Kamehameha High School

KAMEHAMEHA HIGH SCHOOL

SOCIAL STUDIES DEPARTMENT

SCHOOL YEAR 2010-2011

COURSE SUMMARY

*ECONOMICS*

KUMU JIMMY CHUN

OVERVIEW

The Economics Lab course is a one-semester survey course that covers basic economic principles, phenomena, models, policies and applications. However, this course is geared more to the basic understanding of the underlying economic principles that the student will encounter as he/she exercises the basic rights and obligations of a citizen. This course fulfills the economics graduation requirement and is designed to increase the student’s economic knowledge and thinking, reading, and writing skills. The student will also be able to recognize and explain how economic principles relate to their everyday lives.

Integration of Technology
Kamehameha Schools provides access to many technological tools to enhance the teaching and learning process such as laptops, online resources, BlackBoard, probes, etc. We support the integration of technology as a critical component in preparing students to thrive in our global society. As appropriate to each course, teachers will provide further classroom expectations and guidelines as to the extent technology (e.g. laptops, websites, BlackBoard, etc) will be utilized for research, instruction, assessment, and communication purposes.

COURSE GOALS

Upon completion, the student will:

-  recognize how limited resources result in scarcity.

-  explain why all choices involve costs and benefits.

-  explain the fundamental economic questions: (1) What will be produced and in what quantity? (2) How will it be produced? and (3) From whom will it be produced?

-  explain the laws of supply and demand.

-  compare and contrast perfect competition, monopolies, monopolistic competition, and oligopolies.

-  explain the role government plays in the American market economy.

-  explain how macroeconomic principles affect our everyday decision.

The student will also be able to:

- develop reading, writing, speaking, and critical thinking skills.

- recognize how models are used to analyze economic problems.

- graph and interpret supply and demand curves.

- analyze statistics.

COURSE TEXTS

Clayton, Gary E., Ph.D., Economic Principles and Practices, Westerville, Ohio; Glencoe/McGraw-Hill, 2008.

Sebranek, Patrick, Dave Kemper, and Verne Meyer; Writer’s Inc, A Student Handbook for WRITING AND LEARNING; Wilmington, MA; Houghton Mifflin Co., 2001.

Other selected readings as assigned.

GRADING PROCEDURES

Quarter and semester grades will be assigned according to a student's percentage of possible points earned.

Each quarter's grade will be weighted as follows:

10% Homework Assignments

40% Quizzes & Tests

20% Classwork

30% Analysis Papers/Projects

100%

The semester grade will be based on an even weighting of the grades each quarter grade (40% each) with the remaining 20% of the grade based on the semester final.

Grading Scale:

Letter Grade / Range in Percentages / Letter Grade / Range in Percentages
A / 93-100% / C / 73-76%
A- / 90-92% / C- / 70-72%
B+ / 87-89% / D+ / 67-69%
B / 83-86% / D / 63-66%
B- / 80-82% / D- / 60-62%
C+ / 77-79% / F / 0-59%

Policy on Make-up Work: Make-up work will only be accepted in the case of excused absences.

·  The student is responsible for making arrangements with the teacher for the submission of make-up work. Arrangements should be made on the first day back from the absence. Students will have the same number of days missed to complete make-up assignments.

·  If a student is absent prior to or on the day of a quiz/test, the student will be required to take the quiz/test upon his/her return to school. At the discretion of the instructor, however, exceptions will be made depending on unusual circumstances.

·  Late assignments will be accepted one day late only and will be reduced by one letter grade.

Policy on Extra Credit:

·  “Bonus” assignments will be offered throughout the course. Students must be in class on the day a bonus assignment is given and/or due in order to receive points. These assignments will always benefit and never hurt the student’s grade.

STUDENT RESPONSIBILITIES

1.  The student is personally responsible for achieving the course goals.

This implies all of the following:

a.  Daily attendance and punctuality. Regular attendance in class is essential, and please be on time!

ii.  Permission to attend college representative visits and field trips will be at discretion of the teacher and will be conditional on academic progress and material to be covered on the day of the event.

iii.  A student will be assigned detention after the third unexcused tardy in the semester.

iv.  A student who is absent is responsible for obtaining class notes and making arrangements for make-up work.

b.  Timely submission of all assignments.

c.  Demonstration of commitment to po'okela (excellence) in all homework, quizzes, projects and exams.

d.  Active participation in all classroom activities. Active participation will allow students to more quickly gain an understanding of economic principles. Students are encouraged to ask questions at any time during class.

e.  Arranging additional help as needed.

i.  Students are often able to better, and more quickly, assess their own understanding of economic concepts. Do not wait for the teacher to offer additional help.

ii.  The assigned readings, class lectures and classroom activities are the student's primary resources for learning economics. Students are encouraged to seek out secondary sources, on their own or by the recommendation of the teacher.

iii.  Students are encouraged to ask the teacher for additional help during office hours or study help. Study help is mandatory when requested by the teacher. Failure to show up for a mandatory study help session will result in detention.

iv.  Students may ask the instructor for additional challenges to gain a more advanced understanding of economic concepts and principles.

2.  The student is responsible for contributing to a positive cooperative learning environment.

This implies all of the following:

a.  Everything implied by 1.

i.  Any student not committed to personally achieving the course goals distracts from a positive cooperative learning environment.

ii.  Attendance and participation are contributions. Tardiness is a clear distraction.

iii.  Asking questions in class.

If you have a question, it is usually the case that half of the class has the same question. Ask the question for everyone's benefit.

b.  Organizing and participating in group study.

i.  Cooperative effort is authorized, and encouraged, for all homework assignments, projects and preparation for quizzes and exams unless otherwise instructed by the teacher.

ii.  The Honor Code will be written on all exams, quizzes and projects. The Honor Code will also be written on homework assignments when designated by the teacher.

iii.  Along with the Honor Code, the students should acknowledge any authorized assistance.

c.  Demonstrating common courtesy and respect for classmates, teachers and visitors.

d.  Care of textbook and school facilities.

e.  Adherence to all other school policies.

TEACHER RESPONSIBILITIES

1.  The teacher is responsible for contributing to a positive cooperative learning environment.

This implies all of the following:

a.  Provide the class with well-organized lectures, class activities, homework assignments and projects that will aid the students in achieving the course goals.

i.  The teacher will regularly update the class to keep on track to achieve the course goals.

ii.  The teacher will adapt the schedule and type of instruction as needed to best assist students in achieving the course goals.

b.  Keep the students appraised of their progress.

i.  Assess students understanding of the material through quizzes and exams, which are challenging but fair.

ii.  Grade and return exams, quizzes, projects and homework in a timely manner.

Return dates will be announced when work is submitted. The teacher will be expected to meet that deadline just as a student is expected to submit work in a timely manner.

iii.  Allow students easy access to records by regularly distributing grade reports.

iv.  Issue progress reports to notify students of exceptional performance, both positive and negative.

v.  Inform students when their behavior has become disruptive to the classroom. Students who demonstrate disruptive behavior after having been informed of the problem will be referred to the vice-principal and be subject to the school disciplinary procedures.

c.  Provide additional assistance to students.

i.  When progress is insufficient, the teacher will require the student to attend study help.

ii.  The teacher will make herself available each day during study help and office hours. Although appointments are not necessary during those times, students are encouraged to set appointments during these times. Appointments may also be scheduled at other times depending on the teacher's schedule.

iii.  The teacher will respond to e-mail questions in timely fashion. The student can expect a 24-hour turn-around. However, the teacher will reserve the right to suggest an alternative response, either covering the question in class or suggesting a meeting to discuss the answer to complex questions.

d.  Adherence to and enforcement of all other school policies.

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