ACE Global Economics

2009-2010

Colleen Call

colleen.call@fayette.kyschools.us

I. Course Description:

Global Economics is a course that focuses on the governments and economies of selected countries around the world.  This is a comparative course by design; as such students will use the United States government and economy as starting points from which they will learn how to draw comparisons and recognize challenges.  The study of geography will also be present throughout this course with particular attention to how the themes of geography are connected to the study of government and economics.   

Students will begin the course with exposure to various theories concerning government and economic systems. The relationship between political and economic systems will be heavily emphasized, with particular attention to how this relationship plays out in the global society.

Moving from theory to practice, the course will bring in specific case studies (countries) as a way to understand the various government/economic systems at work. While the United States serves as the basis for our comparison, students will be asked to look objectively at the various challenges that come with instituting effective government and economic principles/policies.

This is a demanding course; however, students will be taught the skills necessary so that they may develop into critical thinkers.  This course aims to develop economic reasoning and an understanding for how individuals and societies form governments.

In order to meet the needs of all learners enrolled in this course, particular attention will be given to teaching and practicing the strategies necessary to “learn how to learn.”  Embedded in the content of the course will be exposure to the following skill sets:

-          Making comparisons

-          Identifying political roots and attitudes

-          Recognizing bias/Understanding point of view

-          Determining cause and effect

-          Drawing inferences/Drawing conclusions

-          Researching for content

-          Analytic writing

II. Creativity/Action/Service (CAS)

CAS is a requirement for all students entering the ACE Pre- Diploma Programme at TCHS.  You will be expected to complete a total of ten hours during your freshman year.  The components of the CAS program will be discussed in detail and more information will be made available on my website.  It will be your responsibility to keep up with your CAS hours, however I will be available for consultation if you have any questions.  SEE ADDITIONAL HANDOUTS

III. The Historical Investigation

An historical investigation (HI) for this course is required.  The HI is a problem solving based paper that allows you to apply research/writing skills and content knowledge to a particular area of study that interests you.  

The paper will be divided into sections. The purpose of dividing the paper is to allow the opportunity to experience the HI as part of a greater research process.  Each section will have a respective due date; I will keep you up to date on these due dates via my webpage and frequent handouts (see communication below).  Your final paper will be turned in before the exam period of spring semester.  This paper will be a significant portion of your grade, fitting into the summative category (see grade policy below)

As a class, we will focus on the following components of the HI: developing research questions, reviewing and practicing proper research methods, analyzing sources, analytical writing, and documenting sources in an authentic and ethical manner.  Imbedded in these skill sets there will be attention to the writing process.  The ninth grade ACE English teachers will be collaborating with us to develop the HI paper.

IV. Communication

It is very important to stay up to date on all assignments, readings, and projects.  Staying in close communication with me is essential to having success in this course.

Class website: I maintain a class website with important dates, assignments, readings and announcements.  Please refer to this website often and use it for your benefit.  We will spend time as a class becoming familiar with my webpage so that you will know how to use it on your own.  Updates on the website will occur every Friday, with assignments /announcements posted for the following week. 

http://www.staff.fcps.net/ccall

Email: Email is a great way to stay in touch with me throughout the year.  There is a link to my email on my webpage, and you are welcome to use that if you ever have a question concerning a class matter.  I check my email periodically each day.

colleen.call@fayette.kyschools.us

One on one: The best time to talk with me one on one is during my planning or before /after school.  My planning on ‘A’ days is during 3^rd block, 11:30- 1:45 (NOTE—I will have supervision duty from 12:05-12:35 during this planning period).  My planning on ‘B’ days is during 4^th block, 1:45-3:15.  Additionally, you may come to meet with me before or after school.   However, be sure to make an appointment with me beforehand. 

V.  Grading Policy

ALL WORK IS TO BE TURNED IN TO YOUR CLASS FOLDER AT THE BEGINNING OF CLASS UNLESS COLLECTED BY ME PERSONALLY. 

Your grade will be based on the following scale:

100-92- A

91-83- B

82-75-C

74-65- D

64 and below- F

Your grade will be comprised of two categories:

Formative (50%)

-          Daily Assignments

-          Homework

-          Quizzes

Summative (50 %)

-          Unit Tests

-          Unit Projects

-          Semester Exams

-          CAS Hours

-          Historical Investigation

-          Notebook Checks—see additional handout

A) Grade Checks-

After each unit test (or equivalent), an updated grade sheet will be distributed in class.  This sheet will be sent home for parent/guardian signature.  Signed grade sheets are considered as homework assignments.  If you have questions about your grade it is your responsibility to see me before or after class.  NOTE—Please make an effort to familiarize yourself with the IC parent /student portal.  You will be able to view current grades via this program. 

B) Late work –

You may receive half credit for late work within the unit.  This means that I WILL NOT ACCEPT LATE WORK ONCE WE HAVE COMPLETED THE STUDY OF A UNIT

When turning in late work:

-          Place your work in your class folder marked Late Work. In the top right hand corner include the following:

o       Your name

o       Your class block

o       The current date

o       The original due date

C) Absent work-

If you are absent for a quiz or test it is your responsibility to make this assessment up.  Quizzes or tests must be made up within a week after the absence . Opportunities for making up absent work include:

-          ESS

-          Before/after school (make an appointment with me beforehand)

-          Study hall period (must clear this with me in advance)

If you are absent and this absence is excused you have “one day plus one” (due on the next A/B day) to turn in any assignments that are posted.  It is your responsibility to check for what work you missed. 

When turning in absent work:

-          Place your work in your class folder marked Absent Work. In the top right hand corner include the following:

o       Your name

o       Your class block

o       The current date

o       The original due date

My website is an excellent place to look for missing assignments, as well as readings due for the week.  If you have questions, please see me before or after class.

VII. Expectations

It is important that everyone be on the same page when it comes to the expectations I have for this class. I am committed to working hard and being prepared each day – I expect the same from you. 

A) Academic Expectations:

-Commit to a positive attitude

-Be open to a challenge

-Be proactive

You will be asked to think in a manner you may not be accustomed to—embrace this challenge.  I am here to help you be a better student. 

If you find yourself struggling to maintain academic success in the classroom, I will keep open communication with both parents and the IB Coordinator.  This process is to ensure the most support for you as a student.  

B) Behavior Expectations:

- Show respect to yourself and your peers

- Show respect to your teacher

- Show respect to your school

If respect is broken I will talk with you one on one, and then follow up with a call home.  If for some reason there continues to be a problem, a referral will be written.  In addition to this referral, I will keep communication lines open with parents and the IB Coordinator as to the situation. 

BRING BACK SIGNED FOR HOMEWORK CREDIT!!!

Student:

Please take time to review these expectations, as well as the course description, course calendar and policies/procedures explained in this syllabus.  When you have read over the material please sign to show you understand the expectations for my classroom.

Student Name: _____________________________________________

Student Signature: __________________________________________

Student Email (if applicable): __________________________________

Parents/Caregivers:

It is important to me that you become familiar with the syllabus so that you can stay abreast of important information/assignments/and expectations.  I will post a syllabus on my webpage for your convenience (http://www.fcps.staff.ccall/net). Please refer to this if any questions arise.

Please sign to show you have reviewed this syllabus with your child and understand the expectations for my classroom.

Parent/Caregiver Name(s): _____________________________________

Parent Signature: _____________________________________________

Email: _______________________________________________________

Best time to contact via phone:

________________________________________________________________________________________________________________________________.

Additional information you would like to provide (i.e., cell phone number, other contact info):