SPRING 2018 SYLLABUS Weekly Lesson Plans for Dr. Schiller Week of April 16 - April 20, 2018 Monday, April 16, 2018: REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm Lunch: 1:00 pm - 1:30 pm Period 4: 1:36 pm - 3:06 pm (AP Macroeconomics) Honors Principles of American Democracy: Due Wednesday: On Schoology, Read Activity Instructions and read and take notes on Handout B Thursdays from 3:15 to 4:45 there is AP Macro review here for extra credit Final exam: Monday, April 30 and Wednesday, May 2 Bring binder, supplies, Manual and AP review book to class every day WARMUP: Absent students must take test Rest of class does practice AP m.c. questions (AP US Government and Politics) Honors Economics: Bring binder and AP Review book every day April 30, May 1 and May 2: Final Exam (actual AP) WARMUP: Turn in Chapter 20 notes Hand back and go over free-response from 4/5 in class Hand back and go over trade activity Begin Chapter 18 outline: CHAPTER 18 Economic Policy LEARNING OBJECTIVES: 1. Summarize how politics and public opinion shape economic policy. 2. Summarize four main theories of economic policymaking 3. Describe how American institutions work to set economic policy. 4. Explain the budget process, and in particular state why it is is difficult to either cut spending or increase taxes.
STUDY OUTLINE I. Introduction A. Deficit spending, a feature of the government since 1960 1. deficit (the result of when the government in one year spends more money than it takes in from taxes) 2. Financed from selling government bonds, issued by the Treasury department, to Americans and foreigners B. National debt (the total deficit from the first presidency down to the present) is the total of all deficits and the few surpluses C. Then 1. People like our currency and consider it stable and valuable, but to keep it that way people must believe that the dollar will always be valuable and that the government is not borrowing more than it can pay back 2. Prior to 1980, deficit spending was relatively minor and large deficits occurred only during wartime 3. But deficit spree since mid-70s (except for some surpluses in the 90s) 4. Congress kept increasing the debt ceiling D. Now 1. in April 2011 Standard & Poors downgraded American national debt from "stable" to "negative"; also downgraded it from AAA status to AA status 2. the National Commission on Fiscal Responsibility and Reform warned that national debt would soon exceed nation's annual Gross Domestic Product (GDP) (the total of all goods and services produced in the economy during a given year) 3. Debates about deficit spending and debt accumulation are so rancorous partly because they have taken shape: a. in the midst of a weak economy (recent Great Recession) b. as the population is growing older (Social Security) c. when we don't really know what we buy with all this borrowed money 4. Two proposed ways to deal with it: a. advanced by conservatives--cutting spending b. advanced by liberals--raising taxes II. the Economy and Elections A. The health of the American economy creates majoritarian politics: hardly anyone wants inflation or unemployment 1. but people care not only about their own job but well-being of country as well
a. to some degree people look to their own economic circumstances b. but they also look at the overall health of the economy when voting for president i. did unemployment go up or down ii. did inflation increase or decreases 2, If economy bad, people vote against incumbent even if their own finances have not worsened, i.e. voting behavior and economic conditions are strongly correlated at the national level but not at the individual level a. true both in US and Europe b. such voters are behaving in an "other-regarding" or "sociotropic" way (i.e. responding more to condition of national economy than to their own personal finances) c. people see general economic conditions are having indirect effects on them even when they are still doing pretty well B. What Politicians Try to do 1.Politicians, because they have to get re-elected, tend to take short-term view of economy 2. History a. Since the 19th c., government has used money to affect elections i. e.g. patronage, Civil War pensions, Social Security benefits tended to increase in election years until adjustments were made automatic in 1975 b. but government can't know how to affect unemployment, inflation, interest rates, and incomes just to win an election i. also one change can affect other badly ` ii. presidents who lost because of bad economy: Ford, Carter, Bush the Elder iii. But in 2012 Obama won reelection despite widespread concerns about economy's performance--first president since FDR to be reelected despite a higher unemployment rate on Election Day than on inauguration iv. voters were convinced by Obama's argument that while the economy was still recovering it had improved over the course of his first term C. Public Opinion and Government Spending 1. The policies that government pursues are constrained and shaped by what the public wants: a. prosperity
b. no tax increase c. no government deficit d. continued government spending on education, medical care, the environment, and retirement benefits 2. Politicians confront two inconsistent kinds of majoritarian politics: a. everybody wants general prosperity and more government spending on popular programs b. but without more taxes or bigger governments 3. Americans claim to not like big government in principle but they like it in practice a. only one area people want less spending: foreign aid, but it's a small part of federal budget (less than 1 percent) b. problem with spending is people don't want higher taxes or end of certain tax deductions c. but people support higher taxes when someone else pays it-- like the rich or a tax increase on some unpopular group (like cigarettes) 4. So American politicians deficit-spend III. Economic Theories and Political Needs: 4 main theories about how to improve the economy A. Monetarism (supported by conservative economists) 1. a monetarist (the belief that inflation occurs when too much money is chasing too few goods): a. inflation occurs when the government "prints" too much money i. actually the Fed affects the money supply b. monetarists say the proper thing for government to do is to have a steady, predictable increase in the money supply at a rate about equal to the growth in the economy's productivity d. if recession, the Fed should cut interest rates to make it easier for people and businesses to borrow money. The Fed did that in 2008. B. Keynesian (supported by liberal economists) 1. Keynes believed that the market will not automatically operate at a full-employment, low inflation level--its health depends on what fraction of people's incomes they save or spend. 2. Keynesianism (the belief the government must manage the economy by spending more money when in a recession and cutting spending when there is inflation) 3. When the demand is too little, the government should put more money into the economy by spending; when demand is too great, the
government should take money out of the economy (by increasing taxes or cutting federal expenditures) 4. The Stimulus bill of 2009 (The American Recovery and Reinvestment ` Act of 2009) was Keynesian. It spent about $800 billion of federal money to help jump start the economy by giving tax breaks to individuals, providing aid to state and local governments, and spending money on pubic-work projects Art History: Wednesday, April 18: open-note test on Gothic Art and Renaissance Art Bring binder and supplies to class WARMUP: Take out Italian Renaissance notes Quiz on Italian Renaissance: 1. Name two things that changed the Middle Ages to the Renaissance: growth of cities * international trade. * Growth of merchants (not serfs or lords) history began to be looked at as a secular branch, not a religious one The Crusades, reintroduced the West to many Classical writings that had been preserved by Byzantine scholars. Also introduced the West to Muslim secular learning 2. Name one major breakthrough of the Renaissance: oil paint on canvas, linear perspective, use of light and shadow (chiaroscuro), pyramid configuration of objects 3. Name two Renaissance sculptors who made David statues. Donatello, Verrocchio, Michelangelo 4. What did Botticelli have to do with Savonarola? Savonarola convinced Botticelli that some of Botticelli's paintings were "pagan" and "heretical" and Botticelli burned some of his paintings 5. What two figures touch fingertips in a famous painting? Adam and God e.c. Why did Michelangelo put his name on his first pieta? because no one believed such a young man could have sculpted such an amazing sculpture Grade, go over and collect quizzes Please put up the rest of the stained glass pictures so I can see that everyone did one Study for Wednesday's test Honors US History: Bring binder and supplies and textbook to class
WARMUP: Absent people must take test America in Philippines Activity Get into groups of 3 or 4 people Tell students that between January and June 1902, the US Senate conducted hearings on teh Philippine-American War because many americans had become outraged at the reports of how America soldiers were treating Filipinos Hand out timelines--groups read though timeline Explain to students their task: Historians today are trying to figure out what causes some soldiers to behave brutally during war. Your task is to read thee documents and figure out why many American soldiers were brutal to th Filipino insurgents (rebels). Note: Assume that the soldiers are NOT sociopathic criminals to begin with To do the above you will be reading documents and filling in a Graphic Organizer Hand out Graphic Organizer and go over with class. Explain to students that these hypotheses do not represent all teh possible explanations. If they have alternative hypotheses, they should write about them in the conclusion. Study ALL the documents before you begin to fill out the graphic organizer. Hand out the documents for the groups to begin to read and discuss Tuesday, April 17, 2018: shortened day TODAY'S SCHEDULE: shortened day Period 1: 8:00 am - 9:18 am Nutrition: 9:18 am - 9:23 am Period 2: 9:29 am - 10:36 am Period 3: 10:42 am - 11:49 am Lunch: 11:49 am - 12:19 pm Period 4: 12:25 pm - 1:32 pm (AP Macroeconomics) Honors Principles of American Democracy: Due tomorrow: On Schoology, Read Activity Instructions and read and take notes on Handout B Thursdays from 3:15 to 4:45 there is AP Macro review here for extra credit Final exam: Monday, April 30 and Wednesday, May 2 Bring binder, supplies, Manual and AP review book to class every day WARMUP: Hand back answers to yesterday's practice AP questions Students finish answering m.c. and free-response (AP US Government and Politics) Honors Economics: Bring binder and AP Review book every day NOTE: DATE CHANGE! April 30, May 1, May 2: Final Exam (actual AP) WARMUP:Finish going over Chapter 18 outline:
C. Planning (supported by liberal economists) 1. economic planning (the belief that government plans, such as wage and price controls or the direction of investment, can improve the economy) 2. too little faith in free-market and belief government should plan 3. advocated by John Kenneth Galbraith and others 4. in this view, big corporations can raise prices because forces of competition are too weak and labor unions can force up wages because ` management find it easy to pass increases along to consumer in higher prices 5. So in inflationary times, government should regulate maximum charges and wages 6. never been popular in America D. Supply-Side Economics (supported by conservative economists) 1. supply-side theory (the belief that lower taxes and fewer regulations will stimulate the economy.) 2. Arthur Laffer and Paul Craig Roberts and Reagan--say we need less government interference and more cutting taxes a. my comment--a lot of people believe supply-side doesn't work. E. Federal Landmark Cases about Commerce 1. Lochner v. New York (1905): struck down as unconstitutional, a New York law limiting the number of hours that may be worked by bakers 2. Muller v. Oregon (1908): upheld as constitutuional, an Oregon law limiting the number of hours worked by women; in effect, it overruled the Lochner decision 3. West Coast Hotel Co. v. Parrish (1937): upheld as constitutional a ` Washington State minimum wage law for women 4. Youngstown Sheet and Tube Co. v. Sawyer (1952): the president does not have the authority to seize private steel mills even in wartime IV. The Machinery of Economic Policymaking A. Introduction 1. Hard to predict what the economy will do--e.g. Great Recession 2. Machinery for making decisions about economic matters is complex and not under president's full control. Within executive branch, three people besides president are of special importance (the troika): a. chairman of the Council of Economic Advisors (CEA) i. CEA has 3 professional economists plus a small staff, since 1946
ii. In theory, impartial group responsible for forecasting economic trends, analyzing economic issues, and helping prepare the economic report that the president submits to Congress each year iii But president picks economists sympathetic to his point of view b. director of the Office of Management and Budget (OMB) i. created in 1921 and made part of executive office of president in 1939. in 1970 renamed to present name ii. chief function is to prepare estimates of the amount that will be spent by federal agencies, to negotiate with other departments over the size of their budgets, and to make certain that the legislative proposals of other departments are in accord with the president's program iii. lately split personality: part expert, nonpartisan and part an activist, partisan organization to get the president's wishes carried out by the bureaucracy c. Secretary of the Treasury i. often drawn from the world of business and finance and expected to argue the point of view of the financial community ii provides estimates of the revenue that the government can expect from existing taxes and what will be the result of changing tax laws iii. represents US in dealings with the top bankers and finance ministers of other nations 3. Many, many other parts of government contribute to economic policy B. The Federal Reserve System 1. Seven members of the Board of Governors of the Federal Reserve System (the Fed), appointed by president with consent of Senate for 14- year, nonrenewable terms and cannot be removed except for cause 2 The Chair serve for 4 years; renewable 3. In theory, Fed is independent of both the president and Congress 4. Most important function is to regulate the supply of money (both in circulation and bank deposits) and the price of money (in the form of interest rates) 5. Fed sets monetary policy (managing the economy by altering the supply of money and interest rates) i. in 2001, it lowered interest rates 11 times in order to help reduce the recession
ii. in 2004-2006, it raised rates 17 times to prevent inflation iii. in 2007-2008, it lowered rates 10 times to respond to the recession C. Congress 1. most important part of the economic policymaking machinery-- approves all taxes and expenditures 2. has the ability to alter the policy of the Fed by threatening to pass laws that would reduce its power 3. Fiscal policy (managing the economy by the use of tax and spending laws 4. interest groups affect economic theories and policies--e.g. trade restrictions a. when Congress passes laws governing foreign trade, it is responding to interest group politics b. when NAFTA (North American Free Trade Agreement) passed in 1993, the free traders won. But idea of Latin America free trade didn't pass D. The Export-Import Bank: interest group and entrepreneurial poltics 1. in 1934, FDR established the Export-Import Bank to help American companies sell their goods and services abroad 2. Bank serves as guarantor to help foreign companies obtain loans to buy US goods 3. the Bank and its loan guarantees are interest-group politics; "helped Boeing but domestic airlines pay the cost because they can't get exportimport bank loan guarantees. Loan guarantees allow foreign airlines to pay lower interst rates on their loans for new jets so can lower ticket prices 4. Besides domestic airlines others don't like the bank--entrepreneurial politics: eliminating loan guarantees would impose concentrated costs on Boeing and other exporters but give dispersed benefits to all Americans in the form of lower federal spending and debt. E. The Federal Reserve Board tools 1. Buying and selling government securities 2. regulating the amount of money that a member bank must keep on hand as required reserves 3. changing the interest charged to banks 4. Fed Reserve Board (7 members) determines how many government securities will be bought or sold by regional and member banks and decides interest rates to be charged 5. Regional Federal Reserve Banks (12)
a. buy and sell government securities b. loan money to member banks c. keep percentage of holdings for member banks 6. Member banks (6,000 members) a. buy and sell government securities b. may borrow money from regional banks c. must keep required reserve percentage in regional banks d. interest rates paid to regional banks determine interest rates charged for business and personal loans and influence all bank interest rates F. Globalization (the growing integration of the economies and societies of the world) 1. trying to block free trade is part of opposition of some people to globalization 2. supporters of globalization argue it has increased the income, literacy and standard of living of people in most of the world/free trade makes products cheaper 3. opponent of globalization make different and sometimes inconsistent arguments a. free trade undercuts the wages of Americans b. selfish corporations exploit people in poor countries c.imposes one culture on everyone G. Income Inequality (the extent to which income is unevenly distributed throughout society) 1. Since 1979, the income of the top 1 percent have increased by 174 percent while income og the bottom 80 percent only increased 16 percent 2. tax and spending policies that favor the well-off 3. Occupy Wall Street movement in 2011 and "We are the 99 percent"-- it raised the salience of income inequality and brought the issue more into the political sphere 4. more debates about policies to ameliorate this, e.g. debate over minimum wages a. have been raised even in red states V. The Budget, Spending, and Taxes A. Intro 1. Budget (a document that states tax collections, spending levels, and the allocation of spending among purposes) a. each budget covers a fiscal year (for the federal government, October 1 through the following September 30)
b. a fiscal year is named after the year it ends 2. Although households first figure out how much money they have and then what to spend, the federal budget is a list of everything the government is going to spend money on. Rather than being a way of allocating money it is a way of adding up what's being spent 3. There was no federal budget before 1921 and no unified presidential budget until the 1930s. Congress was rather haphazard about making changes 4. Congressional Budget Act of 1964 changed this: a.president submits his budget in February b. then two budget committees (one House, one Senate) study his overall package and obtain an analysis from the Congressional Budget Office (CBO). c. Each committee then submits to its house a budget resolution (a congressional decision that states the maximum amount of money the government should spend) that proposes a total budget ceiling and a ceiling for each of several spending areas d. each May, Congress is supposed to adopt, with some modifications, these budget resolutions, intending them to be targets to guide the work of each legislative committee as it decides what should be spent in its area e. During the summer, Congress takes up specific appropriations bills and tells members as it goes along whether they conform to the May budget resolution, to impose some discipline on the various committees f. After each committee approves its appropriations bill and Congress passes it, it goes to the president for signature 5. Problem with changes: much of what the government spends is mandatory (money that the government is required to spend by law). These are entitlements (a claim for government funds that cannot be changed without violating the rights of the claimant). The amount is determined not by Congress but by eligibility rules. 6. Other spending is discretionary (spending that is not required to pay for contracts, interest on the national debt, or entitlement programs such as Social Security) a. It is all of the rest of the spending, e.g. defense, housing and community development, transportation, education, etc. b. in FY2014, mandatory spending was $2.34 trillion but discretionary was about $1.17 trillion
c. Even discretionary spending has areas where there would be a big outcry if cut, like health benefits for veterans and military personnel 6. Over time, mandatory spending has expanded dramatically, especially because of growth of entitlement programs 7. Big loophole in current budget process: nothing requires Congress to tighten the government's financial belt. Can spend more than it has (deficit-spending) 8. The procedures used by Congress can affect the policies adopted by Congress. Reagan and his Congressional allies directed each committee of Congress to make cuts in their programs, so Congress would vote for a total package of cuts before they could vote any particular cut B. Reducing Spending 1. The Gramm-Rodman Act (Balanced Budget Act of 1985) required annually from 1986 to 1991 the budget would automatically be cut until the federal deficit had disappeared a. What made the cuts automatic was a provision in the bill called a sequester (automatic spending cuts) that required across-the-board percentage cuts in all federal programs except for entitlements b. BUT the plan failed as Congress and the president found ways to get new spending that was higher than the targeted amounts. 2. 1990: new strategy with two parts: a. first Congress voted for a tax increase b. Second, it passed the Budget Enforcement Act of 1990 that set limits on discretionary spending--if spent more would either have to cut spending elsewhere or raise taxes. c. Law expired in 2001 3. Various other proposals a. Balanced budget amendment but evidence suggest they do not work b. In 2011 Congress returned to sequester idea, establishing the Joint Select Committee on Deficit Reduction ("Super Committee"). But Congress removed the most painful cuts 4. Fundamental dilemma: Americans want a government that does more for them at less cost, which is ultimately not sustainable. 5. Restraining spending is effectively entrepreneurial politics: the costs of spending on any given program are relatively concentrated, while the benefits are dispersed to the public as a whole (in the form of a balanced budget) C.Levying Taxes
1. Alternative to cutting spending: is a mixture of majoritarian politics ("What is a "fair" tax law?) and client politics ("How much is in it for me?") a. In US a fair tax law has been viewed as one that keeps the overall tax burden rather low, requires everyone to pay something, and requires the better-off to pay at a higher rate than the less welloff (called "progressive taxes") i. tax burden is lower that in most democratic nations ii. evidence may show that Americans evade their income taxes less than others--that's why other countries have higher sales taxes than we) iii. our taxes are progressive (though new tax law lowers taxes for highest brackets and increases taxes for some middle class) b. But there are loopholes--client politics par excellence D. The rise of the Income Tax 1. But in 1986 sweeping tax reform act 2. History of taxes a. in 19th c. no federal income tax except brief period during Civil War. Most government money came from tariffs b. Congress passed peacetime income tax in 1895, SC said it was unconstitutional c.. 16th A. passed in 1913 for federal income tax d. for next 40 years, rates tended to go up during wartime and down during peacetime e. "marginal rate": the percentage of the last dollar you earn that must be paid out in taxes 3. Income tax offers the opportunity for majoritarian politics to become class politics a. the majority of the citizenry earn average incomes and control most of the votes and they voted high rates for rich b. BUT offsetting the high rate were the deductions, exemptions, and exclusions that especially helped the well-off 4. Until 1986, the typical tax fight was less about rates than about deductions a. loophole politics was client politics. b. most could be justified by arguments about economic growth to encourage more investment
c. But 1986 did opposite: we got low rates with much smaller deductions; but then tax rates started to go up again with fewer deductions 5. My comment: Trump and new tax law throws all of this up into the air E. The power to tax and spend 1. in early decades of government limited view reigned: Congress could provide for the general (i.e. national) welfare, not fund more local projects 2. In 20th c. more expansive interpretation a. US v. Butler (1936): SC held that Congress could spend money as long as it was in the general welfare of the nation and gave Congress wide latitude in determining the general welfare b. South Dakota v. Dole (1987): allowed the federal government very broad latitude to tax and spend for a wide variety of purposes Art History: Tomorrow: open-note test on Gothic Art and Renaissance Art Bring binder and supplies to class WARMUP: Hand back and go over yesterday's Italian Renaissance quz "chiaroscuro"---painting in light and dark "pieta"--a painting or statue of the Virgin Mary with the dead, crucified Jesus on her lap. On your phones study Gothic Art and Italian Renaissance Art powerpoint for tomorrow's test Honors US History: Bring binder and supplies and textbook to class WARMUP: Continue America in Philippines Activity Get into your groups of 3 or 4 people Continue studying ALL the documents before you begin to fill out the graphic organizer. Make sure that entire group has discussed what to put in the graphic organizer, because this will affect your ultimate essay Wednesday, April 18, 2018: sub (ill) REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm
Lunch: Period 4: 1:00 pm - 1:30 pm 1:36 pm - 3:06 pm (AP Macroeconomics) Honors Principles of American Democracy: Due Friday: On Schoology, printout and read Handout C and D and answer all the questions in full sentences. Thursdays from 3:15 to 4:45 there is AP Macro review here for extra credit Final exam: Monday, April 30 and Wednesday, May 2 Bring binder, supplies, Manual and AP review book to class every day WARMUP: Turn in Handout B notes Work on taking a practice test from your AP Review book, the test to be agreed upon by the class (AP US Government and Politics) Honors Economics: Starting tomorrow, daily quizzes of five m.c. AP questions NOTE: this week, if you want AP Government review and extra-credit, come to Thursday's AP Macro review session after school/wednesdays from 3:15 to 4:45 there is AP Government review here for extra credit Bring binder and AP Review book every day NOTE: DATE CHANGE! April 30, May 1, May 2: Final Exam (actual AP) WARMUP: Take out your AP Review books Work on taking a practice test from your AP Review book, the test to be agreed upon by the class Art History: Tomorrow: open-note test on Gothic Art and Renaissance Art Bring binder and supplies to class WARMUP: Take out your Gothic and Italian Renaissance Art notes Using your notes and with your phones, study Gothic Art and Italian Renaissance Art powerpoint for tomorrow's test Honors US History: Finish your graphic organizer, if you didn't finish it in class Bring all their American-Philippines papers to class tomorrow Bring your supplies and textbook to class every day
WARMUP: Continue America in Philippines Activity Get into your groups of 3 or 4 people Finish discussing all the documents and deciding as a group which evidence you will use for each of the three columns on the graphic organizer. Everyone in every group must fill in his/her own graphic organizer, including not only the two pieces of evidence (source and quote) for each column, but also the third row of the graphic organizer where you discuss whether or not you find their evidence persuasive and why or why not. If you finish filling in your own graphic organizer before the end of class, put it in the Homework Box. If you don't finish, you must finish it for homework and it is due at the beginning of class tomorrow. IMPORTANT NOTE: YOU ARE NOT TO START WRITING THE ESSAY ON THE BACK SIDE OF THE GRAPHIC ORGANIZER YET. Thursday, April 19, 2018: REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm Lunch: 1:00 pm - 1:30 pm Period 4: 1:36 pm - 3:06 pm (AP Macroeconomics) Honors Principles of American Democracy: Due tomorrow: On Schoology, printout and read Handout C and D and answer all the questions in full sentences. Thursdays from 3:15 to 4:45 there is AP Macro review here for extra credit Final exam: Monday, April 30 and Wednesday, May 2 Bring binder, supplies, Manual and AP review book to class every day WARMUP: Hand out class practice AP test Go over class practice AP test Hand back test m.c. scantrons and test questions Go over test m.c. test questions (AP US Government and Politics) Honors Economics: Daily quizzes of five m.c. AP questions NOTE: this week, if you want AP Government review and extra-credit, come to Thursday's AP Macro review session after school/wednesdays from 3:15 to 4:45 there is AP Government review here for extra credit Bring binder and AP Review book every day NOTE: DATE CHANGE! April 30, May 1, May 2: Final Exam (actual AP)
WARMUP: Daily quiz Pass out 6 questions (first five are two points and teh 6th one is extra-credit) Grade, go over and collect quiz Take out AP Review book and go over answers from practice test #2 you worked on yesterday Start to go over Chapter 18 practice problems Art History: Bring binder and supplies to class WARMUP: Take out your Gothic and Italian Renaissance Art notes Test on Gothic and Italian Renaissance Art Honors US History: Finish your graphic organizer, if you didn't finish it in class Bring all their American-Philippines papers to class tomorrow Bring your supplies and textbook to class every day WARMUP: Turn in Graphic Organizer Silent reading Hand back test scantrons and questions Go over test Begin watching "Dunkirk" Friday, April 20, 2018: REGULAR SCHEDULE: Period 1: 8:00 am - 9:38 am Nutrition: 9:38 am - 9:48 am Period 2: 9:54 am - 11:24 am Period 3: 11:30 am - 1:00 pm Lunch: 1:00 pm - 1:30 pm Period 4: 1:36 pm - 3:06 pm (AP Macroeconomics) Honors Principles of American Democracy: Due Monday: On Schoology, printout and read Handout C and D and answer all the questions in full sentences. Thursdays from 3:15 to 4:45 there is AP Macro review here for extra credit Final exam: Monday, April 30 and Wednesday, May 2
Bring binder, supplies, Manual and AP review book to class every day WARMUP: Turn in Handout C and D questions and answers Hand out class practice AP test Finish going over the last few problems Hand back test m.c. scantrons, free-responses and test questions Go over test questions and answers (AP US Government and Politics) Honors Economics: Monday: print out and complete the Chapter 19 Practice Problems Daily quizzes of five m.c. AP questions Wednesdays from 3:15 to 4:45 there is AP Government review here for extra credit Bring binder and AP Review book every day NOTE: DATE CHANGE! April 30, May 1, May 2: Final Exam (actual AP) WARMUP: Hand back and go over yesterday's daily quiz Hand out today's daily quiz Grade, go over and collect answers Finish going over Chapter 18 practice problems Art History: Bring binder and supplies to class WARMUP: Begin Impressionism Watch "Lust for Life" about Vincent van Gogh Honors US History: Monday: Bring all their American-Philippines papers to class Bring your supplies and textbook to class every day WARMUP: Turn in Graphic Organizer Continue watching "Dunkirk"