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AP Economics syllabus
Advanced Placement Microeconomics
Course Outline
Course Overview:
AP Microeconomics is a rigorous, college-level course which surveys the individual and
firm behavior and choices. After an introduction to economics, we will spend the first
semester studying and preparing for the Microeconomic AP Exam. Among the topics we
will study and discuss:
Consumer Choice
Demand and Supply Elasticity
Firm –
Costs of Production
Market Structure
Firm/Output Determination
Perfect Competition
Monopoly
Monopolistic, Competition, Oligopoly, and Strategic Behavior
Regulation and Antitrust Policy
Labor Demand/Supply – Product Market
Unions and Labor Market
Rent/Interest/Profits
During our study of Microeconomics, we will spend time learning and employing
various economic models to help us understand and compare various output functions,
market structures, and government involvement in areas such as regulation, correcting
externalities and paying for public goods.
ADVANCED PLACEMENT EXAM
In May, I will expect you to take the Advanced Placement exam in Microeconomics. Not
only will the test measure your success in this class, but it will also be a good indicator
for you, personally, on how ready you are to pursue economics in college.
Class Materials: You will need to bring the following materials to class each day:
1. Your textbook which is a college level textbook We will often be reviewing
homework problems and discussing equations and graphs that are found in your text.
Please bring it everyday -- no excuses.
2. A calculator of some kind to help you through the basic math part of economics.
In this way, you will have more time to concentrate on the analysis of the
economic problem, rather than the basic math of it.
3. A notebook, preferably a three ring binder which you will divide into the
following sections:
Reading notes/
Problems -- Homework
Class notes/handouts
AP Economics syllabus
Please arrange to have access to a daily newspaper. The Wall Street Journal is the
preferred option, but the New York Times and Boston Globe will be fine. We will be
constantly connecting what we are learning in class to what is actually happening in our
economy. If you have a subscription to Business Week and/or Fortune -- great. PBS
(12) Market Watch gives an inside looks into our economy at 7pm each evening.
Preparation for class:
1. A solid math background will greatly enhance your ability to understand the
principles of economics.
2. You should also have a strong background in English and Social Studies; your
writing and reading skills need to be advanced in order to keep up with the pace. . .
(I usually insert rules and procedures for the class. . .but I omitted them here).
GRADING POLICY -- I do everything on the point system. I check homework only
when I need to. I quiz and test often – so you need to keep up with your reading and
problem sets. Tests, quizzes, and projects/papers comprise about 95% of your grade.
Retaking EXAMS: If you have trouble the first time with a concept and you do not
do well on an exam or quiz, you have an opportunity to retake. However, you must
do the following first:
 Show me your notebook – I want to see evidence of the
following
o Reading notes
o Class notes
o Problem sets
o Processing – evidence of you working it out
 After school session to review your old exam/correct your
old exam
 Make-up new exam
ASSESSMENTS:
 Unit exams – multiple choice, open response
 Term 1 Projects:
o Economics Around Town – assignment and rubric attached
o Outside Reading - You can choose either Barbara Ehrenreich
Nickel and Dimed: On (not) getting by in America. Or Steven
Levitt and Stephen Dubner Freakonomics 100 points – assignment
attached. Due __________.
o Debates on Price Floors/Price Ceilings – 50 points – assignment
given in October.
 Term 2 Projects
o Market Analysis – Due by December vacation.
AP Economics syllabus
I will add quizzes as needed. We will work on many free response questions between
units. Extra readings will be available a couple of days before they are due. You can
plan out your reading in your textbook well in advance.
My advice on reading the textbook:
1. Always read over the text BEFORE COMING TO CLASS! You will not
necessarily understand everything in your textbook before class. Yet, it will give you a
frame of reference. Take notes – outline/Cornell note taking method/graphic organizer.
Place notes in right side of notebook.
2. Come to CLASS – Attendance is key to understanding. We will present problems,
do activities, etc to help you grasp concepts. Take notes. Add notes to right side
of notebook.
3. After class – highlight notes. Use sticky tabs, markers, high lighters, note in
margin, etc to go over notes and make notes on notes. Try concept mapping, etc (I’ll
show you).
Questions? Graphs, pictures, etc – in left side of notebook.
Ask your questions the next day in class or, if you need a great deal of assistance come
for extra help. . ASAP. Do not wait until the day before the exam!
RESOURCES
Textbook:
Mankiw, Gregory N. Principles of Economics. 3rd ed. Mason Ohio: Thomson/SouthWestern, 2004.
Other support:
Anderson,David and Chasey, James. Favorite Ways to Learn Economics. 2nd ed. Mason,
Ohio: Thomas/Southwestern, 2006.
Morton, John and Goodman, Rae Jean. Advanced Placement EconomicsMicroeconomics: Student Activities. 3rd ed. NY: National Council on Economics
Education, 2005.
Other sources I bring into classroom:
Heilbroner, Robert L. The Worldly Philosphers: The Lives, Times, and Ideas of the
Great Economic Thinkers. 7th ed. NY: Simon & Schuster/Touchstone, 1999.
AP Economics syllabus
Dixit and Nalebuf. Thinking Strategically: The Competitive Edge in Business, Politics,
and Everyday Life.
Landsburg, Steven. The Armchair Economist: Economics & Everyday Life. NY: Simon
& Schuster, 1993.
Articles from Wall Street Journal and New York Times
AP Economics syllabus
Week
FALL
Unit
Chapter
(from
Mankiw)
Chapter
Topic
Graphs, Tables, Charts, Concepts,
Supplemental Readings and Tests
Outside Reading: “The Power of
Incentive” and “Rational Riddles”
(Landsburg,)
1
August 28th-Sept. 4th
1
Nature and
Method of
Economics
Concepts:
Students will be able to:
 define and provide examples for the
10 basic principles of economics.
 practice economic thinking through
activities.
 Define the following: scarcity,
choice, incentives, thinking at the
margin, equity v. efficiency, selfinterest v. social interest, market
failure, externality, factors of
production, normative v. positive
economics.
 Discuss the basic questions of
economics.
 Recognize factors of production
 Compare and contrast basic
structuring of economy – command
v. market v. mixed.
Activities
 Seating activity – first day of
class/trading seats/passes
 Scenarios on rational thinking,
incentives, thinking on margin,
efficiency v. equity. . .etc. – small
group –puzzles brainstorming/discussions
 Odd problems at end of chapter 1 in
Mankiw.
Standards addressed -Massachusetts Frameworks:
E1.1 – productive resources
AP Economics syllabus
E1.2 - Scarcity
E.1.3 – Broad Economic Goals
E1.4 – Incentives
(Please see
www.doe.mass.edu/frameworks/hss/final.pdf
for details)
Outside reading -- Ted Bucholz – New
Ideas from Dead Economists “Adam
Smith”
Concepts
Students will be able to
 recognize the purpose and scope of
models.
 Explain circular flow model.
 Explain tradeoffs and opportunity
costs associated with tradeoffs.
 Draw production possibilities curve
 Determine the shape of PPC in
relation to specialization and
increasing costs.
Graphs: Circular Model – and Production
Possibilities Frontier (PPF
2
September 9th-11th
2
Economizing
Problem
Activities:
 Model airplanes – truth about models
 David Anderson’s experiment with
smiles and links
 Problem sets: odd numbers of
problems/application at end of
chapter 2 in Mankiw
 Working through scenarios together
(handouts – teacher made)
 NCE workbook
Assessments:
Economics around town assignment
Outside reading – articles- news
AP Practice Questions
Standards Addressed:
Massachusetts Frameworks:
E1.2 and E1.9
AP Economics syllabus
Outside reading:
Short excerpt from World is Flat (Friedman)
“Trade Successes and Human Rights
Failures” (handout)/or recent article from
NYTimes or Wall Street Journal.
3
September
12-20th
Concepts
Students will be able to:
 Recognize the benefits of trading.
 Link comparative advantage to
opportunity cost.
 Differentiate between input and
output problems.
.3
Comparative
Advantage Activities
 Experiment: Comparative advantage
game – cars and computers  Matrix analysis and problem solving
 NCEE Handouts
 Teacher exercises – handouts.
 Seminar – value of trade – Does the
model always work?
 Problems in Mankiw
Assessment:
Objective Test Sept. 22nd
Economics around Town –
reflection/application
Standards Addressed:
Massachusetts Frameworks:
E1.6
4
September 23rd-
4
Demand and Outside Reading:
AP Economics syllabus
October 4th
Supply
Students will be reading excerpts from
articles and books such as Freakenomics and
Nickle and Dimed.
Concepts:
Students will be able to:
 Define supply and demand
 Explain why demand is downward
sloping and why supply slopes
upward
 Show and determine how supply and
demand equilibrium determine price
in a market.
 Analyze the role of price in acting as
a signal for buyers and sellers.
 Differentiate between real prices and
nominal prices.
 Differentiate between changes in
demand and quantity demand
changes.
 Differentiate between changes in
supply and quantity supply changes.
 Demonstrate how changes in supply
and/or demand impact equilibrium in
the market.
 Explain the different ways supply
and demand change.
 Define and demonstrate impact of
substitutes, complements, income
effect, and normal v. inferior good on
demand.
Graphs:
Supply and demand – equilibrium
Importance of labeling! Showing shifts v.
movements.
Activities:
 Experiment: Oral auction
 Around the world: (game(s) that
sends students to one of several spots
in the classroom to determine how a
particular incident impacts a change
in demand, supply, etc.
 NCEE exercises
 Problems in Mankiw
AP Economics syllabus

Teacher practice/handouts –
emphasis on open response
Assessment – Practice open response quiz
Standards Addressed:
Massachusetts Framework:
E.2.1-E.2.8
5
Concepts:
Students will be able to:
 Calculate elasticity coefficient
 Differentiate between elasticity
coefficient and slope of curve.
 Demonstrate how elasticity of
demand and supply impacts changes
in revenue as price changes.
 Relate elasticity coefficient to total
revenue.
 Draw extremes of elasticity –
Demand and
inelastic and perfectly elastic
Supply
demand/supply curves.
Elasticity
Activities:
 How elastic is it? –
Questionnaire/human graph of
answers.
 Practice calculating elasticity –
handouts/elastic buddies
 NCEE workbook
Standards Addressed:
Massachusetts Frameworks:
E.2.10
October 5th-17th
5.
Tax
incidence,
price
6 and 7 and controls,
part of Consumer
chapter 8 Surplus,
(160-169) efficiency
and
deadweight
loss
Outside Reading --- Policy Debate research
Concepts:
Students will be able to:
 Define tax incidence
 Locate tax on graph.
 Measure impact of tax on both buyer
and seller.
 Show and explain consumer surplus,
producer surplus, and deadweight
AP Economics syllabus




loss on graph.
Define and show allocative
efficiency.
Locate deadweight loss on graph
after tax.
Compare/Contrast consumer and
producer surplus before and after the
imposition of tax.
Demonstrate with a graph how
government controls such as price
ceilings and price floors create
shortages and surpluses.
Graphs:
Supply/demand/price floor/price ceiling
imposed
Supply/demand – after tax – shift in supply
curve.
Activities:
 Debates on minimum wage,
 rent control – see attached
assignment
 Problems in textbook NCEE
workbook
 Practice with taxes – teacher
handouts/NCEE workbook.
Assessment: Debate/researched based
essay.
Objective Test on chapter 4-7 on October
16th
Free Response on Oct. 17th
Standards Addressed:
Massachusetts Frameworks –
Standards Addressed:
Massachusetts Frameworks:
E.2.9 (most of our unit is beyond the scope
of the Frameworks)
6
October 18-25th
21
Consumer
Choice
Concepts:
Students will be able to:
 Define total utility
 Define marginal utility
 Apply utility to our choices of
AP Economics syllabus



goods/services.
Recognize and practice law of
diminishing marginal returns.
Choose goods and services using
marginal utility per dollar.
Discuss the relationship with
consumer choice theory and the
derivation of the demand curve (I
introduce indifference curves and
budget constraints, but I do not
emphasize them at this level – I give
the option of for my more advanced
students to read and do some
problem sets on indifference curves).
Table: Total Utility/Marginal
Utility/Marginal Utility per dollar.
Activities:
 How many donuts can you really eat?
–(marginal returns)
 Breakfast at a la Micro café – making
choices based on Marginal Utility per
dollar.
 Practice scenarios – AP Workbook
and NCEE
Assessment:
Economics around the town assignment.
Standards Addressed:
Massachusetts Frameworks:
E.2.4
8
October 28thNovember 7th
13
Costs of
Production
Concepts:
Students will be able to
 Define economic profit =Total
Revenue – explicit costs and implicit
costs
 Define the differences between
economic profit and accounting
profit.
 Show with a graph and table the law
of diminishing marginal returns.
 Draw Total cost, Total Variable
Costs, and Total Fixed Costs,
Marginal Costs, Average Costs.
 Discuss the relationship among the
AP Economics syllabus

.
9
7
.
November
8-14th
November 15-20th
.
14
15
.
cost curves.
Demonstrate the mirror effect of
productivity graphs and cost graphs.
Table: Total, Average and Marginal Costs;
Graph: Total Cost, Total Variable Costs and
Total Fixed Costs;
APPLICATION: Excel – Mama Mia case
study
Objective Test
Free Response with Rubric
November 7, 2005
.Graph: Total Revenue (TR) and Marginal
Revenue (MR) for Perfectly Competitive
Firms; Graph: Total Revenue (TR), Total
Cost (TC) for Perfectly Competitive Firms;
Graph: Profit Maximization (MR=MC) for
Perfectly Competitive Firms; Graph: ShortRun Loss Minimization for Perfectly
Competitive Firms; Graph: Short-Run
Pure
Supply Curve (MC) and Shutdown Points
[Perfect]
for Perfectly Competitive Firms; Table:
Competition Profit Maximizing Output for Perfectly
Competitive Firms and Graph: Profit
Maximization; Table: Loss Minimization for
Perfectly Competitive Firms and Graph for
Loss Minimization .
Pure
Monopoly
NCEE workbook
Practice open response questions
Market Analysis Project
GRAPH -Firm Price and output, Socially
Optimal Price and Output, Regulated Price
and Output; Economic Deadweight. Price
Discrimination
Explain MR is < Price/table/graph
NCEE workbook
Problems in textbook
Practice open-response questions – using
news, life, etc – compare/contrast monopoly
with perfect competition
Reading: “Why Popcorn Costs More at the
Movies and Why the Obvious Answer is
Wrong” - Landsburg
Market analysis study
AP Economics syllabus
.
.November 21-28th
16
8
December 2ndDecember 6th
17
9.
Read on your own!
.
.
10
.
December 5-14
.
32
.
18 &19
.
Game Theory and strategic behavior
interdependence, collusion, cartelsNCEE handouts
Oligopoly Book problems
Reading: Landsburg “Courtship and
Collusion: The Mating Game.”
Market analysis
Product differentiation and role of
advertising, profit maximization, Sr and LR
equilibrium
Monopolistic
Comparison in allocative efficiency; excess
Competition
capacity
Objective Test Dec. 1st and Free Response
December 2nd
Anti-Trust
Policy and
Regulation
In class – GRAPH: MC pricing v. ATC
pricing – Fair Rate of return –
NCEE Workbook – I’ll teach graph before
test on markets.
.
.
Derive MRP. Explain how MRP is a derived
demand from product market. Show on
graph and explain with words why
MRP=MFC. Compare/contrast perfectly
competitive firm in the product market with
an imperfect competitive firm’s MRP. Show
wage rate in perfectly competitive labor
market. Show supply for labor in industry –
Explain its shape/backward bending?
Differentiate between moves on MRP and
The Demand
shifts of MRP. Differentiate between shifts
for
and moves on labor supply curve.
Resources:
Case studies:
The Factor
Unions
Markets
Goals –
Impact on labor market for industry/firm
(GRAPH)
Cost/benefits of Unions
Monopsonies
Graph – MFC >Wage
Federal Reserve Boston – Labor
Productivity – 2006
Problems in textbook
NCEE workbook
.
AP Economics syllabus
Economic
Rent
11
12
December 15th –
December vacation
January 2nd-10th
.
.MIDTERM EXAM:
MICROECONMOICS
Test and Review –
Jan. 11th-Midterm date
And review
of concepts
so far!
Graph – supply of resource/increasing
demand
Link with current events -
Externalities-negative and positive; marginal
social benefit v. marginal social cost;
remedies – Coase Theorem/Trading permits
10,11,15,20
Public goods
(parts) Government
Antitrust policy; regulation
Read over and Market
Income distribution
the winter Failure
Demonstrations/experiments
break)
NCEE Workbook
Problems in textbook
.
.
.
AP Economics syllabus
SAMPLE ASSIGNMENTS
AP Economics
MARKET ANALYSIS
Current Events
GOAL: Students will complete a case study of market structures by using reputable
news sources around them.
PROCESS:
1. Read, watch and listen to the news. You will be most successful at this
assignment if you listen and read regularly to the news. If you wait until right
before this project is due, you will it difficult to link the news with the market.
Reputable sources might include the Wall Street Journal, New York Times, Boston
Globe, Fortune, Business Week, and Market Watch on PBS or Marketplace on
NPR.
2. As you listen, read, and watch the news, pay attention to any stories that seem to
have a direct bearing on one of the markets we are studying in class. For example,
you might hear that the frost in California is killing the citrus. Homogonous
product? Easy entry (well, not exactly), price taker (yes, for our purposes). So,
even though the story is not an exact match for perfect competition (because after
all no model can completely represent every aspect of the real world), it is still a
good fit. You would use this article or news story to explain the impact of the
news on the citrus market. Use graphs and analysis wherever possible.
3. Find at least one good example of each of the following market structures:
a. Perfect competition
b. Monopoly
c. Monopolistic competition
d. Oligopoly
4. For each example (and you should find the example by reading the news. . .)
analyze the following:
a. What helps to characterize it as this particular type of market?
b. How does the product/firm/etc fit the mold – cost curves, demand curve,
etc.
c. Where might their be some room for disagreement (esp in perfect
competition b/c it’s challenging to find a perfect example)
d. Is this business profitable (accounting? Economic profits?) Long-run
prospects.
AP Economics syllabus
Your write-up needs to be typed, double-spaced and at least 1-2 pages per entry.
Market Analysis Rubric
Quality of
rational for
choices for
market
analysis
Interpretation
of article and
real life
example
Application
of concepts
from class to
market
analysis
4
3
2
Student chooses
examples from the
news that have at
least several
similarities to a
specific market we
studied in class.
Student uses at least
three specific reasons
from our market chart
to explain why the
firm fits into a
particular market.
The student notes that
the fit may not be
perfect; however, the
student stresses the
reasons why the firm
is more like one
market structure than
another.
Student summarizes
and highlights the
major points of the
article he/she read in
order to explain
relevant features of
the firm to the
market. There are
several connections
to specific points in
the article to the
market analysis.
Student chooses a
firm to fit each
market structure.
Student explains at
least two reasons why
the firm fits the
market structure.
Student tries to force
market structure on
firm without
recognizing that the
real word may not fit
in exactly to the
model.
Student has trouble applying the characterist
markets from our chart to the firm. Student
makes one connection between chart and fir
but has trouble making his/her point.
Student summarizes
the article – perhaps
without highlighting
the relevant
information about the
market structure.
Student shows he/she
understand the key
points in the article.
There are at least two
connections between
the article and the
market analysis.
Student applies at
least two specific
points from the
models, graphs or
theories that we
Student shows he/she read the article, but it
be difficult from the summary to ascertain
whether student understood the economic
principals in the article. There is some attem
connect the specific points of the article to th
analysis.
Student applies
several specific
points (3 of them)
from the models,
graphs, or theories
Student applies at least two specific points f
the models, graphs or theories that we learne
class to the particular firm at question.
AP Economics syllabus
Variety and
quality of
sources
that we learned in
class about specific
market structures to
the firm. Student
discusses at least
three elements of the
model that we went
over in class.
Student uses at least
three different
sources in the project.
Two of the sources
are major business
sources – NY Times
Business, Wall Street
Journal, Fortune
Magazine, Business
Week, PBS Market
Watch. Student
correctly cites
sources.
learned in class to the
particular firm at
question.
Student uses at least
two different sources
in the project. Two
of the sources are
major business
sources – NY Times
Business, Wall Street
Journal, Fortune
Magazine, Business
Week, PBS Market
Watch. Student
correctly cites
sources.
Student uses at least one source in the projec
but four articles in that source. Or the studen
uses two different sources but only one is a
reputable business source such as NY Times
Business, Wall Street Journal, Fortune Mag
Business Week, PBS Market Watch. Studen
sources, but the citation may not be correct
format.
Sample outlining for a unit --
PERFECT COMPETITION
(3-4 DAYS)
Mastery Objectives for Perfect Competition:
Students will be able to
 Explain and differentiate among the four types of markets:
o Perfect competition
o Monopolistic competition
o Oligopoly
o Monopoly
 Define perfect competition
 Explain how price and output are determined in perfect competition
 Show the relationship between average revenue, marginal revenue and price
 Explain why firms sometimes shut down temporarily and lay off workers
 Explain why firms enter and leave the industry
 Draw and differentiate between firm and industry graphs.
 Predict the effects of a change in demand and of a technological advance on
both the firm and industry models.
AP Economics syllabus

Explain why perfect competition is efficient – define and show on a graph
allocative efficiency.
Day 1 &2 -- What exactly is perfect competition?
Overview of objectives and assessments – (I’ll hand out shopping exercise and
market study)
1. Provide an overview for the different markets – a brief outline.
2. Examine why perfect competitors are price takers – some examples?
3. Derive marginal revenue curve, average revenue curve and demand curve for
perfect competitor.
4. Show side by side graphs of industry and firm – Show how firm takes the price of
the industry.
CHECK IN WITH BUDDIES --5. Add in cost curves to the firm graph –
HW: Finish reading chapter 14
Day 3 – Perfect Competition decisions – to stay in business in the short run and the
long run?
1. Review firm graph/side by side with industry graph
2. Cost curves – short run decisions v. long-run decisions
3. profit maximizing output
4. Three possible profit outcomes in short run
5. Shutdown point
PRACTICE!
SIDEWALK CHALK
HW: Work on problems in packet!
Day 4
1.
2.
3.
Output, Price and Profit in Perfect Competition
Short run equilibrium
Long-Run adjustments
Entry and exit
a. Effects of entry
b. effects of exit
4. change in plant size
5. long-run equilibrium
Practice –Practice scenarios
HW: Packet and do at least the odd problems in the book.
Day 5 Changing Tastes and Advancing Technology (and putting it all together)
1. changes in tastes on firm and industry graphs
2. changes in technology on industry and firm graphs.
AP Economics syllabus
ACTIVITIES:
1. partner work with practice scenarios
3. Side-walk chalk
4. market study
Microeconomics
DEBATES: EXTENSION OF DEMAND AND SUPPLY ANALYSIS
GOAL: Students will examine real political issues and apply demand/supply analysis to
debate the merit of political solutions to economic problems.
PROCESS: Students will be assigned to one of four groups. You can use chapter 4 to
help you tease out some of the demand/supply analysis. We will do much of the analysis
in class.
1. Research: You will have Monday and Tuesday to research during class.
2. Find a minimum of three articles per side on your topic. My password for the
Wall Street Journal – Login --Otisdinorex password: morris. I hope it works.
There are some articles in the Taking Sides which the library here has. You
should try the SIRS index as well. Bring your library cards so you can log on
to Noblenet.com. You can work with the whole group to find articles. Or you
can divide your group immediately and work in separate teams.
3. You should take notes from your sources on index cards. Make certain to
keep track of references.
4. Each side will write a 2-3 page position paper that you will pass in to me.
You must include a minimum of three-five citations from articles.
5. You must submit a works cited/bibliography – with proper format.
6. DEBATE: Each group and each “team” will present their debate. We will
present them as follows:
a. Opening statements (theses)
b. Each team presents their supporting points
c. Each team will present their conclusions
d. Each team will have a turn to address questions from the audience.
GROUP I. MINIMUM WAGE
SIDE A: Minimum Wage is a necessary political tool to help the lower class
survive.
AP Economics syllabus
Side B: Minimum Wage interferes with the free market system and actually
causes loss of jobs.
GROUP 2: TICKET SCALPING
Side A: Ticket Scalpers should be legal because they perform a valuable function
to help clear the market.
SIDE B: Ticket Scalping interferes with the distribution process of tickets and
scalpers should be illegal.
GROUP 3: RENT CONTROL
Side A: Rent Control is a necessary tool to help lower income people afford a
place to live.
Side B: Rent Control interferes with the free market process and actually causes
loss of homes for many.
GROUP 4: AGRICULTURAL PRICE FLOORS
Side A: Agricultural supports help the farmers and helping the farmers is key to the
economy.
Side B: Agricultural Price Floors create havoc with the free market and create a poor
distribution of labor and products.
AP Economics syllabus
SCORING RUBRIC FOR DEMAND/SUPPLY ANALYSIS ACTIVITY
Written paper:
1. Paper is typed and three-five pages
2. Writers have a clear thesis
3. Essay has clear subtopics
4. Paper has 3-5 citations that add value to the argument.
5. Paper shows collaboration among group members
(no report hogs)
6. Paper shows connection to demand/supply analysis
7. Paper has a correct bibliography.
DUE:
TOTAL GRADE
/50 pts
5pts
10pts
5 pts
10 pts
5 pts
10 pts
5 pts
Debate
1.
2.
3.
4.
5.
Information is clearly presented
Speakers use index cards and make good eye contact
Speakers speak clearly and slowly (not to slowly)
All group members participate
Speakers can address questions and think on their feet.
DUE:
TOTAL POINTS:
/25pts.
5 pts
5 pts.
5 pts.
5 pts.
5 pts.