• Economics (sheltered)

    Mrs.  Jarrett

     

    COURSE DESCRIPTION

    In this course, students discover that basic economic principles are at work in life every day, and an understanding of these principles helps them to make better economic choices.  Students also learn how governments and private financial institutions impact their economic choices by the decisions they make about “who gets what” in a world with scarce resources. Learning to become a better consumer and citizen is a pretty good tradeoff for the time students will spend in this course.

     

    LONG RANGE UNIT PLAN

    The unit number correlates to the units in the textbook.  The unit order is based on covering the most fundamental economic concepts first.

    Unit

    Chapters

    Time Frame/blocks

    1.  Thinking Like an Economist

    1 – 3

    15

    3.  Business and Labor

    8 – 9

    9

    4.  Money, Banking, and Finance

    10 – 11

    6

    5.  Economic Performance

    12 – 13

    6

    6.  Government and the Economy

    14 – 16

    6

     

    STANDARDS OF LEARNING FOR ECONOMICS

    The student will demonstrate knowledge:

    1. of basic economic concepts and structures
    2. the role of producers and consumers in a market economy
    3. of the price system
    4. that many factors affect income
    5. of a nation’s economic goals, including full employment, stable prices, and economic growth
    6. of the nation’s financial system
    7. of how monetary and fiscal policy influence employment, output, and prices
    8. of the role of government in a market economy
    9. of the global economy

     

     PROGRESSION OF HIGHER ORDER THINKING

    thinking

     

    SHELTERED ECONOMICS

    Sheltered Economics is a way for you to learn economics with a teacher that will be adapting the material to limit the language barriers.

    Something you may notice on the agenda are the objectives.  For example, there is a content objective and language objective.  Content objectives are what we are going to learn.  Language objectives are how we will show what we have learned. This means we will be readingwriting, and talking in the target language of English as we learn about economic concepts. 

     

    CLASSROOM EXPECTATIONS

    This class will operate according to all the principles and rules, as outlined in the Loudoun County Public School system and Loudoun County High School handbooks.

    It is expected that every student arrives to class on time.  Each student will have all the necessary materials that are needed for the day’s assignment (blue or black pen, pencil, and notebook are required every day).  Remain alert, participate actively, and be respectful to the school and other people.  The goal is to have an excellent learning environment in the classroom and online.

     

    DISTANCE LEARNING EXPECTATIONS

    Necessities as outlined by LCPS include:

    • Establish daily routines for learning
    • Identify a space in your home where you can learn comfortably
    • Check you Schoology courses and LCPS email daily
    • Participate in synchronous learning opportunities
    • Be a good digital citizen
    • Communicate with your family, teacher and/or school counselor if you feel you need additional resources or are feeling overwhelmed

     

    UNDERSTANDING ECONOMICS

    To access the online edition of the required textbook if Schoology is down:

    1. Log onto LCPS GO
    2. Scroll Down to the “Textbooks” icon and click
    3. Click the Red McGraw Hill App to launch the textbook

     

    ASSISTANCE

    If you have any concerns about this class, and your experience online, please talk with me.  I am available on Monday’s during office hours and during the Learning Lab at the end of synchronous instruction.  In addition, you can e-mail me or message me via Remind. You should already be enrolled in a remind group.  If not or your phone number changes, text to 81010 and put the corresponding code to your class period into the text message.

     

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    GRADING

    Your grade in this course is based solely on your summative work.   “Summative” work demonstrates mastery of learning and includes work such as tests, quizzes, essays, projects, and portfolios. “Formative” work is done for practice and will not count toward your grade. Students who regularly complete formative work perform much better on summative assessments than students who do not.

      

    NOTEBOOK

    The student notebook for this class will constitute a working portfolio.  This means that students will have to keep warm-ups, journal entries, homework assignments, notes, charts, processing assignments, and other supplemental works well organized in a folder or a three-ring binder.  A good notebook is an organizational anchor for students to be active in their learning.  Tip:  put your name and date on all assignments which will provide for easy organization by date.

    Visit the “Note-taking Tips” topic in Schoology to see the different methods of taking notes during reading and lectures.  In addition, there is a One Note Class Notebook application in Schoology.

      

    LATE WORK

    Summative work is considered late if it is not turned in at the beginning of class on the day it is due or other posted date/time (e.g. Sunday at midnight).  If you experience issues that should make an assignment late you need to communicate that information to the teacher prior to class via an e-mail, remind, or voice mail.  Warning: late work may be evaluated with a sharper eye for details and precision.   Stay on top of the work, because it could be easy to fall behind.  Makeup work like quizzes and tests should be made up in a timely fashion by interim and before the end of the term.

     

    REASSESSMENT

    Reassessments encourage a growth mindset in students and allow them to demonstrate mastery.  If a student scores below an 80% on a major summative assessment (one that is 10 - 20% of the overall grade) then that student should complete the “Interactive Review Ws” for the chapter that needs to be reassessed and request remediation on Mondays or during Learning Lab time at the end of the class. To complete the reassessment, the “Interactive Review Ws” must be completed to ensure that reasonable effort has been made.  Reassessments may be in the form of a retake of another version of the same test to revising a project. They must take place within 6 consecutive school days after feedback from the original assessment.  The new score will be an average of the two scores without exceeding an 80%. The original score and the retake score will be documented in Phoenix.

    *Grey font represents wording from the LCPS’s grading guidelines.

     

    ACADEMIC DISHONEST

    Students are expected to perform honestly on schoolwork, quizzes, and tests. An academic recovery plan may include a parent-teacher conference, retaking the assessment, an alternative assessment, a lowering of the grade or receiving a failing grade.  Teachers may take reasonable action to maintain assessment and test security.

    *Grey font represents wording from the LCPS’s grading guidelines.

     

    ABSENTEE POLICY

    It is the student’s responsibility to make up any missed work.  Be sure to check Schoology for the day’s assignments and worksheets.  Test dates are listed in advance and are time-controlled in Schoology or in Understanding Economics. Due dates for make-up work (projects, tests, etc) will be set on a case-by-case basis.  Late work rules will apply to make-up work if it is turned in after the set due date has passed.

     

    OTHER

    When on LCHS property everyone is to remain silent during fire drills.  
    Use the “restroom pass”; one at a time, please. 

     

    PARENTS/GUARDIANS

    During the semester, take advantage of the Phoenix ParentVUE, Schoology, online textbook, and Remind to be informed of your child’s curriculum pacing and progress.  If for any reason you would like for me to call you, please leave a message for me at (571) 440-2530 ext. 34985.  I will try to return your phone call within 24 hours.  Better yet, you may E-mail me at michiko.jarrett@lcps.org .

     

    Parent/Family necessities as outlined by LCPS include:

    • Help your child establish routines
    • Identify a space in your home where you can learn comfortably
    • Encourage physical activity and exercise
    • Track your child’s learning via Schoology
    • Support your child’s digital citizenship
    • Communicate with your child’s teacher, school counselor or administrator if you feel your child needs additional resources or are feeling overwhelmed

     

     Thank you for your time and support.

Last Modified on August 24, 2020