Archive for the 'IB Economics' Category

Oct 27 2011

A new website for Video Lectures – the Economics Classroom

If you’re a regular visitor to this blog, you’ll notice that over the last month or so, I have begun posting many video lectures to YouTube and including them in lessons and activities on this blog. My adventures in the “flipped classroom” model of instruction has proven extremely successful, as I have heard much positive feedback from students who have found the videos useful reinforcement for our regular class activities and a helpful tool for revision.

As this project has developed, however, I have begun to notice that this blog has turned into more of a video hosting site and less of what it has always been, which is a written journal of economic analysis targeted at the high school economic student. While I have begun making video lectures, I do not want to neglect the traditional form of blogging that has guided my activities on this site for almost five years.

Therefore, I have decided to add a new site to the selection of resources already available through Welker’s Wikinomics. As of tonight, I have created The Economics Classroom, a website built exclusively for my video lectures. From now on, all video lectures uploaded to YouTube will be published on the new site, at www.econclassroom.com.

Videos will be organized in categories based on the five units of the IB Economics syllabus: Intro, Micro, Macro, International and Development Economics. Much like blog posts on this blog, videos posted to the Economics Classroom will include discussion questions or in-class activities for students to complete on their own or during class with their peers and their teacher’s help.

Please visit the Economics Classroom and enjoy the videos that are there. Currently, only about 17 video lectures have been posted, but I am recording on average three per week, and by the end of this year I anticipate there will be around 100 lectures available on the site. Over the next two years, I will record over 150 lectures covering every topic from the IB and AP Economics syllabuses.

Leave your feedback on the posts. Join the discussions that are already going on on some of the posts. Tell your friends, your teachers, and your students about the site! The more people who use it, the better it will become!

Thanks for everything!

Jason

2 responses so far

Sep 26 2011

Pacing in the new IB Economics Syllabus – a special post for IB Economics teachers

Published by under IB Economics,Teaching

I received the following email from a new IB Economics teacher in Prague today:

Dear Jason,

While I’ve taught Economics previously at an international school in Indonesia, I’ve never taught it at the IB level.  I am having trouble working out a long term plan for sequencing my lessons to make sure to teach everything in depth enough.  I was wondering if you were willing to share some tips or even examples of your own planning tools.

I thought it might be helpful for other new IB Economics teachers out there if I shared how I pace my own class. Below is the overview of the new IB Economics syllabus, along with the chapter from my new textbook associated with each section, and the amount of time I spend teaching each unit.The following table presents a possible pace with which a class could move through the IB Economics syllabus, with the corresponding chapters from my textbook, Pearson Baccalaureate Economics

The timeline below is based on my school’s calendar over the two years of the IB program. In year 1 there are approximately 35 weeks (not all complete) of contact time with students. In year 2, IB classes meet for a total of 29 weeks, for a total of 64 weeks of contact time.

In my school, IB classes meet on average three times per week, for a total of 3.25 hours per week. Over the 64 weeks, an IB class will meet for a total of 208 hours. To meet the 240 hour requirement for instructional time from the IB, I use several online learning resources including this blog and Google docs assignments, as well as social bookmarking, and video lectures (learn more by exploring my resources at Welker’s Wikinomics)

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Sep 13 2011

Sample IB Economics Internal Assessment Commentary – Understanding the ECB’s bond-purchasing program

Once again, my IB Economics students are working on yet another Internal Assessment Commentary, this time on syllabus section 3, Macroeconomics. Since they found my sample Microeconomics commentary so helpful, I thought I’d punch out a quick sample of a macro commentary for them and for anyone else who is working on their IB Economcis Internal Assessment.

The commentary below (not including the selection from the article) is 749 words in length. This does NOT include words in the graphs, so let’s not have that debate in the comment section. The new IB economics internal assessment model (first examinations 2013) will not count words on graphs, so this sample commentary is perfectly suited for the new assessment model. If you’re a 2012 student, you would be wise to count words in graphs as part of your word count.

If you like what you see, or have any quesitons, please leave your comments below the post.

Article highlights:

An Impeccable Disaster – NYTimes.com

Paul Krugman clearly explains the problems faced by two or Europe’s largest economies today:

So why is Spain — along with Italy, which has higher debt but smaller deficits — in so much trouble? The answer is that these countries are facing something very much like a bank run, except that the run is on their governments rather than, or more accurately as well as, their financial institutions.

Here’s how such a run works: Investors, for whatever reason, fear that a country will default on its debt. This makes them unwilling to buy the country’s bonds, or at least not unless offered a very high interest rate. And the fact that the country must roll its debt over at high interest rates worsens its fiscal prospects, making default more likely, so that the crisis of confidence becomes a self-fulfilling prophecy. And as it does, it becomes a banking crisis as well, since a country’s banks are normally heavily invested in government debt.

Now, a country with its own currency, like Britain, can short-circuit this process: if necessary, the Bank of England can step in to buy government debt with newly created money. This might lead to inflation (although even that is doubtful when the economy is depressed), but inflation poses a much smaller threat to investors than outright default. Spain and Italy, however, have adopted the euro and no longer have their own currencies. As a result, the threat of a self-fulfilling crisis is very real — and interest rates on Spanish and Italian debt are more than twice the rate on British debt.

Commentary:

The European Central Bank (ECB) is engaging in a new form of monetary policy in which it buys government bonds directly from the Spanish and Italian governments. Essentially, the goal is to bring down the interest rates on Italian and Spanish government bonds, which should reassure private investors that Italy and Spain will be able to pay them back and thus reduce the upward pressure on interest rates in the Eurozone, a situation which threatens to reverse the already sluggish recovery from the recessions of 2008 and 2009.

Monetary policy refers to a central bank’s manipulation of the money supply and interest rates, aimed at either increasing interest rates (contractionary monetary policy) or reducing interest rates (expansionary monetary policy). The ECB is currently buying government bonds from European governments, effectively increasing the supply of money in Europe with the hope that more government and private sector spending will move the Eurozone economy closer to its full employment level of output, at which workers, land and capital resources are fully employed towards the production of goods and services.

If successful, the ECB’s “quantitative easing”, as the new type of monetary policy is known, should bring down interest rates on government bonds and thereby reallocate loanable funds towards Italy and Spain’s public and private sectors.  The increase in supply of loanable funds should bring down the private interest rates available to borrows (businesses and households), making private investment more attractive.

The ECB’s bond purchases make it cheaper for Italy and Spain to borrow, lowering the interest rates on their bonds, restoring confidence among international investors, who may be more willing to save their money in Italy in Spain. The inflow of loanable funds into these economies (seen as an increase in the supply of loanable funds from S1 to S2) should bring down private borrowing costs (the real interest rate), encouraging more firms to invest in capital and more households to finance the consumption of durable goods, increasing aggregate demand and moving the Eurozone economy back towards its full employment level of output, from AD1 to AD2 in the graph on the right.

In certain circumstances, monetary easing like this could be inflationary, but in reality inflation is unlikely to occur given the large output gap in Europe at present (represented above as the distance between Y1 and the dotted line, signifying the full employment level of output). Any increase in aggregate demand will lead to economic growth (an increase in output), but little or no inflation due to the excess capacity of unemployed labor, land and capital resources in the European economy today.

With private sector borrowing costs increasing due to growing uncertainty over their deficits and debts, the Italian and Spanish governments will find expansionary fiscal policies (tax cuts and increased government expenditures) are unrealistic options for achieving the goal of full employment. The ECB, however, as Krugman argues, should continue to play an increasing role in the expansion of credit to cash strapped European governments, with the aim of keeping interest rates low to prevent the crowding-out of private spending that often occurs in the face of large budget deficits. Inflation, always a concern for central bankers, should be a low priority in Europe’s current recessionary environment. Only when consumer and investor confidence is restored, a condition that requires low borrowing costs, will private sector spending resume and the Euro economies can begin creating jobs and increasing their output again.

In the short-term, Italy and Spain should take advantage of the ECB’s bond-buying initiative, and make meaningful, productivity-enhancing investments in infrastructure, education and job training. If their economies are to grow in the future, Eurozone countries must become more competitive with the rapidly expanding economies of Asia, Eastern Europe, and elsewhere in the developing world.

In the medium-term, the Eurozone countries must demonstrate a commitment to fiscal restraint and more balanced budgets. Eliminating loopholes that allow businesses and wealthy individuals to avoid paying taxes, for example, is of utmost importance. Also, increasing the retirement age, downsizing some of the more generous social welfare programs and increasing marginal tax rates on the highest income earners would all send the message to investors that these countries are commited to fiscal discipline. Then, in time, their dependence on ECB lending will decline and private lenders will once again be willing to buy Eurozone government bonds at lower interest rates, allowing for continued growth in the private sector.

5 responses so far

Sep 08 2011

My new IB Economics and AP Macroeconomics textbooks are now available, ready to ship today!

It’s been a long road to this day, September 8, on which what I truly believe is the best IB – specific Economics textbook ships from Pearson’s warehouses in the UK. Pearson Baccalaureate’s Economics ships today, so if you haven’t already, order yourself an evaluation copy from the Pearson website. If you like what you see, consider ordering a set for your classes!

From the Pearson website:

An exciting new textbook with integrated online learning resources. For students and teachers of the International Baccalaureate Diploma, written and developed by practising IB teachers.

  • Specifically written for the new 2011 syllabus
  • Makes clear connections to real world eventsto build conceptual understanding
  • Provides analysis of economic concepts in light of recent global economic data
  • Extra student practice questions for new HL quantitative methods
  • Lively writing to stimulate interest, with clearexplanations to promote understanding
  • Suitable for use with both SL and HL courses
  • Gives clear links to TOK throughout
  • Enables exam-style assessment opportunities
  • Provides guidance on Internal Assessmentand the Extended Essay
  • Fully supported with online resources.

Sample Content Pearson Baccalaureate Economics sample spreads

And if you’re and AP teacher and feeling left out, please don’t, because my other new book, REA’s AP Macroeconomics Crash Course, also ships out this month!

REA’s AP Macroeconomics Crash Course is the first book of its kind for the last-minute studier or any AP student who wants a quick refresher on the course. The Crash Course is based on a careful analysis of the AP Macroeconomics Course Description outline and actual AP test questions released by the College Board.

Written by an AP teacher, our easy-to-read format gives students a crash course in Macroeconomics. This review will prepare you for test day by focusing on important topics frequently seen on the AP Macroeconomics exam.

Unlike other test preps, REA’s AP Macroeconomics Crash Course gives you a review specifically focused on what you really need to study in order to ace the exam. The introduction discusses the keys for success and includes a list of terms all AP Macroeconomics students must know.

The targeted review chapters are grouped by topics, offering you a concise way to learn all the important ideas, facts, and terms before exam day. The author gives you expert test-taking strategies to conquer the multiple-choice and free-response questions on the exam. No matter how or when you prepare for the AP exam, REA’s AP Macroeconomics Crash Course will show you how to study efficiently and strategically, so you can boost your score!

To check your test readiness for the AP Macroeconomics exam, either before or after studying this Crash Course, take our online practice exam. To access your free practice exam, visit www.rea.com/crashcourse and follow the on-screen instructions. This true-to-format test features automatic scoring of the multiple-choice questions and detailed explanations of all answers. Our diagnostic analysis will help you identify your strengths and weaknesses, so you’ll be ready on exam day!

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Aug 16 2011

My first Economics lesson – Scarce Chairs!!

The following lesson is a great way to start an IB or AP Economics class for the year. I just tried it this morning for the first time and it went great!

Instructions:

  • Before your Econ students arrive for their first full class meeting, remove chairs until there are only half as many as you will have students. I stuck mine in the library, well out of view of the students coming to my class.
  • Tell students that the custodian removed the chairs for repairs, or they were taken to another room for a presentation or something. Anyway, you don’t know when they’ll come back and it may be a couple of weeks.
  • For now, we are stuck with this many chairs, and we have to figure out a way to resolve this problem!
  • Tell the students it’s up to them to decide how our limited number of chairs will be allocated. Have them brainstorm solutions out loud while you write their suggestions on the board.
  • Try to come up with 6-10 possible solutions, then have the students vote on the one they would like to see enacted. They can only vote once! Write the tallies next to each option on the board.
  • If there is a tie for #1, have the whole class vote between the two or three options you’ve narrowed it down to until there is one clear winner.
The Economist’s Solution:
  • Once the students have voted on their favorite solution, share with them the economist’s favorite solution. It is known as a sealed-bid auction.
  • Give each student a slip of scrap paper and have him write two things: 1) His name, and 2) the maximum price he would be willing and able to pay each class period to have a chair to sit on.
  • Collect the results, and in front of the students, organize their bids from highest to lowest. If there is a tie on the margin, have the students whose bids were identical bid again, writing their highest price on the back of the same slip of paper, then re-rank.
  • The students with the highest bids will get a chair! For example, I had 17 students, and only 8 chairs. The highest bid was $10, while three students were not willing to pay anything. Four kids were willing to pay $1, but there were only two chair left at that point. When they re-bid, one was willing to pay $2, one $1.75, $1.25 and $1.20. Therefore, the two remaining chairs went to the students willing to pay $2 and $1.75.
  • Finally, tell the winners that they can take a seat, and that everyone else must stand! At this point, of course, you can send the lowest bidders out to fetch the missing chairs and begin your debrief.
Economic concepts illustrated by the Scarce Chairs exercise:

Scarcity exists:

  • When something is limited in supply and in demand, it is scarce.
  • Everyone wants to sit, but the chairs were missing… chairs were scarce.
  • Scarcity is a function of both demand and supply. The greater the demand relative to supply, the more scarce something is.

Choices must be made:

  • Because scarcity exists, we must make choices about how to allocate our scarce resources
  • We had to choose between competing systems for allocating the chairs

Rationing systems:

  • When faced with scarcity, a system must be decided upon to ration the scarce items.
  • The systems we decided upon ranged from a lottery to first come first serve to a merit-based system.

Something that is scarce has value:

  • Everyone wanted a chair, yet they were limited. Because the chairs provide us with benefit, we value them, and are therefore willing to pay to have one.
  • Value is a function of scarcity. The scarcer something is, the more valuable it becomes (gold), while less scarce items are less valuable (drinking water).

Consumer surplus:

  • Consumer surplus is the difference between what you are willing to pay and what the price is.
  • Sofia would have had lots of consumer surplus if she only had to pay $2 , because she was willing to pay up to $10.

Equity versus Efficiency:

  • Equity means fairness, while efficiency requires that resources go towards their most socially optimal use, so that those who value something most end up getting that which they value. 
  • The tradeoff between equity and efficiency is a major theme of the IB Economics course.
  • What is most efficient (an auction to determine who is willing to pay the most for the chairs) may not be equitable (or fair).
  • When the richest students end up in the chairs, those with lesser ability to pay feel that they’ve been treated unfairly.
  • A lottery in which names would be drawn from a hat to determine who gets a chair is certainly more equitable, but is actually less efficient, since those who get the chairs may not be those who place the greatest value on having a chair.
  • Auctioning the chairs assures that those who value them the most will end up getting them, therefore resources are allocated most efficiently.

 

15 responses so far

Jun 24 2011

New resources for Econ students and teachers coming soon!


It has been quite some time since I have posted regularly to this blog, but that has been for good a reason. Over the last 15 months I have been working hard on two major projects, one IB Economics textbook and one AP Macroeconomics textbook. Both books will be published at the end of the summer and ready for students and teachers to use during the new school year.

With these exciting and exhausting projects now coming to an end, I have begun to turn my attention once again to this blog and the other online resources that presented me with the amazing opportunities to write two textbooks in the last year. You will notice right away that this blog, and my home page, have a new look to them. This is my attempt to improve this site’s “brand” and bring the design into the new decade!

In addition to re-designing the blog and the homepage, I have also begun to re-design the very popular Lecture Note / Study Guide sets that so many students and teachers have ordered over the last couple of years. The IB Economists out there will know that starting this fall, the IB will launch its new curriculum for the incoming 11th graders, who will sit for the new IB Economics exam for the first time in May of 2013. The text I am just finishing up, Pearson Baccalaureate’s Economics for the IB Diploma, is written specifically based on the new IB syllabus. With its launch, of course, my old lecture notes and study guides will be out of date, so my next project is to bring those popular resources up to speed with the new IB curriculum. The new bundle will include 24 separate PowerPoint Lecture Notes (also available in pdf format for students). I expect these resources to be ready by September or early October, so please stay tuned. Below is a preview of the new slide designs, from Unit 1.1 “Introduction to Economics”.

In addition to a new website design, updated PowerPoint Lecture Note / Study Guides, and two textbooks coming out, I have also recently created a new Facebook profile specifically for readers of Welker’s Wikinomics. If you’re like me, you probably get most of the important information in your life off of either Facebook or Twitter these days, and you can’t be bothered to go to some dude’s blog every day to see what he’s writing about. Now you follow Economics in Plain English through either Facebook, Twitter, or RSS. In addition to the weekly posts on the blog, I will also post many other articles and links to the Facebook page as I stumble upon them in my own online activity. Please friend Welker’s Wikinomics on Facebook, and if you’re not already, consider following me on Twitter too (jasonwelker).

In the mean time, enjoy your summer! I am looking forward to meeting my own group of new IB and AP Econ students in the fall, and also anyone else who happens upon the blog during the upcoming semester!

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Jun 01 2011

Summer reading assignment for IB Economics students

Published by under IB Economics

I have decided to assign a summer reading to get my IB Econ students ready for our final two units. The books below are written by two of the preeminent development economists in the world, who also happen to be “intellectual rivals”. Jefferey Sachs is a professor at Columbia University, and he is known for his support for an increased role for development aid for eradicating global poverty. Paul Collier, of Cambridge University, argues that aid may actually limit the development prospects of poor countries, and instead sees an increased role for international trade in the development process.

Please choose ONE of the books linked below to read over the summer. Read the descriptions on Amazon, and the choice is up to you which one you’d like to read. I hope that in each class, there will be a selection of students who have read each book, so we can have a healthy debate next year about the roles of both aid and trade in economic development.

Both books cost around $10. You can buy them online and download them to any device (phone, computer, iPad, etc…). The links for the Amazin Kindle e-reader apps for all devices are below.

Once you’ve downloaded the Kindle App to the device of your choice, please then read the descriptions of the two books and choose one to download and read over the summer.

E-books on Amazon.com:

Common Wealth: Economics for a Crowded Planet , by Jeffery Sachs

or

The Bottom Billion : Why the Poorest Countries are Failing and What Can Be Done About It , by Paul Collier

The books are available in print from Orell Fussli here in Switzerland:

Common Wealth

or

The Bottom Billion

At the beginning of next year I will ask students to submit a short paper summarizing their views on the issues addressed in the book they’ve read over the summer.

Enjoy these books, they are excellent books, easy to read, and well within your level of understanding after a year of studying Economics.

Enjoy your summer, too!

Mr. Welker

 

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Mar 02 2011

Welker’s Wikinomics turns FOUR!

That’s right, February 2007 marked the beginning of this great experiment in “learning the wiki way”. If all you’ve ever known is this blog, then you probably don’t know why it’s called “Wikinomics”. Before the blog was born, this project consisted only of a Wiki where my AP Economics students shared their understanding of the subjects we studied. Not long after the wiki got started, I created this blog, where in the last four years I, along with several guest authors, have written countless posts covering every topic from introductory Economics course imaginable!

Now on our fourth anniversary, I thought I’d take a moment to look back at where Welker’s Wikinomics has come from and then give you a brief idea of where it will go in the future.

First, as an Econ teacher, I love stats, so I thought I’d share some here.

The wiki, which eventually gave birth to this blog, has actually had more visits over the last four years than the blog has, and continues to turn up near the top in Google search results for countless economics terms.

Where Welker’s Wikinomics has come from:

Here’s the latest data on the wiki:

  • Total visits since February, 2007: 545,468
  • Average number of visits per day over the last four years: 944
  • Number of subscribed users: 1092

And for the blog:

  • Total visits since February, 2007: 388,207
  • Most visitors on a single day ( March 1, 2011!): 1,013
  • Number of posts: 550
  • Number of reader comments: 6,275
  • Number of categories: 193
  • Number of registered users: 1,369
  • Number of people subscribed to the weekly email newsletter: 298

All told, the eyes of nearly 1 million economics students, teachers, and others interested in the subject have have scanned the content posted on this blog and on the accompanying wiki!

What the future holds for Welker’s Wikinomics

For those of you who visit this site regularly, you will have noticed that over the last year, I have written far less frequently than I did in the past. I do have a good excuse for this, however, as I have been consumed with writing my soon to be released IB Economics textbook for Pearson. But as that project winds down, I plan to once again turn my attention to the resources offered by Welker’s Wikinomics. Some of the projects I plan to embark on in the next year include:

  • A complete re-design of this blog
  • Updating the “brand image” of all of Welker’s Wikinomics resources (wiki, universe, etc…)
  • Re-designing and updating Welker’s Wikinomics Lecture Notes and Study Guides for use with the new IB Economic syllabus (to begin in August 2011)
  • Designing and releasing in the iTunes Store a digital, iPhone ready study guide for AP and IB Economic students

This last goal is one I have had in the back of my mind for quite some time. It has gotten the thumbs up from my tech-equipped students here in Zurich, and once I have the time, it is something I seriously want to pursue. Don’t worry Android users, I myself have switched to the Google platform, and any app I develop for the iPhone will be made available for the Android as well!

Thanks to all you loyal readers and contributors who have kept coming back to the blog, wiki and other resources offered by Welker’s Wikinomics over the last four years! I will always remember how excited I was the day so long ago I got my 1,000th visitor on this blog! (I am pretty sure it took about three months to reach 1,000 visitors). Now, four years and almost one million visitors later, I am still as passionate as ever about creating and sharing great content for the high school economics student and teacher.

As always, if you like what you read here, and think you have something to contribute, add your comments or contact me at welkerswikinomics@gmail.com if you wish to become a contributing author!

So, thanks to you all for everything!

-Jason

 


 

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Feb 08 2011

Pearson Baccalaureate Economics – a new textbook coming soon!

Published by under IB Economics

For a preview of Jason Welker and Sean Maley’s upcoming book for the new IB Economics curriculum (beginning in fall 2011), click here:

#1a

The book will be available for pre-ordering soon on the Pearson website.

5 responses so far

Nov 24 2010

Lesson Plan: Costs of Production Presentation for Y1 IB Economics

Unit 2.3.1 Costs of Production: Team Presentation Activity

Learning Objectives:

Process: Work with a partner in the class to prepare a presentation on the theories behind and the relationships between a firm’s short-run and long-run costs of production. Pairs will create a shared Google Presentation (which should also be shared with Mr. Welker) and collaborate on creating a presentation demonstrating your understanding of the topics outlined below. The presentations that are created will be shared among group members, and edited in class and over the weekend.

The assignment: Each team is to make one Google Presentation on an assigned topic based on what they learn using the web-resources provided by Mr. Welker below. Presentations will be shared with Mr. Welker and presented during our first meeting next week.

Guidelines for presentation:

  1. Presentations must be at least 10 slides long, but no more than 15.
  2. Presentations must include definition, explanations, illustrations and examples (when possible) for the key concepts identified below
  3. Presentations must include graphs from the resources provided to illustrate concepts where necessary
  4. Presentation must use each group’s own words. Copying and pasting text from the resources provided is not permitted.

Shor-run – Key Concepts

  • Short-run
  • Total, average and marginal product
  • Law of diminishing returns
  • Short-run total costs
  • Short-run marginal and average costs

Resources on Short-run Costs of Production:

Long-run: Key Concepts

Resources on Long-run Costs of Production:

Grading Presentation: Total – 40 marks

Area of assessment

High marks (7-10)

Medium marks (4-6)

Low marks (1-3)

Organization Easy to read. Font size varies appropriately. Text is appropriate length. Presentation falls within the required length limits (10-15 slides) Overall readability is difficult. Too much text. Too many different fonts. Presentation falls within the required length (10-15 slides) Text is difficult to read. Too much text. Inappropriate fonts. Small font size. Presentation is either too short or too long.
Graphs All graphs are related to content. All graphs are appropriate size and good quality. Graphics are explained clearly and illustrate the concepts from the presentation Some of the graphs are unrelated to content. Too many graphics on one page. Some of the graphics distract from the text. Graphs are explained, but explanations are incomplete or unclear Most of the graphs are unrelated to content. Too many graphics on one page. Most of the graphs distract from the text. Explanations are incomplete and unclear
Concepts The economic concepts that were assigned have been completely and accurately incorporated into the presentation. Definitions, explanations, illustrations and examples fully reflect the team’s understanding of the concepts The economic concepts assigned are all addressed in the presentation, but analysis is superficial and lacks original insight from the team members. The economic concepts assigned are not all addressed in the presentation. One or more have been left out completely, and those that were addressed were explained or illustrated incorrectly.

Mark Bands:
27-30: A, 23-26: B, 19-22: C, 15-18: D, 0-15: F

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