Birmingham Public Schools A K-12 Narrative of Social Studies Education in 2015

High School Economics

11 th and 12 th Grade Leen Sharba, 16yrs old; 11 th Grade Syrian (Refugee) Cultural Challenges. English Language nuances (Parents not speak English). Practicing Muslim (Shia); Doesn’t wear traditional attire Maya, age 5

Conditions Flex Student. Integrate Social Studies and English. 2-3 hours a week of direct social studies instruction. 1 period of Economics a week Current news journal articles; On-line databases; Topic based Podcasts and Film; Graphic (charts and tables) information; Primary sources; Guess speakers; Field Trips; Economics Textbook She does extremely well; understands that cultural difference make connections more challenging; she works hard to meet these challenges. Yes, resources are aligned Michigan Social Studies Curriculum and Common Core Standards Yes, multiple resources are easy to access on-line and in paper form

Major Units of Study I. Market Economy: Business, and Government Choices Explain and demonstrate how economic organizations confront scarcity and market forces when organizing, producing, using, and allocating resources to supply the marketplace. II. National Economy: Describe inflation, unemployment, output, and growth, and the factors that cause changes in those conditions, and describe the role of money and interest rates in national markets III. International Economy: Explain how different economic systems, including free market, command, and mixed systems, coordinate and facilitate the exchange, production, distribution, and consumption of goods and services. IV.Personal Finance: Describe and demonstrate how the economic forces of scarcity and opportunity costs impact individual and household choices.

Foundational Skills & Concepts Analyze and embrace different perspectives Fluently Read and interpret written, verbal, and visual text Computation-math skills Synthesize new terminology in an organize manner Work cooperatively and effectively in groups Make connections conceptual ideas and real world scenarios

Assessment Strategies TYPES OF ASSESSMENTS Socratic Seminars, discussions, and debates Group data analysis presentations Written and objective summative assessments on concepts and real world scenarios Formative assessments TEACHER CREATED ASSESSMENTS Common Visual and Data Analysis Rubrics DIVERSE STUDENT RESPONSE: She excels at these assessments because she is intrinsically motivated The goals of the Strategic Plan Culturally response practices; Engaging Learning Environments Relevant to community BPS Learner Profile Local and global perspectives; Citizens of Character; Collaborative and cooperative work; Problem Solvers C3 Framework (Inquiry Arc) Reading, Interpreting, Questioning as applied to Economics Social and Emotional Learning Standards Emotional awareness and maturity; students alter perspective based on new learning; Character Education’s 11 Principles Core ethical and performance values guide every aspect of life in the school Habitual patterns of good behavior NCSS Vision Civic Efficacy; Active Learning; Meaningful, Value based, and Challenging Learning