Agenda – Macroeconomics

Daily Agenda (proposed)  

Mid-Mornings I will cover key concepts and have you work independently on content and understanding the Course at a Glance and Unit design. We will come together again as a whole group after lunch and then you will work independently again later in the day. I will be sharing all materials through google drive.  You will have 2 hours of homework to do as well.

DAY 1 – Key Takeaway: Understanding the Course and Materials  

  1. Understanding the Course

Materials: CED Macro-economics, Macroeconomics Course and Exam Description, AP Central website, AP Central, Provided Google Documents and Power-Point Slides

1.A AP courses focus on building conceptual understandings through the teaching of linked learning objectives and essential knowledge statements, all contextualized around course-specific Big Ideas.

1.B Building understanding and teaching for transfer require the application of content in new authentic, relevant, and unfamiliar contexts and scenarios.

1.C The course framework defines the scope of the course and specifies what students must know and be able to do on the AP Exam.

Morning: Introductions/ Experience/ Expectations

The Course Exam and Description Binder (CED):

  • Understanding by Design – teaching with the end in mind

Big Ideas, Enduring Understandings

  • Skills used by Economists
  • Course at Glance

CED Scavenger Hunt – finding the treasures  

Midmorning: Unit 1: Basic Concepts in Macro

  • Scarcity (jolly ranchers)  
  • Circular Flow (CEE Earning a living game)  
  • Production Possibilities (FRQ 2013 #2)  
  • Comparative Advantage


Afternoon: Supply and Demand AP style (final part of Unit 1 in Macro)

  • Equilibrium (zoo activity)  

Sample FRQs using Tariffs, exchange rates, balance of payments (!) 

FRQ 2008 #2 



Day 2 – Key Takeaway: Planning the Course  

Planning the Course

2.A Sequencing, pacing, and scaffolding are essential for building students’ understanding and their ability to transfer and apply knowledge and skills to new contexts.

2.B Helping students develop mastery of the course skills requires careful planning to sequence skills in a developmentally appropriate way so that students master prerequisite skills before being asked to complete more complex tasks.

2.C The needs of all willing and academically prepared students should be considered when planning, sequencing, pacing, and scaffolding the course.

Morning: Textbooks, College Board Resources and Ancillary Materials

Applying Course skills

Examining course skills in multiple choice questions 

Deep Dive into the Course at a Glance and Topics

Small Groups examine EK, LO, EU 


Midmorning: Unit 2

  • Macro in a nutshell
  • Measuring the Macro economy

College Board resources on Indices, GDP, Unemployment 

Using the Course at a Glance to plan 

Afternoon: Macroeconomics Unit 3

  • Using AD/AS and the Phillips Curve to tell the story of the Economy
  • Magic of the Multiplier


Day 3 – Key Takeaways: Teaching and Assessing the Course  

  1. Teaching the Course

3.A Teachers need a deep understanding of content and its applications in order to adapt their instructional strategies to address the different needs of students.

3.B Utilizing effective instructional strategies, like debriefing, helps develop the course skills and content knowledge.

3.C Students need multiple opportunities, in different settings or modes, to practice skills in order to develop mastery over time.

3.D Creating community within a classroom through collaborative discourse and shared experiences is essential to building student confidence and fostering student progress.

  1. Assessing Student Progress and Understanding

4.A Assessments, instruction, and resources should be aligned to learning goals and matched to performance standards.

4.B Students should be progressively challenged, just beyond where they are, to apply their knowledge and skills in different contexts to deepen their understanding.

4.C Learning requires time, practice, and regular feedback.

4.D Understanding is earned over time.


Morning: Formative and Summative Assessment

The AP Classroom

The AP Exam and using rubrics

The Verbs used in FRQs

Afternoon: Macro Unit 4 – The Financial Sector

  • Role of Interest rates
  • Money Multiplier
  • Fisher Equation


Day 4: Key Takeaway: Becoming a member of the AP community

  1. Becoming a Member of the AP Community

5.A The curricular requirements ensure that all AP course instructors teach a college-level course.

5.B Professional networking can provide teachers with opportunities to discuss teaching strategies, share resources, and connect with each other.

5.C At the start of the year, teachers and students will complete a short digital activation process that will allow them immediate access to classroom resources.

Morning: Putting it All together – Macro Units 5 and 6

  • Fiscal and Monetary Policy combined
  • Limitations – crowding out, debt and deficits

Afternoon: Trouble Shooting and getting ready to teach

  • The 2022 Exam grading.