SHAPE High School Economics Syllabus
STUDENT COURSE EXPECTATIONS2010-2011
Course Title: Economics-Micro and Macro Topics
Teacher: John F DuBose MAED-TED firstname.lastname@example.org
Work: DSN: 423:5715
Prerequisite: Junior/Senior Class Standing
Course Overview: This course focuses on a study of the way in which individuals, households, businesses, and the government participate in the operation of the economy. The primary objective of this course is to teach students the basic tool kit of economic concepts that will enable them to make better choices in the marketplace and the voting booth and therefore become better consumers and citizens. Students study the concepts of scarcity, supply and demand, markets, business firms, competition, labor, agriculture, monopolies, and government policy. An analysis of contemporary economic problems like social welfare, competition in the market place and profit will be emphasized. This course also scrutinizes how economic decisions are made in the marketplace. Through the study of international trade, international finance and globalization this course addresses the manner in which national economies compete on a global scale. Through a variety of exercises, students analyze how firms use the forces of economics to compete and earn a profit.
Skills Utilized: Students will be expected to think critically. Assignments are designed to enhance students’ oral and written comprehension as well as communication skills. This course will use a variety of media to test and enhance these skills. Students will be expected to analyze and interpret primary documents and data (one of the primary tasks for really understanding economics) in both oral and written form.
Students will develop and acquire knowledge of the use of power and authority on the forces of economics. Students will develop and acquire knowledge of the role economic revolution has had on the development of democratic institutions. Students will develop and acquire knowledge of how science and technology has played a key role in developmental economics. Students will research, analyze, and compare/contrast various economic systems (i.e. capitalism, socialism, communism, free vs. restricted market economics) throughout the history of the world. Students will analyze various media (i.e. written publications, audio or visual sources) both in primary and secondary form in order to draw conclusions about what these media tell us about economics in order to draw conclusions about why our society is structured as it is today.
The building blocks of economics: the concepts of scarcity, opportunity cost, production possibilities, the tools of the economist
Supply and Demand-Graphing Equilibrium Price Systems and Market StructuresTypes of Business OrganizationsThe Role of Labor Money and Banking—
Financial Markets-What are the NASDQ, NYSE, CME, DAX, etc?Economic indicators and Measurements- What are GDP, GNP, Unemployment, Inflation, etc?Comparative Economic Systems—
The history of capitalism, communism, free market economics, restricted-free market economicsThe role of the U.S. government in economics—what is fiscal policy? What is the federal reserve system? Why do we pay taxes? The effect of modern globalization on micro and macro economic systems: and introduction to the concepts of international trade, finance, political economics, international development and government intervention in these practices (i.e. The World Bank, the World Trade Organization, and the International Monetary Fund).
Required Reading:All textbook assignments, supplemental readings and literary works as assigned. Additional information from other economics text books will be provided. There will a sizable amount of reading to be done outside of classroom time. Additionally, much of that reading will come from outside sources (those sources other than the textbook). This material will be provided by the teacher unless otherwise noted. Students will analyze a variety of historical economic literature as well.
Examples include excerpts from Adam Smith’s The Wealth of Nations,
David Ricardo’s On the Principles of Political Economy and Taxation,
Karl Marx’s Das Kapital-A Critique of Political Economics,
Anne Krueger’s Reforming Economic Policy and the IMF,
and Milton Friedman’s Free to Choose.Required Writing:Homework assignments-Journal entries, reflective essays (may be in class or assigned)Analytical (Research Based) Essays-Topics are selected from the textbook
Case Studies and Analysis: There is a heavy emphasis on this. Students will be expected to complete two detailed case studies during the semester.
1. You will arrive before the bell rings, sit down, take out any materials you need, and prepare for class. Class starts on time and ends on time. If you are late or need to get organized, don’t make a production out of it. Be quiet and respectful. If you are lost, because you were late, wait until I am done speaking and introducing the ideas for the day’s class, THEN ask your questions. Don’t ask the person next to you or behind you. Be patient, you will get a chance to catch up. This kind of behavior is COMMON COURTESY. I expect that you will listen to me, take notes, and not bother people trying to do their job—even if they are your friends. I will note that you were late and deduct points on your grade accordingly. If you have a pass, give it to me AFTER the introduction and explanations are made. That is when I note the tardy students anyway. All “housekeeping” matters can be handled after the introduction to the day’s lesson and before the group activity—yes, even if it is ten minutes before the end of class. NOTHING is more important than learning in my class, which includes a pass from your last teacher with an excuse of why you were ten minutes late. Repetitive tardy students lose ten points from his or her grade, unless there is a signed pass from their parent or previous period’s teacher. I am not interested in an explanation, you either have a pass or you don’t. Period.
2. You will do all of the assignments and turn them in on time. I don’t want to hear about Calculus or English homework. You either have your assignment or you don’t. I don’t want to discuss it. Get a calendar set up an appointment with me and we work to manage your time. Come see me if you are a wanton procrastinator, and I will map out a plan for you to GET MY ASSIGNMENTS IN ON TIME. “On time” means any time before 5 p.m. on the day the assignment is due. If you have an excused absence on the day something is due, you must turn it in on the DAY YOU RETURN TO SCHOOL. If I am absent the day something is due, put it in the “in” box that corresponds with your period; it will not get lost or stolen.
I accept emailed assignments, in fact I adore them, BUT if you type in the incorrect email address, that is not my problem. Please put the title of the assignment in the subject line. If you do not do put the title in the subject line, it might get erased or blocked by my spam blocker, and I will not let you resend it. Please write your first and last name in the body of the email. Tell me what period you are in, and please write a professional email. Abbreviations and characters are not appropriate in an email to your teacher.Bad Example of an Email to Mr. DuBose: hi, heres my assignment. J Good Example of an Email to Mrs. Russell: Dear Mr. DuBose,Attached please find my reading notes for the week of September 10th. Have a good weekend,Joe SmithThird PeriodIf you do not know how to attach a document in email, please learn. It is the twenty-first century; learn to attach a document.
1. You will attempt/complete every assignment. I know I sort of said this already, but many students fail, because they fail to turn in all the assignments. Time and math are on your side. You can still get a good grade without getting and ‘A’ on every assignment. If you get a 100% on 50% of the assignments, you will get an ‘F’. That’s just math. I am a slave to my math. If you have a 89%, you get a B+, period. Don’t shoot yourself in the foot, and do everything.
2. Come see me if you are having problems. I am on your side. I want to help you. If you don’t know what to do, you need an explanation, you need help getting organized, come see me BEFORE it is too late. You know when you are not doing as well as you like to. That moment is the moment you should schedule an appointment.
3. You must follow all school and class rules. Disruptive behavior (talking, singing, sleeping, and anything other than what I have asked you to do) will result in a warning then a detention if it continues. Any behavior that violates school rules or the Military/ DoDEA education code (verbal assault, sexual harassment, physical violence, preventing other students from learning, etcetera) will result in a referral to the Assistant Principal’s Office.
Communication Policy:PLEASE email me homework or requests for help with your full name and period in the subject line.PLEASE include your name in any text messages you send me; I do not memorize the phone numbers of my students.PLEASE use correct spelling and punctuation in your emails and texts; I am old and do not understand all the abbreviations used in emails and texts yet.My Grading Scale:
|99-100 is an A+||Any type of A indicates that you have completed all of the assignments at an excellent level and that you have demonstrated a sophisticated understanding of the DoDEA/DoDDS Standards, and all additional material. Your analysis and oral and written expression are clear, cogent, and indicate an understanding of the interconnectedness of political and economic events and ideas.|
|94-98 is an A|
|90-93 is an A-|
|88-89% is a B+||A grade of ‘B’ indicates that you have done an above average job on most or all of the assignments. The requirements were met and, in addition, you demonstrated creativity and attention to detail. However, your work does not demonstrate an exceptional understanding of all of the DoDEA/DoDDS Standards, and all additional material, and has spots where there is room for improvement. Your analysis and oral and written expression are clear, cogent, and indicate an understanding of political and economic events and ideas, but there is focus on factual reporting as opposed to synthesis or analysis.|
|84-87% is a B|
|80-83% is a B-|
|78-79% is a C+||A grade of ‘C’ indicates that you have done an average job on all or most of your assignments (or that you are missing a major assignment). A C is not the same as an ‘F’, it means you demonstrate an understanding of most of the DoDEA/DoDDS Standards and all additional material, but has major areas where there is room for improvement. Your oral and written expression are clear, cogent, and indicate an understanding of political and economic events and ideas, but there is focus on factual reporting as opposed to synthesis or analysis. Your analysis and synthesis are probably weak (essentially, you cannot answer “why” or “how” but you can answer “what”).|
|74-77% is a C|
|70-73% is a C-|
|0%-69% is an F||Mr. DuBose has a policy of no grades of ‘D’. However, if your grade falls between 60% and 69%, I may offer you a contract to makeup missing work. If you get any sort of F, it is because you completed few assignments well or did not complete them at all. I cannot emphasize this point enough, if you are failing, see me!|
* Unit summaries
* 20% Final exam ( ½ power point presentation, ½ paper exam)In short, you have to do it all and do it well to pass.
1. Only exceptional work gets an ‘A’, read those rubrics carefully!
2. If you have a B+, that’s what you have. Don’t ask me about extra credit. I give opportunities for extra credit through out the grading period. If you don’t take them, don’t ask me to create special assignments just for you later. In all cases, extra credit counts only if you have turned in all of the regular assignments.
3. I make mistakes, if there is a mistake on your paper, or you disagree with a grade, come see me at lunch, right after school, or a prearranged time. I honestly can’t deal with it while I am trying to teach class. I want to give you a fair hearing, not thirty seconds while I am distracted with other things.