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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: