Hi all! As May zooms by, be sure to complete any missing or outstanding work. I will have grades updated in Synergy (studentVUE/parentVUE) updated by the end of the week. In the meantime, be sure to turn in your Basic Principles Project or come see me during 7th or 8th period to complete any missing quizzes (Circular Flow and Supply and Demand).
- I can communicate and work effectively within a team or group.
- I can demonstrate an understanding of the role of the U.S. government in the U.S. economy.
- I can distinguish the different types of U.S. government spending in the U.S. economy.
- RAP: Students started class by jumping directly into a set of Cornell Notes about U.S. Government Spending. Students learned about: The Public Sector, GDP (again), Transfers, Non-discretionary spending vs. discretionary spending, government spending short term and long term, purchases, and investments. These notes can be found in the class Google Slides (found by scrolling to the bottom of this page).
- Main Stage: To apply understanding of government spending, students created U.S. Government Spending Infographics that gave them a chance to apply their new understanding of government spending. Using data from the Congressional Budget Office and the Bureau of Economic Analysis, students created their own creative infographics to visually understand U.S. government spending.
- Closing: Students then spent the remainder of class applying their new understanding of government spending on their U.S Government Influence group projects. Students, in groups, will be analyzing the influence of a specific assigned government agency on the U.S. economy. Today students finished creating Google Slide presentations that included the assigned agency mission, and started their budget analysis. I provided this graphic organizer to aid their research. I modeled this by showing them how I found the budget information for the U.S. Citizenship and Immigrations Services Agency.