Mr. Kirby Economics and World History Who are you/Who am I? Before you get started. I will be sharing what’s on these cards throughout the term in the form of a guessing game : Answer the following on your note card (use both sides). 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. My hobbies are…… My favorite TV show is….. My favorite food is….. My birthday is …… My favorite color is…… I am most proud of….. My favorite childhood memory was….. My favorite vacation spot is….. I have lived in……. (places) A recent movie or book I enjoyed was….. I find ________ creepy or scary. The person I look up to or would like to be like is….. Quietly read through the syllabus (5-10 minutes) while I take attendance please. Highlight key points that catch your attention or that you think are the main points of this document. Write two questions (at least) you have about this class for me on the back. We probably will share these out. General Info. Before I get started 1. Seating chart- we will change often. For the first week, self selected (choose wisely). I will make up a chart next week (to try and get to know your names). If you cannot focus where you at- move or I will move you. 2. Materials: Spiral notebook or three ring binder. We will take notes and answer questions to share out and or turn in everyday. You will keep some valuable notes for tests/quizzes (assessments)- have an organized place to keep them. Something to write with-pen/pencil. Highlighter pen (everyday) Some days you will need a calculator 3. Bathroom- One at a time- (not the first ten minutes, last ten minutes or when I am talking up front. Abuse it/lose it. 4. Electronics- off and away, unless I say. This is your warning. I will take your electronics if they are out. Mine are in my car to not tempt me or disrupt this class. 5. First 5/10 minutes- “Please do your warm up” Get in a habit/routine-I should not have to remind you. We should all be working by the time the bell rings ideally. 6. Last 4 minutes- I will teach or we will work until the last 4 minutes of class. Do not pick up early. Do not line up at the door. Do not loiter. If you do this, you will be the last one to leave and then I will feel compelled to coach you on these points during passing period. Pass Out Pre- Test On the back- divide your paper into four equal sections Upper Left- Define the following terms (try?/!) 1. Economics 2. Scarcity 3. Entrepreneur 4. Labor 5. Capital Bottom Left- What are your strengths and weak areas as a student/learner? (What do you do well/not so well?) Upper Right- Write a paragraph with the focus: “Everything I think I know about economics.” Bottom Right- What qualities in a teacher/coach/leader do you respond the best to? The least to? MY WEB PAGE Mark Kirby Economics Social Studies-Economics and World History Kirbym@northclack.k12.or.us Syllabus Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 World History Syllabus Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 ! Proficiency: “A Growth Mindset!” ASSESSMENT CALENDAR Clackamas High School–Proficiency Rubric-Kirby SS CATEGORY LABEL Exceeds (5) Proficient (4) GRADE GENERALIZED DEFINITION 90-100% Meets all of the requirements of the grade level standard and can demonstrate understanding at a higher level of rigor based on Blooms Taxonomy. 80-89% Meets all of the requirements and demonstrates all of the knowledge and skills of the grade level standard at the appropriate level of rigor. 70-79% Meets the most basic elements of a given standard, but not all knowledge and skills embedded in the standard are demonstrated. Demonstrates the essential knowledge and skills required. Cannot demonstrate level of rigor called for by verb in the standard. 60-69% Meets a few elements of a given grade level standard, but many required elements are missing and limited understanding demonstrated. 40% Student completed the assessment/assignment, but little, if any evidence of learning relative to the standard is shown. Progressing (3.5) Emerging (3) Insufficient Evidence (2) NO ATTEMPT MADE Blank in Grade Book Student did not take or finish yet the given assessment. Mr. Kirby Economics and World History Mr. Kirby Clackamas High School Discussion Question #1 (Write the question in the left hand column of your Cornell Notes): What do all of these people have in common? 1. Please write your answers in the right hand column of your notes! 2.Pair/ share your answers 3. Share out in your table group 4. Share out-entire class It’s not where you start, It’s where You finish! Or maybe we are……….. Never Finished! Discussion Question #2: What does the new Nike slogan “Never Finished” mean to you. Use one or two Of these people to prove your point. It is said that most successful people all share one common characteristic or trait. They all have: Grit! Discussion Question #3: What is grit? Define grit in your own words and give some examples of what grit is. Grit! Determination Perseverance Bravery Fortitude Courage Risk Taker Tenacity This is not your typical traditional class. In this class we will not…. 1. Sit in rows. 2. Listen to only the teacher talk in front of the class. 3. Have a lot of homework during the week. 4. Have homework during the weekend. 5. Think about this class much outside of school. You and I both have a social life and interesting hobbies outside of school to tend to. The tradeoff here is, we will… 1. Come to class ready to learn before the bell rings. 2. Participate to the best of our abilities -taking notes, working in small groups, thinking critically and sharing our thoughts aloud. 3. We will get our work done in class, not waste time and respect everyone’s right to learn and improve our skills. 4. “Begin with the end in mind”, have class goals and targets and ALL of us will reach these by the end of the term. MY WEB PAGE Mark Kirby Economics Social Studies-Economics and World History Kirbym@northclack.k12.or.us Syllabus Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 World History Syllabus Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 ! Proficiency: “A Growth Mindset!” ASSESSMENT CALENDAR Priority Economic Standards Econ 50. Explain how economic indicators (including, but not limited to GDP, unemployment, Consumer price Index, inflation) describe the condition of the economy. Econ 46. Distinguish, between fiscal and monetary policies, and describe the role and function of the Federal Reserve. Econ 51. Explain how supply and demand represent economic activity and describe the factors that cause them to shift. Define economic terms (eg. elasticity, substitution, regulation, legislation) and identify examples of them in the current economy . Econ 53.Describe the characteristics of command, market, traditional and mixed economies and how they affect jobs and standards of living. SSA 59. Demonstrate the skills and dispositions needed to be a critical consumer of information SSA 62. Propose, compare, and judge multiple responses, alternatives or solutions to issues or problems; then reach an informed, defensible, supported conclusion. Priority World History Standards HT 10. Evaluate an historical source for point of view and historical context. HT 11. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the internet to support or reject hypothesis. SSA 58. Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persausive appeals. SSA 60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view. SSA 59. Demonstrate the skills and dispositions needed to be a critical consumer of information. RH.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. FORMATIVE ASSESSMENTS/PRACTICE The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments are generally low stakes, which means that they have low or no point value (“E-Tickets”, “Cornell Notes”) Daily practice formative assignments or assessments will count as 20 percent of the total grade. SUMMATIVE ASSESSMENTS/PERFORMANCE The goal of a summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against the Oregon standards or benchmarks. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include a final exam or a final project. Summative assessments will count as 80 percent of the total grade. “I CAN” STATEMENTS Daily Leaning Targets written in “User friendly” language . As an essential element of assessment for learning, the "I can" statements provide students with a clear understanding of the curriculum, instruction and assessment expectations for each daily lesson. Students will ascertain information through the reading of the text, classroom packets, power points, video clips, Internet research, teacher lectures and classroom discussions. Retakes: Students will have the opportunity to re-take summative assessments only; however you will need to complete your assigned re-take requirements before you are able to do so. Once you have completed these requirements, you will be able to re-take assessment and keep your highest score. Extra Credit: There is no extra credit in this class. The opportunity to re-take summative assessments will take the place of extra credit work. Clackamas High School–Proficiency Rubric-Kirby SS CATEGORY LABEL Exceeds (5) Proficient (4) GRADE GENERALIZED DEFINITION 90-100% Meets all of the requirements of the grade level standard and can demonstrate understanding at a higher level of rigor based on Blooms Taxonomy. 80-89% Meets all of the requirements and demonstrates all of the knowledge and skills of the grade level standard at the appropriate level of rigor. 70-79% Meets the most basic elements of a given standard, but not all knowledge and skills embedded in the standard are demonstrated. Demonstrates the essential knowledge and skills required. Cannot demonstrate level of rigor called for by verb in the standard. 60-69% Meets a few elements of a given grade level standard, but many required elements are missing and limited understanding demonstrated. 40% Student completed the assessment/assignment, but little, if any evidence of learning relative to the standard is shown. Progressing (3.5) Emerging (3) Insufficient Evidence (2) NO ATTEMPT MADE Blank in Grade Book Student did not take or finish yet the given assessment. Late Work: Most work for this class will be done in class. Homework and or projects need to be turned in on time. Late work receives an automatic one grade deduction (the highest score someone could get on a late assignment/project in other words is a 4/5-proficient). Assignments for each unit will not be accepted after the day of a unit summative assessment. Practice assignments not turned in at all are entered as a “blank” in the grade book. After the unit exam, these ‘blanks’ become a score of”0” in Synergy. Summative assessments not taken by the end of the term will be entered as an automatic 2/5 (40%). Advanced Proficiency Students demonstrating advanced proficiency will be offered extensions to address individual rate and level of learning. Extensions may include the following: a. b. c. d. Creating opportunities that require higher order thinking skills and inquiry. Offering options to explore class topics more deeply. Providing access to advanced-level materials. Offering other extensions appropriate to student's needs. At the beginning of class students should come in and complete the quick activities written on the board. (KIM vocab, Quick write or Daily Trivia Contest) Your job at the beginning of class/practice time: Please be responsible and selfdisciplined- get your materials out and get started quietly on your warm up. You will write in your social studies notebook/spiral or on a handout provided by me. If I have to remind you it is time to do your warm up and quietly work, I will be less than happy. My job at the beginning of class/practice time: Take attendance (this is my legal responsibility; “Horman Law” in the first 10 minutes of class). I also want to insure that anyone who has been absent can get the assistance they need to not “feel lost”. DURING CLASS When I talk or others “have the floor” –please listen! Everything I have to say is relevant. Be respectful of others when they are talking To get my attention raise your hand to be recognized before talking (please don’t blurt!) Feel free to express your ideas, opinions and questions and respect the right of others to do the same. Students will obey all teacher instructions the first time they are given. No student will leave the classroom (rest room, etc.) without permission. Cell phones or electronic devices need to be SHUT OFF and PUT AWAY in class unless authorized by the teacher for educational purposes Common Sense Course Rules and Courtesies to ALL: Come to class on time ready to learn, problem solve and collaborate with others. Please refrain from any behaviors that will interfere with the teaching and learning environment. Technology-“off and away unless I otherwise say!” Cornell Notes: “Summary Paragraph” Now, tell me a little about you. Suggestions for your paragraph: Likes/dislikes Family (siblings) Pets Hobbies/activities outside of class Goals for this year/the future Favorite Movie What kind of music do like (artists/songs) Problem Solving Task #1: Create a “How to be successful in Economics Class”Poster (50 pts.- Practice) Directions/Criteria: 1. Can work alone or in partners. 2. I will give you piece of poster paper. 3. Use colored pencils or markers to color and shade poster. (no pencil) 4. Include a list 10 ways/principles/behaviors/rules to be successful in this class. 5. Include 5 pictures 6. Have a catchy title or slogan. 7. Include a colorful border 8. Top 4 posters in World History class and Economics Class will win a less than fabulous prize (candy) and all the honor and glory of a job well done. Problem Solving Task #1: Create a “How to be successful in World History-Poster Contest (50 pts.- Practice) Directions/Criteria: 1. Can work alone or in partners. 2. I will give you piece of poster paper. 3. Use colored pencils or markers to color and shade poster. (no pencil) 4. Include a list 10 ways/principles/behaviors/rules to be successful in this class. 5. Include 5 pictures 6. Have a catchy title or slogan. 7. Include a colorful border 8. Top 4 posters in World History class and Economics Class will win a less than fabulous prize (candy) and all the honor and glory of a job well done. “How to be successful in Economics Class” Rubric EXCEEDING 5 PROFICIENT 4 PROGRESSING 3.5 EMERGING 3 Excellent- final draft, “award winning” quality. Very creative, all components present including colored/shaded pictures (5) , detailed information (list of 10 rules/behaviors), title and border. Good - final draft, quality. Creative, all components present including colored/shaded pictures (5) , detailed information (list of 10 rules/behaviors), title and border. Good - final draft qualityall components present including pictures (5) , information (list of 10 rules/behaviors), title and border. “JUST THE FACTS MAN!” O.K.-A draft-all components present including pictures (5) , information (list of 10 rules/behaviors), title and border. “Bare minimum- to get out of Dodge alive!” . . “How to be successful in World History Class” Rubric EXCEEDING 5 PROFICIENT 4 PROGRESSING 3.5 EMERGING 3 Excellent- final draft, “award winning” quality. Very creative, all components present including colored/shaded pictures (5) , detailed information (list of 10 rules/behaviors), title and border. Good - final draft, quality. Creative, all components present including colored/shaded pictures (5) , detailed information (list of 10 rules/behaviors), title and border. Good - final draft qualityall components present including pictures (5) , information (list of 10 rules/behaviors), title and border. “JUST THE FACTS MAN!” O.K.-A draft-all components present including pictures (5) , information (list of 10 rules/behaviors), title and border. “Bare minimum- to get out of Dodge alive!” . .