SUPA ECONOMICS Curriculum 2014
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SUPA ECONOMICS Curriculum 2014
Econ 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I I SUPA ECONOMICS Curriculum 2014I \ \JOverview: Syracuse University project Advance is a cooperative program between Syracuse University and your high school that allows high school students to enroll in Syracuse University courses. Teachers who are also adjunct su instructors teach these classes in the high school, and they follo SUPA ECONOMICS Curriculum 2014w the curriculum and guidelines established by the University. The Project Advance program enables high school students to gauge their ability to do cSUPA ECONOMICS Curriculum 2014
ollege work prior to full-time college study. Upon successful completion of a Syracuse University course, students are awarded su transcripts that recEcon 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I I SUPA ECONOMICS Curriculum 2014' Project Advance, visit www.supg.syr.edu. (Source:http://supa.syr.edU’index.php)ECN 203 Economic Ideas and Issues: Syracuse University credit: 3 creditsEconomic Ideas and Issues is an introduction to mainstream economic thought designed for students With a liberal arts interest. The goals of this c SUPA ECONOMICS Curriculum 2014ourse are to introduce students to the ideas that form the foundation of modern Western (neoclassical) economic thought, to examine (he basic frameworSUPA ECONOMICS Curriculum 2014
k (the model) that economists have built on this foundation, and to show how this model is applied to current issues facing individuals and society.ThEcon 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I I SUPA ECONOMICS Curriculum 2014s when they are faced with scarcity'? Beginning with the individual in the simplest of situations, a one-person society', the course moves step by step to develop a model of a complex society based on division of labor and exchange through markets. The process takes students from the microeconomic t SUPA ECONOMICS Curriculum 2014o the macroeconomic level, emphasizing the connection between these two perspectives. Students examine the benefits, as well as the problems, inherentSUPA ECONOMICS Curriculum 2014
in a market-oriented economy. The course prepares students to analyze and understand the ongoing economic policy debate between interventionists and Econ 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I I SUPA ECONOMICS Curriculum 2014y should be able to follow carefully reasoned logical development of a theoretical model and to apply that model to their own experience. ECN 203 provides an excellent opportunity to nurture that skill.The course helps students to understand and to recognize the elements of economic theory, to ident SUPA ECONOMICS Curriculum 2014ify the peculiar roles of these elements, and to understand how they fit together. Although its goal is not to study complexities of theory in great dSUPA ECONOMICS Curriculum 2014
etail, students can expect to develop astrung foundation in neoclassical analysis applicable to study in other fields and to everyday life, as readersEcon 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I I SUPA ECONOMICS Curriculum 2014nts understand "how the world works." Of course, along with economic forces there are social, political, ethical, and natural forces at work Economics is, however, a very important part of that story. To the extent that students muster the material presented in the course, they will have a solid fou SUPA ECONOMICS Curriculum 2014ndation in mainstream economic thought that can be applied to everyday experience and to further study in economics or the social sciences. (Source:htSUPA ECONOMICS Curriculum 2014
tp://supa.syr.edu/courses/deLuils.php?courseid-604&stream^8qM%w8M('[ LYQKI’gThere is flexibility for this curriculum to be taught with various instrucEcon 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I I SUPA ECONOMICS Curriculum 2014se University and certain mandates must be met. the teacher is encouraged to “own" the course, adapting it and designing instruction to Fit the needs of the students and employ the instructional strengths of the teacher.Common Core Standards: The SUPA curriculum will incorporate the following Common SUPA ECONOMICS Curriculum 2014 Core Standards through varied instructional techniques, assessments, and activities.1CCSS-RH-11-12.12CCSS-RH-11-12.23CCSS-RH-11-12.34CCSS-RH-11-12.45SUPA ECONOMICS Curriculum 2014
CCSS-RH-11-12.56CCSS-RH-11-12.67C.C.SS-RH-11-12.78CCSS-R11-11-12.89CCSS-RH-11-12.910C.C.SS-RH-11-12.1011CCSS-RS 1-11-12.212CCSS-RS 1-11-12.613C.C.SS-REcon 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I IEcon 203 Economic Ideas and IssuesonmurrnTjMr. Klein (SIMr. Coriale (Proj<41821Whitesboro/SUPA Economics Curriculum Xy July 20141^1 / / /-IfẠ-L^rA.I IGọi ngay
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