Assignments Economics

ECON Project Notes: Do This Today!

Please make sure you have all of this done today, at the end of day (which we can safely assume is midnight…)

  1. Submit your URL for the project here.
  2. Make sure the link works, even when you’ve logged out. The best way to ensure this, is to ask me…
  3. Check and make sure you’ve answered / addressed the questions I posed (on the project page).
  4. Does your project look great? If not, make it happen!
  5. Does your project follow a logical structure that’s easy to navigate? If not, make it happen.
  6. Ask questions. If you’re unsure of anything, ask me so that I may provide some guidance as to what you probably should be doing…
Assignments Economics

Reading: Enter the Chicken Shed

Read this, at your own risk…

Enter The Chicken Shed

Economics History In Review

Q4 Week 3 – In Review

Here’s to another short week, since today, Friday, we’re off school. It also happens to be Earth Day!

In US History we started the week off by testing for chapter 15, which went well overall, with averages for all students in the mid-70s. I’d like to see that average be raised up, and continue to work on strategies that will achieve that goal, but so far, no luck. I think it comes from systemic problems, like lack of truly valuing deep learning among students, poor study habits and test preparation, etc. And of course, I have something to do with it, but with the strategies I’m implementing, one would think it would go better…

We continued the Cold War, and focused on political terms like brinksmanship, massive retaliation, etc. and discussed the real outcomes had we ever experienced World War III. Students were amazed to learn the true power of today’s nuclear weapons, as opposed to the ‘tiny’ bombs we dropped on Japan at the end of World War II.

In Economics, we started a project on industrial food production by seeing the movie Food, Inc. If you haven’t seen it, you should! It will change the way you think about food, and challenge comfortable notions about how our food is produced. Yes, it’s produced, as opposed to grown…

Students are now busy working on a Six Hats project, sorting out facts, problems, solutions, emotions, and benefits as part of the project. Their online spaces will be displayed here sometime next week probably, after scoring, and will be open for the public to see. So far, after two days in the lab / IMC, it’s looking good. Most students are off to a good start, and I expect great outcomes.

Economics History

What’s in Your Oatmeal?

Students: Here’s your opportunity this week. What do you think of Oatmeal? Do you eat it? How, and with what on?

Economics etc. News

Infographic: Corporate Tax Cheats Are Bankrupting America

Corporate Tax Cheats Are Bankrupting America infographic
Source: US Uncut - No Cuts Until Corporate Tax Cheats Pay Up!

Assignments Economics

ECON: Project – Food, Inc / Six Hats

Here’s the link for the project we’re starting tomorrow in the IMC. Make sure you read over the project so that you can ask questions tomorrow. If you have questions now, leave them as comments, and I’ll come prepared tomorrow!

We’ll meet in the IMC, lab #2 + IMC floor tomorrow.

CLICK HERE! –> Project Link <– CLICK HERE!

Later, you an always find the project page like this:


Six Hats information is located here:


Assignments Economics

ECON: Six Hats Preparation

We’re preparing for a project due at the end of the week, and in so doing, you need to begin preparing by reading the following pages. No regular econ reading this week, other than what’s linked below.

If you want a sneak peak at the project, click here!

Leave your comments / questions below.

Economics History In Review

Q4 Week 2 – In Review

Week 2 of Q4 seemed to be the week where we ended units, and took tests, at least in Economics. And I guess, the History classes are taking their tests on Monday for the Cold War unit. The weather finally started to get nicer, and one could definitely notice the students getting ready to head outdoors. We’ll see, maybe we have to go out to the courtyard next week to enjoy the weather while having class!

US History finished their intro to the Cold War where we had examined the ideological and philosophical differences between the United States and the Soviet Union. We saw a few clips regarding the atomic bomb weapons testing program in the United States, and looked at fallout maps. Furthermore, we used materials from the Century series to explore the home-life of Americans, the beginnings of Rock ‘n Roll, Elvis, the beat movement, and so on. All of this will take us into the 1960s in the next few weeks, and I look forward to a discusssion on the film 1968, with Tom Brokaw. I’m thinking about showing some scenes from Easy Rider, but haven’t decided yet! Of course, we did not forget the Korean War, and we explored why it was indeed the forgotten war, and what the differences and similarities are today, fighting in Afghanistan and Iraq.

In Economics, we dove into the Prices chapter, and tied it all together, working both supply and demand to create scenarios. The students read about Big Oil, on why gas prices are so difficult, and we did quite a lot of practice work on single and double shifts on S, D, and P graphs. Many find it difficult to get it just right, and I think that stems from much needed practice, and their willingness to struggle on their own a bit, rather than being shown in class directly. My goal is for them to think on their own, and be able to explain scenarios with graphs, not simply regurgitate answers on a test. We finished the week yesterday with a unit test, and by the looks of it, some will have to come back Monday to finish it.

Oh, I almost forgot – in US History, we spent Friday in the IMC Lab working with the Guidance Department in career tools, a valuable exercise, where students got an idea of what they might like to do in the future, and what it takes to get there, what kind of classes to take, and how to prepare in college. Well done Mrs. Lewis!

That’s it for this week. Next week we look at the Cuban Missile Crisis in History, and begin a new unit in Economics.

Economics News

9 Things The Rich Don’t Want You To Know About Taxes


For three decades we have conducted a massive economic experiment, testing a theory known as supply-side economics. The theory goes like this: Lower tax rates will encourage more investment, which in turn will mean more jobs and greater prosperity—so much so that tax revenues will go up, despite lower rates. The late Milton Friedman, the libertarian economist who wanted to shut down public parks because he considered them socialism, promoted this strategy. Ronald Reagan embraced Friedman’s ideas and made them into policy when he was elected president in 1980.

Economics History

#Nordonia Superintendent: District ‘excellent’ with ‘challenges’ ahead

by Jeff Saunders | Reporter

Nordonia Hills — More than 100 area residents were generally positive, periodically applauding as they heard Superintendent Wayne Blankenship give a state-of-the-schools presentation at Northfield Elementary School April 11.

School Board President Doug Masteller in opening remarks said the district wants to “pat ourselves on the back,” something he said it sometimes neglects to do.

“What we haven’t focused on enough is what we’re doing right,” he said.

The event, which included musical performances by Rushwood Elementary School students and the Nordonia High School Jazz Band and a reception afterwards, came less than a month before voters will be asked to approve Issue 5, a 6.5-mill continuing levy that will raise about $6.5 million annually.

District officials say the money is needed to prevent $2.9 million in budget cuts, on top of $1 million in cuts even if the levy does pass. Combined, the cuts include the layoff of 54 employees.

“It always concerns me that in times of no levies, the school can make comments and they are believed,” said Blankenship. “As soon as a levy is near, suddenly everything that is said is looked upon with skepticism and doubt.”

Most of the presentation, however, was upbeat with Blankenship talking about a number of district accomplishments, starting with its steady improvement on the state report cards over the last nine years.

“We moved from continuous improvement in 2002 to our excellent with distinction rating this past year,” he said. “It took a lot of hard work, but we did it without teaching to a test or forcing students to just memorize facts. We properly used the state content standards and worked very hard at educating the whole child.”

Blankenship then talked about specific examples of what is going on in the district. These include 31 students winning Northeast Ohio Scholastic Arts Awards this year and the Nordonia High School Lancer Band receiving an excellent rating at the Ohio Music Education Association state marching band competition.

Blankenship said the district also began offering all-day kindergarten this year — “One state mandate we agreed with, although another unfunded mandate” — and new high school course offerings including forensics, anatomy and physiology, and science and engineering.

“There is a definite push for 21st Century education and we are proud that we offer this for our students,” he said.

Blankenship noted that the district inaugurated its partially reconstructed high school athletic complex, including a new stadium and track, last August.

“The opening of our new sports facility at the high school was something that the entire community could be very proud of,” he said. “All of our sports teams, the band, [physical education] classes and our community have access to this beautiful facility.”

Blankenship said school teams have won numerous honors as well.

Blankenship also said the district will be represented by students at the Ohio Science Olympiad tournament at Ohio State University April 30 and three Nordonia Middle School students advanced to the state Power of the Pen writing tournament.

Northfield Center resident Leonard Szczepanski, who attended the event with his wife Margaret and spoke with Blankenship afterwards, said he “is considering voting for Issue 5.”

“I complimented Wayne on his presentation, but had a few questions,” said Szczepanski.

Szczepanski, who described himself as a “senior,” said he is concerned about increased taxes and believes the district needs to be clear with the community that the money will be spent wisely.

“Where are you going to spend this money?” he asked.

Blankenship said “in the area of fiscal responsibility, we have excelled,” and noted that when voters last approved an operating levy, also 6.5 mills, in August 2004, district officials believed they would have to go back before voters in 2007.

“Our challenges are fairly clear,” he said. “Keeping programs in place so these students continue to have all the opportunities that they should have in an excellent with distinction school,” he said.

via – Superintendent: District ‘excellent’ with ‘challenges’ ahead.


Students: What’s your take on the levy? Leave your comments below for this weeks extra credit opportunity.