Sharbs Class Expectations
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Mrs. Sharbutt's Civics and Economics class has the following goals and expectations: 1. Students should be respectful to themselves, the instructor, and classmates by speaking in a normal tone, listening attentively, and correcting problems peacefully. 2. Students should be responsible by being on time, having required materials, knowing due dates, and turning in quality work on time. 3. Students are expected to promote lifelong learning by showing curiosity, seeking skills over will, persisting to find new solutions, and using technology to solve problems.
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Classroom expectations
The document discusses various tips for students to be successful in their studies such as setting specific goals, being prepared, participating positively in class, and turning in assignments on time. It also emphasizes developing traits like lifelong learning, motivation, positive self-talk, and self-efficacy. Finally, it stresses taking responsibility for one's classroom work and that grades are determined by one's own efforts rather than being defined by them.
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The document outlines the classroom expectations and policies for an Introduction to Algebra class taught by Mr. Jones. It details behaviors expected of students such as being prompt, prepared, polite, and productive. It also covers responsibilities like bringing required materials to class, submitting assignments on time, and asking classmates about missed work. Grading policies are explained, with grades based on class participation, assignments, projects, and a posted scale from A to F.
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The document discusses various tips for students to be successful in their studies such as setting specific goals, being prepared, participating positively in class, and turning in assignments on time. It also emphasizes developing traits like lifelong learning, motivation, positive self-talk, and self-efficacy. Finally, it stresses taking responsibility for one's classroom work and that grades are determined by one's own efforts rather than being defined by them.
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Goal 9
The document defines key economic concepts such as gross domestic product, the business cycle, inflation, fiscal and monetary policy. It explains that GDP measures total production, the business cycle involves periods of expansion and contraction, and inflation results from too much money supply. Fiscal policy uses government spending and taxes to influence the economy, while monetary policy involves interest rates and the money supply. The document also discusses international trade, noting barriers like tariffs, quotas, and embargoes that countries impose on each other's imports and exports.
Goal 8 mixed economies
- Mixed economies blend market forces with some degree of government intervention in the production and distribution of goods and services. They address issues like national defense, education, and property rights that markets alone may not adequately provide.
- Governments intervene in mixed economies by providing public goods, regulating markets, collecting taxes, and influencing economic outcomes through fiscal and monetary policy. They aim to balance economic freedom with measures addressing social needs.
Goal 6
The document discusses influences on American law including the Code of Hammurabi, Ten Commandments, English Common Law, and Roman Law. It then summarizes different types of laws like common/civil law, criminal/statutory law, administrative law, and constitutional law. Finally, it lists several government agencies and their roles related to law and enforcement.
Goal 5
This document outlines the objectives of NC Competency Goal 5, which is for learners to understand how political and legal systems balance competing interests and resolve conflicts. It discusses methods of resolving conflicts such as debate, compromise, and negotiation. It also explains how the legislative process uses debate and compromise. Additionally, it covers the adversarial nature of the judicial process and roles of different entities in public policy decisions. The document provides information on state and federal court jurisdictions and the criminal trial process.
Learning styles self reflection inventory
The document is a learning styles self-reflection inventory that asks the respondent to rate 36 statements about their preferences and interests on a scale of 1 to 5. It then provides a scoring guide to tally the responses under four categories - A, B, C, and D - that correspond to different learning styles. The respondent graphs their totals for each category and identifies their dominant learning style based on the highest score.
Eraser learning tendencies
Eraser learners tend to be empathetic, intuitive, and learn best through self-reflection and personal attention. They like to make connections and imagine alternative solutions. While they can struggle with details, time limits, and negative feedback, eraser learners enjoy group work, stories with personal feelings, biographies, and activities that allow connecting, sharing, and discussion. Instructional activities for them include cooperative learning, role playing, and music.
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This document outlines the learning tendencies of crayon learners. They work best when given opportunities for experimentation, discovery, choice, and competition. They enjoy hands-on activities, brainstorming, and open-ended options. While creative and independent, they may struggle with time management, follow through, and accepting limits. As dynamic learners, they prefer variety, challenges, and thinking outside the box to routine tasks. Instructional activities like brainstorming, problem-solving, and experiments best match their strengths in visual/spatial, musical/rhythmic and bodily/kinesthetic intelligences.
Clipboard learning tendencies
Clipboard learners thrive in structured environments with clear expectations and feedback. They prefer hands-on learning, concrete examples, and step-by-step instructions. Clipboard learners focus on accuracy, planning, rules, and details. While they excel with organization and precision, they may struggle with flexibility, imagination, and understanding different perspectives.
Microscope learning tendencies
Microscope learners innately value details, logic, and problem-solving. They work best independently with expert sources and references to research information and find answers. Microscope learners tend to be analytical and enjoy challenges, but may struggle with group work, hypothetical situations, and expressing emotions. To develop their skills, they need to learn to consider other perspectives and be less critical in their evaluations of ideas.
101 Things
The document provides an overview of 101 civics and economic concepts to know for an end-of-course exam, organized into 7 goals. It covers topics related to US and state government, economics, and the US legal system. Key points include the reasons for settling the colonies, how the colonial economies developed differently, influential documents and events in the American Revolution, the structure and principles of US government, how state and local governments operate, economic concepts like scarcity and markets, and components of the US legal system like common law and criminal law.
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The Great Compromise and the 3/5 Compromise were both essential compromises that helped the delegates agree on a final Constitution, but I believe the Great Compromise establishing our bicameral legislative branch is still the most important structurally for our government today. The Senate representing states equally and House representing population proportionally was a key foundation for the checks and balances in our system.
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The document summarizes the key events that led to the American Revolution. It describes how the French and Indian War increased Britain's debt and caused tensions between the colonies and Britain. It then outlines the major acts passed by Britain, such as the Stamp Act and Intolerable Acts, that angered the colonies by imposing taxes without representation. This led the colonies to unite in protest and hold the First and Second Continental Congresses, culminating in the Declaration of Independence and start of the Revolutionary War.
Goal 10
According to the document, without government there would be chaos and conflict as Thomas Hobbes argued. The document then provides information about the definition and functions of government, including keeping order, passing laws, providing services, and providing security. It discusses the philosophical foundations of the US government based on ideas from John Locke, Montesquieu, and social contract theory. Finally, it summarizes that the US has a representative democracy with power separated among different levels of federal, state, and local government.
Soc Exam Study Guide
This document provides a study guide for a sociology exam, including three sections:
1) A matching section that pairs sociological concepts with their definitions, such as matching functionalism with the perspective that society is a stable system.
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3) A third matching section on concepts related to social structure, such as matching social class with a group with similar levels of wealth and prestige.
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North Carolina Judicial System. PPT created from resources found at www.civics.org (the NC Civics Education Consortium)
Goal 3
This document provides information about the structure and principles of North Carolina's state government. It discusses the three branches of NC and local government (legislative, executive, judicial). It also explains the key principles of popular sovereignty, limited government, separation of powers, and checks and balances. Examples are given of how these principles are reflected in the NC Constitution. The roles and locations of different government bodies like the legislature, governor, and courts are outlined at the state and local levels.
State and local government agencies’ services
NC State/local agencies and responsibilities. PPT created from resources found at www.civics.org (the NC Civics Education Consortium)
Goal 1 test review (answers)
The document contains a list of 54 multiple choice questions about important people, documents, events, and concepts from early American history. The questions cover topics like the colonial governments and economies, causes of the American Revolution, key figures of the founding era, compromises reached at the Constitutional Convention, and components of the U.S. system of government like the branches of power and Bill of Rights.
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This document provides a summary of the colonial periods in the South, Middle, and New England regions. The South was dominated by cash crops like tobacco, rice, and indigo grown on large plantations worked by indentured servants and slaves. The Middle colonies had a diverse population and emphasized religious tolerance and pacifism. New England was settled by religious groups seeking freedom of worship; communities were organized around town meetings and churches.
Events Leading To The American Revolution Gallery Crawl Information
The document summarizes key events leading up to the American Revolution:
1) Religious leaders like Jonathan Edwards and George Whitefield sparked the Great Awakening, helping to religiously unify the colonies in the mid-1700s.
2) Britain passed navigation acts in the 1600s requiring colonies to trade only with Britain, upsetting colonists by the 1750s with strict enforcement.
3) The French and Indian War resulted in British control over North America but left Britain in debt, leading them to impose taxes on the colonies without representation.
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Sharbs Class Expectations
- 1. SharbsClass. The goals and expectations for Mrs. Sharbutt’s Civics and Economics class.
- 2. Be Respectful To yourself, your instructor and your classmates Speak in a normal tone of voice, and listen attentively Be Responsible Be on time for class Have materials with you and know due dates. Turn in work on time, and always do your best Correct problems quickly and peacefully before they escalate. Set Specific Goals Be Resourceful Use your textbook Read and make notes Ask questions Expectations
- 3. Low vs High Self EsteemRESPECT yourSELF LOW High Positive self talk Improved confidence Happy relationships High achievement Good Grades Negative self talk Lack of self confidence Unhappy relationships Low achievement Bad Grades
- 4. Responsibility for Classroom Work Bring notebook/binder, textbook, planner, paper and appropriate writing tools to class. Know due dates, and submit all coursework on time. All assignments are posted on the class Web site and written on the assignment board. Use an Academic Planner to keep up with assignments, projects and tests.
- 5. Promote Lifelong Learning You can develop lifelong learning traits: By showing curiosity about Setting Goals and Time Management. By seeking Skill, Not Will. By persisting in seeking out new solutions. By using your unique talents and intelligence to promote positive change. By learning and applying technology tools to solve problems.
- 6. Motivation Motivators to make positive changes in your Life. Instead of Dealing with Stress! POSITIVE SELF TALK SELF SUFFICIENCY AFFIRMATIONS And AVOID procrastination!
- 7. Grading Grades are what you make of them. Not what they make of you, unless YOU made it that way! A + Not F- YOUR CHOICE
- 8. My requests of you: Progress in any situation no matter what Work with meto solve problems Promptly complete your assignments Work with me to meet learning goals Complete extra credit and alternative assessments if I determine it is necessary for your success
- 9. My promise to you: I will… Work with you to make progress in any situation no matter what Work with you to solve problems Have high expectations for your assignments and give you feedback so that you can improve and be successful Work with you to meet learning goals Offer extra credit and alternative assessments if I determine it is necessary for your success