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18 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12e, Unit 3a, Government and Economic Policy
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Eli Whitney's Patent for the Cotton Gin

http://www.archives.gov/education/lessons/cotton-gin-patent/activities.html

Description: In Article I, Section 8, Clause 8, the Constitution empowers Congress "To promote the progress of science and useful arts by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." This led to the deveopment of patent law. Patent law must carefully balance the rights of the inventor to profit from his or her invention (through the grant of a temporary monopoly) against the needs of society at large to benefit from new ideas. Standards 8.7.1 and 12.3.1 economics

Author: Joan Brodsky Schur, Village Community School

Lesson ID: 352

Federal Open Market Committee (FOMC) Simulation

http://www.newyorkfed.org/education/fomcsim.html

Description: The Federal Open Market Committee (FOMC), made up of the seven members of the Board of Governors and the presidents of the 12 Federal Reserve Banks, is the Fed's most powerful monetary policy-making group. Meeting eight times a year, the FOMC discusses current and near-term economic and financial conditions, prior to making a decision to raise, lower or keep short-term interest rates the same. Take part in a mock Federal Open Market Committee meeting. Standard 12.3.4 economics

Author: Federal Reserve Bank of New York

Lesson ID: 402

How Has the Constitution Shaped the Economic System in the U.S.?

http://ecedweb.unomaha.edu/lessons/fecg1.htm

Description: Students find examples from the newspaper of the six characteristics of a market economy as they exist in the U.S. today. Then find how the U.S. Constitution supports those characteristics. Finally, compare the economic provisions of the U.S. Constitution with that of China to understand the difference between a command and a free system. Standards 8.2.6 8.2.7, 11.1.1, 12.1.3, 12.1.4, and 12.1.5 civics, 12.2.2 civics, and 12.3.1 economics

Author: Focus on Economics in Civics and Government, National Council on Economic Education

Lesson ID: 531

Jesse 'The Body' Wants to Give Money Away

http://www.econedlink.org/lessons/index.cfm?lesson=EM33

Description: In this lesson from EconEdLink, students explore the ways in which Governor Jesse Ventura attempted to return budget surplus to citizens in Minnesota. Students also describe and analyze the effects of progressive, proportional, and regressive taxes on the distribution of income, identify and apply criteria for judging what constitutes a fair tax, and evaluate arguments for alternative means of using the surplus. By the conclusion of the lesson, students will be able to recognize the nature of philosophical differences among politicians and the difficulty of achieving a consensus on public policy. Standard Economics 12.3.2 and 12.3.3

Author: William Luksetich, Center for Economic Education, St. Cloud State University

Lesson ID: 603

Market Failures and Government Regulation: Is the Cure Worse than the Disease?

http://www.econedlink.org/lessons/index.cfm?lesson=EM40

Description: Economic efficiency is something much more than producing goods at the lowest possible cost. In involves providing individuals with the goods and services they desire, in the quantities, qualities, places, and times they desire them, with the least use of society's scarce resources. In America, antitrust laws forbid the use of certain practices that are detrimental to competition. However, government creates laws to impose social and environmental regulation. What are the economic costs associated with environmental and social regulation? Standards 12.3.1.and 12.3.2 economics

Author: William Luksetich, St. Cloud State University

Lesson ID: 701

Offshore Windfarms in the United States?

http://www.web-and-flow.com/members/polson/webquest/webquest.htm

Description: As an industrialized nation we depend greatly upon electricity. Conventional electrical power plants are mostly fueled by coal, oil, or natural gas; the burning of fossil fuels to create electricity contributes to global warming and air pollution. Wind power does not require fuel, create pollution or consume scarce resources. Many believe the energy future belongs to wind as a clean, renewable energy, especially as global policies to reduce greenhouse gases are adopted. Should the United States develop offshore wind farms as part of the national energy policy? Standard 12.3.1 economics

Author: Pamela Olson

Lesson ID: 768

Prohibition Then - MADD Today

http://ecedweb.unomaha.edu/lessons/feusA.htm

Description: Why did Prohibiiton fail? The production and consumption of alcoholic beverages involve market exchanges that carry with them external costs borne by third parties.Read short histories of Prohibition and Mothers Against Drunk Driving and evaluate each of these policies on their effect on consumer behavior. Standard 11.5.3 and 12.3.2 economics

Author: Focus on Economics: U.S. History, National Council for Economic Education

Lesson ID: 860

Rockefeller and the Standard Oil Monopoly

http://www.crf-usa.org/bria/bria16_2.html

Description: Follow the development of Standard Oil monopoly and the reason behind the Sherman Anti-Trust Act. Read the testimony of Rockefeller and evaluate the ruling of the Supreme Court in the trial of Oil of New Jersey vs the United States. Select a modern "tycoon" and compare his/her experience to that of Rockefeller. Standards 11.2.5, 112.2.1, 12.2.5, 12.2.7, and 12.2.8 economics

Author: Carlton Martz, Bill of Rights in Action

Lesson ID: 913

Schools for Sale

http://ecedweb.unomaha.edu/ecedweek/lesson19.htm

Description: Examine the case for privatizing schools. Learn about public goods, private goods, costs incentives and economic efficiency. Standard 12.3.1 and 12.2.8 economics

Author: , Nebraska Council on Economic Education

Lesson ID: 930

Slick Moves: Exploring the Controversial Plan to Drill in the Arctic National Wildlife Refuge

http://www.nytimes.com/learning/teachers/lessons/20010319monday.html?searchpv=learning_lessons

Description: Examine the Bush Administration's plan to drill for oil in the Arctic National Wildlife Refuge from varying points of view. Examine the complexity of drilling in the Wildlife Refuge through reading and discussing "Drill, Say Alaskans, Who Know Their Pockets Are Lined With Oil." Research drilling in the Arctic National Wildlife Refuge through the eyes of a stakeholder in the debate. Synthesize this research and prepare to present the research as a stakeholder to a student-led Congressional Committee. Articulate your feelings about drilling in the Arctic National Wildlife Refuge. Standards 11.11.2, 11.2.5, and 12.3.1 economics

Author: Elyse Fischer, The New York Times Learning Network, Javaid Khan, The Bank Street College of Education in New York City

Lesson ID: 961

18 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12e, Unit 3a, Government and Economic Policy
<-- Previous | Next -->

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