Overview economics with Financial Literacy is a blended class

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If you do not have access to a computer, see me and I will run a copy of the information for your child. Please sign below indicating your receipt of this information. I am looking forward to a successful school year. Feel free to contact me by email me if you have any questions.

Mrs. G. Dorcy

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Viewing of PG-13 Movie Release

Helping your student become a lifelong learner is a primary goal in my classroom. I want my students to discover that learning can be a source of enjoyment. As a result, I will use a wide range of non-traditional instructional materials of high academic merit including popular literature, appropriate and instructionally related movies such as documentaries and/or movie clips rated G, PG and PG-13. If you feel that certain material may not be appropriate for your student, please notify me now about your concerns. Your signature below will serve as your consent for your student to use all of the alternative instructional materials as described above.

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Parent Information (please print)

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Mrs. Dorcy

Building 7 Room 206

2015-2016 School Year
Course Essentials
AP Macro Economics is a flipped classroom, meaning that much of the course work will be posted to Edmodo and students will upload their work to Edmodo. We will use class time for lectures, discussions, practice, projects and testing. Students will need to join my Edmodo class in order to facilitate this course.
Edmodo Class Name: AP Macro 2015

Course Code: h2bjcq


Course Materials: The required and provided text is Krugman's Economics for AP. The text deals with micro and macroeconomics. There is additional recommended reading and students are expected to tackle them. All assignments will be posted on Edmodo as well as discussed in class. The instructions on Edmodo will be clear as to whether the assignment should be submitted in class or uploaded to Edmodo.


Assessment: Much of the grade for the class will come from frequent assessments that follow only one or two lessons. Each unit cumulates with a unit test. The final is scored in the same way as the AP final. In the last semester much of the grade will be determined on a series of three mock AP finals and participation in the review.  


Formative Assignments 40%  - Assigned reading quizzes, class-work, participation 

Summative Assignments 60% - Section/Module Tests, Unit Mastery Projects

The following is the grade distribution that is required by the Volusia County schools. Listed are types of assignments that will count under each weighted category.


Students who take an Advanced Placement course are required to sit for the A.P. Exam in May for that course.  If for any reason you do not take the A.P. Exam, you will be assessed a charge from DeLand High School and the name of your course will be changed to an “honors” or “regular” designation rather than “A.P.”  This will also result in a change of weighting for the course from a 5.0 to either a 4.5 or a 4.0, which could affect your class rank and weighted grade point average.

Summative Assignments 60%

  • Chapter Exams

  • Unit Exams

  • Research project/paper

  • Culminating assignment

  • Unit Mastery Project

Formative Assignments 40%

  • Homework

  • Quizzes

  • In class assignments

  • Projects/Papers

  • Presentations

  • Socratic Seminars

Diagnostic Assignments 0%

  • Class Participation; Preparedness; Attendance

  • Reviews

Unit Mastery Projects:

After each Unit students are required to submit a Unit Mastery Project demonstrating their content knowledge. The method of demonstration will be determined by the student or students.

Academic Honesty:

Cheating of any kind will not be tolerated. Students cheating on exams, quizzes or essays will receive a zero. Students caught aiding a student cheating will also receive a zero on the assignment. Cheating includes but is not limited to plagiarism or direct replication of another student’s work. For further information concerning academic honesty and integrity, refer to the DeLand High School Academic Integrity policy.

Please note that these policies and guidelines are subject to change as needed. I will describe any changes to policy in writing to all students and parents.
Grading Policies:

The DeLand High School prescribed grading scale will be in effect.

90-100% A I have a philosophy that all student work will be of high quality. If you turn

80-90% B in sub par work, it will be returned to you ungraded (I will record a temporary

70-80% C grade for the assignment). You will have one week to improve the assignment

60-69% D to an acceptable (usually A/B) level of quality. If the second attempt is still subpar,

Under 60 F the grades will be averaged and recorded. I reserve the right to allow further attempts if I deem your efforts to be at a high level. Under no circumstances will a third attempt be allowed with a student who shows little or no effort.
Teacher’s Authority to Override Final Grade: Teacher reserves the right to override the grade if a student’s overall performance warrants it. This refers to the final grade of the grading period, or the final grade for the course.
Failure to turn in an assignment on the due date (this includes any assignment less than half completed) will result in a zero. Student has a couple days to turn it in but 10 late points will be deducted from the assignment. After that time, there will be no further chance at a makeup.

Plagiarism, including on homework, will result in an automatic zero and a referral to the office. No second attempts will be given in any case of plagiarism or cheating.

There will be no additional attempts allowed on Course papers/ Oral Presentations or Book Projects/Presentations for your DeLand High grade.

There may be extra credit assignments offered. While they may be optional, they are strongly recommended. Please do not count on it for grade improvement.


Assignments and Assessments:

  • Traditional quizzes and tests for each unit, including multiple choice and in-class Free Response essays for exam preparation

  • Research projects/papers/debates/Socratic Seminars

  • Class discussions on text material and current issues

  • Required readings in text, outside assigned articles, book groups, and current events

EXPECTATIONS: The key to success in this course is careful, consistent, and active preparation and participation. Nightly reading assignments and class discussions are important, as are the major tests and papers/projects. You will find that what you put into the class determines how much you get out of it.
In order to make the most of your experience in this class, please respect the following guidelines:

  • Uphold the DHS Student Conduct Code at all times.

  • Seek help when you have questions or issues. I am always eager to help you with assignments or to listen to concerns. Make an appointment or drop by when I am free. I have 2nd lunch.

  • Treat your fellow classmates and me with respect and kindness, especially when there is disagreement.

  • Come to class with an open mind and a willingness to learn and try new things.

Viewing of PG-13 Movie Release
Often appropriate PG-13 movies or sections of PG-13 movies can be utilized effectively to enrich classroom instruction and accomplish identified objectives.  If you give permission for your child to view such materials, you do not have to do anything.  (NOTE: NO “R” rated movies will ever be shown per Volusia County School Board Policy).  If you do NOT wish to grant permission for your child to view any PG-13 movies identified by the teacher as effective in teaching the curriculum, please contact me via email at ggdorcy@volusia.k12.fl.us or send in a note with your student.
Course Learning Objectives

  • Gain a rigorous introductory background in macroeconomics that will leave them well prepared for future, more in-depth course material in higher education or professional training.

  • Understand contemporary macroeconomic issues and be able to discuss the outcomes and causes of them.

  • Demonstrate knowledge of sequence and causality in historical economic issues and be able to compare and contrast them to contemporary economic events.

  • Learn how major global economic institutions function and understand how they impact domestic economic and political policy.

  • Understand and be able to develop informed opinion on fiscal and monetary policy

  • Gain necessary skills to allow them to navigate different financial products and instruments and be able to make more informed decisions when making investments or taking on credit.   

 Transferable skills as a result of taking Economics….

  • Understanding that choosing means refusing – students will begin to develop more sophisticated decision making skills.

  • Gain a working knowledge of business, finance and taxation

  • Have improved political efficacy as a result of better understanding the impact of economic issues on government policy and political parties

  • Be able to translate economic issues such as incentives, spill-over costs, and opportunity costs to personal decisions and activities.

Additional reading:

Fun and recommended as an essential background

  • Harford, Tim, The Undercover Economist

  • Wheelan, Charles, The Naked Economist: Undressing the Dismal Science

  • Buchholz and Feldstein, New Ideas from Dead Economists: An Introduction to Modern Economic Thought

  • Pratchett, Terry, Making Money (fiction)



  • Appleyby, Joyce, The Relentless Revolution A History of Capitalism

  • Ferguson, Niall, The Accent of Money



  • Sachs, Jeffrey: The End of Poverty: How we can make it happen in our lifetime

  • Judt, Tony, Ill Fares the Land


External Resources

Two outstanding high school teachers, Steve Reff and Dick Brunelle, have constructed a website that includes digital lessons, interactive graphs, and practice exams that are extremely valuable to both teachers and students. We will be using this website quite often in the course. You should familiarize yourself with the site as soon as possible. The Reffonomics website can be found here:

There is also a fine companion website with additional resources for both students and instructors at: www.bfwpub.com/highschool/Krugman_AP_Macro
There are also many youtube videos available for review purposes as well as for preparing for the AP exam. ACDC Leadership also has many excellent review videos on youtube on all of the macro topics covered in this course and is highly recommended that Student watch the video before and after beginning a particular unit.
Economics by Example, by David A. Anderson

  • The instructor will assign the Economics by Example readings after each section of the course, after the material has already been presented to keep the students engaged.

  • Discussion questions from Economics by Example could also be used as part of take-home homework assignments, short papers, or in-class group presentations.

The table that follows shows how the sections of the textbook are paired with the chapters from

Anderson’s Economics by Example.

Strive for a 5 (Study Guide and Prep for AP* Exam) Macro: 1-4292-6359-8

Margaret Ray, Mary Washington College, VA College Board Endorsed Faculty Consultant, Reader and Table Leader since 2001.

David Mayer, Winston Churchill High School, San Antonio, TX AP Economics Table Leader for ETS/College Board;

AP Economics Endorsed Consultant for the College Board’s Southwest Region.

This unique guide reinforces the topics and key concepts to help students complete the course and prepare for the AP exam. The study guide component of Strive for a 5 provides an overview of each section and systematic module-by-module coverage, with these features:

• Before You Read the Module

• While You Read the Module

• After You Read the Module

• Answer Key

The AP preparation section begins with a diagnostic pre-test that helps students focus their test preparation time where it is most needed. Students also get preparation and study advice, including suggestions for setting a test preparation schedule, as well as sample practice tests.

Course Outline

% of AP Test Topic Morton /(Anderson) Activities

Unit 1

8-12% of AP Basic Economic Concepts Section 1 (Ch. 1)

Module 1: The Study of Economics

Module 2: Introduction to Macroeconomics 17

Module 3: The Production Possibilities Curve Model 1 and 2 Part A

Module 4: Comparative Advantage and Trade 2 Part B, 49, 50

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • Strive for a 5: pages 2-16 (formative)

  • Economics by Example: “What’s to Love About Economics?” Pages 1-8.

  • Advanced Placement Economics: Macroeconomic: Student Activities, 3rd Edition (“Rainbow book”) – complete problems on pages 5-14 (group work - formative)

  • Key Terms (45) on page 32 (formative)

  • Section 1 Problems 1-14 on pages 32 & 33 (formative)

  • Review for Test: Strive for a 5 pages 16-34

  • Section 1 Assessment (summative)

GRAPHING (very important!)

Read Section 1 Appendix: Graphs in Economics (pages 34-45)

Section 2 (Ch. 3)

Module 5: Introduction to Demand 3 and 4

Module 6: Supply and Equilibrium 5 and 6

Module 7: Changes in Equilibrium 7

*Module 8: Price Controls (If we have Time)

*Module 9: Supply and Demand: Quantity Controls

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • * These modules are MICRO – you only need to read for understanding but you do not need to complete the work associated with these modules.

  • Strive for a 5: pages 35-53 (formative)

  • Economics by Example: “The Coffee Market’s Hot; Why Are Bean Prices Not?” Pages 17-25.

  • Rainbow book – complete problems on pages 15-31 (group work - formative)

  • Key Terms (44) on page 96 (formative)

  • Section 2 Problems 1-19 on pages 96 - 99 (formative)

  • Review for Test: Strive for a 5 pages 54-78

  • Section 2 Assessment (summative)

  • Problem Set #1 (summative)

Unit 2

12-16% of AP Measurement of Economic Performance

Section 3 (Ch. 21)

Module 10: The Circular Flow and GDP 10 and 12

Module 11: Interpreting RGDP 11 Part C

Module 12: The Meaning and Calculation of Unemployment 11 Part A

Module 13: The Causes and Categories of Unemployment 16

Module 14: Inflation: An Overview 11 Part B

Module 15: The Measurement and Calculation of Inflation 13

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • Strive for a 5: pages 79-99 (formative)

  • Economics by Example: “Why Do We Neglect Leisure and Cheer For Divorce?” Pages 149-155.

  • Rainbow book – complete problems on pages 59-64, 86-94 (group work - formative)

  • Key Terms (59) on page 150 (formative)

  • Section 3 Problems 1-20 on pages 150-155 (formative)

  • Review for Test: Strive for a 5 pages 100-120

  • Section 3 Assessment (summative)

  • Problem Set #2 (summative)

Unit 3

10-15% of AP National Income and Price Determination

Section 4 (Ch. 25)

Module 16: Income and Expenditures 20 and 21

Module 17: AD: Introduction and Determinants 23

Module 18: AS: Introduction and Determinants 24 and 29 Module 19: Equilibrium in the AD/AS Model 25 and 28

Module 20: Economic Policy and the AD/AS Model 27, 30, 43 and 45

Module 21: Fiscal Policy and the Multiplier 31

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • Strive for a 5: pages 121-141 (formative)

  • Economics by Example: “How Much Debt Is Too Much?” Pages 181-187.

  • Rainbow book – complete problems on pages 111-134 (group work - formative)

  • Key Terms (42) on page 216 (formative)

  • Section 4 Problems 1-25 on pages 216-219 (formative)

  • Review for Test: Strive for a 5 pages 141-161

  • Section 4 Assessment (summative)

  • Problem Set #3 (summative)

Unit 4

15-20% of AP Financial Sector

Section 5 (Ch. 22)

Module 22: Saving, Investment and the Financial System

Module 23: The Definition and Measurement of Money 34 and 35

Module 24: The Time Value of Money

Module 25: Banking and Money Creation 37

Module 26: The Fed. History and Structure 38

Module 27: The Fed. Monetary Policy 40

Module 28: The Money Market 39

Module 29: The Market for Loanable Funds 41 and 44

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • Strive for a 5: pages 163-189 (formative)

  • Economics by Example: “Does the Money Supply Matter?” Pages 157-165.

  • Rainbow book – complete problems on pages 181-204 (group work - formative)

  • Key Terms (72) on page 290 (formative)

  • Section 5 Problems 1-25 on pages 290-293 (formative)

  • Review for Test: Strive for a 5 pages 189-211

  • Section 5 Assessment (summative)

  • Problem Set #4 (summative)

Unit 5

20-30% of AP Inflation, Unemployment and Stabilization Policies

Section 6 (Ch. 26)

Module 30: Long Run Implications of Fiscal Policy: Deficits and the Public Debt

Module 31: Monetary Policy and the interest Rate 43

Module 32: Money, Output and Prices in the Long Run 42

Module 33: Types of Inflation, Disinflation and Deflation

Module 34: Inflation and Unemployment: The Phillips Curve 46

Module 35: History and Alternative Views of Macroeconomics 48

Module 36: The Modern Macroeconomic Consensus

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • Strive for a 5: pages 214-235 (formative)

  • Rainbow book – complete problems on pages 65-66, 77-79, 81-83, 85 (group work - formative)

  • Key Terms (33) on page 362 (formative)

  • Section 6 Problems 1-17 on pages 362-365 (formative)

  • Review for Test: Strive for a 5 pages 235-257

  • Section 6 Assessment (summative)

Unit 6

5-10% of AP Economic Growth and Productivity

Section 7 (Ch. 28)

Module 37: Long Run Economic Growth

Module 38: Productivity and Growth

Module 39: Growth Policy: Why Economic Growth Rates Differ

Module 40: Economic Growth in Macroeconomic Models 47

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • Strive for a 5: pages 259-270 (formative)

  • Economics by Example: “Why Are Some Nations Rich and Others Poor?” Pages 208-216.

  • Rainbow book – complete problems on pages 67-76 (group work - formative)

  • Key Terms (14) on page 405 (formative)

  • Section 7 Problems 1-13 on pages 406-408 (formative)

  • Review for Test: Strive for a 5 pages 271-282

  • Section 7 Assessment (summative)

Unit 7

10-15% of AP Open Economy: International Trade and Finance

Section 8 (Ch. 27)

Module 41: Capital Flows and the Balance of Payments 51 and 52

Module 42: The Foreign Exchange Market 53

Module 43: Exchange Rate Policy

Module 44: Exchange Rates and Macroeconomic Policy 54 and 55

Module 45: Putting it All Together

  • Read text pages for each module and answer questions at the end of module(s) (diagnostic)

  • Strive for a 5: pages 283-296 (formative)

  • Economics by Example: “Is Globalization a Bad Word?” Pages 199-207.

  • Rainbow book – complete problems on pages 283-292, 305-319 (group work - formative)

  • Key Terms (20) on page 453 (formative)

  • Section 8 Problems 1-13 on pages 453-455 (formative)

  • Review for Test: Strive for a 5 pages 296-317

  • Section 8 Assessment (summative)

  • Problem Set #5 (summative)

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