Update March 3

Bellwrite: Write a job description for a student who is learning for their long-term self-interest. What is included in their job duties? What is NOT included in their job duties?

We discussed insights from our experiment in Free Market education last week.  We noted the following parallels:
1) government (teacher)
2) individual businessmen (students)
3) economy (learning)

We discussed some of the ways the government might regulate the economy, both directly or indirectly, including the following:

1. tariffs
2. business bailouts
3. criminalizing fraud
4. subsidies
5. welfare
6. protecting the environment
7. providing education

We also discussed how Smith's economic theories could apply to leadership in various contexts--within the home, in business, in church organizations (Scouts and Young Womens).

Students completed two readings:

1) The Rise of Mormonism and the Birth of Modern Society (an interesting perspective from one LDS scholar on the possible relationship between the Restoration of the gospel and industrial/economic growth). Students discussed this one with a partner.
2) Critics and Advocates of the Industrial Revolution. Students answered all the questions for this reading.

Homework:
1) Family Past (due date moved to Thursday instead of Wednesday)
2) Finish "Critics and Advocates" questions

Homework:
Family Past