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Economists do not operate in a vacuum. If an economist is going to suggest that the price of a good needs to be increased, he or she needs to consider who will bear the increase in costs. Will the costs be distributed equally or will one group pay more than another group? Furthermore, an economist should ask if there is a more efficient way to allocate the good than by means of a broad-based price increase. This lesson focuses on the drought that plagued the Northeast in the summer of 1999, supply, demand, and cost/benefit analysis.
This particular lesson plan I feel is completely appropriate for high school level students. It highlights key words, contains an overall goal and strategy (ies) for the lesson, and incorporates a water conscious activity that is applicable to the students' lives. However, there is absolutely no technology integration!!! The instructor also does not make clear whether the activity is an individual worksheet or group activity. Instead of a "grading" type structure for the exercise, the teacher should implement poll everywhere for the kids to make their water policy choices, or even assign group power point projects to defend their policy picks. I really like the overall point of the lesson plan, but I do not know the time-span of the plan. There needs to be more differentiation, more technology integration, more specifications concerning evaluation and assessment, and more engaging materials utilized for the lesson to be meaningful. On the other hand, I think the focus is adequate and the economic emphasis calls for more abstract thinking. If this plan incorporated group collaboration, power point presentations (with a rubric) and more specific instructions, it would be a better lesson plan as a whole.