A.P. Macroeconomics - AP Macroeconomics - Course Syllabus - May AP Exam Preparation

Sep 30, 2026

A.P. Macroeconomics course syllabus outlining learning skills for analyzing the overall U.S. economy. Students practice calculating key economic indicators such as GDP, inflation, and unemployment, and use the aggregate supply/aggregate demand model to analyze national income. The course covers how fiscal and monetary policy stabilize the economy, with extensive College Board materials, videos, readings, practice problems, and writing essays. The syllabus explains weekly study time, classroom discussion expectations, Chromebook and Google Canvas use, primary class activities, grading structure, summative and reassessment procedures, and behavioral performance levels.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

What to expect

Studying time and classroom participation

Technology and Google Canvas routine

Primary class activities

Practice and skills development

Occasional reading days

Course resources and videos

Grading and assessment structure

Units and summative assessments

Reassessments timeline

Behavioral expectations

Work habits performance levels

Formative and summative assessment definitions

A. P. Macroeconomics Mr. Miller AP Government-2 AP Macroeconomics-7 Government-4, 5, 6, 8 [Michael.Miller@ankenyschools.org](Michael.Miller@ankenyschools.org) A.P. Macroeconomics focuses on learning skills which relate to analysis of the overall U.S. economy such as calculating economic indicators (GDP, inﬂation rate, unemployment rate), analyzing national income using the aggregate supply and aggregate demand model, learning how the government uses ﬁscal and monetary policy to stabilize the economy, and more. In class we will make extensive use of materials provided by the College Board including videos, analytical readings, writing practice essays, and more. This class will prepare you to take the A.P. exam oﬀered in May. Textbook & Required Readings ▪ Macroeconomics, William Boyes & Michael Melvin, 10th Ed. ▪ McGraw Hill ’s 5 Steps to a 5 (study guide) ▪ Google Canvas activities including readings, practice quizzes, and civic engagement ▪ Extensive use of Jacob Cliﬀord© practice problems What to expect 1. How much studying? Plan to spend about two hours each week outside of class reading and reviewing materials from class 2. Frequent class discussions-you will be expected to contribute in both small group and whole class discussion 3. Students will be expected to bring their Chromebook to class daily. 4. Students will be expected to check the Google Canvas page regularly. PowerPoint presentations, notes, assignments, and handouts will be posted and linked on this site. You will want to check the page at least several times a week. Check the page carefully if you miss class. Bring your Chromebook to class daily because you will use class time to work on many of the activities from the page. Primary class activities 1. A typical class might involve a presentation by the teacher, sample practice problems done together as a whole class, practice problems done with a partner or two, and individual work 2. Most work done in class is not graded but meant to practice and develop skills 3. We will have occasional class reading days I use video clips throughout the class to help reinforce learning. The class will view portions of videos such as the documentary Too Big to Fail, The Big Short, and others. Some clips may come from videos rated “R” by the Motion Picture Association of America. Alternate learning resources are available if you do not want your student to watch. Grading The course is based on the College Board’s prescribed curriculum guide and is divided into the following: basic concepts, economic indicators, national income determination, ﬁnancial sector, stabilization, and international trade. Students will take a summative assessment including multiple choice questions, short answer questions, and free-response essay questions over each unit Reassessments are available for students who have completed all work and demonstrate active participation in class. The teacher determines the appropriateness and authentic need for reassessments. Reassessments must be completed within two weeks of the date of the assessment or before the end of the next unit. Behavioral Expectations The work habits/behavior standards are for grades 6-12 courses in our district. These work habits/behavior standards will be reported throughout the semester and are as follows: ● Organization and Readiness ● Productivity and Accountability ● Collaboration Skills For those of you accessing this document electronically, the work habits tool can be accessed here. We will be using the following performance levels: | Performance Levels for Work Habits/Behavior Standards | | | | | --- | --- | --- | --- | | MS | PM | DM | NE | | Meets
Standard | Partially Meets Standard | Doesn’t Meet Standard | No
Evidence | These descriptors are intended for feedback and communication and do not impact a student’s GPA. Formative and Summative Assessment: Definitions ● Formative Assessment: For

FAQs

How much studying is expected outside of class, and what should students do weekly?

Students plan to spend about two hours each week outside of class reading and reviewing materials. They should also check the Google Canvas page regularly, at least several times per week.

What types of assessments are included in the course?

Summative assessments include multiple choice questions, short answer questions, and free-response essay questions over each unit.

What are the behavioral expectations and how do work habits performance levels work?

Students are expected to meet work habits standards for organization/readiness, productivity/accountability, and collaboration skills. Performance levels use descriptors (MS, PM, DM, NE) for feedback and communication and do not impact a student’s GPA.

Sep 30, 2026

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