| Steven M. Reff Economics Lecturer University of Arizona (2007 - 2016) The 2015 University of Arizona Five-Star Faculty Award |
| Week 12: Fiscal Policy and Expenditure Multipliers |
| Estimated Learning Time: 4 to 5 class periods (45 min. each) |
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| Standard 12: Fiscal Policy, Parts I and II |
(2:31 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(3:07 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(3:02 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
Reading Assignments -- Chapter 20:
Video Book -- Chapter 20:
NOTE: Reffonomics Baseball can be played inside a classroom or all the questions in
the game can be answered individually as homework.
the game can be answered individually as homework.
| Standard 12: REVIEW -- Macroeconomic Concepts and Economic Indicators |
| See if You Smart Enough to Answer College-Level Questions about Fiscal Policy and Multipliers |
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Interactive Activities -- Chapter 17:
| "In an on-level high school economics course, students learn that a budget deficit occurs when government spending exceeds tax revenue in a given year, while the national debt is the accumulated sum of these annual deficits. Students analyze the federal budget, distinguishing between mandatory and discretionary spending, and evaluate the impact of debt on the economy." Ask Google AI 1 |
| Standard 12: Fiscal Policy, Part III |
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| "In a traditional school economics course, students learn about inflationary and recessionary gaps as part of a macroeconomics unit on Aggregate Demand (AD) and Aggregate Supply (AS). These concepts are used to analyze the difference between an economy's actual output and its potential output at full employment." Ask Google AI 2 |
Video Book -- Chapter 21:
Interactive Activities -- Chapter 21:
Reading Assignments -- Chapter 21
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(3:15 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(2:31 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(2:52 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(2:40 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
| Standard 12: Expenditure Multipliers |
| "In a high school economics course, students learn that a spending multiplier measures how an initial change in spending—such as government purchases or consumer investment—causes a proportionally larger, amplified impact on the overall gross domestic product (GDP). Key concepts include calculating the effect using the marginal propensity to consume (MPC) and marginal propensity to save (MPS) to show how money ripples through the economy." Ask Google AI 2 |
Video Book -- Chapter 22:
Interactive Activities -- Chapter 21:
Reading Assignments -- Chapter 22
(4:41 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(2:21 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(2:41 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
(3:39 minutes)
(Make sure you take the 3 multiple choice questions underneath the video.)
| Standard 12: Test Yourself on Weeks 11 - 12 |
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| "In an on-level high school economics course, students learn that automatic stabilizers are structural, built-in features of government budgets—such as progressive income taxes and welfare programs— that naturally regulate economic fluctuations." Ask Google AI 3 |