IB-MYP, HONORS, STANDARD (Law-Related Studies)

CIVICS & ECONOMICS

IB-MYP, HONORS, STANDARD (Law-Related Studies)

Instructor: Mr. Roshan R. VARGHESE

Contact Info:980-343-6007 (x285);

Classroom:A-34

Office Hours:(1) Game Days: 215-500 PM (Home); 215-400 PM (Away)

(2) Non-Game Days: 215-245 PM

(3) By appointment

Through the study of Civics and Economics, students consider political, governmental, and legal topics that engage them in examining the legal and political systems of our society, and the basic economic concepts, economic institutions, as well as reasoned approaches for analyzing economic problems, actions, and policies. Basic foundations in civics, government, and economics begin with and continue throughout the K-9 social studies program. This course begins with the historical foundations of civil, political, and economic activism that created our nation, state, and localities. It empowers students to become politically and economically active and responsible citizens of the twenty-first century. Civics and Economics, recommended for grade ten, develops the foundations for United States History by examining the early historical period of the nation, its founding documents, the Federalist Papers, and the formation of the United States a nation state.

In all social studies courses, knowledge and skills depend upon and enrich each other while emphasizing potential connections and applications. In addition to the skills specific to social studies, there are skills that generally enhance students’ abilities to learn, to make decisions, and to develop as competent, self-directed citizens that can be all the more meaningful when used and developed within the context of the social studies.

It is important that students be exposed to a continuum of skill development from kindergarten through grade twelve. As they encounter and reencounter these core skills in a variety of environments and contexts that are intellectually and developmentally appropriate, their competency in using them increases.

Through the study of Civics and Economics, students will acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will need a practical understanding of these systems of civics and economics that affect their lives as consumers and citizens. Furthermore, this course serves as a foundation for United States History. It is recommended that this tenth grade course, Civics and Economics, directly precede the eleventh grade United States History survey course to maintain continuity and build historical perspective.

As informed decision-makers, students will apply acquired knowledge to real life experiences. When studying the legal and political systems, students will become aware of their rights and responsibilities and put this information into practice. The economic, legal, and political systems are balanced for presentation and, like other social studies subjects; this course lends itself to interdisciplinary teaching. The goals and objectives are drawn from disciplines of political science, history, economics, geography, and jurisprudence.

Rules/Expectations:

Students will respect all classroom members/individuals (i.e.-instructor, fellow colleagues, visitors, etc).
Students will serve the needs and interests of the classroom community.
Students will always strive for excellence, in all aspects of the academic environment, never settling for survival as the final destination.

Students will come to class prepared to LEARN, having all materials out and ready at the sound of the Tardy bell.
Students will be dismissed by the instructor ALONE, and not by the sound of a pre-arranged bell.
Students will raise their hand to be acknowledged by the instructor, as well as, respect the opinions of their fellow peers when they are speaking.
Students will follow and obey all school rules within the classroom, including all of the detailed rules and regulations described in their CMS Student Rights and Responsibilities handbook.

***Students may expect that Rules/Expectations are subject to be added onto, updated, changed (in some format), and or deleted at the SOLE discretion of the instructor, at any given juncture throughout the school year.***

Required Text(s):

McClenaghan, William A. Magruder’s AMERICAN GOVERNMENT. Needham, Massachusetts. Prentice Hall: 2004 Edition. Copyright ©2004. ISBN #0-13-181675-6.
North Carolina End-of-Course Coach. CIVICS AND ECONOMICS: Grade 10. New York, New York. Triumph Learning. Copyright ©2006. ISBN #1-59823-074-3.

Recommended/Optional Text(s):

Loewen, James W. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York, NY: Touchstone. ISBN# 0-684-81886-8. (APA Format)
Cayton, Andrew et al. AMERICA: PATHWAYS TO THE PRESENT: Modern American History. Prentice HallSchool Division. Copyright ©June 2002. ISBN 0130528498: Hardcover. (MLA Format)
Cayton, Andrew et al. AMERICA: PATHWAYS TO THE PRESENT: Modern American History-Guided Reading and Review Workbook. Prentice HallSchool Division. Copyright ©June 2002. (MLA Format)
Wiegand, Steve. U.S. History for Dummies. For Dummies. Copyright ©2001. ISBN 076455249X: Paperback. (MLA Format)
Zinn, Howard (2003). A People’s History of the United States. New York, NY: The New Press. ISBN # 1-56584-826-8. (APA Format)
Princeton Review. Cracking the AP U.S. History Exam. 2006-2007 Edition. Princeton Review: New Jersey. Copyright©2006. ISBN 0375765336. (MLA Format)

Materials Needed for Success:

Textbooks (each & every class session)
3-ring Binder: specifically for use in this course
Colored-coded Dividers (minimum of 15)
Inside-binder Hole Puncher
Loose-leaf Paper (college-ruled), to place in binder
#2 Pencils; Black/Blue Pens; Erasers
Craft supplies (colored pencils/markers; glue sticks, scotch tape, etc.)
Kleenex boxes/sets (for personal use)
*Hard work ethic*
*Willingness to excel*
*Ability to produce & perform*

CMS Grading Scale:A: 93-100%PEAK Grading Scale:A

B: 85-92%B

C: 77-84%NY=Not Yet

D: 70-76%

F: <70%

Grading Scale (Weighting of Assignments):

Tests/Projects/Essays:50%

Quizzes:20%

Homework:20%

Classwork/Participation:10%

Extra Credit:NONE

Final Grade Breakdown:

Semester 1:37.5% (80%, 20%)

Semester 2:37.5%(80%, 20%)

EOC: 25%

Instructional Breakdown:

Goal 1:Foundations of the American Political System

Goal 2:U.S. Constitution as the Embodiment of Democracy

Goal 3:State/Local Governments in N.C.

Goal 4:Citizens’ Participation in the Local, State & National Levels

Goal 5:Resolution of Conflicts in the Political & Legal System

Goal 6:The Creation, Implementation & Defense of Laws

Goal 7:Why Certain Economic Choices?

Goal 8:The Economic System of the U.S.

Goal 9:Factors Affecting the U.S. Economy

Goal 10:Personal Responsibilities of Citizens in a Democratic Setting

Daily Classroom Routine:

Step 1:Focus and Review
Daily Warm-ups; Daily Quizzes
Step 2:Objectives
Step 3:Teacher Input
Lecture; Enhanced Direct Instruction
Step 4:Guided Practice
Collaborative Learning/Discovery
Step 5:Independent Practice
Individual Learning/Discovery
Step 6:Closure

Honor Code/Academic Integrity:

The honesty, trustworthiness, and personal integrity of each student are integral to the life and purposes of the HardingUniversityHigh School community. This statement is embodied in one of our oldest traditions, and that is the honor system (or honor code, as some may call it). When you committed to becoming a part of the HardingUniversity student body, you agreed to live by the honor system defined by not only this institution, but Charlotte-Mecklenburg Schools, as a whole. In specific terms that means that you and every other student have agreed not to deceive (lie to) any member of the community, not to steal from one another, not to cheat on academic work, not to plagiarize academic work, and not to engage in any other forms of academic misconduct. It means that we can trust each other, and that we willingly accept responsibility for our own conduct and activities. This is a tradition that goes back to the founding of this place of academic learning, and with your participation, it continues to be a cornerstone of our community and our interactions with one another.

Statement of Principle

HardingUniversityHigh School is a community of men and women that seeks the enlightenment and freedom which come through diligent study and learning.

A tradition is shared that embraces freedom and integrity and that acknowledges the worth of the individual. This heritage, established by the founders and nurtured by succeeding generations, promotes a democratic spirit arising form the open-mindedness and discourse.

HardingUniversityHigh School fosters compassion and caring for others. Its collective strength and character are derived from the values and distinctive experiences of each individual; therefore, the richness of human intellect and culture is affirmed and its contribution to knowledge, faith, reason, and dialogue. Furthermore, HardingUniversityHigh School strives toward a society in which good will, respect, and equality prevail. To that end, hatred and bigotry in any form are rejected, and justice, honor, and mutual trust are promoted.

Cheating includes but is not limited to:

A. Unauthorized copying from the work of another student.

B. Using notes or other materials not authorized during an examination.

C. Giving or receiving information or assistance on work when it is expected that a student will do his/her own work.

D. Engaging in any similar act that violates the concept of academic integrity (honesty, trust, fairness, respect, and responsibility).

E. Cheating infractions will apply to:

*Examinations, *Tests, *Quizzes, *Reports, *Homework, *Any work submitted by a student to fulfill course requirement and presented as solely the work of the student.