Instructor’s Manual for Macroeconomics, Fourth Canadian Edition
willing to work. Therefore, the most basic macroeconomic decision is to choose whether,
and how much, to work. Production and willingness to work are intrinsically
interconnected.
Students often believe that how much a person works is largely determined by the
necessities of their circumstances. Students will report that they have to work to survive
and pay tuition. Some students might point out that they need not work much or at all
Two key points of this chapter are the concepts of income and substitution effects. Often,
students are perplexed at the amount of time spent on this material because nothing in
practice is purely an income effect or a substitution effect. However, the two most basic
CLASSROOM DISCUSSION TOPICS
Ask students about their work choices and the choices of their parents, friends, and
relatives. Does everyone work? Does everyone work the same number of hours? Then
ask students for examples of the kinds of factors that lead people to work more or less.
Try to elicit very specific examples. Then ask students to categorize these factors that
lead to more or less work. Some of these factors are actually the byproducts of more
complex decision making. For example, if they say that they work more or less because
they go to school, point out that going to school is a choice. They may also point to
Ask students to provide examples of factors other than more labour or capital that can
allow some countries to be a lot more productive than others. What factors other than
growth in capital and labour allow a given economy to produce more (or less) over time?