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* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
SSEMA1 The student will illustrate the means by which economic activity is measured. a. Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports. b. Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand. c. Explain how economic growth, inflation, and unemployment are calculated. d. Identify structural, cyclical, and frictional unemployment. e. Define the stages of the business cycle; include peak, contraction, trough, recovery, expansion as well as recession and depression. f. Describe the difference between the national debt and government deficits. Category Content (40 points) Mastery of Topic (40 points) Requirements (20 points) Exemplary Student/s described all content detailed in the assignment and added extra information above what was required. (30-40 points) Student/s’ assignment shows they have mastered the content in the standard and used appropriate examples, evidence, or statistics that fully explain each aspect of their assignment. (30-40 points) Proficient Student/s described all content detailed in the assignment. (20-29 points) Needs Improvement Student/s described some/most of the requirements described in the assignment. (10-19 points) Ineffective Student/s described only one or none of the requirements described in the assignment. (0-9 points) Student/s’ assignment shows they mastered the content in the standard and used some appropriate examples, evidence, or statistics that explains most of their assignment. Could have added in extra information to support their assignment. (20-29 points) Student/s’ assignment shows they mastered some of the content in the standard but used few appropriate examples, evidence, or statistics that explain parts of their assignment. Some information used was incorrect or unsupportive to their assignment. (10-19 points) Student/s met all requirements described in the assignment and added extra details above what was required. (15-20 points) Student/s met all requirements described in the assignment. (10-14 points) Student/s met some/most of the requirements described in the assignment. (5-9 points) Student/s’ assignment shows they mastered little or no content of the standard and used few or no appropriate examples, evidence, or statistics to explain their assignment. Information used was mostly incorrect or unsupportive to their assignment. (0-9 points) Student/s met only one or none of the requirements described in the assignment. (0-4 points) Verbal – Linguistic/Intrapersonal: Define each term in the standard and explain how it contributes to the measurement of economic activity (either good or bad economic activity). Terms: income, employment, price, output-expenditure model, Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, aggregate supply, aggregate demand, structural unemployment, cyclical unemployment, frictional unemployment, peak, contraction, trough, recovery, expansion, recession, depression, national debt, government deficits. You may include specific examples of terms to help make their explanation of their contribution to the measurement of economic growth more evident. You will present your findings to the class. Mathematical – Logical/Intrapersonal: Work by yourself or with a partner to do research to find statistics showing how the following topics are represented in our current economic status: Gross Domestic Product (GDP) Unemployment Structural Unemployment Frictional Unemployment Cyclical Unemployment Consumer Price Index (CPI) Inflation National Debt Government Deficits After finding the statistics of each topic, explain how they contribute to our overall economic measurement (either good or bad). Finally create a posterboard that shows how each statistic has led to the overall state of our economy currently. You may use specific examples to prove your opinion. You will present the statistics you found to the class and explain how they interconnect. Musical: You may work by yourself or with a partner to create a rap/song about the different topics described in the standard. You must address the following aspects of the standard (but may include other topics we have discussed previously): how the output— expenditure model shows economic growth through GDP three types of unemployment (structural, frictional, cyclical) four types of inflation (inflation, stagflation, deflation, hyperinflation) business cycle stages difference between national debt and government deficits Lyrics must be original but may use recorded music. You will record your song (either voice recording or music video) and play it for the class. Song must be at least 2 minutes in length. Visual Spatial: Work by yourself or with a partner to create a poster that shows each of the following: How the output-expenditure model calculates GDP and how it has changed for the past ten years showing overall economic growth. How inflation is calculated and research showing each one of the four types of inflation (inflation, stagflation, deflation, hyperinflation) represented by a current country’s economy in the world or how we have represented it in our own country’s history. Bodily Kinesthetic/Interpersonal: Create a game for the class to learn the ideas of the standard. It needs to allow students the chance to move around the classroom and get involved. You need to cover each part of the standard as it is written in part a, b, c, d, e, and f. Make sure the game allows you to see if the student understands the topic covered. You may work in a group of no more than three members. Verbal-Linguistic/Intrapersonal: Write a two-page letter to our district’s Congressman, Lynn Westmoreland and inform him of what you have learned about the state of the economy based on information about Gross Domestic Product (GDP), Consumer Price Index (CPI), inflation, unemployment, national debt, and government deficits. Explain your opinion of the state of our economy and what you think Congressman Westmoreland should be promoting in our government to improve the state of our economy. You must support your opinion with specific evidence, statistics, or examples. How unemployment is calculated, statistics showing the last ten years of unemployment, and how each type of unemployment (structural, frictional, cyclical) has been represented in our unemployment percentages for the past ten years. A chart showing the business cycle with specific examples of how the United States economy has been represented in each level of the cycle. The current United States national debt and the current United States government deficits. Compare our levels with two other countries’ national debt and government deficits. You will present your poster to the class and explain your findings in your research.