Monday, November 7, 2011
Honors World History Unit Exam
Your next unit test will be on Tueday, November 15th, covering the Middle Ages. Make sure you have completed your unit study guide before the test!!!!
American Government Unit 5 test postponed
Unit 5 test will be postponed from 11/15 to 11/17 to allow for additional review activities. Please not this in your agenda or on your academica calendar.
Friday, November 4, 2011
AP Macro Blog Check Xtra Credit
10 points on the next unit test will go to the first 5 students to bring me a graphical representation of the following:
a) high unemployment and decreased output
b) low unemployment and increased output
c) stagflation
Honors World History Classes
Don't forget your castle projects are due on Monday, November 7th. You've had the entire week in class, plus the weekend to complete this assignment.
Tuesday, October 11, 2011
American Government unit 3 test
Don't forget your unit 3 test will be this Thursday on Political Parties. It covers chapters 16-19 in your textbook and comes from the notes and handouts you've been given. Study!
Monday, October 3, 2011
AP Macro
Go to http://reclaimdemocracy.org/walmart. Find two articles (one pro/one con). Print each article and write a brief summary for each article.
Honors World Unit III
Welcome to Unit 3. The following book work is due on Wednesday, October 5th:
chapter 8
sections 1 and 2; questions 2-5
chapter 10
sections 1, 2 and 3; questions 2-5
The following work is due, Friday, October 7th:
chapter 11
sections 1, 2 and 3; questions 2-5
chapter 12
sections 1, 2 and 3; questions 2-5
chapter 8
sections 1 and 2; questions 2-5
chapter 10
sections 1, 2 and 3; questions 2-5
The following work is due, Friday, October 7th:
chapter 11
sections 1, 2 and 3; questions 2-5
chapter 12
sections 1, 2 and 3; questions 2-5
Thursday, September 15, 2011
Honors World History Unit II Project and Test Dates
Greek tabloid project is due on Friday, 09/23/11. Any project turned in after that date will be for half credit (this is a 450 point project, so please make sure it is turned in ON TIME).
Unit II test will be Thursday, 09/29/11. We will review the Tuesday and Wednesday before the test. Make sure your study guide is completed and ready to be checked on Wednesday, 09/28/11.
Unit II test will be Thursday, 09/29/11. We will review the Tuesday and Wednesday before the test. Make sure your study guide is completed and ready to be checked on Wednesday, 09/28/11.
AP Macro Book Work due Monday, 09/19/11
chapter 10 Questions for Review--all
chapter 10 Problems/Applications--1 through 5
chapter 11 Questions for Review--all
chapter 11 Problems/Applications--odd questions (1,3,5,7,9)
chapter 10 Problems/Applications--1 through 5
chapter 11 Questions for Review--all
chapter 11 Problems/Applications--odd questions (1,3,5,7,9)
Tuesday, September 13, 2011
Honors World History
Please make sure all test corrections for the unit I test are turned in to Mr. Robinson so he can begin recording updated grades in pinnacle!
American Government Amendment Projects
Projects are due this Friday! You've been given class time to work on these, but make sure you are also working on these at home in order to meet the deadline. I'm expecting great projects from you guys!
Monday, August 29, 2011
REMINDER: AMERICAN GOVT UNIT I TEST
Is tomorrow, 08/30! Hopefully today's review helped. Read over your notes and handouts. Good luck!
Honors World History Unit I test
Unit I test is scheduled for Tuesday, 09/06. Study guides and handouts are due on Friday, 09/02!
AP Macro Unit Test 1
Unit I test will be Thursday, 09/01. Make sure you are reading over your notes and handouts in preparation......Good Luck!
Sunday, August 14, 2011
American Government Testing and Remediation Dates
Unit I
Test 08/30
Remediation 09/06, Retest 09/07
Unit II
Test 09/20
Remediation 09/26, Retest 09/27
Unit III
Test 10/11
Remediation 10/17, Retest 10/18
Unit IV
Test 11/01
Remediation 11/07, Retest 11/09 (11/08 is election day)
Unit V
Test 11/15
Remediation 11/28, Retest 11/29
Unit VI
Test 12/13
Remediation 12/19, Retest 12/20
ALL DATES ARE TENTATIVE!
Test 08/30
Remediation 09/06, Retest 09/07
Unit II
Test 09/20
Remediation 09/26, Retest 09/27
Unit III
Test 10/11
Remediation 10/17, Retest 10/18
Unit IV
Test 11/01
Remediation 11/07, Retest 11/09 (11/08 is election day)
Unit V
Test 11/15
Remediation 11/28, Retest 11/29
Unit VI
Test 12/13
Remediation 12/19, Retest 12/20
ALL DATES ARE TENTATIVE!
Thursday, August 11, 2011
Honors World History Test and Remediation Dates
Unit I
Test 09/6 or 09/8
Rem 09/12, Retest 09/13
Unit II
Test 09/27 or 09/29
Rem 10/03, Retest 10/04
Unit III
Test 10/18 or 10/20
Rem 10/24, Retest 10/25
Unit IV
Test 11/10 (11/08 is election day)
Rem 11/14, Retest 11/15
Unit V
Test 12/13 or 12/15
Rem 12/19, Retest 12/20
ALL DATES ARE TENTATIVE!
Test 09/6 or 09/8
Rem 09/12, Retest 09/13
Unit II
Test 09/27 or 09/29
Rem 10/03, Retest 10/04
Unit III
Test 10/18 or 10/20
Rem 10/24, Retest 10/25
Unit IV
Test 11/10 (11/08 is election day)
Rem 11/14, Retest 11/15
Unit V
Test 12/13 or 12/15
Rem 12/19, Retest 12/20
ALL DATES ARE TENTATIVE!
Tuesday, August 9, 2011
Government Syllabus
American Government
Course Syllabus
Text: United States Government,Democracy in Action by Richard C. Remy, You will need to bring it to class each day unless told otherwise.
YOU MUST PASS THIS CLASS TO GRADUATE!!!!!!
Content of the Course: This is a survey course in United States government. Our study will include the origin of governments, comparative systems, and American history. There will be extensive examination of the U.S. Constitution. The three branches of the U.S. government (executive, legislative, and judicial) will be studied from their establishment to how they function today.
Unit 1-Foundations of American Government
Chapter 1-People and Government
Chapter 2-Origins of American Government
Unit 2-Structure of American Government
Chapter 3-The Constitution
Chapter 4-The Federal System
Unit 2-Participating in Government
Chapter 16-Political Parties
Chapter 17-Elections and Voting
Chapter 18-Interest Groups and Public Opinion
Chapter 19-The Mass Media
Unit 3-The Legislative Branch
Chapter 5-The Organization of Congress
Chapter 6-Development of Congressional Powers
Chapter 7-Congress at Work
Unit 4-The Executive Branch
Chapter 8-The Presidency
Chapter 9-Presidential Leadership
Chapter 10-The Federal Bureaucracy
Unit 5-The Judicial Branch
Chapter 11-The Federal Court System
Chapter 12-Supreme Court Decision Making
The important concepts concerning Citizenship and Equal Justice and Public Policy will be incorporated in our study for all units.
Methods of Instruction: Critical thinking exercises, problem-solving activities, and cooperative learning techniques help develop intellectual and participatory skills while increasing students understanding of the institutions of American constitutional democracy. Daily lessons will consist of lecture, class discussions and analysis, audio-visuals with specific focus and insight into topics and governmental and legal procedures, research and debate. Students will be assigned chapter readings at the beginning of each unit. There will be some questions on each test that are covered in the book but not in class lecture, so please read! Throughout the semester additional readings will be handed out by Mrs. Newton. Information from these handouts will also be covered in tests and quizzes. Reading and understanding current affairs is essential in the study of U.S. Government. Students must be aware of all important events in domestic and foreign policy. READ, READ, READ, AND LISTEN TO NEWS BROADCASTS ON A DAILY BASIS! There may be pop quizzes to check up on your knowledge of current events.
Grading: Your grades will be based on a point system. It is your responsibility to keep up with your own grades and your current average. You will be graded on grammar and spelling.
Formative Assessments-------------25%
Summative Assessments:
Projects/Tests---------------50%
Quizzes----------------------15%
Final Exam------------------------10%
Final Exam: 150 Points
Projects: 150-200 Points
Project: This semester each student will be required to do one or more projects. These projects will have as many or more points than a major test. These projects may include a written report, an oral report, illustrations, pictures and maps. An audio-visual presentation may also be required. (Examples: debates, current
events, essays, and biographies) These projects will most likely involve group work.
For every Unit, each student will be required to bring in an article from a newspaper or from a news sources on the internet. This may also be a transcript from a news program (for example: NPR or Meet the Press). Students will also fill out a form for critical analysis of the information in these articles. These articles must concern the unit of study that we are discussing in class. Students will receive a handout with more information.
With our study of the election process, voting behavior and the executive branch all students will work on specific group activities.
Students will be responsible for creating Public Opinion Questions and conducting a Mock Election. You will receive handouts with more specific information.
Notebook: Students are required to keep a notebook in this class. Notebooks must include all notes, vocabulary lists, film questions, and any other formative assessments. The notebook is to be a three ring loose leaf binder. Notebooks may be checked in the form of a quiz using only your notebook.
Make-up work: School policy will be followed according to the student handbook.
Course Outline:
Types of Governments and Comparative Governments
Foreign Policy (History and development)
Historical Development of the U.S. Government
The Constitution
U.S. Congress
The Political Process: public opinion, media, elections, political parties, voting and special interest groups.
Presidency
Supreme Court and the Federal Courts
Civil Rights
State and Local Government
AT THE TEACHER’S DISCRETION PACING, MATERIALS PRESENTED, AND PRODUCTS MAY CHANGE BASED ON THE NEEDS OF INDIVIDUAL STUDENTS AND /OR CLASSES.
U.S. Government Remediation/Reassessment Plan:
• Every student will be allowed the opportunity to show proficiency for each standards-based, summative, assessment.
• If a student scores less than a 70% on the unit test, they have the option of retaking that test after completing the following remediation plan.
o Step one – the student must complete the chapter assessment for each chapter in the unit (or an applicable assignment as designated by the teacher).
o Step two – the student must bring the completed chapter assessments with them to one of the two reassessment tutoring/review sessions, 7:30-8:10am or 3:35-4:15pm, offered for that particular unit by a United States Government Teacher.
If ALL Unit assessments are not completed (or attempted to be completed) at the time of the review session, the reassessment will NOT be allowed.
These dates can be found on the teacher’s blog and course syllabus.
Student must stay and participate for entire review session.
o Step three – the student will be reassessed the day following the review session, again either in the morning or afternoon.
• The higher of the two scores will be counted, and the maximum grade that can be earned is a 70%.
• **Remediation Assignment is subject to change depending on student needs. **
Course Syllabus
Text: United States Government,Democracy in Action by Richard C. Remy, You will need to bring it to class each day unless told otherwise.
YOU MUST PASS THIS CLASS TO GRADUATE!!!!!!
Content of the Course: This is a survey course in United States government. Our study will include the origin of governments, comparative systems, and American history. There will be extensive examination of the U.S. Constitution. The three branches of the U.S. government (executive, legislative, and judicial) will be studied from their establishment to how they function today.
Unit 1-Foundations of American Government
Chapter 1-People and Government
Chapter 2-Origins of American Government
Unit 2-Structure of American Government
Chapter 3-The Constitution
Chapter 4-The Federal System
Unit 2-Participating in Government
Chapter 16-Political Parties
Chapter 17-Elections and Voting
Chapter 18-Interest Groups and Public Opinion
Chapter 19-The Mass Media
Unit 3-The Legislative Branch
Chapter 5-The Organization of Congress
Chapter 6-Development of Congressional Powers
Chapter 7-Congress at Work
Unit 4-The Executive Branch
Chapter 8-The Presidency
Chapter 9-Presidential Leadership
Chapter 10-The Federal Bureaucracy
Unit 5-The Judicial Branch
Chapter 11-The Federal Court System
Chapter 12-Supreme Court Decision Making
The important concepts concerning Citizenship and Equal Justice and Public Policy will be incorporated in our study for all units.
Methods of Instruction: Critical thinking exercises, problem-solving activities, and cooperative learning techniques help develop intellectual and participatory skills while increasing students understanding of the institutions of American constitutional democracy. Daily lessons will consist of lecture, class discussions and analysis, audio-visuals with specific focus and insight into topics and governmental and legal procedures, research and debate. Students will be assigned chapter readings at the beginning of each unit. There will be some questions on each test that are covered in the book but not in class lecture, so please read! Throughout the semester additional readings will be handed out by Mrs. Newton. Information from these handouts will also be covered in tests and quizzes. Reading and understanding current affairs is essential in the study of U.S. Government. Students must be aware of all important events in domestic and foreign policy. READ, READ, READ, AND LISTEN TO NEWS BROADCASTS ON A DAILY BASIS! There may be pop quizzes to check up on your knowledge of current events.
Grading: Your grades will be based on a point system. It is your responsibility to keep up with your own grades and your current average. You will be graded on grammar and spelling.
Formative Assessments-------------25%
Summative Assessments:
Projects/Tests---------------50%
Quizzes----------------------15%
Final Exam------------------------10%
Final Exam: 150 Points
Projects: 150-200 Points
Project: This semester each student will be required to do one or more projects. These projects will have as many or more points than a major test. These projects may include a written report, an oral report, illustrations, pictures and maps. An audio-visual presentation may also be required. (Examples: debates, current
events, essays, and biographies) These projects will most likely involve group work.
For every Unit, each student will be required to bring in an article from a newspaper or from a news sources on the internet. This may also be a transcript from a news program (for example: NPR or Meet the Press). Students will also fill out a form for critical analysis of the information in these articles. These articles must concern the unit of study that we are discussing in class. Students will receive a handout with more information.
With our study of the election process, voting behavior and the executive branch all students will work on specific group activities.
Students will be responsible for creating Public Opinion Questions and conducting a Mock Election. You will receive handouts with more specific information.
Notebook: Students are required to keep a notebook in this class. Notebooks must include all notes, vocabulary lists, film questions, and any other formative assessments. The notebook is to be a three ring loose leaf binder. Notebooks may be checked in the form of a quiz using only your notebook.
Make-up work: School policy will be followed according to the student handbook.
Course Outline:
Types of Governments and Comparative Governments
Foreign Policy (History and development)
Historical Development of the U.S. Government
The Constitution
U.S. Congress
The Political Process: public opinion, media, elections, political parties, voting and special interest groups.
Presidency
Supreme Court and the Federal Courts
Civil Rights
State and Local Government
AT THE TEACHER’S DISCRETION PACING, MATERIALS PRESENTED, AND PRODUCTS MAY CHANGE BASED ON THE NEEDS OF INDIVIDUAL STUDENTS AND /OR CLASSES.
U.S. Government Remediation/Reassessment Plan:
• Every student will be allowed the opportunity to show proficiency for each standards-based, summative, assessment.
• If a student scores less than a 70% on the unit test, they have the option of retaking that test after completing the following remediation plan.
o Step one – the student must complete the chapter assessment for each chapter in the unit (or an applicable assignment as designated by the teacher).
o Step two – the student must bring the completed chapter assessments with them to one of the two reassessment tutoring/review sessions, 7:30-8:10am or 3:35-4:15pm, offered for that particular unit by a United States Government Teacher.
If ALL Unit assessments are not completed (or attempted to be completed) at the time of the review session, the reassessment will NOT be allowed.
These dates can be found on the teacher’s blog and course syllabus.
Student must stay and participate for entire review session.
o Step three – the student will be reassessed the day following the review session, again either in the morning or afternoon.
• The higher of the two scores will be counted, and the maximum grade that can be earned is a 70%.
• **Remediation Assignment is subject to change depending on student needs. **
Honors World History Syllabus
Honors World History
STEVEN.ROBINSON@cobbk12.org
Course Description: Today, humans are found everywhere on Earth, in jungle and desert, in boulevard and bazaar. But how did we get there? Where did we come from? And why do we all look and act so differently? This course answers those questions by tracing the human race from its origins to modern times. Beginning with earliest human history, we will chart the course of humanity through its earliest civilizations forward on to the global community of the 21st century.
Text Book: World History: Patterns of Interaction
Make Up Work Policy: See agenda for Cobb County School District policies in place concerning student absences and make up work.
Late work: No full credit for late work (any exceptions to this rule is teacher discretion). Fifty percent of the total grade for a particular assignment is the maximum awarded for any late work. Those who habitually hand in late work will risk the chance of late work no longer being accepted.
Class Requirements: You must pass this class to graduate! Bring all required items to class everyday, unless told in advance by teacher. These items include: Textbook, Notebook paper, Writing utensil
Food/Drink: The only item allowed in class during insturcitional time is water unless otherwise specified. Lunch time is for consuming lunch.
Restroom Policy: Passes granted only in emergency cases (Teacher is final judge as to the validity/severity of an emergency). No passes during the first 10 minutes of class will be issued.
Projects: We will have multiple projects throughout the course. Some are individual and some are group efforts. Sufficient advanced notice of project requirements and deadlines will be given. Late projects will result in a deduction of one letter grade per day.
NO NAME Policy: NO NAME = 20% lost credit on assignment
Cheating Policy: Policy set forth in student handbook will be adhered to.
Grading:
Summative Assessments 60%
Formative Assessments 30%
Final Exam 10%
Cheating = 0
World History Remediation/Reassessment Plan:
• Every student will be allowed the opportunity to show proficiency for each standards-based, summative, assessment.
• If a student scores less than a 75% on the unit test, they have the option of retaking that test after completing the following remediation plan.
o Step one – the student must complete the chapter assessment for each chapter in the unit (or an applicable assignment as designated by the teacher).
o Step two – the student must bring the completed chapter assessments with them to one of the two reassessment tutoring/review sessions, 7:30-8:10am or 3:35-4:15pm, offered for that particular unit by a World History Teacher.
If ALL chapter assessments are not completed at the time of the review session, the reassessment will NOT be allowed.
These dates can be found on the teacher’s blog.
Student must stay and participate for entire review session.
o Step three – the student will be reassessed the day following the review session, again either in the morning or afternoon.
• The higher of the two scores will be counted, and the maximum grade that can be earned is a 75%.
• **Remediation Assignment is subject to change depending on student needs. **
STEVEN.ROBINSON@cobbk12.org
Course Description: Today, humans are found everywhere on Earth, in jungle and desert, in boulevard and bazaar. But how did we get there? Where did we come from? And why do we all look and act so differently? This course answers those questions by tracing the human race from its origins to modern times. Beginning with earliest human history, we will chart the course of humanity through its earliest civilizations forward on to the global community of the 21st century.
Text Book: World History: Patterns of Interaction
Make Up Work Policy: See agenda for Cobb County School District policies in place concerning student absences and make up work.
Late work: No full credit for late work (any exceptions to this rule is teacher discretion). Fifty percent of the total grade for a particular assignment is the maximum awarded for any late work. Those who habitually hand in late work will risk the chance of late work no longer being accepted.
Class Requirements: You must pass this class to graduate! Bring all required items to class everyday, unless told in advance by teacher. These items include: Textbook, Notebook paper, Writing utensil
Food/Drink: The only item allowed in class during insturcitional time is water unless otherwise specified. Lunch time is for consuming lunch.
Restroom Policy: Passes granted only in emergency cases (Teacher is final judge as to the validity/severity of an emergency). No passes during the first 10 minutes of class will be issued.
Projects: We will have multiple projects throughout the course. Some are individual and some are group efforts. Sufficient advanced notice of project requirements and deadlines will be given. Late projects will result in a deduction of one letter grade per day.
NO NAME Policy: NO NAME = 20% lost credit on assignment
Cheating Policy: Policy set forth in student handbook will be adhered to.
Grading:
Summative Assessments 60%
Formative Assessments 30%
Final Exam 10%
Cheating = 0
World History Remediation/Reassessment Plan:
• Every student will be allowed the opportunity to show proficiency for each standards-based, summative, assessment.
• If a student scores less than a 75% on the unit test, they have the option of retaking that test after completing the following remediation plan.
o Step one – the student must complete the chapter assessment for each chapter in the unit (or an applicable assignment as designated by the teacher).
o Step two – the student must bring the completed chapter assessments with them to one of the two reassessment tutoring/review sessions, 7:30-8:10am or 3:35-4:15pm, offered for that particular unit by a World History Teacher.
If ALL chapter assessments are not completed at the time of the review session, the reassessment will NOT be allowed.
These dates can be found on the teacher’s blog.
Student must stay and participate for entire review session.
o Step three – the student will be reassessed the day following the review session, again either in the morning or afternoon.
• The higher of the two scores will be counted, and the maximum grade that can be earned is a 75%.
• **Remediation Assignment is subject to change depending on student needs. **
AP Macro Syllabus 2011-2012
Syllabus A.P. Macroeconomics
The purpose of an Advanced Placement course in macroeconomics is to give students a thorough understanding of the principles of economics that apply to national income and price determination, economic performance measures, economic growth, and international economics.
Materials:In order to be fully prepared, students are expected to have their notebooks (one with pockets to hold handouts), and pens or pencils in class everyday. You will be advised ahead of time if you need any additional materials.
Grading Procedures:Students will be assessed in a variety of ways. This may include but not be limited to homework, worksheets, quizzes, tests, daily work, projects (both individual and group), and a final exam.
The break down of these grades will be as follows:
Tests: 40%.
Daily Activities: 40%
Projects: 5%
State Mandated End of Course Test 15%
Students and parents must understand up front that this is a college level class. As such, students will be expected to spend a great deal more time on this class than they would in an ordinary class. The very nature of economics makes it almost like a foreign language—with its own vernacular and vocabulary. It is very important for the student to work on economics daily or they will ultimately get behind and not be able to catch up.
SUMMARY OUTLINE: AP MACROECONOMICS COURSE AND EXAMINATION
Content Area % goals of examination
I. Basic economic concepts 8-12%
A. Scarcity, choice and opportunity costs
B. Production possibilities curve
C. Comparative advantage, absolute advantage, specialization and exchange
D. Demand, supply, market equilibriumE. Macroeconomic issues, business cycle, unemployment, inflation and growth
II. Measurement of economic performance 12-16%
A. National income accounts (4-6%)
1. Circular flow
2. Gross Domestic Product
3. Components of Gross Domestic Product
4. Real versus nominal Gross Domestic Product
B. Inflation measurement and adjustment (4-5%)
1. Price indices
2. Nominal and real values
3. Costs of inflation
C. Unemployment (4-5%)
1. Definition and measurement
2. Types of unemployment
3. Natural rate of unemployment
III. National income and price determination 10-15%
A. Aggregate demand (5-8%)
1. Determinants of aggregate demand
2. Multiplier and crowding-out- effects
B. Aggregate supply (5-8%)
1. Short-run and long run analyses
2. Sticky versus flexible wages and prices3. Determinants of aggregate supply
C. Macroeconomic equilibrium (5-8%)
1. Real output and price level
2. Short and long run
3. Actual versus full-employment output
4. Economic fluctuations
IV. Financial Sector 15-20%
A. Money, Banking, and financial markets (7-15%)
1. Definition of financial assets: money, stocks, bonds
2. Time value of money
3. Measure of money supply
4. Banks creation of money
5. Money demand
6. Money market
7. Loanable funds market
B. Central bank and control of the money supply (3-5%)
1. Tools of central bank policy
2. Quantity theory of money
3. Real versus nominal interest rates
V. Inflation, Unemployment, and Stabilization Policies (20-30%)
A. Fiscal and monetary policies (15-20%)
1. Demand-side effects
2. Supply-side effects
3. Policy mix
4. Government deficits and debt
B. Inflation and unemployment (5-10%)
1. Types of inflation
a. Demand-pull inflation
b. Cost push inflation
2. The Phillips curve: short run versus long run
3. Role of expectations
VI. Economic Growth and Productivity (5-10%)
A. Investment in human capital
B. Investment in physical capital
C. Research and development, and technological progress
D. Growth policy
VII. Open Economy: International Trade and Finance (10-15%)
A. Balance of payments accounts
1. Balance of trade
2. Current account
3. Capital account
B. Foreign exchange market
1. Demand for and supply of foreign exchange
2. Exchange rate determination
3. Currency appreciation and depreciation
C. Net exports and capital flows
D. Links to financial and goods markets
Note: The percentages approximate the weight on the AP exam. These change from year to year so I will be making adjustments as needed. I reserve the right to make adjustments in course content and/or grading procedures as needed.Copyright College Entrance Examination Board and Educational Testing Services
CLASSROOM RULES AND PROCEDURESSchool Policies/General Information:- All school policies will apply in the classroom. This includes the policy on food, drink, candy and gum in the classroom.Class Preparation:- Students are expected to be in the room when the bell rings. Failure to abide by this will result in the student being counted as tardy.
Classroom Behavior:- This class is conducted like a college level classroom. You are expected to participate in all activities.- Unless it is an extreme emergency no bathroom passes will be issued.Homework:-
Homework will be a part of this class. Homework, reports and projects will be accepted late at a penalty of 25% per day. If you have an excused absence, pre assigned work is due the day you return.
Grading:- Students with excused absences will have five class days to make up homework, tests or exams. Failure to make up a test within five days will result in a zero. Makeup work is your responsibility. High school students tend to study independently while college students tend to study in groups. This is a college level class. Study in groups!!!. However, honesty is expected on all work. Only your work will be accepted. Copying other people’s homework is not studying together and is considered cheating and will be dealt with accordingly.
Remediation/Reassessment Plan:
• Every student will be allowed the opportunity to show proficiency for each standards-based, summative, assessment.
• If a student scores less than a 75% on the unit test, they have the option of retaking that test after completing the following remediation plan.
o Step one – the student must complete the chapter assessment (see teacher for specifics) for each chapter in the unit (or an applicable assignment as designated by the teacher).
o Step two – the student must bring the completed chapter assessments with them to one of the two reassessment tutoring/review sessions, 7:30-8:10am or 3:35-4:15pm, offered for that particular unit by Mr. Robinson.
If ALL chapter assessments are not completed at the time of the review session, the reassessment will NOT be allowed.
These dates can be found on the teacher’s blog.
Student must stay and participate for entire review session.
o Step three – the student will be reassessed the day following the review session, again either in the morning or afternoon.
• The higher of the two scores will be counted, and the maximum grade that can be earned is a 75%.
Dates for remediation/retesting will be posted in the room prior to each unit test--preferably a week in advance, when possible.
• **Remediation Assignment is subject to change depending on student needs. **
The purpose of an Advanced Placement course in macroeconomics is to give students a thorough understanding of the principles of economics that apply to national income and price determination, economic performance measures, economic growth, and international economics.
Materials:In order to be fully prepared, students are expected to have their notebooks (one with pockets to hold handouts), and pens or pencils in class everyday. You will be advised ahead of time if you need any additional materials.
Grading Procedures:Students will be assessed in a variety of ways. This may include but not be limited to homework, worksheets, quizzes, tests, daily work, projects (both individual and group), and a final exam.
The break down of these grades will be as follows:
Tests: 40%.
Daily Activities: 40%
Projects: 5%
State Mandated End of Course Test 15%
Students and parents must understand up front that this is a college level class. As such, students will be expected to spend a great deal more time on this class than they would in an ordinary class. The very nature of economics makes it almost like a foreign language—with its own vernacular and vocabulary. It is very important for the student to work on economics daily or they will ultimately get behind and not be able to catch up.
SUMMARY OUTLINE: AP MACROECONOMICS COURSE AND EXAMINATION
Content Area % goals of examination
I. Basic economic concepts 8-12%
A. Scarcity, choice and opportunity costs
B. Production possibilities curve
C. Comparative advantage, absolute advantage, specialization and exchange
D. Demand, supply, market equilibriumE. Macroeconomic issues, business cycle, unemployment, inflation and growth
II. Measurement of economic performance 12-16%
A. National income accounts (4-6%)
1. Circular flow
2. Gross Domestic Product
3. Components of Gross Domestic Product
4. Real versus nominal Gross Domestic Product
B. Inflation measurement and adjustment (4-5%)
1. Price indices
2. Nominal and real values
3. Costs of inflation
C. Unemployment (4-5%)
1. Definition and measurement
2. Types of unemployment
3. Natural rate of unemployment
III. National income and price determination 10-15%
A. Aggregate demand (5-8%)
1. Determinants of aggregate demand
2. Multiplier and crowding-out- effects
B. Aggregate supply (5-8%)
1. Short-run and long run analyses
2. Sticky versus flexible wages and prices3. Determinants of aggregate supply
C. Macroeconomic equilibrium (5-8%)
1. Real output and price level
2. Short and long run
3. Actual versus full-employment output
4. Economic fluctuations
IV. Financial Sector 15-20%
A. Money, Banking, and financial markets (7-15%)
1. Definition of financial assets: money, stocks, bonds
2. Time value of money
3. Measure of money supply
4. Banks creation of money
5. Money demand
6. Money market
7. Loanable funds market
B. Central bank and control of the money supply (3-5%)
1. Tools of central bank policy
2. Quantity theory of money
3. Real versus nominal interest rates
V. Inflation, Unemployment, and Stabilization Policies (20-30%)
A. Fiscal and monetary policies (15-20%)
1. Demand-side effects
2. Supply-side effects
3. Policy mix
4. Government deficits and debt
B. Inflation and unemployment (5-10%)
1. Types of inflation
a. Demand-pull inflation
b. Cost push inflation
2. The Phillips curve: short run versus long run
3. Role of expectations
VI. Economic Growth and Productivity (5-10%)
A. Investment in human capital
B. Investment in physical capital
C. Research and development, and technological progress
D. Growth policy
VII. Open Economy: International Trade and Finance (10-15%)
A. Balance of payments accounts
1. Balance of trade
2. Current account
3. Capital account
B. Foreign exchange market
1. Demand for and supply of foreign exchange
2. Exchange rate determination
3. Currency appreciation and depreciation
C. Net exports and capital flows
D. Links to financial and goods markets
Note: The percentages approximate the weight on the AP exam. These change from year to year so I will be making adjustments as needed. I reserve the right to make adjustments in course content and/or grading procedures as needed.Copyright College Entrance Examination Board and Educational Testing Services
CLASSROOM RULES AND PROCEDURESSchool Policies/General Information:- All school policies will apply in the classroom. This includes the policy on food, drink, candy and gum in the classroom.Class Preparation:- Students are expected to be in the room when the bell rings. Failure to abide by this will result in the student being counted as tardy.
Classroom Behavior:- This class is conducted like a college level classroom. You are expected to participate in all activities.- Unless it is an extreme emergency no bathroom passes will be issued.Homework:-
Homework will be a part of this class. Homework, reports and projects will be accepted late at a penalty of 25% per day. If you have an excused absence, pre assigned work is due the day you return.
Grading:- Students with excused absences will have five class days to make up homework, tests or exams. Failure to make up a test within five days will result in a zero. Makeup work is your responsibility. High school students tend to study independently while college students tend to study in groups. This is a college level class. Study in groups!!!. However, honesty is expected on all work. Only your work will be accepted. Copying other people’s homework is not studying together and is considered cheating and will be dealt with accordingly.
Remediation/Reassessment Plan:
• Every student will be allowed the opportunity to show proficiency for each standards-based, summative, assessment.
• If a student scores less than a 75% on the unit test, they have the option of retaking that test after completing the following remediation plan.
o Step one – the student must complete the chapter assessment (see teacher for specifics) for each chapter in the unit (or an applicable assignment as designated by the teacher).
o Step two – the student must bring the completed chapter assessments with them to one of the two reassessment tutoring/review sessions, 7:30-8:10am or 3:35-4:15pm, offered for that particular unit by Mr. Robinson.
If ALL chapter assessments are not completed at the time of the review session, the reassessment will NOT be allowed.
These dates can be found on the teacher’s blog.
Student must stay and participate for entire review session.
o Step three – the student will be reassessed the day following the review session, again either in the morning or afternoon.
• The higher of the two scores will be counted, and the maximum grade that can be earned is a 75%.
Dates for remediation/retesting will be posted in the room prior to each unit test--preferably a week in advance, when possible.
• **Remediation Assignment is subject to change depending on student needs. **
Monday, April 11, 2011
Pre AP
Make sure you are keeping up with textbook reading assignments and section/chapter assessments. We will be wrapping up Native American civilization later this week!
Economics/Honors Economics
Make sure you are completing your electric car projects. On level projects are due on Friday, April 29th. Honors projects are due Monday, April 18th.
AP Macro
Make sure you have the unit 6 handouts completed and ready for review (possible testing) on Tuesday/Wednesday. We will begin going over power points for unit 6 this week.
Wednesday, March 16, 2011
AP macro practice test
If you would like a copy of an old AP test for practice, email me and I will send the pdf file with answer key for you. I think it will really help you in your review for your test.
Tuesday, March 1, 2011
AP Macro chapter 21 notes/summary
KEY POINTS:
1. In developing a theory of short-run economic fluctuations, Keynes proposed the theory of liquidity preference to explain the determinants of the interest rate. According to this theory, the interest rate adjusts to balance the supply and demand for money.
2. An increase in the price level raises money demand and increases the interest rate that brings the money market into equilibrium. Because the interest rate represents the cost of borrowing, a higher interest rate reduces investment and, thereby, the quantity of goods and services demanded. The downward-sloping aggregate-demand curve expresses this negative relationship between the price level and the quantity demanded.
3. Policymakers can influence aggregate demand with monetary policy. An increase in the money supply reduces the equilibrium interest rate for any given price level. Because a lower interest rate stimulates investment spending, the aggregate-demand curve shifts to the right. Conversely, a decrease in the money supply raises the equilibrium interest rate for any given price level and shifts the aggregate-demand curve to the left.
4. Policymakers can also influence aggregate demand with fiscal policy. An increase in government purchases or a cut in taxes shifts the aggregate-demand curve to the right. A decrease in government purchases or an increase in taxes shifts the aggregate-demand curve to the left.
5. When the government alters spending or taxes, the resulting shift in aggregate demand can be larger or smaller than the fiscal change. The multiplier effect tends to amplify the effects of fiscal policy on aggregate demand. The crowding-out effect tends to dampen the effects of fiscal policy on aggregate demand.
6. Because monetary and fiscal policy can influence aggregate demand, the government sometimes uses these policy instruments in an attempt to stabilize the economy. Economists disagree about how active the government should be in this effort. According to the advocates of active stabilization policy, changes in attitudes by households and firms shift aggregate demand; if the government does not respond, the result is undesirable and unnecessary fluctuations occur in output and employment. According to critics of active stabilization policy, monetary and fiscal policy work with such long lags that attempts at stabilizing the economy often end up being destabilizing.
1. In developing a theory of short-run economic fluctuations, Keynes proposed the theory of liquidity preference to explain the determinants of the interest rate. According to this theory, the interest rate adjusts to balance the supply and demand for money.
2. An increase in the price level raises money demand and increases the interest rate that brings the money market into equilibrium. Because the interest rate represents the cost of borrowing, a higher interest rate reduces investment and, thereby, the quantity of goods and services demanded. The downward-sloping aggregate-demand curve expresses this negative relationship between the price level and the quantity demanded.
3. Policymakers can influence aggregate demand with monetary policy. An increase in the money supply reduces the equilibrium interest rate for any given price level. Because a lower interest rate stimulates investment spending, the aggregate-demand curve shifts to the right. Conversely, a decrease in the money supply raises the equilibrium interest rate for any given price level and shifts the aggregate-demand curve to the left.
4. Policymakers can also influence aggregate demand with fiscal policy. An increase in government purchases or a cut in taxes shifts the aggregate-demand curve to the right. A decrease in government purchases or an increase in taxes shifts the aggregate-demand curve to the left.
5. When the government alters spending or taxes, the resulting shift in aggregate demand can be larger or smaller than the fiscal change. The multiplier effect tends to amplify the effects of fiscal policy on aggregate demand. The crowding-out effect tends to dampen the effects of fiscal policy on aggregate demand.
6. Because monetary and fiscal policy can influence aggregate demand, the government sometimes uses these policy instruments in an attempt to stabilize the economy. Economists disagree about how active the government should be in this effort. According to the advocates of active stabilization policy, changes in attitudes by households and firms shift aggregate demand; if the government does not respond, the result is undesirable and unnecessary fluctuations occur in output and employment. According to critics of active stabilization policy, monetary and fiscal policy work with such long lags that attempts at stabilizing the economy often end up being destabilizing.
Tuesday, February 8, 2011
Additional Resources
If you need additional resources, please go to the following:
http://www.thomsonedu.com/economics/mankiw/edition_4/macro.html
This is the AP textbook resource website!
http://www.thomsonedu.com/economics/mankiw/edition_4/macro.html
This is the AP textbook resource website!
Econ Standards for Unit 2 --Honors and On Level
SSEF5
The student will describe the roles of government in a market economy.
Element: SSEF5.a
Explain why government provides public goods and services, redistributes income, protects property rights and resolves market failures.
Element: SSEF5.b
Give examples of government regulation and deregulation and their effects on consumers and producers.
SSEF1
The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs and trade offs for individuals, businesses and governments.
Element: SSEF1.a
Define scarcity as a basic condition which exists when limited productive resources exceed unlimited wants.
Element: SSEF1.b
Define and give examples of productive resources as land (natural), labor (human), capital (capital goods), entrepreneurship.
Element: SSEF1.c
List a variety of strategies for allocating scarce resources.
Element: SSEF1.d
Define opportunity cost as the next best alternative given up when individuals, businesses and governments confront scarcity by making choices. SSEF2
The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.
Element: SSEF2.a
Illustrate by means of a production possibilities curve the trade offs between two options.
SSEMI3
The student will explain how markets, prices and competition influence economic behavior.
Element: SSEMI3.a
Identify and illustrate on a graph, factors that cause changes in market supply and demand.
Element: SSEMI3.b
Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.
Element: SSEMI3.c
Define price elasticity of demand and supply.
The student will describe the roles of government in a market economy.
Element: SSEF5.a
Explain why government provides public goods and services, redistributes income, protects property rights and resolves market failures.
Element: SSEF5.b
Give examples of government regulation and deregulation and their effects on consumers and producers.
SSEF1
The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs and trade offs for individuals, businesses and governments.
Element: SSEF1.a
Define scarcity as a basic condition which exists when limited productive resources exceed unlimited wants.
Element: SSEF1.b
Define and give examples of productive resources as land (natural), labor (human), capital (capital goods), entrepreneurship.
Element: SSEF1.c
List a variety of strategies for allocating scarce resources.
Element: SSEF1.d
Define opportunity cost as the next best alternative given up when individuals, businesses and governments confront scarcity by making choices. SSEF2
The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.
Element: SSEF2.a
Illustrate by means of a production possibilities curve the trade offs between two options.
SSEMI3
The student will explain how markets, prices and competition influence economic behavior.
Element: SSEMI3.a
Identify and illustrate on a graph, factors that cause changes in market supply and demand.
Element: SSEMI3.b
Explain and illustrate on a graph how price floors create surpluses and price ceilings create shortages.
Element: SSEMI3.c
Define price elasticity of demand and supply.
Wednesday, January 26, 2011
AP Macro Chapter 17 formulas
Velocity Formula
V= PY/M
Quantity Equation
MV=PY or as your notes say MV=PQ. Both Q and Y represent output (real GDP). As you know, P x Y = nominal GDP (price times output)
The Quantity Theory in 5 Steps:
1. V is stable.
2. So, a change in M causes nominal GDP (P x Y) to change by the same percentage.
3. A change in M does not affect Y: money is neutral, Y is determined by technology & resources.
4. So, P changes by same percentage as P x Y and M.
5. Rapid money supply growth causes rapid inflation
To find the change in P, use this formula:
P=PY/Y (common sense right? the price level is the difference between nominal and real GDP (PY = nominal).
Once you know the change in price level, use the CPI or GDP deflator formula to figure the inflation rate.
Basically, it's current -previous/previous.....remember this from last semester????
ALWAYS REMEMBER:
Inflation…
raises nominal interest rates (Fisher effect) but not real interest rates
increases savers’ tax burdens
lowers the after-tax real interest rate
V= PY/M
Quantity Equation
MV=PY or as your notes say MV=PQ. Both Q and Y represent output (real GDP). As you know, P x Y = nominal GDP (price times output)
The Quantity Theory in 5 Steps:
1. V is stable.
2. So, a change in M causes nominal GDP (P x Y) to change by the same percentage.
3. A change in M does not affect Y: money is neutral, Y is determined by technology & resources.
4. So, P changes by same percentage as P x Y and M.
5. Rapid money supply growth causes rapid inflation
To find the change in P, use this formula:
P=PY/Y (common sense right? the price level is the difference between nominal and real GDP (PY = nominal).
Once you know the change in price level, use the CPI or GDP deflator formula to figure the inflation rate.
Basically, it's current -previous/previous.....remember this from last semester????
ALWAYS REMEMBER:
Inflation…
raises nominal interest rates (Fisher effect) but not real interest rates
increases savers’ tax burdens
lowers the after-tax real interest rate
AP Macro Nominal vs Real interest rates
1. Nominal Interest Rates vs. Real Interest Rates
Suppose we buy a 1 year bond for face value that pays 6% at the end of the year. We pay $100 at the beginning of the year and get $106 at the end of the year. Thus the bond pays an interest rate of 6%. This 6% is the nominal interest rate, as we have not accounted for inflation. Whenever people speak of the interest rate they're talking about the nominal interest rate, unless they state otherwise.
Now suppose the inflation rate is 3% for that year. We can buy a basket of goods today and it will cost $100, or we can buy that basket next year and it will cost $103. If we buy the bond with a 6% nominal interest rate for $100, sell it after a year and get $106, buy a basket of goods for $103, we will have $3 left over. So after factoring in inflation, our $100 bond will earn us $3 in income; a real interest rate of 3%. The relationship between the nominal interest rate, inflation, and the real interest rate is described by the Fisher Equation:
Real Interest Rate = Nominal Interest Rate - Inflation
If inflation is positive, which it generally is, then the real interest rate is lower than the nominal interest rate. If we have deflation and the inflation rate is negative, then the real interest rate will be larger.
Suppose we buy a 1 year bond for face value that pays 6% at the end of the year. We pay $100 at the beginning of the year and get $106 at the end of the year. Thus the bond pays an interest rate of 6%. This 6% is the nominal interest rate, as we have not accounted for inflation. Whenever people speak of the interest rate they're talking about the nominal interest rate, unless they state otherwise.
Now suppose the inflation rate is 3% for that year. We can buy a basket of goods today and it will cost $100, or we can buy that basket next year and it will cost $103. If we buy the bond with a 6% nominal interest rate for $100, sell it after a year and get $106, buy a basket of goods for $103, we will have $3 left over. So after factoring in inflation, our $100 bond will earn us $3 in income; a real interest rate of 3%. The relationship between the nominal interest rate, inflation, and the real interest rate is described by the Fisher Equation:
Real Interest Rate = Nominal Interest Rate - Inflation
If inflation is positive, which it generally is, then the real interest rate is lower than the nominal interest rate. If we have deflation and the inflation rate is negative, then the real interest rate will be larger.
Thursday, January 20, 2011
AP Macro book site
http://websites.swlearning.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780324236958&discipline_number=413
This URL will take you to the website for your textbook, giving you access to powerpoint notes, practice quizzes, etc. Check it out!
This URL will take you to the website for your textbook, giving you access to powerpoint notes, practice quizzes, etc. Check it out!
Tuesday, January 4, 2011
AP Macro Resource link for Semester 2
If you need additional resources, please go to the following:
http://www.thomsonedu.com/economics/mankiw/edition_4/macro.html
This is the AP textbook resource website!
http://www.thomsonedu.com/economics/mankiw/edition_4/macro.html
This is the AP textbook resource website!
Semester 2 Pre AP Course Syllabus
PRE-ADVANCED PLACEMENT
World Geography & World History
Course Description
This is a semester course which will provide the content knowledge and skills necessary to understand the roles, relationships, and responsibilities of people and cultures both past and present. This course will analyze the impact of geography (both political and physical) on the development of societies. You will study the ancient cultures’ of China, India, Southwest Asia and Latin America.. You will chart the movement of population and study the relationship between economic status and social status. You will study the world from a variety of viewpoints with a focus of individual research and decision making.
During the year, we will delve into the themes of world history including topics such as politics, religion, and social class. We will study the main geographical themes of location, place, movement, region, and human/environment interaction. Pre-AP is designed to help you develop the skills necessary to succeed in your future Advanced Placement and honors classes. You will learn writing and reading strategies, the beginnings of how to write a Document Based Questions (DBQ), and how to present information professionally and accurately.
Course Objectives
• Analyze and interpret multiple perspectives relative to historical events
• Develop expository writing skills
• Demonstrate research skills and creative application of historical & geographical knowledge
• Explain and demonstrate the relevance of history and geography to contemporary life
• Debate issues of social, economic, and political importance
• Appreciate differences among people and understand cultural relativity
During the year, students will be asked continuously to connect geographical and historical concepts and events to issues of contemporary importance. This is not an easy task, but it is a necessary one to understand and find relevance in social studies. I encourage parents to help students in this endeavor.
Grading Scale Make-up Policy
90-100% = A Unexcused Absence = 50% max credit
80-89% = B Excused Absence = 2 make up days
74-79% = C Parents need to write a note to, call, or email
70-73% = D the school in order to have an absence excused.
Below 70% = F Note: broken printers, lost materials, and so
on will not be acceptable as excuses.
Attendance
Part of a Pre-AP student’s grade depends on meaningful participation in class discussions and activities. Therefore, it is important that students come to class everyday and participate with an extremely positive attitude.
Cheating
Cheating is an offense that will not be tolerated regardless of any excuse presented. Consequences for cheating are outlined in the Student Handbook. It is the responsibility as student and parent to become familiar with the contents of that handbook or any other Kell High School policies.
Grade Determination
Type % of Grade
Tests 25%
Projects 25%
Tasks/essays/daily work 30%
Quizzes 10%
Final Exam 10%
Learn to take responsibility for your own actions and hold yourself accountable. Don’t blame the teacher for a poor grade or performance. The easiest way isn’t always the best way. Teachers don’t give grades to you; you earn them. Remember an “A” grade is an excellent grade; they are not earned by just turning in all your work and making it to class. Those things are basic expectations for all students.
Course Outline
Unit Topics
1 Basics of Geography
2. Southwest Asia
3 South Asia
4 East Asia
5 Early Civilization in the Americas
Organizational Skills
Students will be required to keep a notebook (3 ring, 1 1/2 inch binder), which will contain the following items:
1. 100 sheets of paper
2. All handouts from the year (gained as we go).
3. Student’s name, class, and other identifiable marks.
It is your responsibility to collect your papers and check them for grading accuracy. Any papers without name and period on them will be put into a lost file for one week and then put into the recycling bin.
Finally, I expect all Pre-AP students to be honest, conscientious and respectful at all times. I also hope that you will all have a good time this semester in my class.
PLEASE READ AND FILL OUT THE FOLLOWING PORTION OF THE SYLLABUS AND RETURN TO MRS. ROGERS FOR A FREE STN.
I, _____________________________________________, have read the entire syllabus
Student’s Name
and agree to all the stipulations, grading criteria, and anything else covered in the syllabus. I understand that the teacher, Mr. Robinson, does not give out grades, but rather that I earn them. I will take part in all class activities with a positive attitude and will maintain good attendance throughout the year. I understand that failure to follow Kell School and classroom rules could jeopardize my grade in Pre-AP.
Student Name: ______________________________________________Date:________________
Student Signature: ___________________________________________
Parent/Guardian Signature: ____________________________________________
Parents’ cell phone number_____________________
Parents’ e-mail address_______________________________
World Geography & World History
Course Description
This is a semester course which will provide the content knowledge and skills necessary to understand the roles, relationships, and responsibilities of people and cultures both past and present. This course will analyze the impact of geography (both political and physical) on the development of societies. You will study the ancient cultures’ of China, India, Southwest Asia and Latin America.. You will chart the movement of population and study the relationship between economic status and social status. You will study the world from a variety of viewpoints with a focus of individual research and decision making.
During the year, we will delve into the themes of world history including topics such as politics, religion, and social class. We will study the main geographical themes of location, place, movement, region, and human/environment interaction. Pre-AP is designed to help you develop the skills necessary to succeed in your future Advanced Placement and honors classes. You will learn writing and reading strategies, the beginnings of how to write a Document Based Questions (DBQ), and how to present information professionally and accurately.
Course Objectives
• Analyze and interpret multiple perspectives relative to historical events
• Develop expository writing skills
• Demonstrate research skills and creative application of historical & geographical knowledge
• Explain and demonstrate the relevance of history and geography to contemporary life
• Debate issues of social, economic, and political importance
• Appreciate differences among people and understand cultural relativity
During the year, students will be asked continuously to connect geographical and historical concepts and events to issues of contemporary importance. This is not an easy task, but it is a necessary one to understand and find relevance in social studies. I encourage parents to help students in this endeavor.
Grading Scale Make-up Policy
90-100% = A Unexcused Absence = 50% max credit
80-89% = B Excused Absence = 2 make up days
74-79% = C Parents need to write a note to, call, or email
70-73% = D the school in order to have an absence excused.
Below 70% = F Note: broken printers, lost materials, and so
on will not be acceptable as excuses.
Attendance
Part of a Pre-AP student’s grade depends on meaningful participation in class discussions and activities. Therefore, it is important that students come to class everyday and participate with an extremely positive attitude.
Cheating
Cheating is an offense that will not be tolerated regardless of any excuse presented. Consequences for cheating are outlined in the Student Handbook. It is the responsibility as student and parent to become familiar with the contents of that handbook or any other Kell High School policies.
Grade Determination
Type % of Grade
Tests 25%
Projects 25%
Tasks/essays/daily work 30%
Quizzes 10%
Final Exam 10%
Learn to take responsibility for your own actions and hold yourself accountable. Don’t blame the teacher for a poor grade or performance. The easiest way isn’t always the best way. Teachers don’t give grades to you; you earn them. Remember an “A” grade is an excellent grade; they are not earned by just turning in all your work and making it to class. Those things are basic expectations for all students.
Course Outline
Unit Topics
1 Basics of Geography
2. Southwest Asia
3 South Asia
4 East Asia
5 Early Civilization in the Americas
Organizational Skills
Students will be required to keep a notebook (3 ring, 1 1/2 inch binder), which will contain the following items:
1. 100 sheets of paper
2. All handouts from the year (gained as we go).
3. Student’s name, class, and other identifiable marks.
It is your responsibility to collect your papers and check them for grading accuracy. Any papers without name and period on them will be put into a lost file for one week and then put into the recycling bin.
Finally, I expect all Pre-AP students to be honest, conscientious and respectful at all times. I also hope that you will all have a good time this semester in my class.
PLEASE READ AND FILL OUT THE FOLLOWING PORTION OF THE SYLLABUS AND RETURN TO MRS. ROGERS FOR A FREE STN.
I, _____________________________________________, have read the entire syllabus
Student’s Name
and agree to all the stipulations, grading criteria, and anything else covered in the syllabus. I understand that the teacher, Mr. Robinson, does not give out grades, but rather that I earn them. I will take part in all class activities with a positive attitude and will maintain good attendance throughout the year. I understand that failure to follow Kell School and classroom rules could jeopardize my grade in Pre-AP.
Student Name: ______________________________________________Date:________________
Student Signature: ___________________________________________
Parent/Guardian Signature: ____________________________________________
Parents’ cell phone number_____________________
Parents’ e-mail address_______________________________
Semester 2 Econ Syllabus
Course Description: The vast majority of the world’s population participates in some form of economic activity on a daily basis. Whether bartering goods using shells or investing in world markets, economic interactions are necessary in our lives. This course is a detailed study of the six primary principles of economics: fundamental concepts, microeconomics, free enterprise, macroeconomics, governmental economic policy, and international economics. You will be expected to actively participate in the analysis of the various topics that we will address. This will be done via several techniques including but not limited to: class discussions, large and small group discussions, simulations, videos, and class projects.
The emphasis of this course is getting you to think analytically about economics, an issue you will surely experience for the rest of your lives.
Materials Required: Red, Black, and Green pens, pencils, one 3 ring binder, one package of dividers, two packs of 3 x 5 notecards
Textbook: Economics: Principles in Action by Prentice Hall ($51.47)
Units of Study
Unit 1 Intro to Econ
Unit 2 Microeconomics
Unit 3 Free Enterprise
Unit 4 Macroeconomics
Unit 5 Government and the Economy
Unit 6 International Economics
Grade Percentages:
Tests 35%
Daily Assignments/Quizzes/Vocabulary 30%
Projects 15%P
articipation 5%
EOCT 15%
EXPECTATIONS
1. Be on time for class. Class will start when the bell rings. Tardy policy in Student Handbook will be followed strictly. Additionally, class ends when the teacher has decided so.
2. Come Prepared to class with your textbook, notebook, and pen/pencils. I am not responsible for supplying you with these items.
3. Participate in class discussion and activities.
4. COMPLETE all assignments. There is a strong correlation between students with borderline grades and those who have not completed assignments. No matter how big or small the assignment, DO IT!
5. SCHOOL POLICY will be STRICTLY FOLLOWED concerning dress code and hats in the classroom
6. SCHOOL POLICY will be STRICTLY FOLLOWED concerning the use of headphones and electronic devices.
7. Only WATER will be allowed in class unless otherwise indicated by teachers.
8. RESPECT others and their property. After all, you want to be treated well too.
9. YOU are responsible for completing your work with the exception of some major projects, ALL HOMEWORK AND DAILY WORK IS DUE ON TIME. Late work will be accepted one day late for half credit. Late Projects grades will decrease by one letter grade for every day late. If you know that you will be absent from school for any reason, have someone bring your project to school.
10. MAKE-UP WORK – IT’S YOUR RESPONSIBLILTY to schedule the day and time to make up any missed assignments when excused a timely fashion. Make-ups are generally offered on Tuesdays.
11. WORK HARD!!! DON’T HARDLY WORK!!
ACADEMIC INTEGRITY
Cheating is considered a serious matter. The parents of a student who has been involved in cheating will be notified and the student will receive a grade of zero for the test or evaluation period, and a grade of U in conduct.For this course, cheating is defined as, but is not limited to, the following acts:§ Copying anyone’s answers to questions, exercises, study guides, classwork or homework assignments§ Taking any information verbatim from any source, including the Internet, without giving proper credit to the author, or rearranging the order of words and/or changing some words as written by the author and claiming the work as his or her own, i.e., plagiarism.§ Looking onto another student’s paper during a test or quiz.§ Having available any study notes or other test aids during a test or quiz without the teacher's permission.§ Collaborating on assignments when independent work is expected.§ Students displaying cell phones during tests and/or quizzes will have their cell phones confiscated, and will be given a zero for that test or quiz.Confirmation.
YOUR SIGNATURE BELOW INDICATES YOURAGREEMENT WITH THE FOLLOWING:§ I have read and understand the academic integrity policy.§ I have reviewed the class syllabus and understand the grading policy.§ I give permission for my child to view G, PG or PG13 movies if they are related to the curriculum of the class.§ I give permission for my child to read the class parallel readings noted in the syllabus.§ I am willing to be contacted by email.§ I have access to the internet and will access the Pinnacle parent feature (once it is available) to check on my child's progress. I understand that teachers will make every effort to post grades within 2 weeks of accepting the assignment, but that posting of grades for larger papers and projects may extend beyond the 2 week timeframe.
Student Signature ________________________________________
Date:_________
Parent/Guardian Signature _____________________________
Date:_________
Contact Information:
Name of Parent____________________________________________________________
Parent Telephone Number_____________________ (H)______________________(W)
Parent Email ___________________________________________________________
Posted by Steven Robinson at 10:20 AM
The emphasis of this course is getting you to think analytically about economics, an issue you will surely experience for the rest of your lives.
Materials Required: Red, Black, and Green pens, pencils, one 3 ring binder, one package of dividers, two packs of 3 x 5 notecards
Textbook: Economics: Principles in Action by Prentice Hall ($51.47)
Units of Study
Unit 1 Intro to Econ
Unit 2 Microeconomics
Unit 3 Free Enterprise
Unit 4 Macroeconomics
Unit 5 Government and the Economy
Unit 6 International Economics
Grade Percentages:
Tests 35%
Daily Assignments/Quizzes/Vocabulary 30%
Projects 15%P
articipation 5%
EOCT 15%
EXPECTATIONS
1. Be on time for class. Class will start when the bell rings. Tardy policy in Student Handbook will be followed strictly. Additionally, class ends when the teacher has decided so.
2. Come Prepared to class with your textbook, notebook, and pen/pencils. I am not responsible for supplying you with these items.
3. Participate in class discussion and activities.
4. COMPLETE all assignments. There is a strong correlation between students with borderline grades and those who have not completed assignments. No matter how big or small the assignment, DO IT!
5. SCHOOL POLICY will be STRICTLY FOLLOWED concerning dress code and hats in the classroom
6. SCHOOL POLICY will be STRICTLY FOLLOWED concerning the use of headphones and electronic devices.
7. Only WATER will be allowed in class unless otherwise indicated by teachers.
8. RESPECT others and their property. After all, you want to be treated well too.
9. YOU are responsible for completing your work with the exception of some major projects, ALL HOMEWORK AND DAILY WORK IS DUE ON TIME. Late work will be accepted one day late for half credit. Late Projects grades will decrease by one letter grade for every day late. If you know that you will be absent from school for any reason, have someone bring your project to school.
10. MAKE-UP WORK – IT’S YOUR RESPONSIBLILTY to schedule the day and time to make up any missed assignments when excused a timely fashion. Make-ups are generally offered on Tuesdays.
11. WORK HARD!!! DON’T HARDLY WORK!!
ACADEMIC INTEGRITY
Cheating is considered a serious matter. The parents of a student who has been involved in cheating will be notified and the student will receive a grade of zero for the test or evaluation period, and a grade of U in conduct.For this course, cheating is defined as, but is not limited to, the following acts:§ Copying anyone’s answers to questions, exercises, study guides, classwork or homework assignments§ Taking any information verbatim from any source, including the Internet, without giving proper credit to the author, or rearranging the order of words and/or changing some words as written by the author and claiming the work as his or her own, i.e., plagiarism.§ Looking onto another student’s paper during a test or quiz.§ Having available any study notes or other test aids during a test or quiz without the teacher's permission.§ Collaborating on assignments when independent work is expected.§ Students displaying cell phones during tests and/or quizzes will have their cell phones confiscated, and will be given a zero for that test or quiz.Confirmation.
YOUR SIGNATURE BELOW INDICATES YOURAGREEMENT WITH THE FOLLOWING:§ I have read and understand the academic integrity policy.§ I have reviewed the class syllabus and understand the grading policy.§ I give permission for my child to view G, PG or PG13 movies if they are related to the curriculum of the class.§ I give permission for my child to read the class parallel readings noted in the syllabus.§ I am willing to be contacted by email.§ I have access to the internet and will access the Pinnacle parent feature (once it is available) to check on my child's progress. I understand that teachers will make every effort to post grades within 2 weeks of accepting the assignment, but that posting of grades for larger papers and projects may extend beyond the 2 week timeframe.
Student Signature ________________________________________
Date:_________
Parent/Guardian Signature _____________________________
Date:_________
Contact Information:
Name of Parent____________________________________________________________
Parent Telephone Number_____________________ (H)______________________(W)
Parent Email ___________________________________________________________
Posted by Steven Robinson at 10:20 AM
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