agenda for board of directors - auburn.wednet.edu · course name: advanced placement u.s....

AGENDA FOR BOARD OF DIRECTORS AUBURN SCHOOL DISTRICT NO. 408

Monday, May 9, 2005

I. TIME AND PLACE

1. 7 p.m. at the James P. Fugate Administration Building

II. ROLL CALL

1. Roll call of board members

III. PLEDGE OF ALLEGIANCE

IV. AUDIENCE PARTICIPATION

1. Written communications

2. Scheduled communications--Nancy Casanova, Wells Fargo, Auburn branch, will speak to the board regarding Team Up for Schools and present the board with a check

3. Unscheduled communications

4. Community groups and organizations

V. STUDENT AND STAFF RECOGNITION

1. Museum partnership

2. WIAA Hall of Fame

3. Evergreen Heights playground equipment

VI. STUDENT PARTICIPATION

1. Auburn High School art display

2. Activity/Athletic report

3. Requests for travel

4. Follow-up information on previous travel

VII. SCHOOL PROGRAMS

1. Social studies electives

VIII. PERSONNEL

1. Certificated and classified personnel report

IX. FINANCE

1. Vouchers

2. Resolution No. 1060

3. Request for authorization to surplus school bus

4. Award of contract--athletic supplies and equipment

5. Award of contract--miscellaneous seating

X. DIRECTORS

1. Approval of minutes

2. Special board meeting

3. Visit by Region X representative

4. NSBA conference

5. Legislative report

Course Name: Advanced Placement U.S. Government and Politics

Grade Level(s): 12

Pathway Connections Primary Pathway Connection:

• Social and Personal Services Secondary Pathway Connection:

• Business and Management • Arts and Communication

Textbooks

• Government in America People, Politics, Policy 12th Edition Authors-Edwards, Wattenberg, Lineberry Publisher-Pearson/Longman

Software

• Microsoft Office Suite • Word • Excel • PowerPoint

Supplemental Materials

• AP Study Guide • AP Review Guide • Test Bank

Course Name: Advanced Placement U.S. Government and Politics Grade Level(s): 12 Course Description: AP US Government and Politics provides an analytical perspective on government and politics in the United States. The course includes both the study of general concepts used to interpret US politics and the analysis of specific examples.

COURSE OUTLINE

I. Constitutional Underpinnings of United States Government

A. Considerations that influenced the formulation and adoption of the Constitution B. Separation of Powers C. Federalism D. Theories of Democratic Government

II. Political Beliefs and Behaviors

A. Processes by which citizens learn about politics B. The ways in which citizens vote and otherwise participate in political life C. Factors that influence citizens to differ from one another in terms of political beliefs and behaviors

III. Political Parties, Interest Groups, and Mass Media

A. Political Parties and elections 1. Functions 2. Organization 3. Development 4. Effects on the political process 5. Electoral laws and systems

B. Interest Groups, including political action committees (PACS)

1. The range of interests represented 2. The activities of the interest groups 3. The effects of Interest groups on the political process

C. The Mass Media

1. The functions and structures of the media 2. The impacts of media on politics

IV. Institutions of National Government: The Congress, the Presidency, the Bureaucracy, and the Federal

Courts A. The major formal and informal institution arrangements of power B. Relationships among these four institutions, and varying balances of power C. Linkages between institutions and the following

1. Public opinion and voters 2. Interest Groups 3. Political Parties 4. The Media 5. Sub-national governments

V. Civil Rights and Civil Liberties

A. The development of civil liberties and civil rights by judicial interpretation B. Knowledge of substantive rights and liberties C. The impact of the Fourteenth Amendment on the constitutional development of rights and liberties


Grade Level(s): 12

Unit I - Constitutional Underpinnings of US Government

Unit Length: 9-27 Hours Unit Goals: Understand the purpose of the constitution and what effected its creation.

Components Learning Outcomes EALRs GLEs Analytical, logical, and creative thinking skills Assessments

A. Considerations that influenced the formulation and adoption of the Constitution

• Articles of Confederation • European Philosophers • Declaration of Independence • Federalist vs. Anti-Federalists

A. Considerations that influenced the formulation and adoption of the Constitution

• Understand the historical context in which the constitution evolved.

• Identify the various intellectual sources that contributed to the writing of the constitution

• Identify the competing strains that influence government operation and scope of power.

Civics: 1.3.3, 1.2.3 1.3.3, 2.1.3 2.2.3, 2.3.3 4.1.3, 4.2.3 History: 1.1.3, 1.2.3 1.3.3, 2.1.3 2.2.3, 2.3.1 3.1.3, 3.2.3 Writing: 1.1, 1.3, 4.1

Reading 1.2.2,1.3.2 2.1.3,2.1.4 2.1.5,2.1.6 2.1.7,2.2.1 2.2.2,2.2.4 2.3.1,2.3.2 2.3.4,2.4.1 2.4.2,2.4.3 2.4.4,2.4.5 2.4.6,2.4.7 3.1.1,4.2.1

Thinking Skills (used through the semester)

Compare & contrast Sequencing Cause & effect Summarize Finding evidence Point of view-bias Integrate information

from various sources to form conclusions

Media Literacy

Multiple Choice Tests & College Board Style Essays with rubrics specifically set by the College Board.

B. Separation of Powers • Madisonian Model • Checks and Balances

B. Separation of Powers • Understand the intention of the framers to limit majority

control and contain factions or tyrannies. • Recognize how the Madisonian model created a

government that would evolve and be flexible over time.


*Unit one box “A” contains the GLE’s that are found throughout course



Media Literacy

Multiple Choice Tests College Board Style Essays with rubrics specifically set by the College Board.


C. Federalism • Systems of Democratic government-

Unitary, Confederate, Federal • Shared Power between States and

Federal governments • Sources of Power-Constitutional

clauses and court cases

C. Federalism • Understand how the Federal style of American

government compares to other types of world democracies.

• Understand the relationship and power struggle between the National government and the states.

• Identify specific aspects of the constitution and specific court cases that provide power to both spheres of government.

Civics: 1.3.3, 1.2.3 1.3.3, 2.1.3 2.2.3, 2.3.3 4.1.3, 4.2.3 History: 1.1.3, 1.2.3 1.3.3, 2.1.3 2.2.3, 2.3.1 3.1.3, 3.2.3 Economics: 1.4.3 Writing: 1.1, 1.3, 4.1



Media Literacy


D. Theories of Democratic Government • Majority Rule, Minority rights • Pluralism • Hyper pluralism • Elite and Class Theory

D. Theories of Democratic Government • Identify the theories of representative democracy. • Understand who has power and influence in our

democratic system and evaluate the validity of the competing theories of representative democracy.

• Recognize that there are specific challenges to democracies, regardless of the theory.




Media Literacy



Grade Level(s): 12

Unit II - Political Beliefs and Behaviors

Unit Length: 18-36 Hours Unit Goals: Understand the purpose and function of political beliefs and behaviors and how they affect the political process.


A. Processes by which citizens learn about politics

• Socialization: Family, School, Media Etc.

A. Processes by which citizens learn about politics • Understand the ways in which culture, family, media, and

education shape citizens’ attitudes about the government and its leaders.




Media Literacy


B. The ways in which citizens vote and otherwise participate in political life

• Voting, Protest, Conventional Participation

• Linkage Institutions; media, political parties, interest groups

• Polling

B. The ways in which citizens vote and otherwise participate in political life

• Identify the numerous ways in which citizens can participate in the political process.

• Identify significant linkage institutions which promote citizen participation.

• Explain the purpose and impact of polling in the political process.




Media Literacy



C. Factors that influence citizens to differ from one another in terms of political beliefs and behaviors

• Political Ideologies/ Spectrum • Demographic characteristics

C. Factors that influence citizens to differ from one another in terms of political beliefs and behaviors

• Understand the political spectrum and historical ideological categories.

• Identify the essential beliefs of the main political parties and where they fit on an ideological continuum.

• Understand the basic demographic makeup of Americans with regard to gender, ethnicity, etc (census)

• Explain what demographic characteristics can contribute to one’s political ideology.




Media Literacy



Grade Level(s): 12

Unit III - Political Parties, Interest Groups, and Mass Media

Unit Length: 18-36 Hours Unit Goal: Understand the purpose and function of political parties, interest groups, and the media and how they affect the political process.


A. Political Parties and elections • Major political parties • Party organization, purpose • Party eras in history • Third parties • Nominations & Campaigns • Electoral College

A. Political Parties and elections • Identify and explain the purpose, function and history of

political parties in America. • Understand the impact of third parties on electoral politics. • Identify and explain the nomination process for national

political offices and how campaigns seek to influence voters. • Understand the electoral college system and the impact of the

electoral process on elections.




Media Literacy


B. Interest groups • Political Action Committees (PACS) • Iron Triangles/sub governments

B. Interest Groups • Identify and explain the purpose, function and history of

interest groups in America. • Understand the relationship between special interest groups

and the political process (elections, etc). • Discuss the relationship between the increasing power of

interest groups and the functioning of representative democracy.




Media Literacy



C. The Mass Media • Types of media-TV, radio, print, etc. • Agenda setting, public opinion

C. The Mass Media • Identify and explain the purpose, function and history of the

media in America. • Understand the relationship between the media and the

political process (elections, etc). • Discuss the relationship between the increasing power of the

media and the efficacy of representative democracy.

Civics: 1.3.3, 1.2.3,1.3.3, 2.1.3,2.2.3, 2.3.3 4.1.3, 4.2.3,4.3.3 History: 1.1.3, 1.2.3 1.3.3, 2.1.3 2.2.3, 2.3.1 3.1.3, 3.2.3 Writing: 1.1, 1.3, 4.1

Compare & contrast Sequencing Cause & effect Finding evidence Point of view-bias Integrate information


Media Literacy



Grade Level(s): 12

Unit IV - Institutions of National Government

Unit Length: 63-81 Hours Unit Goals: Understand the purpose and function of the institutions of the national government and how they affect the political process.


A. Formal and Informal institutional arrangements of Power

• Congress • Presidency • Bureaucracy • Federal Courts

A. Formal and Informal institutional arrangements of Power • Understand the purpose, organization and powers of each

branch of the national government.

Civics: 1.3.3, 1.2.3 1.3.3, 2.1.3 2.2.3, 2.3.3 4.1.3, 4.2.3 3.1.3, 3.2.3 History: 1.1.3, 1.2.3 1.3.3, 2.1.3 2.2.3, 2.3.1 3.1.3, 3.2.3 Economics: 1.4.3 Writing: 1.1, 1.3, 4.1



Media Literacy


B. Relationships among these four branches • Balance of Power • Separation of Power • Checks and Balances • Oversight

B. Relationships among these four branches • Understand how governmental power is shared and contested

among the branches of government. • Understand how specific examples of conflict among the

branches have redefined the scope of power for each. • Understand the political aspects of the power contest

between the branches and how the principle of oversight plays a role in limiting abuses.




Media Literacy



C. Linkages between institutions and other political avenues

• Public opinion, voters, interest groups, political parties, media, state & local governments

C. Linkages between institutions and other political avenues • Demonstrate their knowledge of how informal political

entities (media, parties, interest groups) attempt to influence the struggle between the branches.




Media Literacy



Grade Level(s): 12

Unit V - Civil Rights and Civil Liberties

Unit Length: 18-36 Hours Unit Goal: Understand the various factors influencing civil rights and civil liberties at the federal level.


A. Development of civil liberties and civil rights by judicial interpretation

• Bill of Rights • Specific court cases • Incorporation doctrine

A. Development of civil liberties and civil rights by judicial interpretation

• Identify specific rights and liberties of citizens found in the Bill of Rights

• Understand which landmark cases continue to influence American society and government

• Understand how the judicial process is based on interpretation of the constitution as questions arise in society.




Media Literacy


B. Substantive rights and liberties • Equal rights/ due process • Privacy, religion, expression, etc • Defendants’ rights • 14th amendment impact

B. Substantive rights and liberties • Understand the conflict between the specific enumerated

rights and the implied rights that are assumed to be inherent in the constitution. Also, students will explain how the judicial system has dealt with the problem.

• Recognize how the 14th amendment has been used to secure equal protection and due process for citizens through the judicial branch.




Media Literacy


Course Name: Economics

Grade Level(s): 11 and 12 Pathway Connections Primary Pathway Connection:

• Business and Management Secondary Pathway Connection:

• Arts and Communications • Engineering, Science, and Technology • Health and Medical Services • Environmental and Natural Sciences • Social and Personal Services

Textbooks

• None Software

• Microsoft Office Suite • Word • Excel • PowerPoint

Supplemental Materials

• Junior Achievement Economics Workbook Second Edition, July 2000 HSlOl (02)

• Junior Achievement Study Guide

Second Edition, July 2000 HSI02 (02)


Grade Level(s): 11 and 12 Course Description: Economics course study includes the basic characteristics of the U.S. and world economic systems with an emphasis on the roles of private property, price system, competition, and entrepreneurship. Students will gain understanding of economic concepts such as markets, economic incentives, and opportunity costs related to the United States and world economies. Throughout the course students will study issues, events and people that directly influence the United States and world economic systems.

COURSE OUTLINE

1. Unit I - Introduction to Economics A. What is Economics?

• Voluntary Exchange • Markets

n and Distribution of Goods and Services • Productio• Scarcity • Opportunity Cost • Marginal Benefits • Production Cost • Production -Possibilities Curve

hoices • Basic Economic CB. Fr e United States

ion

of Prices Smith and Wealth of Nations

rprise System

2. Unit I A. Dem

t

• Diminishing Marginal Utility • Substitutes • Market Demand • Price Elasticity of Demand • Reasons why Elasticity is Different for Different Products • Price Effect v. Change in Demand

ee Enterprise in th• Private Property • The Price System• itMarket Compet• Profit • Free Enterprise • Market System • Command System • Traditional System• Mixed Economies • Circular Flow • Goods and Services Markets • Resource Markets • Barter vs. Money • Money as a Medium of Exchange • Store of Value and Measure • Adam• Entrepreneurship• The Goals of the US Free Ente

I - Demand and Supply and

• Law of Demand • Demand and the Price Effec• Buying Power • Diminishing Personal Value

B. Supply • The Law of Supply • Supply and the Price Effect • Market Supply • Price Elasticity of Supply • Testing for Elasticity • The Price Effect vs. Change in Supply

Cost of Production • Changes in the Marginal C. M e arket-Clearing Pric

• Demand and Supply • Market-Clearing or Equilibrium Price

3. Unit III - Business ket Structure A. C s nd Investors

come

dit nce

B. T rprise

and Entrepreneur

Business

vantages of Forms of Business

tives and Franchises

oard of Directors C. Fi n

ments, and Depreciation

Equity • Common and Preferred Stock • The Stock Market • Securities and Exchange Statement Commission • Mutual Funds • Business Accounting • Balance Sheet • Income

• Shortages • Surpluses • How Prices Ration • Prices and Motivation • Information and Incentives

Organization and Maron umers, Savers a• Consumers • Sources of In• Wealth and Saving • Advertising • Budgets • Safety, Rate of Return and Liquidity • Types of Savings • Consumer Credit • Advantages and Disadvantages of Cre• Risk and Insura• Consumer Protection • Government and Consumers he Business of Free Ente• Entrepreneurs • Who Becomes• Economic Role of Small Business • Starting a Small • Sole Proprietorships • Partnerships • Corporations • Advantages and Disad• S Corporations • Not-for Profits • Coopera• Charter and Bylaws • Stockholders and Bna cing a Business • Savings, Invest• Financial Markets • Bonds •

D. How Businesses Compete • Competition and Market Structure • earchers Price Takers and Price S• Pure Price Competition

ic Competition • Monopolist• Oligopoly • Monopoly • DifferProduct entiation

ks

4. Unit I y A. G onomy

fits vices

the Circular Flow and Regressive Taxes

National Debt B. M l Institutions

nking

nd Cost-Push Inflation C. Ec

d Income easonal, and Cyclical Unemployment

e Business Cycle xpansion

5. Unit V -

A. In e Absolute and Comparative Advantages

rotective Tariffs

TA, EU, and ASEAN

• Price Leader • Patents • Copyrights and Trademar• Mergers • Imperfect Competition • Marketing • Product, Price, Promotion and Place

V - The National Economovernment and the US Ec• Role of Government • External Costs and Bene• Public Goods and Ser• Economic Security • Government Spending • Federal Budget • Receipts and Outlays • State and Local Finances • Government and • Proportional, Progressive

ficit and• Budget Surplus/Deciaoney and Finan

• What is Money • The Money Supply • Development of Ba• Banking Services • Bank Reserves • Deposit Multiplier • The Federal Reserve System • Purchasing Power • Demand-Pull aonomic Stability• Calculating GDP, Expenditure an• Frictional, Structural, S• Economic Fluctuations or th

E• Peak, Recession, Trough,• Fiscal Policy • Monetary Policy • Aggregate Demand and Supply • Automatic Stabilizers

International Trade ternational Trad• The Benefits of Trade • Barriers to Trade • Revenue and P• Quotas and Subsidies • Economic Cooperation • Trade Agreements and WTO, NAF• Euro Dollars

• Exchange Rates • Balance of Payments • Balance of Payments • Trade Deficit • Current and Capital Accounts

B. Th G nomy: Achievements and Challenges conomies

• Privatization • Developing Countries • Economic Growth and Development • Economic and Political Freedom • Information and Incentives • Trade and Growth • Environmental Issues • Currency Crises • Population • Economic Thinking

e lobal Eco• Command and Market E


Grade Level(s): 11 and 12 Unit I - Introduction to Economics

Unit Length: 12 Hours

Unit Goal: Explain and define basic economic choices facing all societies.


A. What is Economics? • Voluntary Exchange • Markets • Production and Distribution of

Goods and Services • Scarcity • Opportunity Cost • Marginal Benefits • Production Cost • Production -Possibilities Curve • Basic Economic Choices

A. What is Economics? • Identify and define key terms related

to the foundations of economics. • Recognize the economic limitations

faced by modem societies.

Economics: 1.1 1.2 2.1 2.2 Writing: (applies to all components) 1.1, 1.3, 2.4, 3.2, 3.3, 3.4, 4.1

Reading:2.2.1 2.3.1 2.4.1 3.1.1 3.2.1

Throughout the course, the following thinking skills are stressed to help students apply economic fundamentals to their lives:

• Goal Setting • Problem Solving • Decision Making

• Student Self Evaluation • Selected Responses • Essay Questioning • Performance Tasks • Personal Communication

with the tudent S• Portfolio

B. Free Enterprise in the United States

• .Private Property • The Price System • Market Competition • Profit • Free Enterprise • Market System • Command System • Traditional System • Mixed Economies • Circular Flow • Goods and Services Markets

• e

• neurship • The Goals of the US Free Enterprise

System

• Resource Markets Barter vs. Money

• um of Exchange, StorMoney as a Mediof Value and Measure of Prices

• Adam Smith and Wealth of Nations Entrepre

B. Free Enterprise in the United States • Identify and define key terms related

to Free Enterprise system. • Understand the pillars of U.S.

economic system. • Compare and contrast aspects of four

different basic economic systems. • Understand the goals of the U.S. Free

Enterprise System.

• Observing • Compare/Contrast • Sequencing • Classifying • Finding Patterns • Inferring • Finding Evidence • Predicting • Main Idea • Summarize • Cause and Effect • Fact and Opinion • Point of View • Detecting Bias • Analysis • Synthesis • Evaluation


Grade Level(s): 11 and 12

nd Supply

:

Unit Goal: Identify and recognize economic principles influencing consumer and business

onents ALRs LEs Analytical, logical, and creative thinking skills ents

Unit II - Demand a

Unit Length 18 Hours

decisions.

Comp Learning Outcomes E G AssessmA.

onal Value

Price Elasticity of Demand Reasons why Elasticity is Different for

mand

A.

• • Graphically represent demand schedules and curves

based on principles relating to the law of demand.

mics: 2.1 2.3

ng:

ematics:

1.5.1 5.2.1

•• nce Tasks

Communication with Student

• Portfolio

Demand • Law of Demand • Demand and the Price Effect • Buying Power• Diminishing Pers• Diminishing Marginal Utility • Substitutes • Market Demand ••

Different Products • Price Effect v. Change in De

Demand • Identify and define key terms related to Demand.

Recognize variables that affect demand.

Econo Readi2.2.1 2.3.1

.4.1 23.1.1 3.2.1 Math1.3.1 1.4.1

• Student Self Evaluation

Responses • Selected Essay Questioning

Performa• Personal

B. Supply • The Law of Supply • Supply and the Price Effect • Market Supply

the Marginal Cost of Production

B. Sup• Identify and define key terms related to Supply. • Recognize variables that affect Supply. • Graphically represent supply schedules and curves

to the law of supply.

• Price Elasticity of Supply • Testing for Elasticity • Effect vs. Change in Supply The Price • Changes in

ply

based on principles relating

C. Market-Clearing Price Dema• nd and Supply

Market-Clearing or Equilibrium Price • Shortages • Surpluses • How Prices Ration • Prices and Motivation, Information and

Incentives

• Identify and define key terms related to the Market-Clearing.

• Recognize variables that affect Market-Clearing Price.

• Graphically represent schedules and curves based onprinciples relating to Market-Clearing Price.

•

C. Market-Clearing Price


Grade Level(s): 11 and 12 Unit III - Business Organization and Market Structure


Unit Goal: The student will understand the relationship between their personal economic decisions, the larger market structures, and the Government’s role in as intermediary in the US economy.


A. Consumers, Savers and Investors

• Consumers • Sources of Income • Wealth and Saving • Advertising • Budgets • Safety, Rate of Return and Liquidity

advantages of

Consumer Protection ers

• Types of Savings • Consumer Credit • Advantages and Dis

Credit • Risk and Insurance •• Government and Consum

A. Consumers, Savers and Investors • Students will be able to identify and

define key terms related to the consumption, savings, investment, and credit

• Students will be able to understand the importance of advertising in marketing.

• Students will be able to identify the role of government in consumer protection.

• Students will be able to compare and contrast the value of a variety of personal investment products.

Economics: 2.1., 2.2, 2.3, 2.4 3.1, 3.2 Mathematics: 1.3, 1.4, 1.5 5.2

Reading: 1.1, 1.2, 1.3, 1.4 2.1, 2.2, 2.3,2.4 3.1, 3.2

• Student Self Evaluation • Selected Responses • Essay Questioning • Performance Tasks • Personal Communication

with Student • Portfolio

B. The Business of Free En rte prise

• Entrepreneurs • Who Becomes an Entrepreneur? • mEconomic Role of S

all Buall Business

siness rships

• Disadvantages of

• Cooperatives and Franchises • Charter and Bylaws • Stockholders and Board of Directors

•

•

• Starting a Sm• Sole Proprieto• Partnerships

Corporations • Advantages and

Forms of Business • S Corporations • Not-for-Profits

B. The Business of Free Enterprise

Students will be able to identify and define key terms related to Free Enterprise in the US.

• Students will be able to analyze the advantages and disadvantages of different types of business organizations.

• Students will be able to identify the characteristics of an Entrepreneur.

Students will be able to understand Government’s role in monitoring and regulating free enterprise.


C. Financing a Business • Savings, Investments, and

Depreciation • Financial Markets • Bonds • Equity • erred Stock Common and Pref• The Stock Market

Securities and• Exchange Statement

nting

Commission • Mutual Funds • Business Accou• Balance Sheet • Income

C. Financing a Business • Students will be able to identify and

define key terms related to financing a business.

• Students will be able to identify different types of investment options.

• Students will be able to interpret a stock quote table and accompanying graphs.

• Students will be able to understand Government’s role in monitoring and regulating investment options.

D. tructure

archers Competition

on

Mergers • Imperfect Competition • Marketing • Product, Price, Promotion and Place

• and

• ognize the

• Government’s role in monitoring and regulating anti-competitive behavior.

How Businesses Compete • Competition and Market S• Price Takers and Price Se• Pure Price • Monopolistic Competiti• Oligopoly • Monopoly • Product Differentiation • er Price Lead• Patents, Copyrights and Trademarks •

D. How Businesses Compete Students will be able to identify define key terms related to how businesses compete.

• Students will be able to identify the various types of market structures. Students will be able to recenvironmental characteristics of the various market structures. Students will be able to understand


Grade Level(s): 11 and 12 Unit IV- The National Economy


Unit Goal: The student will understand the role of government in promoting their goals of economic growth and full employment.


A. Government and the US Economy

• Role of Government • External Costs and Benefits • Public Goods and Services • Economic Security • Government Spending • Federal Budget • Receipts and Outlays • State and Local Finances • Government and the Circular

Flow • Proportional, Progressive and

Regressive Taxes • Budget Surplus/Deficit and

National Debt

A. Government and the US Economy • Students will be able to identify and

define key terms related to the US government fiscal policy.

• Students will be able to understand the competing interests that complicate the budgetary decisions made at the national level.

• Students will be able to identify the role of government in redistributing wealth to provide public goods and services.

• Students will be able to understand the different types and functions of taxes.

Economics: 1.2 2.2, 2.4 3.1, 3.2 Mathematics: 1.3, 1.4, 1.5 5.2

Reading: 1.1, 1.2, 1.3, 1.4 2.1, 2.2, 2.3,2.4 3.1, 3.2


• Selected Responses • Essay Questioning • Performance Tasks • Personal


• Portfolio

B. Money and Financial Institutions

• What is Money? • The Money Supply • Development of Banking • Banking Services • Bank Reserves • Deposit Multiplier • The Federal Reserve System • Purchasing Power • Demand-Pull and Cost-Push

Inflation

B. Money and Financial Institutions • Students will be able to identify and

define key terms related to monetary policy.

• Students will be able to apply the knowledge of the tools employed by the Federal Reserve to hypothetical monetary policy decisions.

• Students will be able to identify the causes of and remedies for inflation.

• Students will be able to understand the Federal Reserve’s role in regulating banking and the money supply.


C. Economic Stability • Calculating GDP, Expenditure

and Income • Frictional, Structural,

Seasonal, and Cyclical Unemployment

• Economic Fluctuations or the Business Cycle

• Peak, Recession, Trough, Expansion

• Fiscal Policy • Monetary Policy • Aggregate Demand and

Supply Automatic Stabilizers

C. Economic Stability • Students will be able to identify and

define key terms related to economic stability.

• Students will be able to explain the different types of unemployment and their causes.

• Students will be able to identify the pattern of a standard business cycle.


Grade Level(s): 11 and 12 Unit V- International Trade


Unit Goal: The student will understand the interdependence between the US economy and the world economy.


A. International Trade • The Benefits of Trade • Absolute and Comparative

Advantage • Barriers to Trade • Revenue and Protective Tariffs

Quotas and Subsidies • Economic Cooperation • Trade Agreements and WTO,

NAFTA, EU, and ASEAN • Euro Dollars • Exchange Rates • yments Balance of Pa• Trade Deficit • Current and Capital Accounts

A. International Trade • Students will be able to identify and define

key terms related to international trade. • Students will be able to understand the

benefits of trade. • Students will be able to understand the

trend toward the globalization of the world economy.

• Students will be able to recognize the role of major international trade and treaty organizations.

Civics: 3.1,3.2 4.1 Economics: 1.1,1.2 2.1, 2.2, 2.3 2.4 3.1, 3.2 Geography: 2.2 History: 3.1,3.2, 3.3 Mathematics: 1.3, 1.4, 1.5 5.2

Reading: 1.1, 1.2, 1.3, 1.4 2.1, 2.2, 2.3,2.4 3.1, 3.2


• Selected Responses • Essay Questioning • Performance Tasks • Personal


• Portfolio

B. The Global Economy: Achievements and Challenges

• Command and Market Economies

• Privatization • Developing Countries • Economic Growth and

Development • Economic and Political

Freedom Information and Incentives

• Trade and Growth • Environmental Issues • rises Currency C• Population • Economic Thinking

B. The Global Economy: Achievements and Challenges • Students will be able to identify and define

key terms related to the global economy. • Students will be able to understand the

economic challenges faced by the developing countries.

• Students will be able to understand the impact of industrialized nations on the lesser developed countries.

agenda for board of directors - auburn.wednet.edu · course name: advanced placement u.s....

Documents