COURSE OUTCOMES
AP ECONOMICS
(Microeconomics & Macroeconomics)
(SECONDARY)
(July 2013)
The AP Economics course provides you with a broad introduction to the field of
economics, one of the social sciences. It is divided into two courses, Microeconomics and
Macroeconomics, with a separate AP Examination for each course. Each course is
designed to be taught in about 75 class periods of 45 minutes each. Each course is divided
into five essential units.
In Microeconomics we gain a thorough understanding of the principles of economics that
apply to the functions of individual decision makers, both consumers and producers,
within the economic system. It places primary emphasis on the nature and functions of
product markets and includes the study of factor markets and the role of government in
promoting greater efficiency and equity in the economy.
Essential Units:
E01 – Basic Economic Concepts
(10 class periods)
E02 – The Nature and Functions of Product Markets
(17 class periods)
E03 – The Theory of the Firm
(25 class periods)
E04 – Factor Markets
(12 class periods)
E05 – The Role of Government
(11 class periods) / 75 periods total (this is an approximate amount of time)
In Macroeconomics we gain a thorough understanding of the principles of economics
that apply to an economic system as a whole. We will study national income and
price-level determination and also develop familiarity with economic performance
measures, the financial sector, stabilization policies, economic growth and
international economics.
You are expected to be on time to class, with their reading and written assignments
completed and ready for use in class. Thoughtful involvement in discussion is key to
the learning process as seen in verbal contributions and active listening.
Essential Units:
E06 – Basic Economic Concepts, Including Measuring Economic Performance
(18 class periods)
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E07 – Aggregate Demand and Aggregate Supply: Fluctuations in Outputs and Prices
(23 class periods)
E08 – Money, Monetary Policy and Economic Stability
(14 class periods)
E09 – Monetary and Fiscal Policy Combinations: Stabilization Policy in the Real World
(13 class periods)
E10 – International Economics
(7 class periods) / 75 periods total (this is an approximate amount of time)
Selective Units:
S01 – Economist Research Project
S02 – Macroeconomics Research Project
S03 – Book Review
Course Skills:
In these courses you will develop the following skills:
 Demonstrate economic questioning and analysis skills with a special emphasis on
marginal analysis.
 Interpret a variety of graphical models and economic concepts.
 Analyze the development of modern economic theory.
 Use and interpret the language of business and basic measurements of economic
performance.
 Apply economic skills and concept knowledge to higher college-level economic
courses.
Course Assessment:
We are a standards-based school, where your work is assessed for mastery. When you
combine the relevance of our academic system with the rigor of AP, the result is a
stringent college-level course where consistent excellence is expected.
 Examinations are given at the end of each unit and include AP style multiple
choice and essays.
 Free Response Questions are assigned frequently both as part of examinations and
as stand-alone assessment tools. Responses will be assessed in terms of both core
structure and content. You will be introduced to the AP Essay grading system, and
learn to appreciate the vital importance of a well-crafted thesis. Paragraphs will be
scored for evidence of both factual knowledge and analytical ability.
 Projects and Activities will focus on increasing the students’, analysis, assessment
and writing skills.

Course Materials:
Primary Text:
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○ Bade, Robin and Parkin, Michael Foundations of Economics, AP Edition.
5th Ed. (Upper Saddle River, New Jersey: Prentice Hall, 2010)
Secondary Texts:
○ Ray, Margaret, Paul R. Krugman, and David A. Anderson. Krugman's
Economics for AP. New York: Worth Publishers, 2011. Print.
○ McConnell, Campbell R., Stanley L. Brue, and Sean Masaki Flynn.
Economics: Principles, Problems, and Policies. 19th ed. New York:
McGraw-Hill/Irwin, 2012. Print.
Supporting Materials:
○ Anderson, David A. Cracking the AP Economics Macro & Micro Exams.
2011 ed. New York: Random House, 2010. Print.
○ Anderson, David A. Economics by Example. New York, NY: Worth
Publishers, 2007. Print.
○ Anderson, David A. Economics by Example Teacher’s Manual. New York,
NY: Worth Publishers, 2007. Print.
○ Collegeboard. AP Macroeconomics Monetary Policy Curriculum Module.
Collegeboard 2011.
○ Collegeboard. Professional Development AP Economics Workshop
Handbook 2010-11. Collegeboard, 2010.
○ Dodge, Eric R. AP Microeconomics/Macroeconomics, 2010-2011.
Dubuque, Iowa: McGraw-Hill Contemporary Learning, 2011. Print.
○ Lopus, Jane S. Capstone: Exemplary Lessons for High School Economics.
New York, N.Y.: National Council on Economic Education, 2003. Print.
○ Lopus, Jane S. Capstone: Exemplary Lessons for High School Economics:
Teacher's Guide. New York, N.Y.: National Council on Economic
Education, 2003. Print.
○ Lopus, Jane S., and Amy M. Willis. Economics in Action: 14 Greatest Hits
for Teaching High School Economics. New York, N.Y.: National Council
on Economic Education and Junior Achievement Japan, 2003. Print
○ Morton, John S., and Rae Jean B. Goodman. Advanced Placement
Economics: Teacher Resource Manual. 3rd ed. New York, N.Y.: National
Council on Economic Education, 2003. Print.
○ Morton, John S., and Rae Jean B. Goodman. Advanced Placement
Economics: Microeconomics Student Activities Workbook. 3rd ed. New
York, N.Y.: National Council on Economic Education, 2003. Print.
○ Solman, Paul. The Paul Solman Video Series. McGraw-Hill Publishing
Company, 2006. Video.
○ Wheelan, Charles. Naked Economics: Undressing the Dismal Science.
Fully rev. and updated. New York: W. W. Norton, 2010. Print.
Description of Frequently Used Class Activities
There are a variety of activities that we will conduct during class for each of the six units:
Individual Whiteboard Graphing Activities – Each student will be frequently asked
to generate charts and graphs to describe economic concepts.
Sidewalk Chalk Graphing Review – As a review activity students, will be
periodically asked to work in pairs to draw graphs on sidewalks near the school using
sidewalk chalk. They will then be asked to describe what they have drawn.
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Class Discussion – Students will be frequently asked to interpret and analyze charts,
graphs and data to describe economic concepts.
Class Quizzes – these quizzes are most often formative assessments designed to
provide me with a gauge of your reading comprehension.
Multiple Choice Exams – these AP-style exams will be administered at the end of
each unit and also as review prior to the actual AP Exam in May. The exams will
frequently involve previously administered AP Macroeconomics free response
questions. Students who take the exam will have an option to earn half credit by
admitting they don’t know the answer to the question, and then answering it for
homework, identifying both the correct answer, why it is correct, what theme(s) is/are
involved, and what historical thinking skill(s) is/are involved.
Hotseats – When you are assigned reading I may ask you to create questions relating
to the reading using “Levels of Questions.” When you appear in class we may use
hotseats. One of you will be placed in the “hotseat” and another of you will ask
questions. If the questioner doesn’t know whether the response is correct or not, then
they are placed in the hotseat.
Connecting Terms (Web of Connections) – Periodically I will write important
vocabulary on the board in a circle. Then I will ask students to make connections
between the terms.
Note-taking- I will teach students Cornell Notes as a preferred way of taking notes
during reading and during class.
Self-Assessment Questionnaires/Rubrics – We will use a variety of questionnaires
and rubrics to help you engage in metacognitive thinking.
Watch Videos – There are excellent videos available that may be shown throughout
the year.
Listen to Podcasts – occasionally I will ask you to listen to podcast lectures of other
economists.
Lecture – traditional lecture is relatively rare, but still sometimes necessary. When I
lecture, you can count on requests for student summarization of what I have said, and
also opportunities to develop student pairs that work together to digest what is being
discussed.
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