ELIZABETHTOWN AREA HIGH SCHOOL
SYLLABUS
ADVANCED PLACEMENT MACROECONOMICS
Instructor:
Department:
Length of Course:
Weight
Grade Level
Prerequisite:
Email:
James J. Sostack Jr.
Social Studies
Full Year (A/B Block format)
1.20
11 and 12
Open enrollment
james_sostack@etownschools.org
Textbook and Supplemental Materials
Krugman's AP Macroeconomics
David Anderson's economics by EXAMPLE
AP Economics: Macroeconomics Student Activities 3rd Edition, New York: The National
Council for Economic Education
Website Support: Economics University : www.Reffonomics.org
Economics Classroom by Welker's Wikinomics :www.econclassroom.com
Paul Solman video series: available on youtube
National Council for Economic Education: www.econedlink.org
Recommended extended reading:
The Economist, New York Times, Forbes,
Fortune, and the Wall Street Journal
Rationale, Description, and Purpose
Students enrolled in this course will master the basic principles that guide economic theory
and practice in the domestic and international market place. As our world becomes more
interconnected through technological advances, an awareness of basic economic theory
becomes imperative for the active citizen. Consumers and producers, as well as national
economies, rely on economic information for their decision making.
Students can expect to learn how the measures of economic performance, such as GDP,
inflation, and unemployment, are constructed and how to apply them to evaluate
macroeconomic conditions of an economy. Students will also learn the basic analytical tools
of macroeconomics, primarily aggregate demand and aggregate supply model and its
application in the analysis and determination of national income, as well as evaluating the
effectiveness of fiscal policy and monetary policy in promoting economic growth and
stability. Recognizing the global nature of economics, students will also have ample
opportunities to examine the impact of international trade and international finance on
national economics. Various economic schools of thought are introduced as solutions to
economic problems are considered. All students will be adequately prepared for the
Advanced Placement Exam on Macroeconomics.
Personal Philosophy
Over the years I have developed a passion for teaching economics. Seniors often find the
subject of economics a complete mystery having had limited subject background. While
economics provides vital concepts to explain the world, it also teaches a way of thinking.
Indeed, while they may not always enjoy the subject matter it is exciting when students see
the relevance to their daily decision making. Having experienced the set backs created by
poor financial decisions over the last decade, my goal is to provide students with the
necessary skills and thinking to avoid the pitfalls of the past.
Content, Scope, and Sequence
This course focuses on six basic units that will give students a deeper understanding of
macroeconomic theories and practices. Each unit is designed to give a comprehensive
overview of a particular aspect of the economic system as a whole.
Course Outline
Unit 1: An Introduction to Economics ( 12 Blocks)
Topic I: Basic Economic Concepts
A.
B.
C.
D.
E.
Scarcity: What is it? Why is it so important to economic thought?
Opportunity Cost: Define and compute it. Why can it never be avoided?
Production Possibilities: Construct and interpret production possibilities
Schedules, and graphs; relate production possibilities curves to the issues
of scarcity, choice and cost. Why are most PPC's bowed out?
Specialization and Comparative Advantage: Define and calculate
Absolute and comparative advantages for production exchange
Functions of Any Economic System
1.
Answering the questions: What to produce, How to produce?
For whom to produce?
2.
Define ways societies determine allocation, efficiency, and equity.
Topic II: Demand, Supply, and Price Determination
A.
Demand: Define and illustrate demand through schedules and graphs
1.
Distinguish between change(s) in quantity demanded and
change(s) in demand
2.
Examine the inverse relationship existing between quantity
demanded and price. Evaluate the Law of Demand
3.
Identify and explain the variables that cause a change in demand
4.
Illustrate graphically a change in demand verses a change in
quantity demanded
B.
Supply: Define and illustrate supply through schedules and graphs
1.
Distinguish between change(s) in quantity supplied and change(s)
in supply.
2.
Examine the direct relationship existing between quantity supplied
C.
and price. Evaluate the Law of Supply.
3.
Identify an explain the variables that cause a change in supply
4.
Illustrate graphically a change in supply versus a change in
quantity supplied
Equilibrium Price and Quantity: Define and illustrate equilibrium through
Schedules and graphs.
1.
Define and illustrate surpluses and shortages
2.
Define the effects of surpluses and shortages on prices and
quantities
3.
Interpret the effects of a price floor and price ceiling on
equilibrium price and quantity.
4.
Introduction to market failures: lack of competition, externalities,
and public goods
Unit One Key Terms: economics, factors of production-inputs, capital, microeconomics,
macroeconomics, positive economics, normative economics, ceteris paribus, fallacy of
composition, scarcity, opportunity cost, model, production possibilities, constant costs, law of
increasing opportunity cost, absolute advantage, comparative advantage, specialization, terms
of trade, demand, law of demand, quantity demanded, market demand, substitutes,
complements, normal goods, inferior goods, supply , law of supply, quantity supplied, market
equilibrium, equilibrium price, equilibrium quantity, price floor, price ceiling, elastic, unit
elastic
Unit 2: Measurement of Economic Performance ( 11 Blocks)
Topic I: Gross Domestic Product and National Income Concepts
A.
Measuring GDP, Four-Sector Flow Model, and Flow Versus Stock
1.
Expenditure approach [C+I+G+(X-M)]
C= Personal Consumption Expenditure
I= Gross Private Investment
G= Government Consumption Expenditures and Gross Investment
X-IM= Net Exports
2.
Income approach (W+I+R+P)
W= Compensation of Employees
I= Net Interest
R= Rental Income of Persons
P= Profits (Non-income adjustments)
3.
Problems with calculating GDP: Nonmarket transactions,
distribution, kind and quality of products
4.
Changing Nominal GDP (NGDP) to real GDP (RGDP). How and why?
5.
Other national income accounts: net national product (NNP), national
income (NI), personal income (PI), and disposable income (DI)
Topic II: Unemployment and Business Cycle
A.
The Roller Coaster: The four phases of the business cycle
B.
Total Spending and How It Affects the Business Cycle
C.
Unemployment: Defined
D.
E.
F.
G.
Topic III:
A.
B.
C.
D.
E.
D.
Problems with the Unemployment Rate: Who is counted and who isn't?
Types of Unemployment
1.
Seasonal, Frictional, Structural, Cyclical
2.
Which type(s) affect the unemployment rate?
Full Employment: What is it? What are the implications if achieved?
The GDP Gap: Explaining lost potential
Inflation
The Meaning and Measurement of Inflation
The Consumer Price Index (CPI) and How It Is Computed
Problems with the CPI
Other Indexes: Producer Price Index
Consequences of inflation: shrinking incomes, changes in wealth, effect
on interest rates
Demand-Pull and Cost-Push Inflation
Unit 2 Key Terms: business cycle, recession, trough, peak, recovery, economic growth, gross
domestic product, gross national product, intermediate goods, finals goods, multiple counting,
expenditure approach, income approach, personal consumption expenditures, gross private
domestic investment, net private domestic investment, government purchases, net exports,
national income, disposable personal income, nominal GDP, real GDP, GDP deflator, labor
Force, unemployment, frictional unemployment, structural unemployment, cyclical
unemployment, full employment rate of unemployment, natural rate of unemployment,
inflation, consumer price index, weighted goods, demand-pull inflation, cost-push inflation,
nominal income, real income, deflation
Unit 3: Macroeconomic Theory and Policy (11 Blocks)
Topic I: The Classical Theory and the Keynesian Theory: An introduction
A.
The Role of the Consumption Function
B.
Marginal Propensities to Consume and Save
C.
Why the Consumption Function Shifts and How It Affects Aggregate
Demand
D.
The Role of the Investment Function.
E.
Why is Investment Demand Unstable?
1.
Expectations
2.
Technological change
3.
Capacity utilization
F.
Investment as an Autonomous Expenditure
G.
Graphing the Aggregate Expenditure Function
Topic II: Keynesian Model in Action
A.
Government and Spending and How It Affects Aggregate Demand
B.
Adding International Trade to the Aggregate Expenditure Model
C.
The Spending Multiplier: the math and its effects
D.
Recessionary and Inflationary Gaps: a Graphing Exercise
Topic III: Aggregate Demand and Supply; National Income and Price Determination
A.
Aggregate Demand Curve: Reasons for its Shape
1.
Real balances effect
2.
Interest rate effect
3.
Net export effect
B.
Non price-Level Determination of Aggregate Demand
C.
Aggregate Supply Curve
1.
Classical view
2.
Keynesian view
3.
Changes in equilibrium price and quantity with the three ranges
D.
Non price-Level Determination of Aggregate Supply
E.
Macroeconomic equilibrium
Unit Three Key Terms: Marginal propensity to consume, marginal propensity to save,
investment, multiplier, investment schedule, leakage, injection, real balances effect, interest
rate effect, foreign purchases effect, aggregate demand, short-run aggregate supply,
equilibrium price level, equilibrium real output
Unit Four: Fiscal Policy/Public Sector (13 Blocks)
A.
Discretionary Fiscal Policy
1.
Changes in government spending
2.
Changes in tax rates
3.
Balanced-budget multipler
B.
Supply-Side Policies
C.
Laffer Curve
D.
Government Size and Growth
1.
Financing budgets
2.
Government expenditure patterns
E.
Types of Taxation
1.
Progressive
2.
Proportional
3.
Regressive
F.
Federal Deficits and the National Debt
1.
The Federal Budget-Balancing Act
a.
Gramm-Rudman-Hollings Act
b.
Line-Item Veto
c.
Budget ceiling
Unit Four Key Terms: Expansionary fiscal policy, contractionary fiscal policy, budget deficit,
budget surplus, built-in stabilizer, discretionary policy, entitlements, progressive tax system,
regressive tax system, proportional tax system, horizon equality, vertical equality, crowding
out effect, crowding-in effect, net export effect, stagflation, Laffer curve, aggregate supply
shocks, Reaganomics, supply-side economics, long-run vertical supply curve, line-item veto
National debt, Keynesian Theory, Classical Theory, long-run aggregate supply
Unit Five: Money, Banking, the Financial Sector, and Monetary Policy (10 Blocks)
A.
Three Functions of Money
B.
What Stands Behind the U.S. Dollar?
C.
The Three Money Supply Definitions
1.
M1: most narrowly defined money supply
2.
M2: adding near monies to M1
3.
M3: adding large time deposits to M2
D.
Financial assets: Money, Stocks, Bonds
1.
Time value of money (present and future value)
2.
Banks and creation of money
3.
Money demand
4.
Money market
5.
Loanable funds market
E.
The Federal Reserve System (FED)
1.
Origins and organization structure
2.
Powers of the FED
a.
controlling the money supply
b.
clearing checks
c.
supervising and regulating banks
d.
loaning currency to banks
e.
acting as the bank for the U.S. government
3.
Tools of the FED
a.
open market operations
b.
discount rate
c.
reserve requirement
F.
The Money Multiplier
1.
Theory versus reality
G.
Monetary Policy Shortcomings
1.
Money multiplier inaccuracies
2.
Lags in policy effects
H.
Monetary Policy
1.
The demand for money and how it may affect interest rates
2.
How monetary policy affects prices, output, and employment
3.
The Monetarist view of money (MV=PY)
4.
A comparison of view, Monetarist, Keynesian, and classical economists
I
The Philips Curve and Expectations Theory
1.
What Is the Phillips Curve?
a.
In the short run
b.
In the long run
c.
Okun's Law
J.
Rational Expectations Theory
1.
Can it work?
Unit Five Key Terms: Federal Reserve Board of Governors, MI, M2, M3, digital money,
open market operations, discount rate, reserve requirement, money multiplier , stop and go
monetary policy, Monetarist, fiat, commodity money, excess reserves, federal funds rate,
prime interest rate, nominal interest rate, real interest rate, FDIC, velocity of money
Unit 6: The International Economy (10 Blocks)
Topic I: International Trade and Finance
A.
Why Nations Trade at All
B.
Comparative and Absolute Advantage
C.
Free Trade Versus Protectionism
1.
Arguments for free trade
2.
Arguments against free trade
D.
The Balance of Payments
1.
current account
2.
capitol account
3.
International debt of the United States
E.
Exchange Rates
1.
Supply and demand for foreign exchange
2.
Current fluctuations
a.
appreciation and depreciation
b.
graphing currency changes
Topic II: Comparative Economic Systems
A.
Basic Types of Economic Systems
1.
Traditional, command, and market economies - defined and
analyzed
2.
The mixed economy of today
3.
Capitalism and socialism: basic tenets
4.
Comparing the systems
B.
Comparing Developed and Developing Countries
1.
Classifying countries by GDP per capita
a. problems with classification
2.
How to sustain economic growth in developing countries
a. national resources
b. policy making
3.
Implications of a changing world
Unit Six Key Terms: tariffs, quotas, subsidies, absolute advantage, comparative advantage,
terms of trade, world price, domestic price, current account, balance of goods and services,
trade deficit, trade surplus, capital account, official reserves, flexible exchange rates, fixed
exchange rates, depreciation, appreciation, General Agreement on Tariffs and Trade (GATT),
World Trade Organization (WTO), North American Free Trade Agreement (NAFTA)
Unit Seven:
AP Macroeconomic Exam Review (6 Blocks)
A.
Practice Free Response Questions
B.
Master Graphing and Calculations
C.
Finalize Review Problem Sets
Course Requirements:
AP Macroeconomics is a year long course (A/B format) that must include the introductory
units that are relevant to any economics curriculum. The following are required for all
students.
A.
AP Exams in May
B.
Workbook from the National Council on Economic Education. Students are required
to purchase Morton and Goodman's Advanced Placement Economics:
Macroeconomics, Student Activities 3rd Edition workbook. Students are expected to
bring their workbook to class each day. It will ultimately become a review book
C.
A notebook and binder. Students are expected to maintain a spiral notebook and a
topically organized binder.
Projects:
Performance-based Assessment: Students will be assigned a variety of performance based
mini-projects throughout the instruction of the course.
Group Research Project: Student groups of three or four will complete an economics research
project of significance and present their findings in two ways: 1) a written paper 8 to 10
pages in length and 2) an oral presentation to the instructor. In order to learn any subject
fully, students need to integrate concepts in a project.
Simulations/Performance Based Assessments:
Students will be engaged in a variety of simulation activities to foster insight and mastery of
unit concepts (i.e. financial markets, foreign trade, etc).
Assessments:
The cycle of instruction is first to use the text to introduce the concepts. Students are assigned
chapter reading questions, typed notes, outlines, graphs and their captions and the vocabulary
list for each chapter. Each unit of study will be assigned a unit "problems set" prior to the first
assessment. Lessons from the student activities workbook will be assigned during the
instruction of the unit to reinforce concepts .
Student Evaluation:
Test formats are objective (multiple choice) and free-response questions. Most objective tests
consist of 50 - 60 multiple choice questions and a 35 minute free response essay question.
Timed testing is adopted during the review process prior to the AP Macroeconomics exam. A
Final Exam will be given at the end of the course as required by the district.
Homework is accepted before students take the unit exam. The homework consists of
textbook chapter review questions, problem sets for each unit, student lesson assignments
from AP student activities workbook, charts that pertain to the unit (e.g. characteristics,
similarities, and differences between economic theories, governmental policies, international
policy, etc.) and applicable graph data. Late assignments will be deducted 30% for each
corresponding day that it's late.
Grading:
Percentage grading is in accordance with the adopted school policy.
Assessment tools such as rubrics will be given prior to projects. Extra
Credit may not exceed 5% of a student's grade and will be assigned the
last week of the marking period but rather during the semester. Arrangements
for make up exams must be completed within five school days following an
absence. All make up work must be completed within two school days of
absence.
Recommendations for success:
Take good class and assignment notes.
Answer questions in complete sentences
Draw graphs neatly and label all parts
Read the newspaper, internet news, and news magazines
Watch the television news and talk shows frequently (i.e. nightly news,
Meet the Press, Frontline, MSNBC, CNN, This Week)
Passive learning is not recommended! Express your views on events that relate
to our economic discussions. Your opinion is important but be sure to listen to
the opinions of others with an open mind. Respect the right others to express their
political/economic opinion. You can always "agree to disagree".