you still buy the product today? Is there a new version, the same version, or has it been replaced by something else?
Assignment #40 Create an Info-graphic that highlights your national budget. Due Wednesday April 3 A Day, Thursday April 4 B Day
Your assignment has 2 parts-create a federal budget that reflects your priorities and then create an info-graphic for your budget.
First, take a look at this chart from Wikipedia:
Next, go to this website and read the article.
Next, go to the Fiscal Ship game and adjust spending according to your values.
After you have done that and saved the PDF of your budget, start on part 2, the Info-graphic.
You need to chose between 5-8 items that you would either cut or increase spending on. The goal is for you to present this information to a congress and public so they will support you- you are trying to persuade us that your budget is best for the USA. Use clip art and Icons that represent your spending categories- be creative!
You can use Canva, Piktochart , Illustrator, Photoshop or any other software to create your info-graphic.
You need to follow and use the 4 basic principles of design- contrast, repetition,, alignment and proximity. You also need to remember that every graphic, color, and font used should be for a reason that you can explain- design is deliberate.
Your infographic will need to:
- Include whether your budget saves money or costs more.
- Provide examples of what the cuts or increases will do
- Explain why your budget is the best for all people in the US
Info-graphics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly. They can improve understanding by utilizing graphics to enhance the human visual system’s ability to see patterns and trends.
The three parts of all info-graphics are the visual, the content, and the knowledge.
· The visual consists of colors and graphics. There are two different types of graphics – theme and reference.
o Theme graphics are included in all info-graphics and represent the visual representation of the information.
o Reference graphics are generally icons that can be used to point to certain data/information
· Content is made up of statistics and facts. This can be obtained from any number of sources, including census data and news reports.
· Knowledge is the most important aspects of info-graphics. They contain some sort of insight into the data that they are presenting.
We are going to try a website https://www.canva.comto create your info-graphic. You can create an account with your Google Docs sign in. They have templates designed for education- choose the template that says “Infographic”. You can change images, graphics, text, colors and more for each of the designs. Canva charges to use some of the images and clipart, so choose ones that are free.
Assignment #39-Wasted Food-due Thurs, March 28, A Day, Fri March 29 B Day
Read “Wasted Food” please answer the following questions.
1. Why does so much of our food not even reach the table? Why is it not sold?
2. How does wasted food use vital resources? How does it affect our water supply? Air quality?
3. What does food in landfills do to the environment? What gas does it release and why is this bad?
4. What effect does wasted food have on the economy? How does it hurt farmers?
5. How could you reduce how much food you waste? (list 3-4 things that you could do)
6. If we know what to do, why don’t we do it?
Assignment #38-Nike Is Now Making Most Of Its Shoes From Its Own Garbage- due Fri, March 15 A Day, Monday, March 25 B Day
Download the following PDF and answer the following questions:
Nike Is Now Making Most Of Its Shoes From Its Own Garbage
1. What percent of Nike shoes are made from their own waste? How does Nike recycle it’s old shoes and what other products to they make from the waste?
2. What does Nike mean when they say they are working toward making their manufacturing a “closed-loop” system? Why is this good for the planet? Does it cost Nike more money to do this?
3. What big shift did they make in terms of cutting waste?
4. Why was Nike accused of exploiting child labor laws in the 1990’s? What did they start to do differently? Do you believe them? Why or why not?
5. What is a circular economy? Why don’t more companies do this? Should the government require them to do this?
Assignment #37-Sugary-drink bans and other fads: When politicians try to nudge good behavior-due Monday, March11, A Day, Tuesday March 12 B Day
New approaches to altering personal behavior – such as banning soda, curbing gamblers, or raising alcohol prices – can fail without the bonds of community to back them.
By the Monitor's Editorial Board / March 14, 2013 at 5:00 pm EDT
Last year, Australian Prime Minister Julia Gillard proposed that gamblers who play slot machines be required to set a maximum amount they would lose for the day. She then backed off the idea of “mandatory pre-commitment.” It had too much political opposition.
In Britain, Prime Minister David Cameron proposed last year to fix higher pricesfor alcoholic drinks. He said it would save 900 lives a years. Binge drinking accounts for half the alcohol consumed in Britain. On Wednesday, he abandoned the idea. His own party opposed it.
In New York City, a plan by Mayor Michael Bloomberg to ban food-service providers from serving sugary drinks larger than 16 ounces was stopped by a court on Monday. The judge said the mayor should not have bypassed the city council and that the plan is “arbitrary and capricious.”
What do these defeats have in common? They show the difficulty governments have in trying new or different approaches in social engineering, many of them aimed at “nudging” people toward less-harmful behavior.
The approach, called “soft paternalism,” keeps running up against old issues, such as a strong desire for personal liberty, the commercial interests of entrenched industries, and practical concerns about workability.
That last issue isn’t trivial. Last November, Denmark had to drop a “fat tax” imposed in 2011 on foods with a high fat content. Too many Danes were shopping for such foods in nearby Sweden or substituting other fatty foods.
The Obama administration keeps looking for ways to influence personal behavior without resorting to old-style, onerous prohibitions. President Obama, for example, has highlighted a software company, Opower, that provides homeowners with monthly electric bills that compare their usage with their neighbors’ usage. By appealing to people’s desire to keep a good reputation for an environmental cause, the technique saves the equivalent of 150,000 homes using electricity.
One of Mr. Obama’s most successful programs is called Race to the Top. It provides grants to state educators who come up with good reform ideas for public schools. It is the opposite of the punishment approach of the George W. Bush administration used under the No Child Left Behind law.
The idea of tapping social incentives to influence willpower or of raising the costs for making unhealthy choices are now in vogue among researchers, especially behavioral economists and evolution experts. The techniques try to honor freedom of conscience but still prod people by playing to common human tendencies, such as the avoidance of shame or a propensity to imitate.
One technique relies on “reciprocal altruism.” It is now often used by businesses. If a hotel, for example, tells guests that it will donate $5 to an environmental cause if they reuse their bath towels, many guests comply. And the hotel saves money.
Often, attempts to rearrange the “choice architecture” for people to alter bad habits fail. But one technique seems to work more than most: creating a community identity, even if that community is “virtual,” such as over the Internet.
This isn’t old-style peer pressure as much as a reliance on an innate willingness of people to sacrifice for those with whom they have an affinity. This occurs in families, among neighbors, within churches, or even on Facebook or Twitter. If such bonds of common interests can be forged, it is easier to discourage harmful behavior, either toward one’s self or toward others.
That seems obvious. But when political leaders try to shape behavior, as Mayor Bloomberg did, they often forget that such actions first require investing in wide and deep social connections, or community (e.g., don’t bypass the city council). And often a representative government, especially in a city of millions or in large countries, doesn’t have enough social glue to inspire people to sacrifice.
Local governments are often much better at nudging personal behavior. People know each other better and listen to each other with some affection.
Social engineering works best when there is real social engagement, the type based on trust and common goals. Those traits are the tools to invest in before tackling problem behaviors like gambling, binge drinking, and obesity.
1. What is “soft paternalism”? What are the 3 main factors that have blocked more governments from creating new laws that “nudge people toward less-harmful behavior”?
2. What governments do pass these laws, do people generally obey or do they find ways around it? How?
3. Does reward work better than punishment in getting people to change behavior? What should WHS do about student tardies- punish those who are late or reward those who are on time? Explain.
4. How does social media and apps like Facebook create peer-pressure that could bring about positive change? What should WHS do about litter on campus after lunch? Is there a way to use social media to help with this problem?
Assignment #36-In-class writing-Should the United States keep Daylight Savings Time?
(B Day Students-you will have time on Wed to work on your currency-focus on the essay on Monday)
Should the United States Keep Daylight Saving Time?
Go to this website:
and write a persuasive essay on whether the United States should keep Daylight Savings Time. Be sure to give 2-3 reasons for your view and cite at least 4 sources from the web page.
First, brainstorm in small groups or partners. Why did it start? What are the economic principles involved? What specific evidence or quotes make you think the way you do about this issue? Is it good for health and safety?
Next, put your reasons in some sort of order- most persuasive at the end.
Now, write your intro with a clear claim. The claim should be one clear sentence that clearly explains 2-3 reason why you are for or against this. Do not write in the first person and use "I believe, I think," etc...
Next, write 2-3 body paragraphs with 1-2 cited quotes from the web page in each paragraph. Cite the actual person who said the quote, not Pro-Con .org. If you look at the end of each quote, they will provide the name of the person who said it or it will have a small number that you click on to get that information. Keep your quotes to a sentence or 2- choose the most important sections from longer quotes. Also, add an opinion sentence or 2 explaining why the quotes are good evidence or data to support your claim.
Finally, sum up your arguments and add some solid analysis of why your claim is valid for your concluding paragraph.
It is due at the end of the period.
Assignment #35 Create your own Currency
Part 1- Read the PDF, “What is Money?” and answer these questions before working on creating your own currency
What is Money?
- Describe the barter system- why wouldn’t be practical in today’s world?
- What is the Gold Standard? Why don’t we use it anymore?
- What 3 factors determine the value of currency for any given country?
- Why is it that governments don’t simply print more money to give to people to make them rich?
Part 2-Create your own Currency
Use Photoshop or Illustrator to create your own currency
You must create your currency from scratch- do not download an image currency and change a few things…
Must be front and back
Include all elements, such as $ amount (denomination) pictures, slogans, signatures, metaphors, symbols, etc. You are free to choose your own design, but it must represent your values and be school appropriate.
When finished, save as a PDF with your name, currency and share it with me.
You can attach them both together and turn them in as assignment #35.
Assignment #34- Government and Global Econ Terms-due Monday, Feb 25 A Day, Tuesday Feb 26 B Day
Econ Terms # 2 Government and global EconomicsUsing the book or the Internet (try this site http://glossary.econguru.com/ or Google if the term is not on that site) define the terms in your own words- definitions that have been cut and pasted will not be accepted.
- Federal Reserve Bank
- Labor Union
- Market failure
- Command economy
- Progressive tax
- Regressive Tax
- European Union
- Export goods
- Trans Pacific Partnership
- Green Economy
- Currency Exchange rate
- Public Goods
- Absolute advantage
Journal #11-Stock Market check #1
Which stocks are doing well and which are not...why do you think these stocks are performing this way?
Assignment #33- Martha Stewart Indictment-Due Thurs, Feb 21 A Day, Fri Feb 22 B Day
Questions for Martha Stewart Indicted on Felony Charges
Download the following PDF and answer the questions below.
Martha Stewart Indicted on Felony Charges
1. What action did Federal prosecutors take against Martha Stewart on June 4, 2003?
2. What has Martha Stewart been accused of doing?
3. What will be Ms. Stewart’s response to the charges brought against her, according to her lawyers?
4. . What did Ms. Stewart do before she founded her company?
5. . How has Ms. Stewart’s company responded to the allegations against her?
6. What effect has this controversy had on the price of Ms. Stewart’s company’s stock?
7. How much did Ms. Stewart earn in the sale of ImClone stock?
8. Why was the sale of this stock considered illegal?
9. In addition to the charges brought against Ms. Stewart by federal prosecutors, what other action has been filed against Ms. Stewart for her stock trading practice? What government agency filed this action?
Assignment #32- Big Box vs Local-due Tues, Feb 19 A Day, Wed Feb 20 B Day
The Press Democrat: Print a Story
© The Press Democrat. For copyright information visit our User Agreement page at
Local vs. big box: An important decision
July 13, 2004
By AMY CHRISTOPHERSON BOLTEN
I recently had an argument with a good friend over where to buy our morning coffee -- Johnny Java's or the local Starbucks outlet. My friend is an intelligent person, educated in finance. Even so, he did not seem to appreciate the impact of that small decision on the local economy.
A recent study from the Institute on Local Self-Reliance found that local businesses return approximately 46 percent of their profits back into the community while big-box stores and chains return only about 17 percent of their profits. Why?
Local businesses have larger payrolls, employing their own marketing people, buyers, accountants, management and other positions that chains centralize back at headquarters.
Locally owned businesses make more of their own purchases locally.
Local businesses hire local accountants, printers, Internet service providers and repair people.
Local businesses advertise in local newspapers.
Local businesses often bank with local banks.
In contrast, big boxes and chain stores tend to employ mainly low-wage workers while centralizing operations and management back at corporate headquarters, out of town.
They often refuse to do business with small and local suppliers; purchase from large-scale, offshore manufacturers; bank only with large, national banks; advertise less in local radio stations and newspapers, preferring national advertising; and, send the large majority of their profits out of town.
Local stores play an additional important role of community leaders and are the businesses that you see on the back of kids' team uniforms and advertising in the school circulars.
Additionally, local businesses participate on nonprofit boards and organizations, investing in the future of the community. Large chains shout loudly that they return a portion of their profits back into the community, but studies have shown that local businesses actually are much more charitable, both in cash and time donated. They just don't shout so loudly about it.
Last, studies have shown that big-box stores have hidden costs that actually cost communities money. These stores tend to require a higher level of policing as well as the high level of wear and tear on roads, often far exceeding the municipal revenue the store generates. According to a study by Tischler & Associates, an economic research firm, chains cost local governments $314 to $468 per square foot annually while, as would normally be expected, local business are a net profit of $326 per square foot to the community.
In 1972, 58 percent of all bookstores were independently owned. Today, only 17 percent of bookstores are independent. Since 1990, 11,000 independent pharmacies have closed. Two companies now have 30 percent of the hardware business. How is your local hardware store supposed to stay in business against these odds? The decisions that we consumers have made have created this problem.
One of the biggest arguments for chain stores is that they offer lower prices and wider selection. However, in the long run, if all local competitors are run out of business, no competition will be left to keep the chains' prices low.
The opportunity for entrepreneurs will be grim in the face of this monster competition, and increasingly the options for employment will be low-wage, chain-store jobs. Consider the impact of the chain store economy on our job opportunities. When there are only a few large stores that everyone shops at, you end up with communities with a couple store managers and a legion of minimum wage jobs. Is this what we want for our community?
In 1952, former Sen. Hubert Humphrey asked, "Do we want an America where the economic market place is filled with a few giants? Or do we want an America where there are thousands upon thousands of small entrepreneurs, independent businessmen and landholders who can stand on their own feet and talk back to their government or to anyone else?"
As far as the Starbucks outlet that started this whole thing, it seems to be doing brisk business.
Amy Christopherson Bolten, a Santa Rosa resident, is a market research supervisor.
1. How much do local businesses give back to their communities? How do they do this?
2. Should Windsor only use local vendors for all it’s purchases? Why or why not?
3. What buying advantages do the big stores have over the smaller ones? What does this do for the prices of the stuff they sell?
4. Why would someone go to a smaller, locally owned hardware store compared to Home Depot? Are there differences in service? Quality?
5. Do you have a moral or ethical obligation to support local businesses or should you just shop by price?
Assignment #31-Consumption and the Consumer Society-due Thurs, Feb 14 A Day, Fri Feb 15 B Day
Read the following PDF and answer the discussion questions at the end. They are discussion questions, so write a shirt paragraph answer for each question, addressing the multiple parts of the question.
Consumption and the consumer Society
Assignment #30- How Starbucks Transformed Coffee-due today, Feb 7/8
Journal #10- What are your favorite brands or companies? Why?
Next, Download and read the following PDF, “How Starbucks Transformed Coffee from a Commodity to a $4 Splurge” and answer the questions below:
- How does Stanely Hainsworth define what a “brand” is. Do you agree? What products do you have an emotional attachment to?
- How do marketers create desire for something that consumers don't know they need? What is the key to making this happen, according to Hainsworth?
- What was Shultz’s vision for Starbucks? Do you still feel it when you go to Starbucks?
- How does Hainsworth say the product and experience are linked together? Do you agree? Explain.
- What is most important in creating a brand- can you give an example of a company not mentioned in the article?
- How does Hainsworth describe getting his first pair of Adidas ? Is there a product that does the same thing for you? Why?
- If we as consumers knew how much we were being manipulated into buying things, would we stop buying them? Why or why not?
- Do companies run the risk of overhyping their product? What if it doesn’t live up to expectations- do we blame ourselves or the company? Explain.
Virtual Stock Exchange Game
Stock Market Game
Vse- Virtual Stock Exchange
Start by going to this website and researching some stock basics:
After reading this, make a list of 5 stocks you want to buy, find the price, and write down reasons you think you should buy this stock…you can do a table, a list, pros and cons, etc… whatever helps you evaluate your stocks..you will turn it in for assignment # 30.
Then Select Join a game and look for Earth 1A or Wind 2A
Create a log in and use your real first name and last name- no nicknames!
Assignment #29- A system of Markets
Due Wed, Jan 30 A Day, Thurs, Jan 31 B Day
A SYSTEM OF MARKETS
By following their own self-interest in open and competitive markets, consumers, producers, and workers are led to use their economic resources in ways that have the greatest value to the national economy -- at least in terms of satisfying more of people's wants. The first person to point out this fact in a systematic way was the Scottish philosopher Adam Smith, who published his most famous book, An Inquiry Into the Nature and Causes of the Wealth of Nations , in 1776. Smith was the first great classical economist, and among the first to describe how an economy based on a system of markets could promote economic efficiency and individual freedom, regardless of whether people were particularly industrious or lazy.
The Invisible Hand
Smith argued that if people are naturally good and kind, a market economy offers them a great deal of economic freedom to carry out their good deeds, backed up by an efficient system of production, which generates more material goods and services for them to use in doing those good works. But what if people are selfish, greedy, or lazy?
Anyone who wants to enjoy more of the material goods and services produced in a market economy faces strong economic incentives to work hard, spend carefully, and save and invest. And most successful businesses have to produce good products, sell them at market prices, pay their employees market wages, and treat their customers courteously -- even if that isn't their natural way of doing things.
The basic reason for that kind of change in some people's behavior is competition. As Adam Smith pointed out, when there are several butcher shops in a community, any butcher who is rude or tries to sell inferior meat at unreasonable prices soon loses business and income to other butcher shops. If your neighborhood butcher is naturally friendly and benevolent, so much the better.
But even customers who do not know a butcher personally don't have to depend on such altruistic characteristics to get good service and products. The more a greedy, selfish, or lazy butcher wants to enjoy a higher standard of living, the more he or she will try to meet the competition and build up a large base of satisfied customers. Or as Smith described this feature of market economies, people are led "as if by an invisible hand" to work and behave in ways that use resources efficiently, in terms of producing things that other people want and are wllling to pay for, even though that may have been "no part of their original
One other factor must be at work for Smith's invisible hand to function properly: the butcher must own or rent the shop, so that he or she has the rights to its profits. Without this right to private property, and to the profits it brings, the invisible hand of competition will not motivate businesses to offer the best and most varied products at reasonable prices. Butchers who are employees of the state will view their jobs very differently than those who are in business for themselves. This fact holds true throughout the economy, whether one considers a butcher, a carpenter, a restaurant chain, or a multinational insurance company.
Of course, if there is no competition -- if there is only one place to buy meat in some market area -- things won't be as pleasant for consumers. And that will be true even if the butcher shop is owned and operated by the government. Inevitably, removing competition also removes many of the most powerful market incentives to provide good service, high-quality products, and low prices. That is why, except for a few special cases that are discussed later, most economists view competition between producers as the consumers' best friend.
In even broader terms, by decentralizing the control of economic resources -- letting individual producers decide what and how to produce to satisfy their customers -- competition and self interest ensure that most resources available in a market economy are used efficiently, which is to say in their most valuable uses as directed by what consumers demand and buy.
An Economic Chain
Such a system of economic individualism is also built on the idea that individual producers and consumers are in a better position to know what they want, and what is happening to market prices for the products they buy and sell, than is a centralized planning committee in the national capital.
For example, millions of people are fed in New York City and other metropolitan areas throughout the world every day without any planning agency to establish quotas for the amount of bread, meat, vegetables, and beverages that will be shipped into the city every day, month, and year. In fact, no one really knows the total amounts of these products that are used in this market, or even has to know. Instead, restaurants and sandwich shops are run by private owners who, as a group, offer a wide variety of meals at competitive prices. Consumers patronize the shops they like best and pay prices that are high enough for efficient owners to earn a profit and stay in business. Sellers who offer unpopular items, charge prices that are too high, or provide inferior service, will simply not survive as business owners and managers.
The same kind of process goes on with the bakeries competing to sell bread to these restaurants and shops, and with the companies that compete to sell ovens
to the bakeries, and with the companies that compete to sell steel and other materials to the companies producing the ovens. At each step along the way there are buyers and sellers who know their own part in this overall production process very well, but who have little or no idea about the other links in this economic chain of events.
In this way, with a decentralized system of private markets, resources are efficiently allocated to satisfy consumer demands. Because the process is so decentralized, many producers and consumers may not understand how it works or even be aware that individual markets routinely interact in such an efficient and systematic way. But it is precisely this decentralization that is responsible for much of the efficiency in the first place.
1. Who is Adam Smith? What did he say is the reason people will work hard in a Market Economy? Do you agree?
2. Define Market Economy. Why is private property so important to the free market system?
3. How does competition make some people better workers? Would competition make for better schools? Should each school try and make money?
4. What is the “Invisible Hand? theory? Give an example of how it works.
5. According to Smith, how would this idea still hold true if the government owned the business? What does this say about Communism?
6. Why does Smith say it doesn’t matter whether we regulate or control how much of a product is made? Who does he say will decide how much of a product is made?
7. With the failure of many Wall Street institutions- banks, investment houses, etc... do we really have a free market system? How come we didn’t let those business fail like Adam Smith says we should?
In class exercise:
Journal #8- Describe a purchase that you thought you got a good deal on- how do you know it was a good deal? Why would the seller agree to this price?
Bagel Profits Exercise
Given the following costs, compute how much the owner would have to sell ONE bagel for if she sold 600 bagels per day and wanted to make a 50% profit on each bagel. Assume she is open every day in a 30 day month. Show all work.
Rent costs $3000 per month; cost of all ingredients in each bagel is $.15; cost of each napkin is $ .02; one employee making $8.75 an hour, working 8 hours per day; insurance(per month) $240; utilities $360 (per month); website/advertising/coupons $500 (per month)
Assignment #28-Cuba Embargo writing assignment- due at the end of class
Go to this website:
and write a persuasive essay on whether you support or do not support the United States embargo against Cuba. Be sure to give 2-3 reasons for your view and cite at least 4 sources from the web page.
First, brainstorm in small groups or partners. What is an embargo? What are the economic principles involved? What specific evidence or quotes make you think the way you do about this issue? How might it affect the economies of both countries?
Next, put your reasons in some sort of order- most persuasive at the end!
Now, write your intro with a clear claim and show it to me! Do not write in the first person and use "I believe, I think," etc...Next, write 2-3 body paragraphs with 1-2 cited quotes from the web page in each paragraph. Keep your quotes to a sentence or 2- choose the most important sections from longer quotes. Also, add an opinion sentence or 2 explaining why the quotes are good evidence or data to support your claim.
Finally, sum up your arguments and add some solid analysis of why your claim is valid for your concluding paragraph.
It is due at the end of the period.
In-Class work Thurs Jan 17/Fri Jan 18
Look at the interactive map of the US-Mexico border and answer all of the questions for Station #1.
Deconstructing the Wall-The Border
Click here for the interactive view of the border
click this link www.buzzfeed.com/ishmaeldaro/us-canada-border-photos for pictures of the US-Canadian Border
Assignment #27-Should LeBron James mow his own lawn? Due Thurs, Jan 17 A Day, Fri Jan 18 B Day
Should Lebron James mow his own lawn?
Follow this link and answer all of the questions in the “conclusion” section and the “Assessment” section. There is an interactive link for both sets of questions.
ConclusionLet’s now re-visit the questions we considered before this lesson. Use the note-taker provided below to type and print your answers.
View Interactive Activity
1. Should a country produce everything it wants? Why or Why not?
2. If Country A is better than Country B at producing everything, would Country A gain anything by trading with Country B?
3. When a new home is built, why doesn’t one contractor do everything: carpentry, electrical, plumbing and landscaping?
Assessment ActivityAfter you have taken this interactive quiz, you should print off your answers and submit them.
View Interactive Activity
1. If Britain has a comparative advantage over France in the production of cars, then…
a. the opportunity cost of producing cars in Britain is lower than in France.
b. the opportunity cost of producing cars in Britain is higher than in France.
c. there are no gains from specialization and trade in cars between Britain and France.
d. only Britain will gain from specialization and trade in cars between Britain and France.
2. If people specialize in producing those goods for which they possess a comparative advantage, then the economy as a whole can produce a greater quantity of goods.
3. The law of comparative advantage says that a person should produce a good if he or she…
a. has the greatest desire to consume that good
b. has the lowest opportunity cost of producing that good
c. has an absolute advantage in a related activity
d. has a comparative advantage in a related activity
e. is equally good at producing this good as someone else is
4. John takes 10 minutes to iron a shirt and 20 minutes to type a paper. Harry takes 10 minutes to iron a shirt and 30 minutes to type a paper. Which of the following statements is correct?
a. Harry has a comparative advantage in ironing.
b. Harry has a comparative advantage in typing.
c. Harry has an absolute advantage in typing.
d. Harry has an absolute advantage in ironing.
e. Neither can gain from specialization and exchange.
Assignment #26- Factors of Production Due Tues, Jan 15 A Day, Wed, Jan 16 B Day
Chapter 1Economics and the Economic problem
Before you can have economics, you have to have an economic problem. To learn what the economic problem is, imagine that you have just won the state lottery and then used all of your winnings to bet successfully on a thousand-to-one shot in a horse race. You’ve ended up with more money than you’ve ever dreamed of having, more than the combined wealth of Michael Jordan, Tiger Woods, and Bill Gates. You can afford to buy anything you want.
As your teacher directs, sit down by yourself or with a classmate, and make a list of what you would like to buy with the billions of dollars you have in your many bank accounts.
The purpose of the above exercise is to help you understand one reason for the economic problem. The reason is that wants are practically unlimited. Maybe you were satisfied with a Corvette, but if you had one, you might also want a Porsche or a Ferrari. If you had a nice house in your hometown, you might also want one in the Caribbean, in Europe, or in the South Seas. While you would have been satisfied at one point with merely getting enough to eat, you might now want to eat somewhere fancier than McDonald’s or Burger King.
Another part of the problem is that although wants are unlimited, the world’s resources are limited, or scarce. If we were to imagine the cost of providing adequate housing and shelter for the nearly seven billion people living on this earth (let alone a car and a four-bedroom house for each family), we’d soon use up most of the world’s existing resources. For example, today there is barely enough fuel to supply the needs of those who can afford it. With 6% of the world’s population, the U.S. uses about 25% of its energy. Suppose that the 1.3 billion people in China used as much energy per person as the 300 million people in the United States.
To review: We have an economic problem because needs and wants are unlimited, but re- sources are scarce.
The Economic problem
Since the economic problem involves deciding how to use scarce resources in order to meet un- limited wants and needs, all human societies must decide:
1. what is to be produced?
2.how is it to be produced and distributed?
3.for whom is it to be produced?
These are the questions around which economies have been constructed, from the simplest societies to the most complex.
Three Types of Economic systems
Historians have identified three different types of economic systems that have developed to answer the economic problem. Each of these three still exists in some form today, but few if any economies are a pure form of any of the three. The three types of economies are:
Long before what we call the advent of modern civilization, men and women lived together in a simple social order. In North America, over 400 different native tribes roamed the continent, each with its own political and economic system. The economies of most of these tribes ranged from gathering food to hunting, fishing, and farming, or some combination of the three. In some isolated parts of South America, Australia, Africa, and Asia, some tribes still live much as they did thousands of years ago.
Economic decisions in such an economy are governed by a series of rituals or ways of doing things handed down from one generation to the next, usually from father to son, or from mother to daughter. The decision of who does what, known as the “division of labor,” was usually but not always determined by gender: men hunted and fished, while women stayed home, tended the fire, raised children, and cultivated crops. Leaders might be excused from certain economic activities and given a larger share of the hunt or the harvest in exchange for practical advice or spiritual guidance. To this day, the bushmen in the desert of South Africa divide an animal killed in the hunt thus: the two hind legs go to the successful hunter; other adult members of the hunting party get the feet, back, and stomach; and the younger boys have to be satisfied with the intestines. However, in the feast that follows the hunt, the hunter is expected to divide his larger share with those not as fortunate, so eventually all get enough to eat.
Aspects of a traditional economy also affect the way more complex societies function. Under the centuries-old caste system still in force in parts of India, each man does the same work as his father—whether his father was a carpenter, soldier, merchant, government official, or garbage collector. Women are not allowed to marry out of their parent’s caste. In the pre–Civil War American South, African Americans were slaves. Once their bondage was ended, they were relegated to low-paying jobs not wanted by whites, separate and inferior schools, ghettoized neighborhoods, and the backs of public buses. In most of the world, tradition has long dictated that women could fill only well-defined social roles associated with child-bearing and -rearing, cooking, and other household tasks. Until recently, women in the U.S. did not fight in combat, attend military schools, become ministers, carpenters, or major-league umpires. In some countries, women must wear veils to cover their heads and bodies and are not allowed to drive cars or to work outside of the home.
Another way of solving the economic problem also has also existed for thousands of years. This method had its origins in the ancient city-states of Central and South America, the Near East, Africa, and Asia. For a number of complex reasons, people in these areas were able to raise crop surpluses that then often fell into the hands of small groups of warriors, nobles, kings, and priests who constituted the government and gave the commands. The command economies of antiquity resulted in the labor of hundreds of thousands in Egypt to build the pyramids, and in China to construct the Great Wall. Later in Europe, laborers built magnificent cathedrals in very modest towns. Though we admire the achievements of these inspired builders, we might shudder to think of the years of forced labor and suffering inflicted by a small ruling class simply to build a tomb for a pharaoh or a place for the masses to worship.
Command economies have also been forced on modern man. One need only think of the Soviet Union and Communist China. Under Stalin, the Soviet Union built a war machine that eventually defeated Nazi Germany’s and afterwards engaged the U.S. in a struggle for military superiority. However, neither the Soviet Union nor Communist China was able to match the ability of the West in providing the average person with consumer goods. As a result, pure communism failed in both these countries, and they are now building a stable economic order increasingly based on a market economy.
The third way of making economic decisions has been instituted in the U.S., for example, as a market economy. Market economies are at times (favorably) called a “free enterprise” system and at others (unfavorably) labeled “capitalist.” In its ideal form, all economic decisions in a market economy are made through interactions between consumers and producers. Under a completely free-market economy, what is produced, how much is produced, and for whom it is produced are determined solely by those who make these items and those who consume them. The producers and the buying public decide whatever people want to buy, whether the items are Barbie dolls, bibles, bananas, or basketballs. The market decides how many people become lawyers and how many decide to deal in cocaine. The market determines how much farmers produce and how much doctors are paid.
The U.S., of course, does not have a completely free-market economy. Government makes many decisions that affect the market. For example, it taxes alcohol and tobacco to discourage consumption; it gives students loans to encourage education; it pays for roads to allow people to use their cars; and it regulates prices, pays subsidies, imposes tariffs, and decrees minimum wages and maximum working hours. In these ways the U.S. still operates as a command economy. But even the commands given by the government often operate through the market, encouraging one kind of activity (such as education) and discouraging another (such as smoking cigarettes).
The story of how the modern market system developed in the Western world is the story of the history of economics. We will not bore you with the details, but let it be understood that the first markets developed in medieval times, when peasants took the little produce not owed to their lords or needed to feed themselves, and sold it in an early form of farmers’ markets. Towns gradually grew around these marketplaces, and people began to specialize in making certain products (shoes, clothes, baskets, pottery, jewelry, etc.). Similar activities took place in ancient times, but in western Europe these early markets grew and developed. With the invention and application of machinery and steam power, markets expanded, barriers to trade collapsed, banks developed, and trade became more and more important. Before the end of the 18th century, Europeans traveled the world over in search of raw materials and markets, and the free-enterprise system expanded. Today the power and the efficiency of the market has displaced the older societies based on command economies, and capitalism in one form or another has become the dominant form of economic organization. The powerful market forces that now control most of the world affect the economies in even the most remote villages in Africa, the Middle East, Asia, and South America.
The Factors of production
Economists since the 18th century have talked about the factors of production. In the simplest terms, the factors needed for production are land, labor, and capital. Land includes the natural resources such as the oil, coal, and silver under the ground, as well as the soil on which production takes place and the timber that grows on the land. Labor refers to the work done by skilled and unskilled men and women who do the producing, as well as the skills of the industrialist or entrepreneur who creates the industry that harnesses this labor. Capital refers to the money invested in production, including the factories, machines, and tools used by workers to convert natural resources into finished marketable items. In a free-market economy, land can be sold or rented, workers hired and fired, and capital invested wherever the returns are expected to be most lucrative. The laws of supply and demand determine the price of everything. Following chapters will further explain these laws.
Answer the 5 questions below
Economics and the Economic problem
1. Make a list of ten things you would buy if you had an unlimited amount of money.
- Why do we have an economic problem?
- Clearly and precisely state the economic problem.
- Explain how economic decisions are made in each of the three different types of economies described in the reading.
Indicate whether each of the following is an example of an aspect of a traditional economy, a command economy, or a market economy:
- Tipping a waiter 15% of the bill
- Deciding to become an economist because your father is
- Deciding to become an engineer because the pay is good
- Not selling your watch because it belonged to your grandmother
- Keeping stocks that have been in the family for a long time
- Rationing of goods in the U.S. during World War II
- Going to the same college your family members attended
- Selling stocks because you think the market is going to go down
- An advertisement on TV in a communist country
- A woman’s decision to stay home and raise her children, even though she could make more money working than her husband
- Discrimination against women in hiring computer salespersons
- Hunters’ division of meat in a prescribed way among villagers
Assignment #25- What is Economics? Due Fri, Jan 11 A Day, Mon Jan 14 B Day
What Is Economics?
Economics is one of the social sciences that studies human behavior. However, economics has a unique method for analyzing and predicting an individual's behavior as well as the effects of institutions such as firms and governments, or even clubs and religions. Economics differs from other social sciences (anthropology, history, political science, religious studies, social geography, social psychology, and sociology) in three important ways.
First, economics begins with the assumption that everyone's behavior is primarily motivated by self-interest and constrained by the limited amount of resources under their control. The central assumption of economics is that individuals maximize their own well-being.
Second, an individual's optimizing behavior is governed by the costs and benefits he or she sees. For example, taxes are part of the price of cigarettes that a smoker sees along with the impact of smoking on their own health. But the discomfort as well as the health effects of other people is usually external to a smoker's decision. The interactions of individuals in markets, each trying to balance their own costs and benefits, leads to an equilibrium - prices and quantities that remain stable until some fundamental condition changes. The presence of an equilibrium in each market gives individuals an information-gathering mechanism through which they learn of and can react to the effect of their decisions on their own well-being.
Third, economics also assumes that there are many possible ways to improve one's well-being, but only one least-cost way. Agents who choose the least-cost path to increasing their well-being are behaving efficiently.
Putting it briefly, economics is a science that describes and predicts human, institutional, and governmental behavior using models of constrained optimization of well-being. Under specific conditions, such behavior leads to a socially efficient equilibrium in which no individual can be made better off without making others worse off.
Economics also has a unified method of analysis. Complex problems or situations are studied by dividing them into the individual decision-making units (the parties to the transaction). Assumptions about what information is available to the parties, which parties know this information, and when, are explicitly stated. The incentives and behavior of each party are examined. The decision making process is broken down into discrete steps and the impact of each step is analyzed. The focus is on the effect of incremental changes in the relevant variables. This analytical method yields estimates of the marginal effects of alternative decisions.
Economic analysis is often applied to the evaluation of government-funded social programs, laws, or mandates. Medicare, Medicaid, unemployment insurance, minimum wage, and school vouchers are examples. The primary aim of such program evaluations is to determine if the benefits of the program exceed its costs, but careful economic analysis often reveals unintended consequences.
For example, evaluations of the expansions of Medicaid eligibility over the past 15 years, aimed at reducing the number of families without health insurance, have shown that many families were switching from somewhat inexpensive private plans to the free Medicaid. Rather than increasing health insurance coverage, the primary effect of eligibility expansion was the crowding out of private health insurance with public health insurance.
Evaluations of increases in the minimum wage have been conducted in large cities. They revealed that instead of increasing the incomes of the working poor, almost all of whom were already earning more than the new minimum wage, unemployment among teenagers increased dramatically.
In recent decades, economic analysis has been applied to social problems such as substance addiction, crime, teenage child-bearing, racial and sexual discrimination, and homelessness.
The rapid increase of homeless in New York City in the 1970's and 80's was found to be due, in part, to housing safety regulations. Efforts to improve housing quality by reducing fire risk and health code violations eliminated the housing in some single room occupancy hotels and raised the cost of others. Those who could not afford the higher-cost housing went to live on the streets.
Rates of child-bearing by women under 20 years of age are higher in the United States than in any of the world's other developed countries. Economic analysis of fertility rates in several European and developing countries has shown that women with greater income earning opportunities have fewer children. The US teenage child-bearing rate has fallen for the past three consecutive years. Economic analysis shows why. The current long-running economic expansion has trickled down to teenage girls and provided them with more jobs. This has raised the opportunity cost of their time, including the time for child-bearing. Their reaction to the increased cost of children has been to have fewer of them.
In almost every year Americans face elections, whether local, state, or federal. These elections lead to an onslaught of election issues, such as the optimal levels of taxes and government spending, campaign funding and spending, deficits, and debt repayment.
Economic analysis provides clear rationales for which goods and services a government should be providing to its citizens, which should be only subsidized, and which should be taxed or prohibited entirely. Economic analysis allows clear comparisons of alternative federal revenue raising schemes (taxes) from a progressive income tax to a 'flat' income tax or a national value-added sales tax.
An issue in this year's presidential election is campaign finance reform. The ability of economic analysis to provide predictions in new situations makes it ideal for showing how politicians, the parties, and political donors would behave under alternative campaign financing schemes.
Economic analysis can also improve one's understanding of international political issues.
There has been political unrest in the Middle East for several decades but there has been recent progress towards an overall peace settlement. Economics can predict, and sometimes offer solutions to, the problems in agreeing to the terms for peace. Analyzing the distribution of natural resources in the area shows that fresh water is scarce. Bluntly put, power lies in the control over water. The source of the Jordan River, which runs into Israel, lies in Syria. Economic analysis, in this case, would include the following. One, the determination of the costs to Israel of various capacities of water desalination plants on the Mediterranean coast and water distribution systems into the interior of Israel should the Jordan River be dammed in Syria. Two, the determination of the costs to Syria of alternative energy sources should a hydro-electric plant not be built on the Jordan River and oil or gas fired steam turbine electricity generators be built instead.
The economic approach is comprehensive enough, and flexible enough, to describe and predict all human behavior from suicide rates to the impact of divorce laws on the division of housework within marriages. The range of issues capable of being analyzed is limited only by your ability. If you are intrigued by fundamental questions such as why some countries or some groups of people within countries are incredibly poor and others incredibly rich, then economics will be an intellectually rewarding field of study.
- In your own words, what does the writer mean when he writes:
- In the section on government and economics, what was the result of increasing the minimum wage? Why?
- The author says that lower teenage pregnancy rates are a result of better jobs for teens- do you agree? What else could this be a result of?
- Why do you think some people in the United States are so much wealthier than others? Do they work harder or did they have advantages others did not? Is this a problem?
Assignment #24- Basic Econ Terms-due Wed, Jan 9 A Day, Thurs Jan 10 B Day
Basic Econ Terms Spring 2019
Using the book or the internet (try this site http://glossary.econguru.com/ ) define the terms in your own words- definitions that have been cut and pasted will not be accepted.
5. Opportunity Cost
6. Free Market Economy
12. Barrier to entry
13. Consumer Price Index
14. Elastic Demand
17. Marginal Cost
19. Fixed Cost
20. Variable Cost
Assignment #23 Take home final- due the day you present your layers of self
Choose any 3 questions to answer.
Your answers should provide examples, some detail and answer all parts of the question- a one-sentence answer will not pass.
1.What are the main duties of the House of Representatives? The Senate?
2.Name the three branches of US Government and explain their main functions.
3.Compare strengths and weaknesses of our democracy to one of the following: communism, anarchy, totalitarianism or Monarchy.
4.What is the Electoral College and is it still necessary?
5.What is a lobbyist? Should special interest groups be able to influence government? Is this free speech? Explain.
6.How does our system of checks and balances keep one branch of government from getting too powerful and outlawing the other 2?
7.How does a case make it to the Supreme Court? Will they take every case? Explain.
8.What are some exceptions to freedom of speech?
9.What main rights to people have once arrested? Why was this important to the founding fathers?
10.Explain the long-term effects of the Civil Disabilities Act. Why was it important?
Assignment #22- Chapter 32 Questions-
Bill of Rights and the Courts
Read the Chapter 32 PDF and answer the questions below.
1. What rights does the Sixth Amendment guarantee? How do these rights ensure a fair trial for those who are accused of crimes?
2. What is the right to counsel? Why is it important?
3. Explain the terms indictment, grand jury, information, bail, double jeopardy, and plea agreement.
4. Why is it important for criminal defendants to have rights before, during, and after trial?
5. What limitations has the Supreme Court placed on states that use the death penalty? Do you agree? Explain.
Assignment-#21Claim for paper-Due in-class Wed Dec 5 A Day, Thurs, Dec 6 B Day
You will need to show me a completed claim in class. You will have some class time for this, but not enough to start from scratch, so work on it for homework. Share the Google doc with me or share a pic if you hand wrote it.
Assignment #20- Dress Code Violations-due Friday, Nov 16 A Day, Monday, Nov26 B Day
Manning jerseys banned by Colorado school district for gang ties
Posted by Darin Gantt on September 6, 2012, 1:56 PM EDT
Peyton Manning’s popularity in Colorado has been immediate, and intense.
But if you want to support him, don’t wear his jersey to school in Greeley.
One family is upsetbecause their 8-year-old son was forced to change out of his new Manning jersey because it doesn’t comply with the school district’s dress code designed to minimize gang activity.
The Greeley-Evans School District has banned the numbers 13, 14, 18 as well as their inverses (31, 41 and 81) because of the ties those numbers have to area gangs.
Pam Vanatta told CBS4 she was “speechless” that her son Konnor couldn’t wear the jersey his grandmother bought him as a gift.
“I knew that Greeley had a gang problem but I didn’t think in any event it should affect someone that’s in third grade,” she said.
School officials say no one objected to the policy — which also bans students from shaving notches in their eyebrows or displaying red or blue bandanas — until Manning signed with the Broncos.
“Now, all of a sudden, it is a big deal,” district spokesman Roger Fiedler told the Denver Post. “Until yesterday there haven’t been any concerns raised about our dress code.
“It’s unfortunate that it has become a big deal. It is not a new policy. It has nothing against [the Broncos]. Mr. Manning is a great role model. We would hope people would understand it has nothing to do with him or the Broncos.”
The numbers 13 and 14 are linked with the Sureño and Norteño gangs, and the 18th Street gang is invoked in the policy as well. Fiedler said the policy has been on the books since the 2008-09 school year, and has been effective.
“Since we did put this in place, we have had a reduction in the reports or incidents of students displaying gang attire and affiliation,” he said.
Ostensibly, the ban also covers wide receiver Brandon Stokley(14), cornerback Omar Bolden(31) and tight end Joel Dreessen(81), though they aren’t pushing nearly the amount of merchandise Manning does.
And as tempting as it is to run local bureaucrats up the flagpole for over-regulating innocent school kids, the reality is that gang violence is a much greater concern than whether little Konnor is able to show his pride in his favorite player — which he can do as soon as he gets off the bus.
And if Konnor’s mom’s not OK with that, tell her to invest in a Champ Baileyor a Matt Praterjersey next time.
1.What if gangs start using other numbers and colors- should the schools ban those jerseys? Should it ban all jerseys?
2.In the past, Windsor Middle School banned all 49er and Giants hats- was this the right thing to do? Did it make Windsor safer?
3.Would a common dress code make schools safer? Explain.
- What should Windsor High School do about gang problems? Should everyone be allowed to wear red? Would that make the problem better or worse? Explain.
Assignment #19 Court and Civil Liberties Terms. Due Wed, Nov 14 A Day, Thur Nov 15 B Day. Upload to the "Reading/Vocabulary" page of your web page.
Court and Civil Liberties Terms
Please define the terms in your own words- no copy and paste!
1. Civil Rights
2. Establishment clause
3. Free-exercise clause
5. Fighting words
8. Symbolic expression
9. Miranda Rights
10. Affirmative action
11. Separate but equal doctrine
12. Civil disobedience
13. Plea Bargain
14. Judicial Review
15. Class Action Suit
16. 14th Amendment
17. Habeas Corpus
19. Due Process
20. Double Jeopardy
Monday, Nov 5
Can the leader of each group send me 1 document that has a link to your Easy Voter guide, your 10-15 questions and your 3 logos for Project check #1? Thanks!
Assignment #18-Chapter 27 Questions-The Bill of Rights Due today!Upload to the Reading/Vocabulary page of your web page.
Download and read the Chapter 27 PDF and then answer all of the following questions.
WHAT DO YOU THINK?
1. In response to public opinion polls revealing Americans’ ignorance of the Bill of Rights, one commentator argued that “the less Americans know about freedoms, the more they are likely to erode without our notice.” Do you agree or disagree with this statement? Why?
2. Re-read the Bill of Rights. Do you think some rights are more important than others? If so, which ones? Explain your reasoning.
REVIEWING AND USING THE LESSON
3. How do the rights found in the U.S. Constitution and the Bill of Rights reflect the influence of classical republicanism and natural rights philosophy?
4. How do American bills of rights at national and state levels differ from the 1689 English Bill of Rights as limitations on government? Is the difference significant? Why?
5. How do the rights of institutions and classes of individuals, such as doctors or the disabled, differ from the rights possessed by all individuals under the U.S. Constitution? Under what circumstances, if any, should such rights be given preference over individual rights? Why?
6. What are “positive rights” and “negative rights”? Provide examples of each.
7. Why has it been difficult to resolve the meaning of the Second, Third, Ninth, and Tenth Amendments to the U.S. Constitution?
Proposition Project Presentation Guidelines and Rubric-Present Nov 9 A Day, Nov 13 B Day
Click here for the guidelines and rubric.
Proposition Project check #1- Due Oct 26/ Oct 29-share with me through Google Docs
- Chapter 20 Questions (each individual must do) (Share with Google Docs)
- Your 1-2 sentence stating your proposition (Start with, "Should California...") and the begin the Easy Voter Guide evg-english-nov2018.pdf slide with how it is now paragraph, what your prop would do, cost to state, list of pros and cons. (Share your Google Slide)
- 5-10 questions the team needs to research.(costs, revenue generated, who would support it, etc..) Share through Google Docs)
- rough draft of logo-3 versions (send a picture or put them on Google Docs)
- Storyboard on Wed, Oct 24/Oct 25
- collect images, music, audio, charts, graphs, headlines for web page and video
Assignment #17 Chapter 20 Questions- Due Monday, Oct 22 A Day, Tuesday Oct 22 B Day. Upload to the Reading/Vocabulary page of your web page.
Chapter 20 Questions
Click here to download Chapter 20
After reading the chapter, please answer the following questions:
WHAT DO YOU THINK?
- What criteria should be used for determining whether changes in the franchise should be made constitutionally or by statute? Why?
- What principles of American constitutional government are served by expansion of the franchise?
- What arguments can you make for removing or denying the franchise to particular groups or individuals? Explain your reasoning.
- Should the voting age be lowered even further? If so, how low and why? If not, why not?
- How have states differed in expanding the franchise?
- What reasoning supported tying the right to vote to property ownership? Is that reasoning still valid today? Why or why not?
- What processes did women use to obtain the right to vote? What factors explain why it took women more than three generations to secure the franchise?
- People between the ages of eighteen and twenty-five vote less often than any other age group. Why do you think this is so?
Assignment #16-Create your own proposition
Create and promote your own Proposition
Each group will be given a general topic to use as a basis for creating their own ballot proposition. The group will need to create the actual ballot language and then persuasive arguments to encourage voters to pass their legislation.
Each group will need to create three products:
- An Easy Voter Guide page for your proposition
- A web page with logo, reasons to vote yes, list of supporters and donations
- A 30-45 second campaign video.
Here are the topics:
1.Temporary tax for schools-create a state sales tax that would help fund schools. Group must decide how much tax, how the money would be distributed and spent, and how the people would know how the money was spent.
2. Drivers insurance discount for athletes and performing arts students. In addition to good student discounts for GPA, teens would receive an additional discount on car insurance for participating as a student athlete or in the performing arts. Group would need to decide what are the qualifications, proof, amount of discount, etc..
3. Require nutritional information on all food sold in the school cafeteria- include nutritionalinformation on all food sold- including calories, fat grams, etc... Would potentially increase school’s costs to label food.Group must convince voters the benefits outweigh the costs.
4. Raise income tax to provide 2 free years of college- raise income tax on top earners in the state to provide 2 years of college- group needs to decide how much tax on whom, who would receive the free education, etc…
5.Lower the voting age to 16- lower the voting age to 16- groups needs to decide if all students are eligible, if they would vote on the entire ballot andfind data to support this.
6. Bond measure to provide housing for homeless/hungry students in the district-property tax to support food and housing for homeless/poverty-level students in your district. Group needs to decide how much per piece of property, who is eligible and which agency would implement the program.
Journal #6-What qualities do you look for in a US President?
You will be watching a short “crash course” video on what is important to American voters. The link to the video is located here:
Crash Course Video- How Voters Decide
You can read the transcript of the video here:
Answer the following questions and load them to your "Research page" on your web page.
1. What are the 3 main ideas people use to decide how they vote?
2. How important is the political party you choose in terms of voting?
3. What are the personal characteristics of a candidate that matter most to voters? Do you agree? Why or why not?
4. What is the third factor that voters say influences them? Should this be the third reason or do you think it should be higher up?
5. What is the difference between “retrospective voting” and “prospective voting”? Which do you think is more important?
6. What is the difference between "Spatial" issues and "Valence" issues? Why might this be important to understanding voter behavior?
7. Finally, what is the “Bradley Effect”? Do you think this might be true? Why?
Assignment #15- Due today! Upload to the "research" page of your web page.
Evaluating the message
Your assignment is to go to each of the following proposition websites and look at videos for each proposition and evaluate their effectiveness. Here are the links:
No on Prop 8 (choose 2 to analyze)
Yes on Prop 10 (Watch and analyze both videos)
Yes on Prop 12 (Watch and analyze both videos)
Answer the following questions for each one of the videos.
1. What is the main point or thesis of the ad? Who is running the ad- hard or soft money?
2. Who is the target audience? How do you know who the target audience is?
3. What images are used? List 3-4 images or symbols and explain how they are used in the commercial.
4. What are the propaganda techniques used- name calling, glittering generalities, etc…
5. How would you rate the overall effectiveness of the ad? What would you change about it and why?
Assignment #14 Why Americans don't vote- Due Wed, Oct 10 A Day, Thursday Oct 11 B Day. Upload to the "Readings/Vocabulary " page on your web page.
Why Don't Americans Vote?
Carleton Kendrick Ed.M., LCSW
Why don't we vote? Our recent midterm national elections resulted in the lowest voter turnout since 1942. Barely 36 percent of our country's eligible voters exercised this political freedom and power, even with our President's survival and single-party domination of Congress in question. When it comes to voting, our kids see over and over again that we don't "walk the talk."
Was voter turnout low because it wasn't a presidential election year? Not really. Only 54 percent of eligible voters cast their ballots during the last four decades of presidential elections. Compare that embarrassing number to Italy's 90 percent, Germany's 80 percent, France and Canada's 76 percent, Britain's 75 percent and Japan's 71 percent. We rank 35th in voter turnout out of the world's prominent democracies.
Lessons taught…and forgotten
What must our kids think of these shameful statistics? What's the lesson learned? Our voter apathy and lack of civic responsibility certainly show them that we don't believe in the privilege and the obligation to vote. Kids should learn that all voters, regardless of their income, education, race or ethnic background, have equal power to influence our democracy.
What's disturbing about this voter turnout tragedy is its demographic disparity. Those voters on the bottom rung of income and education are voting at rates half those of their wealthier, well-educated counterparts. What's fueling this indifference--feelings of powerlessness, cynicism, and hopelessness? Every child, regardless of family income or educational status, deserves to believe that her political voice is strong.
These economic and educational disparities are virtually non-existent in Europe. In this regard, political scientist Mark N. Franklin reports that the United States stands alone among other progressive democracies. In these other nations, he says, "whether people vote is hardly at all affected by their socioeconomic status and hence the resources they bring to the political world."
Teaching by example
Beyond the obvious need for a national grassroots effort to increase voter turnout, what can we do to teach our children the importance of voting in a free society? We can talk with them about how our country was formed because of a desperate thirst to break free from tyranny. We can tell them of the heroic, historic struggles of women and African-Americans to take their places at the voting booths. We can educate them about the crucial issues involved in any vote we cast, whether it's a local town referendum or a presidential election.
But above all, we can vote. And, if possible, we can take our kids to the polls with us so they can begin to feel democracy at work. Parents who express their gratitude and political power by casting a ballot may inspire their kids to take a stand in the future.
© 2000 - 2002 Family Education Network, Inc. All Rights Reserved
1. The writer suggests at the beginning that adults are hypocritical when it comes to voting- they talk about how important it is for people to vote, but then less than 50% of eligible voters vote. Do you agree with this? Does this explain low turnout?
2. Why do you think European countries have such a high voter turnout? Are they more happy or less happy with their governments?
3. What does he mean by “demographic disparity? Why do you think rich people have higher voting rates?
4. Do you think the teaching by example will work for voting? Did you ever go to the polls with your parents? Explain.
5. S it important to increase voter turnout? What do you think the US should do to increase the number of people who vote?
Journal #4- Has the Internet helped or hurt propaganda? On one hand, facts are easily researched. On the other hand, people can find “facts” that support what they already believe and then it becomes their truth.
Assignment #13- Propaganda and Elections- Due at the end of class. Upload to your "Research" Page on your web page.
Read this section on propaganda from “How Stuff Works”.
and then answer the following questions- due at the end of the period.
- Do you agree with the article’s statement that “a failure to mention important details is as bad as an outright lie”? Why/why not? (Think back to the last activity!)
- Compare/contrast any prior knowledge you had about propaganda with what you read in this article. What propaganda do you tend to believe? (advertising, stories about celebrities, etc..)
- Define the following propaganda techniques, and provide examples: name- calling, bandwagon, glittering generalities, card-stacking, plain folks, subliminal message.
- What are the advantages and disadvantages of using each type of media to deliver propaganda?
- Define the following types of propaganda, and give examples:
- political propaganda,
- religious propaganda,
- thought reform,
- government propaganda,
- war propaganda.
- Why does there seem to be a resurgence of propaganda around wartime? What are some examples of wartime propaganda or terrorism propaganda that you have experienced?
Assignment #12-Website Beautification Project
Your task is to improve your website. Here is what I'm looking for; some changes will be minor, others more substantial.
- Have a main Gov/Econ Page
- Connect all 6 pages to that main page-use buttons if you need to
- Get rid of all unnecessary or copyrighted images
- Delete all unnecessary links from original template
- make each page easier for me to navigate
- consider a new theme
- Use Photoshop to create a banner for your name
Assignments due this grading period:
Are you more conservative or more liberal when it comes to politics? (write the journal topic before going to the website) Upload to the "Journal" page of your web page.
next, go to this website,
After you take the quiz, answer the questions below.
- Were you more liberal or conservative? Were you surprised by the answer?
- Which question (or type of questions) were most difficult for you to answer- economic, social issues or something else?
- Are you the same as your friends in class? Do you think your parents would end up the same? Explain.
Wed Sept 26/ Thurs Sept 27
Presentations of Infographics:
1. Check the list and find the 4-5 others in the class that had your same topic.
2. Put all of the infographics in a Folder with your class name and topic. (example: Earth/Federalism)
3. Talk about the different designs and choose the main one you want to present.
4. Share all of them with the class and explain why you chose the one you did.
Assignment #11- Differences between Democrats and Republicans-Due Tuesday, Oct 2 A Day, Wed Oct 3 B Day. Upload to the "Readings/Vocabulary page on your web page.
What is the difference between a Democrat and a Republican?
Please answer the following questions about political parties on a separate piece of paper. Read some of the beliefs each party has before deciding which one you belong to….Use the official websites of the Democratic Party and the Republican Party to help guide you:
1. What parties do your parents belong to or support? Which party do you identify with? Why?
2. Since jobs and the economy are big issues of this election, what does each party say they will do to create jobs? What does each say about taxes?
3. What specifically does each party say about:
4. (Write at least a paragraph for topics A-E)
A. Health care
B. National Security
5. Which party seems more likely to help teenagers? Why?
6. Which party has a better website? Is that important? Explain.
Assignment #10 Current Event Research- Kavanaugh Confirmation Hearings- upload to the "Research" page on your web page.
There has been a delay in the conformation hearing for Supreme Court nominee Brett Kavanaugh. Accusations of a sexual assault while he was in high school have been made, after Christine Blasey Ford contacted her Senator, Diane Feinstein and told her story. She has agreed to testify before the senate on Thursday.
Here is what you need to research:
- Explain the basic facts of the allegations.
- Research and write reasons why Fords’s allegations might be credible.
- Research and write reasons why Kavanaugh’s denial might be credible.
- Is this relevant to s Supreme Court nominee? Explain.
- Who do tend to believe and why?
Assignment #9- Info-graphic on the 6 basic principles of the constitution- Due Monday, Sept. 24 A Day, Tues Sept. 25 B Day/ upload to the "Projects" page on your web page.
Your assignment is to create an info-graphic on one of the 6 underlying Principles of the US Constitution. After being assigned a topic, each individual will research their topic and create their own info-graphic. Each student will create their own info-graphic and then the all the students who had the same topic will decide which one to present to the class. All students with the same topic will speak during the presentation of what they consider to be the best info-graphic.
Info-graphics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly. They can improve understanding by utilizing graphics to enhance the human visual system’s ability to see patterns and trends.
We are going to use Photoshop to create an original info-graphic. You can use the Internet to find little icons and quotes or statistics to go with your info-graphic. If you are having trouble with Photoshop, please ask someone in the class how to use it. Also, there is a free web-based app that you can use that is very similar to Photoshop located here:
Seniors and others who have used Photoshop before, please help others who might be struggling.
Your info-graphic needs to have the following:
- An easy to understand definition of your topic.
- Icons that help explain the concept.
- An example of the concept in action.
- A quote that also helps educate us
- An explanation of why this is an important concept.
It is better to gather the information before you start on the actual graphic part of the assignment.
Click on your class below to find out which topic you have.
The Six Basic Principles of the U.S. Constitution
1. Popular Sovereignty
The People are the legitimate and final source of Government Authority
2. Limited Government
Government may ONLY do what the people have directed it to do
3. Separation of Powers
The division of government power among three equal branches
Legislative- makes law, Executive- enforces law, Judicial- interprets law
4. Checks and Balances
Each Branch limits the powers of the other two Branches
Executive- veto law of Legislature... Appointment power of Judicial (appoints Federal Judges)
Legislative- impeachment power of the Executive AND Judicial branches
Judicial- Judicial Review of Executive AND Legislative branches (decides constitutionality of the actions of the Executive and Legislative branches)
5. Judicial Review
The Court’s Power to determine the constitutionality of governmental action 6. Federalism
The division of government power between National and state governments
Assignment #8 Chapt 6 Questions- Free From Great Britain Due Thursday, Sept 20 A Day, Fri Sept 21 B Day. Upload to the "Readings/Vocabulary page on your web page.
Chapter 6 – Free from Great Britain
Read the following PDF and answer all of the questions below.
Free from Great Britain
1. How would you describe British policies toward the colonies before the 1750s? How and why did those policies change in the 1760s and 1770s?
2. What were the colonists’ major objections to British policies in the 1760s? What rights did the colonists claim that those policies violated?
3. What is meant by the term sovereignty? How was sovereignty a disputed matter between Great Britain and the colonies?
4. What are the basic ideas and arguments set forth in the Declaration of Independence?
5. What problems identified in the Declaration would have to be corrected for governments created after American independence to be legitimate?
6. The Declaration of Independence states that people have a right to abolish their government. When is revolution necessary? Are a “long Train of Abuses and Usurpations” required for revolution to be legitimate? Why or why not?
In-class activity -Create a law
Working in groups of 3-4 you will be assigned one the following topics and write a bill that would propose a new law.
You need to write about a paragraph to explain the foundations for your new law. Decide whether you are creating a law limiting something or establishing a new right. Use the Internet to research some statistics to support your law. After you develop your law, the class will vote on whether to accept of reject it. I will act as President and either sign or veto the bill. (I will also tell you ahead of time if I think your law is unconstitutional) If vetoed, the class can vote again to override my veto.
For your law, answer the following questions:
What problem will it fix?
What special interest groups will be on your side? Who might oppose your law?
Does it cost money, generate money or is neutral?
Is it already covered by the constitution or will it be a state law?
What will be the biggest obstacle to getting this passed?
1. The pledge of Allegiance
2. Use of Smart Phones at schools
3. Junk food in schools
4. Dress Code in schools
5. Use of Native American names as school mascots
6. High School Transcripts and GPA’s made public
7. Drug testing of high school students
Assignment #7- Choose a song to replace the National Anthem- Due Tuesday, Sept 18 A Day, Wed Sept 19 B Day. upload to the "Projects" page on your web page.
Your assignment is to choose a song to replace “The Star-Spangled Banner”, our national anthem.
Since there has been so much controversy around the national anthem, maybe it is time to choose a new song. First, look at the lyrics to our current song:
Oh, say can you see by the dawn’s early light
What so proudly we hailed at the twilight’s last gleaming?
Whose broad stripes and bright stars thru the perilous fight,
O’er the ramparts we watched were so gallantly streaming?
And the rocket’s red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
Oh, say does that star-spangled banner yet wave
O’er the land of the free and the home of the brave?
Is this still relevant? There are other lyrics, but we only use this section.
Your task is to select a new song and explain why you thing it would be an honorable replacement. A few things to consider:
This is a national anthem, so it should appeal to a broad spectrum of Americans.
It should have a positive message-remember, it is supposed to inspire a sense of national pride.
It should be a bit a propaganda, not a commentary on what you think of America today.
It should be short enough for people to sing it- you can use part of a song, but don’t take it out of context. For example, Bruce Springsteen’s “Born in the USA” is not a proud homage to the greatness of America, but a criticism of the US involvement in the war in Vietnam.
After you choose a song, create 3-4 slides that provide the lyrics, an audio link to the song, and a persuasive argument as to why it should be the new national anthem.
Journal Topic #2-What does patriotism mean to you? Who gets to define what is "patriotic"?
Assignment #6 In-class writing. Should Prescription Drugs be advertised directly to consumers? upload to the "Writing" page on your web page.
Your assignment is to write a 5 paragraph essay on “Should Prescription Drugs be advertised directly to consumers? You need to share it with me by midnight today and upload it to the "writing" section of your webpage.
Start by going to this website:
This is about those commercials we see on TV advertising a prescription drug and listing all the positive and negative effects. Read the arguments in favor of this and the arguments against, and decide whether you are in favor of the government allowing this kind of advertising.
Start with your claim- why do you think that this is either good or bad for the average person? What effects might this have on society? What are the best arguments you read- what does the data say?
Once you come up with your claim, then you need to support your main idea, with data, quotes and other evidence. For each bit of data you present, follow up with some analysis of what the data means and add an opinion of why this might be a good thing or a bad thing, depending on whether you are for or against it.
You need to use at least 3 direct quotes and cite your sources. If you quote, “Most DTC (Direct to Consumer) prescription drug ads spend more time on benefits than negative side effects. “(C. Lee Ventola, "Direct-to-Consumer Pharmaceutical Advertising: Therapeutic or Toxic?,” ncbi.nlm.nih.gov, Oct. 2011).
Finish off with a conclusion that reflects your research and main points. Your conclusion should analyze 1-2 of your main arguments and add some opinion based on the evidence; it is your chance to make a closing argument.
Notebook Check #1- Due Friday, Sept 7
Assignment #2 and #4
Structure of Government notes
Assignment #3 Positive action by Gov
Assignment #5- Constitution Research- due Monday, Sept 10 A Day, Tuesday, Sept 11 B Day.upload to the "Research" page on your web page.
United States Constitution Research
You will read the US constitution and answering questions about the document. Some of the answers involve abstract reasoning, some straight out of the document. You can find an easy to read copy of the constitution here:
For each answer that asks about specific language from the constitution, write the article and section number, such as “Article 1, section 3”. None of the answers are in the amendments- all are in Articles 1-7.
- What are the qualifications to be a Representative to Congress?
- Who has sole power to try all impeachments? What can a President be impeached for?
- Does the constitution say Congress could vote on making California into two states- a North and Southern California? Explain.
- When can Senators and Representatives not be arrested? What are the exceptions?
- Who has the power to raise the tax rate? Who collects taxes?
- Can an individual from a city or town become King of that city or town? Why or why not?
- What are the requirements to become President? Should this be changed?
- What can a President be impeached for? Is this specific enough? Why?
- Who could decide a court case involving an individual and a state?
- How can the constitution be amended? What do you think should be added or taken away from the constitution?
Assignment #4-Chapter 11 Reading and Questions- Due Thursday, Sept 6 A Day, Friday, Sept 7 B Day
Chapter 11 Questions- Separation of Powers
1. Why did the delegates enumerate the powers of Congress? Why do you think it did not enumerate the powers of the executive and judicial branches in the same detail?
2. What issues did the delegates have to decide regard- ing the organization of the executive branch of government, and how did they resolve these issues?
3. How did the delegates make sure the executive branch would have enough power to fulfill its responsibilities but not so much power that it could dominate the other branches of government?
4. What is the Electoral College, and why did the delegates decide to create it?
5. The Framers designed the national judiciary with the goal of making it independent of partisan politics. What constitutional provisions contribute to judicial independence? What constitutional provisions might threaten that independence?
6. Has the checking and balancing relationship among the three branches intended by the Framers been maintained? Explain your response and support it with evidence.
Assignment #3- Positive Action Taken by Federal Government- due Thursday, Aug 30, A Day, Friday Aug 31 B Day
Current Event – Find some positive action the Federal Government has done
Your assignment is to find some action the federal government has taken in the last month that you agree with and think is good for the American people. Include a link to the article and a detailed paragraph explaining why you support this action.
Assignment #2- Types and structure of Government Terms-Due Tuesday, Aug 28 A Day, Wednesday Aug 29 B Day
Please define the terms in your own words- definitions that are copied and pasted will not be accepted.
- Divine Right Theory
- House of Representatives
- Majority leader
- Public Good
- Speaker of the house
Journal #1- What are the strengths and weaknesses of our democracy today?
Assignment #1- Application to be a student in Areté- Due Friday, Aug 24 A Day, Monday Aug 27 B Day
In order to better prepare for the work force, your first assignment is to fill out this application for the position of “student”. Please answer all questions and turn in next class, Aug. 24 A Day, Aug 27 B Day.
I am applying for: Student Honors Student
- Why do you want to be a student in Areté? If returning, how will this year be better?
- Tell me about your previous experience as a student- when was a time you felt most successful?
- What is your biggest challenge to being a student?
- How would you describe your learning style? (strong reader, hands-on, good listener, able to research, etc…)
- How would you say you work in group projects? Explain.
- Tell me about a conflict you have had as a student- what happened and how did you resolve it?
- What would other teachers say about you as a student?
- Where do you see yourself 5 years from now?
- Do you have any relatives or friends that were students at Areté? What do you know about our academy?
- Do you have any questions about Areté?