Movie: It's a Wonderful Life

"It's a Wonderful Life" is a movie that was released almost 70 years ago -- in 1946.  It's about an angel who helps a compassionate but despairingly frustrated businessman by showing what life would have been like if he never existed.

At this time of year I show this movie for several reasons:

1. It's a good study of someone who has dreams of what they want to do but situations in life move them in another direction.
2. It's a good example of how finance in a savings and loan situation works.
3. It demonstrates economic principles and how a small town can get caught up in a national crisis.
4. It demonstrates a "run" on a bank.
5. It does a good job of showing how our great grandparents (and great-great grandparents) weren't really so different from us.  Whether we [or they] are willing to admit it or not.
6. It shows how a good, intelligent, hard-working person can still suffer from depression.
7. It reminds us that we don't always know the difference we are making in others' lives.

There aren't a lot of requirements for this movie other than paying attention and completing a simple worksheet for the first and second halves of the movie.  If you would like another copy of the worksheet, you can download it. (Here)

I'll be showing it in class, but here's an online version that you can watch:

I.O.U.S.A.

IOUSA is an interesting, informative, and factual summary of the US financial health up to the end of the Bush era.  It covers the growing deficit and debt of the nation, its effect on Social Security and our heavy dependence on foreign funds.

Worksheet Download: [LINK]

Next I want you to consider how much money we're talking when we say millions, billions, or trillions.

• Imagine that you earn $10/hr. and you work 40 hours per week for 52 weeks per year.  You would earn approximately $20,800 per year (before taxes).  If you began working at 18 and worked until you were 68 (at the same pay rate and hours) and you never took a day off work in that 50 years -- you will have earned $1,040,000 (again, before taxes).  A million dollars for 50 years of work (minus the $200,000 the government takes, of course)
• Now imagine that you want to earn a BILLION dollars.  Easy, instead of working for 50 years, you would have to work for 50,000 years!  Or you could get paid $10,000/hr. and work for 50 years -- of course the government would take a lot more of your income.
• Now imagine that you want to earn a TRILLION dollars.  Well, instead of working 50,000 years (at $10/hr.) you must work 50 MILLION years.  If you were lucky enough to earn $10,000/hr. you would only have to work 50,000 years.  If you found a job paying $10,000,000/hr. you would only have to work 50 years.
• If you simply wanted to count a Trillion dollars a dollar at a time (1 per second), it would take you nearly 2,000,000 years to complete (1,902,588 years).
• Now consider for a moment, that since 2000, our National Debt has grown from about $5 Trillion to about $19 Trillion.  Our government has managed to go into debt an additional $14 Trillion in just 15 years.  Much is blamed on the Gulf Wars, but all of those could have been paid for with $1 Trillion.  Who's getting the money?
• Our National Debt Clock: http://www.usdebtclock.org/

How much is a Trillion -- in $1,000 bills?

What Does One Trillion Dollars Look Like?

Credit Card Research Project

Today we are going to be comparing three different credit offers.  I will provide you with two and your homework is to find a 3rd.

• I will pass out a Credit Card Comparison worksheet [you can download one Here if you need one at a later date].
• Fill in the blanks for your 3 different credit offers.
• Turn in your results page.

Credit Card Offers:

• Offer #1
• Offer #2
• Locate an offer on your own

Next I want you to look at this offer I got in the mail in 2010.  It is not edited to make it look worse -- this is how it came.  It's in a folder pamphlet form (which I will show everybody tomorrow) but I scanned both sides so you could see the details.  You can click the picture to read the small print:

When you are finished with this project, work on getting any missing work turned in.

ADDITIONAL HOMEWORK:  Interview one adult who has [or has had] credit cards using the provided worksheet.

Extra Credit: The Great Thanksgiving Listen

Your extra-credit homework assignment is to interview someone -- a grandparent, an elder in your community, someone who has been through a harrowing experience (war, natural disaster, plane crash, racial tension, immigrating to America, etc.), someone who has experienced a job or other situation which may not exist in the near future (coal mining, living in a house without electric or plumbing, etc.). You can download an app on your phone or laptop or use a recorder or video camera to conduct an interview.

Here's a TED Talk discussing the StoryCorps project: https://www.ted.com/talks/dave_isay_everyone_around_you_has_a_story_the_world_needs_to_hear?language=en 

Please check out StoryCorps: https://storycorps.org/

Note: If you don't have a phone that allows you to download the StoryCorps app, you can do this old school with a recorder or video camera.

Come up with some great open-ended questions that allows the person you are interviewing to talk about things -- and make sure you are listening to the answers, not just moving them from question to question.  For example, asking them "How old were you when you got married?" is going to get a response like, "24" -- while a question like, "Tell me about the day you got married." might bring on a 5 minute story about things that were memorable and important to the person you are talking with.

Some open-ended question examples might include (depending on the person you are interviewing):

• Can you tell me a little bit about your childhood?  What were you like as a child?
• Do you know the story of why and how our ancestors came to this country?
• Who were your grandparents?  Do you have any memories of them?  What kind of work did they do?
• Can you tell me about your grandparents?  Your great-grandparents?  (This can be especially valuable to you if you happen to be interviewing a great-grandparent)
• Tell me a favorite memory of me.
• Can you tell me about one of the most difficult moments in your life?
• Can you tell me one or two people who have been kindest to you in your life?  What if they were here, what would you say to them?
• Can you tell me about one or two people who have been the biggest influences in your life?
• Tell me about a teacher or other adult that has had a big impact on your life when you were growing up.
• Can you tell me one of your happiest memories?
• What are you proudest of -- both personally and professionally -- in your life?
• Can you tell me about some of the most important lessons you've learned in life?
• Can you tell me about a historic event that had an impact on your life?  What are your most vivid memories of that event?  How did it make you feel?  (Topics might include: World War II, the Holocaust, the Korean War, the civil right movement, the assassination of President John F. Kennedy, the March on Washington, 9/11, etc.)
• What are your hopes for me, and someday, for my children?
• If you knew this was going to be our last conversation, is there anything you've never told me that you want to share with me now?  Is there anything you want to ask me that you have never asked me before?
• How has your life been different than how you imagined it would be when you were young.  Do you have any regrets?
• Thinking about your family many generations from now, and knowing that they may hear this recording, is there anything you want to say to them?  Any wisdom or advice you would like to share?
• How would you like to be remembered?

At the end of the interview, take a few moments to tell your partner what they mean to you.

2:3 - Centrally Planned Economies

Chapter 2 Section 3: Centrally Planned Economies

News Story: Cuba Economic Reforms Felt at the Dinner Table

Assignment:

• What are the characteristics of a centrally planned economy? (p.35): Chart
• Checkpoint (p.36): What beliefs did Karl Marx hold about capitalism?
• Checkpoint (p.37): What changes led to economic growth in China?
• Checkpoint (p.38): Why do centrally planned economies tend not to be efficient?
• Section 3 Assessment (p.38): #1 - 10

2.2: The Free Market

Chapter 2 Section 2: The Free Market

• What are the characteristics of a free market economy? (p.29): Chart
• Checkpoint (p.30): Why do markets exist?
• Graph Skills (p.31): #1 & 2
• Checkpoint (p.31): What is the role of firms in the free market economy?
• What are Incentives? (p.32): Choose one example from this chart and explain how positive and negative incentives lead to the same behavior.
• Checkpoint (p.33): Why is competition important in a free market?
• Checkpoint (p.34): Why does a free market economy result in the availability of a wider variety of goods and services?
• Section 2 Assessment: #1 - 9
• Complete this chart, then add your own virtual business (from last week) on the back of the paper.

Circular Flow Model
Circular Flow Model
The Invisible Hand

Supplemental: Econ Movies

EconMovies 1: Star Wars (Scarcity, Choices, and Exchange)


EconMovies 2: Monty Python and the Holy Grail (Marginal Analysis)


EconMovies 3: Monsters Inc (Production Possibilities Curve)


EconMovies 4: Indiana Jones (Demand, Supply, Equilibrium, Shifts)


EconMovies 5: Cars (GDP, Recession, and Fiscal Policy)


EconMovies 6: Back to the Future (Nominal vs. Real, Unemployment, Inflation)


EconMovies 7: Anchorman (Efficiency and Market Failures)


EconMovies 8: The Dark Knight (Oligopolies and Game Theory)

Economics Project Ideas

Your assignment today is to come up with a creative idea for students to learn a specific economic

concept (or book chapter).  For example, you may have students join a virtual stock market game where they buy imaginary stocks in a real company, then monitor the stock prices in a classroom competition.  You may have students create a virtual company with an imaginary (or real) product, and focus on improving sales or expanding their customer base.  You may want students to create a series of graphs demonstrating changes in a companies Production Possibility Frontiers.

You can either create your own or research interesting projects on the Internet.  Whichever you choose, just make sure it covers a topic in Economics (see your textbook) and it includes specific instructions that I [or another Economics teachers] could implement in future classes.

THIS PROJECT IS DUE FRIDAY AND COUNTS AS THE COURSE FINAL EXAM

SNL: Stop Buying Stuff You Cannot Afford

SNL "Stop Buying Stuff You Cannot Afford" from Credit Abuse Resistance Educaton on Vimeo.

Diversification and Dollar Cost Averaging

You probably remember our discussions of the importance of diversification when investing.  It follows the idea of "Don't put all your eggs in one basket" -- meaning if you put all of your eggs [investments] into one basket, and that basket gets destroyed, you lose everything.  By putting a some of your eggs in one basket [savings], some of your eggs in another basket [individual stocks], some of your eggs in another basket [mutual funds] and some of your eggs in another basket [real estate] -- you are more stable in the long run.

Today we are going to begin discussing Dollar Cost Averaging -- a process by which you buy a regular dollar amount worth of something [i.e. a mutual fund] at regular intervals [i.e. monthly] regardless of the price at that time.

For example: Imagine that you are going to invest $100 per month in a certain stock.  This month the stock is at $10 per share so you will be able to buy 10 shares.  Next month the stock is at $11 per share so you will only be able to buy 9.09 shares.  The following month the stock drops to $9 per share so you are able to get 11.11 shares.  In month 4 the stock is up to $16 so you can only afford 6.25 shares.  You now own 36.25 shares of stock worth an estimated  $580 -- and you have invested only $400.  Obviously if stocks suddenly dropped back to the $10 per share where you started, your stocks would only be worth $362.50, but the stock market has a pretty strong track record of upward movement over time.  Even so, don't forget the concept of diversification... and don't invest money you can't afford to lose.

 Now I always suggest consulting multiple sources of information prior to investing.  Here's an example of reasons NOT to use Dollar Cost Averaging.  I disagree with his reason, but it's good to listen to varied opinions.

 

And Mark Cuban talking about why NOT to diversify:

Quiz: Investing 101

Answer the following in complete sentences as if you were explaining it to someone who wasn't taking our class:

1. What does "single stock investing" mean?
2. What is "compound interest"?
3. What is "liquidity"?
4. What is "diversification"?
5. What is a "mutual fund"?
6. What is a "pinnacle point" in investing?
7. What is a "risk/return ratio"?
8. Why is the Tortoise & the Hare an important lesson to learn?
9. What are the Pro's & Con's (good and bad points) of the following plans/investments:
1. Stocks
2. Mutual Funds
3. Real Estate
4. Gold
5. Business Ventures
6. Savings Account
7. Money Market Accounts
8. Lottery Tickets

13.2: Inflation

Before we begin 13.2, let's look a couple pages back at page 341 and discuss the Unemployment Rate.

13.2: Inflation

• What are the causes and effects of inflation? (p.342): Chart
• Chart Skills (p.343): #1 & 2
• What is Inflation? (p.344): 
• What inputs may have contributed to higher ticket prices for these events?
• Political Cartoon:
• How will consumers react to an increase in the cost of goods and services?  
• How might an increase in wages affect prices?
• Inflation Rate (p.345): #1 & 2
• The Wage-Price Spiral (p.346): #1 & 2
• Economics & You (p.347): How has inflation changed your spending habits?
• Section 2 Assessment (p.348): 2, 3, 6, 7, 10a, 10b, 10c

What is Monetary Inflation?

Inflation Explained

9.2: Labor and Wages / The Minimum Wage Debate

Chapter 9 Section 2: Labor and Wages

Assignment:

• Read the two Wall Street Journal articles and answer the questions on a separate sheet of paper.
• Complete the answer sheet.
• Vocabulary (p.226)
• Factors Affecting Wages (p.226): Chart
• Checkpoint (p.227): What determines the equilibrium wage of labor?
• Graph Skills (p.227): #1 & 2
• Visual Glossary (p.228): Why are investments in training and technology important for a business?  At what point would increased investment not result in increased productivity?
• Graph Skills (p.229): #1 & 2
• Graph Skills (p.230): #1 & 2
• Checkpoint (p.230): How do education, training, and experience affect wages?
• Graph Skills (p.231): #1 & 2
• Cartoon (p.231): How does this cartoon symbolize a glass ceiling for women?
• Graph Skills (p.232): #1 & 2
• Checkpoint (p.232): What groups have been hurt by wage discrimination?
• Question (p.234): What are some of the costs that are eliminated when a company replaces workers with machines?

---

Animated History of the Minimum Wage: http://business.time.com/2014/02/28/an-animated-history-of-the-minimum-wage/



 
  

9.1: Labor Market Trends

Chapter 9 Lesson 1: Labor Market Trends

• Graph Skills (p.218): #1 & 2
  
• Checkpoint (p.218): What important information can we learn from the Bureau of Labor Statistics?
• Graph Skills (p.219): #1 & 2
• Graph Skills (p.220): #1 & 2
• Checkpoint (p.220): Why do companies engage in offshoring?
• Graph Skills (p.221): #1 & 2
• Summarize [in your own words] the 4 reasons for "temporary employees". (p.222)
• Case Study (p.223): How has the economic downturn changed the nature of employment for many people?
• Checkpoint (p.224): How are education and income connected?
• Graph Skills (p.225): #1 & 2
• Checkpoint (p.225): Why have real wages dropped in recent years?
• Section 1 Assessment (p.225): #3, 4, 5, 6, 7, 8

http://www.theguardian.com/law/child-labour

5.2: Starting Your Business

As you start your business, you begin with 1 employee (yourself) and then through the course of the first year you may try to add more employees to see how much production you can achieve.  For example, if you produce something (a pair of shoes, a beanbag chair, etc.) or provide a service (cutting trees, washing cars, etc.) or selling something, you can keep track of the output to know how productive you are.

• Using the chart on page 117 as a model, create a table relating to your specific business:

MARGINAL PRODUCT OF LABOR

Labor	Output	Marginal Product
0	0	--
1
2
3
4
5
6
7
8

• Marginal Product of Labor (p.117): Chart Skills 1 & 2
• What could be a possible reason for having less output after adding additional employees?
• What are Production Costs? (p.119): #1 & 2
• Looking at your particular business:
• What are your fixed costs?
• What are your variable costs?
• Checkpoint (p.120): Why does a closed factory still have production costs?
• Checkpoint (p.122): When should a firm keep a money-losing factory open?
• Production Skills (p.120): #1 & 2
• Section 1 Assessment (p.122): #4, 6, 7

Chapter 6: Section 3

Background note about price:  Apple introduced a black version if its popular iPod in the fall of 2005.  It was technically identical to the traditional white version and sold for the same price.  Inventories of the black version were quickly depleted, while the white iPod remained in stock.  Apple continued to sell both versions at the same price.  The company reacted to this price signal in a different way, however.  When it introduced its new laptop computer, MacBook, in the spring of 2006, the white machines sold for $1349.  The identical black MacBook cost $1499.

Assignment:

• #2: Prices often act as signals.  Describe how prices acted as a signal or an incentive in the last two major purchases that you made.
• #5: Why do buyers and sellers conduct business on the black market?
• #7a: What is the quickest way to solve a shortage?
• #7b: What is the quickest way to eliminate a surplus?
• #9: Describe three market problems that prevent efficient allocation of resources.
• #10: Look at the illustrated "Economics & You" feature (p.153) on profit incentive.  List additional examples of how the desire for profit motivates people.
• Do you agree or disagree that incentives motivate people's actions?  How do incentives affect your daily life?

Labor Day: The Economic Origins of a Holiday

Note: Monday is Labor Day!  Three day weekend!!!  But what is "Labor Day" about?

Labor Day is today considered a day for relaxation, BBQ's, and a nice day off of work.  But where did it begin?

Young Politicians of America

Mr. Miles and Mr. Griffith will be starting a "Young Politicians of America" club at Jellico High School.  We will have regular meetings, discussions, debates, etc.  We want to build political awareness and encourage involvement in community issues and political discourse.

YPA is a nationwide, nonpartisan, 501(c)3 nonprofit organization dedicated to creating youth political awareness through community service.

http://ypa.org/home.php

The "About YPA" page says:

The Young Politicians of America is a service-learning movement composed of young Americans aged 14-22 working together to revive political discourse and awareness by establishing nonpartisan civic clubs in high schools and colleges. We deliver our services and spread our mission through our innovative Service-Chapter program. YPA also operates a networking group for graduates.

Driving this movement is a national 501(c)(3) nonprofit organization that has provided support, resources, and direction to YPA clubs since 1998. Over 2,500 members hail from all 50 United States and more than a dozen countries.

Q: Why are you called the Young Politicians of America?A: We understand that “politician” is a loaded term in today's political climate, and this is precisely why we chose to incorporate “politician” into our name. It is crucial for young Americans to realize the scope of their future responsibilities. By considering themselves politicians today, the leaders of tomorrow will be guided by the formative virtues our program emphasizes—hopefully restoring nobility and idealism to the political profession.

Our “Young Politicians” practice politics in a nonpartisan setting of issue-related community service and relevant discussions/debates. They are expected to see themselves as public servants in their own communities, and to realize the effects of their own actions on their neighbors—their “constituents.”

Q: What is a Service-Chapter? What activities do they perform?

A: YPA Service-Chapters (also called Clubs) are established in high schools and colleges across America—ranging in size from fifteen students to fifty students. These YPA Service-Chapters combine community service projects and politically relevant discussions to understand the importance of government.

Service-Chapters meet weekly on campus and, together, show that the problems community service aims to answer are the same problems government seeks to solve. Too many young Americans have lost focus on the importance of government as a vehicle for change by instead solely concentrating on community service to make a difference. YPA Service-Chapters uniquely build upon existing enthusiasm for community service to shine light on the political context and consequences of students' actions.

Every Service-Chapter registered with the YPA organization must:

• Meet weekly on campus to discuss political issues of the day, prepare for their community service projects, plan for debates and panel discussions, or organize fundraising.
• Monthly, complete at least one service-learning activity in their community. Example activities are highlighted below.
• At the end of every month Service-Chapters must report to the national YPA organization, summarizing their meetings/service activities and also grading themselves on a sliding scale. Teacher Advisors certify reports to ensure accountability and authenticity.

As mentioned above, Service-Chapter members must satisfy a monthly service-learning requirement and then relate their experience to government at the local, state, or national level. Example activities include (but are not limited to):

• Volunteering at a local Senior Center segues into a discussion on Medicare.
• A Creek Cleanup followed by a debate on environmental policy, the EPA, pollution regulations, and even fuel efficiency standards for SUVs.
• Visiting a Veteran's Home lends light to the practices of the Department of Veterans Affairs and also touches on foreign policy decisions.

Finish "Maxed Out"

Yesterday we watched a piece of the 2006 documentary "Maxed Out" by director James Scurlock.  Scurlock originally set out to make a movie about the crazy spending habits of Americans, but after he started researching the issue and interviewing borrowers, he change his focus to the lending industry and the effects of deregulation.

The Washington Post called this documentary "a matter of life and debt" and sent on to say, "This swift-moving documentary is something all American high school graduates should watch... especially before they head to college and are asked to sign up for credit cards."

The segments we watched this week discussed how the lending industry "sells debt" to companies who go after those who owe them money.  It also covers the tragedy that can happen when people get so deep into debt that they can't see a way out.

Answer the following questions:

1. What tactics do debt collectors use get people to pay?
2. Why do debt collectors push people so hard?
3. Why do some people resort to pawn shops?
4. Who funds the largest check cashing chain in the U.S.?
5. Do you think lenders are partially responsible for America's debt crisis?  How so?
6. Why does your credit card company want you to be late on your payments?
7. Why do credit card companies want customers who have filed bankruptcy?
8. Why do credit card companies want 18 year old college students?
9. Why don't Senators and Congressmen punish credit card companies for "predatory lending"?
10. Discuss your right to privacy from individuals, corporations, and the Government.

About the Movie:  Answer these on the same page as the previous 10 questions

1. What is your opinion of the movie?  
2. In what ways did the movie change the way in which you look at money?

Mark Cuban: Advice for High School Students

Some bad language here, but good points:

Credential

http://www.scsk12.org/uf/ctae/documents/resources/CTECourseCodes_13_14.pdf
http://www.tn.gov/education/districts/docs/ed2356_course_code_correlation_2015-16.pdf

Upcoming Test, Charts, and Current Events

We have a test coming up in the near future.  I will be asking you questions about PPF charts and questions such as:

• What do economists mean by "efficiency"?
• What are the "Factors of Production"?

I will also be asking you to identify items in various types of graphs:

For Example: How much more per year should you expect to make with a Bachelor's degree than if you only had a high school diploma?

Some current events involving economics:

The Fall of the Dollar as the World's Primary Reserve Currency:
http://www.moneynews.com/EdMoy/dollar-reserve-currency-economic/2014/07/23/id/584482/

How ISIS is exploiting the economics of Syria's Civil War:
http://www.vox.com/2014/6/12/5802824/how-isis-is-exploiting-the-economics-of-syrias-civil-war

Will Burger King move corporate offices to Canada?:
http://nyti.ms/1mFSS51

Yes, I paid $8.44 for a Diet Coke:
https://www.linkedin.com/pulse/article/20140823150555-20017018-yes-i-paid-8-44-for-a-diet-coke-the-ethics-of-pricing

The Economics of Having Babies

Even Sims Have Flour Babies!

This Research Project is due on Tuesday, 3/24 -- the day that you are required to bring your fully decorated, dressed "baby" to school for the first time.  We will do our first "Well Baby Checkup" on that day, then discuss the findings from your research on the topics below.  You will have Friday and Monday to research and compile your answers.

Open Microsoft Word and begin compiling information:
(Include links to online price sources)

UP FRONT COST:

• Prenatal Care: Including tests, diagnostic ultrasounds, doctor charges for the nine months of pregnancy. (Call physicians office)
• Prenatal Vitamins: Check Walmart, Kmart, or a local pharmacy for prices.
• Hospital Charges: Labor/delivery and anesthesia charges. (Call hospital)
• Pediatrician Charges: Well/sick visits and all immunizations. (Call pediatrics or physicians office)
• Nursery / Equipment: Crib, high chair, stroller, infant car seat, booster car seat, diaper bag, bottles, pacifiers, toys, baby/child-proofing supplies, diaper rash cream, wipes, shampoo, etc.

DAILY COST:

• Disposable Diapers (Kmart, Walmart).  Compare the same sizes from both stores and make a note of how many diapers are in each package.  Calculate how much each diaper costs and find an average price per diaper.
• Figure out how many diapers per day a baby uses (BabyStory, KidsGrowth, Babblesoft) -- Newborn / 1-3 Months / 4-6 Months / 7-9 Months / 10-12 Months.  Using the cost per diaper (above), how much will it cost per day (for each section) to diaper a baby.
• Figure out approximately how much [in ounces] baby formula a baby should use per day (BabyCenter) for a 6 pound baby / a 10 pound baby / a 15 pound baby / a 20 pound baby / and a 24 pound baby.  Compare that to the estimates for a Newborn / 2 month / 4 month / 6 month baby (KidsHealth).  On average, how many ounces (approximately) does a baby need each day?
• To prepare formula, you will mix one ounce of powdered formula with two ounces of water (to make 3 ounces of formula).  You will need to divide the total formula needed per day by 3 so you know how much powdered formula you need to buy.  Check out Amazon.com and find a good price for baby formula -- you might want to figure out the price per ounce to find the best bargain.  How much does each ounce of powdered formula cost?  
• How much is "baby food" (peas, carrots, applesauce, etc.)?  When do babies typically begin eating baby food instead of just breast milk or formula?  How much do they typically eat [up to one year old] per day?  What about "baby cereal"?
• What is your DAILY cost of a baby so far?  Add average costs of diapers, formula, wipes, baby food, cereal, etc.

ANNUAL COST:

• Annual cost of formula.
• Annual cost of diapers.
• Annual cost of baby food, cereal, etc.
• Approximate annual cost of baby clothes, shoes, coats, etc.
• What was your "Up Front Cost" (above)?
• What was the total cost of having this child for one year?

OTHER COSTS:

• Imagine that you are a single parent and you decide to take three months off work to have the baby and get him/her started.  Now your savings account is about empty and it's time to return to work.  How much will it cost to have your child in daycare/babysitting each day?  Each week?  For the next 9 months (about 270 days)? 
• What other costs might be involved in having a baby for a year?

GETTING HELP:

• What is WIC?  Who qualifies?  How can they help?
• What other resources are available for parents who need help being parents? 

Beginning the Baby Project

Today we will be getting started with the Baby Project:

• Complete and turn in the Baby Costs project.
• Get your flour/sugar/masa/rice baby ready by making sure...

• it gets signed by Mr. Griffith.
• it has a face.
• it is dressed/protected.
• it is in a car seat with a restraint.
• Our first "well baby checkup" is today.
• You will be posting an entry on your Baby Blog Monday.

Remember some of these important items:

• If your baby becomes a distraction in other classes, you will lose points.
• If you receive reports of "endangerment", "abandonment", or "abuse" you may be assigned extra assignments -- mostly essays.
• If you need to leave your baby for any reason (work, sporting events, etc.) you need to secure child care at the rate of 50 cents per hour.
• If you drop, damage or break your baby -- come to me ASAP.

Good luck!

Ultrasound Tech: Baby Gender

You recently realized you were going to be having a baby, and you've been doing your best to prepare yourself.  You've begun the process of doctors visits, buying prenatal vitamins, and getting exercise.  Now it's time for your ultrasound -- and finding out what the sex of the baby is.

I will be the "ultrasound tech" and I will run the check to determine what it is you're having.  I'll be using a computer program written to give you very similar odds should you experience an actual pregnancy.  There's approximately a 50/50 shot that you'll either have a boy or a girl.  But it's important to remember that approximately 1 in 30 pregnancies is twins -- and 1 in 720 pregnancies is triplets.

The "spinner" I use will determine whether you're having 1, 2 or 3 babies -- and what gender(s) the babies will be.  I will write the list down on the roll sheet and you can then begin preparing for the babies we will have -- our "due date" being 3/24.  You will be going into labor on 3/21 (when you bring your materials in) and preparing over the weekend and bring the babies to school on 3/24.

Extra Credit Assignment: Flour Baby Project

I just wanted to give you all a "heads-up" that the "Flour Baby" / "Sugar Baby" / "Maza Baby" project is coming up next week.  You will build "babies" that you will carry with you for the entire week as if it was your actual child.

All materials are due in class by FRIDAY, March 6th.  If we are not here on Friday, you will need to bring them on Monday, 3/9 fully ready.  You will need to collect a few things by then:

• First and foremost, a 5-10 pound sack of sugar, flour, or maza (corn meal).  Checking in at a couple stores, I saw 5 lb. bags of sugar and flour for about $2.39.  If you care for your "baby" well enough, you can still use the flour or sugar when you are done with the project.

• Next you will need to bring a color picture to use as the "baby's" face.  You can find them in parenting magazines, advertisements, or on the Internet.  Try a Google Search (example) and print them on a decent color printer.  You can use some time today to look for these.

• You will also want to bring something to clothe the baby in.  I recommend a cheap "onesie" that you can pick up at a garage sale, a thrift shop, etc.  You may even know someone with a baby who has some old clothes they want to get rid of.  (Extra credit if you can bring extra's for your classmates)

• You will need a basket, car seat, stroller, sling, or other baby carrying device.  If you don't want to hold the baby all day during school, you will want something that you can sit quietly under [or along side] your desk.

• One diaper [unused].  We will go over the basics of diapering your "baby" in class.  If you are not familiar with the difficulty of disposable diapers, you may want to bring an extra.  (Extra credit if you bring extra's for your classmates)

Here are a couple examples from last year that I really liked -- the "parents" of these babies were a couple so their babies became "twins":

• Optional:  Items to decorate your "baby" such as doll arms/legs, pacifier, baby blanket, markers, construction paper, etc.  Here are a few examples of creative approaches to this project: