对买卖双方课税.ppt

* * * * * * * * * * * * * Ask the students if they saw the article in the day’s local paper that the local government plans to place a $200 limit on rents that landlords could charge for apartments near campus. (Of course this story wasn’t in the paper, but students are more likely to pay attention if they think you’re serious! Don’t tell them this yet though.) Ask them to participate in an informal vote by raising a hand in response to “Who thinks this is a good idea?”, “Who thinks this is a bad idea?”, and “Who doesn’t care?” (This last one always catches a few honest students who like to chuckle as they raise their hands!) Then explain to the students that this limit is called a “rent ceiling” and cities across the country have them…so they must be good, right? However, further explain that in this lecture, they’ll find out several ways that the government intervenes in markets and that while the ideas might sound good, economically they create problems. At the end of the lecture, remark how astute the students were that voted against the price ceilings and definitely be sure to tell the students that the local government isn’t really going to impose the rent ceiling. * * When you use a demand-supply graph to show the effects of a price ceiling or price floor, be sure to label all the prices, quantities, and the ceiling or floor. In the case of the price ceiling, clearly label and emphasize the shortage created. In the case of the price floor, clearly label and emphasize the surplus created. As you add more lines to the demand-supply graph, there is always the chance for confusion. Many times the students leave the labels off, and when they go back to study, they can’t remember what that extra line is. So, be sure that you label the lines and stress to your class that they should be doing the same. Use price ceilings and floors to remind students that any surplus or shortage is a horizontal distance. Some students want to look at vertical distances or areas of