1. Objective: Opening procedures 1. Welcome 2. Student questionnaire 3. Subject Syllabus 4. Course standards and expectations 5. Getting started 6. A little homework assignment

2.  Go to www.mrclotzman.comwww.mrclotzman.com  Click the online link on Why A Pack Of Peanut Butter M&M's Weighs A Tiny Bit Less Than A Regular Pack  Answer the questions

3.  What is a timeline?  How can a timeline be useful?  What are the elements of a timeline?

4. HOMEWORK: Write a vertical timeline of the history of someone you know. Include the years and key events in their life. (At least 12 events and why they’re important)

5. Objective: Examine the basic premise of economics 1. Warm up—How did you participate in the economy last week? Consider the basic things you did daily along with the special things you might have done. 2. Warm up discussion 3. Homework discussion and collection 4. Economics: scarcity, costs, and more HOMEWORK: Listen to the online lecture on the resource page. Take notes. Explain 3 key ideas of the lecture in 3 short paragraphs. (at least one of the ideas should be from the last 10 minutes) Turn in notes with the paragraphs.

6. Objective: Examine the basic premise of economics 1. Warm up—How did you participate in the economy last week? Consider the basic things you did daily along with the special things you might have done. 2. Warm up discussion 3. Homework discussion and collection 4. Economics: scarcity, costs, and more HOMEWORK: Listen to the online lecture on the resource page. Take notes. Explain 3 key ideas of the lecture in 3 short paragraphs. (at least of the ideas should be from the last 10 minutes) Turn in notes with the` paragraphs.

7. Objective: Intro to US History 1. Warm up—Explain one event from history. Why was it important? 2. Timeline review 3. Homework discussion and collection 4. Map of the United States 5. Primary versus Secondary sources 6. Timeline of key events

8. Objective: Examine the basic premise of economics 1. Warm up—Why is scarcity considered the fundamental problem of all economies? 2. Poll/Books 3. Quick review 4. Unit 1 Topic A: The economic perspective (notes, discussion) 5. The cost of an education (reading p.6)

9. Objective: Examine the basic premise of economics 1. Warm up—Why is scarcity considered the fundamental problem of all economies? 2. Poll/Books 3. Quick review 4. World Economy/Wealth around the world 5. Unit 1 Topic A: The economic perspective (notes, discussion)

10. Objective: Examine the basic premise of economics 1. Warm up—Why is scarcity considered the fundamental problem of all economies? 2. Poll/Books 3. Quick review 4. World Economy/Wealth around the world 5. Chapter 1 review 6. Unit 1 Topic A: The economic perspective (notes, discussion)

11. Objective: Intro to US History 1. Warm up—List the states that border Nebraska. 2. Map of the United States reviewed 3. Primary versus Secondary sources 4. Chapter 1 breakdown: p.13 #2

12. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Consider the costs of going to college. Explain. 2. Unit 1 Topic A: The economic perspective (notes, discussion) 3. Guns and Butter: Production Possibilities (notes, text, discussion) 4. Economics USA

13. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Consider the costs of going to college. Explain. 2. Unit 1 Topic A: The economic perspective (notes, discussion) 3. Guns and Butter: Production Possibilities (notes, text, discussion) 4. Economics USA

14. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Consider the costs of going to college. Explain. 2. Unit 1 Topic A: The economic perspective (notes, discussion) 3. Guns and Butter: Production Possibilities (notes, text, discussion) 4. Economics USA

15. 1. Warm up—List the states that border North Carolina. 2. Primary versus Secondary sources reviewed 3. Reading p14-15 4. List all the foods, plants, etc. brought from the new world to the old world; do the same for those brought from the old world to the new world. 5. P20. 2

16. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Draw a Production Possibilities Curve for Guns and Butter. Explain your diagram. Include a point where resources are not being used efficiently. 2. Unit 1 Topic B: Production Possibilities (notes, text, discussion) 3. Economics USA (review and story 3) 4. Topic C

17. Be... prompt, polite, prepared, productive, and proficient.

18. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Draw a Production Possibilities Curve for Guns and Butter. Explain your diagram. Include a point where were resources are not being used efficiently. 2. Economics USA (review and story 3) 3. Guns and Butter: Production Possibilities (notes, text, discussion) 4. Reading and questions

19. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Draw a Production Possibilities Curve for Guns and Butter. Explain your diagram. Include a point where were resources are not being used efficiently. 2. Economics USA (review and story 3) 3. Guns and Butter: Production Possibilities (notes, text, discussion) 4. Reading and questions

20. 1. Warm up—List the states that border Pennsylvania. 2. Quick review of Friday’s assignment 3. Spain explores North America (worksheet, discussion) 4. Conquest of the Southwest (video, notes, discussion)

21. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Explain the factors of production. 2. Shifting resources. What’s involved? 3. Economics USA (review story 3) 4. Unit 1 Topic C: The Market System and the Circular Flow (notes, text, discussion)

22. 1)Draw a production possibilities curve for an economy that produces cars and tractors. 2) Include the following points: a. where 75% of the economy at full capacity produces cars; b. where 75% of the economy at full capacity produces tractors 3) Draw an arrow showing the shift in production from point a to point b. 4) Explain what’s involved in practical terms in such a change. What will have to change with each factor of production?

23. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Explain the factors of production. 2. Shifting resources. What’s involved? 3. Review Economics USA worksheet. 4. Quick read and practice.

24. 1)Draw a production possibilities curve for an economy that produces cars and tractors. 2) Include the following points: a. where 75% of the economy at full capacity produces cars; b. where 75% of the economy at full capacity produces tractors 3) Draw an arrow showing the shift in production from point a to point b. 4) Explain what’s involved in practical terms in such a change. What will have to change with each factor of production?

25. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—Explain the factors of production. 2. Shifting resources. What’s involved? 3. Review Economics USA worksheet. 4. Review chapter one practice from yesterday.

26. 1)Draw a production possibilities curve for an economy that produces cars and tractors. 2) Include the following points: a. where 75% of the economy at full capacity produces cars; b. where 75% of the economy at full capacity produces tractors 3) Draw an arrow showing the shift in production from point a to point b. 4) Explain what’s involved in practical terms in such a change. What will have to change with each factor of production?

27. 1. Warm up—List the states that border Texas and Nevada. 2. Review Spain explores North America Worksheet 3. Why do nations seek colonies? 4. Conquest of the Southwest (video, notes, continued)

28. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—We are all faced with the problem of scarcity. Give an example from your own life about how you have to deal with the problem of scarcity. 2. Unit 1 Topic C: The Market System and the Circular Flow (notes, text, discussion) 3. Supply and demand Quiz Friday

29. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—We are all faced with the problem of scarcity. Give an example from your own life about how you have to deal with the problem of scarcity. 2. Practice quiz 3. Buying a car—trade offs (worksheet) 4. Reading and questions Quiz Friday

30. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—We are all faced with the problem of scarcity. Give an example from your own life about how you have to deal with the problem of scarcity. 2. Practice quiz 3. Buying a car—trade offs (worksheet) 4. Reading and questions Quiz Friday

31. 1. Warm up—List the states that border Illinois. 2. Why do nations seek colonies? 3. Early British colonies (reading, notes, discussion) 4. Conquest of the Southwest (video, notes, continued) Map exam on Friday

32. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is a command economy? 2. Unit 1 Topic D: Supply and Demand (notes, text, discussion) 3. Exercises Homework: Page 19 (1, 3, 5, 10, 12) and p.43 (3, 6-9) Due Monday Quiz Friday

33. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is a command economy? 2. Quiz info 3. Buying a car—trade offs (worksheet) reviewed. 4. Reading and questions Homework: take the Unit 1 topic A and B practice tests on the resource page Quiz Friday

34. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is a command economy? 2. Quiz info 3. Buying a car—trade offs (worksheet) reviewed. 4. Reading and questions Homework: take the Unit 1 topic A and B practice tests on the resource page Quiz Friday

35. 1. Warm up—List the states that border Indiana. 2. Early British colonies (reading, notes, discussion) review 3. Chapter 2 summary 4. Map practice for tomorrow’s map exam. Map exam on Friday. Know all the fifty states HOMEWORK: Complete the questions on the back of the worksheet. 3-5. Write them on your warm up paper. You will turn them in tomorrow with your packet.

36. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is a market economy? 2. Unit 1 Quiz 3. Unit 1 Topic D: Supply and Demand (notes, text, discussion) 4. Exercises Homework: Page 19 (1, 3, 5, 10, 12) and p.43 (3, 6-9) Due Monday

37. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is a market economy? 2. Quiz 1 3. Packets (warm ups, classwork, practice quiz, trade-offs WS) 4. Athletes and their money (video, notes) 1.What challenges do they face?

38. Objective: Early American Life 1. Warm up—List three reasons European nations wanted colonies. 2. Map quiz 3. Chapter 2 summary reviewed 4. Chapter 2 questions 5. Misconceptions

39. Objective: Unit 1 Topic D: Supply and Demand ESLR: Critical thinkers 1. Warm up—What role do prices play in the market? (be thorough in your answer) 2. Homework check/review 3. Changes in supply and demand 4. Economics USA

40. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is competition? Why is a competition a good thing? 2. Thinking about economic systems: 3 questions (reading, exercises) 3. Page 46 1-6, 9, 10, 12 4. Athletes and their money (video, notes) What challenges do they face? HOMEWORK: page 39 #3-6

41. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is competition? Why is a competition a good thing? 2. Thinking about economic systems: 3 questions (reading, exercises) 3. Page 46 1-6, 9, 10, 12 4. Athletes and their money (video, notes) What challenges do they face? HOMEWORK:

42. Objective: Quick review of the Civil War 1. Warm up—Who was Abraham Lincoln? 2. Chapter 4 (p156- 3. Fredrick Douglass 4. Timeline of the Civil War (notes, discussion) 5. The Civil War in Four Minutes 6. Map quiz review

43. Objective: Unit 1 Topic D: Supply and Demand ESLR: Critical thinkers 1. Warm up—What causes an overall shift in supply? 2. Supply and demand curves reviewed 3. Supply and demand exercises 4. Economics USA (continued)

44. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is efficiency? Give an example where you’ve tried to be more efficient. 2. Homework check: page 39 #3-6 3. Quick review: pages 46 1-6, 9, 10, 12 4. Advantages and disadvantages of different economies. 5. Athletes and their money (video, notes) What challenges do they face? (conclusion)

45. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What is efficiency? Give an example where you’ve tried to be more efficient. 2. Quick review: pages 46 1-6, 9, 10, 12 3. Chapter 2: Reading and questions 4. Athletes and their money (video, notes) What challenges do they face? (conclusion) HOMEWORK: page 38 (1-3)

46. Objective: Quick review of the Civil War 1. Warm up—Who was Fredrick Douglass? 2. Quick review and class reading. 3. The Civil War begins (reading, discussion, and worksheet) work with a partner.p168 4. The Civil War in Four Minutes 5. Map quiz review HOMEWORK: Finish the worksheet.

47. Objective: Unit 1 Topic D: Supply and Demand ESLR: Critical thinkers 1. Warm up—What causes an overall shift in Demand? 2. Supply and demand exercises 3. Economics USA (continued) Homework: p.62 (3,6-9,14)

48. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What are market failures? 2. Review practice 3. Public goods (reading and worksheet) 4. Athletes and their money (video, notes) What challenges do they face? (conclusion)

49. Objective: Basic economic concepts ESLR: Critical thinkers 1. Warm up—What are market failures? 2. HOMEWORK: page 38 (1-3) review 3. Review practice 4. Brainstorming public goods 5. Public goods (reading and worksheet) p62 6. Athletes and their money (video, notes) What challenges do they face? (conclusion)

50. What should be produced? Fire protection, police, military, education, and a highway system. How will it be produced? (without public) (who will pay? How will it be delivered? Rules?) For whom are we producing it? (if not the public at large)

51. Objective: Quick review of the Civil War 1. Warm up—Explain the importance of Fort Sumter in American History. 2. Map quiz review 3. Homework review` 4. Summary of chapter 4: A brochure. (in pairs) Use the summary and your book to create three fold brochure of chapter 4