An introduction to Economics. Thinking like an economist is different than more conventional, everyday thinking. We may use the same words but use them differently, or we may use the same ideas and use different terms.
4. What Is Economics?
List all the different types of food you would eat in the oval.
When we are
hungry, we will
sometimes
express our need
for food by saying
what we want to
eat…
For example,
when we are
hungry, we may
skip right to the
want part and
say, “I want some
pizza.” Everyone
will know you
need food.
5. What Is Economics?
What are “Trade-Offs”?
• All the options to choose from
when deciding how to fulfill a
Need
• When deciding which food to
eat, all the different options are
your trade-offs.
6. It’s All About the Choices
What is Scarcity?
• Scarcity is when
there isn’t enough
of something to
go around
• Something is
Scarce if it is
limited, and
people desire it
What are Trade-
Offs?
• The choices
(options) we
choose from
What are
Opportunity Costs?
• The value of the
next best option
we did not
choose
Life is about choices and how the choices we make impact us now and in
the future.
8. Knowledge Is
Power
The more information you have about
your trade-offs (choices), the better
decisions you can make.
9. 1. People Choose (Everything has a
cost)
TINSTAAFL “There is not such thing as a free lunch.”
Every action costs someone time, effort, or lost opportunity to do
something else.
Opportunity Cost is the value of the next best choice you did not
make.
Not all costs are in dollars and cents.
10. 1. People Choose (Everything has a
cost)
Economics Made Memorable, part 1
11. 2. People Choose
for Good Reasons
People make decisions based on
what they believe is most
important to them
While this may vary from person
to person, it is usually the same
for most people for any given
choice
Rational Choices involve
weighing the benefits against the
costs – “cost benefit analysis”
12. 2. People Choose for Good Reasons
Economics Made Memorable, part 2
13. 2. People Choose for Good Reasons
• Production Possibilities Curves (Frontiers)
14. 3. Incentives Matter
When people make their Rational Choices, weighing the
benefits against the costs, they are comparing the
incentives involved in making the decision
When incentive change, people’s behavior changes in
predictable ways
Incentives can be positives, such as a reward or added
benefit, or a punishment or additional cost
The most important things student will get from this course is how to think economically. Some students already do, while others have never needed to think this way before. It is important that students learn that there are costs to every decision.
This presentation accompanies guided notes that you can use to have students follow along and participate.
This presentation takes more than one day, especially if you get students involved in the discussion.
Give students a moment to process the questions ”Why is economics a social science?” They may need to be told or asked what a social science is.
Ask students to raise their hand to define ‘needs’
Ask for examples – direct students towards “Food” “Water” “Shelter” if they cannot get to that answer on their own
Ask students to raise their hand to define ‘wants’
After their definition, give them the one in the presentation. – The next slide should make this definition clearer
Have students list as many foods as they would eat in the oval. Give them time to fill their space.
Ask students share what they put in their oval, raise hands, share one item. - write their responses on the board.
Reveal the text boxes – when we are hungry we don’t usually say ”I need food” instead we express our hunger by saying what we want, “I want pizza.”
Ask the class. Call on a students to answer What are “Trade-Offs”?
One by one give the students an opportunity to share answers, then reveal the answer before going to the next question.
Use the article, “TINSTAAFL: There’s Always a Cost Associated with Free Shipping” Discuss hidden cost or the ideas that costs may be shifted from the individual receiving the benefit to someone else or can be shifted to another category.
If you are unable to play the video directly in the presentation, the title below the video is a link to the video on YouTube. This is also the web address http://youtu.be/Ae-oXpyftlo
There is a time stamp page I use to pause the video and emphasize some points by giving examples.
If you are unable to play the video directly in the presentation, the title below the video is a link to the video on YouTube. This is also the web address http://youtu.be/ddvE6jChOGc
There is a time stamp page I use to pause the video and emphasize some points by giving examples.
1) This is where I introduce Production Possibility Curves. I use an example to have students choose how they use time…
After school on any given Monday-Thursday you may have 4 hours of time that YOU get to decide how to spend. For simplicity's sake, let’s say you can choose to spend it on ”Leisure Activities” or “Academic Activities.” Using whole hour increments (1 hour, 2 hours, 3 hours, 4 hours), how can you choose to divide up your 4 hours after school between Leisure or Academic Activities?
On the board I make a t-chart for Leisure and Academic and list the possible combinations using whole hour increments. Then I draw a graph (Which type of activity can go on either axis, it is necessary to have a specific type of activity on the x-axis or y-axis.
2) Next, we complete activity “Practice with PPFs” one side at a time.
Matching incentives to goals can improve outcomes. When accurately aligned incentives will change people’s behaviors in predictable ways.
If you are unable to play the video directly in the presentation, the title below the video is a link to the video on YouTube. This is also the web address https://www.youtube.com/watch?v=UVk6MoBbxbk
This video illustrates how incentives that are misaligned can result in unintended outcomes.