Lesson Plan

• Describe how lower income tax rates, welfare‑to‑work programmes and childcare subsidies increase labour supply.
• Explain the mechanisms by which corporate tax cuts, accelerated depreciation and R&D tax credits stimulate business investment.
• Evaluate the likely impacts of these supply‑side measures on economic growth, unemployment and inflation, including distributional effects.

• Projector and screen
• PowerPoint slides summarising each policy measure
• Handout with the “Supply‑Side Measures – Objectives and Expected Impact” table
• Whiteboard and markers
• Exit‑ticket cards

Begin with a quick poll: “What would make you want to work or start a business?” Link responses to the idea that governments can change incentives. Review the previous lesson on aggregate demand and introduce today’s focus on the supply side. State that by the end of the lesson students will be able to analyse how specific policies shift LRAS.

1. Do‑Now (5’) – Students list three ways the government could make work more attractive; share briefly.
2. Mini‑lecture (10’) – Present the key supply‑side measures for work (tax cuts, welfare‑to‑work, childcare, etc.) with simple diagrams.
3. Group activity (12’) – In small groups, analyse one “incentive to work” and one “incentive to invest” from the handout; fill a two‑column chart (mechanism vs. expected macro impact).
4. Whole‑class debrief (8’) – Groups present findings; teacher highlights connections to LRAS shifts.
5. Evaluation exercise (10’) – Students answer a short exam‑style question on advantages/disadvantages of a chosen policy; peer‑check using a rubric.
6. Recap & Exit ticket (5’) – Quick verbal summary; students write one takeaway and one question on a card.

Summarise how improving incentives to work and invest can move the LRAS curve rightward, boosting growth while posing fiscal and distributional challenges. Collect exit tickets to gauge understanding and assign a homework task: research a recent supply‑side reform in any country and prepare a brief evaluation.