ESSENTIAL DILEMMA Could the conflict over the Second National Bank have been resolved in a way that supported the values advocated by both President Jackson and Congress?
COMPELLING QUESTION Why do politicians disagree on economic issues—isn’t there one right answer? Students work in small groups and are assigned a version of diary excerpts written by a student intern working for a policymaking legislator. Half the groups read a diary that focuses on stability, security, and equity as broad social goals. The other half read a diary that focuses on freedom, efficiency, and growth. Students determine which broad social goals are emphasized in their reading. During a debriefing, students will discuss broad social goals and identify how trade-offs arise when a society pursues competing social goals. Finally, students choose a current social issue and develop a public policy to deal with that issue, identifying the goals they are attempting to achieve and trade-offs that might arise in terms of other worthy goals.
ESSENTIAL DILEMMA Can we guarantee quality health care to the elderly in a way that is both efficient and equitable?
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Use this DVD program to show students how to live healthy, wealthy and risk-free.
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Focus: Understanding Economics in U.S. History uses a unique mystery-solving approach to teach U.S. economic history to your high school students.
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The teacher guide accompanies the student activities books in macro- and microeconomics for teaching college-level economics in AP Economics courses. The publication contains course outlines, unit plans, teaching instructions, and answers to the student activities and sample tests.
3 out of 58 lessons from this publication relate to this EconEdLink lesson.