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Subject: Survey Economics |
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1. Topic-
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| Fiscal Policy & Monetary Policy |
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2. Content-
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-- fiscal
-- monetary
-- policy
-- expansionary
-- contractionary
-- policy lags
-- deficit
-- surplus
-- debt
-- mandatory spending
-- discretionary spending |
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3. Goals: Aims/Outcomes-
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1. Students will deepen their understanding of how the government
receives money.
2. Students will deepen their understanding of how the government
spends money.
3. Students will learn some limitations/shortfalls of fiscal policies.
4. Students will learn the difference between a 'debt' and a 'deficit'.
5. Students will learn what causes a deficit. |
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4. Objectives-
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1. Get students to understand where the government gets their money
from.
2. Help students understand different ways the government spends money
(mandatory vs. discretionary).
3. Help students understand how these fiscal policy decisions truly
can affect their daily lives.
4. Help students see the bigger picture of why the government does
what they do with fiscal policy. |
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5. Materials and Aids-
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-- projector
-- computer
-- current news article
-- whiteboard (if needed) |
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6. Procedures/Methods-
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A. Introduction-
1. Welcome students upon entering the classroom and check up on
how they are doing.
2. Ask students to put phones away and focus on beginning instructions.
3. Explain who Mr. Murphy is and why he is here.
4. Remind students to turn in due assignments and missing work for
partial credit. |
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B. Development-
1. Introduce current news article for the day, reminding students
WHEN we do news and WHY we do news.
2. Explain what the article is about and tie in relevancy to students
lives.
3. Host brief (verbal) discussion on students thoughts and reactions
to the news article.
4. Wrap up/solidify/condense main idea and transition into notes.
5. Ask students to pull out Archive #20, refresh memory of what we
covered the previous day.
6. Host brief lecture on fiscal policy, keeping pacing slow but deliberate.
Ask students to raise hands, and don't rapid fire questioning.
7. Take a brief "brain break". Get students moving around, taking
a break from the material, and getting the minds refocused and refreshed.
8. Refocus students back in their seats and show them Obama's 2013
Budget.
9. Spend a few minutes explaining the interactive budget, tying in
material from notes they just took.
10. Finish up Archive #20
11. (IF TIME) Complete 'web activity' of most important areas to spend
money on federally. |
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C. Practice-
-- students will actively participate in current news discussion
-- students will interact with my lecture when asking them questions
-- students will participate in 'brain break' and move around with
the rest of the class
-- students will brainstorm ideas of places that are most important
to spend federal money on. |
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D. Accommodations (Differentiated Instruction)-
| 1. Assist students individually who need special help (ones who
write slower, ones that fall asleep, those who have trouble speaking
English, etc.) |
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E. Checking for understanding-
1. Ask students to expand their explanation if vague or remote.
2. Ask students questions throughout lecture.
3. Ask students to think of areas they believe are most important
to spend money on federally. |
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F. Closure-
1. If time allows, have the students create a 'web' on the board
of the most important areas to spend federal revenue on.
2. Have the students build off each others ideas or explain why they
might disagree. |
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7. Evaluation-
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1. Spend a few minutes on personal thoughts/reflections about how
the lesson went, change accordingly as class periods move on.
2. Talk with the teacher about overall observation, how things have
improved since last observation, and what things to improve upon for
future employment (!).
4. Discuss final-semester assessment with teacher, bringing up my
personal reflection along with the thoughts from my experience.
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