• This course is divided into 6 units.  Units 1-3 are in the 1st half of the course (1st and 3rd quarters), and Units 4-6 are in the 2nd half of the course (2nd and 4th quarters).  The units are as follows:

     

    Unit 1-  Basic Economic Concepts

    Unit 2-  Demand and Supply

    Unit 3-  Business Organizations

    Unit 4-  Personal Finance

    Unit 5-  Macroeconomic concepts

    Unit 6-  Globalization

     

    The following are the course descriptions for Economics with Financial Literacy and Economics with Financial Literacy Honors:

     

    Economics with Financial Literacy course description:

    The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

     

    Economics with Financial Literacy Honors course description:

    The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

    Honors courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects).