Economics


 * Harry, Saad, Fahad, Razan || Abdullah, Alyssa, David, Miral, Osama || Meghan, Pamela, Andrea, Abdulrahman, Abdullah J. || Rami, Kate, Danya, Zein, Mohammad ||
 * What kind of regulations do governments not enforce with regards to trading?

What makes a country economically developed? Which type of government has proven more beneficial and profitable?

What is the relationship between globalization and economics?

How can one major country's economy affect other economies?

How does the government support the economy?

What's the difference between micro and macroeconomics?

How does economics affect us? Are people naturally inclined to exchange and create markets? Could we be referred to as//homo economicus//? || What is Economics?

What part of economics is the government restricted from?

Which aspects of economics does the government influence?

What makes an economy strong? Why do we need the government to play a role in the economy and in keeping a country's economy strong?

Why do governments apply taxes?

Can the governments have any part in making international alliances?

What is the relationship of globalization to government?

How does the economy of a country relate to the government (type of government?) of a country?

How can the economy influence countries negatively and positively?

When were markets created? || Are there different types of economics?

What does the government do in terms of economics?

How does the government support the economy of a country?

What is the connection of economics to trade?

What is the relationship of globalization to economics?

What are the regulations of economics?

How does the government and economics affect the poverty of the world?

How and why did economics start?

How does a country's economy affect neighboring countries?

Why is there macro and microeconomics? || Does the whole world use the same economic system? Do better or stronger alliances with countries create a stronger economy? Can the economy affect a countries society of people living in a country?

Does the government have any relations internationally (UN, trade)?

How and when was the economic system created?

Where do the benefits of the economy and trade go to?

How does the government help the growth of the economy? How does the strength of a country help the government?

What is the definition of Economics? ||

Criterion A: Knowledge · Demonstrate subject content knowledge and understanding through the use of descriptions and explanations, supported by relevant facts and examples, and may show other ways of knowing. || 9–10 ||  The student shows an **excellent command of a wide range** of terminology, and uses it appropriately. An **extensive range** of relevant facts and examples are used to show understanding. Descriptions are **accurate and detailed** and explanations are **fully developed**. || Explanations of all economic terms used are correct definition and they were used in the correct context with a relevant example. There was no ambiguity about the way the terms was used given explanations and examples were detailed and accurate enough for anyone to be able to understand the definition of the term, how it could be applied, and in what context. || 7–8 || A **range** of terminology is used accurately and appropriately. A **range** of relevant facts and examples are used to show understanding. The student provides **accurate and detailed** descriptions; explanations are **developed**. || M.A- Kate you’re project it’s very good but you need more explanation for you’re economy || 5–6 || Terminology is used **accurately and appropriately**. **Relevant** facts and examples are **used to show understanding**. The student provides **accurate** descriptions; explanations are **adequate** but not well developed. || K.V- All terms was provided with proper and brief explanation, but some lack examples to further explain these terms.  P.V - Economic terms are used correctly in explaining the definition in a sentence. It also shows some examples that could help in understanding the terms well. || 3–4 || The use of terminology is **mostly accurate and usually appropriate**, though some errors remain. Facts and examples used are **mostly** relevant, and **usually show understanding**. The student provides **basic** descriptions that may need more detail; explanations are **usually adequate** but sometimes superficial. || || 1–2 ||  The use of terminology is **inconsistent or incorrect**. Facts and examples are either **absent,** or those used are **irrelevant or do not show** **understanding**. The student provides descriptions that are **inaccurate** or that have **insufficient detail**; explanations are **absent or superficial**. || ||  Criterion B: Concepts Time · Recognize and explain the similarities and differences that exist between people, places and events through time. Place and Space · Understand issues related to place/space on a local, national and global scale. Change · Understand and explain short-term and long-term causes of change · Establish and explain links between causes, processes and consequences · Understand and explain how environmental, political, economic and social interactions can change levels of sustainability. Systems - students should be able to understand, identify and compare: · Systems in local, national and global societies · Rights and responsibilities within systems · Cooperation within and between systems. Global Awareness · Show an understanding of the interdependence of societies · Explore issues facing the international community · Recognize issues of equity, justice and responsibility || 9–10 ||  Application of concepts is **appropriate and shows some depth**. The student demonstrates conceptual awareness and understanding by **explaining** connections between the local and national economic, social and political issues to global economics, politics or social issues to the subject matter. The student **applies** concepts to other situations. || Applications of the economic terms were supported with examples that showed conceptual understanding of how the term could be used in economic, social, or political settings. Readers applied the term to a situation or in a context that made for easy understanding. || 7–8 || Application of concepts is **appropriate and sophisticated**. The student demonstrates conceptual awareness and understanding by **explaining** **in detail** connections to the subject matter. The student applies concepts **effectively** to other situations. || K.V- All terminologies used are related to the subject, and some words are new which gives the viewer further knowledge about the topic. And some examples were provided to explain how terms are used in a daily basis.  P.V - The ideas given suit the economic terms. Examples given relates to the flow of economy globally. But lack examples to explain it more clearly. || 5–6 || Application of concepts is **appropriate but superficial**. The student demonstrates conceptual awareness and understanding by **describing** connections to the subject matter. The student **attempts** to apply concepts to other situations but is not always successful. || M.A- Kate you’re example for all you choose very idea no one choose ABC Economics a=word =explanation I like this idea  || 3–4 || Application of concepts is **not always appropriate**. The student **demonstrates** conceptual awareness and understanding by **describing** **basic** connections to the subject matter. || || 1–2 ||  Application of concepts is **inappropriate**. The student **may demonstrate some** conceptual awareness and understanding by **recognizing basic** connections to the subject matter. || ||
 * Maximum 10 **
 * Achievement level **
 * Achievement level **
 * Level descriptor ** ||
 * How was this shown? Please explain ** ||
 * Achievement level **
 * Achievement level **
 * Level descriptor ** ||
 * How was this shown? Please explain ** ||

Criterion C: Skills Technical Skills Ø Use sources, such as maps, graphs, tables, atlases, photographs and statistics, in a critical manner Analytical Skills Ø Identify key questions, problems and issues Decision Making Skills Ø Formulate clear, valid and sound arguments, make balanced judgments on events, and draw conclusions, including implications Investigative Skills Ø Plan, carry out and present individual and group investigations || 9–10 || Application of concepts is **appropriate and sophisticated**. The student demonstrates conceptual awareness and understanding by **explaining** **in detail** connections to the subject matter. The student applies concepts **effectively** to other situations. || The presentation explained in detail ways the terms could be applied to situations in the real world by providing relevant examples and explanations. || 7–8 || The student selects and uses a **range of relevant** information. Work shows a **good level of critical analysis**. Arguments, decisions and judgments are **well supported and balanced**. The student demonstrates **effective** investigative skills. || M.A- Kate to make this project she search in a lot of information to make the project it’s so cool || 5–6 || The student selects and uses **relevant** information. Work shows **satisfactory evidence of analysis**. Arguments, decisions and judgments are **supported and balanced but superficial**. The student demonstrates **adequate** investigative skills. || K.V- Visual representations were provided to fully explain the words used. <span style="color: red; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;"> <span style="color: #ff6600; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;">P.V - Used some graphics to show her understanding of the terms used. But doesn’t make some arguments on how these words are used in terms of economics. || 3–4 || The student selects and uses **mostly relevant** information. The student’s work **lacks the required depth in analysis**. The student makes some **relevant** arguments, decisions or judgments though these are **unsupported**. The student demonstrates **basic** investigative skills. || <span style="color: #ff6600; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;"> || 1–2 || The student can select and use **some relevant** information. The student displays **minimal analytical skills**. The student’s arguments, decisions or judgments are **not always relevant**, or may be **absent**. The student **attempts** to carry out investigations, demonstrating **few skills**. || || Criterion D: Organization and presentation · Communicate information that is relevant to the topic · Compare and contrast events, issues, ideas, models and arguments in a range of contexts. || 7–8 ||  The student communicates information that is **always relevant**. The student organizes information into a **well-developed and logical** sequence, appropriate to the format required. Presentation and expression are **clear, concise and effective**, and the language, style and visual representation used are **always appropriate** to the audience and purpose. All sources of information are documented **according to a recognized** **convention**. || The student was able to communicate their ideas clearly in the medium of choice. All examples were understood and presented in an order that showed a depth of understanding of how to apply terms in a sequence similar to one that could be found in a real setting. Whether this be a news piece, a documentary style, an analysis, or humor, the piece could be considered appropriate for the intended audience. || 5–6 || The student communicates information that is **relevant**. The student uses a structure **appropriate to the task and** sequences the content **logically**. Presentation and expression are **clear**; **attention is paid** to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with **occasional** **errors** in adhering to conventions. || <span style="color: red; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;">K.V- All of the terms used was well explained and is easy to understand for the viewers. Provided with some visual representation and examples. <span style="color: red; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;"> <span style="color: #ff6600; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;">P.V - The example that is given relates to the term that she used in explaining it. The presentation shows her understanding of the terms in relation to <span style="color: #ff6600; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;">Economics. The information’s are well organized. <span style="color: #2600ec; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;"> <span style="color: #2600ec; font-family: MyriadPro-Regular; font-size: 9.5pt; mso-bidi-font-family: MyriadPro-Regular;">M.A- very good work || 3–4 || The student communicates information that is **mostly relevant**. The student attempts to structure **and** sequence the work but is **not always** **successful**. Presentation and expression are **occasionally unclear**. Sources of information are documented, though there **may be omissions or** **consistent errors** in adhering to conventions. || || 1–2 ||  The student communicates information that **may not always be relevant**. The student attempts to structure the work, but it may be **unclear** and/or **inappropriate** to the format required. Presentation and expression are **unclear and imprecise**. There may be **some evidence** of documentation. || ||
 * Maximum 10 **
 * Achievement level **
 * Achievement level **
 * Level descriptor ** ||
 * How was this shown? Please explain ** ||
 * Maximum 8 **
 * Achievement level ** ||
 * Level descriptor **
 * Level descriptor **
 * How was this shown? Please explain ** ||