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m o d e l
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evening classes
Principles of
Macroeconomics
ECON 101
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Cover
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course
overview
learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
ECON 101
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Principles of Macroeconomics
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
Principles of Macroeconomics | ECON 101
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Principles of Macroeconomics | ECON 101
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Principles of Macroeconomics | ECON 101
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Principles of Macroeconomics | ECON 101
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Principles of Macroeconomics | ECON 101
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Principles of Macroeconomics | ECON 101
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Principles of Macroeconomics | ECON 101
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
Principles of Macroeconomics | ECON 101
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Principles of Macroeconomics | ECON 101
Faculty Evening Course Overview
Course Description
Determination of income, employment, and the price level. Effects of fiscal and monetary policies.
Course Materials
Required Textbook and Materials
Boyes, William & Melvin, Michael (2013). Fundamentals of economics, (6th ed.) New York, NY:
Cengage. ISBN 9781133956105
Suggested Course Materials
Wall Street Journal, Investors Business Daily, cnbc.com, forbes.com,
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
home
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resources
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Principles of Macroeconomics | ECON 101
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
1A
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL Example: Free Markets
5 - Evaluating
Explain how price is
established by means of
Supply & Demand.
IDEA 2 Objective: Learning
fundamental principles
Chapter 1-3 questions
5 pts
4 - Analyzing
Distinguish between free
markets and government
intervention.
IDEA 1 Objective: Gaining factual
knowledge
Chapter 1-3 questions
5 pts
1B
4 - Analyzing
Analyze the free markets
IDEA 4 Objective: Developing Skills
Topic: Free Market. Discussion
Post and two Response Posts on
D2L
10 pts
2A
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
analyze
Quiz 1 – covering chapters 1-3
25 pts
6 - Creating
Create Total Cost, Average
Cost & Marginal Cost curves.
IDEA 4 Objective: Developing Skills
Chapter 4-6 questions
5 pts
5 – Evaluating
Explain price elasticity.
IDEA 2 Objective: Learning
fundamental principles
Chapter 4-6 questions
5 pts
5 - Evaluating
Explain and Illustrate PBL
PBL Example: Price Elasticity
IDEA 11 Objective: Learning to
Analyze
2B
3 - Applying
Model price elasticity.
IDEA 4 Objective: Developing Skills
Topic: Price Elasticity.
Discussion Post and two
Response Posts on D2L
10 pts
3A
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
Analyze
Quiz 2 – covering chapters 4-6
25 pts
4 - Analyzing
Compare Monopoly,
Monopolistic Competition &
Oligopolies.
IDEA 1 Objective: Gaining factual
knowledge
Chapter 7-9 questions
5 pts
5 – Evaluating
Interpret market failures
and to big to fail.
IDEA 1 Objective: Gaining factual
knowledge
Hallmark: Humility
Chapter 7-9 questions
5 pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL Example: Financial Crisis
4 - Analyzing
Analyze the cause of the
great recession of 2008.
IDEA 4 Objective: Developing Skills
Topic: To Big to Fail. Discussion
Post and two Response Posts on
D2L
3B
Hallmark: Humility: Accepting the
demand for realism and
accountability
10 pts
about Bloom’s Taxonomy
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
Principles of Macroeconomics | ECON 101
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
4A
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
analyze
Quiz 3 – covering chapters 7-9
25 pts
6 - Creating
Discuss why Aggregate
Supply & Demand curves
shift.
IDEA 2 Objective: Learning
fundamental principles
Chapter 10-12 questions
5 pts
4 – Analyzing
Compare the different types
of unemployment.
IDEA 1 Objective: Gaining factual
knowledge
Chapter 10-12 questions
5 pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL Example: GDP, CPI & PPI
4B
5 - Evaluating
Measure unemployment
IDEA 4 Objective: Developing Skills
Topic: Unemployment.
Discussion Post and two
Response Posts on D2L
10 pts
5A
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
analyze
Quiz 4 – covering chapters 10-12
25 pts
6 - Creating
Develop Total Cost, Average
Cost & Marginal Cost curves.
IDEA 2 Objective: Learning
fundamental principles
Chapter 13-15 questions
10 pts
4 - Analyzing
Distinguish between
Monetary & Fiscal Policy and
their respective
responsibilities.
IDEA 11 Objective: Learning to
analyze
Problem based learning paper:
Fiscal and Monetary Policy
50 pts
4 - Analyzing
Examine the key differences
between fiscal and
monetary policy.
IDEA 4 Objective: Developing skills
Topic: Fiscal & Monetary Policy.
Discussion Post and two
Response Posts on D2L
10 pts
5B
Total Points for the Course
Discussion Questions
10 points each x 5
= 50 points
20% of the total points
Chapter Questions
10 points each x 5
= 50 points
20% of the total points
Quizzes
25 points each x 4
= 100 points
40% of the total points
PBL project
50 points each x 1
= 50 points
20% of the total points
Total Points for the Course
= 250 points
100% of the total points
home
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expectations
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course
overview
learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Learning Outcomes
Principles of Macroeconomics | ECON 101
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Economics & the Free
Market Process
•
•
•
•
•
•
no pre-assignment for session 1A
Review Chapter 1-3 of textbook.
Chapter 1 Study Guide key matches, page 19.
Chapter 2, Practice questions 2-10 page 55
Chapter 3, Practice questions 1-5 page 76.
PBL Example: Free Markets (steps 1-6).
01 B
online
Economics & the Free
Market Process
•
•
•
•
•
Discussion #1 – The Free Market.
* Assignments are due before class and are required to be
submitted to the dropbox in D2L.
Chapter 1: Quick check quiz questions 1-5 page 20.
Chapter 2: Quick check quiz questions 1-10 page 54-55.
Chapter 3: Quick check quiz questions 1-8 page 75-76.
02 A
F2F
Cost, Profit Maximization &
Competition
•
•
•
•
•
•
Quiz #1 covering Chapters 1-3.
Review Chapter 4-6 of textbook.
Chapter 4: Practice questions 1-5 page 91.
Chapter 5: Practice questions 1-5 page 106.
Chapter 6: Study Guide key match page 126-127.
PBL Example: Price Elasticity (steps 1-6).
02 B
online
Cost, Profit Maximization &
Competition
•
•
•
•
•
Discussion #2 – Price Elasticity.
* Assignments are due before class and are required to be
submitted to the dropbox in D2L.
Chapter 4: Quick check quiz questions 1-9 page 90-91.
Chapter 5: Quick check quiz questions 1-5 page 105-106.
Chapter 6: Quick check quiz questions 1-10 page 127-128.
03 A
F2F
Government Intervention &
Free Markets
•
•
•
•
•
•
Quiz #2 covering Chapters 4-6.
Review Chapter 7-9 of textbook.
Chapter 7: Study Guide matching page 151.
Chapter 8: Practice questions 1-10 page 179.
Chapter 9: Study Guide matching page 199.
PBL Example: Financial Crisis (steps 1-6).
03 B
online
Government Intervention &
Free Markets
•
•
Discussion #3 – To Big to Fail.
* Assignments are due before class and are required to be
submitted to the dropbox in D2L.
Chapter 7: Quick check quiz questions 1-10 page 151-152.
Chapter 8: Quick check quiz questions 1-2 page 179.
Chapter 9: Quick check quiz questions 1-10 page 199-200.
•
•
•
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Course Schedule
Principles of Macroeconomics | ECON 101
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
04 A
F2F
Unemployment, Inflation and
Macroeconomic Equilibrium
•
•
•
•
•
•
Quiz #3 covering Chapters 7-9.
Review Chapter 10-12 of textbook.
Chapter 10: Practice questions 6-11 page 223-224.
Chapter 11 Practice questions 1-10 page 248.
Chapter 12: Study Guide key match page 272.
PBL Example: GDP, CPI, PPI (steps 1-6)
04 B
online
Unemployment, Inflation and
Macroeconomic Equilibrium
•
•
Discussion #4 – Unemployment.
* Assignments are due before class and are required
to be submitted to the dropbox in D2L.
Chapter 10: Quick check quiz questions 1-10 page
222-223.
Chapter 11: Quick check quiz questions 1-10 page
247.
Chapter 12: Quick check quiz questions 1-10 page
272-273.
•
•
•
05 A
F2F
Fiscal & Monetary Policy
•
•
•
•
•
Quiz #4 covering Chapters 10-12.
Review Chapter 13-15 of textbook.
Chapter 13: Practice questions 1-15 page 293.
Chapter 14: Study Guide key match page 313-314.
Chapter 15: Study Guide key match page 343-344.
05 B
online
Fiscal & Monetary Policy
•
•
Discussion #5 – Fiscal & Monetary Policy
* Assignments are due before class and are required
to be submitted to the dropbox in D2L.
Chapter 13: Quick check quiz questions 1-10 page
292.
Chapter 14: Quick check quiz questions 1-9 page 314.
Chapter 15: Quick check quiz questions 1-10 page
344.
•
•
•
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Course Schedule
Principles of Macroeconomics | ECON 101
Faculty Evening Session 1A
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Interpret scarcity & opportunity costs and evaluate their role in the economy. Construct a graph that
displays supply and demand curves including shifts in both curves in addition to movements along each curve.
2. IDEA objective: Cognitive
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Multimedia (suggested materials)
Illustrate where students can access current economic stories that
relate to weekly material covered in class.
Wsj.com ,(Wall Street journal), Investors.com (Investors Business
Daily), cnbc.com, forbes.com
In Class Assignment (suggested activity)
•
•
•
•
Review Chapter 1-3 of textbook.
Chapter 1 Study Guide key matches, page 19.
Chapter 2, Practice questions 2-10 page 55
Chapter 3, Practice questions 1-5 page 76.
In Class Activity (suggested activity)
In Class Assessment (suggested activity)
The students will be assessed on this weeks material (chapter 1-3)
during session 2A on quiz 1. Ensure you have used real life
examples to illustrate the weeks material and how their readings
correlate to world events.
GROUP ACTIVITIES
Team Assignment or Activity (use organically)
Use the in-class assignments as learning tools. Break the class off
into teams and then have them teach the teacher and the fellow
classmates by facilitating a discussing on their answers. Provide
help when needed. Ensure every student participates in these
team and class activities.
about
expectations
**During week 1 you will need to walk the students through
the process. Each week you will have less of a role and shift
the responsibility to them until the last week where students
are responsible for completing the entire process themselves.
Ensure each week that you coach through the methodology
so they will have minimal difficulties during week 5 when
they’re on there own.
Week 1: Problem: Free Markets
Chapters 1-3, facilitate a discussion on economic freedom(s)
before transitioning into scarcity and opportunity costs. Lead a
class discussion examining the laws of supply and demand and how
they will converge at equilibrium. Have students define what the
believe free market means to them before discussing government
intervention specifically as it related to price floors and price
ceilings.
home
PROBLEM or PROJECT BASED LEARNING:
Introduce the concept of PBL and illustrate its strengths.
For additional help on this topic please see the hyperlink in
D2L that goes into great detail on the PBL concept.
resources
This week two of the important concepts for students is
understanding how free markets and the concept of supply and
demand are correlated. Therefore spend time facilitating a
discussion on these topics illustrating why government intervention
in the free markets can lead to unintended consequences.
Have them use the following steps to help their thought process.
This methodology will help bring consistency to their decision
making process. They will use this the last week when they write
their PBL project. This project will find the students being in
charge of making fiscal and monetary policy for the U.S.. Ensure
you use the following to help with their decision making process.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4 .Implement the selected solution
5. Observe to ensure your solution and implementation
corrected the problem. If not, go back to step 1 and start
again.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
Principles of Macroeconomics | ECON 101
Faculty Evening Session 1B
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Develop an illustration of supply and demand at an equilibrium price and supply.
2. IDEA objective: Cognitive
Activities, Assignments and Assessments
DELIVERABLES
INDIVIDUAL ACTIVITIES
Discussion Question
In D2L follow the link under Discussion #1 addressing free
markets. Facilitate a conversation on the importance of
open and free markets and the correlation to democracy.
Ensure students are following netiquette and are not using
the forum as a text message forum. Ideas and responses
should be well articulated.
The initial post must be made mid week, and the response
posts must be made prior to the start of the Session 2A
week.
Multimedia (suggested materials)
Suggest that students us the following websites to review
up to dates events on the economy. These event occur
everyday therefore their should be several examples to use
in class that correlate to the reading material.
Wsj.com ,(Wall Street journal), Investors.com (Investors
Business Daily), cnbc.com, forbes.com
Study for quiz 1 which will be taken in class during
session 2A.
•
•
•
Chapter 1: Quick check quiz questions 1-5 page 20.
Chapter 2: Quick check quiz questions 1-10 page 54-55.
Chapter 3: Quick check quiz questions 1-8 page 75-76.
Written Assignment (due before “A” week)
•
•
•
Chapter 1: Quick check quiz questions 1-5 page 20.
Chapter 2: Quick check quiz questions 1-10 page 54-55.
Chapter 3: Quick check quiz questions 1-8 page 75-76.
Written assignments are due before the start of the Session
2A” week and must be submitted to the dropbox in D2L.
Assignments must be completed in a word document and
specifically answer all assigned chapter questions. These
are great examples to prepare students for their weekly
quizzes.
Reading Assignment (due before Session “2A” week)
Fundamentals of Economics, (6th Ed.) written by William
Boyes & Michael Melvin(2013): ISBN 978113395610
Chapters 1-3, pages 4-73.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1B
Principles of Macroeconomics | ECON 101
Faculty Evening Session 2A
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Determine the influences of price elasticity
2. IDEA objective: Cognitive
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Use articles from the prior week or months to Illustrate and
discuss current economic stories that relate to weekly
material covered in class. These can be located at, Wsj.com
,(Wall Street journal), Investors.com (Investors Business
Daily), cnbc.com, forbes.com
Use the in-class assignments as learning tools. Break the
class off into teams and then have them teach the teacher
and the fellow classmates by facilitating a discussing on their
answers. Provide help when needed. Ensure every student
participates in these team and class activities.
In Class Assignment (suggested activity)
PROBLEM or PROJECT BASED LEARNING
•
•
•
•
•
Review Chapter 1-3 of textbook in preparation for the
students quiz.
Review Chapter 4-6 of textbook.
Chapter 4: Practice questions 1-5 page 91.
Chapter 5: Practice questions 1-5 page 106.
Chapter 6: Study Guide key match page 126-127.
In Class Activity (suggested activity)
Chapters 4-6, facilitate a discussion with students covering
total, average and marginal revenue and how company’s
use these to help profitability. Introduce the concept of
price elasticity this is an extremely important topic in
economics and business. Therefore spend and appropriate
amount of time on this topic. Use figure 4.2 on page 85 to
illustrate the concepts. Transition into total, average and
marginal costs using figure 5.1 on page 95 to demonstrate
these ideas. Next discuss competition and barriers to entry
these can by illustrated buy using figure 6.1 on page 113 for
those visual students.
In Class Assessment (suggested activity)
The students will complete quiz #1 covering chapters 1-3.
Ensure you review these chapters before administrating the
examination.
home
about
expectations
resources
**Ensure this week you reduce your role in the process
and have students become more responsible for the
methodology and process.
Week 2 Problem: Companies & Price Elasticity:
This week price elasticity is a crucial concept for students to
grasp. Therefore spend time facilitating a discussion on how
real world companies struggle with elasticity on a daily basis
and how they as consumers use elasticity without call it that.
Once again have students use the following steps to help
their thought process. This methodology will help bring
consistency to their decision making process. They will use
this the last week when they write their PBL project. This
project will find the students being in charge of making fiscal
and monetary policy for the U.S.. Ensure you use the
following to help with their decision making process.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4 .Implement the selected solution
5. Observe to ensure your solution and implementation
corrected the problem. If not, go back to step 1 and start
again.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 2A
Principles of Macroeconomics | ECON 101
Faculty Evening Session 2B
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Evaluate and predict the outcomes of price discrimination.
2. IDEA objective: Cognitive.
Activities, Assignments and Assessments
DELIVERABLES
INDIVIDUAL ACTIVITIES
Discussion Question
In D2L follow the link under Discussion #2 addressing
price elasticity. Facilitate a conversation on the
importance of being a price maker and a price taker.
Ensure students are following netiquette and are not
using the forum as a text message forum. Ideas and
responses should be well articulated.
The initial post must be made mid week, and the
response posts must be made prior to the start of the
Session 3A week.
Multimedia (suggested materials)
Wsj.com ,(Wall Street journal), Investors.com (Investors
Business Daily), cnbc.com, forbes.com
Reading Assignment (due before Session “3A” week)
Fundamentals of Economics, (6th Ed.) written by William
Boyes & Michael Melvin(2013): ISBN 978113395610
Chapters 4-6, pages 80-124.
about
expectations
•
•
•
resources
Chapter 4: Quick check quiz questions 1-9 page 9091.
Chapter 5: Quick check quiz questions 1-5 page 105106.
Chapter 6: Quick check quiz questions 1-10 page 127128.
Written Assignment (due before “3A” week)
•
Suggest that students us the following websites to review
up to dates events on the economy. These event occur
everyday therefore their should be several examples to
use in class that correlate to the reading material.
home
Study for quiz 2 which will be taken in class during
session 3A.
•
•
Chapter 4: Quick check quiz questions 1-9 page 9091.
Chapter 5: Quick check quiz questions 1-5 page 105106.
Chapter 6: Quick check quiz questions 1-10 page 127128.
Written assignments are due before the start of the
Session 3A” week and must be submitted to the dropbox
in D2L.
Assignments must be completed in a word document and
specifically answer all assigned chapter questions. These
are great examples to prepare students for their weekly
quizzes.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 2B
Principles of Macroeconomics | ECON 101
Faculty Evening Session 3A
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Discuss the financial crisis of 2008.
2. IDEA objective: Cognitive.
3. Benedictine Hallmark: Humility.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Use articles from the prior week or months to Illustrate and
discuss current economic stories that relate to weekly
material covered in class. These can be located at, Wsj.com
,(Wall Street journal), Investors.com (Investors Business
Daily), cnbc.com, forbes.com
Use the in-class assignments as learning tools. Break the
class off into teams and then have them teach the teacher
and the fellow classmates by facilitating a discussing on their
answers. Provide help when needed. Ensure every student
participates in these team and class activities.
In Class Assignment (suggested activity)
PROBLEM or PROJECT BASED LEARNING
**Ensure this week you reduce your role in the process
and have students become more responsible for the
methodology and process.
•
•
•
•
•
Review Chapter4-6 of textbook in preparation for the
students quiz.
Review Chapter 7-9 of textbook.
Chapter 7: Study Guide matching page 151.
Chapter 8: Practice questions 1-10 page 179.
Chapter 9: Study Guide matching page 199.
In Class Activity (suggested activity)
Chapters 7-9, facilitate a discussion with students covering
business, society and the government. Spend an
appropriate amount of time on the term “to big to fail”
and government intervention. Then transition into a
conversation of free markets and how they differ from
Keynesian economics. Next broach the topic of health
economics and the impact of government healthcare to the
macro-economic system, use figure 8.3 on page 161 and
figure 8.4 on page 163 to illustrate supply and demand for
healthcare. Finish the week by discussion household
income and spending
In Class Assessment (suggested activity)
The students will complete quiz #2 covering chapters 4-6.
Ensure you review these chapters before administrating the
examination.
home
about
expectations
resources
Week 3 Problem: Financial Crisis and Keynesian
Economics:
This week we saw Keynesian economics used to excess
during the financial crisis. Therefore spend time facilitating a
discussion on how this crisis originated and how the
government used Keynesian economics to combat a severe
recession.
Once again have students use the following steps to help
their thought process. This methodology will help bring
consistency to their decision making process. They will use
this the last week when they write their PBL project. This
project will find the students being in charge of making fiscal
and monetary policy for the U.S.. Ensure you use the
following to help with their decision making process.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4 .Implement the selected solution
5. Observe to ensure your solution and implementation
corrected the problem. If not, go back to step 1 and start
again.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 3A
Principles of Macroeconomics | ECON 101
Faculty Evening Session 3B
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Analyze moral hazard and how regulation can have a negative impact on the market.
2. IDEA objective: Cognitive.
3. Benedictine Hallmark: Humility.
Activities, Assignments and Assessments
DELIVERABLES
INDIVIDUAL ACTIVITIES
Discussion Question
In D2L follow the link under Discussion #3 addressing to
big to fail. Facilitate a conversation on the importance
of being a price maker and a price taker. Ensure
students are following netiquette and are not using the
forum as a text message forum. Ideas and responses
should be well articulated.
Ensure you and students are using the Benedictine
Hallmark of Humility when discussing to big to fail.
The initial post must be made mid week, and the
response posts must be made prior to the start of the
Session 4A week.
Multimedia (suggested materials)
Suggest that students us the following websites to review
up to dates events on the economy. These event occur
everyday therefore their should be several examples to
use in class that correlate to the reading material.
Wsj.com ,(Wall Street journal), Investors.com (Investors
Business Daily), cnbc.com, forbes.com
Study for quiz 3 which will be taken in class during
session 4A.
•
•
•
Chapter 7: Quick check quiz questions 1-10 page 151152.
Chapter 8: Quick check quiz questions 1-2 page 179.
Chapter 9: Quick check quiz questions 1-10 page 199200.
Written Assignment (due before “4A” week)
•
•
•
Chapter 7: Quick check quiz questions 1-10 page 151152.
Chapter 8: Quick check quiz questions 1-2 page 179.
Chapter 9: Quick check quiz questions 1-10 page 199200.
Written assignments are due before the start of the
Session 4A” week and must be submitted to the dropbox
in D2L.
Assignments must be completed in a word document and
specifically answer all assigned chapter questions. These
are great examples to prepare students for their weekly
quizzes.
Reading Assignment (due before Session “4A” week)
Fundamentals of Economics, (6th Ed.) written by William
Boyes & Michael Melvin(2013): ISBN 978113395610
Chapters 7-9, pages 131-197.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 3B
Principles of Macroeconomics | ECON 101
Faculty Evening Session 4A
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Calculate Gross Domestic Product (GDP).
2. IDEA objective: Cognitive
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Use articles from the prior week or months to Illustrate and
discuss current economic stories that relate to weekly
material covered in class. These can be located at,
Wsj.com ,(Wall Street journal), Investors.com (Investors
Business Daily), cnbc.com, forbes.com
Team Assignment or Activity (use organically)
Use the in-class assignments as learning tools. Break the
class off into teams and then have them teach the teacher
and the fellow classmates by facilitating a discussing on
their answers. Provide help when needed. Ensure every
student participates in these team and class activities.
In Class Assignment (suggested activity)
PROBLEM or PROJECT BASED LEARNING
**Ensure this week you reduce your role in the process
and have students become more responsible for the
methodology and process.
•
•
•
•
•
Review Chapter 7-9 of textbook in preparation for
the students quiz.
Review Chapter 10-12 of textbook.
Chapter 10: Practice questions 6-11 page 223-224.
Chapter 11 Practice questions 1-10 page 248.
Chapter 12: Study Guide key match page 272.
In Class Activity (suggested activity)
Chapters 10-12, facilitate a discussion with students
covering measures of output and income that include
GDP (Gross Domestic Product) and how its calculated.
Ensure you discuss the differences in nominal and real
GDP. Transition into a conversation on CPI (Consumer
Price Index) and PPI (Producer Price Index) and finish the
discussion by explaining the foreign exchange market.
Next engage the students with a discussion on
unemployment, inflation and business cycles. Use table
11.2 on page 231 to help illustrate your points
In Class Assessment (suggested activity)
The students will complete quiz #3 covering chapters
7-9. Ensure you review these chapters before
administrating the examination.
home
about
expectations
resources
Week 4 Problem: GDP, CPI & PPI
This week we introduced three critical topics, GDP, CPI &
PPI. Therefore spend time facilitating a discussion
illustrating the correlation between the three topics.
Ensure you use the most recent data to reinforce these
concepts.
Once again have students use the following steps to help
their thought process. This methodology will help bring
consistency to their decision making process. They will
use this the last week when they write their PBL project.
This project will find the students being in charge of
making fiscal and monetary policy for the U.S.. Ensure
you use the following to help with their decision making
process.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4 .Implement the selected solution
5. Observe to ensure your solution and
implementation corrected the problem. If not, go back
to step 1 and start again.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 4A
Principles of Macroeconomics | ECON 101
Faculty Evening Session 4B
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Analyze and differentiate real and nominal GDP .
2. IDEA objective: Cognitive.
Activities, Assignments and Assessments
DELIVERABLES
INDIVIDUAL ACTIVITIES
Discussion Question
In D2L follow the link under Discussion #4 addressing
unemployment. Facilitate a conversation on the
importance of being a price maker and a price taker.
Ensure students are following netiquette and are not
using the forum as a text message forum. Ideas and
responses should be well articulated.
The initial post must be made mid week, and the
response posts must be made prior to the start of the
Session 5A week.
Study for quiz 4 which will be taken in class during
session 5A.
•
•
•
Written Assignment (due before 5A week)
•
Multimedia (suggested materials)
Suggest that students us the following websites to review
up to dates events on the economy. These event occur
everyday therefore their should be several examples to
use in class that correlate to the reading material.
Wsj.com ,(Wall Street journal), Investors.com (Investors
Business Daily), cnbc.com, forbes.com
Chapter 10:Quick check quiz questions 1-10 page 222223.
Chapter 11:Quick check quiz questions 1-10 page 247.
Chapter 12:Quick check quiz questions 1-10 page 272273.
•
•
Chapter 10:Quick check quiz questions 1-10 page 222223.
Chapter 11:Quick check quiz questions 1-10 page 247.
Chapter 12:Quick check quiz questions 1-10 page 272273.
Written assignments are due before the start of the
Session 5A” week and must be submitted to the dropbox
in D2L.
Reading Assignment (due before Session “5A” week)
Assignments must be completed in a word document and
specifically answer all assigned chapter questions. These
are great examples to prepare students for their weekly
quizzes.
Fundamentals of Economics, (6th Ed.) written by William
Boyes & Michael Melvin(2013): ISBN 978113395610
Chapters 10-12, pages 203-270.
OTHER
Work on PBL assignment.
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 4B
Principles of Macroeconomics | ECON 101
Faculty Evening Session 5A
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Discuss the Federal Reserve and its dual mandate.
2. IDEA objective: Cognitive.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Use articles from the prior week or months to Illustrate and
discuss current economic stories that relate to weekly
material covered in class. These can be located at, Wsj.com
,(Wall Street journal), Investors.com (Investors Business
Daily), cnbc.com, forbes.com
Use the in-class assignments as learning tools. Break the
class off into teams and then have them teach the teacher
and the fellow classmates by facilitating a discussing on their
answers. Provide help when needed. Ensure every student
participates in these team and class activities.
In Class Assignment (suggested activity)
PROBLEM or PROJECT BASED LEARNING
All of your direction will come to fruition this week as
students will be going solo on the following problem.
•
•
•
•
•
Review Chapter 10-12 of textbook in preparation for the
students quiz.
Review Chapter 13-15 of textbook.
Chapter 13: Practice questions 1-15 page 293.
Chapter 14: Study Guide key match page 313-314.
Chapter 15: Study Guide key match page 343-344.
In Class Activity (suggested activity)
Chapters 13-15, facilitate a discussion with students
covering fiscal and monetary policy. Detail the concept of
crowding out and use real life examples of the fiscal crisis
and quantitative easing to illustrate these concepts.
Explain the budget process and how both polices should
work hand in hand. Engage the students on money and
banking. Discuss the money supply and how it impacts the
macro environment. Conclude the week with a
conversation on the Federal Reserve and their primary
responsibilities. Use current events to bring these concepts
to the forefront.
In Class Assessment (suggested activity)
The students will complete quiz #4 covering chapters 1012. Ensure you review these chapters before
administrating the examination.
home
about
expectations
resources
Week 5 Problem: Fiscal & Monetary Policy
This week you discussed and differentiated Fiscal & Monetary
policy. For the past four weeks you have helped the students
work through a specific problem each week. Now its time to
teach the teacher. Therefore this weeks assignment has
shifted from a class based learning feature to one where you
can assess the students development over the past five
weeks while the class worked through a weekly problem.
The assignment is simple. Students are to write a three
page paper specifically outlining their fiscal and
monetary policy for the United States. It’s best to
envision themselves as the Federal Reserve Chairman
and member of congress to help develop their plan.
Remember, have them use the methodology below that
you have emphasized over the past five weeks.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4. Implement the selected solution
5. Observe to ensure your solution and implementation
corrected the problem. If not, go back to step 1 and start
again.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 5A
Principles of Macroeconomics | ECON 101
Faculty Evening Session 5B
Learning Objectives
By the end of the week the learner should be able to:
1. Lesson objective: Assess how the money supply is calculated and who controls the supply.
2. IDEA objective: Cognitive.
Activities, Assignments and Assessments
DELIVERABLES
INDIVIDUAL ACTIVITIES
Discussion Question
In D2L follow the link under Discussion #5 addressing
fiscal and monetary policy. Facilitate a conversation on
the importance of being a price maker and a price taker.
Ensure students are following netiquette and are not using
the forum as a text message forum. Ideas and responses
should be well articulated.
The initial post must be made mid week, and the response
posts must be made prior to the end of the course.
Multimedia (suggested materials)
Suggest that students us the following websites to review
up to dates events on the economy. These event occur
everyday therefore their should be several examples to
use in class that correlate to the reading material.
Wsj.com ,(Wall Street journal), Investors.com (Investors
Business Daily), cnbc.com, forbes.com
Study for quiz 2 which will be taken in class during
session 3A.
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Chapter 13:Quick check quiz questions 1-10 page 292.
Chapter 14:Quick check quiz questions 1-9 page 314.
Chapter 15:Quick check quiz questions 1-10 page 344.
Written Assignment
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Chapter 13:Quick check quiz questions 1-10 page 292.
Chapter 14:Quick check quiz questions 1-9 page 314.
Chapter 15:Quick check quiz questions 1-10 page 344.
Written assignments are due before the end of the week
week and must be submitted to the dropbox in D2L.
PBL Assignment: Fiscal & Monetary Policy
Assignments must be completed in a word document and
specifically answer all assigned chapter questions. These
are great examples to prepare students for their weekly
quizzes.
Reading Assignment
Fundamentals of Economics, (6th Ed.) written by William
Boyes & Michael Melvin(2013): ISBN 978113395610
Chapters 13-15, pages 276-341.
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Session 5B