4U Economics
Course Overview

Course Description:

4U Economics introduces students to a large body of economic theory which examines the mechanics of a modified free-market system - such as is found within Canada. Students explore how our society utilizes its limited resources to provide for our unlimited needs and wants. At the completion of the course, students should understand how individuals, acting as both consumers and producers, affect the economy at large. In addition, the government's role as both economic policy-maker and enforcer, as well as economic stabilizer, will be examined. Finally, students will come to understand how the Canadian economy interacts with other national economies within a global context.


Microeconomics: Canada in the Global Environment, 8th Edition, by M. Parkin & R. Bade.

Macroeconomics: Canada in the Global Environment, 8th Edition, by M. Parkin & R. Bade.

For students who may wish to challenge themselves with the AP exam:

5 Steps to a 5: AP Microeconomics/Macroeconomics, by Eric Dodge, 2005. ISBN#0-07-143712-6



Course Web Site:


Units and Topics Covered:

Term #1

1) Introduction to Economics:

2) Measurement and Evaluation of Economic Activity:

3) The Goal of Economic Stability - Fiscal Policy:

4) The Goal of Economic Stability - Monetary Policy:

Term #2

5) The Goal of Economic Efficiency:

9) Application of Economic Reasoning.

Economic Seminars - Current Issues In Economics:

Term 3

6) The Goal of Economic Equity - Income Determination:

7) The Goal of Economic Growth & Productivity:

8) International Trade & Competitiveness:

Mark Breakdown:

See the term's summative mark profile.

Assessment Styles:

Three Styles of Assessment
Assessment Styles

Assessment FOR Learning:

Assessment that is intended to provide students the opportunity to apply their learning. This assessment is formative in nature: providing both the student and the teacher with insight into the learning that is taking place. This assessment does not count toward the student's grade.

Goal(s): To allow students to practice skills and apply knowledge, and to guide the next steps for intstruction and learning.

Examples: formative quizzes, exercises, and presentations.

Assessment AS Learning:

Assessment that is intended to provide students the opportunity to reflect upon their learning. This assessment is formative in nature: providing both the student and the teacher with insight into the student's own reflection upon his/her learning. This assessment does not count toward the student's grade.

Goal(s): To develop student metacognition. In other words, to give students insight into their own thinking and learning and to help students develop and refine strategies to use in future learning.

Examples: reflective journals, exit cards.

Assessment OF Learning:

Assessment that is intended to depict a student's level of achievment at a given point in time. This assessment is summative in nature, and thus will count toward the student's grade.

Goal(s): To provide the student with a mark that will inform the student and other interested parties of the student's relative achievment with respect to the course curriculum.

Examples: summative quizzes, tests, essays, reports, labs, and presentations.

Testing Philosophy:

Bear in mind that any test in this course will attempt to evaluate the student's understanding of the topics and issues within a given unit. Although memorization of any facts or details involved will often be essential for a correct answer, memorization is not all that is required. Questions are not often designed to allow the student to recite a class note in the appropriate place, but rather to apply the knowledge contained within a note in a new and often abstract manner.

A student's opinion on a topic or issue will be given due consideration, but will be considered of little value if it is not supported by fact. Opinions are expected to take the information learned within the course into consideration - not to replace this information.

Furthermore, the course instructor will not assume any understanding, guess any meaning, or extrapolate any points which are not clearly stated within a student's answer.

Finally, an answer which contains any particular word or phrase which, by way of coincidence, is a word or phrase associated with the correct answer will not automatically receive a mark. Answers are graded by the virtue of their meaning - not by the vocabulary they may contain.

Course Policies and Guidelines:

Assignments and Projects:

1. a) All assignments are due by the beginning of class on the assigned day. Assignments received after this time will be considered late.

1. b) Emailed assignments are not accepted or acknowledged. Obviously I am an advocate for the use of I.T. in education. However, I have been forced to adopt this policy for the following reasons:

Penalties for Late and Missed Assignments (Taken from the HTS Academic Policy)

1. c) Teachers will establish and communicate clearly established due dates with students.
Students are expected to submit all work in their courses. Submitting assignments late or
missing assignments results in students providing insufficient evidence for evaluation. This
has a direct impact on how teachers report on student achievement. Furthermore, academic
penalties will gradually increase with the frequency of occurrence and time taken by students
to meet their deadlines.

Late or missed assignments may occur for a number of legitimate reasons, including
extenuating circumstances, such as illness, accident or family issues. Upon the student’s
return to school they must follow up with their teachers to discuss the issue so that the
teacher may outline the appropriate steps forward. In these cases (reviewed on an individual
basis) teachers may apply their professional judgement and provide additional time, an
alternative assignment or they may waive the penalty if that is what is deemed as the most
appropriate for that student at that time/context. (See extension application below.)

***Please note: This is a school policy, and as such it will be applied without prejudice to all late assignments.

2) If circumstances beyond a student's ability to control will prevent the student from completing an assignment by the specified due date, then the student is invited to complete and submit an extension application for approval by the course instructor. This form must be submitted at least four school days in advance of the due date. Completing and submitting this application is the only accepted means of obtaining an extension in this course.

Students should note that an extension application must be sponsored by an individual who can corroborate the student's need for an extension. For example, a health issue should be sponsored by a physician or guardian. The sponsor's name, signature, and phone number must be provided. It should also be noted that an extension is not considered to be in force until such time as the application form has been completed, submitted, and approved by the course instructor.

3) All work must be neat and accurate, typing or word processing of major assignments is strongly encouraged.

4) a) All borrowed information must be properly documented using an accepted procedure, i.e. footnoting, endnoting, etc. Plagiarism is an offence and will result in an automatic grade of zero for the assignment.

5) b) Any work that is copied from another student and presented as one's own will be considered to be a case of plagiarism, and as such the assignment in question will receive a grade of zero.

6) Spelling and grammar will be figured into the grade of every written assignment (up to a maximum of 20% of the mark). There is no substitute for a well written paper.

Tests and Exams:

7) a. All students are expected to write tests on the set date. If a student must miss a test day, then the onus is placed on the student to let me know well in advance, and to arrange for an alternate time to take the test.

7) b. Fair Word of Warning: In the case of a rewrite, students are cautioned to not assume that their test will be the same as the test given out on the original test date. Contrary to popular belief, students who write tests at later dates often end up doing worse than usual. I believe this happens because students who write late cannot help but hear about the questions that were on the test, and then they naturally focus on preparing for those particular questions. These students can at times be devastated to find that the questions on the later test are different than the questions that were on the original test.

8) If the student misses a test day without letting me know in advance, then only a doctor's note can allow the student to make up the test.

9) If the student misses a test and yet is found to be in attendance on the day in question, an automatic zero will be awarded for the test mark.

10) If the student is found to have cheated on a test, an automatic zero will be awarded for the test mark.

Class Routine and Work Ethic:

11) Students are expected to be in class and ready to work by the beginning of the period.

12) Classes will proceed in the order indicated on the term outlines. Students are responsible to check off the classes as they are completed and to always be mindful of the objectives and requirements associated with the next class. Students are expected to complete any required reading and print off any handouts for a given class BEFORE that class - not during, and certainly not after.

13) Speaking or causing a distraction while the teacher or a student is addressing the class is not permitted. Such behaviour will compromise a student's participation mark which is valued at 10% of any given term.

14) Participation in class activities and discussions is strongly encouraged.

Assessment and Evaluation:

Professional judgement, as defined in Growing Success (2010) is “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection, self-correction and consideration all evidence collected (formative and summative) relating to a student’s learning. (pg. 152).

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