April 28, 2017 Quiz 6A

Objective: Students demonstrate what they know about taxes, consumer spending and economic growth by taking Quiz 6A.  Students will discuss the concept of business expansion.

Click here to take Quiz 6A

You will have two attempts to take this quiz.  Check your answers after your first attempt and try again to improve your score.  The  highest score will be recorded.

When you have completed the quiz you will have the rest of the period to work in your project teams.

Homework:

Read Economic Cycles and Productivity p. 15 to p. 23 in Business A Changing World.  In your Google Classroom, answer Questions 7 – 10 on p. 28.

 

 

 

April 26 & 27, 2017 Consumer Spending

Objective:  Students will work in their project teams to read the assignment below and be prepared to summarize the key concepts at the beginning of the next class.

Do Now:  Respond to the following in a Google Doc attached to the assignment in Google Classroom

1. Which do you think has more influence on prices, Supply or Demand?  Why?
2. As a consumer how much does price influence your buying decisions?
3. What other factors influence your buying decisions?
4. Are you willing to wait and save to buy a more expensive item?  Why?
5. Would you choose to borrow money so you could buy a more expensive item sooner? Why? 
   

Teamwork and Homework:
You all are responsible for reading all of these two articles. 

Each team will identify the key learning in the highlighted sections you have been assigned below and will present them at the beginning of the next class. 

Everyone will be responsible for taking notes on what is presented

 

Consumer Spending and the Economy (Team 1 Yellow,  Team 2 Blue)

Consumer Spending Drives the Economy (Team 3 Yellow, Team 4 Blue, Team 5 Green)

 

April 24 & 25, 2017 Inflation

Objective:  Students will learn about inflation and how it impacts the economy by reflecting on and discussing the homework assignment and watching videos.

Do Now:  Respond to the following in a Google Doc attached to the assignment in Google Classroom.

1. What happens to a balloon when it is inflated?
2. What happens to a balloon when it is deflated?
3. What happens to prices of goods and services when there is inflation in the economy?
4. What happens to prices when there is deflation in the economy?
5. Based on what you know about supply and demand, what causes prices to rise?
6. What causes prices to decrease?

What is Inflation?

http://www.investopedia.com/articles/06/gdpinflation.asp

Positive Impacts of Inflation

1. Higher short term savings account interest rates
2. Lower cost to travel abroad
3. Borrowers pay back loans with devalued money.
4. Higher Wages
5. Increased Cost of Living Adjustments (Social Security, Medicare)

How can inflation be good for the economy?

http://www.investopedia.com/ask/answers/111414/how-can-inflation-be-good-economy.asp

Negative Impacts of Inflation

1. Goods and Services cost more
2. Interest to Borrow money increases
3. Adjustable Rate Loans Interest increases
4. Hording of goods in anticipation of higher future prices
5. Erosion of long term savings.

How does the Federal Reserve work to control inflation?

http://www.investopedia.com/video/play/how-can-government-control-inflation/

Homework: Read How Consumer Spending And Economic Growth Is Linked and answer the questions in the Google Doc attached to the assignment in Google Classroom.

April 21, 2017 Teamwork Group Plan and Contract

Objective:  You will have 30 minutes in class today to complete your Group Plan and Contract for the Good O’l Days project.  Turn them in to Google Classroom before the end of the period.

April 19 & 20, 2017 Test 2

Objective: You will have one attempt to demonstrate what you know by taking Test2 covering:

1. Standard of Living
2. Fixed Cost
3. Variable Cost
4. Breakeven
5. Productivity
6. Organized Labor
7. International Business Activities
8. Nature of Quality & Quality Controls
9. Specialization of Labor
10. Taxes

This is an open note test.

When finished with the test, students will work in their project teams on their Group Plan and Contract due on Friday April 21, 2017.

Click here to take Test 2 

Your User ID is:  jfk[student#]

Your Password is: 8digit birthday

Homework: Read the article The Importance of Inflation and GDP and answer the questions in the Google Doc attached to the assignment in Google Classroom.

April 17 & 18, 2017 Taxes

Objective:  Students will learn to identify different types of taxes and the level of government that levy them by completing the Tax Note Catcher during class discussion.

Do Now: Respond to the following using a Google Doc attached to the assignment in Google Classroom.

1. What is a tax?
2. Who is responsible for establishing taxes?
3. How are taxes used?
4. Identify two kinds of taxes.

Click here for the Tax Notecatcher

In your teams complete the Tax Questions using what you have learned.

Homework:  Study for Test 2 covering the following:

1. Standard of Living
2. Fixed Cost
3. Variable Cost
4. Breakeven
5. Productivity
6. Organized Labor
7. International Business Activities
8. Nature of Quality & Quality Controls
9. Specialization of Labor
10. Taxes

There are 47 questions and you will have one attempt to take this test.   It is worth 100 Points.

Project #6 The Good Ol’ Days

The Good Ol’ Days project helps students to develop an understanding of economic policies and measures through a study of present economic indicators and past economic events.

Each student will individually measure the health of today’s U.S. economy, and each team will research economic events that took place during a different assigned time period in the past 100 years.

Each team will study what caused these events; how government, businesses, and the American family responded to these events; the overall health of the U.S. economy during the time frame; and how good (or bad) life was during the time period as a result of economic events.

After conducting extensive research, each team will prepare a presentation/skit that explains what they have learned. The team presentations will be video recorded, and the video will be shared with eighth grade social studies students.

Just how good were the “Good Ol’ Days”?

• How healthy was the U.S. economy during your assigned time period?
• What economic events took place during your assigned time period?
• What was their impact on the American family?
• How did the government cause and/or respond to the economic event(s) in your assigned time period?
• How did these government actions affect the American family?
• How did businesses respond?
• How did businesses’ responses affect the American family?
• What did the American family look like in your assigned time period?

Part 1 Team Project

1. Using the driving questions as guideposts, each team conducts extensive research of its assigned time period to develop an understanding of the health of the U.S. economy during that time frame, significant economic events that occurred, and the impact on the American family.  Each team will create a timeline using http://www.timetoast.com/ to identify the significant events in your assigned time period.
2. As a result of this research, each team develops a five-to-seven minute skit that answers the driving and supporting questions in simple terms. Team members should portray different members of an American family typical of the period.  It is important that each team learn who made up the typical American family during their time period, what jobs were common at that time, how people dressed and spoke during the time, etc.

Team Assignments

• P2 Good O’l Days 2017
• P4 Good O’l Days 2017
• P7 Good O’l Days 2017

Time periods

• 1900-1929   Team 1
• 1930-1959   Team 2
• 1960-1989   Team 3
• 1990-2017   Team 4

Part 2 Individual Reflection

Each student will compose a 2-page individual written reflection piece that requires him/her to consider the purpose of studying economic indicators, policies, and events of the past. Cite your sources as you answer the following questions:

• What’s the benefit of looking at economic indicators and policies over time?
• Why should we learn how government and businesses cause and/or respond to economic events?
• Why should we learn how the American family can be affected by economics?

Time frame

April 17 & 18 2017

•  Briefing – Taxes
• Project #6 Introduction Create a Project Plan and Team Contract
• Teamwork

April 19 & 20, 2017

• Objective Exam
• Teamwork

April 21, 2017

• Teamwork – Project Plan and Contracts Due

April 24 & 25, 2017

• Briefing on Inflation
• Teamwork

April  26 & 27, 2016

• Briefing – Consumer Spending
• Briefing – Economic Expansion and Contraction
• Teamwork

April 28, 2017

• Quiz 6A Gross Domestic Product, Economic Expansion and Contraction
• Teamwork

May 1 & 2, 2017

• Briefing – Unemployment Rates
• Teamwork

May 3  & 4, 2017

• Briefing – Interest Rate Fluctuations
• Teamwork

May 5, 2017

• Quiz 6B Consumer Spending and Unemployment Rates
• Teamwork

May 8  & 9, 2017

• Briefing – Briefing – Business Cycle
• Teamwork

May 10 & 11, 2017

• Briefing – Monetary Policy
• Teamwork

May 12. 2017

• Quiz 6C Interest Rate Fluctuations and Business Cycle
• Teamwork

May 15 & 16, 2017

• Briefing – Fiscal Policy and Government Expenditures
• Teamwork

May 17 & 18, 2017

• Teamwork

May 19, 2017

• Team  Presentations (Be ready to go at the beginning of class)
• Individual Reflections Due

May 22 & 23, 2017

• Final Exam Review

May 24, 2017

• To Infinity and Beyond

May  25 & 26, 2016

• Final Exam

 

JA Going Global April 13, 2017 Session 2 Market Insight

Welcome Mr. Greg Calhoun

Link to videos

1. 4/6/2017 Introduction – Volunteer meets their classroom of students and explains their role for the day as consultants. JA staff introduces the X1 product and provides an overview of the day’s challenge.

2. 4/13/2017 Market Insight – Students analyze the strengths and weaknesses of their prospective market through an informational lens.

3. 4/20/2017 Consumer Behavior and Competition – Students identify competition and predict consumer decision making within the competitive landscape.

4. 4/27/2017 Case Studies and Comparative Context – Students consider the case for their market in comparison to the other markets Comcast is considering.   Students will consider risks associated with global expansion efforts.

5. 5/4/2017 Presentation Preparation

6. 5/11/2017 Client Proposal – Students present a recommendation for the client.

 

JA Going Global April 6, 2017 Session 1 Introduction

Welcome Mr. Greg Calhoun

Link to videos

1. 4/6/2017 Introduction – Volunteer meets their classroom of students and explains their role for the day as consultants. JA staff introduces the X1 product and provides an overview of the day’s challenge.

2. 4/13/2017 Market Insight – Students analyze the strengths and weaknesses of their prospective market through an informational lens.

3. 4/20/2017 Consumer Behavior and Competition – Students identify competition and predict consumer decision making within the competitive landscape.

4. 4/27/2017 Case Studies and Comparative Context – Students consider the case for their market in comparison to the other markets Comcast is considering.   Students will consider risks associated with global expansion efforts.

5. 5/4/2017 Presentation Preparation

6. 5/11/2017 Client Proposal – Students present a recommendation for the client.

 

April 6 & 7, 2017 Quiz 3B, Exchange Rates

Objective:   Students will demonstrate what they know about Fixed, Variable Costs, Breakeven and Organized Labor.

Click here to Take Quiz 3B

Do Now: Respond to the following in a Google Doc attached to the Google Classroom assignment.

1. How could a person buy items with cash if she or he went to another country?
2. How would a person get the currency from another country?
3. How would a person know how much foreign currency an American dollar is worth?
4. What is an exchange rate?

Click here for an interactive World Atlas

The formula is:

                            

In your teams complete the Currency Exchange Scavenger Hunt

Record your answers on the Exchange Rate Scavenger Hunt Answer Sheet

Use these Exchange Rates to calculate the currency exchanges.

April 4 & 5, 2017 Organized Labor

Objective:  Students will discuss the role of  Organized Labor in business by reading LAP-EC-005 Get United and completing the Organized Labor Notecatcher.

Video

1. Do Labor Unions Still Matter?

Homework:  Study for a Quiz over Fixed and Variable Costs, Breakeven Analysis, Organized Labor.  You will have two attempts to take this quiz.  The highest score will be recorded.  There are 10 questions on the quiz.

Project #5 Seven Days and Six Nights

Project Overview: Students will explore international vacation destinations to develop an understanding of exchange rates and the value of the dollar in other countries. Each team will conduct thorough research of multiple vacation destinations outside of the United States and then select the one that team members believe would allow a person to get the most for $4000. The team will then develop a non-PowerPoint/Google Slides presentation that creatively explains their international vacation destination choice, incentives involved, the exchange rate, and expenses incurred during the week-long vacation.

After conducting extensive research, each team determines where in the world one individual could get the most vacation outside of the United States for $4000/person. The team must consider:

• round-trip transportation
• lodging for six nights
• three meals per day for seven days
• cost of tourist activities/excursions
• ground transportation in country

After determining the most economical international vacation setting, the team creates an presentation to explain the reasons for choosing their vacation destination.  Each team should choose how they want to present their choice using any presentation style other than a PowerPoint or Google Slide show

Include the following information in your presentation:

• List all of  the international destinations that were considered as possible vacation alternatives. (You must evaluate at least 3 locations)
• Explain the rationale for the vacation destination selected (use a Decision Matirx Template)
• The vacation destination, mode of transportation, type of lodging, source of meals, and possible tourist activities/excursions.
• Financial and non-financial incentives to go to the chosen international destination.
• Listing of expenses: transportation, lodging, meals, and any tourist activities that the team has selected in U.S. Dollars and the local currency.
• The vacation destination’s exchange rate. Click here for an exchange rate calculator. Express all expenses in U.S. Dollars and the local currency.
• An explanation of what created differences in money values in the U.S. versus the vacation destination.

One presentation alternative is an interactive Glog/digital poster using Educator Code 6BBCBU that “sells” your vacation destination. The Glog/poster must be creative.

Another alternative is Prezi

Or choose one of these 5 Prezi Alternatives

Presentations will be graded using Oral Presentation Rubric

Click here to join a team.  Each team must have 3 or 4 members.  You choose which team you will join.

Time Frame

April 4 & 5, 2017

• Project #5 Introduction
• Briefing – Organized Labor
• Teamwork

April 6 & 7, 2017

• Quiz 3B Fixed and Variable Costs, Breakeven Analysis, Organized Labor
• Briefing Exchange Rates
• Teamwork

April 10 & 13, 2017

• Teamwork

April 11, 2017 No Classes

April 12, 2017 (Periods 2 & 4 Only 30 Minute Classes)

• Teamwork

April 14, 2016

• Seven Days & Six Nights Presentation