This conference sheet provides space to note things that Ms. Aquilini finds helpful or unhelpful as well as items to address with her. No other details are given in the document.
The economists on Frontline said that President Bush's fiscal policy was problematic and led to the recession. They believed that Bush's tax cuts and increased government spending led to growing budget deficits, which contributed to the economic downturn. The document then provides notes on calculating and measuring gross domestic product using the expenditure and income approaches. It discusses the components that make up GDP and how national income accounts are used to track economic activity.
The economists on Frontline said that President Bush's fiscal policy was problematic and led to the recession. They believed that Bush's tax cuts and increased government spending led to growing budget deficits, which contributed to the economic downturn. The document then provides notes on calculating and measuring gross domestic product using the expenditure and income approaches. It discusses the components that make up GDP and how national income accounts are used to track economic activity.
The economists on Frontline said that President Bush's fiscal policy led to problems and the recession. They believed that tax cuts and spending increases under Bush led to growing budget deficits, which contributed to the recession. The document then provides notes on estimating GDP, including definitions of GDP, how it is calculated using the expenditure and income approaches, and what is included in national income accounts.
The document provides examples and definitions related to different types of unemployment (structural, cyclical, frictional, seasonal) and inflation (types, sources, impacts). It defines inflation as an increase in prices, and describes how inflation reduces the value of money. It identifies demand-pull and cost-push inflation as two sources of inflation, and notes inflation creates problems when unexpected.
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as being laid off or their employer going out of business.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They can only receive benefits for a limited time period of 6 months to incentivize finding new work and not rely on benefits long-term.
For example, I would provide benefits to John who worked at a factory for 10 years but was laid off when the plant closed. However, I would not provide benefits to Sally who quit her job as a receptionist because she did not like her
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as due to layoffs or business closures rather than being fired for cause.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They must have a valid work history, having been steadily employed for at least 6 months to a year prior to losing their job to qualify.
For example, John who worked at a factory for 3 years but was laid off last month due to the plant closing would qualify for benefits because he lost his job through no fault of his own. However, Susan who quit
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as being laid off or their employer going out of business.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They can only receive benefits for a limited time period of 6 months to incentivize finding new work and not rely on benefits long-term.
For example, John who worked at a factory for 10 years should receive benefits after being laid off when the factory closed down. However, Steve who quit his job after 2 months to follow his dream of becoming a musician should not be eligible for
The document outlines an agenda that includes: 1) writing a reflection on a field trip to the Federal Reserve, 2) taking two-column notes and writing a summary on business cycles, and 3) creating a quiz and graphic organizer on the business cycle with a partner. The objectives are to distinguish the two phases of the business cycle and different types of economic indicators.
The economists on Frontline said that President Bush's fiscal policy was problematic and led to the recession. They believed that Bush's tax cuts and increased government spending led to growing budget deficits, which contributed to the economic downturn. The document then provides notes on calculating and measuring gross domestic product using the expenditure and income approaches. It discusses the components that make up GDP and how national income accounts are used to track economic activity.
The economists on Frontline said that President Bush's fiscal policy was problematic and led to the recession. They believed that Bush's tax cuts and increased government spending led to growing budget deficits, which contributed to the economic downturn. The document then provides notes on calculating and measuring gross domestic product using the expenditure and income approaches. It discusses the components that make up GDP and how national income accounts are used to track economic activity.
The economists on Frontline said that President Bush's fiscal policy led to problems and the recession. They believed that tax cuts and spending increases under Bush led to growing budget deficits, which contributed to the recession. The document then provides notes on estimating GDP, including definitions of GDP, how it is calculated using the expenditure and income approaches, and what is included in national income accounts.
The document provides examples and definitions related to different types of unemployment (structural, cyclical, frictional, seasonal) and inflation (types, sources, impacts). It defines inflation as an increase in prices, and describes how inflation reduces the value of money. It identifies demand-pull and cost-push inflation as two sources of inflation, and notes inflation creates problems when unexpected.
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as being laid off or their employer going out of business.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They can only receive benefits for a limited time period of 6 months to incentivize finding new work and not rely on benefits long-term.
For example, I would provide benefits to John who worked at a factory for 10 years but was laid off when the plant closed. However, I would not provide benefits to Sally who quit her job as a receptionist because she did not like her
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as due to layoffs or business closures rather than being fired for cause.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They must have a valid work history, having been steadily employed for at least 6 months to a year prior to losing their job to qualify.
For example, John who worked at a factory for 3 years but was laid off last month due to the plant closing would qualify for benefits because he lost his job through no fault of his own. However, Susan who quit
Here are the three requirements I would make for people to be eligible for unemployment benefits:
1. They must have lost their job through no fault of their own such as being laid off or their employer going out of business.
2. They must actively be looking for new employment and be willing to accept suitable job offers.
3. They can only receive benefits for a limited time period of 6 months to incentivize finding new work and not rely on benefits long-term.
For example, John who worked at a factory for 10 years should receive benefits after being laid off when the factory closed down. However, Steve who quit his job after 2 months to follow his dream of becoming a musician should not be eligible for
The document outlines an agenda that includes: 1) writing a reflection on a field trip to the Federal Reserve, 2) taking two-column notes and writing a summary on business cycles, and 3) creating a quiz and graphic organizer on the business cycle with a partner. The objectives are to distinguish the two phases of the business cycle and different types of economic indicators.
This document outlines the steps for a business plan project where students will create a business proposal to pitch to investors. There are 5 main components: 1) Designing a business card and logo. 2) Creating a letterhead and introductory business letter. 3) Developing two advertisements using formats like radio, brochure, etc. 4) Writing a company plan addressing the business idea, target consumers, competition, promotion strategy, jobs, and financing. 5) Presenting the full business proposal to "sharks" in an 8-10 minute pitch and being prepared to answer questions. The goal is to convince the investors to support the proposed business venture.
The document outlines the requirements for a business project that students must complete during their Unit 3 economics class. Students are tasked with researching a local business to learn about how it operates and contributes to the local economy. The project requires students to provide information on the business owner, type of business, products/services, history, facilities, employees, community involvement, competitors and future goals. Students must present this information on a poster with their name and sources cited. The project is due on January 3rd and will be graded based on a rubric assessing content, analysis, synthesis and competency.
The document discusses several factors that impact a worker's wages including differences in training, education, experience, abilities, geographic location, and potential discrimination. It also discusses the historical role of labor unions in protecting workers' rights and outlines key laws like the Wagner Act that protect the right to unionize and the Taft-Harley Act that allowed right-to-work laws. The document then explains concepts like collective bargaining and binding arbitration between unions and employers.
The document outlines the agenda for an economics class which includes finishing a research mini project, discussing government assessments, and reviewing for a test on Friday. Students are also reminded that project presentations are due on Thursday.
The document outlines the agenda for a class which includes a quick sharing activity, finishing a research mini project, learning about government assessments, and reviewing for a test on Friday. Students also have a project presentation due on Thursday.
This document provides a rubric for assessing a supply and demand comic assignment. The rubric evaluates students on content, analysis, synthesis, and demonstrating competency. For strong performance, the comic would use in-depth content terms and facts to effectively answer the essential question. It would include a logical analysis and use most key terms in an effective structure. The illustration would demonstrate an effective grasp of the target competency. Proficient and basic performance are also described.
This document provides an agenda and learning objectives for a lesson on supply and demand. It begins with having students identify an opportunity cost from their weekend. The agenda then lists reviewing a DO NOW, taking supply and demand notes, and creating a cartoon demonstrating how natural disasters or holidays affect product prices. Key concepts defined include demand, quantity demanded, supply, quantity supplied, the laws of demand and supply, equilibrium, excess supply, and excess demand.
The production possibilities frontier (PPF) is a model that shows the maximum output combinations of two goods an economy can produce while efficiently using its limited resources. It assumes an economy can produce two goods using two factors of production and shows the trade-offs involved in making one good versus the other. Points inside the PPF curve represent attainable combinations but resources are not being fully utilized, while points outside are unattainable given the resources.
This document provides an agenda and learning objectives for an economics lesson. It includes a DO NOW asking students to define scarcity and discuss its importance. The agenda has 5 items: 1) DO NOW, 2) Review notes and an article, 3) Take notes on economic systems, 4) Learn about scarcity and opportunity cost, 5) Complete a factors of production chart. It lists 3 learning objectives: 1) Identify factors of production, 2) Explain scarcity's role in trade-offs and opportunity cost, 3) Give examples of opportunity cost from their own lives.
This document outlines the key factors of production: land/natural resources which refer to the natural resources used to produce goods and services, labor which is the human effort and skills that contribute to production, capital which consists of manufactured goods used to produce other goods and services, and entrepreneur which is someone who combines the other factors of production and takes the risk to organize a business to produce goods or services.
Opportunity cost refers to the potential benefits that are forgone when choosing one alternative over another. For example, if someone chooses to attend college instead of entering the workforce, their opportunity cost includes the salary, experience, and savings they could have earned. Additionally, if a company chooses to spend money on expanding its factory, the opportunity cost is the profits that could have been earned by investing that money elsewhere instead.
1. Students are to complete questions from a hurricane Sandy article, take two-column notes from their civics books on specific pages, and answer selected questions from the notes.
2. Students will create a crossword puzzle in partners using economic terms.
3. The teacher reminds students to keep assigned work in their binders and that some assignments can be done with partners while others need to be individual work.
The agenda includes completing questions from a hurricane Sandy article, taking two-column notes from the Civics book on specific pages, answering questions from the book, and creating an economics-themed crossword puzzle in partners for 22 points. Students are reminded to keep notes and articles in their binders and that the hurricane Sandy questions should be completed individually while other tasks can be done in partners.
This document contains checklists for three students recording whether their binder, do now assignments, and worksheet were completed, partially completed, or missing. For each category, most students received checks for completion with no issues reported.
The document discusses the Supreme Court's power to interpret the Constitution, making the judicial branch potentially more powerful than the other two branches. It notes that the Supreme Court's interpretations cannot be checked by the other branches. The agenda outlines announcements, a review, a classroom simulation of the court system, and presentations by student groups on current events related to the judicial branch. The competencies aim to help students understand the organization and levels of the American court system and the Supreme Court's influence on society.
This document provides an agenda for a lesson on the Supreme Court and the Bill of Rights. The lesson objectives are for students to identify the Supreme Court's powers, recognize important court cases, and teach classmates about a Supreme Court case while creating a political cartoon. The agenda includes a do now activity, review, taking notes on the Supreme Court, a Supreme Court case activity with presentations, and a political cartoon gallery for students to share their work. Assignments are the do now worksheet, Supreme Court case activity, and political cartoon gallery chart.
The document outlines the agenda and objectives for a lesson on the Supreme Court. It discusses filling out a worksheet using class notes, reviewing Supreme Court notes, and completing a Supreme Court case activity. It also describes the powers of judicial review, how cases are chosen and decided, and key aspects of Supreme Court justices.
Students are asked to complete worksheet questions 7.2 and 7.3 using yesterday's class notes. The agenda includes reviewing and a Supreme Court case activity. The objectives are for students to understand the US court system, identify Supreme Court powers, recognize the impact of rulings, and teach about a case while making a political cartoon.
This document outlines the steps for a business plan project where students will create a business proposal to pitch to investors. There are 5 main components: 1) Designing a business card and logo. 2) Creating a letterhead and introductory business letter. 3) Developing two advertisements using formats like radio, brochure, etc. 4) Writing a company plan addressing the business idea, target consumers, competition, promotion strategy, jobs, and financing. 5) Presenting the full business proposal to "sharks" in an 8-10 minute pitch and being prepared to answer questions. The goal is to convince the investors to support the proposed business venture.
The document outlines the requirements for a business project that students must complete during their Unit 3 economics class. Students are tasked with researching a local business to learn about how it operates and contributes to the local economy. The project requires students to provide information on the business owner, type of business, products/services, history, facilities, employees, community involvement, competitors and future goals. Students must present this information on a poster with their name and sources cited. The project is due on January 3rd and will be graded based on a rubric assessing content, analysis, synthesis and competency.
The document discusses several factors that impact a worker's wages including differences in training, education, experience, abilities, geographic location, and potential discrimination. It also discusses the historical role of labor unions in protecting workers' rights and outlines key laws like the Wagner Act that protect the right to unionize and the Taft-Harley Act that allowed right-to-work laws. The document then explains concepts like collective bargaining and binding arbitration between unions and employers.
The document outlines the agenda for an economics class which includes finishing a research mini project, discussing government assessments, and reviewing for a test on Friday. Students are also reminded that project presentations are due on Thursday.
The document outlines the agenda for a class which includes a quick sharing activity, finishing a research mini project, learning about government assessments, and reviewing for a test on Friday. Students also have a project presentation due on Thursday.
This document provides a rubric for assessing a supply and demand comic assignment. The rubric evaluates students on content, analysis, synthesis, and demonstrating competency. For strong performance, the comic would use in-depth content terms and facts to effectively answer the essential question. It would include a logical analysis and use most key terms in an effective structure. The illustration would demonstrate an effective grasp of the target competency. Proficient and basic performance are also described.
This document provides an agenda and learning objectives for a lesson on supply and demand. It begins with having students identify an opportunity cost from their weekend. The agenda then lists reviewing a DO NOW, taking supply and demand notes, and creating a cartoon demonstrating how natural disasters or holidays affect product prices. Key concepts defined include demand, quantity demanded, supply, quantity supplied, the laws of demand and supply, equilibrium, excess supply, and excess demand.
The production possibilities frontier (PPF) is a model that shows the maximum output combinations of two goods an economy can produce while efficiently using its limited resources. It assumes an economy can produce two goods using two factors of production and shows the trade-offs involved in making one good versus the other. Points inside the PPF curve represent attainable combinations but resources are not being fully utilized, while points outside are unattainable given the resources.
This document provides an agenda and learning objectives for an economics lesson. It includes a DO NOW asking students to define scarcity and discuss its importance. The agenda has 5 items: 1) DO NOW, 2) Review notes and an article, 3) Take notes on economic systems, 4) Learn about scarcity and opportunity cost, 5) Complete a factors of production chart. It lists 3 learning objectives: 1) Identify factors of production, 2) Explain scarcity's role in trade-offs and opportunity cost, 3) Give examples of opportunity cost from their own lives.
This document outlines the key factors of production: land/natural resources which refer to the natural resources used to produce goods and services, labor which is the human effort and skills that contribute to production, capital which consists of manufactured goods used to produce other goods and services, and entrepreneur which is someone who combines the other factors of production and takes the risk to organize a business to produce goods or services.
Opportunity cost refers to the potential benefits that are forgone when choosing one alternative over another. For example, if someone chooses to attend college instead of entering the workforce, their opportunity cost includes the salary, experience, and savings they could have earned. Additionally, if a company chooses to spend money on expanding its factory, the opportunity cost is the profits that could have been earned by investing that money elsewhere instead.
1. Students are to complete questions from a hurricane Sandy article, take two-column notes from their civics books on specific pages, and answer selected questions from the notes.
2. Students will create a crossword puzzle in partners using economic terms.
3. The teacher reminds students to keep assigned work in their binders and that some assignments can be done with partners while others need to be individual work.
The agenda includes completing questions from a hurricane Sandy article, taking two-column notes from the Civics book on specific pages, answering questions from the book, and creating an economics-themed crossword puzzle in partners for 22 points. Students are reminded to keep notes and articles in their binders and that the hurricane Sandy questions should be completed individually while other tasks can be done in partners.
This document contains checklists for three students recording whether their binder, do now assignments, and worksheet were completed, partially completed, or missing. For each category, most students received checks for completion with no issues reported.
The document discusses the Supreme Court's power to interpret the Constitution, making the judicial branch potentially more powerful than the other two branches. It notes that the Supreme Court's interpretations cannot be checked by the other branches. The agenda outlines announcements, a review, a classroom simulation of the court system, and presentations by student groups on current events related to the judicial branch. The competencies aim to help students understand the organization and levels of the American court system and the Supreme Court's influence on society.
This document provides an agenda for a lesson on the Supreme Court and the Bill of Rights. The lesson objectives are for students to identify the Supreme Court's powers, recognize important court cases, and teach classmates about a Supreme Court case while creating a political cartoon. The agenda includes a do now activity, review, taking notes on the Supreme Court, a Supreme Court case activity with presentations, and a political cartoon gallery for students to share their work. Assignments are the do now worksheet, Supreme Court case activity, and political cartoon gallery chart.
The document outlines the agenda and objectives for a lesson on the Supreme Court. It discusses filling out a worksheet using class notes, reviewing Supreme Court notes, and completing a Supreme Court case activity. It also describes the powers of judicial review, how cases are chosen and decided, and key aspects of Supreme Court justices.
Students are asked to complete worksheet questions 7.2 and 7.3 using yesterday's class notes. The agenda includes reviewing and a Supreme Court case activity. The objectives are for students to understand the US court system, identify Supreme Court powers, recognize the impact of rulings, and teach about a case while making a political cartoon.
1. Conference Sheet
It is helpful when Ms. Aquilini……. It is not helpful when Ms. Aquilini…….
Things I would like to address with Comments (For Ms. Aquilini’s use)
Ms. Aquilini…….