Year 1 Students:
GOAL: When you have completed reading these excerpts from Naked Economics you will have a big picture of what your study of economics will entail this year.
PREPARATION for CLASS: As you read each day’s assignment, highlight text and make margin notes that help you answer the controlling question(s) for that reading.
DISCUSSION in CLASS: Ask clarifying questions, comment on surprising or interesting information and explain your answer to the chapter questions. Since formative assessment takes occurs at this stage, your engagement is imperative.
Year 2 Students:
GOALS: This text has two purposes for you. First, it is intended to help you review many of economic concepts that you learned in the first half of the HL course. Second, it provides an organizational structure for you to share the economic ideas that Pietra Rivoli’s offers in her book, Travels of the T-Shirt in the Global Economy.
PREPARATION for CLASS: As you read Wheelan’s text think about examples of the concepts he covers from the Rivoli text. Highlight the Wheelan text that provokes a connection to the Rivoli text with appropriate margin notes.
DISCUSSION in CLASS: Ask clarifying questions, comment on surprising or interesting information and explain your answer to the chapter questions. Since formative assessment takes occurs at this stage, your engagement is imperative.
TEACH the CLASS: Use actual examples from at least one of the Four Parts of Pietra’s book—Texas, China, North Carolina, Africa-- to demonstrate the concept(s) raised in each of the Wheelan chapter.
ASSESSMENT: Teach the Class Rubric
1. On the wiki post Power Paragraphs( click for a review of the power paragraph), not more than two, that use compelling evidence from the Pietra text to exemplify the economic concepts described in the Wheelan chapter.
2. Ask open-ended questions which encourage the students to demonstrate that they understand why your example is a practical application of the economic concept. Their engagement indicates their understanding. Be prepared to explain the concept in an alternative way. This is your formative assessment.
3. Each of the six posts should focus on one of Rivoli's four regions.
4. When the project is complete each student will have written paragrpahs on all four of the regions--Texas, China, North Carolina, Africa. This is a summative grade, 100 points.
Syllabus: Reading Schedule and Teaching Assignment for Naked Economics
Thursday, August 26 ALL Read chapter 1, “The Power of Markets”, pp. 3-22
Guiding Questions: How are decisions made in markets? Who benefits from markets? Who loses?
Friday, August 27 Year 2 Students: Answer the guiding questions for chapter 1 with examples from Rivoli’s book. Each of you will post one paragraph on Texas, China, North Carolina, or Africa. Since there are six of you, two regions may used twice as long as a different example is used.
Friday, August 27 ALL Read chapter 2, "Incentives Matter," pp. 23-42
Guiding Questions: What are incentives? Why do incentives matter in economics?
Monday, August 30 Year 2 Students: Answer the guiding questions for chapter 2 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on your wiki page:
Tuesday, August 31 ALL Read chapter 3, "Government and the Economy," pp.43-62
Wednesday, September 1 Year 1 Students: Bring an economic indicator released on either August 30th or August 31st. Highlight why the indicator shed's light on the state of the economy. Year 2 Students: Answer the guiding questions for chapter 3 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on the wiki.
Thursday, September 2 ALL Read chapter 4, "Government and the Economy II," pp. 62-80
Friday, September 3 Year 1 Students: Bring an economic indicator released September 1st or 2nd. Highlight why the indicator shed's light on the state of the economy. Year 2 Students: Answer the guiding questions for chapter 4 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on the wiki
Tuesday, September 7 ALL Read chapter 11, "Trade and Globalization," pp. 187-205
Wednesday, September 8 Year 1 Students: Bring an economic indicator released September 3rd or 7th. Highlight why the indicator shed's light on the state of the economy. Year 2 Students: Answer the guiding questions for chapter 11 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on the wiki
Thursday, September 9 ALL Read chapter 12, "Development Economics," pp. 206-228
Friday, September 10 ALL Bring an article that recommends how Pakistan can recover from the devastating monsoon flooding. Use the ideas from Wheelan's chapter on Development to guide the discussion.
IB Econ HL - Year Two
IB Econ HL - Year One
Cory
Kelcey
Seamus
Matthew P.
Maxwell
Olivia
Samuel
Alec
Prachi
John
Jeffrey
Project for Naked Economics
Year 1 Students:
GOAL: When you have completed reading these excerpts from Naked Economics you will have a big picture of what your study of economics will entail this year.
PREPARATION for CLASS: As you read each day’s assignment, highlight text and make margin notes that help you answer the controlling question(s) for that reading.
DISCUSSION in CLASS: Ask clarifying questions, comment on surprising or interesting information and explain your answer to the chapter questions. Since formative assessment takes occurs at this stage, your engagement is imperative.
Year 2 Students:
GOALS: This text has two purposes for you. First, it is intended to help you review many of economic concepts that you learned in the first half of the HL course. Second, it provides an organizational structure for you to share the economic ideas that Pietra Rivoli’s offers in her book, Travels of the T-Shirt in the Global Economy.
PREPARATION for CLASS: As you read Wheelan’s text think about examples of the concepts he covers from the Rivoli text. Highlight the Wheelan text that provokes a connection to the Rivoli text with appropriate margin notes.
DISCUSSION in CLASS: Ask clarifying questions, comment on surprising or interesting information and explain your answer to the chapter questions. Since formative assessment takes occurs at this stage, your engagement is imperative.
TEACH the CLASS: Use actual examples from at least one of the Four Parts of Pietra’s book—Texas, China, North Carolina, Africa-- to demonstrate the concept(s) raised in each of the Wheelan chapter.
ASSESSMENT: Teach the Class Rubric
1. On the wiki post Power Paragraphs( click for a review of the power paragraph), not more than two, that use compelling evidence from the Pietra text to exemplify the economic concepts described in the Wheelan chapter.
2. Ask open-ended questions which encourage the students to demonstrate that they understand why your example is a practical application of the economic concept. Their engagement indicates their understanding. Be prepared to explain the concept in an alternative way. This is your formative assessment.
3. Each of the six posts should focus on one of Rivoli's four regions.
4. When the project is complete each student will have written paragrpahs on all four of the regions--Texas, China, North Carolina, Africa. This is a summative grade, 100 points.
Syllabus: Reading Schedule and Teaching Assignment for Naked Economics
Thursday, August 26
ALL Read chapter 1, “The Power of Markets”, pp. 3-22
Guiding Questions: How are decisions made in markets? Who benefits from markets? Who loses?
Friday, August 27
Year 2 Students: Answer the guiding questions for chapter 1 with examples from Rivoli’s book. Each of you will post one paragraph on Texas, China, North Carolina, or Africa. Since there are six of you, two regions may used twice as long as a different example is used.
Post your paragraph on your wiki page:
Jamie--T-Shirt
George--T-Shirt
Connor-T-Shirt
Matt G-T-Shirt
Michael-T-Shirt
Jesse-T-Shirt
Friday, August 27
ALL Read chapter 2, "Incentives Matter," pp. 23-42
Guiding Questions: What are incentives? Why do incentives matter in economics?
Monday, August 30
Year 2 Students: Answer the guiding questions for chapter 2 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on your wiki page:
Tuesday, August 31
ALL Read chapter 3, "Government and the Economy," pp.43-62
Wednesday, September 1
Year 1 Students: Bring an economic indicator released on either August 30th or August 31st. Highlight why the indicator shed's light on the state of the economy.
Year 2 Students: Answer the guiding questions for chapter 3 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on the wiki.
Thursday, September 2
ALL Read chapter 4, "Government and the Economy II," pp. 62-80
Friday, September 3
Year 1 Students: Bring an economic indicator released September 1st or 2nd. Highlight why the indicator shed's light on the state of the economy.
Year 2 Students: Answer the guiding questions for chapter 4 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on the wiki
Tuesday, September 7
ALL Read chapter 11, "Trade and Globalization," pp. 187-205
Wednesday, September 8
Year 1 Students: Bring an economic indicator released September 3rd or 7th. Highlight why the indicator shed's light on the state of the economy.
Year 2 Students: Answer the guiding questions for chapter 11 with examples from Rivoli’s book. Make sure that as a group all four regions are covered. Post your paragraph on the wiki
Thursday, September 9
ALL Read chapter 12, "Development Economics," pp. 206-228
Friday, September 10
ALL Bring an article that recommends how Pakistan can recover from the devastating monsoon flooding. Use the ideas from Wheelan's chapter on Development to guide the discussion.
IB Econ HL - Year Two
IB Econ HL - Year One
Cory
Kelcey
Seamus
Matthew P.
Maxwell
Olivia
Samuel
Alec
Prachi
John
Jeffrey