Chapter 12 – Aggregate Demand and Aggregate Supply
12. Explain how an economy can maintain full employment and stable prices under conditions of
rising aggregate demand.
13. Explain how the impact of oil price fluctuations has changed for the U.S. economy over the past
couple decades.
14. Define and identify terms and concepts at the end of the chapter and in the appendix.
COMMENTS AND TEACHING SUGGESTIONS
1. The aggregate demand-aggregate supply model will be used repeatedly for discussion of
unemployment, inflation, and economic growth in other chapters. It is important for students to
understand the basics in this chapter.
2. While it is helpful to show the similarities between the aggregate model and single-product supply
and demand markets explained in Chapter 3, you need to highlight the differences between the two
models.
3. The concepts of demand-pull and cost-push inflation, which were introduced earlier, can be
analyzed graphically by using the aggregate demand–aggregate supply model (see Figures 12.8 and
12.9).
4. If you have a number of students in your class who are business majors or pursuing careers in
business, you may wish to emphasize the section on productivity. The relationship between
productivity growth and lower per unit cost of output is important.
5. As you revisit the multiplier and explain how movement up the aggregate supply curve dampens
the effect, you may want to demonstrate how the multiplier determines the size of the shift in
aggregate demand. Emphasize that the full multiplier effect still occurs in terms of the size of the
shift in aggregate demand at a given price level, but because the price level can now change, the
final effect on output will be reduced. It is also useful for students to see how the effect gets even
weaker as the aggregate supply curve gets steeper near or beyond the full-employment level of
output.
STUDENT STUMBLING BLOCKS
1. The difference between aggregate demand-aggregate supply (AD-AS) model and the demand-
supply analysis for a single product market is difficult for students to grasp. The similarities are so
great that students often don’t focus on the important differences between the two models.
2. Students will confuse changes in demand and changes in supply. For example, if asked about an
increase in export sales of wheat, some students will inevitably view this as a decrease in supply,
because wheat leaves the country. Repetition of the determinants of demand and supply can help
clarify the distinction.
LECTURE NOTES
I. Introduction
A. Learning objectives – After reading this chapter, students should be able to:
1. Define aggregate demand (AD) and explain how its downward slope is the result of the
real-balances effect, the interest-rate effect, and the foreign purchases effect.
2. Explain the factors that cause changes (shifts) in AD.
3. Define aggregate supply (AS) and explain how it differs in the immediate short run, the
short run, and the long run.
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