Unit Title : Monetary Policy ‖ Lesson Title:

Goals & Objectives

Students will identify the main apparatus for government influence over monetary policy.
(Federal Reserve)

Students will evaluate the role of government regulation and distinguish monetary and
fiscal policy.

Students will be able to recognize information in announcements from the federal reserve,
analyze the changes between current and past policy, and evaluate the potential economic
consequences for their own lives.

California State Content Standards

12.3 Students analyze the influence of the federal government on the American economy.

1.Understand how the role of government in a market economy often includes providing for
national defense, addressing environmental concerns, defining and enforcing property rights,
attempting to make markets more competitive, and protecting consumers’ rights.

2.Identify the factors that may cause the costs of government actions to outweigh the benefits.

3.Describe the aims of government fiscal policies (taxation, borrowing, spending) and their
influence on production, employment, and price levels.

4.Understand the aims and tools of monetary policy and their influence on economic activity
(e.g., the Federal Reserve)

Common Core Literacy Standards

CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a
problem.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-Literacy.WHST.11-12.1.a
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically
sequences the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.11-12.1.d
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-Literacy.WHST.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of
the specific task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.

Driving Historical Question

What government agencies are the most prominent actors in regulating the American
Economy? (Knowledge/Comprehension)
What are the common methods used by government to influence the American Economy?
(Knowledge/ Comprehension)

How does specific economic regulation effect different kinds of businesses and groups of
individuals? (Analysis/Application)

How does scarcity and the “Guns or Butter” phenomenon play a role in what types of economic
regulations are enacted? (Analysis/ Application)
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 12
minutes

Use quick questioning strategies to use student knowledge to build a class wide consensus
on the definition of aggregate demand. Build on the prior knowledge of Aggregate Demand
and how that relates to creating a monetary and fiscal policy. Review how Aggregate
demand is similar to demand while showcasing the differences between microeconomics
and macroeconomics.

Watch a brief portion of the video recording of the Fed announcement from September 26th
2018. Stop along the way and have students give students an opportunity to quick write
for 1 minute. They will do these 3 times. They will watch 3-4 minutes of video, then have 1
minute to stop and quick write. Students will be instructed to include questions about
vocabulary words they do not understand.
https://www.federalreserve.gov/newsevents.htm

Vocabulary (Content Language Development) ‖ Time: 20 minutes

Definition Derby- Students have an allotted amount of time to define as many important
vocabulary terms as possible. The definitions of almost all of these will also appear within
guided notes.

Students will be allotted 20 minutes to define a academic written definition of vocabulary

words, and also to visual define these words by drawing a picture to accompany.

Aggregate

Inflation
Taxes
Fiscal Policy
Expansionary Monetary Policy
Contractionary Monetary Policy
The Federal Reserve Bank of the United States
Congress
The Executive Branch
Contractionary Fiscal Policy
Expansionary Fiscal Policy
Keynesian Economics
Classical Economics
Fluctuations
Output
Recessionary Gap
Inflationary Gap
GDP
Recession
Full Employment
Unemployment – Frictional, Cyclical, and Structural Unemployment
Macroeconomics

Content Delivery (Method of Instruction) Lecture ‖ Time: 35 minutes

The teacher will lecture using a visual aid (PowerPoints) ad guided notes (preprinted by
teacher, with fill-in-the-black, space for copying charts/graphs, and summaries).

Students will be broken into groups every 10-15 minutes to answer a predesignated
higher-over divergent thinking question. Students will be in pairs, and the teams will have
to answer the agreed upon questions. After the quick discussion, groups will submit their
answers to the teacher and the entire class.

Student Engagement (Critical Thinking & Student Activities) Questioning ‖ Time: 20

minutes
https://sffed-education.org/chairthefed/sorry.html?end=1’

Students use google chrome books in the classroom to use the “Chair the Federal Reserve”
Simulator. Students will be tasked will maintain appropriate inflation rates and
unemployment’s rates as they make decisions in this online simulation.

Lesson Closure ‖ Time: 13 minutes

Students will be given specific prompt with a subset of questions evaluating their
experience with the simulation.
Students reflect on their results of the simulation in relation to what they have learned
from the lecture. They will be required to include 10 content specific vocabulary words
and use them appropriately in their reflection. The students will be allowed to review their
guided note packets for definitions, conceptual clarifying, etc.

Assessments (Formative & Summative)

Entry Level Formative- question strategy following quick write on intro activity.

Progress Monitoring-
1) Circulation and conversations with students as they complete their “Definition
Derby” activity
2) Questioning Strategy and discussion of higher order divergent questions during 3
intervals of lecture.
Summative Assessment- Written response to teacher prepare prompt and subset of
questions. Students will be allowed to refer to their guide note packets and ask teacher
questions, but they will have a very limited amount of time to complete the assignment.
Students will be instructed to complete the assessment individually.

Accommodations for English Learners, Striving Readers and Students with Special Needs

English Learners will be allowed to take the written assessment home with them to
complete if they need additional time. Similar accommodations will be made for the
majority of IEPs in the classroom. The instructions that guided notes are allowed to be
referenced for this assessment are given to the entire class, but are specifically include to
assist certain groups of students such as Els, IEPs, 504s, striving readers, etc.

Resources (Books, Websites, Handouts, Materials)

1) Teacher Prepare Guided Notes
2) Teacher prepared PowerPoint presentation
3) Intro video
a. https://www.federalreserve.gov/newsevents.htm
4) “Chair of the Fed” Simulation game created Fed of San Francisco
a. Chair the Federal Reserve
i. https://sffed-education.org/chairthefed/sorry.html?end=1’
ii.