Machinc the Basic Concepts. Second Edition
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DOCUMENT RESUME ED 2IL-719D SO 015 821 Saunders, Phillip; And Others TITLE :aster Curriculum guide in Economics. A Frames orl: -Eor Machinc the Basic Concepts. Second Edition. INSTITUTION Joint Council on Economic Education, New York, N.Y. REPORT NO S2EE-Checklist-335 PUB DATE Sf.1- NOTE 82;2.; Replaces ED 148 648. AVAILABLE FROMJoint Council on Economic Education,2 Park Lve., New York, NY 10016 ($5.00). PUB TYPE Guides Classroom Use Guides (For Teachers) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS DESCRIPTORS Citizenship Education; Concept Formation; *Concept Teaching; *Curriculum Development; *Decision Making Skills; Economic Change; Economic Climate; Economic Development; Economic Factors; *Economics Education; Educational Objectives; Elementary Secondary Education; Fundamental Concepts; Models; Problem Solving ABSTRACT Intended for curriculum developers, this revised Framework presents a set of basic concepts for teaching K-12 economics. The revision reflects the change and development which the field of economics has undergone and includes improvements suggested by users of the first edi'Lion. The purpose of teaching economics is to impart a general understanding of now our economy works and to improve economic decision making by students through the use of an orderly, reasoned approach. Chapters I,II, and III provide a brief introduction to the publication, discuss the elements of economic understanding, and list and describe some basic economic concepts. Chapter TV discusses the broad social goals that seem most important in the United States todE7, the problem of trade-offs among goals, and the role of self-i7-?.rest and personal values. Chapter V .1ustrates the use of decision-making model with two economic izsues involving public policy. The concluding chapter, chapter VI, discusses the grade placement of the economic concepts. (RM) ********************************************************************* 'Zeproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************* MASTER CURRiCULUM GUIDE IN ECONOi CS SECJND EDITION U S. DEPARTMENT OF EDUCATION NATI'N tL INSTITUTE OF EDUCATION iif r!JUHr.1.-.1'W: r,i4 kC. Phillip Saunders, Chair G.L. Bach lames D. Calderwood W. Lee Hansen With contributions trom Herbert Stein -DERtvlISSION TO REPRODUCE THIS MATERIALINMICROFICHE ONLY HAS BEEN GRANTED BY cOay et't TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." 1.,..))1k,)11L 2 PHILLIP SAUNDERS iS professor of cconomics and cnrector of the Center for Economic Education at Indiana Unit trsity in Bloomington. G. L. BACK is Frank Buck Professor of Economics and Public Policy (Emeritus) at Stanford University in California. JAMES D. CALDERWOOD is Joseph A. DeI3ell Professor of Business Economics (Emeritus) rit the University of Southern CaPfor- nia and adjunct profets>r of international busi :less at Seattle Pacific University. W. LEE HANSEN is professor of economics and of educational policy studies and director of the Indus rial Relations Research :xi- stitute at the University of WisconsinMadison. * * * * * * * * ; HERBERT STEIN is A. Willis Robertson Professor of Economics at the University of Virginia and a senior of the American Enterprise Institute. The Join' Council on Economic EC.., anon is extremely gralciul to themembers of its Pl.blicat ions Committee who reviewed the manuscript of this volume.How- ever, responsibilu for th,' published version rest:with the authors and publIshev. P177, 199I ,)11 11c()11(1111( 2 l':trk NCW York, NY 11)()I;: Alt rigilts reserved First edition 1977. Second edition 1984. 5 2 1 Lawrence A. Mayer: IHrect or of Publications Ester Moskowitz: AssociatDirector of Publications Foreword Preface uii INTRODUCTION A BRIEF HISTORY OF THE -FRAMEWORK 1 BACKGROUND OF THE REVISION 2 THE OBJECTIVES OF ECONOMIC EDUCAT :CIV THE STATE OF ECONOMIC UNDERSTANDIN-i THE ELEMEI'ITS OF P,CCICIVLIn Ur\TDERSTANDENG 6 A REASONED APPROACH DECISION-MAKING GRIDS BP SIC CONCEPTS FUNDAMENTAL ECONOT,IIC CONCE-S I0 SCARCITY 10 Economic Wants Productive i'Zsources Human Resources Natural Resources Capital Goods '2. OPPORTUNITY COST AND TRADE-OFFS PRODUCTIVITY 13 Specialization and the Division of I_ hor Investment in Capital Goods Investment in Human Capital Technological Change Effects of Government -1. ECONOMIC SYSTEMS 16 5. ECONOMIC INSTITUTIONS AND INCI 6. EXCHANGE, MONEY, AND INTERDEP-LNI)EI'1( MICROECONOMIC CONCEPTS 20 7. MARKETS AND PRICES 20 Information Incentives Rationing The Circular Flow of Resources. Goods, ;11(1 Money Payments b. SUPPLY AND DEMAND COMPETITION AND MARKET STRUCTURE 10. INCOME DISTRIBUTION 4 11. MARKET FAILURES; 1.).7 Inadequate(..mpet i t ion Inadequate KnowledLi,e Resource 1.-.nmobility Externaiit'_es Puliiie Goods Publir: Policy Responses to Market 12. ROLE OF GOVERNMEN.1. Taxation Governments in the Circular Flow of Re ,ounces, Gimds. Services, and Money Payments MACROECONOMIC CONCEPTS 31 13. GROSS NATIONAL PRODUCT 1-1. AGGREGATE SUPPLY 3-1 15. AGGREGATE DEMAND 34 16. UNEMPLOYMENT 35 Frictional Unemployment Structural Unemployment Cyclical Unemployment 17. INFLATION AND 72'EFLATION Demand-Po.. Inflation Cost-Pi islt lat ion Price Expects. ions 18. MONETARY POLICY 3S 19. FISCAL POLICY 39 INTERNATIONAL It CONOMIC CONCEPTS LICr 20. ABSOLUTE AND COMPARATIVE ADVANTAGE AND BARRIERS TO TRADE 41 21. EXCHANGE RATES AND THE BALANCE OF F1 1MENTS 42 22. INTERNATIONAL ASPECTS OF GROW .17 AND STABILITY 4 MEASUREMENT CONCEPTS AND IVIETHoDs 45 TABLES 45 CHARTS AND GRJ,,PilS -17 RATIOS AND PERCENTAGES 1 PERCENTAGE CHANGES 48 INDEX NUMBERS 49 REAL VS. NOMINAL VALUES -19 AVERAGES AND DISTRIBUTIONS AROUND THE AVERAGE 50 IV. EVALUATING ECONOMIC PERFORMANCE AND POLICIES 52 BROAD SOCIAL GOALS 52 1. ECONOMIC FREEDOM 53 2. ECONOMIC: EFFICIE:\ 3. ECONOMIC EQUITY 53 4. ECOT,:"-!C. SECURITY 54 5. FULL EMPLO':MENT 5-1 PRICE STABILITY :54 7. ECONOMIC GRO`,.7" 5 UFR GOAIS TRADE-OFFS AMONG GOALS 56 SELF INTEREST AND PERSONAL .7AL UE,'S APPLYING ECONOMIC UNDERSTANDIRG TO ST="70IFIC ISSUES 53 THE CASE OF EGG DIVERSION 5S- WHAT IF PEACE BREAKS OUT? 63 GRADE PLACEMENT OF CONCEPTS 67 CURRICULUM CONTEXT AND GRADE PLACEMENT 67 THE NATURE OF ECONOMIC CONCEPTS AND GRADE PLACEMENT 68 INSTRUCTIONAL SEQUENCING OF ECONOMIC CONCEPTS STRATEGIES FOR TEACHING ECONOMICS AT THE VARIOUS GRADE LEVELS 69 MST OE Df.1-HBEIS Sample Decision-making Grid for Systematic Evaluation of Each Alternative with Respect to Each Goal or Criterion 7 2. Sample Decision-making Grid for Using a S15 Gift Certificate 8 3. Basic Concepts 1) The Circular Flow of Resources, Goods, Services, and Money Payments 23 Hypothetical Supply and Demand Schedules for a Hypothetical Product 24 6. Sources and Distribution of Personal Income in the United States, 1987, 27 7. Governments in the Circular Flow of Resources, Goods, Services, and Money Payment.s 32 8. Sample Decision-making Grid for the Egg Diversion Case 60 Classification of Elementary- and Secondary-Level Student Activities in MCG Strategies Volumes by Main Economic Concept Categories and Cognitive Level Groups 70 The first ?dition of tins Framework, the initial volume in the Joint Council of Economic Education's Master Curriculum Guide in Eco- nomics, was published in 1977 with gratifying results. It provided the foundation for a series of Teaching Strategies that demonstrate how to introduce the conceptual framework of economics at various grade levels. To date, the Joint Council has published seven Strategies vol- umes, and will publish more. In addition, the Joint Council, the Agency for Instructional Television, and the Canadian Foundation for Eco- nomic Education have produced two television/film series.. Trade-offs and Giue & Take, based on the Framework. Both series are used extensively in the United States and Canada. The Frame 'ark has also influenced the approach taken to economics in textbo .its and other curriculum materials at both the elementary and secondary school levels and has served as the basis of many state and local programs for teaching economics. Two considerations led tiic Joint Council to publish a revised edition of the Framework: a recognition that the subject matter of economicsas of every disciplineundergoes continual growth and development, and a desire to make improvements suggested by users of the first edition. There are many to whom we owe thanks for their contributions to this new edition. They include the economists who wrote it and the reviewers of earlier drafts. We are also grateful to the funder: who supported this effort: The Amoco Foundation, Inc.; Exxon Company, U.S.A.; the Calvin K. Kazanjian Economics Foundation, Inc.: and the Northrop Corporation. Members of the Joint Council staff who have worked on this project include John M. Sumansky, program director; S. Stowell Symrnfs, school services director: June V. Gilliard, curriculum directo7; and Lawrence A. Mayer and Ester Moskowitz. respect IIv director and as- sociate director of the Publications Division. 111(I I.V!.I A. AI .\( )\\1..1,1, President, JCEE 7 As explained elsewhere in this volume, the experience gained from the use of the fig edition of the Framework and the passage of time have made it advisable for the Joint Council on Economic Education to publish this revised edition. This revision still reflects the heavy emphasis on economics as a way of thinking, rather than a -;cq of answers, which was contained in the Report of the National Task Force on Economic Education. published in 1961. It also reflects the major contribution cf W. Lee Hansen, who provided the leadership that led ,-) the first edition of this Framework in 1977. We had hoped to have ,!rbert Stein join us as a co-author of this revised edition, but his busy schedule and other commitments prevented him from doing this. Mr. Stein was able to review the revised manuscript and offer several useful suggestions for improvement, however, and we have also ben- efited from comments and suggestions from the following people in addition to Herbert Stein. Beverly Armento Michael A. MacDoweh Jean Caidwell Campbell R. McConnell George G. Dawson Steven L. Miller Rendigs Fels Herbert C. Morton Joyce Gleason Saul Rosen C.