Instructor’s Manual for Macroeconomics, Fourth Canadian Edition
TEACHING GOALS
It is straightforward to teach this material without making a large investment in doing
IS/LM AD/AS analysis. The model is just a simple extension of the monetary
intertemporal model, with a fixed price and an interest rate rule for monetary policy. It is
important for the students to recognize that the central bank’s interest rate target needs to
be supported with the appropriate supply of money (which may vary, if there are money
demand shocks). Emphasize the concepts “output gap” and “natural rate of interest,”
particularly as these enter policy discussions.
This model should be subjected to the same rigour as the equilibrium models in
Chapter 11. Does it fit the data? Does it make sense? Keynesian thinking is quite
Students should learn how policy works in the New Keynesian model. Policy works
because of a market failure—the inability of private markets to clear in the short run. If
policymakers are smart, quick, and have good information, they can do better—maybe a
lot to ask. There are important differences between fiscal and monetary policy as
stabilization tools, particularly in terms of what they imply for the allocation of resources.
CLASSROOM DISCUSSION TOPICS
You might start the discussion by getting students to think about why prices might be
sticky in practice. What do we observe about market prices? Which prices seem to be
sticky and which are not? Goods are sold in different ways, for example for some goods
prices are posted and we cannot bargain, but for other goods we are expected to haggle.
Why might prices be sticky? Are there costs to changing prices? What would these costs
be? Why do gasoline prices change frequently while the prices of motor oil (sold at the
same gas station) do not? What about sales?
Students are indoctrinated with Keynesian economics at an early stage, and this is
reinforced by how much of the media thinks about the economy. We typically blame