AP Macroeconomics Syllabus
Spencer McFarling
smcfarling@dentonisd.org
Conference A4/B4
General Rules and Expectations
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Be in class and in your seat when the bell rings
Be ready to start class and work until the end of class
Bring all materials to class every day.
Be respectful (of others and yourself)
Course Description
This course is an introduction to Macroeconomics. It deals with the economic principles that apply to an
economic system as a whole, such as national income and price determination, economic performance
measures, economic growth, international trade, government spending and taxation, money and banking.
Microeconomics focuses on individual economic entities such as consumes and firms and emphasizes the
allocation of resources and outputs between individual economic segments. Microeconomic basics will be
included in the first six weeks.
Resources:
Textbook: McConnell, Campbell and Stanley Brue. Economics, Principles, Problems and Policies, 15th ed. New
York, NY: McGraw Hill, 2002.
Course Outline
*subject to change*
Unit One: Intro to Economics/Supply and Demand
Unit Two: The Market System
Unit Four: The Global Economy
Unit Five: Macro Measurements
Unit Six: AD/AS & Fiscal Policy
Unit Seven: Banking and Monetary Policy
Unit Eight: Macro Problems
Chapters 1, 2, &3
Chapters 4&5
Chapter 6 (37&38)
Chapter 7&8
Chapters 11&12
Chapters 13, 14 &15
Chapters 16, 17&18
Please sign, detach, and return the bottom portion of this form.
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and understand the syllabus for AP Economics. “ Day/Block _______
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Assessment Percentages
Tests/Projects
Class work/homework
80%
20%
Grading Assessment Procedures and Guidelines
Regular Classes:
Minor Summative Assessments:
30%
Major Summative Assessments:
70%
Pre-AP/AP Classes:
Minor Summative Assessments: 20%
Major Summative Assessments: 80%
Denton ISD recently adopted a standards-based grading policy. Grades will be determined based on a student’s mastery of course
standards. Only major and minor summative assessments will be considered in determining a student’s grade.
Summative assessments assess how well a student has mastered the objectives. They are designed to provide information
to be used in making judgments about a student’s achievement at the end of a sequence of instruction.
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Major summative assessments are designed to evaluate understanding. They take place at the end of a learning
unit, incorporating what has previously been tested in the unit’s minor assessments.
Examples: Critical Reading of a Text, Response to Literature, Writing, Revising and Editing, etc.
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Minor summative assessments are designed to check for understanding, addressing a smaller set of learning objectives.
Examples: Quizzes, Discussion of Literature, Writing Revisions, etc.
Formative assessments will be given continually. They are practice so that the student and teacher can gage the success
of the student. They are designed to provide direction for improvement and/or adjustment of teaching and learning activities for individual students or for a whole class.
Examples: teacher observation, discussion, practice, homework, instructional questions, initial drafts/attempts, independent practice, daily work,
Reassessment: Because students master material and learning at different rates, students may reassess summative assessments if they have not demonstrated mastery. A student may opt to retake assessments only after he or she has demonstrated new learning to justify a reassessment. Demonstration of new learning is determined by the teacher. As a general
guideline, reassessment must be completed within one week of the primary assessment. A student may reassess once on a
minor or major summative; reassessments are worth full credit.
Supplies
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Textbook (McConnell & Brue, 15th ed.)
Spiral, composition book or binder for keeping up with notes and homework
Writing instruments (various colored pens/pencils – markers if you prefer)
Dry Erase Markers (we will use small dry erase boards for graphing practice)
Sidewalk Chalk – nice days we’ll work on graphs outdoors
Index Cards (optional – for vocabulary)