- I can self-direct my learning
- I can demonstrate an understanding of the basic principles of economics.
- I can apply my understanding of the basic principles of economics to a specific good or service.
- RAP: We began class by reviewing our definition of economic inequality, and brainstorming specific examples of inequality in our lives. I asked students to identify concrete examples from their lives. After each table group shared out and discussed their examples, I then asked students to sort the examples using what they know about Circular Flow of production and consumption. For example, unequal wages for work between men and women might be an issue related to "wages, rents, and dividends." We used this to set up Part D, the final part of the soon-due basic principles project.
- Main Stage: I then reviewed the assignment instructions for Part D, and gave students a chance to reflect on my example of the assignment.
- Closing: Students spent the remainder of time working on their project, while I roved around the room and supported students with their work. The final project is due by the end of the day Wednesday, and must be submitted on Canvas.