Senior Economics Final Project
Choose ONE of the following options for your final economics projects
You may work by yourself or up to groups of three (3).
Choose your partners wisely (their behavior & grade is also yours)
Project Due: January 10
NO LATE CREDIT will be accepted*
Project Presentations: Second week of January – Be ready when I call your name
How can I turn the project in? Projects should be turned in on a USB flash drive, CD, DVD, or emailed to estockman@stockton.k12.ca.us
How will the project be graded? The project is part of your final exam, which is worth 20% of your final grade. Half of the grade will be the presentation/viewing of your project and the other half is the actual project. Rubrics are available.
*Broken printers and computers will not be excused. Email if you can’t print it. The school has several computers and printers available for student use. Plagiarism will not be tolerated.
This is not a project that you can wait until the last minute to complete.
p.s. don’t forget, you are presenting these projects
Option Two
A NEWSCAST
“This was the day that was!” or “In the news today………”
If you added up all the time that we have discussed current events in class it would probably add up to a week and a half. This goes to show you how many events have perspired over the course of the semester. Now it is your job to summarize a few of those current events in a simulated News Cast.
You need to take any four current events topics related to economics (it may even be one that we haven’t really covered in class) and transform them into a newscast of at least four (5) minutes (that doesn’t include the previews or the credits or commercials). Watch the news a few times to get an idea of how it is supposed to look.
This project can be performed live in class. If you do not have access to a video camera and editing software.
Remember this video is supposed to be informative in nature and can be used to teach students about economics and how it pertains to high school students.
Check out the rubric on to see how to properly create your video.
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Three
GLOBALIZATION VIDEO/POWERPOINT/TRIFOLD - YOU CHOOSE
You have been invited by the Minister of Youth Affairs to present a report outlining the views of young people on the issue of globalization, and whether or not the United States should support a policy of globalization. Your assignment is to create a Power Point or poster on globalization, its impact on the United States and on the world. The PowerPoint must be emailed or brought on a flash drive. REMEMBER THIS IS AN ECONOMIC PRESPECTIVE.
The presentation MUST include or answer all of the following items or questions in detail:
The power point presentations must be more than just straight forward, bulleted information. It MUST also include photos, animation, sound, etc.
The more creative … the better the grade!
Check out the rubric to see how to properly create your video.
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Four
VIDEO
Well, now it is your turn to be the creative mastermind behind an educational economics video.
You can take any economic topic that you wish (it may even be one that we haven’t really covered in class) and transform it into a video of at least five (5) minutes (that doesn’t include the previews or the credits).
Remember this video is supposed to be informative in nature and can be used to teach students about economics and how it pertains to high school students.
Check out the rubric to see how to properly create your video. There will also be links for a few videos we have watched in class to refresh your memory (credit cards, not using rocks as currency)
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Five
MUSIC VIDEO
UItunes, K104, MTV, VH1, KRock, American idol and youtube watch out!
Here comes the new stars to the stage – YOU!
You can take any economic topic that you wish (it may even be one that we haven’t really covered in class) and transform it into a music video of at least three (3) minutes long (that doesn’t include shout outs or the credits).
You can take the words to an existing song and change them or create your own from scratch. Either way, be sure that it includes at least 15-20 different economic concepts/ vocabulary that are all relevant.
Check out the rubric to see how to properly create your video. There will also be links for a few videos we have watched in class to refresh your memory (my demand curve is inelastic and Ben S. Bernanke)
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Six
ECONOMIC BOARD GAME
Planning Guidelines
Your task is to design and create a board game suitable for teaching the basic terms and concepts of economics to junior high students. Try to create an original and enjoyable game.
Use your textbook, the library, the Internet, and any other resources that are available to you to learn about these terms and concepts. Finally, construct the actual game, including all its components and a set of clearly written instructions. Check out the rubric to see how to properly create your board game.
Remember to keep your vocabulary on a level that is appropriate for the players. Also, do not assume that they have any prior knowledge of economics. Be sure that your game helps players learn the following terms and concept
RUBRICS
Current Events News Cast Rubric
Make sure to include:
Points Possible = 15
Points Earned ________
News Source - student used a source that was newsworthy and school appropriate
2
Date - date was included
2
Article - student references 6-10 news articles and connects it to many other economic positions and responds with a clear understanding of the material.
2
Summary - student included the following information in summary:
Who was involved?
1
What happened?
1
When did it happen?
1
Where did it happen?
1
Why did it happen?
1
How did it happen?
1
Student's own opinion about the event(s) - How does this make you feel?
1
Complete Sentences were used throughout presentation
1
Grammar – student(s) grammar is correct (pronunciation of names etc…
1
Total Points
15 possible
15 points = A
12-14 = B
10-11 = C
Grading Rubric for Economics POWERPOINT Presentations
Clear, concise information
Use of Examples/Images
Presentation Skills
TOTAL OF 45 POINTS
Globalization rubric
Required Elements
The presentation includes all 9 required elements as well as additional information.
All 9 required elements are included on the poster or video/power-point presentation.
All but 1 of the required elements are included on the poster.
Several required elements were missing.
Labels
All items of importance on the poster/video/powerpoint are clearly labeled with labels that can be read easily.
Almost all items of importance on/in the poster/video/powerpoint are clearly labeled with labels that can be read easily.
Many items of importance are clearly labeled with labels that can be read..
Labels are too small to view OR no important items were labeled.
Graphics - Relevance
All graphics (6-10) are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
All graphics (4-5) are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.
All graphics relate to the topic. One or two borrowed graphics have a source citation.
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness
The poster/video/powerpoint is exceptionally attractive in terms of design, layout, and neatness.
The poster/video/powerpont is attractive in terms of design, layout and neatness.
The poster/video/powerpoint is acceptably attractive though it may be a bit messy.
It is distractingly messy or very poorly designed. It is not attractive.
Grammar
There are no grammatical/mechanical mistakes on the poster.
There are 1-2 grammatical/mechanical mistakes on the poster.
There are 3-4 grammatical/mechanical mistakes on the poster.
There are more than 4 grammatical/mechanical mistakes on the poster.
Economics Video (and Music Video) Rubric
Variety
Level of variety of photos/videos used
4 points
Presentation includes a wide range of photos and/or videos (10+ files)
3 points
Presentation includes some variety of photos and/or videos (6-9 files)
2 points
Presentation include little variety of photos and/or videos (3-5 files)
1 points
Presentation includes no variety of photos and/or videos (1-2 files used throughout)
Overall Economic Appropriateness
Suitability of song chosen and style of video used to demonstrate your knowledge of macroeconomics
4points
The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to understanding the project's main idea.
Content of macroeconomic topics used are very appropriate to both song and style chosen
3 points
Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project's main idea. Details are logical and persuasive information is effectively used. Content of macroeconomic topics used are somewhat appropriate to both song and style chosen
2 points
The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea.
Content of macroeconomic topics used are appropriate to song chosen, but not to style used
1 points
The content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic. No sources cited.
Flow of Visuals
Quality of flow, including ease, smoothness and pleasantness
4 points
All visuals flow in an easy, smooth and pleasing manner compelling and provides motivating content that hooks the viewer from the beginning of the video and keeps the audience's attention.
3 points
Most visuals flow in an easy and smooth manner, with few interruptions
2 points
Most visuals flow in a jarring, disruptive or unpleasant manner
0 points
All visuals flow in a difficult and unpleasant manner .
Audio and Voice Editing
4 points
The audio is clear and effectively assists in communicating the main idea. Students communicate ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.
3 points
The audio is clear, but only partially assists in communicating the main idea. Students communicate ideas with proper voice projection, adequate preparation and delivery.
2points
The audio is inconsistent in clarity at times and insufficiently communicates the main idea. Students have difficulty communicating ideas due to weak voice projection and/or lack of preparation.
1 points
Audio is cut-off and inconsistent. Students have great difficulty communicating ideas with poor voice projection.
Transitions/Effects
Amount and variety of transitions/effects used
4 points
Multiple transitions/effects of a wide variety used
3 points
Most video clips move at a steady pace, fast enough to keep the audience interested and slow enough to tell a complete story.
2 points
Video clips are used but need to be edited in length or move too quickly to assist in telling the story.
1 points
Video clips are too long and do not advance the storyline or to short and leave out essential action or dialogue.
*Teamwork (Participation)
4 points
The group documents how members brainstormed, discussed, and solved problems. The group documents division of responsibilities and describes how the individual efforts capitalized on strengths of each team member.
3 points
The group documents how members divided tasks, assigned roles based on the skills/talents of individual members, shared the workload and managed problems in a way that advanced the group goal.
2 points
Some individual’s document how there was poor communication, unresolved conflict, or failure to collaborate on important aspects of the work. The group required teacher assistance to resolve differences.
1 points
One person documents that problems were not managed in a way that advanced the group goal. The group required teacher assistance with dividing tasks and resolving differences.
Choose ONE of the following options for your final economics projects
- Option 1—Create your own business (PowerPoint) NOT AN OPTION
- Option 2 – Current Events News Cast
- Option 3 – Globalization Poster or PowerPoint
- Option 4 – Economics Video
- Option 5 – Economic Music Video
- Option 6 -Create a Economics Board Game
- Option 7 -Think of a project (First ask me to get approval) any subject in our Econ text book.
You may work by yourself or up to groups of three (3).
Choose your partners wisely (their behavior & grade is also yours)
Project Due: January 10
NO LATE CREDIT will be accepted*
Project Presentations: Second week of January – Be ready when I call your name
How can I turn the project in? Projects should be turned in on a USB flash drive, CD, DVD, or emailed to estockman@stockton.k12.ca.us
How will the project be graded? The project is part of your final exam, which is worth 20% of your final grade. Half of the grade will be the presentation/viewing of your project and the other half is the actual project. Rubrics are available.
*Broken printers and computers will not be excused. Email if you can’t print it. The school has several computers and printers available for student use. Plagiarism will not be tolerated.
This is not a project that you can wait until the last minute to complete.
p.s. don’t forget, you are presenting these projects
Option Two
A NEWSCAST
“This was the day that was!” or “In the news today………”
If you added up all the time that we have discussed current events in class it would probably add up to a week and a half. This goes to show you how many events have perspired over the course of the semester. Now it is your job to summarize a few of those current events in a simulated News Cast.
You need to take any four current events topics related to economics (it may even be one that we haven’t really covered in class) and transform them into a newscast of at least four (5) minutes (that doesn’t include the previews or the credits or commercials). Watch the news a few times to get an idea of how it is supposed to look.
This project can be performed live in class. If you do not have access to a video camera and editing software.
Remember this video is supposed to be informative in nature and can be used to teach students about economics and how it pertains to high school students.
Check out the rubric on to see how to properly create your video.
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Three
GLOBALIZATION VIDEO/POWERPOINT/TRIFOLD - YOU CHOOSE
You have been invited by the Minister of Youth Affairs to present a report outlining the views of young people on the issue of globalization, and whether or not the United States should support a policy of globalization. Your assignment is to create a Power Point or poster on globalization, its impact on the United States and on the world. The PowerPoint must be emailed or brought on a flash drive. REMEMBER THIS IS AN ECONOMIC PRESPECTIVE.
The presentation MUST include or answer all of the following items or questions in detail:
- What is globalization?
- What does globalization mean to the United States (Pro and Con)?
- Identify the economic benefits of globalization.
- What are the issues and concerns associated with Globalization? Do some countries benefit more than others? Why? (Provide examples.)
- What is the impact of globalization on human rights? (Discuss poverty, sweatshops, child labor etc.) Provide examples of companies that have violated human rights.
- How does globalization impact the environment? Environmental protection vs. economic growth
- How are cultures affected? Are cultures disappearing?
- Is globalization redefining the United States and the world beneficially? Give examples and reasoning.
- Bibliography
The power point presentations must be more than just straight forward, bulleted information. It MUST also include photos, animation, sound, etc.
The more creative … the better the grade!
Check out the rubric to see how to properly create your video.
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Four
VIDEO
Well, now it is your turn to be the creative mastermind behind an educational economics video.
You can take any economic topic that you wish (it may even be one that we haven’t really covered in class) and transform it into a video of at least five (5) minutes (that doesn’t include the previews or the credits).
Remember this video is supposed to be informative in nature and can be used to teach students about economics and how it pertains to high school students.
Check out the rubric to see how to properly create your video. There will also be links for a few videos we have watched in class to refresh your memory (credit cards, not using rocks as currency)
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Five
MUSIC VIDEO
UItunes, K104, MTV, VH1, KRock, American idol and youtube watch out!
Here comes the new stars to the stage – YOU!
You can take any economic topic that you wish (it may even be one that we haven’t really covered in class) and transform it into a music video of at least three (3) minutes long (that doesn’t include shout outs or the credits).
You can take the words to an existing song and change them or create your own from scratch. Either way, be sure that it includes at least 15-20 different economic concepts/ vocabulary that are all relevant.
Check out the rubric to see how to properly create your video. There will also be links for a few videos we have watched in class to refresh your memory (my demand curve is inelastic and Ben S. Bernanke)
Be sure to cite all sources using MLA citations (visit www.citationmachine.net, if you do not you will receive a zero.
Option Six
ECONOMIC BOARD GAME
Planning Guidelines
Your task is to design and create a board game suitable for teaching the basic terms and concepts of economics to junior high students. Try to create an original and enjoyable game.
Use your textbook, the library, the Internet, and any other resources that are available to you to learn about these terms and concepts. Finally, construct the actual game, including all its components and a set of clearly written instructions. Check out the rubric to see how to properly create your board game.
Remember to keep your vocabulary on a level that is appropriate for the players. Also, do not assume that they have any prior knowledge of economics. Be sure that your game helps players learn the following terms and concept
- allocate
- barter
- capital good
- capital resource
- consumer
- consumer good
- credit
- division of labor
- economics
- economist
- efficiency
- entrepreneur
- exchange
- factors of production
- good
- human resource
- interdependence
- macroeconomics
- microeconomics
- money
- natural resources
- opportunity costs
- producer
- productivity
- resource
- scarcity
- self-sufficiency
- service
- specialization
- technology
- trade-off
- utility
- value
RUBRICS
Current Events News Cast Rubric
Make sure to include:
Points Possible = 15
Points Earned ________
News Source - student used a source that was newsworthy and school appropriate
2
Date - date was included
2
Article - student references 6-10 news articles and connects it to many other economic positions and responds with a clear understanding of the material.
2
Summary - student included the following information in summary:
Who was involved?
1
What happened?
1
When did it happen?
1
Where did it happen?
1
Why did it happen?
1
How did it happen?
1
Student's own opinion about the event(s) - How does this make you feel?
1
Complete Sentences were used throughout presentation
1
Grammar – student(s) grammar is correct (pronunciation of names etc…
1
Total Points
15 possible
15 points = A
12-14 = B
10-11 = C
Grading Rubric for Economics POWERPOINT Presentations
Clear, concise information
- Slides have good concise information and do not contain excessive text
- Information is written in own words and is not copied and pasted from other sources
- Information and slide order should go in a natural order, or flow, and this should make sense to the audience
- Presenters must be able to discuss more than just the words on the slide.
- Information must not have spelling and grammatical errors.
Use of Examples/Images
- PowerPoint has sufficient number of visuals or examples to help illuminate the topic.
- Images correlate with the PowerPoint (allowed one funny visual, if you like)
- Presenters used images to help discuss topic.
Presentation Skills
- Presenters are interested in topic and worked to convey that to audience.
- Presenters did not read their slides; instead, they used them as a springboard for more discussion.
- Presenters made eye contact, spoke loudly enough to be heard and limited “umms, ahhs ,and likes”
- Presenters must display proper posture, poise; and if in a partnership, show engagement even when not speaking.
- Presenters were organized and prepared to present.
- The PowerPoint was turned in on time (meaning: given to Mr. Stockman via email or personally BEFORE the period you are going to present)
- MUST BE 5 MINUTES LONG
TOTAL OF 45 POINTS
Globalization rubric
Required Elements
The presentation includes all 9 required elements as well as additional information.
All 9 required elements are included on the poster or video/power-point presentation.
All but 1 of the required elements are included on the poster.
Several required elements were missing.
Labels
All items of importance on the poster/video/powerpoint are clearly labeled with labels that can be read easily.
Almost all items of importance on/in the poster/video/powerpoint are clearly labeled with labels that can be read easily.
Many items of importance are clearly labeled with labels that can be read..
Labels are too small to view OR no important items were labeled.
Graphics - Relevance
All graphics (6-10) are related to the topic and make it easier to understand. All borrowed graphics have a source citation.
All graphics (4-5) are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.
All graphics relate to the topic. One or two borrowed graphics have a source citation.
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness
The poster/video/powerpoint is exceptionally attractive in terms of design, layout, and neatness.
The poster/video/powerpont is attractive in terms of design, layout and neatness.
The poster/video/powerpoint is acceptably attractive though it may be a bit messy.
It is distractingly messy or very poorly designed. It is not attractive.
Grammar
There are no grammatical/mechanical mistakes on the poster.
There are 1-2 grammatical/mechanical mistakes on the poster.
There are 3-4 grammatical/mechanical mistakes on the poster.
There are more than 4 grammatical/mechanical mistakes on the poster.
Economics Video (and Music Video) Rubric
Variety
Level of variety of photos/videos used
4 points
Presentation includes a wide range of photos and/or videos (10+ files)
3 points
Presentation includes some variety of photos and/or videos (6-9 files)
2 points
Presentation include little variety of photos and/or videos (3-5 files)
1 points
Presentation includes no variety of photos and/or videos (1-2 files used throughout)
Overall Economic Appropriateness
Suitability of song chosen and style of video used to demonstrate your knowledge of macroeconomics
4points
The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to understanding the project's main idea.
Content of macroeconomic topics used are very appropriate to both song and style chosen
3 points
Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project's main idea. Details are logical and persuasive information is effectively used. Content of macroeconomic topics used are somewhat appropriate to both song and style chosen
2 points
The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea.
Content of macroeconomic topics used are appropriate to song chosen, but not to style used
1 points
The content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic. No sources cited.
Flow of Visuals
Quality of flow, including ease, smoothness and pleasantness
4 points
All visuals flow in an easy, smooth and pleasing manner compelling and provides motivating content that hooks the viewer from the beginning of the video and keeps the audience's attention.
3 points
Most visuals flow in an easy and smooth manner, with few interruptions
2 points
Most visuals flow in a jarring, disruptive or unpleasant manner
0 points
All visuals flow in a difficult and unpleasant manner .
Audio and Voice Editing
4 points
The audio is clear and effectively assists in communicating the main idea. Students communicate ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.
3 points
The audio is clear, but only partially assists in communicating the main idea. Students communicate ideas with proper voice projection, adequate preparation and delivery.
2points
The audio is inconsistent in clarity at times and insufficiently communicates the main idea. Students have difficulty communicating ideas due to weak voice projection and/or lack of preparation.
1 points
Audio is cut-off and inconsistent. Students have great difficulty communicating ideas with poor voice projection.
Transitions/Effects
Amount and variety of transitions/effects used
4 points
Multiple transitions/effects of a wide variety used
3 points
Most video clips move at a steady pace, fast enough to keep the audience interested and slow enough to tell a complete story.
2 points
Video clips are used but need to be edited in length or move too quickly to assist in telling the story.
1 points
Video clips are too long and do not advance the storyline or to short and leave out essential action or dialogue.
*Teamwork (Participation)
4 points
The group documents how members brainstormed, discussed, and solved problems. The group documents division of responsibilities and describes how the individual efforts capitalized on strengths of each team member.
3 points
The group documents how members divided tasks, assigned roles based on the skills/talents of individual members, shared the workload and managed problems in a way that advanced the group goal.
2 points
Some individual’s document how there was poor communication, unresolved conflict, or failure to collaborate on important aspects of the work. The group required teacher assistance to resolve differences.
1 points
One person documents that problems were not managed in a way that advanced the group goal. The group required teacher assistance with dividing tasks and resolving differences.