谁有Internal Assessment - IB Economics (SL/HL)?（急用）

谁有Internal Assessment - IB Economics (SL/HL)?（急用）
谁有Internal Assessment - IB Economics (SL/HL)?（急用）

谁有Internal Assessment - IB Economics (SL/HL)?（急用）
这个我有,是IBM经济学2.
IB Economics CurriculumSH/ HL II

Course: IB Economics SL/ HL II
1. Course Description:
IB Economics SL/HL II is the second year of a two-year sequence. Students completing the two-year sequence shoudl be adequately prepared for the International Baccalaureate Standard or Higher Level examinations. Many students completing the two-year HL sequence are able to achieve sufficient scores on these examinations to receive credit for a semester or year of introductory college economics, and/or advanced placement into economics courses beyond the introductory level. In this second -year course, focus is the study of International and Development Economics. IB Economics incorporates elements of history, geography, sociology and political studies, with an emphasis placed on applying economic concepts to current affairs, in an international context.
2. Learning Expectations:
1.To understand the nature of economic systems and it’s role in human society.
2.To have an understanding and knowledge of economic concepts.
To apply economic theory to a range of circumstances and a variety of situations.
3.To analyze information through the use of economic concepts and theories.
4.To evaluate concepts and theories from different economic perspectives.
5.To have an awareness and knowledge of international news and events.
3. Scope and Sequence:
IV: International Economics
Essential Questions:
Why do people, and countries, trade?
Why do countries use trade protections?
What is globalization?
What causes the value of a countries currency to change?
Can a country consumer more than it produces?
Section IV is examined as one eight units, which last approximately 12 weeks and focuses on some of the following concepts:
4.1 Absolute/Comparative Advantage, factor endowment and specialization
4.2 Type of trade protection, arguments for protectionism, arguments against protectionism
4.3 Globalization and economic integration, trade blocs, trade creation and diversion
4.4 World Trade Organization (aims, perspectives)
4.5 Balance of payments accounting, current/capital accounts
4.6 Fixed, floating and managed exchange rates, effects of excange rates on the macroeconomy
4.7 Consequences of current/capital accounts deficits and surpluses
4.8 Terms of trade
V. Development Economics
Essential Questions:
Why are some people wealthy, others poor?
How does a nation grow wealthier?
Who decides what development means?
Does economic growth equal economic development?
What obstacles do developing economies face in developing?
If some people are wealthy, does that mean others must be poor?
Do markets benefit the strong, and punish the weak?
Section V is examined in four five which last approximately 11 weeks. Development concepts are woven into all previous sections. Section 5 provides allows the student to use economic concepts in the broadest context, rigorously challenging them to apply what they have learned to the contemporary world and some of issues. The following concepts form the core of our investigation:
5.1 Sources of economic growth and/ or development, human and natural factor endowments, physical, technical and institutional barriers to development and growth.
5.2 Consequences of growth, income distribution, sustainability
5.3 Barriers to growth and/ or development, poverty cycle, institutional and political factors, corruption, instability, informal markets, infrastructure, international barriers, financial barriers, social and cultural barriers
5.4 Growth and development strategies, trade and aid, liberalization and nterventionist strategies, IMF, World Bank, Multinational Corporations
3. Evidence of Information Technology Integration: (see Information & Tech Standards)
Standard 1: Ethics - Use information technology systems responsibly and ethically.
Demonstrate and advocate for legal and ethical behaviors among peers, family, and community regarding the use of technology and information.
Integrate new information into existing knowledge base and communicate the results in a project or presentation.
Accurately credit all sources, including graphics, music, and text using APA style citations and reference
Standard 2: Foundation - Understand basic operations and concepts.
Make informed choices among technology systems, resources, and services.
Identify, diagnose, and apply solutions for nonfunctioning technology systems
Standard 3: Productivity - Use information and technology tools, both collaboratively and individually, to produce quality analytical and creative works and to communicate various forms of information effectively.
and use technology tools and resources for managing and communicating personal/professional information. (e.g. finances, schedules, addresses, purchases, correspondence)
Locate and use appropriate electronic sources, including CD-ROM databases, on-line databases, on-line college applications, newsgroups, listservers, community, academic and government sources.
Disseminate acquired data using multimedia tools.
Routinely and effectively use on-line information resources to meet needs of collaboration, research, publications, communications, and productivity.
Validate information resources for appropriateness, bias, and accuracy.
Create a multipage document in conjunction with other tools that demonstrate the ability to format, edit and print.
Routinely and efficiently use on-line information resources to meet needs for collaboration, research, publications, communications, and productivity.
Collaborate with others to use technology to compile, synthesize, produce, and disseminate information, models, and other creative works via a web site, printed publications, movies,
Standard 4: Research - Use information and technology tools, both collaboratively and individually, for research, problem solving, and decision-making.
Use a variety of electronic sources to access resources and media.
Apply sophisticated search techniques to collect, interpret, & publish a research project.
Evaluate and annotate information sources for accuracy, relevance, and appropriateness.
Create and manipulate information, independently and/or collaboratively, to solve problems and design and develop products.
Identify a problem in a content area and formulate a strategy to solve the problem using brainstorming, flowcharting, and appropriate resources.
Evaluate and apply technology tools for research, information analysis, problem solving, and decision-making in content learning.
Use systematic strategies (e.g., outlining, anecdotal scripting, annotated bibliographies) to organize and record information.
Achieve balance between research information and original ideas in a research report.
Use information derived from primary and secondary sources to support or enhance an argument; include information from relevant perspectives, taking the validity and reliability of sources into
Develop a research strategy, possibly using a graphic planner for gathering, sorting and sifting, organizing, synthesizing, evaluating, and reporting.
4. Resources:
Student Text:
Economics - in terms of the good, the bad and the economist; Economics for the IB Diploma by IBID Press, by Matt McGee
Supplemental Material:
1. Economics From a Global Perspective; Second Edition, Glanville Books, by Alan Glanville
2. Development Economics; Second Edition, Heinemann, by Frederick Nixson
3. The Economics Newspaper
5. Assessment:
Student understanding is assessed using a variety of examinations, individual and team projects, research assignments, presentations and class participation.
Student scores are determined using the following category weights:
1. Examinations, tests, quizzes, projects, presentations: 60%
Factual knowledge, creative and analytical thinking, writing skill, application skills are formally assessed using a variety of tools.
Creativity, collaboration, self-directed learning and effective communication are performance assessed.
2. Assignments, in class activities: 20%
Completion of work, quality of work, note-taking skills, self-directed learning and good character are assessed using a variety of in, and out of class tasks.
3. Class participation: 20%
Collaborative work, time management, creativity, analytical thinking, self-directed learning, effective communication, respect, responsibility and good character are informally assessed on a daily basis.
Participation in activities, discussions and debates provides a daily showcase of student preparation and attainment of understanding