Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: http://uep.edu.ph; Email: uepnsofficial@gmail.com

COLLEGE OF EDUCATION
Bachelor of Secondary Education Major in Social Studies
Syllabus in Macroeconomics
1st Semester, SY 2020-2021

College Goals
UEP’s Vision: Academically competitive, research and development- The college aims to produce God-fearing, nationalistic, humanistic,
focused, public service-driven, and economically sustainable state and ecologically responsive professional teachers, leaders and
higher education institution. managers.

UEP’s Mission: To offer academic program and services that will Program Outcomes (from CMO No. 75, s. 2017, p. 5):
effectively transform individuals into productive citizens of the country 1. Utilize appropriate various sociocultural and historical materials in
and accelerate the development of high-level professionals who will explaining current issues.
provide leadership in meeting the demands of sustainable 2. Organize communities towards self-reliance and self-sufficiency.
development and challenges of a diverse and globalized society. 3. Integrate local and global perspectives in teaching the principle of
the common good.
Institutional Graduate Outcomes: Graduate of the University of Objectives (Social Studies)
Eastern Philippines should: 1. Utilize appropriate various sociocultural and historical materials
in explaining current issues
1. Exhibit proficiency in their chosen field of discipline through their 2. Organize communities towards self-reliance and self-
involvement in various types of employment; sufficiency
2. Utilize research methodologies that will allow them to generate 3. Demonstrate leadership skills that will help in teaching or
new knowledge and address problems and issues and promote training students whom will empower their communities
development; 4. Integrate local and global perspectives in teaching the principle
3. Values Philippine historical and cultural heritage; of the common good
4. Demonstrate global awareness through responsible global 5. Employ principles of sustainable development in teaching and
citizenship; learning
5. Clearly communicate in several modes of delivery (oral, written, 6. Show scholarship in research and further learning
and visual) in English and Filipino; and 7. Display the qualities of an innovative teacher who ahs mastery
6. Manifest high degree of professionalism through observation of of the subject matter.
ethical and professional behavior.
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Course Title: Macroeconomics
3 units, 3 hrs./wk. (18 weeks, 54
Course Credits: Contact Hours/Week:
hrs. total)
Course Description: The course guides the students to demonstrate an understanding of the cause and effects of inflation,
unemployment, fiscal and monetary policies, modes of taxation, international trade, Gross National
Policy, Gross Domestic Policy, and consumer development index.

Prerequisite:
Course Learning Outcomes At the end of this course, the students should be able to:

A. demonstrate understanding of the cause and effects of inflation, unemployment, fiscal and
monetary policies, modes of taxation, international trade, Gross National Product, Gross Domestic
Product, and consumer development index;
B. demonstrate understanding on the theories of consumer behavior, basic economic theories and
history of economics; and
C. apply critical and creative thinking through a survey of small-scale business/entrepreneurs on the
challenges encountered.

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

COURSE OUTLINE AND TIMEFRAME

Weeks Course Content/Subject Matter

1 University VMGO Orientation and subject inroduction
2 Understanding Economics
3-4 The Circular Flow of Economic Activities
5-6 An Introduction to Demand and Supply
7-8 National Income Accounting

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 9 Consumption, Savings and Investment
10 Midterm Examination
11-13 Macroeconomic Instability: Unemployment and Inflation
14-15 Money, Banking and Monetary Policy
16 Fiscal Policy
17 International Trade Practices And Policies
18 Final Examination

Learning Plan
Teaching and
Time Course Learning activities/
Learning Outcomes Resources Assessment Tasks
Allotment Content/Topic Instructional
Delivery/Method
Weeks 1-2 At the end of these weeks, A. Understanding Lecture-discussion Written objective test/essay on
the preservice teacher Economics using PowerPoint understanding economics
(PST) should be able to: a. Economics defined Presentation on
a. define and discuss b. Nature of understanding
Economics and its two Economics economics
major divisions; c. Methods and Tools
b. describe the nature of of Economics
Economics; d. Divisions of
c. enumerate and Economics
differentiate the different e. The Methodology of
methods and tools used in Economics
the study of economics;
and d. discuss the
methodology of
Macroeconomics.
Week 3-4 At the end of these weeks, B. The Circular Flow • Lecture-discussion Written objective test/essay on

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the preservice teacher
(PST) should be able to:
a. discuss the circular flow
of output and income;
b. explain the relationship
of the multiplier effect and
the circular flow; and
c. discuss the inflows and
outflows of wealth in the
circular flow of output and
income.
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of Economic Activities
a. The Circular Flow
of Output and Income
b. The Multiplier Effect
and the Circular Flow
c. Inflows and
Outflows
Document Code:
using PowerPoint the circular flow of economic
Presentation on the activities Determine how many
circular flow of resources were unsold or
economic activities unused. Do the same for goods
Simulation. Divide the and services. Discuss the two-
class into four groups: sector circular flow model,
Households, Firms, assuming the Households own
Government and all resources, selling these to the
Foreign Sector. Note Firms, earning rent on land,
how many students wages for labor, interest for
are in each group. capital and profit for the
Make as many entrepreneur. The Firms then
bundles of money and use the resources to produce
resources as the goods and services, which the
number of students. households buy. Output will be
Print out play money reflection paper on the two-sector
(using genuine circular flow model
Philippine bills) and
print out resource
certificates as Land,
Labor or Capital.
Divide the money
equally into four
envelopes (but with
different
denominations, some
with more money than
others) and divide the
resources into six
envelopes (with a
different combination
of land, labor, capital
and entrepreneur). Do
not worry that some
UEP-T-04ODFI-I-001 Version No.: v1 Page 4 of 17
 Households will have
more or less
resources, or Firms
have more or less
money than others.
That is how it is in
real life. Explain to the
Firms that they want
to start a business to
produce a good or
service, so they need
to get land, capital
and labor. Explain
that they want to
maximize profits in
the Product Market by
minimizing costs in
the Resource Market.
Therefore, they must
get land, labor and
capital at the lowest
cost possible and sell
their goods and
services for the
highest price
possible. Households
seek to optimize
incomes in the
Resource Market to
maximize their
consumption of goods
and services in the
Product Market. So
households should try

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 to sell their resources
for the highest price
possible and buy
products at the lowest
price possible.
Distribute different
amounts of money to
the Firms. Each Firm
should know how
much it had at the
start so it will be able
to tell if it profits or
losses at the end.
Weeks At the end of these weeks, C. An Introduction to • Lecture-discussion  Written objective
5-6 the preservice teacher Demand and Supply using PowerPoint test/essay on demand and
(PST) should be able to: Demand Presentation on supply
a. define and discuss 1. Demand Schedule demand and supply  Oral recitation on their
demand, demand schedule and Demand Curve • Have students insights from the activities.
and demand curve as well 2. Law of Demand conduct surveys and
as supply, supply schedule 3. Changes in generate their own
and supply curve; Quantity Demanded demand schedules
b. analyze the market and Movements Along (tables) for a
dynamics using the law of the Demand Curve commonly purchased
demand and law of supply; 4. Ceteris Paribus lunch item – slices of
c. discuss aggregate Assumption pizza or kanin at
demand and its 5. Changes in ulam, for example.
determinants, as well as Demand and Shifts in Associate the law of
aggregate supply and its the Demand Curve demand with
determinants; and 6. Aggregate Demand students’ own
d. compute the coefficient 7. Determinants of behavior, as
of elasticity of demand and Aggregate Demand represented in their
supply. 8. Elasticity of demand schedules.
Demand Supply • Make a hypothetical
1. Supply Schedule situation in

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 and Supply Curve constructing a supply
2. Law of Supply schedule for a
3. Changes in particular product (Ex.
Quantity Supplied and corn, onion, shirt,
Movements Along the ukay-ukay)
Supply Curve • Provide practice
4. Changes in Supply problems in which
and Shifts in the students plot demand
Supply Curve and supply curves
5. Aggregate Supply from schedules or
6. Determinants of charts.
Aggregate Supply • Conduct a
7. Elasticity of Supply classroom simulation
in which students
experience the
emergence of
equilibrium price and
quantity from the
orchestrated
interaction of buyers
and sellers.
• Provide practice
problems – both
graphic and narrative
– in which students
identify the market
impacts of changes in
the determinants of
demand and/or
supply.
• Provide practice
problems – both
graphic and narrative
– in which students

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 must distinguish
between changes in
demand and quantity
demanded, and
changes in supply
and quantity supplied.
Weeks At the end of the week, the D. National Income Lecture-discussion  Written objective
7-8 preservice teacher (PST) Accounting using PowerPoint test/essay on demand,
should be able to: 1. Approaches to Presentation and supply, and elasticity of
a. discuss and identify the National Income video clips on national demand and supply
different approaches to Accounting income accounting  Oral recitation on their
national income a. Income Approach • Misconception insight from media search
accounting; b. Expenditure Check. Discover
b. discuss the nature, approach class’ preconceptions.
purpose and limitations of c. Industrial Origin Useful for starting
GNP accounting; Approach lessons in economics.
c. distinguish GNP from 2.GNP Accounting: • Worksheets for
GDP, Money GNP from Meaning, Purpose calculations
Real GNP; and Limitations • Media Searching.
d. compute money GNP 3. GNP vs. GDP Obtain the latest data
and real GNP; and e. 4. Money GNP vs. from broadsheet,
interpret GNP as a Real GNP tabloid, online news,
measure for economic or websites, which
growth. compare GNP with
other factors in
industrialized and
developing countries.
Weeks 9- At the end of these weeks, E. CONSUMPTION, Lecture-discussion Written objective test/essay
10 the preservice teacher SAVINGS AND using PowerPoint consumption, savings and
(PST) should be able to: INVESTMENT Presentation and investment
a. discuss and identify the 1. Factors of video clips on
different factors of Consumption consumption, savings
consumption; 2. Consumption and investment
b. discuss the consumption Function • Misconception

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 function; 3. Other Concepts of Check. Discover
c. identify and distinguish Consumption class’ preconceptions.
the different concepts of a. Equi-Marginal Useful for starting
consumption; Principle lessons in economics.
d. discuss savings, b. Income and • Real World. Have
investments, and their Substitution Effects students discuss in
determinants; and 4. Investment, Its class how a concept
e. discuss multiplier and Determinants on consumption,
accelerator 5. Savings and savings, and
f. explain the paradox of Investment investment relate to a
thrift. 6. Multiplier and real-world application
Accelerator or product.
7. The Paradox of
Thrift
Weeks 11- At the end of these weeks, F. • Lecture-discussion  Written objective
13 the preservice teacher MACROECONOMIC using PowerPoint test/essay
(PST) should be able to: INSTABILITY: Presentation and  Vlogging. Output will be a
a. differentiate between UNEMPLOYMENT video clips on reflection paper on the
unemployment, AND INFLATION macroeconomic causes of unemployment
underemployment and full 1. Areas of Labor instability, in their areas.
employment; Problem unemployment and  Recitation on the content
b. explain the causes, a. Unemployment inflation. of the speech/dialogue or
types, effects and a.1 Unemployment vs. • Three-minute Video insights on the issue on
measurement of Under/Full Blogging or vlogging, inflation
unemployment; employment three times a week,  Output will be a reflection
c. identify the types of a.2 Causes/Types of on the condition of paper on their preference
wages; Unemployment unemployment in their of time (past or present)
d. Explain Lorenz curve a.3 Other Causes of areas, based on an based on the results of
and relate the concept to Unemployment approved interview prices of products, and the
income distribution in the a.4. Economic and schedule answers from the
Philippines; Noneconomic Costs • Gap Exercises. interview.
e. define labor union; of Unemployment Students freewrite for
f. explain what collective a.5 Measuring three minutes on
bargaining is; Unemployment “what is” versus “what

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g. explain industrial unrest b. Inadequacy of
and its implication to the Wages
labor sector; b.1 Types of Wages
h. differentiate between b.2 Lorenz Curve
inflation and deflation; c. Industrial and Labor
i. explain the causes, Management Conflict
effects and measures to c.1 Labor Unionism
curb inflation; and and Collective
j. calculate the purchasing Bargaining
power of the peso and c.2 Industrial Unrest
inflation rate. c.3 Settling Industrial
Disputes
d. Economic
Insecurities
2. Inflation: Defined
and Measured
a. Inflation vs.
Deflation
b. Measuring Inflation
c. Causes: Theories
of Inflation
d. Redistributive
Effects of Inflation
e. Measures to Curb
Inflation
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should be” in the
wages of Filipino
workers, then debrief
in threes. When it’s a
student’s turn, he or
she summarizes his
or her freewrite and
then is silent and
listens as the other
two ask questions
only (give no advice,
do not swap stories),
then work around the
group every couple of
minutes. Someone
will report his/her
notes on “what is”
versus “what should
be”
• Provocative Picture.
Begin the lecture with
a picture meant to
provoke discussion or
emotion. Option:
caricature or cartoon
• Livestream video
clips of the Philippine
Senate in plenary
session on Philippine
inflation, or interview
with officials of
Bangko Sentral ng
Pilipinas (BSP) on
inflation issues, and
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 others
• Video clips on
Industrial and Labor
Management Conflict
in the Philippine
setting
• Case analysis of
settling industrial
disputes
• Interview with
grandparents/elders
and younger
generation regarding
the past and present
situations of different
products and prices.
Approved guide
questions will be
used. Compare the
results of different
times from the
interview form.
Weeks 14- At the end of these weeks, G. MONEY, • Misconception  Written objective
15 the preservice teacher BANKING AND Check. Discover test/essay on money,
(PST) should be able to: MONETARY POLICY class’ preconceptions. banking and monetary
a. discuss the functions of 1. Functions of Money Useful for starting policy
money, money supply, the and Money Supply new lessons in  Media Searching. Output
Central Bank; and 2. Money and the economics. will be reflection paper
b. explain the monetary Central Bank • PowerPoint
policies and their 3. Functions of a Presentation and
limitations. Central Bank video on money,
4. Monetary Policies banking and
and their Limitations monetary policy
Week 16 At the end of the week, the H. FISCAL POLICY Misconception Check. Written objective test/essay on

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 preservice teacher (PST) 1. Fiscal Functions Discover class’ fiscal policy
should be able to: 2. Sources and Uses preconceptions.
a. define fiscal policy; of Public Funds Useful for starting the
b. explain the sources and 3. Principles of lesson in fiscal policy
uses of public funds; Taxation • PowerPoint
c. explain the principles of 4. Approaches to Presentation and
taxation; and d. explain the Equitable Taxation video clips on fiscal
objectives as well as 5. Uses and policy
shortcoming of fiscal Objectives of Fiscal • Reality Check.
policies. Policy Observing and
6. Shortcomings of reporting to the class
Fiscal Policies the sources of
government/public
structures, etc.
• Media Check.
Search for the content
of official websites of
DBM, and other
government agency
websites for updates
on budget of
expenditures and
sources of financing
• Debate about the
Tax Reform for
Acceleration and
Inclusion (TRAIN)
Law
• Survey on the
effects of TRAIN Law
on different sectors in
their municipality/city
Week 17 At the end of the week, the I. INTERNATIONAL • PowerPoint  Written objective
preservice teacher (PST) TRADE PRACTICES Presentation and test/essay on international

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should be able to: AND POLICIES video clips on trade practices and
a. define trade, 1. Bases of international trade policies
international trade; International Trade practices and policies  Oral recitation on the
b. explain the bases of 2. Balance of The Trade Game. - bases of international
international trade; Trade/Payments Divide the class into trade, difference between
c. differentiate between 3. Trade Barriers five groups and Balance of Trade and
Balance of Trade and 4. Other Arguments assign each group Balance of Payments, and
Balance of Payments; for Trade Barriers one of the following different trade barriers
d. identify and explain the countries: United  Survey Result. Output will
different trade barriers; and Kingdom, China, be a reflection paper on
e. conduct a survey of Colombia, Saudi the challenges
small -scale Arabia, and Ghana. encountered by small-
business/entrepreneurs on List the following scale business/
the challenges exports and their entrepreneurs on trade
encountered . values on the board practices and policies in
for reference during the Philippines.
trading: Gold—5
points per unit; Oil—4
points per unit;
Lumber—3 points per
unit; Electronics—2
points per unit; Coffee
—1 point per unit. -
Tell students that the
objective is for each
student to get the
most points by trading
their country’s goods
for products from
another country. Each
team will start with a
set of trading cards
that represents their
country’s worth. The

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 game allows for “free
trade,” meaning any
country can trade with
another country, and
any item and/or
amount of product
can be traded for
another. Explain to
students that they can
creatively market their
products or combine
products to end up
with something more
desirable. - Allow for
ten minutes of open
trading. Then
announce the
following: WORLD
SITUATION: The
world is running out of
oil, making oil
extremely rare and
much more
expensive.
OUTCOME: The
worth of oil increases
by two points. Update
the point system on
the board to reflect
the increase in points
per unit for oil.
- Offer the following
world situation and
outcome to see how it

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 impacts the final
results: - WORLD
SITUATION: Ghana
learns to make
counterfeit
electronics, making its
electronics cheaper. -
OUTCOME: Ghana
takes one electronic
unit from each
country. Re-tally the
points and figure out
who got the most
points. Ask insight
questions, and
proceed with the
discussion.
• Conduct a survey of
small-scale
business/entrepreneu
rs on the challenges
encountered on trade
practices and policies
in the Philippines

Required Readings and Other Materials

 Fajardo, F. R. (1995). Economic development. Manila: National Bookstore.

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Suggested Readings

 Azanza, P. A. (2001). Economics, society and development. Mandaluyong City: National Bookstore.
 Mc Connell, C. R. & Brue, S. L. (1996). Economics: principles, problems and policies. Mc Graw-Hill, Inc. Miranda, G. (2001).
Introductory economics. Manila: L & G. Business House, 3rd Revised Edition
 Pagoso, C. M. (1996). Introductory economics. Manila: Rex Bookstore.
 Ramos, C. C. R. (2003). Globalization and technology. Manila Rex Bookstore
 Resurreccion, C. O. (1996). Basic economic concepts in Philippine context. Quezon City: Phoenix Press Inc.
 Tullao, T. S., Jr. (1995). Understanding economics in the Philippines setting. Quezon City: Phoenix Publishing House.
 Villegas, B. M. (2001). Guide to economics for Filipinos. Manila: Sinagtala Publishers, Inc

Website/Videos/Film Clips

 Resource Pack for Economics Curriculum. https://cd1.edb.hkedcity.net/cd/pshe/resources/econ_income_inequality/English%20Version/

index_e.htm

Class materials

 Modules
 Instructional Materials
 Powerpoint presentation

Course Requirements Classroom Policies

 Written report on assigned topic
 Lecture notebook at the end of the a. Students are required to accomplish the weekly modules
semester b. Required to attend the online class via Google meet or Zoom
 Powerpoint/video presentation of c. Attendance will be check thru messenger
the assigned topic d. Weekly output and modules are submitted thru google classroom or UEP Portal

Grading System Professor: Consultation Hours:

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 JEEREN B. PEPITO, LPT MWF : 9:00-11:00,2:00-3:00
Class Participation 25% Email Address:
Long Quiz 25% iamjeeren@gmail.com Tue: 1:00-5:00
Midterm 25% Contact Number;
Final Exam 25% 09173302619 Thur: 1:00-3:00
Total 100%

PREPARED BY: CHECKED BY: APPROVED BY:

JEEREN B. PEPITO, LPT, CTT MARY JUNE T. ADALLA, PhD TITO M. CABILI, PhD
PART-TIME LECTURER SECONDARY TEACHER EDUCATION, DEAN, COLLEGE OF EDUCATION
CHAIR
Date: Date: Date:

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Any disclosure, reproduction or use is strictly prohibited except with permission from UEP.