Download defines economic justice

SCC #3 this block day
Rough draft of CTR this Friday 12/12
12/12 reassess deadline
Agenda
• Demand v Supply side
economics
• Formative Assessment
• Debate intro
• CTR #3 work time
Objectives
• Introduce debate
• Begin CTR #3
What are…
• Demand-side economics and Supply-side
economics?
Source #1
• Instead of taxing Americans more, Reagan believed
that we grow the economy--and increase the size of
the pie--by helping the unproductive become
productive.
• He said: "The weakness in this country for too many
years has been our insistence of carving an everincreasing number of slices from a shrinking economic
pie. Our policies have concentrated on rationing
scarcity rather than creating plenty."
• Instead of fighting over who gets the last piece of
shrinking economic pie, let's help America produce a
bigger pie so that everyone will have a chance to be
better off.
Source #2
• Keynes viewed excessive saving and
investment as a potential harm to the
economy
• Keynes thought that a government should
cut taxes and increase infrastructure spending
during an economic downturn
• Is Keynes a believer in demand or supply side
economics?
Formative Assessment
• https://docs.google.com/forms/d/16RhOUC7PWbMEcpu0LIZi4pQBE6O4T3pCGZRj7ToaJs
/viewform?usp=send_form
Monetary Policy Propositions
The Federal Reserve should no longer set any interest rates, set a reserve requirement or loan money to banks. It
should only engage in open market operations.
The US should rely on monetary policy alone to help the economy remain stable, to spur economic growth and to
combat inflation. Fiscal policy should only be used for providing necessary public goods and services.
Fiscal Policy Propositions
The US should abolish the progressive income tax and replace it with a national sales tax of 23%.
The US should adopt a balanced budget amendment to the Constitution in order to end deficit spending and force
the government to spend only the revenue it collects.
The US should privatize all healthcare systems (except Medicaid) and allow individuals to make their own decisions
about consumption of health care and health insurance.
The US should provide universal free college education to all who want it, and pay for it through a national sales tax
of 8%.
The US should adopt an income tax that significantly raises the tax rate on individuals earning more than $150,000
per year,
until the economy has achieved 5% GDP growth for 2 years in a row.
The US should make public education only mandatory through Grade 8. All high schools should be privatized and
only students who wish to pay for them would attend.
The US should raise the minimum wage from $7.25 to $15 per hour.
The US should provide each family with enough food stamps to secure 3 nutritional meals a day if the family cannot
provide it for themselves.
CTR/ SCC #3
•
Prompt: What are the responsibilities, if any, of consumers, producers, financial
institutions and the government in ensuring economic justice in the U.S.?
Resources that could be useful:
• Friedman v McKay readings from class
• Chapter 9.7
• Power to Choose on pages 96-97, 136-137, 182-183, 228-229, 246-247, 316-317, 338-339
• Chapter 10.5
• reading from Michael Sandel’s Justice - available on-line
Advanced - All of the proficient criteria PLUS
• analyzes two historical and/or current examples using relevant content from Units 1, 2, 3
and 4 to justify the claim
AND/OR
• articulates and defends a clear and distinct opposing claim using relevant content from
Units 1, 2, 3 and 4
Proficient:
– defines economic justice
– conveys a clear and distinct claim about why or why not consumers, producers, financial institutions
and the government have a responsibility to ensure economic justice
– supports the claim with effective selection of relevant content from Units 1, 2, 3 and 4
– uses valid reasoning
Debate Prep. Focus Today
1. Pick a partner in your small group who will peer score your
preparation and collaboration. Remember, prep is over the
entire week. Use the rubric provided.
2. You will focus on either the “for” or “against” side of your
proposal to research and prepare for, but must be prepared for
what the other side will say as well.
3. Try to create your main argument today.
Ownership of National Debt:
What to focus on today:
• Written Key terms and content in
personal notes
• Creation of your main argument
• Possibly: create possible rebuttal
questions from other side and your
answers
What to focus on today:
• Written key terms and content in
personal notes
• Use rubric to observe and think
about score for partner
• Use phones, ipad etc. for
additional research
• Creation of your main argument
• Possibly: create possible rebuttal
questions from other side and
your answers
Happy Friday 12/13/13
1. Sit with your debate
teams
2. Please get out the
following
Debate
work/research
Content rubric
packet
CTR #3 RD
CTR #3 Final Draft
• You must turn in the final draft of CTR #3 by the
17th both on turnitin.com and a paper copy.
• Check the board for class ID and password (I
will not be posting this online)
• Attach the original rubric and place your
“originality report #” that you received from
turnitin.com in the box at the top.
Peer Review of CTR E#3
Read and evaluate a peer's draft. Note, as indicated below in blue, where each
expectation is found. Add commentary and suggestions. Score. Sign your name.
- defines economic justice
- conveys a clear and distinct claim about why or why not each of the following have a responsibility to
ensure economic justice
- consumers
- producers
- financial institutions
- government
- supports the claim with effective selection of relevant content from Units 1, 2, 3 and 4
- uses valid reasoning
- adv: historical example analyzed using content from relevant Economics units.
- adv: current example analyzed using content from relevant Economics units.
- adv: opposing claim: articulates and defends a clear and distinct opposing claim using relevant content
from Units 1, 2, 3 and 4
What to focus on today:
• Use “civic participation” rubric to observe and
think about score for partner – we will do this
after the final.
• Use phones, ipad etc. for additional research –
google docs?
• 1 sheet of preparation and notes per person
• Prepare + and – possible outcomes for your side.
• Create possible rebuttal questions from other side
and your answers.
Happy Last Week Of a High School Fall
Semester – EVER!
1. Sit with your
debate teams
2. Please get out
the following
Debate
work/research
4.3 Packet
This is what I will be listening for. We will follow the
timeline on the instructions.
During the debate:
Advanced - All the Proficient criteria plus two of the following:
1. Provides at least three specific factual pieces of evidence to support the claim(s).
2. Rebuts one of the other side’s arguments.
3. Asks a substantive question during audience questions and answers.
Proficient
1. Participates in the debate in a substantive fashion by presenting one of the group
‘positions’.
2. Articulates a clear and distinct claim in the ‘position’.
3. Provides at least two specific factual pieces of evidence to support the claim(s).
4. Applies concepts, key terms and ideas from the content rubric.
5. Uses valid reasoning.
Three more days…
Please get out the
following:
• Anything else
the SCC team
asks
• CTR #3 final draft
Content Rubric Questions Again: