Brandon Fredrickson MNBOT Standard: MN BOT "Understanding": Part A
Brandon Fredrickson MNBOT Standard: Interactions among Individuals, Groups, and Institutions: MN BOT "Understanding": h. How groups and institutions meet individual needs and promote the common good in contemporary and historical settings. Part A Student Handout TASK: Your task is to create a fiscal and monetary policy plan that could be adopted by congress to create growth in the US Economy given a set dollar amount to spend. This plan will explain how the Federal government will allocate its time and resources to correct for the downturn in economic activity during the great recession using economic theory and models. PROCESS: You will be divided into groups of 3-4 and given time to research the great recession and create a stimulus packed aimed at pulling the economy out of recession. The groups will designate a leader to guide the group and focus research. Your group will be responsible for coming up with a plan to allocate 1 trillion dollars in stimulus, in a targeted manner, to promote growth and guide the market into recovery. Be creative and think outside the box when coming up with your plan. There is no such thing as a bad idea. That being said you will need to justify your spending. Your group will then create a proposition paper that outlines how the group plans on spending the money and how this plan will, in economic terms, guide the economy out of the recession. Use economic theory (law of supply, law of demand, unemployment, shifts) and economic models and graphs (circular flow model, short-run aggregate supply and demand models) to explain how your allocation of resources will affect the economy. Your group will then present its plan to the class in the form of a presentation. The presentation will utilize some form of technology such as power point, prezi, smart board. The purpose of this presentation is to persuade the other groups to vote for your stimulus package. The plan with the most votes will be uploaded to the class economic blog and submitted to The Economist for possible publication. Stimulus Package to do list: Identify group member roles Research the great recession Create a 3 page paper that is double spaced in 12pt Times New Roman font. A bibliography page with also be attached with all references cited (No Wikipedia). Presentation of stimulus package plan to the class Vote on your favorite plan for publication Part B Assessment Rubric Teacher Name: Mr. Fredrickson Group members: __________________________________________________________________ Category Skilled Group Work-Focus on Consistently stays the task and focused on the task and Participation what needs to be done. Very self-directed. Proficient Developing Focuses on the task and Focuses on the task and what needs to be done what needs to be done most of the time. Other some of the time. Other group members can group members must count on this person. sometimes remind this person to keep on task. 1 point 2 points 3 points Group Work- Respect Respectfully listens, and Teamwork interacts, discusses and poses questions to all members of the team during discussions and helps direct the group in reaching consensus. Respectfully listens, interacts, discusses and poses questions to others during discussions. Has some difficulty respectfully listening and discussing, and tends to dominate discussions. 3 points 2 points Group Work- Problem Actively looks for and Refines solutions solving suggests solutions to suggested by others. problems. 1 point Does not suggest or refine solutions, but is willing to try out solutions suggested by others 1 point 3-4 points 2 points The text introduces a claim that is arguable and takes a position. Paper- Claim: The text The text introduces a The text contains an introduces a clear, precise claim unclear or arguable that is clearly arguable emerging claim that claim that can be and takes The text has a structure suggests a vague supported by and organization that is an identifiable position aligned with the claim. position. The text reasons and evidence. on an issue. attempts a structure The text has an effective structure and organization to support the position. and organization that is aligned with the claim. 7-10 points 3-6 points The text presents a formal tone. 1-2 points The text illustrates a limited awareness Paper- Style and Conventions: The text presents a formal, The text presents a objective tone. The text The text demonstrates of formal tone. The text formal, objective demonstrates standard demonstrates tone that demonstrates standard English standard conventions English conventions of some accuracy in usage and standard English English conventions of of usage and mechanics usage and while attending to the mechanics while norms of the attending to the discipline (i.e. MLA, norms of the discipline APA, etc.). (i.e. MLA, mechanics while attending to the conventions of usage and mechanics. norms of the discipline (i.e. MLA, APA, etc.). APA, etc.). 7-10 points Presentation- Creativity Very original presentation of material; captures the audience's attention. Presentation- Content 7-10 points The group provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence. The group adapts the content in a specific way to the listener and situation. 3-6 points 1-2 points Some originality Little or no variation; apparent; good variety material presented with and blending of little originality or materials / media. interpretation. 3-6 points The group focuses primarily on relevant content. The speaker sticks to the topic. The speaker adapts the content in a general way to the listener and the situation. 1-2 points The group includes some irrelevant content. The speaker wanders off the topic. The group uses words and concepts which are inappropriate for the knowledge and experiences of the listener (e.g., slang, jargon, technical language). 1-2 points 7-10 points Overall analysis of fiscal policy plan 3-6 points In addition to meeting • The group the PROFICIENT demonstrates a clear criteria … understanding of the rules, definitions, laws, • The group is able to concepts, theories and • The group does not demonstrate a clear understanding of the rules, definitions, laws, concepts, theories and use his/her analysis to teach the definitions, law, concepts, theories and principles under study. principles of topic or skill under study. principles of topic or skill under study. • Analysis includes diagrams, models, timelines, illustrations or step-by-step progression of the problem under study. • Analysis does not include diagrams, models, timelines, illustrations or step-bystep progression of the problem under study. • The group and/or audience is able to differentiate between similar definitions, law, concepts, theories and • The student can principles. identify relationships between ideas, data • The group can sets, and phenomena. fferentiate between orrelation and cause and effect. • The student does not identify cause-andeffect relationships. 16-25 points 8-15 points 1-7 points Overall application of In addition to meeting • The group • The group does not economic theory and the PROFICIENT demonstrates an ability demonstrate an ability models to the fiscal criteria … to apply theories, to apply theories, policy plan principles and/or skills principles and/or skills to new situations, to new situations, • The group actively settings or problems. settings or problems. seeks new environments and situations to apply • The group is able to • The group t is not able theories, principles modify theories, to modify theories, and/or skills. products, behaviors or products, behaviors or skills to fit new or skills to fit new or • The group provides changed environment. changed environment. multiple examples of how theory, principle or skill can be applied. 16-25 points 8-15 points 1-7 points **Some data used from multiple rubric sites to create this project assessment rubric (http://www.schrockguide.net/assessment-and-rubrics.html and common core state standards for writing) Grading layout 10 points- Group Work 20 points- Paper 20 points- Presentation 50 points- Analysis and Application of Economics 100 points Total Benchmark Assessment Explanation 22.214.171.124.1- Explain how various government fiscal policies are likely to impact overall output, employment and price level. Part C The standard that this benchmark falls under states that students' should understand the overall performance of an economy can be influenced by the fiscal policies of governments and the monetary policies of central banks. This is an important challenge for the citizen/student to understand when listening to governmental leaders proposing or implementing public policy. This has lasting effects on not only the economy but on the uneducated citizens himself. The business cycle is never ending and government fiscal and monetary policy is important to manage these ups and downs in the market and create a stable economy. Through this policy sustainable economic growth can be accomplished and the horrible effects of recessions and depressions can be avoided. The students will fully meet and exceed the benchmark by not only being able to explain how fiscal policy affects our economy but create their own fiscal policy plan and analyze its possible effects. This assessment builds on the knowledge and skill learned in the classroom and allows the students to think critically about the fiscal policies that the government has used in the past. It also allows for the opportunity to utilize the models and theories to create their own fiscal policy. This will give the students a much better understanding of how these policies affect our economy. The assessment I created is appropriately rigorous in its uses of skills that will be applicable for their future success. The students will utilize teamwork to create a detailed paper that outlines a policy proposal that they will present to the class. The presentation will demonstrate the student's ability to summarize and formulate an opinion in order to persuade an audience. They will then get practice analyzing policies by voting on the best proposal. The literacy assessment that I chose to focus on fell under the "Text Types and Purposes" grades 11-12. The writing standard states that students will write arguments focused on disciplinespecific content. I chose to assess two of these benchmarks in the paper portion of the assessment. The first literacy benchmark addressed is part "A" which focuses on the ability of the student to make a clear, arguable claim that can be supported by reasons and evidence. The second literacy benchmark addressed is part "D" which focuses on the student's ability to present a formal and objective tone that demonstrates Standard English conventions of usage and mechanics while attending to the norms of the discipline. Together they help the students build the ability to formulate arguments based on logic and reason in a formal manner consistent within the economic discipline. Part D The benchmark performance assessment that I have created challenges students to a level of high performance and with a high degree of authenticity that will benefit them as well as be memorable. In a 1998 article titled Authentic Intellectual Work in Social Studies (published in the journal, Social Education), Geoffrey Scheurman and Fred M. Newmann outline criteria for creating assessments with a high level of authenticity and intellect. These criteria will be used to justify that my benchmark assessment is indeed reflective of authentic intellectual achievement. The first section addressed under authentic intellectual achievement is the construction of knowledge. This assessment requires students' to research and formulate a real world plan which requires students to analyze and synthesize very complex information. The students will also have the ability to see and consider the perspectives and arguments of the other groups' plans which may look very different than their own. The second section addressed under authentic intellectual achievement is disciplined inquiry. The students are required to show understanding of the content and concepts by using economic theories and models to explain the reasons groups allocated funds in the manner they did. By creating the paper, in a manner consistent with the discipline, students will demonstrate how economists go about writing and affecting policy. The students will also create a presentation that will summarize their conclusions and propose a fiscal policy plan. The third section addressed under authentic intellectual achievement is value beyond school. The groups are given the very complex problem of recessions and depressions which the students are likely to see in their lifetime several times. Students will get practice working with others in order to solve this complex problem and realize that there are many perspectives. During their presentations students will have to justify their proposal to their peers in order to gain approval much like citizen in public office. Overall I feel that this assessment meets all of Scheurman and Newman's criteria and would be fun and engaging way to tackle the real life issues related to the discipline of economics. After this assessment students would have a firm grasp what fiscal policy is and how it is applied to affect the economy.