Glencoe High School

Class Syllabus for Economics

Barbara Furstenberg

Teacher Contact Information

Teacher Name / Barbara Furstenberg
Teacher E-mail /
Teacher Phone / 503-844-1900 ext. 3693
Teacher Website / Google Classroom class code: qps5j5j
Office Hours and Availability / ●  In general, the best way to contact a teacher is via email. Staff at Glencoe will return phone calls and emails to parents in a timely fashion.
●  Teachers regularly update parentvue. Be sure to have a log-in and check your student’s progress frequently.
●  Teachers are also often willing to work with students outside of class time; however it is up to students to arrange this time with the teacher.
●  I am available: I am available: 7:30-8:30 AM, and after school by appointment

Course Information

Subject - Course Title / Social Sciences - Economics
Course Description /
This course is designed to provide the student with a basic understanding of both the principles and concepts of personal finance, micro and macroeconomics. The major topics include budgeting, banking, investments, scarcity, supply and demand, the price mechanism, comparative economic systems, inflation, unemployment, the business cycle, national income analysis, the Gross Domestic Product, monetary and fiscal policy, and international trade
Course Content / Course objectives are consistent with the Oregon Social Sciences Academic Content Standards.
Economics
 Distinguish between fiscal and monetary policies, and describe the role and function of the Federal Reserve.
 Explain how economic indicators (including, but not limited to GDP, unemployment, Consumer Price Index [CPI], inflation) describe the condition of the economy.
 Explain how supply and demand represent economic activity and describe the factors that cause them to shift. Define economic terms (e.g., elasticity, substitution, regulation, legislation) and identify examples of them in the current economy.
 Describe characteristics of command, market, traditional, and mixed economies and how they affect jobs and standards of living.
 Explain the function of the stock market.
 Explain business cycles and how they affect producers and consumers.
 Describe the “circular flow” of economic activity and the role of producers, consumers, and government.
Social Science Analysis
 Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals.
 Demonstrate the skills and dispositions needed to be a critical consumer of information.
 Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view.
CCSS Literacy Standards
 RL 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
 RL 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
 RL 8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with
other information.
 WL 4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
 WL 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
 WL 7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, under investigation. demonstrating understanding of the subject
 WL 9. Draw evidence from informational texts to support analysis, reflection, and research.
 WL 11. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WICOR Strategies / Flexible Grouping: provides an opportunity to differentiate
instruction within whole group, small group, one-to-one,
or independent learning.
Support Tools: prepare and incorporate non-linguistic
representations, teacher-created notes, CLOZE activities/reading,
translations, etc.
Academic Language Scripts: provide an opportunity for oral
language development by creating a structured way for students
to engage in academic discourse for vocabulary and language
development in a scholarly environment.
Rehearsal and Revision: engage students in practice of formal
register (vocabulary and language development) in which they
attempt, practice, and correct their own responses.
Sentence Frames: prepare and incorporate guiding prompts
for questions and responses to provide scholarly visual anchors
for students to add their own ideas.
Word Banks: prepare and incorporate lists of content or
academic vocabulary that students choose from to integrate
into a personal written or oral response.
Writing + Speaking; Speaking + Writing: incorporate writing
Grading Scale / A / 4.0-5.0
B / 3.0-3.9
C / 2.0-2.9
D / 1.0-1.9
F/I / 0-0.9
Incompletes: Students may receive an incomplete grade from a teacher for various reasons. If an incomplete is given students must finalize their grade by completing any missing or make-up work within 2 weeks of the next semester starting. At this point any incomplete grade will become F.
Grading Policy / Grading Policy. Grading Policy. All assignments will be graded using the 5-point scale (see below) and be weighted as follows:
Summative Assessments--80%
Formative Assignments--20%
Late Work. For work turned in past the one week deadline the policy is as follows:
• An alternate assignment may take the place of a late assignment.
• All missing assignments must be completed within one week of the current grading period. See teacher for extenuating circumstances. Adjustments per teacher discretion.
Make-up Work and Exams. District policy states students with excused absences are allowed one more day than the number of days absent to complete and submit any assigned make-up work. It is the student's responsibility to contact teacher for make-up work and instructions. Check Quizlet.com and Google Classroom for this course.
Test Retake Policy. Students may re-take any exam one week prior to the end of a grading period. Students should show evidence of additional practice before re-taking an exam.

Classroom Expectations

Behavior Expectations /
Behavioral expectations for this course are aligned with the district and building policies.
Cell Phones
and Technology / Student electronic devices are only allowed in classrooms with teacher approval at appropriate times and for appropriate uses. Misuse of technology will result in the following consequences:
●  First offense. Warning from the teacher.
●  Second offense. Phone must be given to Assistant Principal’s office and picked up at the end of the day by student.
●  Third offense and beyond. Phone must be given to Assistant Principal’s office and picked up by a parent/guardian.
Attendance
and Tardies / Students are encouraged to have over 90% attendance. Students who miss class are less likely to be successful in school. ALL absences need to be excused by parent/guardian.
●  Unexcused period absences are considered “skipping” and may result in a referral. Allowing make-up work for unexcused absences is up to teacher discretion. A student who is more than 10 minutes late is considered unexcused absent.
●  For excused period absences, students have the number of days missed to make-up missing work. Exceptions to this are based on teacher make-up work policy.
●  Tardies. Students who arrive to a class after the late bell rings must get a pass from the attendance office before being admitted to class. A period tardy results in lunch detention.
Academic Honesty / Students are expected to put forth their best efforts on tests and assignments, and not deliberately underperform. Students are expected to demonstrate respect toward their instructors and peers by encouraging and facilitating learning. Engaging in various forms of cheating or academic dishonesty does not permit students to realize the full extent of the educational experience or their full academic potential. Students are encouraged to converse with others and assist other students, except when doing so is inconsistent with testing or assignment instructions.
Prohibited events include, but are not limited to, using or sharing prohibited study aids or other written materials on tests or assignments. Academic dishonesty also includes sharing, collaborating, or communicating with others on tests or assignments, before or during tests or assignments, in violation of directions by the class instructor. Academic dishonesty may also include knowingly sharing false information or knowingly misleading another to reach a false answer or conclusion.
Students who engage in academic dishonesty must either complete the invalidated summative assessment or an alternative assessment chosen by staff. Discipline may include detention; prohibiting the student from participating in school-sponsored activities or events; denial or revocation of school-conferred titles, distinctions, honors, or privileges; or suspension or expulsion.
Behavior Interventions