A production possibilities curve is the graphical representation of tradeoffs. What are some things (realistic or not) that would shift Georgia's PPC outward?Ĭan you think of another set of tradeoffs that could be represented by a PPC? (examples: 10 hours to study for 2 tests $50 to spend at store, etc.)ġ. If something similar were to happen in Georgia, how would you show that on the PPC? Does the curve shift? Does it change the amount of blueberries or pecans that CAN be produced? Farmers reported tomatoes and other crops rotting on the vine, clearly an unintended consequence. In 2011, Alabama passed anti-illegal immigrant legislation that resulted in many immigrants (both legal and undocumented) to leave the state. So, how do we show that with a PPC? (Can also ask questions about market impact depending on student knowledge of material: What impact would this have on the market for pecans? Which curve would shift and in which direction?)ĭoes the entire curve shift if genetic modification increases the production of blueberries? Would being able to grow more blueberries have an impact on pecan production? Why or why not? It seems obvious that Georgia's production possibilities decreased due to Hurricane Irma. How do production possibilities curves show tradeoffs? Hurricane Irma, a lesser known 2017 storm, will have a lasting impact on Thanksgiving pecan pies. What is your favorite Thanksgiving dessert? Pumpkin anything is hugely popular with most of us but in the South pecan pie is the popular choice. Climate catastrophes have serious economic impacts and in ways you may have never previously considered. Hurricane Maria hit in September 2017 and as of June 2018, the death toll is estimated at nearly 1,500 lives and about 7,000 people are still without power. We've heard a lot about Hurricane Maria and its devastating impact on Puerto Rico. Hurricane Irma had far less coverage but an outsized economic impact on pecan production in the United States. Justifiably, there was much media coverage of this devastating storm. As of June 2018, almost a year after Hurricane Maria hit, the death toll from the storm is still being disputed and thousands are still without power. Hurricane Irma struck the southern US a couple of weeks before Hurricane Maria decimated Puerto Rico. Reporting will be done in gallery walk format.Īrticle about hurricane damage to Georgia's pecan crop in 2017 (Microsoft Word 2007 (.docx) 86kB Jul13 18) Show the effect of this legislation on the Georgia's production possibilities for blueberries and pecans. Suppose Georgia passes legislation that leads to a mass exodus of migrant farm workers (who are largely immigrant and many undocumented). Illustrate the effect of this change on your initial production possibility curve.Ĥ.
Suppose genetic modification makes blueberries resistant to insects, allowing yields to double.
(Be sure to label your axes and first PPC.)Ģ.ĝemonstrate what happened to Georgia's production possibilities as a result of Hurricane Irma. Suppose blueberries and pecans are Georgia's two main crops, work with your group to:ġ.ĝraw a production possibilities frontier that shows the tradeoff between blueberries and pecans. In this exercise, you will use the information in "Thanksgiving Pecan Pies at Risk After Irma Ravaged Orchards" to determine what happened to Georgia's production possibilities as a result of Hurricane Irma (August 2017). But, hurricanes are large storms whose impact is felt across several states. Last year, we heard a lot about the damage that hurricanes caused in Florida and especially in Puerto Rico. Students will draw a production possibilities curve to analyze opportunity costs and trade-offs and understand what impacts production possibilities.
Students will use their production possibilities frontier to analyze opportunity costs and trade-offs and understand what impacts production possibilities. Students will read an article about how the hurricanes of fall 2017 damaged crops in Georgia and use the information provided to create a production possibilities frontier. Time: About 45 minutes: 15 minutes to read article, 15 minutes to work in groups to create PPF, 15 minutes to discuss Prior knowledge: students should know what a production possibilities looks like and what it represents
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