Monday, December 20, 2010

LESSON 17: BUSINESS ETHICS



Focus Question: How important a role should ethics play in running a business? 

Objectives 

Students will be able to:
                        Discuss some of the recent ethics scandals involving U.S. companies.
                        Analyze suggestions for creating a more ethical business environment.
                        Examine an existing code of ethics adopted by one business.
                        Propose a model code of ethics for their VE firm. 

Standards
NES: 4
ELA: 1,2,3


Time Frame/Notes to Teacher
One day, double period

Teaching Strategies
I.  What Would You Do?
·         As homework prior to this lesson, distribute Worksheet 17A, “What Would You Do?” As part of the introductory discussion to this lesson, have students explain their answers to the following:
o    How did you answer these questions?
o    To what extent would actual businesspeople answer these questions the same way?
o    How concerned should we be about the ethics of American businesspeople as a whole?
o    What issues do these questions raise for discussion? 

II. Timeline of the Tyco International Scandal
·         Distribute Worksheet 17B, “Timeline of the Tyco International Scandal.” Have students explain their answers to the following:
o    What do we learn about business ethics from this newspaper article?
o    What is your reaction to this story?
o    How can you explain these unethical actions on the part of business people?
o    To what extent is the lack of business ethics reported in these stories typical of the way most business people act?
III. Rebuilding Company Ethics:
·         Distribute Worksheet 17C, “Rebuilding Company Ethics: A Five-Point Agenda.” Have students explain their answers to the following:
o    What are some of the ideas expressed by the author about how to make companies behave more ethically?
o    What’s your reaction to his ideas?
o    With which do you agree most?
o    How would you as the leader of a corporation react to this article?
o    What are some of the suggestions you gave as to how to incorporate the ideas in this article into your VE firm?
·         Distribute Worksheet 17D, “United Technologies Corporation -- Corporate Principles.” Have students complete the exercise on the worksheet. Then, as part of the whole-class discussion, have them explain their answers to the following:
o    What’s your reaction to this code of ethical principles?
o    Which of these is most important?
o    Which of these principles is most difficult to implement?
o    How should those who violate corporate ethics codes be punished? 

Summary/Assessment:
Research a current company/person (such as, Martha Stewart, Enron, Adelphia Communications, WorldCom) that has been in the news over the past few years because of an ethical scandal.  Prepare a report answering the following questions.
·         Who/What company was involved?
·         What was the issue/scandal?
·         What was the outcome?    

__________________________________________________________
Worksheet 17A
What Would You Do?
Exercise. Tell whether you agree with the three statements below as members of your VE leadership team by placing an “X” in one of the three boxes to the right. Explain your answer below, discussing how you believe most people who run actual businesses would respond. 


_________________________________________________



Worksheet 17B

Timeline of the Tyco International scandal
Key dates and events that led to the convictions of former Tyco CEO L. Dennis Kozlowski and CFO Mark Swartz:

March 13, 2001: Tyco announces $9.2 billion cash and stock deal to purchase the CIT Group, a commercial finance company. Tyco director Frank Walsh helps arrange the deal.

Dec. 5, 2001: Tyco shares close at a high of $59.76 on the New York Stock Exchange.

Jan. 14, 2002: Business Week magazine lists Tyco CEO L. Dennis Kozlowski as one of the top 25 corporate managers of 2001.

Jan. 22, 2002: Kozlowski announces plans to split Tyco into four independent, publicly traded companies. The announcement starts a slide in the price of Tyco shares.

Jan. 29, 2002: Tyco shares drop sharply, one day after the company filed a proxy report with the Securities and Exchange Commission disclosing that Walsh got a $10 million fee on the CIT Group deal, and that another $10 million went to a charity where he was a director.

Jan. 30, 2002:The New York Times reports that Kozlowski and Tyco CFO Mark Swartz sold more than $100 million of their Tyco stock the previous fiscal year despite public statements that they rarely sold their stock. Kozlowski and Swartz say they will buy 1 million shares with their own money.

June 3, 2002: Kozlowski resigns unexpectedly as The New York Times reports he is the subject of a sales tax evasion investigation by Manhattan District Attorney Robert Morgenthau's office.

June 4, 2002: Morgenthau announces a criminal indictment accusing Kozlowski of conspiring to evade more than $1 million in state and city sales tax on fine art purchases.

Sept. 12, 2002: Morgenthau announces a criminal indictment accusing Kozlowski and Swartz of enterprise corruption for allegedly stealing more than $170 million from Tyco and obtaining $430 million by fraud in the sale of company shares. Former Tyco corporate counsel Mark Belnick is charged separately with falsifying records to conceal more than $14 million in company loans.

Dec. 17, 2002: Former Tyco board member Frank Walsh pleads guilty in an alleged scheme to hide the $20 million in fees for the CIT Group deal.

Oct. 7, 2003: The first trial of Kozlowski and Swartz begins with opening statements in which prosecutors characterize them as crime bosses who looted Tyco. Defense lawyers call them honest executives who deserved and disclosed all corporate payments and perks.

Oct. 28, 2003: The jury is shown a video of a birthday party Kozlowski threw for his wife at a resort in Sardinia. Tyco paid roughly half the $2 million cost of the event, which featured entertainers clad in togas and an appearance by singer Jimmy Buffett.

________________________________________________________
Worksheet 17B, page 2

Nov. 25, 2003: Prosecutors show the jury a video of the $6,000 shower curtain and other lavish furnishings that decorated Kozlowski's Tyco-owned apartment in Manhattan.

April 2, 2004: A mistrial is declared after a juror says she received a letter pressuring her to convict Kozlowski and Swartz. Some observers said the juror, Ruth Jordan, had previously appeared to make an "O.K." sign to defense lawyers. She subsequently denied making any gesture toward the defense team.

July 15, 2004: In a separate trial, former Tyco corporate counsel Mark Belnick is acquitted of charges that he received millions in loans from the company and failed to disclose the payments.

Jan. 26, 2005: The second trial of Kozlowski and Swartz begins with opening statements in which prosecutors switch tactics to focus on money the two allegedly stole from Tyco. They do not mention Kozlowski's $6,000 shower curtain or the Sardinia birthday party for his wife.

April 27, 2005: Kozlowski, who did not testify at his first trial, takes the stand and testifies that the millions of dollars in Tyco payments and perks he received had been properly authorized and disclosed.

June 17, 2005: A Manhattan jury finds Kozlowski and Swartz guilty of stealing more than $150 million from Tyco. They each could face 25 years in prison.
Source: USA TODAY research
Find this article at:
http://www.usatoday.com/money/industries/manufacturing/2005-06-17-tyco-timeline_x.ht


 _____________________________________________________

Worksheet 17C
Rebuilding Company Ethics: A Five-Point Agenda
Exercise. Read the article below and write a response to the memo that follows.
To build an ethical, excellent business enterprise successfully, serious attention must be given to five interrelated principles:
1. Motivation
To build an ethical enterprise, everyone, from the Board of Directors through executive management to employees at all levels, must understand and embrace the belief that: 1) we must take ethics very seriously 2) there are substantial costs of ethical neglect and 3) there are important benefits of sound ethics.
2. Mission
Each company needs an inspiring and shared mission that can mobilize people toward ethics and excellence. Ethical values and principles must be understood as integral aspects of all strategies and plans to achieve the company mission.
3. Culture
Culture refers to the characteristic traits, habits, and customs that define the organization. In each firm there must be a healthy "value-embedded culture," Without such a culture, ethical decisions and practices are endangered. Just as a physically weak, out-of-shape sports team cannot successfully carry out even the most brilliantly conceived set of plays, so an ethically weak company culture cannot live up to its stated principles and its code of ethics.
4. Practices
When a company has addressed its motivation, mission, and culture, it is time to ask what the company actually "does." What are the basic practices of the company? What are the primary activities, behaviors, and processes undertaken as the company pursues its mission? Here is where companies need action-guiding rules and principles—often stated in the form of a code of ethics. When principles have a nice "fit" with basic business practices and activities, they are not viewed as a set of rules telling us what we cannot do but rather as a “set of plays helping us get into the end zone.”

5. Dilemmas
Even in the best of circumstances, hard cases and crises in business are going to arise. An exclusive emphasis on crisis-resolution, "damage-control" ethics is a mistake because it allows negative challenges and crises to set the ethics agenda and fails to move upstream to deal with the sources of these challenges. Nevertheless, ethical dilemmas and challenges are inescapable and ethically healthy companies must put in place a ready, effective trouble-shooting and crisis-resolution method.
Adapted from http://www.ethix.org/ethics.html. Permission pending.



MEMORANDUM
To: All VE Employees
From: Board of Directors
Subject: Business Ethics
On a separate sheet of paper, please comment on this article about business ethics. How can we incorporate
these ideas into our VE firm?
____________________________________________________________





Worksheet 17D
United Technologies Corporation — Corporate Principles
Exercise. Read this statement of corporate principles. Write the letters MI in front of the principle that you believe is most important and a MD in front of the one most difficult to put into place.
nited Technologies is committed to the highest standards of ethics and business conduct. This encompasses our relationship with our customers, our suppliers, our shareowners, our competitors, the communities in which we operate, and with each other as employees at every organizational level. These commitments and the responsibilities they entail are summarized here.

1) Our Customers: Our primary responsibility is to those who use our products and services. We are committed to providing high quality and value, fair prices and honest transactions. We will deal both lawfully and ethically with all our customers.

2) Our Employees: We are committed to treating one another fairly and to maintaining employment practices based on equal opportunity for all employees. We will respect each other's privacy and treat each other with dignity and respect irrespective of age, race, color, sex, religion, or nationality. We are committed to providing safe and healthy working conditions and an atmosphere of open communication for all our employees.

3) Our Suppliers: We are committed to dealing fairly with our suppliers. We will emphasize fair competition, without discrimination or deception, in a manner consistent with long-lasting business relationships.

4) Our Shareowners: We are committed to providing a superior return to our shareowners and to protecting and improving the value of their investment through the prudent utilization of corporate resources and by observing the highest standards of legal and ethical conduct in all our business dealings.

5) Our Competitors: We are committed to competing vigorously and fairly for business and to basing our efforts solely on the merits of our competitive offerings.

6) Our Communities: We are committed to being a responsible corporate citizen of the worldwide communities in which we reside. We will abide by all national and local laws, and we will strive to improve the well-being of our communities through the encouragement of employee participation in civic affairs and through corporate philanthropy.

http://www.bsr.org/BSRResources/WhitePaperDetail.cfm?DocumentID=270. Permission pending.
















Tuesday, December 7, 2010

LESSON 15: THE GLOBAL ECONOMY

Focus Question: What are the advantages and disadvantages of the global economy?

Objectives
Students will be able to:
• Explain the theory of comparative advantage.
• Identify the advantages and disadvantages of outsourcing.
• Understand the implications of a globally integrated economy.
• Examine the outlook for American workers in a global economy.

Standards
NES: 5, 6
ELA: 1, 2, 3


Time Frame/Notes to Teacher
• One day, double period
• Worksheets based on readings from The World Is Flat assigned for homework.

Materials
Textbook Chapter on The Global Economy
• To be assigned for homework: The World is Flat by Thomas L. Friedman;
Chapters:
“America and Free Trade”
“The Great Sorting Out,” Sections: Section 1 (Untitled) and “Where Do Companies Stop and Start?”
“The Dell Theory of Conflict Prevention, Old-Time Versus Just-in-Time”

Teaching Strategies
I. America and Free Trade
Review Worksheet 15A, which was completed for homework, by discussing the following:
— What is Ricardo’s free-trade theory of comparative advantage?
— What is the main argument against outsourcing?
— What is the argument for free trade/outsourcing?
— What is the difference between idea-based goods and physical goods?
— Are you in favor of or opposed to outsourcing?


II. Sources of Friction
In a whole-class discussion, explore the “sources of friction” the students identified on Worksheet
15B that Americans might seek to preserve in a flat world. Include in the discussion:
— National boundaries
— Legal protections, such as minimum wages and copyrights
— Cultural identities (values, traditions)

III. The Great Sorting Out
• Compare the results of the students’ research on Worksheet 15C. Discuss as a whole group:
— What responsibility do companies have for ensuring the health and safety of their workers
and the environment?
— How do you feel now about buying goods made in America versus buying products made
elsewhere? Has this lesson changed your outlook on this topic at all? Why or why not?
— Are American students being adequately prepared to compete in a global economy?
• What educational initiatives should the United States take to ensure that its future workers will be
successful in a flat world?

Summary/Assessment
Friedman feels that economic relations in a flat world will be a powerful deterrent to war. In a well
written essay of 200 words, explain why you agree or disagree with this premise.

Homework
• Read materials in preparation for Lesson 16.
• Assign questions for homework

________________________________________________________

Worksheet 15A

The World Is Flat by Thomas L. Friedman
“American and Free Trade, Is Ricardo Still Right?”

___________________________________________________________
Worksheet 15B

The World Is Flat by Thomas L. Friedman
Chapter: “The Great Sorting Out,” Section 1 (Untitled)


The author recounts a conversation with Michael J. Sandel, Harvard University’s noted political theorist,
in which Sandel states

From the telegraph to the Internet, every new communications technology has promised to shrink the distance between people, to increase access to information, and to bring us ever closer to the dream of a perfectly efficient, frictionless global market. And each time, the question for society arises with renewed urgency: To what extent should we stand aside, “get with the program,” and do all we can to squeeze out yet more inefficiencies, and to what extent should we lean against the current for the sake of values that global markets can’t supply? Some sources of friction are worth protecting, even in the
face of a global economy that threatens to flatten them.

What “sources of friction” should we as a nation seek to preserve? Explain.


________________________________________________


Worksheet 15C

The World Is Flat by Thomas L. Friedman
Chapters: “The Great Sorting Out, Where Do Companies Stop and Start”
and “The Dell Theory of Conflict Prevention, Old-Time Versus Just-in-Time”

Exercise: Identify five items in your room and determine the manufacturer and country of origin.

Monday, December 6, 2010

LESSON 14: INTRODUCTION TO FINANCE

Focus Question: How do businesses finance their operations?

Objectives
Students will be able to:
• Compare and contrast short-, intermediate-, and long-term financing.
• Discuss the connection between personal saving and financing for business.
• Analyze the yield curve and explain what it tells us about the cost of short-, intermediate-, and longterm
financing.
• Examine what the yield curve reveals about the future direction of the economy.

Standards
NES: 10, 12, 14, 15
ELA: 1, 2, 3

Time Frame/Notes to Teacher
One day, double period

Materials
• Textbook chapter on: Financing a Business.
• To be assigned for homework: The World is Flat by Thomas L. Friedman;
Chapters:
— “America and Free Trade”
— “The Great Sorting Out,” Sections: Section 1 (Untitled) and “Where Do Companies Stop and
Start?”
— “The Dell Theory of Conflict Prevention, Old-Time Versus Just-in-Time”

Teaching Strategies
I. Obtaining Financing

Review homework (Worksheet 14A, “Obtaining Financing.”) As part of the whole-class discussion,
have students explain their answers to the following:
— What did you learn about business financing from this exercise?
— Describe the kinds of short-term and long-term financing.


II. Financing ChartDistribute Worksheet 14B, “Financing Chart.” Have students complete the exercise on the
worksheet. Then have them explain their answers to the following:
— In your own words, explain the chart.
— What does this chart tell us about how businesses like our VE business obtain money for
financing?
— Based on what we learn from the chart, should we be concerned that Americans have one of the
lowest savings rates in their history?


III. Yield Curve: The Cost of Financing Over Time
Distribute Worksheet 14C, “Yield Curve: The Cost of Financing Over Time.” Have students
complete the exercise on the worksheet. Then have them explain their answers to the following:
— What do we learn about the costs of borrowing over different periods of time from this chart?
— How can you explain why it costs more to borrow for longer periods of time than shorter periods?
— Under what conditions would interest rates be higher for shorter than longer periods of time?

IV. Yield Curve: Signs for the Economy
Distribute Worksheet 14D, “Yield Curve: Signs for the Economy.” Have students complete the
exercise on the worksheet. Then, as part of the whole-class discussion, have the class explain their
answers to the following:
— What do we learn about the yield curve from this worksheet?
— How does this worksheet explain how the shape of the yield curve indicates the future direction
of the economy?
— Based on the shape of the yield curve today, in what direction do you think the economy is
going?
— How might what we learn about the yield curve on this worksheet help us in running our VE
business?

Summary/Assessment
Describe how your personal spending and saving contribute to the circular flow of economic activity.

Homework
• Read materials in preparation for Lesson 15.
• Assign questions for homework.
• Distribute for completion as homework: Worksheets 15A, 15B, and 15C. These worksheets
correspond to specific chapters in The World is Flat.

_____________________________________________________

Worksheet 14A


Financing the Enterprise
Generally speaking, a company wants to obtain money at the lowest cost and least amount of risk.
However, lenders and investors want to receive the highest possible return on their investment, also at the
lowest risk. Thus, there is a tension between those who want to obtain cash for their business and those
who may be willing to provide cash that businesses require.

What options are available to a company that needs to raise cash to finance operations?

Exercise: Assume that you are the Chief Financial Officer (CFO) for your VE firm, and you have been assigned the task of obtaining a total of $300,000 that will be used to purchase inventory, pay all outstanding debts to various creditors and to finance the purchase of new office furniture and computers.($200,000 of the total will be used for the furniture, equipment and computers.) Using the information in the table about the financing options, as well as information in your textbook and/or the Internet, write a memo to the Chief Executive Officer (CEO) of your VE firm in which you suggest the type of financing that would be best. Make the case for the type of financing you recommend and explain why one choice is better than another. Feel free to recommend more than one type of financing (mix funding types).
____________________________________________

Worksheet 14B

Financing Chart

Exercise. Study the chart below and create a title for it. Write the title in the space provided.


________________________________________________


_______________________________________________

Worksheet 14D

Yield Curve: Signs for the Economy

We can learn a lot about how well the economy is doing by studying the shape of the yield curve. This
page shows the four possible shapes of the yield curve and what experts say each yield curve shape tells us about where the economy is going. Study this worksheet then complete the exercise on the following page.


_________________________________________________

Friday, December 3, 2010

L E S S O N 1 3 : P E R S O N A L F I N A N C E

Focus Question: How can we ensure our own personal financial success?
Objectives
Students will be able to:
·         Set short- and long-term personal financial goals.
·         Demonstrate an understanding of the importance of the asset allocation process in investing.
·         Compare and contrast major categories of investments.

Standards
NES: 2, 4, 7, 10, 11 ELA: 1,2,3 

Time Frame
One day.
Materials/Instruction
Textbook chapter:   Saving and Investing
Teaching Strategies
I.  Review interview homework assignment from lesson 12
Have students interview five people, asking them this question: “Assume that I have just started my first full-time job. I come to you, asking for the following advice: ‘Suggest some of the steps I should take to best guarantee my long-term personal financial success.’” Among the five people you should interview are two people your own age, two people your parents age, and one who is a personal financial planner (most banks and brokerage firm have such a person on staff). As part of the introductory whole-class discussion about this assignment, have students explain their answers to the following:
·         What were some of the answers you received in response to the interview question? (List the different responses on the board.)
·         What conclusions can you draw from studying the list on the board?
·         What questions does this list raise for discussion?

II.  Financial Goals
Distribute Worksheet 13A, “Financial Goals.” Have students complete the exercise on the worksheet, then have them explain their answers to the following:
·         What did you learn about setting and achieving financial goals from this worksheet?
·         How are short- and long-term goals different? How necessary is it to set both short- and long-term goals?
·         How did you go about prioritizing your goals? Why is this an important step?
·         Why is goal-setting considered an essential step in investing effectively?

III.  Asset Classes and Investment Categories
Divide the classes into two groups. Distribute Worksheet 13B, “Asset Classes,” to one group and Worksheet 13C, “Investment  Categories,” to the other. Have each group complete the exercise on their worksheets.
·         Ask the group that studied Worksheet 13B to explain their answers to the following:
o    What is the asset allocation process?
o    What are the most distinguishing features among the major asset classes (stocks, bonds, and cash) that you read about?
o    Why do financial professionals believe diversifying investments is so important?
o    In which major asset class would you advise a friend to invest most of his or her wealth?

·         Ask the group that studied Worksheet 13C to explain their answers to the following:
o    What did you learn about the different categories of equities? What is the great difference between each of these kinds of stocks?
o    What did you learn about the different categories of bonds?
o    Which kinds of stocks and bonds would you invest in if you had the money to do so today?

 Assessment:
Have the class put together a PowerPoint™ slide show entitled, “The Steps to Financial Independence.” Topics will include: Setting Goals, Classes of Assets, Asset Allocation, and Wise Investment Decisions. This presentation could be given as part of an assembly program or to individual classes.

Homework:
Read chapters for next lesson.
Complete worksheet 14A



Thursday, December 2, 2010

LESSON 12: THE FEDERAL RESERVE

Focus Question: To what extent should businesses be concerned about actions taken by the
Federal Reserve?


Objectives
Students will be able to:
• Examine the goals of monetary policy.
• Analyze the role played by the Federal Reserve Bank in making and implementing monetary policy.
• Discuss how businesses are affected by Federal Reserve policy decisions.

Standards
NES: 10, 11, 12, 16, 17, 18, 19, 20
ELA: 1, 2, 3

Time Frame/Notes to Teacher
One day, double period

Materials
Textbook chapter on: The Federal Reserve

Teaching Strategies
I. All Eyes on the Fed
Distribute Worksheet 12A, “All Eyes on the Fed.” Have students complete the exercise on the
worksheet. Then have them explain their answers to the following:
— What do we learn about the Federal Reserve from the article?
— How do you explain the headline, “All Eyes on the Fed”?
— Should people in business be just as concerned as everyone else about what the Fed does or
should they be more concerned?
— What questions for discussion does this article suggest?

II. The Fed’s Goals
Distribute Worksheet 12B, “The Fed’s Goals.” Have students complete the exercise on the
worksheet, then have them explain their answers to the following:
— In your own words, describe each of the Fed’s goals.
— Why are these goals important to a healthy economy?
— In what ways are these goals important to people running businesses?
— Which goal is most important to people running businesses?

III. The Fed’s Tools
Distribute Worksheet 12C, “The Fed’s Tools.” Have students complete the exercise on the
worksheet. Then, as part of the whole-group discussion, ask students to explain their answers to the
following:
— What do we learn from this chart about how Federal Reserve policies affect the economy?
— Why would the Fed most likely raise rates if it wanted to fight inflation?
— Why would the Fed most likely lower rates if it wanted to fight recession?
— To what extent do these charts support the idea that the Fed must be careful in not going too far
in raising or lowering interest rates?


IV. Economic Indicators
Divide the group into three parts. Distribute Worksheet 12D. Assign each group one of the three
indicators on the worksheet. Have them complete the exercise on the worksheet. As part of the
whole-class discussion, have students explain their answers to the following:
— What does the indicator that you were assigned measure?
— To what extent do the recent measures of these indicators show us the economy is either healthy
or in danger of inflation or recession?
— Why does the Fed look at this indicator in deciding what to do about interest rates?
— Based on these three indicators, if you were a Fed decision maker, would you vote to raise
interest rates, lower interest rates, or keep them the same?

Summary/Assessment
The amount of money that individuals and business firms can spend depends in part on how much they
can borrow. How does availability of credit affect business activity? When would the economy as a
whole benefit from an increase in the supply of money and credit? When would the increase damage the
economy?

Homework
• Read materials in preparation for Lesson 13.
• Assign questions for homework

_________________________________________________________



                                                                    Worksheet 12A
“All Eyes on the Fed”
Exercise. Underline three sentences that help explain why all eyes are on the Fed.


All Eyes on the Fed
Economists predict change in risk assessment


By Rachel Koning, CBS.MarketWatch.com
Last Update: 9:32 AM ET Aug. 13, 2002

WASHINGTON (CBS.MW) – Will they or won't they? While few Federal Reserve watchers
expected the central bank to trim interest rates on Tuesday, a move to loosen monetary policy
wouldn't be a huge surprise either. Tuesday's meeting got underway as planned, a Fed spokeswoman
confirmed. An announcement is expected around 2:15 p.m. Eastern.

Some economists are even challenging the rate-setting Federal Open Market Committee to make the
move now rather than later. Corporate-governance scandals, these economists say, have taken such a toll
on the stock market that they have tainted the broader economy now as well. And consumers are keeping
their wallets sealed tight, while capital spending remains tenuous.

The Fed has left interest rates alone since late last year and has, so far, maintained its view that the
risks to the economy are evenly split between weak growth and inflation.

CBS.MarketWatch.com. Permission pending.




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Worksheet 12B

                                                                         The Fed’s Goals
Prior to the creation of the Federal Reserve in 1913, there were many weaknesses in the banking system.
People who deposited their savings in banks sometimes lost it—as banks were not well supervised.
Secondly, businesses and consumers often had difficulty getting credit when they needed it most.
Finally, the money supply couldn’t expand to meet the customers’ needs or shrink when money was not
needed—this led to prolonged periods of inflation on the one hand and economic downturns on the
other.

As a result of the above, Congress created the Federal Reserve Board in 1913. The goals of the Fed
are listed below. In the space under each goal, describe what the goal means to you. Place an asterisk
(*) next to the goal that you think is most important.

The goals of the Federal Reserve are to promote:

• Sustainable Economic Growth









• Full Employment









• Stable Prices












Worksheet 12C
                                                                   The Fed’s Tools
To reach its goals, the Fed takes actions to either raise or lower a key short-term interest rate,
called the Fed Funds Rate. The Fed Funds rate is the interest rate that banks charge each other for
short-term (mostly overnight) loans. Most banks use the Fed Funds Rate as the basis for
determining the interest rate they charge their customers. Therefore, it is likely that when the
Fed raises the Fed Funds Rate, consumers and businesses that borrow from banks will pay more in
interest than before. Likewise, when the Fed lowers the Fed Funds Rate, those who borrow from
Banks will pay less in interest than before.

Exercise. Try to determine the effects on the economy of the Fed raising rates, as in Example 1
and lowering rates, as in Example 2. In each of the boxes in Examples 1 and 2, circle a) or b)
indicating which you think would be the more likely effect of the Fed’s action.





Example 1.


Fed’s Action



















_________________________________________________________





Worksheet 12D
                                                                       Your Decision
Exercise. In a previous lesson you learned about economic indicators. The Fed studies thousands of
these to help them decide what they should do about interest rates. Three of the most important
indicators appear below.

• Read 1, 2, or 3 below, as assigned.
• Access the web pages indicated to determine the current status of the indicator you have been
assigned.
• Be prepared to answer the following question as part of the whole-class discussion: “Does the most
recent measure of your indicator tell us that the economy is healthy or threatened by recession or
inflation?” Explain.

1) REAL GROSS DOMESTIC PRODUCT (GDP)
Definition: The total value of goods and services produced within the borders of the United States, regardless of who owns the assets or the nationality of the labor used in producing that output. [In contrast, Gross National Product (GNP) measures the output of the citizens of the U.S. and the income from assets owned by U.S. entities, regardless of where located.] The growth of output is measured in real terms,meaning increases in output due to inflation have been removed.

Source: U.S. Department of Commerce; Bureau of Economic Analysis

Frequency: Quarterly

Availability: Data are typically released during the final week of the month. The first or advance estimate is
released during the final week of the month immediately following the end of a calendar quarter.
Reason: The Federal Reserve's primary goal is sustained growth of the economy with full employment and
stable prices. Real GDP is the most comprehensive measure of the performance of the U.S. economy. By
monitoring trends in the overall growth rate as well as the unemployment rate and the rate of inflation, policy
makers are able to assess whether the current stance of monetary policy is consistent with that primary goal.
Web site: www.newyorkfed.org/rmaghome/dirchrts/pi_9.pdf

2) CONSUMER PRICE INDEX (CPI)
Definition: An index designed to measure the change in price of a fixed-market basket of goods and services. The market basket of goods and services is representative of the purchases of a typical urban consumer. The index is intended to measure pure price change only; attempts are made to remove changes in price resulting from
changes in quality.

Source: U.S. Department of Labor; Bureau of Labor Statistics
Frequency: Monthly Availability: Generally available the second week of the month immediately following the month for which data is being released; always released after the Producer Price Index.


Frequency: Monthly Availability: Generally available the second week of the month immediately following the month for which data is being released; always released after the Producer Price Index


Reason: The rate of change of the CPI is one of the key measures of inflation for the U.S. economy. Acceleration or deceleration of inflation may signal that a change in monetary policy may be appropriate.

Web site: www.newyorkfed.org/rmaghome/dirchrts/pi_7.pdf


3) NONFARM PAYROLL EMPLOYMENT


Definition: An estimate of the number of payroll jobs at all nonfarm business establishments and government
agencies. Information is also provided on the average number of hours worked per week and average hourly and weekly earnings.

Source: U.S. Department of Labor; Bureau of Labor Statistics

Frequency: Monthly Availability: Usually the first Friday of the month for the immediately preceding month; occasionally released on the second Friday.

Reason: Growth of employment and hours worked provide important information about the current and likely future pace of overall economic growth. Trends in average hourly earnings provide information about supply and demand conditions in labor markets, which may provide signals about the overall level of resource utilization in the economy.

View chart: http://www.newyorkfed.org/rmaghome/dirchrts/pi_8.pdf