Contemporary Economics -
Syllabus
John Bouchard M.Ed.
2007-2008
Early College Learning Community
Text and Supplemental Materials - Resources:
Contemporary Economics, William McEarchern
Thomson- Southwestern 2005, Edition 1
Florida Times Union Newspaper ( every Tuesday) News papers in education.
CNN Headline News- Cable news channels
Online financial sites- DOW Jones and NASDAQ
A variety of primary and secondary sources will be used throughout the course.
Internet searches and digital research will be employed.
Current Events will be required weekly.
COURSE DESCRIPTION:
Contemporary Economics provides solid coverage of fundamental economic topics. Concentrating on the NCEE (National Council on Economic Education) standards, the text moves students from the basic question of “What Is Economics?” through clear and visual explanations of demand, supply, market equilibrium, decision making, market institutions, the national economy, government’s role, public policy, and the international economy. This brand new high school instructional package combines comprehensive economic content, sound instructional design, and extensive print and media teaching tools.
A wealth of print, video, electronic, and online resources make it simple to address varied learning styles, use formal and informal assessment, and integrate technology where it makes sense to you. Take a tour of the online resources available at the Xtra! Web Site by visiting http://econxtra.swlearning.com. Excellent features allow students to learn economics by experiencing economics
This is a 18 week course on the A/B Schedule, you will have this course for 2 grading periods.
Economics Units of Study
( Each Unit will take approx. 2 weeks or 5- ( 90 minute) class periods to complete material)
UNIT 1 INTRODUCTION TO ECONOMICS
Chapter 1 What Is Economics?
Chapter 2 Economic Systems and Economic Tools
Chapter 3 U.S. Private and Public Sectors
UNIT 2 THE MARKET ECONOMY
Chapter 4 Demand
Chapter 5 Supply
Chapter 6 Market Forces
Chapter 7 Market Structure
UNIT 3 MARKET INSTITUTIONS
Chapter 8 Businesses
Chapter 9 Labor Markets
Chapter 10 Financial Markets and Business Growth
UNIT 4 THE NATIONAL ECONOMY
Chapter 11 Economic Performance
Chapter 12 Economic Growth
Chapter 13 Economic Challenges
UNIT 5 PUBLIC POLICY AND THE NATIONAL ECONOMY
Chapter 14 Government Spending, Revenue, and Public Choice
Chapter 15 Fiscal Policy, Deficits, and Debt
Chapter 16 Money and Banking
Chapter 17 Money Creation, the Federal Reserve System, and Monetary Policy
UNIT 6 THE INTERNATIONAL ECONOMY
Chapter 18 International Trade
Chapter 19 Economic Development
CORRELATION
CURRICULUM FRAMEWORKS
COURSE TITLE: Economics
COURSE NUMBER: 2102310
SUBMISSION TITLE: Contemporary Economics, by William McEachern, © 2005, ISBN- 0538437006
PUBLISHER: Thomson Learning/South-Western
INTENDED OUTCOMES
(Number and outcome) PAGE(S) OR LOCATION(S)
WHERE TAUGHT
I/M*
1. Demonstrate understanding of the basic economic problems and questions that must be answered by every society. Chapter 1 “What is Economics?” pp. 4-31 I
SS.A.1.4.2 identify and understand themes in history that cross scientific, economic, and cultural boundaries. “Connect to History” features, Chapters 1-19 I
SS.D.1.4.1 understand how many financial and nonfinancial factors (e.g., cultural traditions, profit, and risk) motivate consumers, producers, workers, savers, and investors to allocate their scarce resources differently. Chapter 1 “What is Economics?” pp. 4-31 I
2. Classify economic systems in terms of how a society answers the basic economic questions. Chapter 2.1 “Economic Questions and Economic Systems” pp. 33-40
Unit 2 “The Market Economy” pp. 98-221
SS.D.2.4.1 understand how wages and prices are determined in market, command, tradition-based, and mixed economic systems and how economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security, and growth. Chapter 2.1 “Economic Questions and Economic Systems” pp. 33-40
Unit 2 “The Market Economy” pp. 98-221 I
3. Demonstrate understanding of how economic and government institutions apply basic economic concepts and the possible results. Chapter 4 “Demand” pp. 100-229
Chapter 6.1 “Market Forces” pp. 162-189
SS.D.2.4.2 understand how price and quantity demanded relate, how price and quantity supplied relate, and how price changes or controls affect distribution and allocation in the economy. Chapter 4 “Demand” pp. 100-229
Chapter 6.1 “Market Forces” pp. 162-189 I
INTENDED OUTCOMES
(Number and outcome) PAGE(S) OR LOCATION(S)
WHERE TAUGHT
I/M*
SS.D.2.4.3 understand how government taxes, policies, and programs affect individuals, groups, businesses, and regions. Chapter 3.3 “Public Goods” pp. 75-81
Chapter 3.4 “Providing a Safety Net” pp. 82-91
Chapter 7.3 “Antitrust, Economic Regulation, and Competition” pp. 208-215
Chapter 13 “ Economic Challenges” pp. 386-423
Chapter 14 “Government Spending, Revenue, and Public Choice” pp. 428-457 I
SS.D.2.4.4 understand how United States fiscal policies and monetary policies reinforce or offset each other and how they affect levels of economic activity, the money supply of the country, and the well-being of individuals, businesses, regions, and the nation. Chapter 15 “Fiscal Policy, Deficits, and Debt” pp. 458-483
Chapter 17.2 “Monetary Policy in the Short Run” pp. 525-535
Chapter 17.3 “Monetary Policy in the Long Run” pp/ 536-543 I
4. Demonstrate understanding of concepts essential for measuring economic performance and explaining economic phenomena. Chapter 11 “Economic Performance” pp. 320-351
Chapter 12.2 “Living Standards and Labor Productivity Growth” pp. 366-374
“E-conomics” pp. 332, 372 & 472
“Ethics in Action” p. 349
“In the News” pp. 321 & 475
“NET Bookmark” pp. 322, 331, 337, 360, 389, 408, 469, 476, & 568
“Team Work” p. 331
SS.A.1.4.4 use chronology, sequencing, patterns, and periodization to examine interpretations of an event. “Sequencing” p. xxxiii I
SS.B.2.4.1 understand how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions. “E-conomics” pp. 166, 571, 592
“Ethics in Action” pp. 79, 559, 606
“In the News” pp. 33, 68, 82, 357, 407, 553, 567, 574, 587, 597, 603
“Net Bookmark” pp. 38, 398, 600
“Span the Globe” pp. 8, 52, 65, 111, 136, 182, 194, 230, 258, 307, 328, 378, 417, 444, 463, 506, 539, 563, 601
SS.D.2.4.5 understand basic terms and indicators associated with levels of economic performance and the state of the economy. Chapter 11 “Economic Performance” pp. 320-351
Chapter 12.2 “Living Standards and Labor Productivity Growth” pp. 366-374
“E-conomics” pp. 332, 372 & 472
“Ethics in Action” p. 349
“In the News” pp. 321 & 475
“NET Bookmark” pp. 322, 331, 337, 360, 389, 408, 469, 476, & 568
“Team Work” p. 331 M
5. Demonstrate understanding of the complementary and competing objectives between and within economic systems. Chapter 2.1 “Economic Questions and Economic Systems” pp. 33-40
Chapter 19.1 “Developing Economies and Industrial Market Economies” pp. 587-596 M
SS.A.3.4.8 understand the effects of the Industrial Revolution. “The Industrial Revolution” p. 64
“Connect to History” pp. 124 & 157 M
SS.D.2.4.6 understand factors that have led to increased international interdependence and basic concepts associated with trade between nations. Chapter 18 “International Trade” pp. 552-585
Chapter 10 “ Economic Development” pp. 586-611 M
6. Demonstrate understanding of the economic dimensions of historical and contemporary issues. “Connect to History” pp. 351, 381, 411 & 446
“Connect to History” pp. 581 & 611
“From the Great Depression to the Early 1970s” pp. 405-406
“The Great Stagflation: 1973-1980” pp. 406-407
“Since 1980” p. 408
“Connect to History” pp. 125 & 157
“Connect to History” p. 411
“The Great Depression and Before” p. 404
Chapter 19.3 “Infrastructure and Rules of the Game” pp. 604–605 I
SS.A.3.4.9 analyze major historical events of the first half of the 20th century. “Connect to History” pp. 351, 381, 411 & 446 I
SS.A.3.4.10 understand the political, military, and economic events since the 1950s that have had a significant impact on international relations. “Connect to History” pp. 581 & 611
“From the Great Depression to the Early 1970s” pp. 405-406
“The Great Stagflation: 1973-1980” pp. 406-407
“Since 1980” p. 408 I
SS.A.5.4.1 know the causes of the Industrial Revolution and its economic, political, and cultural effects on American society. “Connect to History” pp. 125 & 157 I
SS.A.5.4.4 understand social transformations that took place in the1920s and 1930s, the principal political and economic factors that led to the Great Depression, and the legacy of the Depression in American society. “Connect to History” p. 411
“The Great Depression and Before” p. 404 I
SS.B.2.4.7 understand the concept of sustainable development. Chapter 19.3 “Infrastructure and Rules of the Game” pp. 604–605 M
7. Demonstrate understanding of personal economic practices. “Economic Choices” p. 6
“Market Participants” pp. 15-16
SS.C.2.4.6 understand the argument that personal, political, and economic rights reinforce each other. “Rational Ignorance” p. 449 M
SS.D.1.4.1 understand how many financial and nonfinancial factors (e.g., cultural traditions, profit, and risk) motivate consumers, producers, workers, savers, and investors to allocate their scarce resources differently. Chapter 1.1 “The Economic Problem” pp. 5-9
“Span the Globe” p. 8 M
SS.D.1.4.2 understand credit history and the positive and negative Discussion of credit cards, pp. 479, 509
M
8. Apply research, study, critical-thinking, and decision-making skills and demonstrate the use of new and emerging technology in problem solving. Research, study, critical-thinking, and decision-making skills: throughout text
Demonstrate the use of new and emerging technology in problem solving: “E-conomics” features Chapters 1-19 I
SS.A.1.4.3 evaluate conflicting sources and materials in the interpretation of a historical event or episode. “Social Studies Skills” pp. xxvi - xxxiii I
Grading Policy, Procedures, and Make-Up Work:
At the beginning of each unit, students will receive an assignment log. This log will detail
all reading and writing assignments for the unit. The assignment log will also include dates
for quizzes, seminars, notebook checks and tests. Students are expected to stay on track with the
assignment log – even if they miss class.
If a student is absent they are expected to turn in assignments within 2 days of their return –
otherwise it is considered LATE. Late work will be accepted, but points will be deducted
from the grade (10% deduction per day). Quizzes or tests missed due to an absence must
be made up before or after school. The deadline for quiz/test make up is one week from
the return date of the student.
Each student is required to maintain a notebook for this course. This notebook will be
brought to class everyday. The notebook will be organized by unit and will include all
notes, writing assignments and handouts for the unit. Students will find that this notebook
will be a valuable study tool as the AP exam approaches.
Quarter grades will be based on how many points the student earns for quizzes, seminars,
notebook checks, tests, assignments and class participation. The grading scale is as follows:
90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, and 59 or below = F.
Grade Recovery Policy:
The Duval School District grade recovery guidelines are, as follows: Any student
receiving a D or an F in a course for a quarterly grade may attempt grade recovery
regardless of absences. Participation in the grade recovery process does not guarantee
a grade change. If all requirements are successfully completed by the due date(s), an “F”
may be changed to a “D” and a “D” may be changed to a “C.” The grade recovery process
is made up of two requirements: satisfactorily completing any work not successfully
completed during the quarter or not submitted during the quarter, and performing satisfactorily
on a comprehensive AP style exam. Any written assignment that previously received a grade
less than “C” must be submitted. The teacher will provide a list of written assignments
that must be completed. These written assignments must be submitted prior to the
administration of the comprehensive AP exam, the administration of which will take place
after school on a date determined by county deadlines. Because the exam includes a
complete multiple-choice section, a Document Based Question and two essays, the exam
will take three (3) hours to complete. Come prepared with pencils, pens, and plenty of
paper. No other previous tests may be retaken for the purposes of the grade recovery
process because the AP exam will suffice as a substitute for any and all previously taken
tests. In order for your grade to be “recovered,” the following must occur: (1) All of the
required written assignments must receive a satisfactory grade (“C”) or higher; (2) Your
score on the comprehensive AP exam must be one letter grade higher than your original
quarter grade: you must receive at least a “D” if your original grade was an “F” and you
must receive at least a “C” if your original grade was a “D.”
Instructor contact via school phone 381-9898 x224 or
Email- BouchardJ@dreamsbeginhere.org