DOCUMENT RESUME

ED 356 159 SO 022 640

TITLE Social Studies: Graded Course of Study.INSTITUTION Cincinnati Public Schools, Ohio. Dept. of

Administration, Curriculum, and Instruction.REPORT NO SST-91-01PUB DATE 92NOTE 405p.PUB TYPE

. Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC17 Plus Postage.DESCRIPTORS Curriculum Development; Curriculum Guides;

Educational Assessment; *Educational Objectives;Educational Strategies; Elementary SecondaryEducation; *Social Studies; *Student EducationalObjectives

IDENTIFIERS Cincinnati Public Schools OH

ABSTRACT

This social studies course of study for theCincinnati (Ohio) Public Schools is organized into four sections.Section 1 highlights the broad changes from the previous course ofstudy in the Overview, Introduction, and Special Program Featuressections. Program features described in detail include significantareas of new emphasis: history education, multicultural education,geography education, citizenship and law education, economiceducation, interdisciplinary planning, teaching strategies, and theuse of modern technology, equipment, ana learning materials. Section2 states the philosophy of the social studies program, and listsprogram goals, program/course listings, sequence and level/coursedescriptions. Much of this section is devoted to scope and sequencecharts that link program goals and program objectives with specificstudent objectives. This section also includes special adaptations ofthe social studies program for particular programs and schools withinthe school district. Section 3 identifies intervention strategies andvarious means of assessment for individual and total programevaluation. Section 4 lists promotion standards for the primary,intermediate, and middle school levels. (DB)

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;

Social Studies"MI

Graded Courseof Study

Four score and seven years ago our fathers

brought forth on this continent a new nation

conceived in Liberty and dedicated to the

proposition that all men are created equal... that

this nation, under God, shall have a new birth of

fieedomand that government of the people, by

the people, for the people, shall not perish from

the. earth.

U S. DEPARTMENT OF EDUCATIONOffice 04 E0u044.00alResearch and ImprovementEDUCATIONAL RESOURCES INFORMATION

)0CENTER (ERIC)

document has been reproduced asstewed Iron, the person Or OtganorationOngonatong of

0 Monor changes have been made to improvereproduction Quaid)/

Points of view or opinions stated in 'Ns dOcu.men, do not necessarily represent officialOE RI positron or policy

A. LincolnGettysburg

1863

"PERMISSION TO REPRODUCE THISMAT RIAL HAS BEEN GRANTED BY

TO THETHE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

No. SST-91-01

Department of Administration,Curriculum and Instruction

BEST COPY AVAILABLE 1997

2

GRADED COURSE OF STUDY

NO. SST -91 -01

K-1 2

SOCIAL STUDIES PROGRAM

Department of Administration, Curriculum and Instruction

Cincinnati Public Schools

1992

CINCINNATI PUBLIC SCHOOLS

Board of Education

Robert Braddock, PresidentAnne Power, Vice President

Howard K. BondVirginia Griffin

Charles HughesVirginia Rhodes

William Seitz

Administration

Lee Etta PowellSuperintendent, Cincinnati Public Schools

Lynn Goodwin Lionel BrownTreasurer Deputy Superintendent

Administration, Curriculum and Instruction

Kathleen WareAssistant SuperintendentCurriculum Development

Cecil GoodAssistant Superintendent

Area I

Vella EllisAssistant Superintendent

Area II

S. Marie McCartherDirector of Elementary Education

Harold FlahertyAssistant Superintendent

Business Services

Pat CarrAssistant Superintendent

Area III

Carolyn Andrade Dean MooreAssociate Supervisor Supervisor

Elementary Social Studies/Foreign Language Secondary Social Studies

STATEMENT OF APPROVAL

Pursuant to all requirements of the Ohio State Department of Education, the Course of Studycontained in this manual has been developed and approved by the Cincinnati Public Schools foruse in:

Subject: Social Studies

Grades: K -1 2

School: Cincinnati Public Schools

Board of Education Approval: May 28, 1991

MISSION STATEMENT

CINCINNATI PUBLIC SCHOOLS

The mission of the Cincinnati Public Schools is to prepare students for a lifetime of learning,growth, and enrichment in a changing society. To achieve this mission, the Cincinnati PublicSchools will provide each child with equal access to programs of educational excellence in socio-economically and racially integrated settings. Students will learn the essential knowledge,skills, and attitudes to be responsible and productive citizens who can achieve their highestpotential and be prepared to respond to change in their lives. Students will learn respect forthemselves and others. The students, teachers, administrators, parents, Board of Education, andgeneral community share responsibility for the fulfillment of this mission.

Goals and Long Rang 3 Planning Committee:

Virginia K. Griffin, ChairJerry H. LawsonLorena M. O'Donnell

July 22, 1985

vii 6

Curriculum Committee

James Alexander, Teacher, Mt. Airy ElementaryCarolyn Andrade, Co-Chair, Associate Supervisor, Elementary Social Studies/Foreign LanguagesBarbara Battle, Assistant Principal, CliftonGwen Daugherty, Teacher, Peoples Middle SchoolEileen Doo ling, Supervisor, Special EducationPaul Filio, Co-Chair, Teacher, Western HillsFieynell Frazier, Supervisor, Early ChildhoodWayne Homer, Assistant Principal, Taft High SchoolEllen Maxwell, Teacher, Midway ElementaryDean Moore, Co-Chair, Supervisor, Seconaary Social StudiesKathleen Nemann, Teacher, Crest Hills Middle SchoolWilla Russell, Co-Chair, Teacher, Pleasant Ridge ElementaryJames Sears, Teacher, Mt. Washington ElementaryMarsha Staggs, Teacher, CBASusan Taylor, Co-Chair, Teacher, Withrow High SchoolPortia Thomas, Teacher, SCPAGwen Walker, Teacher, Walnut Hills High SchoolMichael Ward, Associate Supervisor, Area 2

Instructional Delivery Committee

Carolyn Andrade, Co-Chair, Associate Supervisor, Elementary Social Studies/Foreign LanguagesMarta Donahoe, Teacher, North AvondaleMaureen Du Four, Teacher, RobertsLeniese Fuqua, Teacher, MidwaySharon Goss, Teacher, HartwellVirginia Hautz, Teacher, Western HillsBeverly Hill, Co-Chair, Teacher, RooseveltSonja Kelley, Teacher, Taft High SchoolBarbara Lindsey, Teacher, Pleasant HillRobert Moliterno, Co-Chair, Teacher, Hughes High SchoolDean Moore, Co-Chair, Supervisor, Secondary Social StudiesDwalia Miller, Teacher, Dater Junior HighPamela Pack, Teacher, HoffmanJeanette Pesta, Principal, Westwood ElementaryPatricia Seeger, Teacher, Eastern HillsPaul Staley, Principal, Gamble Middle SchoolSteve Skurow, Assistant Principal, Hughes High SchoolJudy Thomas, Representative, Early Childhood ProgramJohn Thompson, Teacher, Walnut Hills HighWalter Wagner, Supervisor, Special EducationGwen Yates, Assistant Principal, Mt. Airy Elementary

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7

Steering Committee

Kathleen Ware, Chairperson, Assistant Superintendent, Curriculum Deve!opment andSupport Services

Sharon Albright, Supervisor, Special EducationCarolyn Andraue, Associate Supervisor, Elementary Social, Studies/Foreign LanguagesGwen Daugherty, Teacher, Peoples Middle SchoolPaul Filio, Teacher, Western Hills HighReynell Frazier, Supervisor, Early ChildhoodScott Grunder, Teacher, Walnut Hills HighBeverly Hill, Teacher, Roosevelt ElementaryMarcia Hodges, Career in Teaching ProgramWayne Homer, Assistant Principal, Taft HighMarianne Jackson, Tea& r, CBABrenda Jones, Teacher, RockdaleSam Jenike, Teacher, Walnut Hills HighGeorgetta King, Associate Supervisor, Staff DevelopmentEllen Maxwell, Teacher, Midway ElementaryS. Marie McCarther, Director, Elementary EducationRobert Moliterno, Teacher, HughesDean Moore, Supervisor, Secondary Social StudiesKathleen Nemann, Teacher, Crest Hills Middle SchoolJean Phillippi, Associate Supervisor, Area 3Willa Russell, Co-Chair, Teacher, Pleasant Ridge ElementaryJames Sears, Teacher, Mt. Washington ElementaryRobert Seuss, Principal, ShroderMarsha Staggs, Teacher, CBASusan Taylor,Co-Chair, Teacher, WithrowPortia Thomas, Teacher, SCPAGwen Walker, Teacher, Walnut Hills HighMichael Ward, Associate Supervisor, Area 2Phyllis Williams, Principal, Silverton I.G.E.

Curriculum Committee

James Alexander, Teacher, Mt. Airy ElementaryCarolyn Andrade, Co-Chalr, Associate Supervisor, Elementary Social Studies/Foreign LanguagesBarbara Battle, Assistant Principal, CliftonGwen Daugherty, Teacher, Peoples Middle SchoolEileen Doo ling, Supervisor, Special EducationPaul Fillo, Co-Chair, Teacher, Western HillsReyna II Frazier, Supervisor, Early ChildhoodWayne Homer, Assistant Principal, Taft High SchoolEllen Maxwell, Teacher, Midway ElementaryDean Moore, Co-Chair, Supervisor, Secondary Social StudiesKathleen Nemann, Teacher, Crest Hills Middle SchoolWilla Russell, Co-Chair, Teacher, Pleasant Ridge ElementaryJames Sears, Teacher, Mt. Washington ElementaryMarsha Staggs, Teacher, CBASusan Taylor, Co-Chair, Teacher, Withrow High SchoolPortia Thomas, Teacher, SCPAGwen Walker, Teacher, Walnut Hills High SchoolMichael Ward, Associate Supervisor, Area 2

Instructional Delivery Committee

Carolyn Andrade, Co-Chair, Associate Supervisor, Elementary Social Studies/Foreign LanguagesMarta Donahoe, Teacher, North AvondaleMaureen Du Four, Teacher, RobertsLeniese Fuqua, Teacher, MidwaySharon Goss, Teacher, HartwellVirginia Hautz, Teacher, Western HillsBeverly Hill, Co-Chair, Teacher, RooseveltSonja Kelley, Teacher, Taft High SchoolBarbara Lindsey, Teacher, Pleasant HillRobert Moliterno, Co-Chair, Teacher, Hughes High SchoolDean Moore, Co-Chair, Supervisor, Secondary Social StudiesDwalia Miller, Teacher, Dater Junior HighPamela Pack, Teacher, HoffmanJeanette Pesta, Principal, Westwood ElementaryPatricia Seeger, Teacher, Eastern HillsPaul Staley, Principal, Gamble Middle SchoolSteve Skurow, Assistant Principal, Hughes High SchoolJudy Thomas, Representative, Early Childhood ProgramJohn Thompson, Teacher, Walnut Hills High./alter Wagner, Supervisor, Special EducationGwen Yates, Assistant Principal, Mt. Airy Elementary

xi

Inservice Committee

Carolyn Andrade, Co-Chair, Associate Supervisor, Elementary Social Studies/Foreign LanguagesTim Burke, Teacher, Taft High SchoolE. Kathleen Cooke, Teacher, Anderson PlaceDenise Cozart, Supervisor, Special EducationScott Grunder, Co-Chair, Teacher, Peter Clark AcademyNancy Haigwood, Teacher, CovedaleEd Hawkins, Principal, Porter Middle SchoolMinnie Haynes, Teacher, FairviewKarl Holloway, Teacher, Western Hills High SchoolMarianne Jackson, Co-Chair, Teacher, CBAMary Jo Kell, Principal, CovedaleGeorgetta King, Teacher Specialist, Staff DevelopmentSam Mathews, Teacher, Withrow High SchoolDean Moore, Co-Chair, Supervisor, Secondary Social StudiesRosalind Robinson, Supervisor, Area 1Thomas Shaver, Principal, GuilfordNena Womer, Teacher, Taft High SchoolYolanda Viiches, Teacher, Cheviot

External Validation Team

Mary Haas, Professor of Education, West Virginia UniversityRobert L. Harris, Jr., Director, Africana Studies Center, Cornell UniversityEleanor Hicks, Advisor for International Liaison, University of CincinnatiEtta Ruth Hollins, Professor of Education, California State UniversityDavid Naylor, Professor of Education, University of Cincinnati

Appreciation is also extended to Douglas Haskell, Acting Director, Greater CincinnatiCenter for Economic Education, University of Cincinnati, secondary department chairpersonsand lead teachers, and the hundreds of teachers, parents, principals and other administrators,students, and concerned citizens who contributed ideas toward improving the social studiescourse of study.

10

xii

TABLE OF CONTENTS

Board of Education i i i

Statement of Approval vMission Stateme. t viiAcknowledgments ix

Section 1Overview 1-3Introduction 1-5Special Program Features 1-7

History Education 1-7Multicultural Education 1-7Geographic Education 1-9Citizenship and Law Education 1-9Economic Education 1-11Multidisciplinary and Interdisciplinary Links 1-11Methods and Teaching Strategies 1-12Technology, Equipment and Learning Material 1-14

Section 2Philosophy 2-3Program Goals 2-5Program/Course Listings 2-7Sequence and Level/Course Descriptions 2-9Scope and Sequence 2-19Special Program Adaptions 2-123

AA/AP Program 2-125AA/AP Addendum to Scope and Sequence 2-127Peter Clark Academy 2-145International Studies Academy 2-147International Studies Addendum 2-149Walnut Hills High School 2-159Walnut Hills High School Addendum 2-163Western Hills High School 2-203English as a Second Language 2-205

Section 3Intervention 3-3Assessment 3-5

Section 4Promotion Standards: K-8 4-3

Section 1

1 2

OVERVIEW

Introduction

The K-12 social studies program has evolved from a growing concern that we must create a newvision in social studies education to enable our children to succeed in a changing world. Duringthe last two years, many dedicated teachers, principals, supervisors, and administrators havedevoted coutless hours to a commitment to revitalize conceptions of what needs to be taught insocial studies, how it is to be taught, and how student progress is most effectively assessed. Thesocial studies committees thoroughly reviewed key findings from current research, receivedadvice from experts, and consulted social studies educators in their efforts to develop a programrelevant to our students' needs now and in the future.

With a firm belief that every child must have the opportunity to develop social studiesunderstandings, skills, and attitudes, the program was designed to prepare students to makeintelligent decisions, to be informed citizens, and to succeed in work environments in a societyin which the ability to think critically is increasingly important. The course of study reflectsthe diversity and connectivity of historical concepts in time and space with an emphasis oncritical thinking. The instructional delivery model is intended to help all students becomeprocessors of information from different types of sources and effective users of all facets ofcommunication. A variety of assessment strategies are usod to diagnose student progress on themany practical and theoretical experiences which they have in this challenging social studiesprogram. The K-12 social studies program is founded on the expectation and confidence thatCincinnati can and must move in new directions to prepare our children for the future.

Lionel H. BrownDeputy SuperintendentAdministration, Curriculum and Instruction

1-3 1 '-'

INTRODUCTION

For many decades the graded course of study for the social studies program in theCincinnati Public Schools generally followed a model known as the expanding horizons model.The program expanded from the child's study of self in kindergarten to a study of the world ingrade six and a progressive study of American history and other subjects culminating in grade12 when students learned about the diversity of other economic systems. In the half-centurysince the model was developed, some changes were made which included the teaching of AfricanAmerican historical contributions and other improvements, but the basic model remained thesame. To develop the new Cincinnati framework which included the philosophy, program goals,program objectives, subject objectives and evaluation plan, the curriculum committeereviewed prowam ideas from around the country including California, Portland, Atlanta, andNew York. Program requirements and expectations from the state of Ohio and communityhearings were reviewed. The committee also listened to the suggestions of national consultantsin the various phases of social studies and then developed a program to meet the needs ofstudents today.

Social studies teachers and other educators in Cincinnati grasped the opportunity todevelop a dynamic program to prepare students for the 21st century. The traditional expandinghorizons model was modified to introduce the study of the world throughout the elementarygrades and was further enhanced by multicultural experiences including an introduction tovarious cultures and languages. The significance of history in the school program to improvethe teaching of heritage, change and democratic values was recognized through the organizationof the social studies outcomes using the thinking skills associated with the Bradley Commission'srecommended "habits of the mind" and the major organizing concepts for historicalinterpretation . These concepts and thinking skills then formed the basis for a K-12 articulatedprogram. Linking of the past and present when teaching historic events and concepts wasanother significant change.

Although the themes of history and thinking skills provided the committee with themeans of articulating the program K-12 and analyzing events, issues, and topics, theimportance of the individual was also recognized in the program. Student self-understandingwas developed through experiences studying various group heritages and issues affecting theindividual young person today. Conflicts between individuals and groups, along with thedevelopment of student leadership skills further enhanced the program. Academic standardswhich increased communication skills, technology skills, and skills in analysis of world issuesprovided the basis for articulated experiences leading to college level experiences in high schoolfor those who wish this type of program.

This course of study was organized to flow from the broad general overview aspects ofprogram planning to the very specific objectives and means of evaluating program and studentsfor a given level or course. Section one highlights the broad changes from the previous courseof study in the Introduction, Overview, and Special Program Features. Among the highlightsdescribed in more detail as program features are the efforts to improve history education,multicultural education, geography education, citizenship and law education, economiceducation, interdisciplinary planning, teaching strategies, and the use of modern technology,equipment, and learning materials.

1-5

In Section 2 the Philosophy statement was presented followed by the broad ProgramGoals and specific level and subject descriptions and objectives identified in the Scope andSequence. As in the past, individual schools may develop local course options to the system-wide programs which were identified here as Special Program Adaptations. Those specialadaptations known at the time of this publication were included in this publication.

Teachers have become increasingly concerned about the need to provide intervention,enrichment, and creatively assess social studies instruction in new and different ways. InSection 3 the committee identified intervention strategies and various means of assessment forindividual pupil and total program evaluation. Creative new forms of assessment wereidentified for pilot testing during the implementation of this course of study to seek moreeffective ways to measure some of the objectives of the program and to improve the system'sefforts to design instructional improvements.

A complete program of specific skills recommended by the National Council for the SocialStudies will be included in relation to the appropriate subject objectives identified in the courseof study for each level/course curriculum guide. Space limitations prevented the identificationof each skill in this framework.

When reviewing the subject objectives identified in the course of study, the followingcode should be followed:

. . . (dots) indicates a readiness activity at that grade level

(solid bar) indicates objective is taught at this grade level

(asterisk) indicates formal assessment at this grade level

ir1-6

SPECIAL PROGRAM FEATURES

The social studies graded course of study has many new program thrusts which reformthe social studies program for students in Cincinnati. These program features are expected todramatically impact learning and teaching in social studies classrooms. Significant among theareas with new emphasis are history education, multicultural education, geographic education,citizenship education, economic education and interdisciplinary features.

History EducationSignificant changes in history education in the Cincinnati Public Schools are seen in the

articulated use of themes and critical historical thinking throughout the grades. Using thethemes of the Bradley Comn.ission as organizing program goals, the course of study committeedevelops the scope and sequence of objectives, grade level instruction, and subjects with historyas the unifying discipline.

In addition to the use of broad themes or concepts to help students organize and analyzehistory, history education is reformed in other ways. The Bradley Commission recommends the"habits of the mind" for improving higher level thinking be used where appropriate. Studentslearn to hypothesize and link events in time and space. Specifically, historical event andpersonality linkages will be connected with related events at other times and with the present.This process is expected to help make the study of history more meaningful, as the studentsrelate what they learn to what they may see as important in their iives today. A relatedobjective has students learning about current issues in depth and linking the present toimportant past events and people.

History education is also enhanced as teachers use the geographic and economic causesand effects for historical and current events to enhance the depth understanding. Wherepossible historical events are taught with multicultural interpretations to avoid ethnocentrism,and daily life reflected in social history is studied for interest. Students learn to conduct oralhistory interviews and record and analyze interpretations. Where possible original sourceaccounts are used throughout the grades to improve the student's interest in history and toimprove the student's ability to interpret history from different viewpoints. A more systematicattempt is made to develop historiography skills and document-based test-taking skills forstudents studying advanced placement courses. The students have experiences with the newCincinnati Historical Museum and continue to be encouraged to participate in History DayCompetitions.

Multicultural Education

The student's social studies education is further strengthened through the depthintegration of processes, concepts and strategies of multicultural education. Whereas someschool systems taught social studies in the past primarily through an ethnocentric view of oneethnic group, enlightened social studies programs around the country are moving to morediversity in history to reflect the diversity of the American heritage and the local community.This course of study contains many examples of the committee's efforts to integratemulticultural education into the ongoing program. Specifically, multicultural education isfound in the program philosophy, program objectives, and subject objectives..

1-7

Students develop a more balanced interpretation of history and current issues whichreflects the contributions and issues of European American ethnic groups, African Americanethnic groups, Appalachians, and other groups. The program goes beyond merely reportingachievements of different individuals and ethnic groups to include a broad continuum orframework of objectives and processes. The continuum of objectives which appears inclassroom lessons includes:

1. Self-understanding

2. Understanding the personal heritage and the heritage of others, including theknowledge of major Western and non-Western cultures, the specifictransformations or adaptaions, transitions, processes, andwatershed events of African Americans and Appalachians and the opportunity tostudy one culture in depth

3. Interpretation of broad history themes and major events with a multiculturalviewpoint

4. Understanding and appreciation of the language and culture of the self and others

5. Interaction in the classroom on issues affecting ethnic, cultural group, and genderheritage

6. Involvement in the study of and use of conflict resolution procedures and democraticpolitical processes to help cvercome obstacles, confront prejudice, resolveissues, and improve the school and community.

The application of these principles in specific social studies objectives in the Cincinnaticurriculum will reflect the model of Dr. Robert Harris, Director, Africana Studies Center,Cornell University, on the transition/acculturation of African Americans from residents of anAfrican culture to the present, the Appalachian community model on the acculturation andtransitions of Appalachians in American culture, and the transitions of Germans, English, Irish,Japanese, and other cultural groups in Cincinnati and American history. The study of sixmulticultural regions is built into the program from K-12.

The Cincinnati model also recognizes the need for analysis of how to prevent inhumanitysuch as discrimination, slavery, genocide, and the Holocaust in the future. By using analysismodels such as the Oppressor/Victim/Bystander/Caring Person model from Cincinnati.teachers, Dr. Steve Sunderland, Professor of Social Work, University of Cincinnati, and theCincinnati Interfaith Holocaust Council, important value and moral issues can be studied.Processes to reduce prejudice and resolve conflict will help young people develop importantpeace-making and decision skills to improve multicultural relations.

Proposals of Dr. Etta Ruth Hollins, Professor .f Education, California State UniversityEleanor Hicks, Advisor for International Liaison, University of Cincinnati, and others havehelpe in shaping the continuum of processes and skills identified above from self-understandingto involvement in the study and use of conflict resolution. Strategies are being planned to aid theteacher helping young people learn to interpret a historical event with a multicultural and

1-8 .1 7

nonsexist viewpoint and plan student interaction in the classroom on multicultural issues.Finally, the Cincinnati model includes the development of and appreciation to diverse culturaladaptations in the history of English and the language and culture of diverse cultures inAmerican society.

Geographic Education

The new geographic education program will include a systematic attention to theteaching of basic and advanced national geography themes or concepts, geographic skills,technology such as remote imagery and its application in the study of historic and currentplaces, events and issues. Concepts and skills studied with the help of Dr. Mary Haas, Professorof Education, West Virginia University, were identified from state and national needs assessmentincluding the Ohio Proficiency Test and the National Assessment of Educational Progress. Thesocial studies lessons include student understanding of the context of what is being studied at thatplace and that time and its linkage to other events.

Technology including the computer for developing data bases, word process positionpapers or analysis, and spread sheets for use in simulations or economic analysis are used asappropriate. Video cassette recorders, camera, and video disk players are accessible to helpstudents gather, study, and present data and information learned. Participation in geographiccompetitions such as the state Geography Bee is encouraged.

Citizenship and Law EducationCitizenship education or "participatory citizenship" for Cincinnati young people is more

exciting, interesting and meaningful as a result of the committee's work and the help of Dr.David Naylor, Professor of Education, University of Cincinnati. All students are considered tohave been selected for the position of Office of Citizen. This role carries with it certainresponsibilities which students learn through the guidance of their teachers throughout thegrades. These responsibilities range a continuum of levels of responsibility and commitmentfrom a basic knowledge of government to involvement and commitment to self and societyimprovement.

The responsibilities of persons holding the title Citizen include

1. Gain a basic knowledge of the American system of government and heritage needed tofunction as citizens in the next century and to succeed on very specific andimportant tasks such as the Ohio Proficiency Test on citizenship

2. Make responsible decisions based upon the democratic and ethical principles ofAmerican society

3. Participate in the American political processes through such activities asgovernment process observation, voter registration, elections, andpolitical forums or campaigns

4. Demonstrate positive qualities toward others by working to promote positivegroup processes, working to reduce prejudice and group conflict,'andmentoring in the school and community

1-9

5. Work to improve the social/natural environment through school service andproblem-solving, community service, and environmental action

6. Assume responsibility and initiative for personal discipline and growth throughstudent leadership experiences, academic achievement and planning, jobshadowing and career planning.

Experiences are planned for each grade level consistent with student maturity and thesubject being studied. In the primary and intermediate grades, citizenship experiences alongthe continuum of responsibilities are mostly teacher-planned with student suggestions asappropriate. As students progress through the middle school and mature, they are expected toassume increasing responsibility in the planning and decision process with the teacher. Theclassroom teacher at each grade level introduces the citizenship expectations, as appropriate, todevelop the participatory experiences from the processes identified above on the continuum ofresponsibilities. Specific expectations in a course on government would differ from theexpectations in a world history clasz. At the high school level the following planning suggestionsmay be useful for teachers or departments:

1. Introduce the participatory citizenship responsibility as appropriate to the subjectbeing studied. Suggestions are ;ncluded in each curriculum guide to helpteachers of that subject.

2. At the secondary school level where interdisciplinary teams exist, interdisciplinaryplanning of experiences is encouraged in recognition of the interdisciplinarynature of citizenship.

3. Student subject-related participatory activities outside the classroom are phasedin rather than started in all subjects at one time. Pilot activities in one subject,such as government, should be used to avoid mistakes and build on successfulexperiences in other subjects.

Opportunities are also provided for special enrichment experiences in law andgovernment education. Among the available opportunities are special competitions, such as theCitizen Bee and the Mock Trial. Partners in law programs are planned as well as the well-known and popular Youth in City Government Program. Pilot programs are also encouragedsuch as the Sports and Law Program and other programs planned in connection with legal andgovernment agencies and organizations. Student participation in law education programs outsidethe classroom (e.g. field trip to a court trial, voter registration or election activities, or peertutoring for the citizenship proficiency test) can be considered by a teacher as appropriateparticipatory experiences for a subject. Suggestions for specific student participatoryexperiences related to the subject or grade level are included in each curriculum guide to aid theteacher planning the course. The range of exciting opportunities for students to apply what theyare learning about government and citizenship in the social studies program helps to motivatestudent interest, improve decision-making, and shape positive citizenship behavior in theworld outside the classroom.

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Economic Education

A large variety of economic education experiences is planned to help students achieve thestate-recommended economic education objectives in grades K-8. Economic units are integratedwith the history or social studies units being taught at each grade level. Programs which excitestudents such as Community Publishing are being reviewed to determine the most appropriateprograms to use. Ideas and resources suggested by Dr. Douglas Haskell, Acting Director, GreaterCincinnati Council of Economic Education, University of Cincinnati and the Junior Achievementorganization were reviewed by the committee and will now be reviewed for possible use indeveloping curriculum for implementing the course of study.

Community resources are useful as teachers develop lessons to help students see thevalue of and excitement of learning economic concepts and skills. Resource persons, specialmaterials, special seminars, and competitions are among the approaches used to motivate andeducate students and teachers about economics. The economics program is enhanced by helpfrom government agencies such as the Internal Revenue Service, and other groups such as theGreater Cincinnati Council of Economic Education, Junior Achievement, businesses and laboruniors, and other groups. The recently offered advanced placement program challenges studentswho wish to learn college economics while still in high school. Student scholarships, subsidizedteacher training, teacher incentives, special seminars and contests further enrich the economiceducation program.

Multidisciplinary and Interdisciplinary Links

Social studies teachers reach out to knowledge and skills in other disciplines as theycooperatively plan projects to enhance student learning in the new course of study. In additionto the traditional connections with reading and language arts, the course of study providesexperiences which foster cooperation with science, health, mathematics, other languages, artand music.

1. Reading/language artsMany opportunities exist for linking social studies lessons with reading andlanguage arts. Multicultural literature which is now used at each grade levelcan be coordinated with the teaching of history lessons and the development ofa major theme or program objective. Team interdisciplinary planning can alsoprovide opportunities for supporting the development of communication,research, thinking and study skills objectives in social studies--content readingand required trade book or other outside readings, writing process projects,oral presentations and debates, listening skills, and projects which developskills in using media, technology, and library resources. Social studies teachersmay also find the planning of interdisciplinary projects with English teacherson how English has evolved, how culture affected the development of dialects,how words have changed by historical events, and how features of culture whichhelp students learn to appreciate and know more about language and culturewill be beneficial to students. Story telling and p_Jtry written by studentsor others related to history events can increase the intensity of the student'sinterest in history or communication.

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2. Science and health/mathematicsOpportunities exist for linking social studies lessons science andmathematics lessons are planned. Science in society projects are beingproposed by scientific disciplines nationwide which require cooperativeteaching of the value and problems of technology, invention process andinventions in history, remote sensing and its value in predicting and controllingearth crises,and the social, political, and economic effects of hunger and&sense. When mapping, charting, graphing, and surveying (polling) skills arepracuoed, mathematics or science links can be practiced.

3. Other languagesSocial studies teachers are not expected to be fluent in other languages, butopportunities exist in introducing and exploring a culture to introduce simplelanguage expressions of people who live in the culture. Elementary overviewsof selected language expressions are expected to help enhance student interestin learning more about other cultures and may also develop an, increasedinterest and appreciation for language. As feasible teachers are encouragedto plan interdisciplinary links with the cultures of other languages, most ofwhich are taught in the school system. Among the introductory lessons whichmight be planned are the following links:

K Japanese culture and language orientation1 - Spanish culture and language orientation2 Cambodian culture and language orientation3 Native American culture and a language orientation4 - German and Hebrew culture and language orientation5 - French and Swahili culture and language orientation6 - Latin, Chinese, Arabic, and Russian culture and language orientation

4. The ArtsLinks to art and music occur throughout the study of human history and the socialstudies curriculum. As students study the diversity of human cultures,characteristics of major civilizations, and the variety of human expressionabout issues and conflicts, lessons linked to the visual ails and music helpenrich the students' knowledge.

Methods and Teaching Strategies

Social studies teachers use a variety of methods in the classroom to help studentsdevelop concepts and skills. The traditional teaching strategies identified below will continue tobe used in appropriate learning situations. The use of commercial workbooks, writing orreading without purpose, audio visual aids, software, and resource persons not related to thegoals of the course of study are discouraged as teaching strategies. Teachers use more than onestrategy in each lesson and consider the age and abilities of students when planning the lessons. Aminimal lesson includes one or more subject objectives, teaching strategies, and a plan forevaluation. Quite often homework which stimulates student interest and extends the lesson ispart of the social studies lesson.

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1 -12

1. Traditional instructional strategies used in the social studies classrooma. reading--textbooks, original source accounts, reference books, and trade booksb. writing--communication, assessment, and special writing process projectsc. oral--persuasive speaking including individual talks, panel and debatesd, teacher lecture and interactive questioninge. map activitiesf. library activities-reference books, nonfiction, biographies and novelsg. group process activitiesh. audiovisual aidsi. chart and graph interpretation--census data and otherj. role play and simulation

In addition to the traditional methods listed above, social studies teachers also use newerstrategies as appropriate to implement the program and help students achieve the objectives.

2. Strategies to receive more emphasis in the new course of studya. cooperative learning, peer tutoring, and group critique

b. collaborative and strategic planned interdisciplinary team activitiesc. student-initiated projects with teacher guidanced. formal competitions (e.g. History Day, Citizen Bee, Geography Bee, essay contests,

stock market game, and mock trials)e. interpersonal and intergroup activities including conflict resolution1. research--personal heritage, oral interviews, opinion support research,

opinion polls, original source historiography, hypothesis testing, andformal academic research

g. project-oriented activities (especially at the elementary and middle schools)h. technology (computer, telecommunications, videodisk, video)i. linking activities--linking past activities; linking past/presentj. student leadership activitiesk. articulation of program goals1. participatory citizenship activities

- issue analysis, problem solving, and process evaluation- school problem solving-. school and community service activities (e.g. peer tutoring, etc)- government observation processes- voter registration and political election participation- confronting prejudice and inhuman behavior activities

environmental improvement activitiesm. graphic organizers including the structured overviewn. in-depth interdisciplinary seminars with outside resource persons and academic

coachingo. use of modern map construction, map and remote imagery interpretation techniquesp. humanities strategies--music, poetry, literature, and art of historic periodsq. time and timeline activitiesr. moral dilemma and value analysiss. language related activities--whole language instruction, vocabulary and word

origins, language/culture appreciatio.., and story tellingt. world issue log-keeping and specialization

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22

Technology. Equipment and Learning Material

In addition to the special program features which focus on subject areas andmethodology, the social studies course of study contains the expectation that the social studiesclassroom will have the equipment and materials necessary to teach the important concepts andskills necessary for citizenship in the twenty first century. The basic equipment needs of thesocial studies teacher include that technology which allows the student and teacher access tolessons which cannot be accessed with traditional technology. Map and globe needsareidentified, so that students will learn the world of today, including the physical and culturalgeography of historical and current events and issues. Textbooks and learning materials whichprovide the necessary original source accounts, literature, poetry, art and music should be partof the learning environment for each student.

1. TechnologyComputers and video technology provide important components to the Lstructional

delivery component of the new Cincinnati social studies course of study. Computer, videodisk,telecommunications, and liquid crystal display access for each teacher provide important lessoninteractive capabilities for presenting world event and historic simulations that challengestudent thinking skills. Data base development, word processing, spread sheet computation ofcross culture comparisons, and record and assessment instrument storage further enhanceteacher capability to deliver creative and modern instruction.

Video camera, recorder, and audio recorder access are also important technologycomponents for the social studies classroom. When conducting oral history interviews, takingopinion surveys, and presenting video material to illustrate concepts, video and audio technologyare used extensively by teacher and students. Grade level or department access to traditionalequipment including carousel slide projector, 16 mm projector, and photocopy machine are alsoresource needs of the social studies teachers. Secure storage for social studies equipment isexpected, along with provision for maintenance.

2. Maps and Globes

Minimal equipment for each social studies teaching station is expected to teach socialstudies in the 21st century. This equipment for each classroom varies by grade level but thefollowing minimums are recommended:

a. Primary grades- 1 globe (16 inch)

simplified world, United States, city and neighborhood wall maps

b. Intermediate grades1 globe (16 inch) physical/politicalworld, United States and city wall mapsOhio wall map at grade 4contour maps and aerial photos of Cincinnati and neighborhood for grade 4one set of region/continent maps to be shared by all intermediate grades

231-14

c. Middle school grades1 globe (16 inch) physical/politicalworld and United States wall mapsOhio and Cincinnati wall maps for grade 7 classroomscontour maps, aerial photos, and remote imagery maps of Cincinnati to beshared by all middle school classroomsone set of region/continent maps to be shared by all middle school classes

d. Senior high school1 globe (16 inch) physical/politicalworld and United States wall maps1 set of region/continent maps to be shared by senior high classrooms1 set of world history wall maps to be shared by all classrooms1 set of U.S. history maps to be shared by all classroomscontour maps, aerial photos, remote images and special purpose maps tobe shared by all classrooms

3. Learning MaterialsIt is the responsibility of the school system to provide the basic learning materials for

use by the teacher in the social studies classroom. Learning materials are defined as thosetextbooks, readings, kits, and other materials recommended by the reviewing committee asneeded to teach the course. Beyond the minimum texts and other materials needed, each teacherworking with the school librarian and principal builds a resource collection to extend the basiclearning materials provided by the school system. Supplemental materials may consist of smallsets of current events materials, readings, kits, and other materials which help to enrich thelessons but are not considered required.

Section 2

2.5

PHILOSOPHY

Cultural diversity enriches our city, state, and nation. Cincinnati classrooms todaybring together young people of many backgrounds with a broad spectrum of life experiences. Tocapitalize on this strength, the Cincinnati Public Schools must provide a meaningful andeffective social studies program that enables all students to acquire essential understandings toassume the lifelong Office of Citizen, to subscribe to the positive values from our past andpresent and to discharge the responsibility of participatory citizenship in the future.

The K-12 Social Studies Program demonstrates a strong commitment to a multiculturalapproach to learning which incorporates respect for cultural diversity in our nation and theworld. The underlying principles of this approach are based upon knowledge and skills thatallow students to function cross-culturally and to develop self-understanding, self-esteem andpride in our heritage.

The K-12 Social Studies Program reflects the commitment of the Cincinnati PublicSchools to improved academic achievement through the belief that all students can learn.Beginning in kindergarten this program provides background knowledge which is an essentialpart of literacy. Numerous and varied opportunities are provided for students to pursue theirunique interests.

History is the integrating subject of the social studies program. Within the context ofhistory, the formulations and insights of the social sciences take on drama, relevance andsignificance. Students learn geography, economics, and citizenship in an environment in whichthe recurring themes are taught. These themes which are vital in the search for understandingof ourselves and others, include:

Civilization, cultural diffusion, diversity, and innovationHuman interaction with the environmentValues, beliefs, political ideas, and institutionsConflicts, conflict resolution, and cooperationComparisons of significant historical developmentsPatterns of social, economic and political interaction

Finally, history Is the organizing element upon which the coherence and usefulness ofliterature, languages, science, mathematics, and the arts depend.

The K-12 Social Studies Program with a strong multicultural approach equips studentswith the basic knowledge, attitudes, skills and values necessary to participate as active and.effective problem-solving citizens in a global society and encourages all students to reachtheir potential.

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PROGRAM GOALS

I. Demonstrate an understanding of the development of andinteraction among major civilizations

II. Evaluate ways humans interact with the environment

III. Compare values, beliefs, political ideas and institutionswithin historical and contemporary situations

IV. Evaluate types of conflict and methods of conflictresolution

V. Interpret significant historical developments

VI. Analyze patterns of social, economic and politicalinteraction

PROGRAM/COURSE LISTINGS

Note: The committee supports the Ohio State Boar, r Education's recommendation that threesocial studies units should be required for graduation. The three units* required wouldbe those recommended by the Ohio Board of Education--American History, WorldHistory, and American Government/Economics. Advanced placement courses may beoffered at all schools, and may be substituted for core courses in U.S. History, AmericanGovernment, and Economics.

Core Scope and Sequence System-WideK Learning and Working Today and Long Ago1 A Child's Place in Space and Time2 People Who Make a Difference3 Famous People, Legends, Celebrations, and Traditions4 Cincinnati History/U.S. Regional Geography5 U.S. History6 World Civilizations & Geography7 World History (500-1500)-1st sem; Ohio Hist & Govt-2nd semester8 American History & Govt to 1877

9

9Modern World History (1500-2000)Modern World History AA

1 0/ 1 1 - U.S. History10/11 - U.S. History AA1 0/ 1 1/1 2 U.S. History AP

American Government (.5)/Economics (.5)American Government AA (.5)/Economics AAAmerican Government AP (.5)/Economics AP (.5)

Regular Program Electives Which Can be System-Wide1 0 - Civics (intervention elective for unsuccessful citizenship test students) (.5)10/11/12 - Ethnic and Cultural Issues (.5)10/11/12 - African and African American History & Culture10/11/1 2 - Appalachian History & Culture (.5)10/11/12 - World Problems (.5)1 0/1 1/1 2- Philosophy (.5 or 1)

College Level Program Electives Which Can be System-Wide10/11/12 - U.S. History AP10/11/12 - Art History AP1 1/ 1 2 - European History AP11/12 - Psychology AP1 1 /1 2 - American Government AP (.5 or 1 yr)1 1 / 1 2 - Comparative Government AP (.5 or 1 yr)1 1/1 2 - Economics AP (.F. or 1 yr)

* The specific courses taken to complete the three units needed for graduation may vary atWalnut Hills High School.

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?u

SEQUENCE AND LEVEUCOURSE DESCRIPTIONS

K- Learning and Working Today and Long Ago*In kindergarten the children begin to understand that school is a place to learn and work.

It is time to develop good social behavior in the classroom so that children will have positivelearning experiences. Students also explore their world in relationship to their family andfriends. The first goal of the curriculum is to explore the need for rules in the classroom,school, community and country. Students learn why we have rules, how rules help us get alongwith others and how alternative behaviors get different results. Another goal is to helpchildren build a sense of self and self-worth and by assuming individual and groupresponsibilities in classroom activities. Finally, through well-selected literature,kindergartners begin to develop a sense of historical empathy by comparing themselves withpeople of times past. Opportunities to explore Japanese language and literature are used toenrich the kindergarten curriculum.

1- A Child's Place in Space and Time*Children in the first grade learn more about how important it is for people to work

together and to accept responsibility. Students learn that working together involves planning,cooperation, respect for the opinions of others and problem-solving skills. The children'sgrowing sense of place and spatial relationships makes it possible to develop a deeper geographicunderstanding of places and the interrelationship between places both near and far. It is timefor new economic learning which focuses on the goods and services that people want and need andthe specialized work that people do to manufacture, transport and market such goods andservices. The first grade curriculum continues to develop an understanding and appreciation ofcultural diversity through a literature-enriched program beginning with literature of thecultural groups represented in the classroom and then moving to the literature of Spanish-speaking people and other cultures.

2 - People who Make a Difference*At this level, children are helped to develop a beginning sense of history through an

approach that is understandable and interesting. They develop an appreciation of the many people whomake a difference in their lives, those who supply their daily needs, and those who have helped maketheir world a better place. Children develop basic economic understandings of human wants and needsand the concepts of interdependence, as they learn how different people within a community dependupon one another. Multicultural understanding and appreciation are enhanced through reading andlistening to biographies about the lives of people living in many cultures who have made a difference. Anintroduction to the language and culture of a refugee population, such as the Cambodians, helps toenrich multicultural learning at this level.

3 - Famous People, Legends, Celebrations and Traditions*In grade 3, the history of our nation is learned through meeting people, ordinary and

extraordinary, through biography, story, folktale and legend. Children make contact withtimes past and with people whose activities have left their mark on the nation. Children havecontinuing opportunities to enjoy the literature that brings to life the people of an earlier time.Children compare the past to changes underway and identify some issues that are important totheir immediate community. Issues that are expressions of early people of North Americancivilizations are explored in both historical and geographic perspective. Children develop anappreciation for the ideals of the American heritage.

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4 - Cincinnati History/U. S. Geography*Children begin their first chronological study of history by learning about Cincinnati

from prehistory to the present. The cultural diversities of the people of Cincinnati, includingintroductory literature and language expressions such as German and Hebrew, the issues which dividedand united them, and the way they worked and played are studied in the first half of the year. Thestudents then begin to study the geographic regions of the United States and the major Native Americancivilizations who inhabited them. They learn how people make a living, and the important landmarks andgeographical features which help identify the region. The linking of geological regions to each other andthe world are studied, along with some major issues from the news affecting the lives of children at thisage.

5 - United States History*In grade 5 students complete their first systematic study of the United States from

colonization and development of the new nation to the present. The past and present are linkedthroughout the course as students study the diversity of peoples who have contributed to theheritage and present life of America, including: exploration and colonization, independence,westward movement, slavery and the transformations of African Americans, settlement andtransformation of Appalachia, Civil War and Reconstruction, industrialization and immigration,Depression and World War II, Post War, and contemporary life in America. Students begin toapply the thinking skills, multicultural attitudes, geographic and economic events and conceptsto explaining the meaning of historical events. Introductory interdisciplinary links to Frenchand a West African culture and language help enrich the multicultural story of the nation. Somecritical citizenship concepts are introduced at this grade to provide students a preliminaryunderstanding of ideas deemed important by the State of Ohio on proficiency evaluations in lateryears.

6 - World Civilizations and Geography*At this level students connect the classical civilizations of the ancient past to the present.

The geographic context of world civilizations and its effects on history are emphasized through the studyof events that shaped our modern world. The beginnings of civilizations including Egypt, Greece andRome are followed by the rise of European civilizations and the global spread of western thought,concluding with modern day Europe and the Soviet Union. The study continueswith ancient African,Asian and Mezzoamerican civilizations, all linking the past to the present. The units are both historical,from early times to modern day, and geographical, advancing across continents. There is an emphasis onlinks and contributions of early western and nonwestem people from different cultural groups to the worldtoday.

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7- History 7*During the first semester of grade 7 students continue their study of world history

which began in grade 6. The course starts with students looking at clues and learning howhistorians and archaeologists use different types of source materials to interpret the past.Examples of how geographic factors can affect history are Introduced built on the nationalgeography themes. Geographic features for the major civilizations studied precedes the study oftheir major historic events, decisions, and themes. During a brief review of the ancientcivilizations already studied, students practice interpreting source materials that help themlearn to link the past and the present using examples from law, literature, philosophy,religion, language, technology and the arts of ancient civilizations of Rome and the IslamicMiddle East. Important regional historic civilizat:ons of the Americas, western Africa, China,and Europe are then studied. The Europe unit is followed by the study of the Renaissance,Reformation, and the Scientific Revolution.

The second semester includes the study of Ohio history, government, geography, andculture and marks the beginning of one and one-half years of Ohio and American history whichconcludes at the end of grade 8. Critical events in Ohio's settlement including geographic factorsand progress toward statehood, division over slavery and the Civil War, industrialdevelopments, Progressive era of government reform, and cultural achievements of its diversepeople are related to the important historical themes of the social studies program and linkedwith the student's life today. The Ohio system of government including the legal system,related responsibilities and rights as participating citizens, and highlights of significantdocuments (e.g. Northwest Ordinance and Ohio Constitution) provide the student with importantconcepts for future studies, examinations, and life in the Office of Citizen.

8 - American History & Government to 1877*In grade 8 students continue their systematic multicultural study of American history

by connecting the past to the present with the issues and decisions which shaped historic andcurrent events. From the pre-Columbian civilizations through Reconstruction, students applygeographic and economic concepts to interpreting historic events which affected the present. Studentslearn to apply concepts from the Constitution and government to enhance their chances of success onthe citizenship test which is given in the ninth grade. The course concludes with a unit looking ahead fromReconstruction to the present to see the effects of developing trends and issues such as civil rights,technology, and world interdependencies. The story of the transformation or adaptation of AfricanAmericans, Appalachians and others continues.

9 - World History (1500-2000)*This course provides students with the background knowledge necessary to understand

the position and role of the United States in the world and to introduce students to the role theywill play as citizens of the global village. The course begins with a review of basic geographicconcepts such as place, location and movement. Students learn to orient themselves withinCincinnati, Ohio, the United States and the world and discover and trace global patterns usingboth physical and human geography. Students then develop a working definition of culture andthe "universals" of all cultures which are applied throughout the course when interpretingsignificant historical events. Basic economic factors such as scarcity, choice, and the basiceconomic questions facing different economies are studied ,as examples of the significance ofeconomic forces on historic events. Students review the origins of human time and thedevelopment of the earliest cultures throughout the world down to the classical civilizationswhich are examined in the light of their contributions to the development of westerncivilization. The review of the Middle Ages and the early modern periods provides students withhighlights of watershed events which set the stage for events in the modern world.

The course emphasizes the rise of modern nations, technical and commercialrevolutions, colonialism, world conflicts, the rise and fall of totalitarianism ideologies andgovernments, twentieth century nationalism in Africa, Latin America, Eastern Europe, and theMiddle East. Contemporary world issues will provide the focus of the last quarter. Studentslearn to study these issues including their historic roots, multicultural interactions andcurrent trends. Also, students learn to make predictions concerning these current issues usingtheir critical thinking tools. The dangers of human inhumanity as illustrated in the watershedevents of slavery, the Holocaust, totalitarian regimes and Apartheid are confronted. Thephilosophies and multicultural arts world civilizations are used to trace the intellectualgrowth of civilization. Finally, f'..rdents study the development of the democratic idealthroughout history and its impact upon current events.

9 World History (AA)*This course parallels the review, topics, and chronological time period of the world

history course taught at this grade level but provides the more challenging academicrequirements needed for them to succeed in advanced placement courses. Students preparingfor advanced placement courses in higher grade levels may take this course to extend theiradvanced writing and reading skills, interpret more advanced original source accounts,understand better how different historians may interpret a historic event differently, andcompete with high expectations in academic competitions. Successful completion of this courseis acceptable as the required world history course in the core sequence.

10 - Civics (1st semester intervention--.5)Students who do not succeed on the grade 9 Ohio citizenship test may elect to study civics

and government to review essential understandings needed to succeed on the exam. In addition toexam preparation students learn basic citizenship and government concepts needed to continuetheir study of government. Students optioning for this intervention remediation credit are alsoexpected to complete the three social studies units required for graduation.

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32

10/11 U.S. History*In this program students review American history from the earliest period and connect

the past to the present using links with significant events in Cincinnati history and thecontemporary world. The importance of geographic themes and economic decisions whichaffected U.S. history are an integral part of the course. Basic concepts include the significanceof democracy, civil liberties, highlights of the Constitution, changes In the status andachievements of the African American and other cultures that have made the United States great,as well as the identification of the problems and decisions which influenced the past and present.

In the last three quarters of the course, students study the factors that led the UnitedStates to become a world leader, the major decisions, events, and people since 1900 whichhave affected how Americans lived in a multicultural society, major themes such as the changingrole of governments, movements for civil liberties, growing internationalizing of companiesand the economy, effects of technology on lifestyle and the environment, and others . To theextent feasible students gain self, group, and national pride, as they learn of their personalheritage and role as a participating U.S. citizen.

10/11 - U. S. History AAStudents seeking extensive academic challenges which prepare them for advanced

placement courses in grade 12 may take this course. The themes and content emphasis parallelthe regular U.S. history course taught at this level, but students read additional original sourceaccounts, practice oral history interviews, extend their learning and apply the basic principlesof historical interpretation, analyze different interpretations of historical events, and writecritical essays. Experience with document-based questions and use of specialized historicalresearch skills In historical collections in libraries is included. Successful completion of thiscourse fulfills the core requirement for a year of U.S. history.

10/11/12 - U. S. History APThis advanced placement course is intended for students who wish college level credit.

Students study their American heritage in depth from the period of the colonial period to today,including the founding of the U.S. and the significance of democracy and the Constitution,development of the city and states, Civil War, slavery, and Reconstruction, industrialization,emergence from isolationism in 1900, foreign policies of wars and peace and changingideologies and alliances in the 20th century, Great Depression and changing role of government,Civil Rights movement, changing roles of technology and the arts, immigration, and the changinginternational economy. Success in the course requires extensive work and the application ofadvanced study skills to challenging readings, critical essays, document-based questions, andunderstanding how historical events can be interpreted differently. At the end of the course,students are expected to take the advanced placement examination to determine eligibility foradvanced college credit. Successful completion of this course completes the core requirement ofa year of U.S. history.

2-13

10/11 - American Government (.5)/Economics (.5)*This program of government and economics is in reality two semester courses which

fulfills the state requirement on these areas of study. Amerinn Government completes thestudent's historical, cross cultural and contemporary study of the governmental processes andinstitutions which affect the citizen's willingness to assume the participatory responsibilitiesof the Office of Citizen. At this level students are expected to interact on citizenship andmulticultural issues and get involved in the observation, statement of views, and legalprocesses for influencing government and citizen decisions. The study of government includesthe Constitution, structure and processes of the branches of government at the national, state,and local levels, how government is influenced, and applications of government in everyday life.Issues which challenge and improve government from civil rights to fiscal responsibility helpthe student better analyse citizenship issues. Participatory citizenship experiences ongovernment observation, voter registration, election and political involvement arecooperatively planned by the teacher, parent and student to extend the student's knowledge ofgovernment.

The study of economics includes the study of basic concepts and questions needed tounderstand economics and economic systems, along with the various processes and factors neededfor making good economic decisions. The course begins with a review of basic economic conceptslearned in the student's study of economic factors which affected historical events. In addition tothe basic economic concepts of scarcity, economic choice to allocate resources, and decision-making to improve economic efficiency, students study the relationship of demand and supply,how firms organize and compete through pricing of goods and other factors, how the economy asa whole functions and is measured, money and banking, business cycles, the role of government,how international trade affects the economy, and 'how different economic systems can becompared with the market economy. As appropriate job shadowing experiences may be plannedat this level to help the student with career planning decisions Completion of these semestercourses helps prepare students for success on the grade 12 citizenship test which will be givenby the state of Ohio in 1994.

10/11 - American Government AA (.5)/Economics AA (.5)This course parallels the course content with the government and economics courses

taught at this level but extends the academic challenges for students who may be planning anadvanced placement course experience in a later year. Advanced readings beyond the text, planning,conducting, and interpreting political and economic surveys, analysis of election, political unit, anddemographic data are included to increase the level of analysis. Students are asked to prepare andanalyze one political and one economic case study using the writing process for class analysis. The use oftechnology including the personal computer is guided and encouraged. Successful completion of thesesemester courses completes the student core requirement for government and economics.

11/12 - American Government AP (.5)/ Economics AP (.5)This college level course provides students the opportunity to complete their government

requirement while gaining college credit, with successful completion of the spring examination.The course surveys the branches of government, political processes, political parties, civilliberties, civil rights, role of the media and interest groups. Students learn the techniquesused by political scientists including analysis, survey interpretation, and evaluation ofpolitical documents and communications.

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The advanced placement economics program provides students the opportunity to studycollege level. economics at the high school level. Microeconomics study may be offered for asemester at the college level to help students understand the principles of economics that applyto the functions of Individual decision-makers, both consumers and producers, within thelarger economic system, Macroeconomics Is a separate fuil semester study to help studentsunderstand the economy as a whole. Particular emphasis is placed upon the study of nationalIncome and price determination, along lab the concepts of economic performance measures,economic growth, and international econc mics. A student who completes both economicsemesters will receive a full unit rather than a half-unit of credit. Students who complete thegovernment and one economics advanced placement have successfully completed their corerequirement in these subjects.

11/12 - Comparative Government AP (.5)Students in this college level program study the countries of Great Britain, France,

Soviet Union, China, and either India, Mexico, or Nigeria. The course focuses on the sources ofpower in each government, cleavages, political principles of that form of government, theframework and scope of government processes and the process of political change. At thecompletion of the course students are expected to complete a test for college level credit.

11/12 - Economics APThe advanced placement economics program provides students the opportunity to study

college level economics at the high school level. The course may be taken for one or twosemesters as described in a previous government and economics course description. The purposeof the advanced placement course in microeconomics is to help students understand theprinciples of economics that apply to the functions of individual decision-makers, bothconsumers and producers, within the larger economic system. The second semester of a fullyear course focuses on macroeconomics which provides students with an understanding of theeconomic system as a whole. Particular emphasis is placed on the study of national income andprice determination, along with the concepts of economic performance measures, economicgrowth, and international economics.

10/11/12 - Ethnic Studies: Ethnic and Cultural Issues (.5)The ethnic and cultural issues which divide human ethnic groups are the focus of this

course. Research on important ethnic topics, institutional and legal factors, case studies fromhistory and contemporary events, and conflict resolution in and out of the school help studentslearn to extend their knowledge of history and human behavior. In addition to ethnic issues,issues associated with gender, religion, and social class are examined.

10/11/12 - Ethnic Studies: African and African American History and CultureThis course includes approximately one semester of area study on the history and

culture of Africa and one semester of study of the achievements and issues of African Americans.The semester on African history includes a unit on the geographic factors in history which haveaffected the development of various African cultures, ancient Egypt, Ghana, Mali, Songhay,colonial Africa and the slave trade, nationalism movements, Apartheid, and issues facing modernAfrican states.

2-15

Fi 5

In this course students will develop respect for African American individuals andculture, learn of the contributions of African Americans, Anglo Americans and others in thequest for equality, learn of different strategies and participate constructively in the politicalprocess to improve civil rights for all citizens, distinguish fact and opinion and confrontprejudice, understand the significant role of religion within African American culture, describethe unique history of selected African American Cincinnati communities, and identifyinstitutions within and outside the African American community which can work together toimprove the quality of life for African Americans.

10/11/12 - Ethnic Studies: Appalachian History and Culture (.5)This program will help Appalachian and other students better understand and respect

Appalachian culture. The course emphasizes the historical, political, economic, and culturalaspects of Appalachian culture. Among the topics studied are the process by which self-understanding and pride are developed in the Appalachian family, how history has changed thepolitical and economic situations of Appalachians, and relations of Appalachians with othercultural groups. The cultural achievements of individuals and groups are identified, as studentsread both narrative and original source accounts. Students also learn to participate positivelyin the political process in the Appalachian community.

10/11/12 - World Problems (.5)Concepts and skills for analyzing issues and solving problems are used in this program

to help students gain an understanding of the issues they will face as adult citizens. Domesticissues related to moral, ethical, and legal obligations and conflicts are studied, along with suchinternational issues as the environment, war and peace, prejudice and racism. The problems ofrelations between nations, as well as the problems of world regions, provide the students withcritical information for understanding today's world and making intelligent decisions.

10/11/12 - Philosophy (.5 or 1)This program introduces students to the great thinkers and Ideas of history and today.

Philosophy methods of analysis, issues, problems and the application of ethics and moralphilosophy to every day life problems are the major aspects of the course. The role of religionsas well as the arts are used to help students learn to think and apply the great ideas. Studentsdevelop and defend a reflective philosophy of life. Students who take the course for twosemesters will study problems of knowledge and philosophy, the relationship of subjects, andthe main ideas from western and non-western cultures in more depth.

11/12 European History APThis college level program provides students the opportunity to gain college credit by

successfully completing the College Board examination in the spring. The course surveyswestern civilization from 1400 to 1970 including the political, economic, cultural, andintellectual heritage. The changing role of women and minorities, the origins of anti-intellectual movement and forms of racism in European history are also highlighted. Studentslearn to apply the skills of the historian, in reading and interpreting original source accounts,writing critical essays, reading outside depth studies, writing document-based questions, andinterpreting history using themes and philosophies.

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11/12 - Psychology APStudents study the methods, approaches, history, and major topics of psychology in this

college level course. From the biological basis of behavior to the role of developmentalpsychology and social psychology, the excitement of learning about human behavior isemphasized. Successful completion of the course includes obtaining college level credit frompassing the advanced placement examination.

10/11/12 - Art History APArt history is a specialized college level course which emphasizes the interpretation of

the visual arts. The chief goal of the program is to assist the student in understanding andappreciating key examples of architecture, sculpture, and painting as historical documents. Thespecific objectives acquaint the student with the historical context within which great art hasbeen produced and to develop skills necesf_ary for recognizing and critically evaluatinC andcomparing art works. Students are expected to achieve satisfactorily on the advanced placementexam for college credit in the spring.

* Program levels and courses marked with an asterisk are the expected sequence of studies forstudents in social studies in the Cincinnati Public Schools. Some variation occurs beginningwith grade nine as students begin preparing for completing college level programs in keepingwith individual needs. In grades 10- 12 a full program of electives is offered which provideculminating advanced studies preparing students for participating citizenship and furtherstudies beyond high school, if they choose. Students are expected to complete the program scopeand sequence, including the study of Ohio and American history in grades 7-8 and the high schoolgraduation requirements of world history (1 unit), U.S. history (1 unit), and government andeconomics (1 unit) at the senior high level. Local course options exist in some schools.

2-17

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shed

eve

nts

of m

ajor

civ

iliza

tions

in r

elat

ion

to th

e ev

ents

and

issu

es in

the

wor

ld to

day.

Subj

ect O

bjec

tives

/e\

.,96

40,,,

o(-\

,:).-

,,

f.e.

p. c

sepu

men

ts w

ill:

K1

23

4b

67

89

11

I.A

.4.

Giv

e ex

ampl

es o

f th

e in

terp

lay

of c

hang

e an

d co

ntin

uity

in r

elat

ions

hips

bet

wee

n ev

ents

in ti

me.

I.A

.S.

Exp

lain

mul

tiple

cau

satio

n of

con

nect

ed h

isto

rica

l eve

nts

with

out

exce

ssiv

ely

abst

ract

gen

eral

izat

ions

.

I.A

.6.

Giv

e ex

ampl

es o

f ho

w ju

dgm

ents

abo

ut p

ast e

vent

s ha

ve c

hang

edw

ith th

e pa

ssag

e of

tim

e, n

ew in

form

atio

n an

d ne

w in

terp

rets

-lio

ns.

Air

4041

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

ed e

vent

s of

maj

or c

ivili

zatio

ns in

rel

atio

n to

the

even

ts a

ndis

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.7.

Dis

cuss

how

per

sona

l cha

ract

er h

as a

ffec

ted

the

indi

vidu

al in

hist

ory.

I.A

.8.

Exp

lain

his

tori

cal e

vent

s in

rel

atio

n to

the

geog

raph

y, ti

me,

plac

e, a

nd c

onte

xt.

,I

*I

*L

A. 9

.Id

entif

y fa

ct a

nd o

pini

on in

soc

ial s

tudi

es te

xt m

ater

ial.

**

*

I.A

. 10.

Rec

ogni

ze th

e di

ffer

ence

bet

wee

n

a.hi

stor

ical

evi

denc

e an

d as

sert

ion

b. a

ssum

ptio

ns a

nd f

acts

c.an

alys

is a

nd m

emor

izat

ion

**

*

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nD

mon

z m

ajor

civ

iliza

tions

,

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

ed e

vent

s of

maj

or c

ivili

zatio

n re

latio

n to

the

even

ts a

nd is

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:e"

A.\0

,,c7.

c-e

H1

23

45

67

89

11

C)

I.A

. i 1

.R

espo

nd a

ppro

pria

tely

to h

isto

rica

l que

stio

ns, d

ebat

es,

com

petit

ions

, and

pro

blem

/dec

isio

n si

tuat

ions

cal

ling

for

hist

oric

al/c

urre

nt is

sue

anal

ysis

.

I.A

.12.

Exp

lain

the

met

hods

and

tool

s of

his

tori

c in

vest

igat

ion.

1

*

I.A

.13.

Dis

cuss

the

mea

ning

of

an h

isto

ric

even

t usi

ng a

theo

ry o

rph

iloso

phy

of h

isto

ry.

*

444

J

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

n

amon

g m

ajor

civ

iliza

tions

,

Prog

ram

Obj

ectiv

e I.

A. U

sehi

stor

y's

habi

ts o

f th

e m

ind

to a

naly

ze c

ritic

al w

ater

shed

eve

nts

of m

ajor

civ

iliza

tions

in r

elat

ion

to th

eev

ents

and

issu

es in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:2

34

56

78

91

1

b.0

3

664

'e\

*3 4

%4"

c.Pc

.e,

`"

t?' 4

I.A

.14.

Rea

d at

leas

t tw

o tr

ade

book

s ea

chye

ar in

whi

ch th

e hi

stor

ical

habi

ts o

f th

e m

ind

can

be a

pplie

dbio

grap

hy, h

isto

rica

l nov

el,

or n

onfi

ctio

n.

I.A

.15.

Com

plet

e at

leas

t tw

o w

ritte

n pr

oduc

ts e

ach

year

usi

ng th

ew

ritin

g pr

oces

s.

.... *

**

**

*

I.A

.16.

Com

plet

e at

leas

t tw

o pl

anne

d or

al p

rese

ntat

ions

eac

h ye

ar,

incl

udin

g a

shor

t per

suas

ive

spee

ch a

nd d

ebat

e at

the

high

scho

ol le

vel.

4r

**

**

**

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

din

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

edev

ents

of

maj

or c

ivili

zatio

ns in

rel

atio

n to

the

even

tsan

d is

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

'3<

e°4"°6 c

".

K1

23

: 4.-

f:1

:004

0,c.

I.A

.17

Dem

onst

rate

how

new

idea

s ca

n be

cre

ated

to s

olve

a pr

oble

m o

rde

velo

p an

inve

ntio

n.II

MII

IMII

IIII

IIII

IIII

III

IN

I.A

.18.

Iden

tify

and

com

pare

mig

ratio

n pa

ttern

s of

mov

emen

t of

peop

le,

good

s, a

nd id

eas

hist

oric

ally

and

toda

y in

clud

ing

why

peo

ple

mig

rate

.*

I.A

.19.

Exp

lain

the

conf

lict b

etw

een

cultu

res

asa

fact

or in

the

deve

l-op

men

t of

polit

ical

gov

ernm

ent.

.

LA

.20.

Exp

lain

the

impa

ct o

f cr

itica

l his

tori

cal e

vent

s.a.

colo

niza

tion

of A

mer

ica

by E

urop

eans

b.A

mer

ican

Rev

olut

iona

ry W

arc.

esta

blis

hmen

t of

Nor

thw

est T

erri

tori

es

**

**

**

I.A

. 21.

Dev

elop

an

unde

rsta

ndin

g of

the

reas

ons

for

stud

ying

his

tory

and

of r

elat

ions

hips

bet

wee

n th

e pa

st a

nd th

epr

esen

t.N

MM

I **

**

**

4ci

4

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

n

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

ed e

vent

s of

maj

or c

ivili

zatio

ns in

rel

atio

n to

the

even

tsan

d is

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:K

/12

34

56

78

91

1

I.A

.22.

Rec

ogni

ze a

nd a

ppre

ciat

e th

e m

ultic

ultu

ral a

nd m

ultie

thni

cdi

men

sion

s of

civ

iliza

tions

of

diff

eren

t tim

es a

nd p

lace

s an

d th

eir

impa

ct o

n th

e in

stitu

tions

of

thos

e ci

viliz

atio

ns.

I.A

.23.

Des

crib

e an

d an

alyz

e th

e m

ovem

ent o

f id

eas

betw

een

wes

tern

and

non-

wes

tern

soc

ietie

s an

d th

e ef

fect

s of

the

sam

e.im

ilmon

miii

miii

MM

N

I.A

.24.

App

ly th

e pr

inci

ples

of

criti

cal a

nd c

reat

ive

thin

king

.

a.Id

entif

y th

e fa

llaci

es o

f hi

stor

y.

b.A

pply

the

step

s of

issu

e an

alys

is a

nd p

robl

em s

olvi

ng in

the

solu

tion

of a

n is

sue

or p

robl

em.

c.A

pply

lang

uage

ana

lysi

s sk

ills

to th

e w

ritte

n id

eas

of o

ther

s.

d.A

naly

ze e

xten

ded

argu

men

ts.

e.U

se m

edia

new

s an

d ad

vert

izin

g to

iden

tify

prop

agan

da a

ndco

nstr

uct c

ount

er a

rgum

ents

or

posi

tions

.

f.C

onst

ruct

, ana

lyze

, and

inte

rpre

t pol

itica

l pol

ls a

nd p

redi

cthu

man

beh

avio

r, s

uch

as e

lect

ions

, bas

ed u

pon

a po

litic

alsu

rvey

.

*

12, A

L A

m. H

irt 5i

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

mai

or c

ivili

zatio

ns.,,

Prog

ram

Obj

ectiv

e I.

B.

Inte

rpre

t sou

rce

mat

eria

ls, d

iffe

rent

his

tori

cal v

iew

poin

ts, a

ndco

mpa

re s

igni

fica

nt h

isto

rica

l eve

nts

with

issu

es a

ndac

hiev

emen

ts in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

' \ ,,

v,4t

,5sp

-

K1

23

45

67":

9 ;,,t

s ; C?

eI.

B.1

.C

ompa

re th

e ri

se o

f tw

o de

velo

ping

cou

ntri

es to

two

coun

trie

sw

ith m

ore

deve

lope

d ec

onom

ies.

I.B

.2.

Dis

cuss

fac

tors

invo

lved

in th

e ri

se, c

hang

e or

dec

line

ofse

lect

ed m

ajor

civ

iliza

tions

.M

IIM

Min

inow

i*

I.B

.3.

Dis

cuss

the

impo

rtan

ce o

f th

e ci

ty in

the

hist

ory

of s

elec

ted

civi

-liz

atio

ns.

1110

1111

1111

1111

1

*M

I *M

IN *I.

B.4

.D

iscu

ss th

e im

port

ance

of

the

term

s "i

nnov

atio

n" a

nd"t

echn

olog

y" in

spe

cifi

c ci

viliz

atio

ns.

lonn

tom

ME

ME

NE

NIn

52,

5 3

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

atio

ns.

1111

1111

1111

1

Prog

ram

Obj

ectiv

e Y

.B.

Inte

rpre

t sou

rce

mat

eria

ls, d

iffe

rent

his

tori

cal v

iew

poin

ts, a

nd c

ompa

re s

igni

fica

nt h

isto

rica

l eve

nts

with

issu

es a

ndac

hiev

emen

ts in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:1

23

45

67

89

11

c.D

.1:3

6 N

.C5(

41c5

§v4z

",\

%°e

4°C

? C

S

I.B

.S.

Use

ref

eren

ce to

ols,

tech

nolo

gy, a

nd o

ral i

nter

view

ing

to g

athe

rin

form

atio

n.*

*

I.B

.6.

Use

info

rmat

ion

in d

iffe

rent

for

ms

(e.g

. pri

nted

, aud

io, v

ideo

,co

mpu

ter

data

bas

es a

nd d

ocum

ents

) w

hen

inte

rpre

ting

and

pre-

sent

ing

the

resu

lts o

f hi

stor

ical

hyp

othe

ses

test

ed.

t...

'r

Prog

ram

Goa

l L

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nsam

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

B.

Inte

rpre

t sou

rce

mat

eria

ls, d

iffe

rent

his

tori

cal v

iew

poin

ts, a

ndco

mpa

re s

igni

fica

nt h

isto

rica

l eve

nts

with

issu

es a

ndac

hiev

emen

ts in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.B

.7.

Lis

ten

to a

talk

by

a re

sour

ce p

erso

n or

his

tori

an, t

ake

note

s, a

ndpr

epar

e a

repo

rt w

ith it

alic

s, f

ootn

otes

, and

bib

liogr

aphy

on

asi

gnif

ican

t top

ic a

ffec

ting

mor

e th

an o

ne c

ivili

zatio

n.

I.B

.8D

emon

stra

te b

asic

und

erst

andi

ngs

of h

isto

riog

raph

y, in

clud

ing

a.in

terp

retin

g pr

imar

y so

urce

doc

umen

ts a

nd c

ompa

ring

docu

men

ts w

hen

inte

rpre

ting

docu

men

t bas

ed q

uest

ions

.

b.re

cogn

izin

g ch

angi

ng p

atte

rns

of h

isto

rica

l int

erpr

etat

ion

thro

ugho

ut h

isto

ry.

c.co

mpl

etin

g ci

tical

ess

ays

anal

yzin

g se

cond

ary

sour

ce in

ter-

pret

atio

ns.

d.co

mpl

etin

g su

pple

men

tary

rea

ding

s be

yond

the

text

for

eac

hm

ajor

uni

t stu

died

.

e.lis

teni

ng to

for

mal

lect

ures

, tak

ing

note

s, a

nd o

rgan

izin

gm

ain

idea

s fo

r re

trie

val a

nd r

evie

w.

*mil

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

faj

nong

maj

or c

ivili

zatio

ns,.

Prog

ram

Obj

ectiv

e I.

C. U

nder

stan

ding

the

mea

ning

of

time

and

chro

nolo

gy.

Subj

ect O

bjec

tives

Stud

ents

will

:

<4

441:

4e,

K1

23

45

674/

89

dos I.

(*)°

4>

I.C

.I.

Iden

tify

maj

or h

isto

rica

l eve

nts

with

in a

rea

sona

ble

prox

imity

of

the

time

of th

eir

occu

rren

ce:

a.fo

undi

ng o

f C

inci

nnat

i - la

te l

700s

b.co

loni

zatio

n of

U.S

. by

Eur

opea

nsc.

U.S

. ind

epen

denc

ed.

Civ

il W

ar

**

**

**

*

I.C

.2.

Des

crib

e w

hen

a hi

stor

ical

eve

nt o

ccur

red,

how

it is

link

ed to

aco

ntem

pora

ry e

vent

or

issu

e at

that

tim

e, a

nd h

ow it

is r

elat

ed to

a cu

rren

t iss

ue o

r co

ncep

t to

be r

emem

bere

d pe

rson

ally

or

as p

art

of o

ur b

asic

cul

tura

l her

itage

.

**

I.C

.3.

Dis

cuss

how

tim

e ha

s di

ffer

ent m

eani

ngs

in d

iffe

rent

cul

ture

s.

I.C

.4.

Exp

lain

dif

fere

nces

in ti

me

nota

tion

and

cale

ndar

s be

twee

n so

me

maj

or c

ultu

res.

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

D.

Inve

stig

ate

the

deve

lopm

ent o

f cu

ltura

l gro

ups

over

tim

e an

d as

a r

esul

t of

cont

act w

ith e

ach

othe

r.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.D

.1.

Dis

cuss

the

term

s "c

ultu

re"

and

civi

lizat

ion"

and

exp

lain

how

cultu

res

and

civi

lizat

ions

hav

e ch

ange

d du

e to

tech

nolo

gy,

educ

atio

n, tr

ade,

and

oth

er f

acto

rs.

'..

.,

, MM

EN

imm

ilma

.-

-.

,#

I.D

.2.

Exp

lain

the

inte

ract

ion

of c

ivili

zatio

ns th

roug

h cu

ltura

l dif

fu-

sion

..

I.D

.3.

Dis

cuss

why

it is

impo

rtan

t to

appr

ecia

te th

e cu

ltura

l sim

ilari

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s an

d di

ffer

ence

s th

at e

xist

amon

g so

ciet

ies

of d

iffe

rent

times

and

pla

ces.

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61

12-A

fric

an A

zrer

icu

12-A

ppal

achi

an H

irt.

Prog

ram

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l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,.

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ram

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ectiv

e I.

E.

Ana

lyze

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tran

sfor

mat

ions

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Afr

ican

Am

eric

ans

and

othe

r et

hnic

gro

ups

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mer

ican

citi

zens

hip

in U

nite

d St

ates

his

tory

.

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bjec

tives

Stud

ents

will

:K

12

34

56

78

91

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I.E

.1.

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the

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uenc

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hio,

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ture

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ica

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ram

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onst

rate

an

unde

rsta

ndin

g of

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glev

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men

t of

and

inte

ract

ion

amon

g m

ajor

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iliza

tions

,

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ram

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ectiv

e I.

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naly

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e tr

ansf

orm

atio

nsof

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ican

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eric

ans

and

othe

r et

hnic

gro

ups

to A

mer

ican

citi

zens

hip

in U

nite

dSt

ates

his

tory

..

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ect O

bjec

tives

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ents

will

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911

f.A

fric

an A

mer

ican

s w

ere

able

to m

ake

impo

rtan

t con

trib

u-tio

ns to

the

arts

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igio

n, m

ilita

ry o

pera

tions

, eco

nom

y, a

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vern

men

t in

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eric

a fr

om th

e tim

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the

earl

y co

loni

es

g.A

fric

an A

mer

ican

s w

orke

d w

ith o

ther

Am

eric

ans

and

sacr

ifie

d gr

eatly

to e

scap

e fr

om a

nd a

bolis

h sl

aver

y in

clud

-in

g H

arri

et T

ubm

an, F

rede

rick

Dou

glas

s, S

ojou

rner

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th,

Har

riet

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cher

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we,

Lev

i Cof

fin

and

othe

rs

h.A

fric

an A

mer

ican

inve

ntor

s lik

e G

ranv

ille

Woo

ds a

ndH

enry

Boy

d an

d m

any

othe

rs h

ave

help

ed im

prov

e th

equ

ality

of

life

in A

mer

ica

i.C

inci

nnat

i and

Ohi

o A

fric

an A

mer

ican

s, in

clud

ing

Rob

ert

Dun

cans

on, W

ende

ll D

abne

y, A

rtie

Mat

thew

s, R

aym

ond

Dan

drid

ge, C

harl

es W

. Che

stnu

t, N

ikki

Gio

vann

i, Pe

ter

Cla

rk, J

enni

e Po

rter

, Mar

jori

e Pa

rham

, and

Lee

Etta

Pow

ell

and

othe

rs p

artic

ipat

ed in

the

rich

trad

ition

of

the

arts

, lite

ra-

ture

, and

edu

catio

ns in

the

city

611

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ram

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l I.

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onst

rate

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rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

mai

or c

ivili

zatio

ns,

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ram

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ectiv

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naly

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ansf

orm

atio

ns o

f A

fric

an A

mer

ican

s an

d ot

her

ethn

icgr

oups

to A

mer

ican

citi

zens

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nite

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ates

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tory

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bjec

tives

Stud

ents

will

:

j.m

any

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cinn

ati A

fric

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mer

ians

wor

ked

hard

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ain

civi

l rig

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g Ja

mes

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dley

, Edw

ard

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son,

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elba

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s, E

thel

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tche

r, T

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ry, M

aria

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ence

r, W

illia

m M

allo

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any

mor

e

k.A

fric

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mer

ican

chu

rche

s le

d in

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cinn

ati b

y su

chle

ader

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iam

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n, G

eorg

e W

ashi

ngto

n W

illia

ms,

Fred

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ttles

wor

th, a

nd o

ther

s ha

ve w

orke

d fo

r ci

vil

righ

ts w

hile

min

iste

ring

to th

e sp

iritu

al n

eeds

of

thei

r co

n-gr

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ions

1.A

fric

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mer

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om C

inci

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enne

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d ot

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e se

rved

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e fe

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Prog

ram

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onst

rate

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unde

rsta

ndin

g of

the

deve

lopm

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f an

d in

tera

ctio

nam

ong

maj

or c

ivili

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ns.

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ectiv

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lyze

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eric

ans

and

othe

r et

hnic

grou

ps to

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eric

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itize

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Uni

ted

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isto

ry.

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ents

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terp

ret t

he f

our

maj

or tr

ansi

tions

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Afr

ican

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eric

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hist

ory,

incl

udii.

g

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fric

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eric

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aver

y to

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edom

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ount

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greg

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iscu

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acili

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ajor

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sfor

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atio

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r ad

apta

tions

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Afr

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eric

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ong

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ectiv

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naly

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atio

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mer

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eric

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ted

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12

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atio

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mer

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anN

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ican

cul

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earl

y cu

lture

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the

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the

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atio

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ican

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eric

ans

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mer

ican

citiz

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ip in

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ted

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es h

isto

ry..

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ect O

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tives

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ents

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:%

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fam

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cour

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isio

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itutio

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s af

fect

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Afr

ican

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eric

ans

i.im

port

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relig

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the

fam

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the

life

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fric

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mer

ican

sj.

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onst

ruct

ion,

Jim

Cro

w, N

.A.A

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the

earl

y 20

thce

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lem

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olas

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ts a

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ican

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eric

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the

last

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tury

n.di

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fac

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nion

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cul

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ract

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her

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.D

iscu

ss th

e tr

ansf

orm

atio

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apta

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of

preh

isto

ric

cultu

ral g

roup

s in

the

Uni

ted

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es a

nd O

hio

until

thei

rdi

sapp

eara

nce

and

the

impo

rtan

ce o

f th

e Sh

awne

e, M

iam

i, an

dot

her

Nat

ive

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eric

an c

ultu

res

betw

een

the

seve

ntee

nth

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the

twen

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turi

es.

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.7.

Des

crib

e th

e tr

ansf

orm

atio

ns o

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apta

tions

of

the

Asi

anA

mer

ican

peo

ple

who

imm

igra

ted

to th

e U

nite

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ates

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o in

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ing

a.us

e of

19t

h ce

ntur

y la

bor

proj

ects

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hine

seb.

forc

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eloc

atio

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d co

ncen

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apan

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eric

ans

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orld

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s

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nic.

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l I.

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onst

rate

an

unde

rsta

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g of

the

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loom

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tera

ctio

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ong

maj

or c

ivili

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11

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ram

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naly

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etr

ansf

orm

atio

ns o

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fric

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mer

ican

s an

d ot

her

ethn

icgr

oups

to A

mer

ican

citi

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hip

in U

nite

d St

ates

his

tory

..

Subj

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bjec

tives

Stud

ents

will

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12

34

56

78

91

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. 8.

Exp

lain

the

effe

cts,

ach

ieve

inen

ts a

nd in

flue

nces

of

spec

ific

aspe

cts

of th

e liv

es o

f A

ppal

achi

ans

and

App

alac

hian

cul

ture

on C

inci

nnat

i and

Am

eric

a*, h

isto

ry, i

nclu

ding

a.ge

ogra

phy

or lo

catio

n of

the

App

alac

hian

s an

d its

eff

ects

b.co

ntri

butio

ns o

f A

ppal

achi

ans

to A

mer

ican

his

tory

in th

ear

ts, r

elig

ion,

mili

tary

ope

ratio

ns, t

he e

cono

my,

and

gove

rnm

ent

c.ho

w A

ppal

achi

an c

ultu

re h

as b

een

affe

cted

by

urba

niza

tion

d.in

terp

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nal a

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roup

act

iviti

es, i

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ding

the

impo

rtan

ceof

the

fam

ily/k

ine.

uniq

ue c

hara

cter

istic

s of

the

cultu

ref.

role

of

the

Che

roke

e N

ativ

e A

mer

ican

s in

clud

ing

Te-

cum

seh,

Blu

e Ja

cket

, Cor

nsta

lk, L

ittle

Tur

tle, a

nd o

ther

sg.

pion

eer

expl

orer

s in

clud

ing

Dan

iel a

nd R

ebec

ca B

ryan

Boo

ne, S

imon

Ken

ton,

Geo

rge

Rog

ers

Cla

rk, J

enny

Wile

yan

d ot

hers

h.A

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ans

in th

e pe

riod

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the

Am

eric

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evol

utio

ni.

the

Tra

il of

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mou

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n ab

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ts in

clud

ing

Lev

i Cof

fin,

Joh

nFa

irch

ild, H

arri

et T

ubm

an, a

ndot

hers

on

the

Und

ergr

ound

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lroa

dk.

mou

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n en

viro

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talis

ts in

clud

ing

011i

e C

ombs

and

othe

rs

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i

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Prog

ram

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l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

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ctio

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mon

g m

ajor

civ

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tions

,

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ram

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ectiv

e L

E. A

naly

ze th

e tr

ansf

orm

atio

ns o

f A

fric

an A

mer

ican

s an

d ot

her

ethn

ic g

roup

s to

Am

eric

an c

itize

nshi

p in

Uni

ted

Stat

es h

isto

ry..

Subj

ect O

bjec

tives

Stud

ents

will

:

e\

12

34

56

78

91

1

4'

I.la

bor

orga

nize

rs in

clud

ing

Har

ry S

ims,

"M

othe

r" J

ones

,an

d ot

hers

m. G

reat

Mig

ratio

n, 1

940-

60n.

App

alac

hian

Pre

side

nts

incl

udin

g A

ndre

w J

acks

on,

Woo

drow

Wils

on, a

nd C

al C

oolid

ge

mil

imi i

NM

ME

rN

MI

ME

IN

M

o.C

inci

nnat

i pol

itica

l and

edu

catio

nal l

eade

rs in

clud

ing

NE

NM

IN

MM

ayor

Dav

id M

ann,

Cou

ncilw

oman

Mar

ian

Spen

cer,

Boa

rd o

f E

duca

tion

mem

ber

How

ard

Bon

d, a

ndPr

inci

pal O

rlan

do H

ende

rson

p.ot

her

lead

ers

mot

Nim

i

(1)

lead

ers

for

equa

l rig

hts

incl

udin

g M

icha

el E

.M

alon

ey, E

rnie

Myn

att,

Urb

an A

ppal

achi

an C

ounc

ilan

d ot

hers

(2)

App

alac

hian

mus

icia

ns s

uch

as L

oret

ta L

ynn,

Sing

ing

Ritc

hies

, Aun

t Mol

ly J

acks

on, J

enni

fer

Hen

ders

on, a

nd o

ther

s(3

) A

ppal

achi

an w

rite

rs in

clud

ing

Mik

e H

enso

n, E

rcel

Stid

ham

Eat

on, J

esse

Stu

art,

Elli

ott W

iggi

nton

, sto

ryte

llers

Per

cy M

arsh

all S

r. a

nd L

illy

Mar

ge K

elly

,w

rite

rs o

f Fo

xfir

e bo

oks,

and

oth

ers

(4)

App

alac

hian

sci

entis

ts in

clud

ing

W. A

. Ben

tley,

Jam

es T

aylo

r, D

ebor

ah V

icke

rs, a

nd o

ther

s(5

) A

ppal

achi

an p

hoto

grap

hers

and

film

art

ists

suc

h as

Mal

colm

Wils

on a

nd F

red

John

son

7 ti

7

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nw

nong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

E. A

naly

ze th

e tr

ansf

orm

atio

ns o

f A

fric

an A

mer

ican

s an

d ot

her

ethn

icgr

oups

to A

mer

ican

citi

zens

hip

in U

nite

d St

ates

his

tory

..

Subj

ect O

bjec

tives

Stud

ents

will

:K

.<4

4,2;

.4:

0.e

.;*4,

t;-`

&N

C54

N..0

6'7

89

1i1

I. E

. 9In

terp

ret t

he f

our

maj

or tr

ansi

tions

of

App

alac

hian

Am

eri

cans

in U

.S. h

isto

ry, i

nclu

ding

:

a.N

ativ

e A

mer

ican

s to

for

eign

Im

mig

rant

sb.

pion

eers

to f

arm

ers

c.co

al m

iner

s to

une

mpl

oym

ent

d.m

ount

ains

to c

ities

I. E

. 10

Dis

ucss

the

proc

esse

s w

hich

fac

ilita

ted

the

four

maj

or v

ans-

form

atio

ns o

r ad

apta

tions

of

App

alac

hian

Am

eric

ans

in U

.S.

hist

ory,

incl

udin

g

a.se

ttlem

ent

b.is

olat

ion

c.in

dust

rial

izat

ion

d.ur

bani

zatio

n

' 0

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

mai

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

E. A

naly

ze th

e tr

ansf

orm

atio

ns o

f A

fric

an A

mer

ican

s an

d ot

her

ethn

ic g

roup

s to

Am

eric

an c

itize

nshi

p in

Uni

ted

Stat

es h

isto

ry..

Subj

ect O

bjec

tives

Stud

ents

will

:K

13

45

64:

\v.:i

tept

)I.

E. 1

1Id

entif

y th

e im

port

ant t

urni

ng p

oint

s w

hen

App

alac

hian

Am

eric

an tr

ansf

orm

atio

ns o

r ad

apta

tions

took

pla

ce, i

nclu

d-

ing:

mi

iimIN

Min

i

*

a.N

ativ

e A

mer

ican

s jo

ined

by

imm

igra

nts

from

Sco

tland

,Ir

elan

d, a

nd G

reat

Bri

tain

beg

in c

omin

g to

the

valle

y in

1730

.b.

App

alac

hian

fro

ntie

r ex

plor

atio

n of

the

1770

's le

d to

fam

ily s

ettle

men

ts.

c.T

he C

ivil

War

and

the

peri

od o

f th

e 18

60's

to th

e 18

90's

brou

ght o

utsi

deer

s an

d di

scov

ery

of r

esou

rce

wea

lth in

the

mou

ntai

ns (

coal

boo

m)

d.D

urin

g th

e 19

40's

to th

e 19

60's

ther

e w

as a

Gre

at M

igra

-tio

n of

App

alac

hian

s to

urb

an a

reas

due

to m

echa

nize

dm

inin

g an

d to

red

uce

hum

an la

bor

need

s.

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

njn

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

E. A

naly

ze th

e tr

ansf

orm

atio

ns o

f A

fric

an A

mer

ican

s an

d ot

her

ethn

icgr

oups

to A

mer

ican

citi

zens

hip

in U

nite

d St

ates

his

tory

..

Subj

ect O

bjec

tives

Stud

ents

will

:

cc\

(K

12

34

56

78

84:

4>I.

E.1

2.E

xpla

in th

e tr

ansf

orm

atio

ns w

hich

occ

urre

d in

wes

tern

eth

nic

orcu

ltura

l gro

ups

over

the

last

two

cent

urie

s in

Cin

cinn

ati a

nd in

the

Uni

ted

Stat

es, i

nclu

ding

a.Sc

otch

-Ir

ish

b. E

nglis

hc.

Ger

man

d.It

alia

nse.

Gre

eks

f.H

ispa

nic-

spea

king

Am

eric

ans

g.ot

hers

.

,

mon

INN

*M

imi

im1=

1

I.E

.13.

Ana

lyze

the

chan

ging

-ol

e of

wom

en in

the

hist

ory

of th

e U

nite

dSt

ates

and

oth

er m

ajor

civ

iliza

tions

.*

*I.

E.1

4.Su

mm

ariz

e th

e ac

hiev

emen

ts o

f th

e si

x ge

o-cu

ltura

lgr

oups

with

out e

thno

cent

ric

bias

.a.

Afr

ican

-Am

eric

anb.

Asi

an-A

mer

ican

c.E

urop

ean-

Am

eric

and.

His

pani

c-sp

eaki

ng A

mer

ican

se.

Nat

ive

Am

eric

an I

ndia

nsf.

Paci

fic

Isla

nd-A

mer

ican

s

zonN

osim

mon

limim

l*

885

12-E

Uni

c br

aes

Prog

ram

Goa

l L

Dem

onst

rate

an

unde

rsta

ndin

g of

the

Jeve

loym

ent o

f an

d in

tera

ctio

nA

mon

g m

ajor

civ

iliza

tions

,

Prog

ram

Obj

ectiv

eI.

F. D

escr

ibe

sele

cted

"gr

eat i

deas

" su

ch a

s de

moc

racy

, whi

ch h

ave

shap

ed W

este

rn a

nd o

ther

wor

ld c

ivili

zatio

ns in

his

tory

.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.F.

I.C

ompa

re W

este

rn E

urop

ean,

Nat

ive

Am

eric

an, a

nd A

fric

anid

eas

conc

erni

ng f

reed

om a

nd th

e in

divi

dual

.

I.F.

2.D

iscu

ss th

e im

port

ance

of

the

conc

epts

of

scie

nce

and

the

scie

n-tif

ic m

etho

d on

the

thin

king

of

wes

tern

hum

ans.

*

I.F.

3.In

terp

ret t

he s

igni

fica

nce

of th

e te

rm m

onot

heis

m a

nd r

elig

ion

in h

isto

ry.

*

I.F.

4.D

escr

ibe

the

orig

in o

f th

e co

ncep

t of

natio

nalis

m a

nd it

s sp

read

amon

g w

este

rn a

nd n

on-w

este

rn c

ivili

zatio

ns.

I.F.

5.D

escr

ibe

the

orig

ins,

cen

tral

bel

iefs

, and

eff

ects

of

ideo

logi

esan

d re

volu

tions

on

wes

tern

and

non

-wes

tern

civ

iliza

tions

.

S i3

12-E

thni

c S

tudi

es12

- A

L A

m. H

.

12W

orld

Pro

blem

s

12-W

orld

Pro

blem

s

12W

ar Id

Pro

blem

s

Prog

ram

Goa

l L

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

din

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

G.

Exp

lain

eac

h in

divi

dual

's w

orld

her

itage

incl

udin

g si

gnif

ican

t ide

as, p

eopl

e, in

stitu

tions

, and

eve

nts

from

impo

rtan

tch

rono

logi

cal f

ram

ewor

ks.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.G

.1.

Exp

lain

the

maj

or w

orld

his

tori

cal t

ime

peri

ods

and

why

they

are

calle

d by

thos

e tit

les

aA

gric

ultu

ral r

evol

utio

n (t

o 40

00 B

.C.)

b.U

rban

rev

olut

ion

(400

0 B

.C. t

o 50

0 B

.C.)

c.G

reat

trad

ition

s (2

000

B.C

. to

1750

A.D

.)

d.R

ise

of th

e W

est (

1400

A.D

. to

1914

)

e.W

orld

in th

e W

este

rn s

hado

w (

1800

to 1

945)

f.W

orld

in c

onfl

ict (

1914

to 1

945)

g.Pr

oble

ms

of th

e in

tegr

ated

wor

ld (

1945

topr

esen

t)

I.G

.2.

Des

crib

e m

ajor

dev

elop

men

ts th

at h

ave

shap

ed g

loba

l exp

eri-

ence

s ov

er th

e la

st f

ive

hund

red

year

s.

a.le

gaci

es o

f E

gypt

, Gre

ece

and

Rom

e

b.or

igin

s, id

eas,

and

inst

itutio

ns f

rom

Jud

aism

and

Chr

istia

nity

** NM *

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

G.

Exp

lain

eac

h in

divi

dual

's w

orld

her

itage

incl

udin

g si

gnif

ican

t ide

as, p

eopl

e, in

stitu

tions

, and

eve

nts

from

impo

rtan

tch

rono

logi

cal f

ram

ewor

ks.

Subj

ect O

bjec

tives

Stud

ents

will

:

c. d. e.

orig

ins,

idea

s an

d in

flue

nce

of B

uddh

ism

, Isl

am, C

onfu

cian

-is

m

dist

inct

ive

char

acte

rist

ics

of A

fric

an, A

sian

, and

Am

eric

anpr

e-C

olum

bian

soc

ietie

s

feud

alis

m a

nd M

edie

val s

ocie

ty

*

f.R

efor

mat

ion

and

Ren

aiss

ance

1.1*

1111

g.na

tiona

lism

, Eng

lish,

Fre

nch,

and

Am

eric

an R

evol

utio

nsE

n *h.

Enl

ight

enm

ent i

nclu

ding

the

scie

ntif

ic r

evol

utio

nM

I*

i.in

dust

rial

, tra

nspo

rtat

ion,

tech

nolo

gy, a

nd in

form

atio

nre

volu

tions

MI

*

j.im

peri

alis

m, d

ecol

oniz

atio

n, a

nd id

eolo

gies

of

the

19th

and

tt

k.

20th

cen

turi

es in

clud

ing

repr

esen

tativ

e de

moc

racy

, mon

ar-

chy,

and

dic

tato

rshi

p.

post

-wor

ld w

ar a

ppro

ache

s to

coo

pera

tion

and

inte

rdep

en-

denc

e

tn

12W

orld

Pro

blem

s

12,W

arld

Pro

blem

s

91

Prog

ram

Goa

l L

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

njn

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

G.

Exp

lain

eac

h in

divi

dual

's w

orld

her

itage

incl

udin

g si

gnif

ican

t ide

as, p

eopl

e, in

stitu

tions

, and

eve

nts

from

impo

rtan

tch

rono

logi

cal f

ram

ewor

ks.

Subj

ect O

bjec

tives

Stud

ents

will

:c<

eis,

e ..s

c'A

.NP.

&cs

K/1

23

45

67

89

1i1

1.em

erge

nce

of J

apan

, Kor

ea, a

nd A

sian

Rim

eco

nom

ies

m. r

evol

utio

ns in

Sou

th A

fric

a, C

hina

, U.S

.S.R

., Is

rael

, Ind

iaan

d C

entr

al A

mer

ica,

Eas

tern

Eur

ope

and

Sout

h E

ast A

sia

n.cr

ises

in s

hort

age

of f

ood,

ener

gy, a

nd n

atur

al r

esou

rces

o.cr

ises

in p

ollu

tion,

pop

ulat

ion,

dru

gs, a

nd h

ealth

p.m

igra

tion

and

mov

emen

t of

peop

le a

roun

d th

e w

orld

due

tow

ars,

per

secu

tion,

hun

ger,

dis

ease

, clim

ate

and

othe

r fa

ctor

s.

* Elm * *

iiNeM * itin *

I.G

.3.

Iden

tify

maj

or in

divi

dual

s, e

vent

s, a

nd c

hara

cter

istic

s of

his

tori

-ca

l per

iods

usi

ng v

ario

us r

efer

ence

tool

s.

a.al

man

acs

b.en

cycl

oped

ias

c.di

ctio

nari

esd.

inde

xes

e.go

vern

men

t pub

licat

ions

f.m

icro

fich

eg.

peri

odic

als

h.ne

ws

sour

cesp

aper

s, m

agaz

ines

, TV

,

**

**

'V .I

I11

9,3

Prog

ram

Obj

ectiv

e I.

H.

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

jeve

lopm

ent o

f an

d in

tera

ctio

aam

ong

maj

or c

ivili

zatio

ns,

Com

pare

the

effe

cts

of c

ultu

re a

nd c

ultu

ral i

nter

actio

n on

the

hist

ory

of E

nglis

h an

d ot

her

lang

uage

s of

maj

orci

viliz

atio

ns.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.H

.1.

Iden

tify

char

acte

rist

ics

and

sim

ple

expr

essi

ons

of th

e la

ngua

ges

of o

ther

cul

ture

sM

itiM

ME

NIM

ml

I.H

.2.

Exp

lain

how

cul

ture

and

his

tori

c ev

ents

suc

h as

mig

ratio

naf

fect

ed th

e de

velo

pmen

t of

wor

ds, d

iale

cts,

and

lang

uage

patte

rns.

I.H

.3.

Iden

tify

chan

ging

pat

tern

s in

the

proc

ess

of c

omm

unic

atio

nth

roug

hout

his

tory

0,

,Y

9 5

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f and

inte

ract

ion

arno

ntz

maj

or c

ivili

zatiq

ui

Prog

ram

Obj

ectiv

e L

i..D

evel

op k

now

ledg

e of

and

an

appr

ecia

tion

for

the

mul

ticul

tura

lna

ture

of

the

liter

ary

and

fine

art

s (l

itera

ture

, art

, the

ater

,an

d m

usic

) in

our

soc

iety

, his

tori

cally

and

toda

y.

Subj

ect O

bjec

tives

I.J1

dIA

UG

1140

TV

111

./1

1/1/ 2

7g7

8f9

I.J.

1.Id

entif

y th

e ar

ts, l

itera

ture

, fol

klor

e, tr

aditi

ons,

and

mus

icof

the

wor

ld's

maj

or c

ivili

zatio

ns

IJ.2

.D

evel

op th

e ab

ility

to u

se m

ultic

ultu

ral h

isto

ry a

nd tr

aditi

ons

inlit

erar

y an

d ar

tistic

exp

ress

ion.

4'7

Afr

ican

Am

eric

an F

litA

ppal

achi

an H

is.

Afr

ican

AIM

irA

LI

'ESL

App

alac

hian

Mac

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nw

nong

mai

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e L

K.

App

reci

ate

the

sim

ilari

ties

and

dive

rsiti

es a

mon

g la

ngua

ges,

cul

ture

s an

d va

lue

syst

ems

with

in th

e U

nite

d St

ates

and

thro

ugho

ut th

e w

orld

.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.K

.1.

Rec

ogni

ze la

ngua

ge p

atte

rns

that

are

dif

fere

nt f

rom

the

nativ

ela

ngua

ge o

f E

nglis

h an

d us

eage

in th

e la

ngua

ges

diff

eren

t fro

mE

nglis

h.

,

milm

omii

..

I.K

.2.

Rec

ogni

ze b

ehav

iora

l pat

tern

s of

cul

ture

s th

at a

re d

iffe

rent

fro

msh

ared

or

com

mon

cul

ture

with

in th

e U

.S.

Imim

iN

M

I.K

.3.

Func

tion

in th

e so

cioc

ultu

ral c

onte

xt in

whi

ch a

noth

er la

ngua

geor

dia

lect

is u

sed.

imm

ilori

mm

iii

93

12A

friu

m A

mer

ican

Hit.

11A

ppal

achi

tnH

it.12

-Ede

de S

tudi

es

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

naj

nong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

eI.

L.

Cha

ract

eriz

e m

ajor

wor

ld c

ivili

zatio

ns.

Subj

ect O

bjec

tives

Stud

ents

will

:

1.L

.1.

Iden

tify

way

s in

whi

ch c

ultu

res

build

a co

mm

on c

onsc

ienc

e.M

EN

NE

MO

*lin

11.2

.D

escr

ibe

and

draw

tool

s w

hich

hav

e ha

dan

impa

ct o

n ci

viliz

a-tio

n.

*11

.3.

Dem

onst

rate

an

unde

rsta

ndin

g of

cul

tura

lbo

unda

ries

.N

MM

IN*

11.4

.D

efin

e an

d gi

ve e

xam

ples

of

popu

latio

nge

ogra

phy.

ME

NIN

N11

.5D

efin

e an

d gi

ve e

xam

ples

of

hist

oric

alge

ogra

phy,

incl

udin

g th

eef

fect

s of

shi

pbui

ldin

g an

d na

viga

tion

tech

nolo

gy, m

igra

tions

,se

ttlem

ents

, and

trad

e fo

r di

ffer

ent r

easo

ns.

*

1.L

.6.

Cha

ract

eriz

e th

e fo

rm o

f go

vern

men

t of

maj

orw

orld

civ

iliza

-tio

ns.

11.7

.C

hara

cter

ize

the

relig

ions

and

the

impa

ct o

f rel

igio

ns o

n m

ajor

wor

ld c

ivili

zatio

ns.

NM

=N

I*

I.L

.B.

Map

rou

tes

of in

tera

ctio

n be

twee

n ci

viliz

atio

ns.

*M

N11

.9.

Des

crib

e th

e si

gnif

ican

ce a

nd u

niqu

enes

sof

the

maj

or w

orld

civi

lizat

ions

.lin

i

10 0

101

12-A

fric

an A

mer

ican

Hit.

12-A

ppla

chia

n H

ist.

12-W

orld

Pro

blem

s

12.A

ppla

chia

n H

int.

Prog

ram

Obj

ectiv

e I.

L.

Cha

ract

eriz

e m

ajor

wor

ld c

ivili

zatio

ns.

Subj

ect O

bjec

tives

Stud

ents

will

:

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

dogl

imgi

fisf

aulla

war

aim

amon

g m

ajor

civ

iliza

tions

,

I.L

.10.

Map

the

sign

ific

ant g

eogr

aphi

cal l

ocat

ions

/eve

nts

of m

ajor

wor

ld c

ivili

zatio

ns:

a.A

ftic

an (

Egy

pt, G

hana

, Mal

i, So

ngha

i)b.

Eur

opea

nc.

Chi

nese

d.M

ayan

IIN

INII

IIII

IMIN

IEN

IIII

IMIN

IN*

*

I.L

.11.

Cha

ract

eriz

e th

e ge

ogra

phy

of m

ajor

wor

ld c

ivili

zatio

ns.

**

I.L

.12.

Des

crib

e th

e ec

onom

y of

maj

or w

orld

civ

iliza

tions

.M

N N

MI

**

I.L

.13.

Cha

ract

eriz

e th

e so

cial

str

uctu

re o

f m

ajor

wor

ld c

ivili

zatio

ns.

MIM

I*

I.L

.14.

Eva

luat

e th

e ef

fect

s of

a r

apid

ly c

hang

ing

mea

ns o

f tr

ade

tran

spor

t and

com

mun

icat

ion

on g

loba

l int

erac

tion

patte

rns.

1 0

2

IMO

12w

odd

Pro

blem

s 1 0

3

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

for

civi

lizat

ions

.

Prog

ram

Obj

ectiv

e I.

M.

Dis

cuss

the

effe

cts

of c

limat

e an

d en

viro

nmen

t upo

n th

e so

cial

, pol

itica

l and

econ

omic

dev

elop

men

ts o

f th

e w

orld

'sm

ajor

civ

iliza

tions

.

Subj

ect O

bjec

tives

I.J1d

1114

G11

1.0

YV

I1A

./K

71/

277

4757

6/7/

8,79

/111

/1I.

M.1

.In

terp

ret t

he e

ffec

ts o

f w

eath

er, e

nvir

onm

enta

l cha

nges

and

clim

ate

on c

ivili

zatio

ns a

t dif

fere

nt ti

mes

in h

isto

ry.

I.M

.2.

Des

crib

e th

e im

port

ant m

ilest

one

even

ts in

the

hum

anus

e of

the

envi

ronm

ent f

rom

500

C.E

. to

the

pres

ent.

104

05

Prog

ram

Goa

l H.

Eva

luat

e w

ays

hum

ans

inte

act w

ith th

e en

viro

muc

nt.

Prog

ram

Obj

ectiv

e ll.

A.

Iden

tify

abso

lute

and

rel

ativ

e lo

catio

n of

pla

ces

on th

e ea

rth'

s su

rfac

e.

Subj

ect O

bjec

tives

Stud

ents

will

:

IIA

.1.

Use

map

s an

d gl

obes

to d

emon

stra

te lo

catio

nal a

nd m

ap-r

eadi

ngsk

ills

incl

udin

g:a.

car

dina

l dir

ectio

nb.

pri

me

mer

idia

nc.

latit

ude

and

long

itude

d. g

rid

patte

rns

on c

onto

ur m

aps

e. ju

dgin

g di

stan

cef.

rea

ding

the

lege

ndg.

equ

ator

h. f

indi

ng d

irec

tions

* *

* *

II.A

.2.

Map

wild

erne

ss, u

rban

, sub

urba

n, a

nd r

ural

are

as in

the

U.S

.*

II.A

.3.

Follo

w th

e O

hio

Riv

er f

rom

its

sour

ce to

the

mou

th o

f th

eM

issi

ssip

pi id

entif

ying

alo

ng th

e ro

ute

a. m

ajor

indu

stri

esb.

maj

or la

ndm

arks

bot

h ph

ysic

al a

nd c

ultu

ral.

II.A

.4.

Com

pare

the

loca

tion

of O

hio

and

its r

elat

ions

hip

to s

elec

ted

area

s on

the

eart

h's

surf

ace.

10G

**

107

Prog

ram

Goa

l II.

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent,

Prog

ram

Obj

ectiv

e II

.A.

Iden

tify

abso

lute

and

rel

ativ

e &

aka

of p

lace

s on

the

eart

h's

surf

ace.

Subj

ect O

bjec

tives

Stud

ents

will

:

II.A

.5.

Loc

ate

the

Uni

ted

Stat

es, t

he U

.S. c

apita

l, th

e st

ate

of O

hio,

Ohi

o's

capi

tal,

and

the

mid

wes

tern

Uni

ted

Stat

es o

n ap

prop

riat

em

aps

of th

e na

tion,

hem

isph

ere,

and

wor

ld.

**

*

II.A

.6.

Dem

onst

rate

map

-rea

ding

ski

lls u

sing

cul

tura

l, ec

onom

ic,

clim

atic

, veg

etat

ions

, and

phy

sica

l map

s.N

ioao

om00

0iN

**

**

II.A

.7.

Map

rai

nfor

ests

in 1

900,

195

0, a

nd 1

990

and

expl

ain

the

effe

cts

of th

eir

depl

etio

n.IO

WM

INN

MI

1'3

12,W

orld

Pra

ism

(.5

)

Prog

ram

Goa

l II.

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent,

Prog

ram

Obj

ectiv

e 11

.B.

Dis

cuss

the

hum

an c

hara

cter

istic

s an

d ph

ysic

al a

ttrib

utes

of

plac

es in

his

tory

or

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:K

12

34

56

78

91i

.c<

>

cic4

'cP

,1/4

P

1

II.B

.1.

Lis

t geo

grap

hica

l fea

ture

s of

sel

ecte

d la

ndsc

apes

whe

n sh

own

on li

ne d

raw

ings

:a.

land

and

wat

erh.

pen

nisu

lab.

isla

ndi.

plai

nc.

hill

, val

ley

j. co

ast

d. r

iver

k. la

kee.

riv

er m

outh

/sou

rce

1. b

ayf.

del

tam

. mou

ntai

ng.

pla

teau

n. g

ulf

INE

MIN

NIM

EM

ININ

I11

**

*

II.B

.2.

Exp

lain

the

natu

re o

f th

e ea

rth

and

its e

nvir

onm

ent

a. c

ause

s of

day

and

nig

htb.

cha

ngin

g se

ason

sc.

cau

ses

of w

eath

er c

hang

es

wan

II.B

.3.

Use

num

eric

dat

a to

sho

w e

nvir

onm

enta

l cha

nges

in th

e pa

st a

ndpr

esen

t.*

II.B

.4.

Iden

tify

the

natu

ral r

esou

rces

of

sele

cted

pla

ces

whi

ch in

flue

nce

the

qual

ity o

f lif

e in

that

reg

ion.

1111

1111

1111

1111

111M

1111

1111

1111

1111

1111

1111

1101

1111

11

*IM

M

II.B

.5.

Iden

tify

maj

or la

ndm

arks

and

thei

r ro

le in

the

envi

ronm

ent.

10

Mio

niM

MIg

alm

oom

ai*

I 1W

arld

Pro

bian

s (.

5)

Prog

ram

Goa

l IL

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent,

Prog

ram

Obj

ectiv

e II

.B.

Dis

cuss

the

phys

ical

and

hum

an c

hara

cter

istic

s of

Mar

a in

his

tory

or

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

II.B

.6.

Lis

t phy

sica

l fea

ture

s w

hich

infl

uenc

e th

e lo

catio

n of

com

mun

ities

in th

e U

.S. a

nd a

roun

d th

e w

orld

:a.

Gre

at L

akes

d. m

ount

ains

b. G

ulf

of M

exic

oe.

oce

ans

c. r

iver

sf.

des

erts

II.B

.7.

Lis

t and

exp

lain

the

infl

uenc

e of

geo

grap

hic

fact

ors

on h

isto

ryw

omm

illim

mom

mm

iiian

d cu

rren

t eve

nts

incl

udin

g:

a.cl

imat

e an

d ch

ange

s in

the

phys

ical

env

iron

men

t

b.tr

ansp

orta

tion

rout

es

c.fr

ontie

rs a

nd b

ound

arie

s

d.ha

bita

t and

the

dist

ribu

tion

of u

seab

le w

ater

and

oth

erna

tura

l res

ourc

es

e.lo

catio

n of

tow

ns, c

ities

, agr

icul

tura

l, an

d ec

onom

icac

tiviti

es

f.fe

atur

es a

ffec

ting

natio

nal d

efen

se a

nd s

afet

y fr

om n

atur

aldi

sast

ers

**

**

11n

113

Prog

ram

Goa

l H.

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent,

NO

MM

INIII

1111

1,

Prog

ram

Obj

ectiv

e II

.B.

Dis

cuss

the

phys

ical

and

hum

an c

hara

cter

istic

s of

pla

ces

in h

isto

ry o

r to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

II.B

.8.

Des

crib

e th

e in

flue

nce

of c

limat

e, r

esou

rces

, and

topo

grap

hy o

nth

e A

mer

ican

eco

nom

ic, s

ocia

l, an

d po

litic

al o

rgan

izat

ion

from

pre-

Col

umbi

an c

ivili

zatio

ns to

the

pres

ent.

*

II.B

.9.

Des

crib

e an

d lo

cate

on

a m

ap o

f W

este

rn E

urop

e, E

aste

rnN

INM

EIM

MIN

OM

IE

urop

e, M

iddl

e E

ast,

Asi

a, A

fric

a, th

e A

mer

icas

, Aus

tral

ia, a

ndth

e Pa

cifi

c Is

land

s th

e fo

llow

ing:

**

a.na

tura

l and

pol

itica

l sub

divi

sion

s

b.cl

imat

e re

gion

s an

d ho

w s

easo

n, c

hang

e w

here

they

exi

st

c.un

ique

fea

ture

s w

hich

aff

ecte

d th

e ar

ea's

his

tory

or

curr

ent

issu

es

d.ph

ysic

al r

egio

ns

1 1

Lk

*

1 1

5

Prog

ram

Goa

l II.

Eva

luat

e w

ays

hual

anai

nigi

uum

bigr

amig

na=

"

Prog

ram

Obj

ectiv

e II

.C.

Exp

lain

rel

atio

nshi

ps w

ithin

ula

cea

or h

uman

-env

iron

men

t int

erac

tions

whi

ch r

evea

l cul

tura

l val

ues,

tech

nolo

gy, t

heec

onom

y, o

r po

litic

al c

ircu

mst

ance

s.

Subj

ect O

bjec

tives

:it.

LJ1

..1.L

LG

111/

017

111.

/Ii/

1/2/

3/4/

5/6/

7/8/

9/19

71yr

II.C

.1.

Illu

stra

te w

ays

the

vari

ous

cultu

res

built

she

lter,

obt

aine

dfo

od, a

nd d

evel

oped

gov

ernm

ent a

nd c

ivili

zatio

ns.

II.C

.2.

Show

exa

mpl

es o

f ho

w h

uman

s pr

otec

t and

har

m th

een

viro

nmen

t.

117

12W

ar I

d Pr

oble

ms

(.5)

Prog

ram

Goa

l II.

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent,.

Prog

ram

Obj

ectiv

eII

.D.

Dis

cuss

the

mov

emen

t of

peop

le, i

nfor

mat

ion,

idea

s, g

oods

, and

ser

vice

s as

they

inte

ract

thro

ugh

tran

spor

tatio

nan

d co

mm

unic

atio

n te

chno

logi

es to

for

m in

terd

epen

denc

ies.

Subj

ect O

bjec

tives

ztua

ents

will

:/K

/ 1/2

/ 3/4

/5/ 0

/7/ 8

/9/1

4/11

/14;

II.D

.1.

Exp

lain

how

the

geog

raph

ical

cha

ract

eris

tics

of th

e M

idw

est

affe

cted

the

Ohi

o V

alle

y se

ttlem

ent p

atte

rns.

II.D

.2.

Com

pare

the

effe

cts

of te

chno

logi

cal a

dvan

ces

in th

e 15

thce

ntur

y w

ith th

ose

in th

e 20

th c

entu

ry o

n th

e de

velo

pmen

t and

grow

th o

f th

e A

mer

icas

.

1.13

119

Prog

ram

Goa

l H.

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

tl%

Prog

ram

Obj

ectiv

e II

.E.

Ana

lyze

reg

ions

incl

udin

g ho

w th

ey h

ave

been

for

med

and

cha

nged

in h

isto

ry.

Subj

ect O

bjec

tives

.8*

61"

-c;.,

oLua

entz

will

:/1

i717

2/3/

4/5/

6/7/

8/9/

1

*

11/1

'IL

EA

.C

ompa

re th

e O

hio

Val

ley

as a

reg

ion

with

oth

er r

egio

ns in

the

U.S

.

II.E

2.L

ocat

e an

d de

scri

be d

iffe

rent

type

s an

d si

zes

of s

ocia

l, ph

ysic

al,

econ

omic

, or

polit

ical

reg

ions

in th

e w

orld

.*

INIM

II.E

.3.

Exp

lain

why

the

conc

ept o

f re

gion

is u

sefu

l whe

n an

alyz

ing

geog

raph

y an

d hu

man

beh

avio

r.m

owN

o*

_

._

1 2

I4

(

1 bw

orid

Pro

blem

s

1 2,

War

ld P

robl

cos

Program Goal II.

Eva

luat

e w

ays

hum

ans

inte

ract

with

_the

env

iron

men

t.

Program Objective LI.F.

Perf

orm

eff

ectiv

ely

in c

ompe

titiv

e an

d co

oper

ativ

e si

tuat

ions

rel

ated

to h

uman

inte

ract

ion

with

the

envi

ronm

ent.

Subject Objectives

Stud

ents

will

:

II.F

.1.

Loc

ate

maj

or b

odie

s of

wat

er, c

ontin

ents

, and

sig

nifi

cant

pla

ces

in th

e U

nite

d St

ates

, and

impo

rtan

t reg

ions

and

cou

ntri

es o

f th

ew

orld

.a.

oce

ans

.

1. A

tlant

ic4.

Arc

tic2.

Pac

ific

5. A

ntar

ctic

3. I

ndia

nb.

con

tinen

ts1.

Nor

th A

mer

ica

4. S

outh

Am

eric

a2.

Afr

ica

5. E

urop

e3.

Asi

a6.

Ant

arct

ica

c. s

igni

fica

nt p

lace

s in

the

U.S

.1.

Ohi

o4.

Was

hing

ton,

D.C

.2.

Ohi

o R

iver

5, C

olum

bus,

Ohi

o3.

Mis

siss

ippi

Riv

erd.

impo

rtan

t cou

ntri

es o

f th

e w

orld

1. C

anad

a4.

Jap

an2.

U.S

.5.

Sou

th A

fric

a3.

Mex

ico

6. G

erm

any

e. im

port

ant r

egio

ns o

f th

e w

orld

1. P

acif

ic R

im4.

Nor

th A

mer

ica

2. M

iddl

e E

ast

5. S

ub-S

ahar

a A

fric

a3.

Eur

opea

n C

omm

unity

122

123

Prog

ram

Goa

l II.

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent.

Prog

ram

Obj

ectiv

e 11

.F. P

erfo

rm e

ffec

tivel

y in

com

petit

ive

and

coop

erat

ive

situ

atio

ns r

elat

ed to

hum

an in

tera

ctio

nw

ith th

e en

viro

nmen

t.

Subj

ect O

bjec

tives

Stud

ents

will

:K

/12

34

56

7

II.F

.2.

Rea

d ph

ysic

al, p

oliti

cal,

topo

grap

hica

l, an

d sp

ecia

lpu

rpos

em

aps,

aer

ial p

hoto

s, c

arto

gram

s, c

hart

s, o

r gr

aphs

to d

raw

con

-el

usio

ns r

egar

ding

nat

ural

res

ourc

es a

nd to

pogr

aphy

of

the

U.S

.an

d th

e w

orld

.

INM

INL

aim

ilmai

i-

*

-

*

II.F

.3.

Exp

lain

how

cul

tura

l geo

grap

hy c

an b

e us

ed to

hel

p im

prov

ehu

man

inte

ract

ion

with

the

envi

ronm

ent i

nclu

ding

a.pr

even

tion

of a

cid

rain

b.U

.S. c

apab

ility

to e

xpor

t gra

in a

nd th

e ro

le o

f te

chno

logy

c.im

pact

of

chem

ical

s on

the

envi

ronm

ent

d.ur

ban

land

use

pat

tern

s an

d im

pact

on

the

envi

ronm

ent

e.ch

ange

s in

veg

etat

ion

patte

rns

f.lo

catio

n of

bus

ines

ses

or in

dust

ries

g.tr

affi

c fl

ow p

atte

rns

in u

rban

are

ash.

chan

ges

in e

mpl

oym

ent p

atte

rns

i.ca

uses

of

the

gree

nhou

se e

ffec

tj.

cultu

ral d

iffu

sion

k.w

orld

trad

e pa

ttern

s

Min

isim

min

umm

imiii

1 IW

orld

Pro

blar

a 125

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

. pol

itica

l ide

as. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

I.A

. Und

erst

and

and

resp

ect i

ndiv

idua

l and

cul

tura

l dif

fere

nces

and

sim

ilari

ties.

Subj

ect O

bjec

tives

Stud

ents

will

:

.1/

49.6

56S\

K12

3 4

56 7

891

1II

I.A

.1.

Exp

lain

the

mul

ticul

tura

l phe

nom

ena

with

in a

nd b

etw

een

regi

ons

of th

e U

nite

d St

ates

and

with

in a

nd b

etw

een

natio

ns o

f th

e w

orld

and

list r

easo

ns to

app

reci

ate

som

e of

the

diff

eren

ces.

.

**

III.

-t.2

.D

escr

ibe

diff

eren

t uni

ts o

f hu

man

org

aniz

atio

na

fam

ilies

b. k

in g

roup

sc.

bus

ines

s an

d la

bor

grou

psd.

eth

nic

grou

pse.

nat

ion

stat

esf.

wor

ld o

rgan

izat

ions

.

**

III.

A.3

.L

ist t

he c

ultu

ral a

ttrib

utes

of

cultu

re r

efle

cted

in th

e C

inci

nnat

ico

mm

unity

.

NIE

I11

1111

=11

1111

1

*III

MIN

IMIII

I

III.

A.4

.D

efin

e cu

lture

and

iden

tify

its u

nive

rsal

s.

III.

A.5

.E

xpla

in th

e ro

le w

omen

hav

e pl

ayed

in th

e cr

eatio

n an

dde

velo

pmen

t of

cultu

re.

r

*

III.

A.6

.L

ist t

he b

asic

hum

an r

ight

s id

entif

ied

by th

e U

.S. a

nd o

ther

s.*

III.

A.7

.L

ist s

ocia

l ins

titut

ions

and

qua

lity

of li

fe in

dica

tors

by

whi

ch th

eco

mm

unity

is d

efin

ed a

nd ju

dged

.

'I

II

1

12 W

orld

Pro

blem

s

12. W

orld

Pro

blem

s

12. W

orld

Pro

blem

s 127

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

, pol

itica

l ide

as. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

I.A

.U

nder

stan

d an

d re

spec

t ind

ivid

ual a

nd c

ultu

ral d

iffe

renc

es a

nd s

imila

ritie

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

N.c

><

'\te

%":

c?e?

K1

23

45

67

89

11

III.

A.8

.Id

entif

y fa

ctor

s co

ntri

butin

g to

soc

ial c

lass

dif

fere

nce,

mob

ility

,po

wer

, and

pre

stig

e.0

1111

1111

1111

111=

1111

1111

1111

111=

1

III.

A.9

.U

se n

umer

ic d

ata

to c

hart

and

ana

lyze

cha

nges

in th

e hi

stor

y of

hum

an d

iffe

renc

es.

III.

A.1

0.C

ompa

re u

nive

rsal

and

alte

rnat

ive

idea

s ab

out b

eaut

y, id

eolo

gi-

cal b

elie

fs, s

ex r

oles

, mor

al s

tand

ards

, and

val

ue s

yste

ms.

,,

*1

III.

A.1

1.D

iscu

ss e

xam

ples

of

wid

e di

vers

ity o

f oc

cupa

tiona

l cho

ices

avai

labl

e an

d th

e w

ay in

whi

ch in

divi

dual

s m

ake

thes

e ch

oice

s.

III.

A.1

2.A

naly

ze b

ehav

ior

and

attit

udes

for

bia

ses

agai

nst t

he c

hara

cter

-is

tics

of s

peci

fic

grou

ps (

e.g.

sex

ual,

ethn

ic, e

cono

mic

).m

iiim

mim

ilmni

mili

iimm

inim

i.

III.

A.1

3.E

xpla

in m

ajor

hum

an id

eas,

bel

ief

syst

ems

and

rela

ted

coni

licts

from

var

ious

are

as o

f hu

man

life

and

thei

r ef

fect

s up

on U

.S.

and

wor

ld h

isto

ry:

a.re

ligio

ns

b.de

moc

racy

and

oth

er f

orm

s of

gov

ernm

ent

c.re

sist

ance

to o

ppre

ssio

n, u

nque

ncea

ble

thir

st f

or f

reed

om,

and

the

resi

lienc

e of

the

hum

an s

piri

tM

ILIl

ilk

IMM

ilim

imm

ism

ism

ilow

**

1 P3

12W

orld

Pro

blca

r

I 2e

Phila

opby

12E

thni

c Is

sues

1 24

fric

an A

ncri

can

Wit

1 2.

App

alac

lizo

Hir

t.12

Pkul

coop

hy

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

. wlit

ical

idea

s. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e M

.A.

Und

erst

and

and

resp

ect i

ndiv

idua

l and

cul

tura

l dif

fere

nces

avi

d si

mila

ritie

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

d.en

terp

rise

and

com

mer

ce

e.th

e ar

ts

f.ph

iloso

phie

s

g.hu

man

rel

atio

ns a

nd d

iver

sity

h.sc

ienc

e an

d m

ath

III.

A.1

4.E

xpla

in th

e in

flue

nce

of v

ario

us c

ultu

res

on A

mer

ican

life

fro

mC

olon

ial p

erio

d to

the

pres

ent.

1111

1111

1111

1111

1

*N

MI

*IN

IIII

III.

A.1

5.D

evel

op a

n aw

aren

ess

of a

nd r

espe

ct f

or d

iver

se c

ultu

res

and

thei

r ac

hiev

emen

ts w

ithin

the

soci

ety.

.

*

.1 3

l)

12A

fric

an A

mer

ican

Hirt

12A

ppat

achi

aa H

irt.

12A

fric

an A

mer

ican

Hirt

12A

ppila

chia

n H

itt.

1 3

Prog

ram

Goa

l III

.

Com

pare

lalu

ojej

idia

iltic

atig

giu,

Aud

inst

itutio

ns w

ithin

hist

oric

al a

nd c

onte

mpo

rary

situ

atio

ns.

Prog

ram

Obj

ectiv

e II

I.B

.E

xpla

in th

e ba

sic

idea

s of

maj

or r

elig

ions

and

eth

ical

trad

ition

s of

oth

er ti

mes

and

plac

es.

Subj

ect O

bjec

tives

muu

erm

s w

ill.

/1(7

1/2/

3/4/

5,i/m

.6

718:

:19/

1y1d

*II

I.B

.1.

Des

crib

e th

e m

ajor

rel

igio

ns o

f th

e w

orld

:a.

Bud

dhis

mb.

Chr

istia

nity

c.C

onfu

cian

ism

d.Ju

dais

me.

Isla

mth

eir

belie

f st

ruct

ures

and

eff

ects

upon

eac

h ot

her.

III.

B.2

.C

ompa

re th

e ef

fect

s of

rel

igio

n on

Am

eric

a w

ith th

e ef

fect

s of

relig

on o

n an

othe

r cu

lture

.

III.

B.3

.E

xpla

in th

e im

port

ance

, iss

ues,

and

cha

ngin

g ro

le o

f re

ligio

nin

his

tory

.

132

133

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bgl

iefs

. pol

itica

l ide

as. a

nd in

stau

tiom

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

I.C

.C

ompl

ete

part

icip

ator

y ci

tizen

ship

act

ivity

incl

udin

g sc

hool

and

com

mun

ity s

ervi

ce p

roje

cts

at th

e pr

imar

y,in

term

edia

te, a

nd m

iddl

e sc

hool

leve

l, in

clud

ing

at le

ast s

even

ty h

ours

at t

he h

igh

scho

ol le

vel.

Subj

ect O

bjec

tives

Stud

ents

will

:

III.

C.1

.D

efin

e vo

lunt

eeri

sm, c

omm

unity

ser

vice

, and

par

ticip

ator

yci

tizen

ship

.*

III.

C.2

.L

ist c

hara

cter

istic

s of

a g

ood

com

mun

ity a

nd g

ood

citiz

en.

IIL

C.3

.W

ith th

e he

lp o

f a

teac

her

Ovi

sor

plan

and

com

plet

e a

serv

ice

proj

ect f

or o

ther

s.

a.id

entif

y ob

ject

ives

cle

arly

b.id

entif

y th

e pl

an o

f ac

tiviti

es

c.st

ate

a pl

an o

f ev

alua

tion

**

**

III.

C.4

.W

rite

a p

aper

usi

ng th

e w

ritin

g pr

oces

s su

mm

ariz

ing

the

out-

com

es a

chie

ved

in th

e se

rvic

e pr

ojec

t.

13-t

135

Prog

ram

Goa

l III

.C

ompa

re v

alue

s. b

elie

fs. p

oliti

cal i

deas

. and

inst

itutio

ns w

ithin

hist

oric

al a

nd c

onte

mpo

rary

situ

atio

ns.

Prog

ram

Obj

ectiv

e II

I.D

.E

xpla

in th

e ba

sic

polit

ical

con

cept

s of

Am

eric

an c

itize

nshi

p.

Subj

ect O

bjec

tives

Stud

ents

will

:

e0'

)..4

°..P

.K

/1 K/1

/2/3

/4/5

/6/7

/8 9

11

III.

D.1

.Id

entif

y th

e m

ain

func

tions

of

each

bra

nch

of g

over

nmen

t at t

hena

tiona

l, st

ate,

and

loca

l lev

els.

Nom

mol

oom

mlim

i*

**

111.

D.2

.D

istin

guis

h th

e ch

arac

teri

stic

s of

var

ious

type

s of

gov

ernm

ent:

a.re

pres

enta

tive

dem

ocra

cyb.

mon

arch

yc.

dic

tato

rshi

p.

1111

1111

1111

1111

1111

1111

1111

1110

1111

1111

1

**

*

III.

D.3

.U

nder

stan

d th

e ro

le o

f pu

blic

off

icia

ls in

gov

ernm

ent.

a.D

istin

guis

h be

twee

n el

ecte

d an

d ap

poin

ted

offi

cial

s.

b.D

escr

ibe

the

way

s of

fici

als

can

be e

lect

ed, a

ppoi

nted

, and

rem

oved

fro

m o

ffic

e

c.E

valu

ate

the

actio

ns o

f pu

blic

off

icia

ls o

n th

e ba

sis

of a

give

n se

t of

crite

ria.

mom

NIN

NIM

EE

N **

111.

D.4

.K

now

that

vot

ing

is b

oth

a pr

ivile

ge a

nd a

res

pons

ibili

ty o

f U

.S.

citiz

ensh

ip.

a.R

ecog

nize

that

pro

pert

y ow

ners

hip,

rac

e, g

ende

r, li

tera

cy,

and

cert

ain

tax

paym

ents

no

long

er a

ffec

t elig

ibili

ty to

vot

e.

b.Id

entif

y th

e qu

alif

icat

ion

for

votin

g.

Nom

mis

mim

aiom

mlo

mm

**

**

13G

137

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

. pol

itica

l ide

as. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e Il

l.D.

Exp

lain

the

basi

c po

litic

al c

once

pts

of A

mer

ican

citi

zens

hip.

Subj

ect O

bjec

tives

Stud

ents

will

:

e\.

\SO

C>

e.>

K12

3456

7891

1II

I.D

.5.

Dem

onst

rate

the

abili

ty to

use

info

rmat

ion

that

ena

bles

citiz

ens

to m

ake

info

rmed

cho

ices

.

a.U

se m

ore

than

one

sou

rce

to o

btai

n in

form

atio

n.

b.Id

entif

y po

int o

f ag

reem

ent a

nd d

isag

reem

ent a

mon

gso

urce

s.

c.E

valu

ate

the

relia

bilit

y of

ava

ilabl

e in

form

atio

n.

d.D

raw

con

clus

ions

by

read

ing

and

inte

rpre

ting

data

pres

ente

d in

cha

rts

and

grap

hs.

e.Id

entif

y an

d w

eigh

alte

rnat

ive

view

poin

ts.

**

*

III.

D.6

.Id

entif

y op

port

uniti

es f

or in

volv

emen

t in

civi

c ac

tiviti

es.

**

III.

D.7

.U

nder

stan

d th

at th

e m

ajor

rol

e of

pol

itica

l par

ties

in a

dem

oncr

acy

is to

pro

vide

a c

hoic

e in

gov

ernm

enta

l lea

ders

hip

(i.e

., ca

ndid

ates

and

pla

tfor

ms)

.

133

=N

EM

*IN

NN

EE

N4

*

.%

133

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

, pol

itica

l ide

as. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Pro

grai

n O

bjec

tive

III.

E.

Dem

onst

rate

lead

ersh

ip s

kills

nec

essa

ry f

or e

ntra

nce

into

lead

ersh

ip p

ositi

ons

with

in s

choo

l, an

d co

mm

unity

gove

rnan

ce,

and

serv

ice

orga

niza

tions

as

part

of

the

stud

ent's

ass

umpt

ion

of th

eir

role

in th

e O

FFIC

E O

FC

ITIZ

EN

Subj

ect O

bjec

tives

Stud

ents

will

:

96.

%.6

4. 0

,6

dote

ee-

40cP

- ci

f.ec

K2

34

56

78

91

1

III.

E.1

.Id

entif

y va

riou

s ho

liday

s an

d sy

mbo

ls o

f C

inci

nnat

i, O

hio,

and

the

Uni

ted

Stat

es. T

hese

sho

uld

incl

ude:

Cin

cinn

ati,

Ohi

o, a

nd th

e U

.S.;

U.S

. fla

g, M

.L. K

ing,

Pres

iden

t's D

ay, T

hank

sgiv

ing,

Ple

dge

of A

llegi

ance

,In

depe

nden

ce D

ay, n

atio

nal a

nthe

m

**

III.

E.2

.D

emon

stra

te p

erso

nal a

nd s

ocia

l dev

elop

men

t ski

lls n

eces

sary

to w

ork

effe

ctiv

ely

in a

gro

up a

nd in

lead

ing

a gr

oup.

..

IIL

E.3

.D

emon

stra

te o

ral,

wri

tten,

and

list

enin

g co

mm

unic

atio

nsk

ills,

incl

udin

g sp

eech

and

deb

ate

and

grou

p pr

oces

s sk

ills.

III.

E.4

.D

emon

stra

te s

kills

for

pla

nnin

g m

eetin

gs, p

roje

cts,

and

pers

onal

goa

l ach

ieve

men

t.

III.

E.5

.Pl

an a

ltern

ate

care

er c

hoic

es a

nd c

aree

r pa

ths.

III.

E.6

.Pa

rtic

ipat

e in

one

job

shad

owin

g ex

peri

ence

on

at le

ast o

nejo

b ea

ch r

equi

ring

a h

igh

scho

ol e

duca

tion,

tech

nica

l sch

ool

trai

ning

, and

col

lege

edu

catio

n in

an

indi

vidu

al o

r gr

oup

obse

rvat

ion

expe

rien

ce.

140

141

410

Prog

ram

Goa

l M.

Com

pare

val

ues.

bel

iefs

, pol

itica

l ide

as. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e B

ILE

. Dem

onst

rate

lead

ersh

ip s

kills

nec

essa

ry f

or e

ntra

nce

into

lead

ersh

ip p

ositi

ons

with

in s

choo

l, co

mm

unity

gov

erna

nce,

and

serv

ice

orga

niza

tions

as

part

of

the

stud

ent's

ass

umpt

ion

of th

eir

role

in th

e O

FFIC

E O

F C

ITIZ

EN

.

Subj

ect O

bjec

tives

Stud

ents

will

:

III.

E.7

.W

ork

with

a c

omm

unity

sch

ool-

arra

nged

men

tor

toco

oper

a-tiv

ely

plan

per

sona

l, sc

hool

, or

care

er g

oals

ove

r tw

o or

mor

em

eetin

gs d

urin

g on

e r

tool

yea

r.

III.

E.8

.E

xpla

in h

ow c

hang

e ca

n oc

cur

with

in d

emoc

ratic

gov

ernm

ents

whe

n in

just

ice

occu

rs.

III.

E.9

.

1

Cla

ssif

y an

d gr

oup

data

acc

ordi

ng to

rat

iona

l cri

teri

a

4 2

I

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

.pol

itica

lidea

.s. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

I.F.

Part

icip

ate

in a

stu

dent

gov

erna

nce-

rela

ted

expe

rien

ce.

Subj

ect O

bjec

tives

Stud

ents

will

:

o,e,

b9co

vK

12

34

56

78

91

1

IIL

F.1.

Wor

k w

ith o

ther

stu

dent

s to

sol

ve a

sch

ool p

robl

em.

I4

*

III.

F.2.

Part

icip

ate

in a

stu

dent

cou

ncil,

com

mitt

ee, c

lass

, or

extr

acur

-ri

cula

r gr

oup

to d

efin

e, a

naly

ze, a

nd e

valu

ate

and

anno

unce

solu

tions

for

a s

ocie

ty is

sue.

. *

III.

F.3.

Exp

lain

how

stu

dent

lead

ers

can

reso

lve

conf

lict w

hen

indi

vidu

alor

gro

up d

iffe

renc

es e

xist

.

144i

*

I

12-

Wor

ld P

robl

ax.(

.5)

12. W

orld

Pro

bler

ng.5

)

12-

Wor

ld P

robl

ars(

.5)

45

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

.pol

itica

l ide

as. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

I.G

.E

xpla

in th

e fu

ndam

enta

l pri

ncip

les

of e

cono

mic

s ne

eded

to f

unct

ion

in th

e m

arke

t pla

ce, w

ork

plac

e, a

nd v

otin

gpl

ace.

Subj

ect O

bjec

tives

Stud

ents

will

:K

/2/3

45

67

S /9

/1i 1

III.

G.1

.Sh

ow h

ow in

divi

dual

s an

d so

ciet

ies

mak

e ch

oice

s to

sat

isfy

wan

ts w

ith li

mite

d re

sour

ces.

i=11

1111

1111

1111

11N

MIN

EliI

ME

NN

EM

EN

I*

111.

G.2

.D

emon

stra

te h

ow in

divi

dual

s an

d ho

useh

olds

exc

hang

e th

eir

reso

urce

s fo

r th

e in

com

e th

ey u

se to

buy

goo

ds a

nd s

ervi

ces.

*II

I.G

.3.

Ana

lyze

how

indi

vidu

als

and

busi

ness

es u

se r

esou

rces

topr

oduc

e go

ods

and

serv

ices

that

gen

erat

e in

com

e.*

II'.G

.4.

Rel

ate

exam

ples

of

how

mar

kets

allo

cate

goo

ds a

nd s

ervi

ces.

i*

111.

0.5.

Exp

lain

how

com

petit

ion

affe

cts

mar

kets

.IM

MIN

Er

1

*11

1.0.

6.In

terp

ret h

ow C

inci

nnat

i, O

hio,

and

Am

eric

an g

over

nmen

tspl

ay im

port

ant r

oles

in a

mar

ket e

cono

my.

MIM

EM

INIE

NN

111.

0.7.

Ana

lyze

how

an

econ

omy

func

tions

as

a w

hole

.M

INIs

m *

1(3

14

Prog

ram

Goa

l III

.

Com

pare

agu

es. b

elie

fs. p

oliti

cal i

deas

. and

inst

ijutio

nsw

ithin

hist

oric

al a

nd c

onte

mpo

rary

situ

atio

ns.

Prog

ram

Obj

ectiv

eM

.G.

Exp

lain

the

fund

amen

tal p

rinc

iple

s of

eco

nom

ics

need

ed to

fun

ctio

n in

the

mar

ket p

lace

, wor

kpl

ace,

and

vot

ing

plac

e.

Subj

ect O

bjec

tives

Stud

ents

will

:

111.

0.8.

Exp

lain

eco

nom

ic li

tera

cy c

once

pts

need

ed to

mak

e w

ise

care

erch

oice

s an

d su

cces

sful

ly w

ork

with

oth

ers

in th

e w

orkp

lace

.

.,

,F

....-

'I

I Mon

min

lani

nini

nin

'I

II

I-4

111.

0.9.

Rec

ogni

ze a

nd a

naly

ze th

e ec

onom

ic s

yste

ms

of v

ario

usso

ciet

ies

and

thei

r re

spon

ses

to th

ree

basi

c ec

onom

ic q

uest

ions

:w

hat t

opr

oduc

e (v

alue

), h

ow a

nd h

ow m

uch

to p

rodu

ce (

allo

catio

n),

and

how

to d

istr

ibut

e (d

istr

ibut

ion)

1r

*1

A

*

III.

G. 1

0.Sh

ow h

ow n

atio

ns b

ecom

e in

terd

epen

dent

thro

ugh

trad

e.41

1moo

lonl

oi11

1.0.

1 1.

Ana

lyze

the

chan

ging

infl

uenc

e of

gove

rnm

ent i

n th

e op

erat

ion

of a

bus

ines

s

111.

0.12

.E

xpla

in th

e fu

nctio

n of

the

gove

rnm

ent i

nm

aint

aini

ng a

func

tioni

ng m

onet

ary

syst

em.

*11

1.0.

13.

Rec

ogni

ze th

e ef

fect

s of

mon

etar

y an

d fi

scal

pol

icie

son

indi

vidu

als,

bus

ines

s, a

nd th

e bu

sine

ss c

ycle

.IN

BE

INN

ININ

MII

*11

1.0.

14.

Und

erst

and

the

role

of

the

Fede

ral R

eser

ve S

yste

m*

imiii

m11

1.0.

15.

Com

pare

and

con

tras

t the

maj

or w

orld

eco

nom

icsy

stem

s.a.

Cap

italis

m, c

omm

unis

m o

r so

cial

ism

b. T

radi

tiona

l, m

arke

t,or

com

man

d*

143

I L

Wcr

ld P

robl

em.

I ',W

orld

Pro

blet

rar.

49

Prog

ram

Goa

l III

.

Com

pare

alu

o,je

did5

,22l

idgg

litig

suai

ld in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e H

I.G

.E

xpla

in th

e fu

ndam

enta

l pri

ncip

les

of e

cono

mic

s ne

eded

to f

unct

ion

in th

e m

arke

t pla

ce, w

ork

plac

e, a

nd v

otin

gpl

ace.

Subj

ect O

bjec

tives

<4

cP

4zs'

.c5

0-1"

:>01

A/1

1.1e

llb W

111.

/K/1

/ 2/3

/ 4/ 5

13/ 7

/ 8/9

/14/

1y1:

III.

G.1

6.E

xpla

in h

ow c

limat

e af

fect

s w

orld

eco

nom

ies.

III.

G.1

7.D

iscu

ss th

e w

ise

use

and

exch

ange

s of

nat

ural

and

hum

an r

e-so

urce

s be

twee

n de

velo

ping

and

dev

elop

ed c

ount

ries

.liM

i

1tm

om

1 2.

Wor

ld P

robl

ems

151

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bel

iefs

, pol

itica

l ide

as. a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

SI M

I II I

I I I

I I I

IMM

IN I

I II I

II I

I

Prog

ram

Obj

ectiv

e II

I.gi

.A

naly

ze h

isto

rica

l res

pons

es to

sca

rcity

.

Subj

ect O

bjec

tives

Stud

ents

will

:

\<

36N

S3(

41

66

4c0

004"

(4>

K1

23

45

67

89

1i1

III.

H.1

.E

xpla

in h

ow h

uman

s liv

ed in

trib

es h

untin

g an

d ga

ther

ing

food

,w

ater

, and

raw

mat

eria

ls to

sur

vive

.N

INIM

MIN

VE

III.

H.2

.A

naly

ze w

ays

in w

hich

peo

ple

may

hav

e de

velo

ped

farm

ing.

MIN *

III.

H.3

.E

xpla

in h

ow th

e ch

ange

fro

m h

untin

g an

d ga

ther

ing

to f

arm

ing

and

spec

ializ

atio

n he

lped

lead

to s

urpl

uses

and

the

deve

lopm

ent

of to

wns

, tra

de, a

nd s

peci

aliz

ed jo

bs.

nom

sim

i

III.

H.4

.Id

entif

y th

e in

vent

ions

whi

ch le

d to

man

ufac

turi

ng in

citi

es a

ndth

e in

vent

ors

and

man

ufac

ture

rs in

volv

ed.

MO

NM

onom

milm

ennI

**

*

III.

H.5

.D

iscu

ss th

e te

chno

logi

cal a

dvan

cem

ents

whi

ch le

dto

the

Indu

stri

al R

evol

utio

n.

_

NE

INE

NN

Em

i*

155

40

Prog

ram

Goa

l III

.

Coi

npar

e va

lues

, bel

iefs

. pol

itica

l ide

as. a

nd in

stitu

tiona

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

I.H

.A

naly

ze h

isto

rica

l res

pons

es to

sca

rcity

.

Subj

ect O

bjec

tives

Stud

ents

will

:

S"SI

' 6\

4'9

cz.

.S"

ef-

46`

12

34

56

78

91

1

III.

H.6

.E

xpla

in th

e be

nefi

ts a

nd c

osts

of

indu

stri

aliz

atio

n to

peo

ple

ofin

dust

rial

ized

and

non

-ind

ustr

ializ

ed s

ocie

ties.

III.

H.7

.C

ompa

re th

e pr

oble

ms

of th

e ho

mel

ess

and

the

hung

ry in

two

cultu

res

at tw

o tim

es in

his

tory

.

4r r

,1

. 1 'T

12,W

orld

Pro

blem

s

1 2-

Wct

Icl P

robl

ems

155

Prog

ram

Goa

l III

.

Com

pare

yal

uo,b

yjig

iaL

jakk

aj id

eas.

and

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e T

ILJ.

Mak

e re

spon

sibl

e lif

e an

d so

ciet

y de

cisi

ons

base

dup

on e

thic

al a

nd d

emoc

ratic

pri

ncip

les.

Subj

ect O

bjec

tives

Stud

ents

will

:

0.eo

:/6

K1

23

45

$68%

.:*:e

1 t)

\`?1

- 06

1`11

III.

J.1.

Dem

onst

rate

com

pass

ion,

cou

rtes

y, to

lera

nce,

hon

esty

,se

lf-d

isci

plin

e, s

elf-

resp

ect,

and

resp

onsi

bilit

y.

1111

.2.

Wor

k to

impr

ove

the

soci

al a

nd n

atur

al e

nvir

onm

ents

bya.

wor

king

to r

espe

ct o

ther

sb.

pro

mot

ing

just

ice

and

equa

lity

of o

ppor

tuni

tyc.

com

mitt

ing

to r

espo

nsib

le c

itize

nshi

pd.

bec

omin

g in

volv

ed in

com

mun

mity

ser

vice

.

1111

.3.

Dem

onst

rate

inte

llect

ual q

ualit

ies

a.ob

ject

ivity

b.ra

tiona

l con

sent

to r

easo

nabl

e ex

pect

atio

nsc.

usin

g re

ason

ed a

rgum

ents

to le

arn

diff

eren

t vie

wpo

ints

d.us

ing

crea

tive

thin

king

e.se

tting

and

incr

easi

ng p

erso

nal p

rodu

ctiv

e ex

peri

ence

1111

.4.

Exp

lain

how

the

idea

s pe

ople

pro

fess

aff

ect t

heir

actio

ns.

1111

.5.

Lis

t val

ues

whi

ch a

re im

port

ant t

o va

riou

s cu

lture

s.

1111

.6.

Exp

lain

how

val

ues

art;

used

in p

erso

nal a

nd n

atio

nal

deci

sion

-m

akin

g.*

*

I, 5

ii1

5

12-W

orld

Pro

blem

s

12W

old

Pro

blem

s

12-

Wor

ld P

robl

ems

12Pa

coop

by

Prog

ram

Goa

l III

.

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as. a

nd in

stitu

tiogs

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e E

RIC

.D

iscu

ss th

e si

gnif

ican

ce o

f pu

blic

edu

catio

n in

his

tory

and

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

\&.

4$' b

-~S

e.

K12

3 4

56 7

891

1II

I.K

1.In

the

cont

ext o

f th

e st

udy

of p

ublic

edu

catio

n ex

plai

n:

a.th

e go

als

of p

ublic

edu

catio

n

b.w

hat p

ublic

edu

catio

n co

ntri

bute

d to

the

U.S

.

c.ho

w p

ublic

edu

catio

n is

fin

ance

d.

d.pr

oble

ms

of p

ublic

edu

catio

n.

15J

153

Prog

ram

Goa

l III

.

Com

pare

val

ues.

bgl

iefs

. pol

itica

l ici

gas.

and

insl

jtutio

us w

ithin

hist

oric

al a

nd c

onte

mpo

rary

situ

atio

ns.

Prog

ram

Obj

ectiv

e ri

m,.

Dem

onst

rate

aw

aren

ess

of e

thni

c an

cest

ry a

ndcu

ltura

l her

itage

in r

elat

ion

to s

elf-

defi

nitio

n.

Subj

ect O

bjec

tives

ec.<

4\,f

f,..e

9;4:

4:;\0

6t.1

/4,

OL

UL

leIl

LS

Will

./ l

y1/

2/ 3

/ 4/ 5

/ 5/ 7

/8/

9/11

1II

I.L

.1.

Dev

elop

pri

de a

nd a

ppre

ciat

ion

of th

e ch

arac

teri

stic

sof

one

'sow

n et

hnic

, cul

tura

l, an

d lin

guis

tic h

erita

ge.

IIL

L.2

.D

iscu

ss th

e in

flue

nce

of o

ne's

own

ethn

ic/ c

ultu

ral h

erita

ge a

ndex

peri

ence

s on

one

's v

alue

s an

d lif

esty

le.

III.

L.3

.D

efin

e pe

rson

al s

tren

gths

, cap

abili

ties,

and

limita

tions

.

1 Z

Afr

ican

Am

er. H

irt.

1 I-

App

alac

hian

Hir

t

12.A

fric

an A

mer

. His

t.12

..App

rlac

hiso

Hir

t.

I 2.

Afr

ic.s

ra A

mor

. Hir

t.I

2.,A

pprI

schi

sa H

ist

Prog

ram

Goa

l IV

.

Eva

luat

e m

es o

f co

nflic

t and

met

hods

of

conf

lict r

esol

utio

n,.

.411

1111

1111

11"

Prog

ram

Obj

ectiv

e W

A.

Dem

onst

rate

ski

lls in

mai

ntai

ning

pos

itive

rel

atio

nshi

ps w

ith o

ther

indi

vidu

als

or g

roup

s an

d in

res

pond

ing

cons

truc

-tiv

ely

to c

onfl

ict i

n re

latio

nshi

ps.

Subj

ect O

bjec

tives

Stud

ents

will

:

4sc-

K1

23

45

67

89

...1)

PIt

1C

.5

IV.A

.1.

Show

sen

sitiv

ity to

pro

blem

s of

oth

ers

thro

ugh

lear

ning

and

prac

ticin

g in

terp

erso

nal a

nd in

terg

roup

ski

lls.

*

IV.A

.2.

Ana

lyze

fac

tors

that

con

trib

ute

to p

robl

ems

or c

onfl

icts

.*

Iffi

NN

EM

MIN

E

*IV

.A.3

.Pr

edic

t, m

onito

r an

d ev

alua

te c

ours

es o

f ac

tion

and

or s

olu-

tions

to c

onfl

ict b

etw

een

indi

vidu

als,

gro

ups

and

natio

ns a

ndfo

rmul

ate

a re

vise

d de

fini

tion

of th

e pr

oble

m.

MIN

INw

inm

ilis

IV.A

.4.

Dem

onst

rate

the

abili

ty to

coo

pera

te w

ith o

ther

s (e

.g. m

ales

and

fem

ales

; mai

nstr

eam

ed s

tude

nts;

mem

bers

of

dive

rse

raci

al, e

thni

c, c

ultu

ral,

lingu

istic

, and

rel

igio

us g

roup

s) in

perf

orm

ing

a va

riet

y of

task

s.

IV.A

.S.

Tak

e ac

tion

to c

onfr

ont p

reju

dice

and

ste

reot

ypin

g, r

educ

ein

oim

Man

gtra

cism

, and

impr

ove

race

rel

atio

ns in

the

scho

ol o

r co

mm

unity

as p

art o

f a

scho

ol g

roup

or

as a

n om

buds

.

Nif

ism

imm

elom

mi

IV.A

.6.

Dev

elop

sen

sitiv

ity to

pro

blem

s of

oth

ers

thro

ugh

lear

ning

and

prac

ticin

g in

terp

erso

nal s

kills

..

4.

I. 6

12-E

t lai

c St

udie

s: A

fric

anA

mer

ican

His

tror

y k

Cul

otre

(3)

12E

tinic

Stu

dies

: App

alad

isn

liist

rry

& C

ulou

e (3

)12

Etb

aic

Stud

ies:

Eth

nic

Ileu

m (

.5)

Prob

lem

s (.

5)

Prog

ram

Goa

l IV

.

Eva

luat

e W

oes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion,

Prog

ram

Obj

ectiv

e IV

.A.

Dem

onst

rate

ski

lls in

mai

ntai

ning

pos

itive

rel

atio

nshi

psw

ith o

ther

indi

vidu

als

or g

roup

s an

d in

res

pond

ing

cons

truc

-tiv

ely

to c

onfl

ict i

n re

latio

nshi

ps.

Subj

ect O

bjec

tives

Stud

ents

will

:4.

.;),,s

,"K

12

34

56

7-%

d:L

e 1

IV.A

.7.

Exp

lain

how

pea

ce m

ight

be

achi

eved

with

in a

ndam

ong

cultu

res

of th

e w

orld

.,

IV.A

.8.

Exp

lain

how

our

per

cept

ion

of o

urse

lves

as

indi

vidu

als

and

as a

natio

n in

flue

nce

the

way

we

beha

ve to

war

don

e an

othe

r.

IV.A

.9.

Giv

e re

ason

s fo

r po

litic

al, s

ocia

l, an

d ec

onom

ic s

tabi

ltyan

din

stab

ility

in th

e w

orld

.

IV.A

.10.

Dem

onst

rate

the

abili

ty to

use

spe

cifi

c in

form

atio

n re

leva

ntto

apr

oble

m.

a.D

iffe

rent

iate

bet

wee

n fa

ct a

nd in

fere

nces

or d

educ

tions

asse

rted

by

data

sou

rce

b.C

ompa

re li

kene

sses

and

dif

fere

nces

amon

g co

urse

s of

actio

n, tr

ends

in d

ata,

and

pos

sibl

e ca

usal

rel

atio

nshi

ps o

fth

epr

oble

m.

.

=0

164

1.65

el"

Prog

ram

Goa

l IV

.

Eva

luat

e pi

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion,

Prog

ram

Obj

ectiv

e IV

.A.

Dem

onst

rate

ski

lls in

mai

ntai

ning

pos

itive

rel

atio

nshi

ps w

ith o

ther

indi

vidu

als

or g

roup

s an

d in

res

pond

ing

cons

truc

-tiv

ely

to c

onfl

ict i

n re

latio

nshi

ps.

Subj

ect O

bjec

tives

Stud

ents

will

:

c.Pr

edic

t and

eva

luat

e co

nseq

uenc

es o

f al

tern

ativ

e co

nclu

-si

ons.

IV.A

.11.

Exp

lain

the

need

for

rul

es in

spo

rts

and

othe

r ex

ampl

es in

dai

lylif

e.!

IV.A

.12.

Exp

lain

the

cons

eque

nces

of

brea

king

rul

es.

IV.A

.13.

Use

a m

ultis

enso

ry a

ppro

ach

to d

evel

op a

nd d

emon

stra

te s

elf-

resp

ect.

INIM

IIIV

.A.1

4.E

xpla

in th

e re

latio

nshi

p be

twee

n so

cial

val

ues

and

law

s.i

1

IV.A

.15.

Pred

ict c

hang

es th

at a

re li

kely

in h

uman

rel

atio

nshi

ps a

ndna

tions

in th

e 21

st c

entu

ry.

2-Pl

ulaa

phy

12-W

ald

Prob

lem

,

111

-11

Prog

ram

Goa

l IV

.

Eva

luat

ety

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olai

on.

IIIIII

IMIN

INIM

ISIS

MIII

IIII

Prog

ram

Obj

ectiv

e IV

.B.

Inte

rpre

t con

stitu

tiona

l and

oth

er le

gal c

onfl

ict-

rela

ted

issu

es in

his

tory

or to

day.

Subj

ect O

bjec

tives

.o.

0' f

.e. \

cp 0

04%

.<>

Stud

ents

will

:K

123

456

789

11IV

.B.1

.K

now

how

the

law

pro

tect

s in

divi

dual

s in

the

Uni

ted

Stat

es.

a.G

ive

exam

ples

of

the

righ

ts a

nd f

reed

oms

guar

ante

ed in

timlia

mim

omm

imm

osim

the

Bill

of

Rig

hts.

**

**

b. A

pply

the

conc

ept o

f ju

stic

e, in

clud

ing

due

proc

ess

and

Mlim

imm

oim

moi

leq

uity

bef

ore

the

law

.*

**

*c.

Dem

onst

rate

the

impo

rtan

ce o

f a

lear

ning

or

wor

k en

vi-

smun

imin

mm

mso

mui

ronm

ent f

ree

of d

iscr

imin

atio

n ag

ains

t ind

ivid

ual d

iffe

r-en

ces

**

**

d.Id

entif

y le

gal m

eans

of

diss

ent a

nd p

rote

st a

gain

st v

iola

-tio

n of

rig

hts

**

**

attn

eMom

mim

mIV

.B.2

.U

nder

stan

d se

para

tion

of p

ower

s an

d ch

ecks

and

bal

ance

s.*

**

IV.B

.3.

Exp

lain

how

dif

fere

nt s

ocie

ties

have

trie

d to

res

olve

eth

ical

issu

es w

hen

conf

licts

occ

ur b

etw

een

indi

vidu

als,

grou

ps a

ndso

ciet

ies.

milo

rnim

mis

mom

mum

m.

IV.B

.4.

Exp

lain

how

to d

evel

op a

n ap

prec

iatio

n fo

r th

e te

nsio

nbe

twee

n op

posi

ng id

eals

in h

uman

aff

airs

.IN

UM

MO

Mm

ilmin

inol

.1C

316

:i

12-W

arld

Pro

bkco

s

Pro

gram

Goa

l

Eva

luat

e w

oes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion,

Prog

ram

Obj

ectiv

eIV

.B.

Inte

rpre

t con

stitu

tiona

l and

oth

er le

gal c

onfl

ict-

rela

ted

issu

es in

his

tory

or

toda

y.

Subj

ect O

bjec

tives

6tua

ents

will

:/K

/ 1/ 2

/ 6/ 4

/ 5/ 6

/ 7/ 8

/91t

1

V. B

.5.

Des

crib

e th

e le

gal s

yste

m o

f th

e O

hio

and

U.S

. gov

ernm

ent.

INM

IMI

NM

V.B

.6D

iffe

rent

iate

bet

wee

n or

igin

al a

nd a

ppel

late

juri

sdic

tions

.*

*

1 70

171

Prog

ram

Goa

l IV

.

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds9f

con

flic

t res

olut

ion,

Prog

ram

Obj

ectiv

e IV

.C.

Exp

lain

sim

ilari

ties

and

diff

eren

ces

amon

g in

divi

dual

s fr

om d

iver

se e

thni

c, c

ultu

ral,

lingu

istic

and

rel

igio

usgr

oups

with

the

com

mun

ity, U

.S. a

nd th

e w

orld

.

Subj

ect O

bjec

tives

Stud

ents

will

:

,co`

\ ,c'

36e4

9.16

40

,,fe

0041

/40,

K/1

/2/3

/4/5

/6/7

/8/9

/1 1

t1

IV.C

.1.

Exp

lain

sim

ilari

ties

and

diff

eren

ces

amon

g di

vers

e so

cioe

co-

nom

ic, e

thni

c, c

ultu

ral,

lingu

isiti

c, a

nd r

elig

ious

gro

ups.

IV.C

.2.

Iden

tify

sim

ilari

ties

and

diff

eren

ces

in s

ex r

oles

with

in d

iver

segr

oups

in s

ocie

ty.

IFi

I

*A

*

IV.C

.3.

Des

crib

e ho

w p

eopl

e in

the

U.S

. and

fro

m v

ario

us p

lace

s in

the

wor

ld d

iffe

r in

thei

r vi

ews

on is

sues

(e.

g. r

esou

rce

use,

env

iron

-m

enta

l pol

lutio

n et

c)

imm

iV

IMIN

NIN

ININ

IIM..

17 '

12E

thai

s an

d C

ultu

ral I

ssue

s

Prog

ram

Goa

l IV

.

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

io.

Prog

ram

Obj

ectiv

e IV

.D.

Dev

elop

res

pect

for

indi

vidu

al a

nd c

ultu

ral d

iffe

renc

es a

nd s

imila

ritie

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

o.6

K12

3 4

567

8911

IV.D

.1.

Des

crib

e an

d id

entif

y re

ason

to a

ppre

ciat

e m

ultic

ultu

ral i

deas

and

even

ts in

the

U.S

. and

the

wor

ld.

**

**

IV.D

.2.

Des

crib

e an

d id

entif

y re

ason

to a

ppre

ciat

e un

iver

sal a

s w

ell a

sal

tern

ativ

e id

eas

abou

t bea

uty,

ideo

logi

cal b

elie

fs, s

ex r

oles

,m

oral

sta

ndar

ds, a

nd v

alue

sys

tem

s.

IV.D

.3.

Dis

cuss

the

wid

e di

vers

ity o

f oc

cupa

tiona

l cho

ices

ava

ilabl

ean

d th

e w

ays

in w

hich

indi

vidu

als

mak

e th

ese

choi

ces.

.

IV.D

.4.

Ana

lyze

beh

avio

r an

d at

titud

es f

or b

iase

s ag

ains

t the

cha

rac-

teri

stic

s of

spe

cifi

c gr

oups

.

17,--

'1,

12-W

orld

Pro

bkm

a (.

5)

175

Prog

ram

Goa

l IV

.

Eva

luat

e pi

pes

of c

onfl

ict a

nd m

etgd

s of

conf

lict r

esol

utio

n,

Prog

ram

Obj

ectiv

e IV

.E.

Iden

tify

atte

mpt

s to

est

ablis

h or

gani

zatio

ns d

edic

ated

to c

onfl

ict r

esol

utio

n an

d ev

alua

te s

ome.

Subj

ect O

bjec

tives

Stud

ents

will

:

N,6

3'.40

60

vsc,

t >e'

r\e

K1

23

45

67

89

4°1

1

IV.E

.1.

Iden

tify

and

expl

ain

incr

ease

s an

d fa

ilure

s of

ear

ly a

ttem

pts

toga

in w

orld

pea

ce.

IIII

IMI1

1111

1111

1111

1111

1t

IV.E

.2.

Dis

cuss

the

reas

ons

for

the

form

atio

n of

org

aniz

atio

ns a

ndal

lianc

es f

or p

eace

in th

e 20

th c

entu

ry.

*IV

.E.3

.Id

entif

y a

situ

atio

n w

here

a d

ecis

ion

was

req

uire

d to

res

olve

conf

licts

bet

wee

n na

tions

and

dis

cuss

how

that

dec

isio

n w

asde

term

ined

.

111I

17r

12-W

arld

Pro

blem

s (.

5)

11 W

add

Ptob

lern

s (.

5)

12W

arld

Pro

blem

s (.

5)

1771

Prog

ram

Goa

l IV

.

Eva

luat

e ;v

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ions

Prog

ram

Obj

ectiv

e IV

.F.

Exp

lain

the

vari

ous

caus

es o

f w

ar, a

nd o

f th

e ap

proa

ches

to p

eace

mak

ing

and

war

pre

vent

ion.

Subj

ect O

bjec

tives

Stud

ents

will

:,O

S40

,,t..4

>

0.s

e sf

rCP

t$4>

.jc

K1

23

45

67

89

11

.

IV.F

.1.

Exp

lain

how

sec

tiona

l con

flic

ts le

d to

a d

ivid

ed U

nion

and

alth

ough

res

olve

d, c

ause

d m

ajor

pol

itica

l dif

fere

nces

in th

eU

.S. t

hrou

gh th

e 20

th c

entu

ry.

1 7

S

I2-W

crld

Pro

bien

s (.

5)

Prog

ram

Goa

l V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

eV

.A.

Und

erst

and

ethn

ic a

nces

try

and

cultu

ral h

erita

ge in

rel

atio

n to

sel

f-de

fini

tion

Subj

ect O

bjec

tives

Stud

-T

its w

ill:

K1

23

45

<"%

c9:0

4V

.A.1

.D

emon

stra

te a

n ap

prec

iatio

n of

the

char

acte

rist

ics

of o

ne's

ow

net

hnic

, cul

tura

l, an

d lin

guis

tic h

erita

ge.

**

**

V.A

.2.

Ana

lyze

the

infl

uenc

e of

one

's e

thni

c/cu

ltura

l her

itage

and

expe

rien

ces

on o

ne's

val

ues

and

lifes

tyle

s.

V.A

.3.

Def

ine

pers

onal

str

engt

hs, c

apab

ilitie

s, a

nd li

mita

tions

(se

lf-

este

em)

V.A

.4.

Dem

onst

rate

the

abili

ty to

pre

sent

to o

ther

s as

pect

s of

one

'sow

nhe

rita

ge.

V.A

.5.

Iden

tify

caus

es a

nd c

onse

quen

ces

of s

tere

otyp

ing,

pre

judi

ce, a

nddi

scri

min

atio

n.

1,.,

0S

Prog

ram

Goa

l V.

Inte

rpre

t Sig

nifi

cant

his

tori

cal d

evel

opm

ents

,

Prog

ram

Obj

ectiv

e V

.A.

Und

erst

and

ethn

ic a

nces

try

and

cultu

ral h

erita

ge in

rel

atio

n to

sel

f -

defi

nitio

n

Subj

ect O

bjec

tives

-0'

064-

e,c

c\<

,

01,1

.MA

CII

I.b

WIl

l.K

12

3/ 4

56

78

911

V.A

.6.

Iden

tify

bias

in te

xtbo

oks

and

othe

r in

stru

ctio

nal m

ater

ials

and

inth

e m

edia

.

81

Prog

ram

Goa

l V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

,

Prog

ram

Obj

ectiv

e V

.A.

Und

erst

and

ethn

ic a

nces

try

and

cultu

ral h

erita

ge in

rel

atio

n to

sel

f-de

fini

tion

Subj

ect O

bjec

tives

Stud

ents

will

:K

<.\

N.°

coa

4v

78

91

1

V.A

.7.

As

part

of

the

stud

y of

Eth

nic

Issu

es e

xpla

inM

EN

a.de

fini

tions

of

impo

rtan

t ter

ms

incl

udin

g et

hnic

gro

up, r

ace,

natio

nalit

y, r

acis

m, i

nstit

utio

nal r

acis

m, p

reju

dice

, dis

crim

i-na

tion,

inte

rgro

up r

elat

ions

, sup

eror

dina

te g

oal,

affi

rmat

ive

actio

n, c

ultu

ral p

lura

lism

, mel

ting

pot,

segr

egat

ion,

des

egre

-ga

tion,

eth

nic

iden

tity,

gen

ocid

e, H

oloc

aust

, ant

i-Se

miti

sm,

civi

l rig

hts,

hum

an r

ight

s, a

nd s

anct

uary

mov

emen

t

b.an

ove

rvie

w o

f th

e m

ajor

con

cern

s of

var

ious

min

ority

eth

nic

grou

ps in

the

U.S

. and

oth

er n

atio

ns

c.th

e pr

oces

ses

used

to a

dvan

ce th

e in

tere

sts

of th

e va

riou

set

hnic

gro

ups

in th

e U

.S. a

nd o

ther

soc

ietie

s

d.la

ws

and

inst

itutio

ns th

at p

erpe

trat

e th

e op

pres

sion

of

cert

ain

grou

ps w

ithin

the

soci

ety

e.hi

stor

ical

ori

gin

and

deve

lopm

ent o

f cu

rren

t eth

nic

issu

es in

the

wor

ld

f.po

ssib

le w

ays

of r

esol

ving

ser

ious

dif

fere

nces

bet

wee

net

hnic

gro

ups

11,

R 5

12E

dnic

Iss

ues

Prog

ram

. Goa

l V.

Inte

rpre

t sig

dica

nt h

isto

rica

l dev

elop

men

ts,

Prog

ram

Obj

ectiv

e V

.A.

Und

erst

and

ethn

ic a

nces

try

and

cultu

ral h

erita

ge in

rel

atio

n to

sel

f-de

fini

tion

Subj

ect O

bjec

tives

Stud

ents

will

:

g.de

moc

ratic

and

mor

al v

alue

s w

hich

gui

de b

ehav

ior

ofhu

man

s tr

ying

to r

educ

e an

ti-so

cial

beh

avio

r be

twee

n et

hnic

grou

ps

h.pa

ttern

s of

eth

nic

grou

ps li

ving

in O

hio,

U.S

. and

oth

erw

orld

reg

ions

incl

udin

g lo

catio

n, s

ocia

l, po

litic

al, a

nd e

co-

nom

ic s

tatu

s

i.ho

w la

ws

and

lega

l pro

cess

es p

rote

ct e

thni

c in

tere

sts

and

help

peo

ple

live

toge

ther

j.ho

w e

xtre

mis

ts o

ppos

ed to

eth

nic

grou

p co

oper

atio

n pr

opa-

gand

ize

and

man

ipul

ate

the

opin

ions

of

othe

rs.

k.co

nflic

t res

olut

ion

proc

esse

s re

quir

ing

out o

f cl

assr

oom

invo

lvem

ent

1.ac

tions

take

n by

Cin

cinn

ati g

over

nmen

t and

sch

ools

toim

prov

e et

hnic

coo

pera

tion

m. h

ow c

itize

ns c

an c

onfr

ont g

over

nmen

t in

lega

l way

s to

prot

est l

egal

act

ion

deem

ed im

mor

al s

uch

as th

e re

loca

ting

of th

e Ja

pane

se in

the

1940

's o

r th

e ja

iling

of

Sanc

tuar

y

*

Mov

emen

t mem

bers

who

sup

port

ed il

lega

l Cen

tral

Am

eric

an I

mm

igra

nts.

18G

187

Prog

ram

Goa

l V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

gvel

opm

ents

,

Prog

ram

Obj

ectiv

e V

.B.

Exp

lain

how

the

law

, his

tori

c do

cum

ents

, and

Am

eric

a's

dive

rse

cultu

ral h

erita

ge h

ave

affe

cted

impo

rtan

t his

tori

cal

even

ts a

nd tr

ends

.

Subj

ect O

bjec

tives

Stud

ents

will

:4.

V33

cPct

>K

/1K

/1/2

/3/4

/5/6

/7/ 8

/9 /1

t 1V

.B.1

.Id

entif

y th

e m

ajor

sig

nifi

canc

e of

the

follo

win

g hi

stor

icdo

cu-

men

ts: a.

Nor

thw

est O

rdin

ance

b. D

ecla

ratio

n of

Ind

epen

denc

ec.

Con

stitu

tion

d. B

ill o

f R

ight

s an

d am

endm

ents

e. O

hio

Con

stitu

tion

ale

**

ok

V.B

.2.

Und

erst

and

the

ratio

nale

, con

sequ

ence

s, a

nd a

pplic

atio

nsof

the

**

Con

stitu

tion,

incl

udin

g th

e B

ill o

f R

ight

s an

d ot

her

amen

dmen

ts,

as th

e su

prem

e la

w o

f th

e la

nd.

V.B

.3.

Kno

w th

at m

any

diff

eren

t peo

ples

with

div

erse

bac

kgro

unds

(cul

tura

l, ra

cial

, eth

nic,

ling

uist

ic)

mak

eup

our

nat

ion

toda

y.*

*

1 C

-, 01

8

1.2E

thpi

c ba

gs

Prog

ram

Goa

l V.

Inte

rpre

t sig

oifi

cant

his

tori

cal d

evel

opm

ents

,

Prog

ram

Obj

ectiv

e V

.B.

Exp

lain

how

the

law

, his

tori

c do

cum

ents

, and

Am

eric

a's

dive

rse

cultu

ral h

erita

ge h

ave

affe

cted

impo

rtan

t his

tori

cal

even

ts a

nd tr

ends

.

Subj

ect O

bjec

tives

Stud

ents

will

:

,N4,

0%)\

K12

3 /4

/5/6

/7/ 8

/9/1

1.V

.B.4

.U

nder

stan

d th

at th

e ev

olut

ion

of d

emoc

ratic

pri

ncip

les

(e.g

. civ

ilri

ghts

, wid

enin

g fr

anch

ise)

can

occ

ur th

roug

h ci

vil d

isob

edie

nce.

**

V.B

.S.

Exp

lain

the

impo

rtan

ce o

f or

igin

al s

ourc

e do

cum

ents

whi

chha

ve s

hape

d ou

r hi

stor

y.

V.B

.6.

Inte

rpre

t ori

gina

l sou

rce

docu

men

ts w

ith d

iffe

rent

vie

wpo

ints

and

expl

ain

the

proc

ess

follo

wed

.

V.B

.7D

iscu

ss th

e im

pact

of

land

mar

k de

cisi

ons

hand

ed d

own

by th

eSu

prem

e C

ourt

on

the

lega

l sys

tem

toda

y.

1 r:

0

12 E

tEc

}ssn

p

9

Prog

ram

Goa

' V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

1111

111M

illh.

Prog

ram

Obj

ectiv

e V

.B.

Exp

lain

how

the

law

, his

tori

c do

cum

ents

, and

Am

eric

a's

dive

rse

cultu

ral h

erita

ge h

ave

affe

cted

impo

rtan

t his

tori

cal

even

ts a

nd tr

ends

.

Subj

ect O

bjec

tives

Stud

ents

will

:

V.B

.8E

xpla

in tl

e p

rinc

iple

of

stat

e's

righ

ts a

nd it

s im

pact

on th

e 20

thce

ntur

y.11

1111

1111

1111

11M

IN*

V.B

.9.

Tr

ce th

e de

velo

pmen

t of

the

cont

rove

rsy

over

the

stri

ct a

ndlo

use

inte

rpre

tatio

n of

the

Con

stitu

tion.

mom

moi

mm

orw

'*

V.B

.10.

Com

pare

the

abol

ition

mov

emen

t to

the

mov

emen

ts f

or f

reed

omby

var

ious

eth

nic

grou

ps in

the

20th

cen

tury

in th

e U

.S. a

ndar

ound

the

wor

ld.

*

V.B

.11.

Dis

cuss

the

sign

ific

ance

of

the

grow

th o

f th

e W

est o

n th

e de

vel-

opm

ent o

f de

moc

racy

in th

e U

.S.

192

.

*

12A

fric

an A

mer

ican

Hie

.I

2-E

ttene

Iss

ues

.11

r-s t)

Prog

ram

Goa

l V.

Inte

rpre

t 5iti

nifi

cant

his

tori

cal d

evel

opm

ents

,

Prog

ram

Obj

ectiv

e V

.C. C

ompa

re m

ajor

dev

elop

men

ts in

his

tory

.

Subj

ect O

bjec

tives

Stud

ents

will

:

.co<

3'

.,9<

$'

K1

23

45

67

81

1

V.C

.1.

Com

pare

the

char

acte

rist

ics

of th

e fo

llow

ing

acro

ss ti

me:

a.re

volu

tiona

ry, r

eact

iona

ry, a

nd r

efor

m p

erio

ds o

fgo

vern

men

t

b.sl

aver

y an

d em

anci

patio

n

c.ce

ntra

lizat

ion

and

dece

ntra

lizat

ion/

feud

alis

m

d.hu

man

suc

cess

es a

nd f

ailu

res

e.ro

le o

f fa

mily

, wea

lth a

nd m

erit

V.C

.2.

Dis

cuss

var

ious

his

tori

cal r

oles

incl

udin

g th

e op

pres

sor,

vic

tim,

cari

ng p

erso

n an

d by

stan

der

in s

ituat

ions

whi

ch le

d to

inhu

man

beha

vior

.

1 9,

;

12A

fric

an A

mer

ium

Hir

t.1

2p E

thni

c ls

mes

1 2-

Wcr

ld P

robl

ems 19

5

Prog

ram

Goa

l V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

,.

Prog

ram

Obj

ectiv

e V

.C. C

ompa

rem

ajor

dev

elop

men

ts in

his

tory

.

1111

1111

1111

1111

MIN

IMI1

1111

1111

11M

il

Subj

ect O

bjec

tives

Stud

ents

will

:

0<-\

c,

{s"

t.0<

e\b

e"4

0s.c

v. d

e-K

12

34

/6/6

78

91

1

V.C

.3.

Exp

lain

how

sla

very

, dis

crim

inat

ion,

pre

judi

ce, a

part

heid

, the

Hol

ocau

st, a

nd g

enoc

ide

have

bec

ome

publ

ic p

olic

y w

ithou

t the

vigi

lanc

e of

citi

zens

.

itim

mim

omm

omm

illm

oim

mi

*

V.C

.4.

Dis

cuss

the

conc

erns

of

Pale

stin

ians

and

Isr

aelis

whi

ch h

ave

caus

ed in

stab

ility

to c

ontin

ue in

that

reg

ion.

lison

imul

aMam

mir

a

V.C

.5.

Com

pare

the

caus

es a

nd e

ffec

ts o

f m

ajor

U. S

. tw

entie

thce

ntur

y m

ilita

ry c

omm

itmen

ts.

1. W

orld

War

1

2. W

orld

War

2

3. K

orea

n C

onfl

ict

4. V

ietn

am W

ar

5. P

ersi

an G

ulf

War

AM

MIM

IIM

Ilk

12-A

fric

an A

mer

ican

His

t.12

.Eth

nic

Issu

es12

.Wor

ld P

robl

ems

12.E

d:la

ic I

ssue

s12

-War

1.1

Prob

tern

s

Prog

ram

Goa

l V.

Inte

rpre

t aig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

e V

.D.

Exp

lain

how

the

U.S

. has

res

pond

ed to

the

chal

leng

es it

has

fac

ed th

roug

hout

his

tory

.

Subj

ect O

bjec

tives

Stud

ents

will

:

v.D

.i.L

ist t

he m

ajor

cha

lleng

es th

e na

tion

has

face

d du

ring

eac

hqu

arte

r ce

ntur

y si

nce

it w

as f

ound

ed.

0,

A0

Id

A0 11

1111

.111

111.

11

-'0

. 1121

11.1

111.

111.

111

II

'I I

V.D

.2.

Lis

t the

cha

lleng

es o

ur c

ount

ry w

ill f

ace

in th

e co

min

g ye

ars.

NM

V.D

.3.

Pred

ict t

he b

est r

espo

nses

to th

e ch

alle

nges

our

cou

ntry

will

face

in th

e co

min

g ye

ars.

I3

12-A

fric

am A

nsri

rem

Hir

t12

Etb

aie

Imes

12 W

orld

Pro

blem

12-W

arld

Pro

blem

s

11W

orld

Pro

blem

s

193

Prog

ram

Obj

ectiv

e V

.E.

Exp

lain

hcw

wom

en h

ave

shap

ed h

isto

ry.

Subj

ect O

bjec

tives

Stud

ents

will

:

Prog

ram

Goa

l V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

V.E

.1.

Dis

cuss

the

chan

ging

rol

e of

wom

en in

Am

eric

aan

d th

ew

orld

.*

*

V.E

.2.

Des

crib

e w

omen

's s

trug

gle

for

civi

l rig

hts

and

equa

lity.

1111

1111

1111

111

1111

1111

1111

1111

1111

1

*N

M

V.E

.3.

Iden

tify

impo

rtan

t con

trib

utio

ns o

f wom

en in

his

tory

.

**

V.E

.4.

Giv

e ex

ampl

es o

f ho

w w

omen

hav

e in

flue

nced

the

repo

rtin

gan

d w

ritin

g of

ais

tory

incl

udin

g se

nsiti

vity

to s

exis

t lan

guag

ean

d th

e in

clus

ion

of w

omen

in s

igni

fica

nt r

oles

in o

rigi

nal

sour

ce a

ccou

nts.

IMM

EB

EN

NE

NIM

IOW

AI

a-

Int I

rak

Istu

r,s

12E

thai

c Is

sues

12E

LIn

ic la

ms

Prog

ram

Goa

l V.

Inte

rpre

t sie

nifi

cant

his

tori

cal d

evel

opm

ents

,

Prog

ram

Obj

ectiv

e V

.F.

Exp

lain

how

tech

nolo

gy h

as c

hang

ed th

e w

ay w

e liv

e.

Subj

ect O

bjec

tives

11m

ucte

nts

win

:/K

/ 1/2

/3/ 4

/1

5/6/

7/11

1111

1111

1111

11118Z

9Z).

X.1

V.F

.l.D

evel

op a

new

idea

into

a p

rodu

ct in

vent

ion,

art

or

mus

ic in

no-

vatio

n, p

ublic

atio

n, o

r se

rvic

e an

d ex

plai

n ho

w y

ou w

ill p

aten

tor

cop

yrig

ht it

and

how

you

will

use

a b

usin

ess

plan

to m

arke

t it.

V.F

.2.

Exp

lain

how

eco

nom

ic d

ecis

ions

abo

ut s

peci

aliz

atio

n an

d in

ter-

depe

nden

ce th

roug

h tr

ade

have

aff

ecte

d th

e w

ay h

uman

sor

gani

ze to

wor

k an

d liv

e.

siso

unim

imm

onsi

min

i*

V.F

.3.

Exp

lain

how

des

irea

ble

and

unde

sira

ble

effe

cts

can

com

e fr

omte

chno

logy

whi

ch r

equi

re s

ocia

l, ec

onom

ic, a

nd p

oliti

cal a

ctio

nsto

cha

nge

the

situ

atio

n.

1111

111M

'

V.F

.4.

Rec

ogni

ze s

cien

tific

and

tech

nolo

gica

l tur

ning

poi

nts

in h

isto

ryan

d ho

w th

ey h

ave

mad

e m

ajor

impa

cts

on h

isto

rica

l dev

elop

-m

ent.

rr

*

202

I Z

War

ld P

robl

etrs

12.A

fric

tn A

mer

ican

Hitt

.I

2,A

ppsl

achi

an H

it.

203

Prog

ram

Goa

l V.

Inte

rpre

t icz

nifi

cant

his

tori

cal d

evel

opm

ents

,

Prog

ram

Obj

ectiv

e V

.G.

Iden

tify

how

pol

itica

l par

ties

have

dev

elop

ed, c

hang

ed in

his

tory

and

impa

cted

Am

eric

an li

fe.

Subj

ect O

bjec

tives

otua

ents

will

:/K

/ 1/ 2

/ 3/ 4

/ 5/ 6

/ 7/ 8

/9/1

IV

.G.1

.A

naly

ze th

e ch

angi

ng g

oals

of

maj

or A

mer

ican

pol

itica

l par

ties.

*V

.G.2

.D

iscu

ss w

hy it

is d

iffi

cult

for

mor

e th

an tw

o pa

rtie

s to

be

suc-

cess

ful i

n th

e U

.S.

V.G

.3.

Exp

lain

why

Cin

cinn

ati h

as a

Cha

rter

ite p

arty

.M

Nito

m

205

Prog

ram

Goa

l V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

e V

. H.

Exp

lain

the

maj

or to

pics

of

U.S

. his

tory

and

how

they

rel

ate

to C

inci

nnat

i his

tory

.

Subj

ect O

bjec

tives

Stud

ents

will

:

V.H

.1.

Def

ine

the

maj

or c

hron

olog

ical

tim

e pe

riod

s in

U.S

. his

tory

inre

latio

n to

the

vari

ous

ethn

ic g

roup

s th

at m

ake

up th

e A

mer

ican

heri

tage

.

a.fo

undi

ng th

e U

.S.:

sign

ific

ance

of

dem

ocra

cy a

nd th

eco

nstit

utio

nb.

regi

onal

eco

nom

ies,

val

ues,

and

dev

elop

men

t of

the

city

c.ci

vil w

ar, s

lave

ry, a

nd r

econ

stru

ctio

nd.

indu

stri

aliz

atio

n an

d la

isse

z fa

ire

e.em

ergi

ng f

rom

isol

atio

nism

in 1

900

f.th

e ch

angi

ng f

orei

gn p

olic

ies

for

war

and

pea

ce in

the

20th

cent

ury

g.ch

angi

ng r

ole

of g

over

nmen

t: gr

eat d

epre

ssio

n to

dem

ocra

tic r

efor

ms

h.ci

vil r

ight

s m

ovem

ent

i.te

chno

logi

cal r

evol

utio

n, c

omm

unic

atio

ns a

nd th

e se

rvic

eec

onom

y.j.

imm

igra

tion

and

the

deve

lopi

ng m

ultic

ultu

ral s

ocie

tyk.

the

chan

ging

mea

ning

am

d ro

le o

f th

e ar

ts in

his

tory

r:4/

.t)

12-A

fric

an A

mer

ican

Him

12 E

thni

c Im

am12

.Wor

ld P

robl

ems Oft

r

Prog

ram

Goa

l V.

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

e V

.H.

Exp

lain

the

maj

or to

pics

of

U.S

. his

tory

whi

ch to

geth

er c

onst

itute

a fr

amew

ork

for

eval

uatin

g th

e im

port

ant o

f ch

rono

l-og

y, c

ause

and

eff

ect,

and

the

sign

ific

ance

of

Cin

cinn

ati i

n U

.S. h

isto

ry.

Subj

ect O

bjec

tives

Stud

ents

will

:

c,c.

.1/4

.,0

K/1

/2/3

/4/5

/6/7

89

11

V.H

.2.

Res

earc

h an

d pr

ovid

e ex

ampl

es o

f th

e ch

ange

s an

dim

pact

on

Cin

cinn

ati h

isto

ry o

f m

ajor

U.S

. eve

nts.

a.C

ivil

War

b.in

dust

rial

izat

ion

c.ne

w im

mig

ratio

n pa

ttern

sd.

prog

ress

ivis

me.

wor

ld w

ar le

ader

s an

d ac

tiviti

esf.

diss

ent a

nd th

e de

velo

pmen

t of

mul

ticul

tura

lso

ciet

y

V.H

.3.

Des

crib

e th

e m

ajor

eve

nts

of C

inci

nnat

i and

Ohi

ohi

stor

y an

dpe

rson

aliti

es w

ho p

laye

d im

port

ant r

oles

fro

m v

ario

us e

thni

cgr

oups

.

a.se

ttlem

ent a

nd b

irth

of

the

city

and

sta

teb.

chai

igin

g fo

rms

of tr

ansp

orta

tion

c.de

velo

pmen

t of

busi

ness

and

indu

stry

iN

NE

d.U

nder

grou

nd R

ailr

oad

and

Civ

il W

arili

mi

NO

Me.

polit

ical

bos

ses

Mill

MIN

f.ne

w f

orm

s of

gov

ernm

ent

Mill

INN

NM

g.ch

angi

ng m

ix o

f po

pula

tion

and

ethn

icgr

oups

irM

IN

MM

ilh

depr

essi

on a

nd w

orld

war

si.

mul

ticul

tura

l soc

iety

in in

tern

atio

nal

econ

omy

Om

=I

MN

209

Prog

ram

Obj

ectiv

eV

I.A

.K

now

the

basi

c so

cial

con

cept

s an

d pa

ttern

s.

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion,

Subj

ect O

bjec

tives

Stud

ents

will

:

VI.

A.1

.In

terp

ret a

nd e

xpla

in b

asic

soc

ial c

once

pts

and

patte

rns.

a.Si

mila

ritie

s an

d di

ffer

ence

s ex

ist a

mon

g al

l cul

ture

s.

b.A

soc

iety

's n

orm

s af

fect

indi

vidu

al a

nd g

roup

val

ues.

c.In

divi

dual

s co

me

toge

ther

to f

orm

gro

ups

for

diff

eren

tpu

rpos

es.

d.A

ntis

ocia

l and

inhu

man

beh

avio

r ca

n be

fou

nd th

roug

hout

hist

ory

but c

an b

e pr

even

ted

thro

ugh

educ

atio

n.

e.Fa

mily

str

uctu

res

vary

with

in a

nd b

etw

een

soci

etie

s.

f.M

ultip

le f

acto

rs in

flue

nce

an in

divi

dual

's c

lass

/cas

te s

tatu

sin

a s

ocie

ty.

g.C

ultu

re c

an b

e de

fine

d as

the

tota

l pat

tern

of

norm

s an

dso

cial

inte

ract

ions

with

in s

ocie

ty.

2:0

12-E

thni

c St

udie

s:E

thni

c Is

sues

(.5

)12

-Wor

ld P

robl

ems

(.5)

211

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial,e

cono

mic

, and

pol

itica

l int

erac

tion,

Prog

ram

Obj

ectiv

e V

I.A

.K

now

the

basi

c so

cial

conc

epts

and

pat

tern

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

,c0

6'1

K1

23

45

674e

8 ; 4

3It

17_

_

cP

VL

A.2

.C

ompa

re th

e el

emen

ts o

f di

vers

e cu

lture

s.

a.R

ecog

nize

sim

ilari

ties

and

diff

eren

ces

in s

ex r

oles

.

b.U

nder

stan

d ho

w p

eopl

e w

ithin

the

U.S

. and

fro

m v

ario

uspl

aces

in th

e w

orld

dif

fer

in th

eir

view

s on

issu

es.

c.E

xpla

in th

e de

velo

pmen

t of

cultu

res

thro

ugho

ut th

e w

orld

and

thei

r re

latio

nshi

ps to

eac

h ot

her.

d.D

iscu

ss a

war

enes

s of

the

com

plex

rel

atio

nshi

ps a

ndin

terd

e-pe

nden

ce th

at e

xist

s am

ong

the

natio

ns o

f th

e w

orld

.

21,L

:21

.3

12-E

thni

c S

tudi

es;

Eth

nic

Issu

es (

.5)

12-W

orld

Pro

blem

' (.5

)1

2-M

osep

by (

.5)

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

.and

,pol

itica

l int

erac

tion.

Prog

ram

Obj

ectiv

e V

I.A

.K

now

the

basi

c so

cial

con

cept

s an

d pa

ttern

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

e. R

ecog

nize

the

reci

proc

al r

elat

ions

hip

betw

een

indi

vid-

ual a

nd s

tate

.

f.E

xpla

in th

e ch

angi

ng p

atte

rns

of c

lass

, eth

nic,

rac

ial,

and

gend

er s

truc

ture

and

rel

atio

ns.

VI.

A.3

.A

naly

ze a

nd a

ppre

ciat

e th

e ef

fort

s of

var

ious

eth

nic

grou

psto

ach

ieve

ful

l equ

ality

in o

ur A

mer

ican

soc

iety

.

a.T

race

the

deve

lopm

ent o

f th

e eq

ualit

y of

the

sexe

s.

b.Id

entif

y ca

uses

and

con

sequ

ence

s of

ste

reot

ypin

g,pr

ejud

ice

and

disc

rim

inat

ion

* IMIN

IIII

MM

ININ

EM

I*

* *

21 4

12-E

tta&

Stu

dies

: Afr

ican

Are

cric

eo H

isto

ry &

Cul

ture

12E

tbrd

cS

tudi

es:

App

ds:h

isn

Hirt

:try

& C

ult=

17 A

rk S

tudi

es: E

tbni

e Is

sues

21_5

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

polit

ical

inte

ract

ion,

Prog

ram

Obj

ectiv

e V

I.A

.K

now

the

basi

c so

cial

con

cept

s an

d pa

ttern

s.

Subj

ect O

bjec

tives

Stud

ents

will

:K

<"\

4;)

"C

's".

t*'9

45

/ 67

81i

1

c.C

onfr

ont b

ehav

ior

in s

elf

and

othe

rs th

at is

bas

edon

ster

eoty

ping

, pre

judi

ce, a

nd d

iscr

imin

atio

n.

d.Id

entif

y bi

ases

in te

xtbo

oks,

inst

ruct

iona

l mat

eria

ls, a

ndth

e m

edia

.

**

**

VI.

A.4

.D

emon

stra

te d

iffe

rent

sys

tem

s of

com

mun

icat

ion

incl

udin

gst

oryt

ellin

g, d

ance

s, g

ames

, ritu

als,

and

the

use

of e

lect

roni

cco

mm

unic

atio

n on

the

com

pute

r or

tele

phon

e.

MO

M

21G

217

12-E

thoi

c Is

sues

: Afr

ican

Am

eric

an H

isto

ry &

Cul

uus

12-E

thni

c ha

tes:

App

alac

hian

His

tory

& C

tlittu

r

Prog

ram

Obj

ectiv

e V

I.B

.K

now

the

basi

c ec

onom

ic c

once

pts

and

patte

rns

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

iti 1

1 in

tera

ctio

n.

Subj

ect O

bjec

tives

otuu

ems

wiii

:/K

/1/

4

2/3l

4/5/

6/7/

8/9/

1g/1

1/11 *

VI.

B.1

.In

terp

ret a

nd e

xpla

in th

e ba

sic

econ

omic

con

cept

s an

d pa

ttern

s

a.K

now

that

all

leve

ls o

f U

.S. g

over

nmen

t ass

ess

taxe

s in

ord

erto

pro

vide

ser

vice

s.

b.M

arke

ts a

lloca

te g

oods

and

ser

vice

s th

roug

h pr

icin

g.

c.C

ompe

titio

n af

fect

s m

arke

ts.

d.Pr

ice

is d

eter

min

ed b

y th

e re

latio

nshi

p be

twee

n su

pply

and

dem

and.

e.C

omm

uniti

es o

rgan

ize

to m

eet b

asic

wan

ts.

f.M

oney

ser

ves

seve

ral f

unct

ions

in th

e ex

chan

ge o

f go

ods

and

serv

ices

.

g.O

rgan

izin

g w

ork

thro

ugh

spec

ializ

atio

n ha

s ad

vant

ages

and

disa

dvan

tage

s.

h.M

arke

ts a

re d

isto

rted

whe

n su

pply

is c

ontr

olle

d th

roug

hm

onop

olie

s or

olig

opol

ies.

219

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion.

Prog

ram

Obj

ectiv

e V

I.B

.K

now

the

econ

omic

con

cept

s an

d pa

ttern

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

4,66

b46,

,,06

' eK

12

34

56

78

91

1

VI.

B.2

.Id

entif

y m

ajor

eco

nom

ic s

yste

ms.

a.w

hen

com

pare

d as

trad

ition

al, c

omm

and,

and

mar

ket

econ

omie

s.

b.w

hen

com

pare

d as

cap

italis

m, s

ocia

lism

, and

com

mun

ism

.

**

VI.

B.3

.U

nder

stan

d pr

inci

ples

of

trad

ition

al, m

arke

t, an

d co

mm

and

econ

omie

s (a

s ap

plie

d in

the

natio

ns o

f th

e w

orld

).

a Id

entif

y th

e m

ajor

ben

efits

and

goa

ls o

f th

e fr

ee e

nter

pris

esy

stem

.

b.U

nder

stan

d th

e ci

rcul

ar f

low

of

econ

omic

act

ivity

.

VI.

B.4

.D

escr

ibe

the

maj

or f

eatu

res

and

func

tions

of

the

Am

eric

anba

nkin

g sy

stem

.

VI.

B.5

.A

naly

ze th

e re

latio

nshi

p be

twee

n pr

oduc

tion,

inco

me,

and

gro

ssna

tiona

l pro

duct

.

2 4.

n.22

1

Prog

ram

Obj

ectiv

e V

I.B

.K

now

the

basi

c ec

onom

ic c

once

pts

and

patte

rns.

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion.

Subj

ect O

bjec

tives

Stud

ents

will

:

<5

5%

SO

4\e*

\3°?

K1

23

45

67

89

11

VI.

B.6

.D

iscu

ss s

peci

aliz

ed c

once

pts

of b

usin

ess

oper

atio

ns.

IMM

INE

IMIN

NI

**

are

al c

osts

and

opp

ortu

nity

cos

tsb.

mar

kets

c.di

stri

butio

nd.

labo

re.

capi

tal

f.le

ader

ship

and

man

agem

ent

g.pr

oduc

tivity

h.cr

itica

l thi

nkin

g an

d th

e de

cisi

on-m

akin

g pr

oces

si.

taxe

sj.

entr

epre

neur

ship

k.em

ploy

abili

ty1.

bala

ncin

g w

ork

and

fam

ilym

. citi

zens

hip

in th

e w

orkp

lace

n.co

mpe

titio

n, m

onop

oly

and

olig

opol

y

2 9

32

22

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion,

Prog

ram

Obj

ectiv

e V

I.B

.K

now

the

basi

c ec

onom

ic c

once

pts

and

patte

rns.

Subj

ect O

bjec

tives

Stud

ents

will

:K

12

34

56

78

81

VI.

B.7

.E

xpla

in th

e di

ffer

ence

s be

twee

n di

ffer

ent t

ypes

of

busi

ness

es.

..--

..,.

...-

...,c

...-

..-dr E

MI

mon

sim

i

VI.

B.8

.E

xpla

in th

e di

ffer

ence

s be

twee

n di

ffer

ent t

ypes

of

inve

stm

ent.

=M

EM

Mil *

VI.

B.9

.D

iscu

ss th

e go

als

and

qual

ities

of

the

cons

umer

in th

e ec

onom

y.-

I

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion.

INE

N11

1111

1111

1111

MIN

INIM

III11

1110

0111

Prog

ram

Obj

ectiv

e V

I.C

.K

now

the

basi

c po

litic

al c

once

pts

and

patte

rns.

Subj

ect O

bjec

tives

Stud

ents

will

:K

12

34

56

78

91

14

VI.

C. I

.In

terp

ret a

nd e

xpla

in th

e ba

sic

polit

ical

con

cept

s an

d pa

ttern

s.

a. D

emon

stra

te a

n un

ders

tand

ing

of th

e co

ncep

t of

fede

ralis

mby

iden

tifyi

ng th

e le

vel o

f go

vern

men

t (lo

cal,

stat

e, n

atio

nal)

resp

onsi

ble

for

addr

essi

ng th

e co

ncer

ns o

f ci

tizen

s.

b. P

oliti

cal u

nits

hav

e bo

unda

ries

.

c. T

he d

ivis

ion

of p

ower

s w

ithin

a g

over

nmen

t aff

ects

the

man

ner

in w

hich

the

gove

rnm

ent o

pera

tes.

d. G

over

nmen

t con

sist

s of

mak

ing,

impl

emen

ting

and

inte

rpre

t-in

g la

ws

whi

ch a

re a

imed

at i

mpr

ovin

g ho

w p

eopl

e in

aso

ciet

y ca

n liv

e to

geth

er.

*N

EM

=*

*

VI.

C.2

.D

escr

ibe

the

proc

ess

for

mak

ing,

am

endi

ng, o

r re

mov

ing

law

s.

(inc

ludi

ng s

eque

nce

of s

tate

and

nat

iona

l lev

els)

.

2?)

A

**

A

**

2?'

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

, and

vol

itica

l int

erac

tions

Prog

ram

Obj

ectiv

e V

I.C

.K

now

the

basi

c po

litic

al c

once

pts

and

patte

rns.

Subj

ect O

bjec

tives

Stud

ents

will

:

VI.

C.3

. Dis

tingu

ish

the

cons

titut

iona

l rel

atio

nshi

p am

ong

seve

ral l

evel

s of

gove

rnm

ent r

egar

ding

a.re

serv

ed p

ower

sb.

dele

gate

d po

wer

sc.

conc

urre

nt p

ower

sd.

elas

tic c

laus

ee.

pow

ers

deni

ed g

over

nmen

t at t

hat l

evel

1111

1111

1111

1111

111M

1111

1111

**

**

VI.

C.4

.R

ecog

nize

that

loca

l and

nat

iona

l iss

ues

can

be r

elat

ed to

thos

eco

nfro

ntin

g th

e gl

obal

soc

iety

.IM

ME

NN

IEN

NE

MIT

IT

VI.

C.5

.E

xpla

in th

e ba

sic

func

tions

of

our

dem

ocra

tic g

over

nmen

t at t

helo

cal,

coun

ty, s

tate

, and

nat

iona

l lev

els.

1111

1.11

7.11

1111

1:11

1.11

1111

1:11

1110

VI.

C.6

.E

xpla

in th

e ro

le o

f lo

bbyi

sts

and

infl

uenc

e gr

oups

in o

urgo

v-er

nmen

t.im

mor

imm

**

Mom

VI.

C7.

ME

L

Des

crib

e th

e fu

nctio

n of

the

med

ia in

Am

eric

an s

ocie

ty in

rela

tion

to g

over

nmen

t.

2?3

NE

NN

INN

ON

NE

MN

22)

p

NJ

L.n

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion,

1111

1111

1111

1111

1MP

411=

1111

1111

M

Prog

ram

Obj

ectiv

e V

I.D

.D

emon

stra

te a

wee

kly

know

ledg

e of

the

stat

us o

f th

e fi

ve m

ost i

mpo

rtan

t con

tem

pora

ry w

orld

issu

es r

esul

ting

from

patte

rns

of s

ocia

l, ec

onom

ic a

nd p

oliti

cal i

nter

actio

n.

Subj

ect O

bjec

tives

Stud

ents

will

:

VI.

D.I

.R

ead

a pr

inte

d ne

ws

acco

unt a

t lea

st o

nce

each

wee

k an

d ke

ep a

reco

rd, l

og, o

r sc

rapb

ook

on th

e st

atus

of

five

maj

or w

orld

issu

es.

.11

1111

1111

1111

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1111

1111

1111

11a

*

VI.

D.2

.E

xpla

in th

e im

pact

of

sele

cted

ele

ctro

nic

new

s st

orie

s w

hich

impa

ct o

n th

e se

lf o

r co

mm

unity

.

VI.

D.4

.C

omm

unic

ate

thei

r vi

ews

abou

t one

or

mor

e cr

itica

l wor

ld is

sues

thro

ugh

a po

sitio

n pa

pti a

nd a

n or

al p

rese

ntat

ion

such

as

ade

bate

.

.

- t..

..1.

231

Prog

ram

Goa

l VI.

Ana

lyze

pau

caau

fmgi

stsc

aniz

aman

dsith

uoix

iluar

ao,-

Prog

ram

Obj

ectiv

e V

I.E

.R

ecog

nize

the

inte

rrel

ated

ness

of

geog

raph

y, e

cono

mic

s, c

ultu

re, b

elie

f sy

stem

s, a

nd p

oliti

cal

syst

ems

with

in a

his

tori

cal

cont

ext.

Subj

ect O

bjec

tives

Stud

ents

will

:

c>N

sde

4#3(

K1

23

45

67

8 9

11

VI.

E.1

.U

nder

stan

d w

orld

reg

ions

, the

ir m

ajor

cur

rent

issu

es, a

nd th

eir

hist

oric

al, c

ultu

ral,

econ

omic

, and

pol

itica

l cha

ract

eris

tics.

VI.

E.2

.E

xpla

in th

e ro

le o

f te

chno

logy

in o

ur li

fest

yles

, val

ues,

and

ex-

pect

atio

ns.

VL

E.3

.Id

entif

y a

wor

ld is

sue

and

disc

uss

how

it w

ould

be

diff

eren

t if

the

geog

raph

y of

the

regi

on w

ere

diff

eren

t.

VI.

E.4

.E

xpla

in th

e fa

ctor

s an

d pr

oces

ses

invo

lved

in th

e U

.S.

chan

ging

fro

m a

cre

dito

r to

a d

ebto

r na

tion.

VI.

E.5

.A

s pa

rt o

f th

e st

udy

of W

orld

Pro

blem

s, e

xpla

in

aa

syst

emat

ic p

roce

ss f

or a

naly

zing

issu

es a

nd p

robl

ems

b.ho

w w

orld

pro

blem

s an

d is

sues

may

be

iden

tifie

d

c.ho

w c

itize

ns c

an g

ain

info

rmat

ion

and

form

opi

nion

sab

out w

orld

issu

es

Oa

232

233

12-W

orld

Pro

blem

s (.

5)

12.W

orld

Pro

blem

s

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion,

Prog

ram

Obj

ectiv

e V

I.E

.R

ecog

nize

the

inte

rrel

ated

ness

of

geog

raph

y, e

cono

mic

s, c

ultu

re, b

elie

f sy

stem

s, a

nd p

oliti

cal s

yste

ms

with

in a

his

tori

cal

cont

ext.

Subj

ect O

bjec

tives

Stud

ents

will

:

c"-

4%

.0(4

'9

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23

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atio

ns h

uman

s ha

ve to

oth

erhu

man

s an

d th

e en

viro

nmen

t

how

hum

an r

ight

s ca

n be

gai

ned

and

prot

ecte

d ar

ound

the

wor

ld

f.te

nsio

ns a

nd c

onfl

icts

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ong

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al g

roup

s, r

elig

ious

gro

ups,

soci

al c

lass

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thni

c gr

oups

and

gen

der

it th

e U

.S. a

ndar

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the

wor

ld

g.in

terr

elat

ions

hips

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the

U.S

., w

este

rn, a

nd o

ther

wor

ld c

ivili

-za

tions

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omm

unic

atio

n an

d re

latio

ns b

etw

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grou

ps a

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atio

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oved

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re d

iffu

sion

has

hel

ped

solv

e w

orld

pro

blem

s

j.gr

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g in

terd

epen

denc

ies

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atio

ns

k.m

ajor

pro

blem

s of

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h w

orld

geo

cultu

ral r

egio

n

1.m

ajor

issu

es w

hich

tran

scen

d w

orld

reg

ions

2 ri

235

Prog

ram

Goa

l VI.

Ana

lyze

pat

tern

s of

soc

ial.

econ

omic

. and

pol

itica

l int

erac

tion,

Prog

ram

Obj

ectiv

e V

I.E

.R

ecog

nize

the

inte

rrel

ated

ness

of

geog

raph

y, e

cono

mic

s,cu

lture

, bel

ief

syst

ems,

and

pol

itica

l sys

tem

s w

ithin

a hi

stor

ical

cont

ext.

Subj

ect O

bjec

tives

Stud

ents

will

:

.4.

0$5

Ne

4446

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12

34

56

78

91

1

VI.

E.6

.A

s pa

rt o

f th

e st

udy

of p

hilo

soph

y, d

iscu

ss

a.ho

w p

hilo

soph

y is

org

aniz

ed f

or s

tudy

b.to

ols

used

to th

ink

philo

soph

ical

ly

c.m

ain

idea

s fr

om w

este

rn c

ultu

re

d.m

ain

idea

s fr

om n

on-w

este

rn c

ultu

re

e.pr

oble

ms

of p

hilo

soph

y

f.ap

plic

atio

n of

eth

ics

and

mor

al p

hilo

soph

y to

eve

ryda

ylif

e

g.de

velo

pmen

t of

a re

flec

tive

philo

soph

y of

life

233

23;

12-P

tula

raph

y

Prog

ram

Goa

l VI.

Ana

lyze

Rat

arm

sflo

cdad

amon

Lau

llgam

oila

rdis

aaL

.

Prog

ram

Obj

ectiv

e V

I.F.

Com

plet

e a

syst

emat

ic p

rogr

am o

f ac

tive

citiz

en p

artic

ipat

ion.

Subj

ect O

bjec

tives

Stud

ents

will

:

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K1

23

4Z

ec):

4.01

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VI.

F.1.

Com

plet

e a

plan

ned

prog

ram

of

part

icip

ator

y ci

tizen

ship

appr

opri

ate

for

each

gra

de le

vel

a. c

omm

unity

ser

vice

b. v

oter

reg

istr

atio

n

c. g

over

nmen

t pro

cess

obs

erva

tion

d. in

volv

emen

t in

the

dem

ocra

tic p

roce

ss

e. s

choo

l ser

vice

f. e

nvir

onm

enta

l act

ion

g. m

ento

ring

and

job

shad

owin

g

VI.

F.2.

Prep

are

a w

ritte

n pe

rson

al p

hilo

soph

y of

citi

zens

hip

and

con-

stru

ctiv

e de

cisi

on m

akin

g.

VI.

F.3.

Part

icip

ate

in a

pla

nned

stu

dent

deb

ate

or f

orum

on

soci

al,

polit

ical

, eco

nom

ic, o

r ed

ucat

iona

l iss

ues

each

yea

r.

23

SPECIAL PROGRAM A7APTATIONSGrades 7-12

240

SPECIAL PROGRAM ADAPTATIONSGrades 7-12

The Cincinnati Public Schools provides opportunities for students with special needs orinterests in social studies to achieve appropriate goals through several program adaptations.These include:

the Advanced Academic/Advanced Placement (AA/AP) sequence to preparestudents for the Advanced Placement (AP) courses and examinations in U.S.History, American Government, Comparative Government, Economics, ArtHistory, European History, and Psychology

a unique program to meet special needs of students at Peter Clark Academythrough small class sizes, interdisciplinary planning and linking, and linking oflessons to the contemporary world

the International Studies Academy at Withrow High School with the course ofstudy and other courses taught with an international orientation and includingthe International Baccalaureate program of college level courses, a Theory ofKnowledge Program, and special assessment procedures

a unique college preparatory classical tradition high school at Walnut Hills withsome program differences to supplement the system-wide course of study

Western Hills, a neighborhood high school, which continues to offer a traditionalapproach to the preparation of Advanced Academic (AA) at one grade level toprepare for college level courses and examinations

English as a Second Language Program, at various elementary, middle and highschools, which provides social studies instruction for students whose limitedEnglish proficiency prevents them from achieving in the mainstream socialstudies class

Each program adaptation includes a program philosophy, program difference statementfrom the system course of study, and an assessment statement. Programs with substantialdifferences in objectives also show the scope and sequence of objectives which supplement thesystem course of study.

2 - 1 2 3

AA/AP PROGRAM

Program Philosophy

The Advanced Placement (AP) Program in history and the social sciences for theCincinnati Public Schools provides students a breadth of opportunities available in few otherschool systems in the nation. Every program offered by the College Board to help acceleratestudent interest and achievement of college studies at the high school level can be available inschools where there is sufficient demand. The social studies course of study provides studentsopportunities to begin to develop academic skills in grades K-8, and beginning in grade 9students may choose Advanced Academic (AA) courses in which they may develop and refinecollege level skills. Beginning in grade 10 students may choose some advanced placementcourses, but for most students it is recommended that they wait until grades 11 or 12. Byencouraging many students to try courses that challenge them to the extent possible, the schoolsystem is providing a new plan for post-secondary student achievement.

Students may request the opportunity to participate in AA/AP program through coursesoffered in their school. However, students should be counseled that success in the programcourses requires a high degree of perseverance and commitment to academic learning asexemplified by such success indicators for the program as:

- teacher recommendations and counselor referrals- scores on the Special College Preparatory Program Exam- grade point average in social studies and overall- Ohio Citizenship Test results- stanines from achievement tests in social studies or basic skills

The current school system marking practice policy should be reviewed at the school level whenmaking decisions after one or more marking periods regarding the progress and suitability ofstudent placement and continuation in advanced placement courses.

Teachers teaching the AP course for the first time are expected to have a strongacademic background related to the AP subject and, if possible, should attend a summer trainingprogram approved by the College Board to gain helpful background information on the subjectand procedures recommended.

Program Differences

In grades K-8 students are expected to begin developing skills necessary for achieving incollege level courses in the high school post-secondary program. Beginning with extensivereadings beyond the text in biographies and original source accounts, students progress to moreadvanced historiography skills. By the completion of grade 9, students in the AA program willhave good writing skills, hypothesis testing, data gathering skills, problem analysis skills, andhistoriography skills such as comparing historical interpretation. Advanced academic classeswill also refine test-taking skills including the ability to respond to a document-based question.

2-125242

The specific courses included in this program consist of:

World History AAU.S. History AA and APAmerican Government AA and APEconomics AA or APComparative Government APEuropean History APArt History APPsychology AP

Assessment

Assessment procedures in the AA/AP program include all of the assessment proceduresidentified elsewhere in this manual for the overall social studies program. Beyond thepreassessment, formative and summative assessment processes used, teachers in these advancedclasses challenge students to work more difficult problems, read more challenging readings, andbe more efficient in learning academic research and writing skills. By the end of grade 9students in the advanced academic program have had successful experiences writing,researching, speaking, using diverse information sources in the library and community, andanswering document-based questions requiring an ability to analyze original source documents.

Students in the advanced academic classes are willing to compete and learn to succeed inintraschool and interschool competitions. The program for these students is also assessedindirectly by staff observation of student success in getting accepted to college, obtaining collegescholarships, getting jobs which they seek related to their goals, and student success on collegeentrance exams. Grade point average, attendance, program dropout rate and number of failuresare indices also used to help assess the program's effectiveness.

Students are expected to culminate their success in the AA/AP program by successfullycompleting one or more advanced placement examinations. Successful completion of theexamination shall consist of a grade of 3, 4, or 5 on a scale of 1-5 as measured by the CollegeBoard. Each college independently determines whether to give credit for a student's advancedplacement program, but normally a score of 3 or better is acceptable for achieving advancedplacement credit at participating colleges.

2-126

243

1

Spec

ial P

rogr

am A

dapt

atio

ns-

AA

Pro

gram

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nA

mon

maj

or c

ivili

zatio

ns

Prog

ram

Obj

ectiv

e IA

.U

se h

isto

ry's

hab

its o

f th

e m

ind

to a

naly

ze c

ritic

al w

ater

shed

eve

nts

of m

ajor

civ

iliza

tions

in r

elat

ion

to th

e ev

ents

and

issu

es in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.1.

Rel

ate

exam

ples

of

the

sign

ific

ance

of

past

eve

nts

to th

e w

orld

toda

y st

ated

as

hypo

thes

is o

r as

an

anal

ysis

for

rev

iew

.11

1111

1111

1111

1111

1111

1.11

1111

1=M

INN

IMI

MIM

IE

MI

I.A

.2.

Dis

tingu

ish

betw

een

impo

rtan

t and

inco

nseq

uent

ial e

vent

s in

hist

ory

afte

r se

tting

up

an a

ppro

pria

te c

rite

ria.

ism

,ttt

tttttt

ttr

I.A

.3.

Exp

lain

pas

t eve

nts

as a

his

tori

an o

r so

cial

sci

entis

t at t

hat t

ime

mig

ht h

ave

expl

aine

d th

e ev

ents

.-i

onim

inim

ilmoo

mm

I.A

.4.

Def

ine

and

give

exa

mpl

es o

f th

e in

terp

lay

of c

hang

e an

d co

nti-

nuity

in r

elat

ions

hips

bet

wee

n ev

ents

in ti

me.

WW

2

I.A

.5.

Exp

lain

mul

tiple

cau

satio

n of

con

nect

ed h

isto

rica

l eve

nts

with

out e

xces

sive

ly a

bstr

act g

ener

aliz

atio

ns.

NM

New

e

I.A

.6.

Giv

e ex

ampl

es o

f ho

w tw

o hi

stor

ian

or s

ocia

l sci

entis

ts'

judg

men

ts a

bout

pas

t eve

nts

have

cha

nged

with

the

pass

age

oftim

e, n

ew in

form

atio

n an

d ne

w in

terp

reta

tions

.

Nro

mm

umm

iNr

24(

2 4

5

Spec

ial P

rogr

am A

dapt

atio

ns-

AA

Pro

gram

Prog

ram

Goa

l i.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

mai

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

A. U

se h

isto

ry's

habi

ts o

f th

e m

ind

to a

naly

ze c

ritic

al w

ater

shed

eve

nts

of m

ajor

civ

iliza

tions

in r

elat

ion

to th

e ev

ents

and

issu

es in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.7.

Dis

cuss

cha

ract

eris

tics

of p

erso

nal c

hara

cter

and

how

per

sona

l cha

ract

erha

s af

fect

ed th

e in

divi

dual

in h

isto

ry.

1101

.11.

.."11

10m

om

I.A

.B.

Exp

lain

his

tori

cal e

vent

s in

rel

atio

n to

the

geog

raph

y, ti

me,

pla

ce, a

ndco

ntex

t.no

m

LA

. 9.

Rec

ogni

ze, d

eveo

p, a

nd te

st a

hyp

othe

sis

whi

ch d

emon

stra

tes

to th

est

uden

t the

dif

fere

nce

betw

een

a.fa

ct a

nd o

pini

on

b.hi

stor

ical

or

soci

al s

cien

ce e

vide

nce

and

asse

rtio

n

c. a

ssum

ptio

ns

d.an

alys

is

e.th

eory

or

inte

rpre

tatio

n

1.A

.10.

Res

pond

app

ropr

iate

ly to

his

tori

cal q

uest

ions

, deb

ates

,co

mpe

titio

ns, a

nd p

robl

em/d

ecis

ion

situ

atio

ns c

allin

g fo

r hi

stor

ical

/cu

rren

t iss

ue a

naly

sis

by p

artic

ipat

ing

in th

e co

mpe

titio

n.

1.A

.1 I

.E

xpla

in a

nd d

emon

stra

te th

e m

etho

ds a

nd to

ols

of h

isto

ric

and

soci

alsc

ienc

e in

vest

igat

ion.

1A

1

2,43

247

Spec

ial P

rogr

am A

dapt

atio

ns-

AA

Pro

gram

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

n

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

ed e

vent

s of

maj

or c

ivili

zatio

ns in

rel

atio

n to

the

even

ts a

ndis

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.12.

Dis

cuss

the

mea

ning

of

an h

isto

ric

or h

uman

beh

avio

r ev

ent u

sing

ath

eory

or

philo

soph

y of

his

tory

or

the

soci

al s

cien

ces.

I.A

.13.

Rea

d at

leas

t tw

o tr

ade

book

s ea

ch y

ear

in w

hich

the

hist

oric

alha

bits

of

the

min

d ca

n be

app

liedb

iogr

aphy

, his

tori

cal n

ovel

, or

nonf

ictio

nand

exp

lain

how

the

book

s re

ad h

elpe

d un

ders

tand

the

subj

ect b

eing

stu

died

in s

choo

l.

I.A

.14.

Com

plet

e at

leas

t tw

o w

ritte

n pr

oduc

ts e

ach

year

usi

ng th

e w

ritin

gpr

oces

s in

clud

ing

one

whi

ch d

emon

stra

tes

know

ledg

e of

wri

ting

abr

ief

rese

arch

pap

er.

IN

I.A

.15.

Com

plet

e at

leas

t tw

o pl

anne

d or

al p

rese

ntat

ions

eac

h ye

ar,

incl

udin

g a

shor

t per

suas

ive

spee

ch a

nd d

ebat

e at

the

high

sch

ool

leve

l usi

ng a

udio

or

visu

al te

chno

logy

or

com

petit

ion

to e

xten

d or

alsk

ills.

245

Spec

ial P

rogr

am A

dapt

atio

ns-

AA

Pro

gram

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

A. U

se h

isto

ry's

hab

its o

f th

e m

ind

to a

naly

ze c

ritic

al w

ater

shed

eve

nts

of m

ajor

civ

iliza

tions

in r

elat

ion

to th

e ev

ents

and

issu

es in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.25.

As

part

of

the

Eur

opea

n H

isto

ry A

P Pr

ogra

m d

iscu

ss

a.cr

itica

l eve

nts

in E

urop

ean

hist

ory

from

140

0 to

197

0

b.va

riou

s in

terp

reta

tions

of

the

soci

al h

isto

ry o

f E

urop

e

c.ch

angi

ng r

ile o

f w

omen

in E

urop

ean

hist

ory

d.na

tiona

l and

dem

ocra

tic r

evol

utio

ns

e.de

velo

pmen

t of

ideo

logi

es w

hich

aff

ecte

d E

urop

e an

d th

ew

orld

in th

e la

te tw

entie

th c

entu

ry

f.ca

uses

and

eff

ects

of

maj

or w

ars,

trea

ties,

and

eff

orts

at

deve

lopi

ng in

tern

atio

nal c

oope

rativ

e or

gani

zatio

ns

g.co

mpa

riso

n of

cha

ngin

g ph

iloso

phie

s of

his

tory

ove

r th

e la

stfi

ve c

entu

ries 25

{)25

1

Spec

ial P

rogr

am A

dapt

atio

ns-

AA

Pro

gram

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

B.

Inte

rpre

t sou

rce

mat

eria

ls, d

iffe

rent

his

tori

cal v

iew

poin

ts, a

nd c

ompa

re s

igni

fica

nt h

isto

rica

l eve

nts

with

issu

es a

ndac

hiev

emen

ts in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.B

.I.

Com

pare

the

rise

of

two

deve

lopi

ng c

ount

ries

to tw

o co

untr

ies

with

mor

e de

velo

ped

econ

omie

sM

INI

I.B

.7.

Lis

ten

to a

talk

by

a re

sour

ce p

erso

n or

his

tori

an, t

ake

note

s, a

ndpr

epar

e a

repo

rt w

ith it

alic

s, f

ootn

otes

, and

bib

liogr

aphy

on

asi

gnif

ican

t top

ic a

ffec

ting

mor

e th

an o

ne c

ivili

zatio

n.

r

I.B

.8A

s pa

rt o

f th

e ad

vanc

ed p

lace

men

t pro

gram

dem

onst

rate

bas

icun

ders

tand

ings

of

hist

orio

grap

hy,a

nd s

ocia

l sci

ence

res

earc

h,in

clud

ing

a.in

terp

retin

g pr

imar

y so

urce

doc

umen

ts a

nd c

ompa

ring

docu

men

ts w

hen

inte

rpre

ting

docu

men

t bas

ed q

uest

ions

.

b.re

cogn

izin

g ch

angi

ng p

atte

rns

of h

isto

rica

l int

erpr

etat

ion

thro

ugho

ut h

isto

ry.

c.co

mpl

etin

g ci

tical

ess

ays

anal

yzin

g se

cond

ary

sour

ce in

ter-

pret

atio

ns.

d.co

mpl

etin

g su

pple

men

tary

rea

ding

s be

yond

the

text

for

eac

hm

ajor

uni

t stu

died

.

e.lis

teni

ng to

for

mal

lect

ures

, tak

ing

note

s, a

nd o

rgan

izin

gm

ain

idea

s fo

r re

trie

val a

nd r

evie

w.

2 5

4:0

2 5

Spec

ial P

rogr

am A

dapt

atio

ns- A

A P

rogr

amPr

ogra

m G

oal I

.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

vm

ide_

sjou

egol

Lim

ilkaa

ckon

t

amon

g m

ajor

civ

iliza

tions

,

Prog

ram

Obj

ectiv

e I.

F.D

escr

ibe

sele

cted

"gr

eat i

deas

" su

ch a

s de

moc

racy

, whi

ch h

ave

shap

ed W

este

rn a

nd o

ther

wor

ld c

ivili

zatio

ns in

hist

ory.

Subj

ect O

bjec

tives

Stud

ents

will

:

1.F.

I.C

ompa

re W

este

rn E

urop

ean,

Asi

an, a

nd A

fric

an id

eas

conc

ern-

ing

free

dom

and

the

indi

vidu

al u

sing

at l

east

one

sou

rce

ofin

form

atio

n fo

r ea

ch c

ultu

ral a

rea.

MN

NM

1.F.

2.D

iscu

ss th

e im

port

ance

of

the

conc

epts

of

scie

nce

and

the

scie

n-tif

ic m

etho

d on

the

thin

king

of

wes

tern

hum

ans.

mom

mi

I.F.

3.In

terp

ret t

he s

igni

fica

nce

of r

elig

ion

in h

isto

ry.

iimis

milm

is

I.F.

4.D

escr

ibe

the

orig

in o

f th

e co

ncep

t of

natio

nalis

m a

nd it

s sp

read

amon

g w

este

rn a

nd n

on-w

este

rn c

ivili

zatio

ns.

Mil

MIM

I

I.F.

5.D

escr

ibe

the

orig

ins,

cen

tral

bel

iefs

, and

eff

ects

of

ideo

logi

esan

d re

volu

tions

on

wes

tern

and

non

-wes

tern

civ

iliza

tions

.

=N

om

oo

2'25

5

Spec

ial P

rogr

am A

dapt

atio

ns-

AA

Pro

gram

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

G.

Exp

lain

eac

h in

divi

dual

's w

orld

her

itage

incl

udin

g si

gnif

ican

t ide

as, p

eopl

e, in

stitu

tions

, and

eve

nts

from

impo

rtan

tch

rono

logi

cal f

ram

ewor

ks.

Subj

ect O

bjec

tives

Stud

ents

will

:

1.0.

1.E

xpla

in th

e m

ajor

wor

ld h

isto

rica

l tim

e pe

riod

s an

d w

hy th

ey a

reca

lled

by th

ose

title

s

d. R

ise

of th

e W

est (

1400

A.D

. to

1914

)

e. W

orld

in th

e W

este

rn s

hado

w (

1800

to 1

945)

1. W

orld

in c

onfl

ict (

1914

to 1

945)

g. P

robl

ems

of th

e in

tegr

ated

wor

ld (

1945

to p

rese

nt)

tttttt

ti

2N,3

257

Spec

ial P

rogr

am A

dapt

atio

ns- A

A P

rogr

amPr

ogra

m G

oal I

.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

ijeve

lopm

ento

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns.,

1111

111M

IIII

IM

Prog

ram

Obj

ectiv

e I.

G.

Exp

lain

eac

h in

divi

dual

's w

orld

her

itage

incl

udin

g si

gnif

ican

t ide

as, p

eopl

e, in

stitu

tions

, and

even

ts f

rom

impo

rtan

tch

rono

logi

cal f

ram

ewor

ks.

Subj

ect O

bjec

tives

Stud

ents

will

:

1.0.

2.D

escr

ibe

maj

or d

evel

opm

ents

and

lead

ers

that

hav

e sh

aped

glo

bal e

xper

i-en

ces

over

the

last

fiv

e hu

ndre

d ye

ars.

a.le

gaci

es o

f E

gypt

, Gre

ece,

and

Rom

e

b.or

igin

s, id

eas,

and

inst

itutio

ns f

rom

Jud

aism

, Chr

istia

nity

,B

uddh

ism

, Isl

am, a

nd C

onfu

cian

ism

c.or

igin

s, id

eas

and

infl

uenc

e of

Bud

dhis

m, I

slam

, Con

fuci

anis

m

d.di

stin

ctiv

e ch

arac

teri

stic

s of

Afr

ican

, Asi

an, a

nd A

mer

ican

pre-

Col

umbi

an s

ocie

ties

e.fe

udal

ism

and

Med

ieva

l soc

iety

f.na

tiona

lism

, Eng

lish,

Fre

nch,

and

Am

eric

an R

evol

utio

ns

g.E

nlig

hten

men

t inc

ludi

ng th

e sc

ient

ific

rev

olut

ion

h.in

dust

rial

, tra

nspo

rtat

ion,

tech

nolo

gy, a

nd I

nfor

mat

ion

revo

lutio

ns

i.im

peri

alis

m, d

ecol

oniz

atio

n, a

nd id

eolo

gies

of

the

19th

and

20t

hce

ntur

ies

j.po

st-w

orld

war

app

roac

hes

to c

oope

ratio

n an

d in

terd

epen

denc

e

259

II W

ary

of A

nrrk

Com

ps:A

live

Gov

t.W

orld

Pro

blem

s

Spec

ial P

rogr

am A

dapt

atio

ns- A

A P

rogr

am

Prog

ram

Obj

ectiv

e I.

J.

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

atio

ns.

Dev

elop

kno

wle

dge

of a

nd a

n ap

prec

iatio

n fo

r th

e m

ultic

ultu

ral n

atur

e of

the

liter

ary

and

fine

art

s (l

itera

ture

, art

, the

ater

,an

d m

usic

) in

our

soc

iety

, his

tori

cally

and

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

113.

As

part

of

the

stud

y of

Art

His

tory

(A

P) e

xpla

in

a.fi

ve v

isua

l cha

ract

eris

tics

of a

maj

or a

rt m

ovem

ent o

f th

e an

cien

t or

med

ieva

l per

iods

b.de

velo

pmen

t of

a m

ajor

art

sty

le

c.st

yle,

cou

ntry

, and

cen

tury

of

thir

ty k

ey m

omen

ts o

f an

cien

t and

med

ieva

l art

d. a

wor

k of

art

usi

ng th

e fo

llow

ing

elem

ents

: col

or, c

ompo

sitio

n,te

xtur

e, li

ne, l

ight

/dar

k, a

nd f

orm

/sha

pe

e.ho

w v

isua

l exa

mpl

es c

an b

e us

ed to

sho

w th

e in

flue

nce

of s

tyle

fro

mon

e pe

riod

on

anot

her

peri

od o

f ar

t

f.va

riou

s in

flue

nces

on

the

deve

lopm

ent o

f a

spec

ific

ad

mov

emen

t or

tott

indi

vidu

al's

art

sty

le

g.by

com

pari

ng f

ive

visu

al c

hara

cter

istic

s of

two

wor

ks o

f ar

t fro

mdi

ffer

ent s

tyle

per

iods

that

hav

e th

e sa

me

subj

ect

h.th

ree

wor

ks o

f ar

t tha

t hav

e th

e sa

me

them

e bu

t dif

fer

in s

tyle

i.tw

o m

oder

n ar

tists

thro

ugh

cont

rast

of

visu

al c

hara

cter

istic

s

j.th

ree

maj

or c

omm

onal

ities

and

thre

e di

ffer

ence

s in

art

pro

duce

d by

two

diff

eren

t cul

tura

l and

eth

nic

grou

ps.

0

cot)

Spec

ial P

rogr

am A

dapt

atio

ns-

AA

Pro

gram

Prog

ram

Goa

l L

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nsam

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

L.

Cha

ract

eriz

e m

ajor

wor

ld c

ivili

zatio

ns

Subj

ect O

bjec

tives

Stud

ents

will

:

I.L

.6.

Cha

ract

eriz

e th

e fo

rm o

f go

vern

men

t of

maj

or w

orld

civ

iliza

tions

at

diff

eren

t tim

es in

his

tory

com

pare

d w

ith to

day.

I.L

.8.

Map

rou

tes

of in

tera

ctio

n be

twee

n ci

viliz

atio

ns a

nd e

xpla

in th

e hi

stor

ical

forc

es c

aous

ing

the

inte

ract

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260

Spec

ial P

rogr

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A P

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oal I

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2E26

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.A

s pa

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Spec

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atio

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.

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nifi

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his

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vl o

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.B.

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.7D

iscu

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e im

pact

of

land

mar

k de

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ons

hand

ed d

own

by th

eSu

prem

e C

ourt

on

the

lega

l sys

tem

toda

y.

V.8

.11.

Com

pare

the

impo

rtan

ce o

f fo

reig

n po

licie

s of

the

U.S

. thr

ough

-ou

t its

his

tory

. 270

400

'7 1

4 t

A.

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.

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.

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ram

Obj

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.H.

Exp

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the

maj

or to

pics

of

U.S

. his

tory

and

how

they

rel

ate

to C

inci

nnat

i his

tory

.

Subj

ect O

bjec

tives

Stud

ents

will

:

V.1

-1.1

.D

iscu

ss th

e m

ajor

issu

es, e

vent

s, a

nd le

ader

s of

the

maj

or c

hron

olog

ical

time

peri

ods

in U

.S. h

isto

ry in

rel

atio

n to

the

vari

ous

ethn

ic g

roup

s th

atm

ake

up th

e A

mer

ican

her

itage

.

a. f

ound

ing

the

U.S

.: si

gnif

ican

ce o

f de

moc

racy

, the

con

stitu

tion,

and

the

polit

ical

par

ty s

yste

mb.

reg

iona

l eco

nom

ies,

val

ues,

and

dev

elop

men

t of

the

city

mum

c. c

ivil

war

, sla

very

, and

rec

onst

ruct

ion

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d. in

dust

rial

izat

ion

and

lais

sez

fair

eM

ille.

em

ergi

ng f

rom

isol

atio

nism

in 1

900

f. th

e ch

angi

ng f

orei

gn p

olic

ies

for

war

and

pea

ce in

the

20th

cen

tury

g. c

hang

ing

role

of

gove

rnm

ent:

grea

t dep

ress

ion

to d

emoc

ratic

refo

rms

h. c

ivil

righ

ts m

ovem

ent

usw

oom

L te

chno

logi

cal r

evol

utio

n, c

omm

unic

atio

ns a

nd th

e se

rvic

eec

onom

y.j.

imm

igra

tion

and

the

deve

lopi

ng m

ultic

ultu

ral s

ocie

tyk.

the

chan

ging

mea

ning

and

rol

e of

the

arts

in h

isto

ry

272

27.)

N.)

N.)

Spec

ial P

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AA

Pro

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Prog

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Goa

l VI.

Prog

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Obj

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I.B

.K

now

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basi

c ec

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once

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patte

rns.

Subj

ect O

bjec

tives

Stu

dent

s w

ill:

Ana

lyze

soci

al.

econ

omic

. and

inte

ract

ion.in

VI.B

.10.

M p

art o

f the

stu

dy o

f Adv

ance

d P

lace

men

t Eco

nom

ics

expl

ain

the

follo

win

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ts o

mpi

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in a

dditi

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ic a

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aliz

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he c

ours

e of

stu

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rativ

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atur

e an

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d. fa

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Nom

e. e

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over

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tJI

MII

f. m

easu

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ent o

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erfo

rman

ceN

s

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atio

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ncom

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ice

dete

rmin

atio

n

h. in

tern

atio

nal e

cono

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s an

d gr

owth

tttttt

to

274

41)

402

75

Spec

ial P

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am A

dapt

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ns A

A P

rogr

amPr

ogra

m G

oal V

I.

Ana

lyze

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ial.

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omic

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pol

itica

l in

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ram

Obj

ectiv

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I.D

.D

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stra

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stat

us o

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issu

es r

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ocia

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nter

actio

n.

Subj

ect O

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Stud

ents

will

:

VI.

D.1

.D

iscu

ss th

e hi

stor

ic r

oots

and

one

fam

ous

pers

on w

ho h

asim

pact

ed o

n ea

ch o

f th

e fi

ve c

ritic

al w

orld

issu

es in

the

new

s.

VI.

D.4

.C

omm

unic

ate

thei

r vi

ews

citin

g at

leas

t one

pri

nted

sou

rce

abou

ton

e or

mor

e cr

itica

l wor

ld is

sues

thro

ugh

a po

sitio

n pa

per

and

an o

ral p

rese

ntat

ion

such

as

a de

bate

.

VI.

D.3

.U

se a

udio

, vis

ual,

or in

form

atio

n te

chno

logy

to e

xpla

in h

owte

chno

logy

or

wor

ld is

sues

mig

ht a

ffec

t hum

an li

ves

in th

e 21

stce

ntur

y.

I

0 1-

--.

--i

4., 1

u27

7

PETER H. CLARK ACADEMY

EatuanElailsm4v.The Peter H. Clark Academy offers a unique program in all subjects for students who do

not feel they have been successful in a traditional secondary school program. Student selectionoccurs as counselors and staff consider each potential student's past school record. Generally,students are selected who have one or more of the following criteria:

- high truancy ratetwo or more years behind the classes of students their age

- returning from dropping out of school or pregnancyThe school staff is dedicated to helping each child on an individual basis. Sensitivity to

students in the school as well as knowledge of teaching and ability to work in team situations areimportant traits of the staff members. Program modifications occur at the school as the staffadapts the system program to the individual needs of the students.

Program DifferencesThe social studies teachers at Peter Clark Academy work to achieve the system program

course of study goals and objectives. However, the unique nature of the school causes teachers tomake certain adaptations, so the program will be successful for the students. The majormodifications in the social studies program are (1) class size requirements, (2) staff planningof interdisciplinary links, and (3) emphasis on linking history and other lessons to currentevents.

Class size requirements vary based upon the number of staff members allocated eachschool year, but generally the classes are no more than half the size of a traditional academicclass. Each morning a common planning time allows staff members to discuss commonproblems and develop lessons based upon interdisciplinary links or conceptual organizersagreed to by the staff at the beginning of the school year. The current plan of interdisciplinarylinks includes the recommendation that the course of study objectives for each academicdiscipline be tied to the following broad interdisciplinary themes according to a previouslyaccepted time schedule:

environment- change and decision-making- invention and technology

cultural heritage and the arts- law and personal rights- consumer ecomonics and careers

In addition to linking the course of study objectives to the interdisciiplinary conceptualframework, the social studies teachers also try to link the lessons to current issues through theuse of supplementary contemporary event material. It is the staff's belief that through classsize adjustment, cooperative planning of interdisciplinary links, and the use of supplementalmaterials from the students' world, the needs of the students and goals of the school can be met.

AssessmentTeachers use the same approaches to preassessment, formative assessment and

summative assessment as used in the system program. In addition, the Peter Clark teacherslook carefully at student tardiness and truancy, homework and seriousness of purpose, andwhether the student is developing good study hab Is and attitudes as outcome indicators ofprogram success. Success in reducing school dropouts is an interdisciplinary outcome.

2-145

INTERNATIONAL STUDIES ACADEMY

The International Studies Academy is a unique Cincinnati Public Schools alternativeprogram located at Withrow High School. The basic components of the academy are the WorldAwareness Program, International Baccalaureate Program, and English as a Second Language.All programs use the system graded course of study as a base but nave additional objectives andcourses which extend what is done in the general course of study. Students may choose theWorld Affairs Program in grades 9-12, the International Baccalaureate Program in grades 11-12, and the English as a Second Laguage Program when language skills indicate the need.

Program PhilosophyThe Withrow International Studies Academy Social Studies Program is an international-

oriented program in which the goals and objectives of the system social studies program areachieved, along with the special expectations of the Withrow staff and program. Included in theunique understandings expected which form the philosophical framework for the program are:

- global terms and vocabularydiverse cultural characteristics--arts, music, philosophy, religioncultural universals and commonalitieshuman interdependencyclose relationship between physical and human ecologyeffects of culture on international relationshipseffects of human decisions on future eventscareers in international occupations

- knowledge of one culture in depth gained from an understanding of another language andculture

- non-Western as well as Western heritage and culturehow to avoid using ethnocentric language

- how to communicate with persons from another culture.

Program DifferencesThe objectives and courses of the social studies graded course of study are taught based

upon the system graded course of study, but additional program offerings are necessitated by thegeneral programs offered in the academy. The specific course differences in the academyinclude:

- IB-ISA SeminarContemporary History IBPsychology IB

- History of the Americas IB- Theory of Knowledge IB

Human Condition WA and IBThe IB-ISA Seminar is a one semester course which introduces students to the basicunderstandings of culture, geography, history, science, and literature needed to study the worldcourses in the academy. Research skills and educational planning for success in the 1B programare also included as time permits. Guidelines established by the International BaccalaureateOffice in Geneva, Switzerland help teachers planning the Contemporary History, History of theAmericas, and Theory of Knowledge courses. The Contemporary History college level coursehelps students develop the basic understandings of Western and world cultures to succeed on acollege level examination for college level credit in the U.S. and other countries. In the Historyof the Americas students study a college level course on American history with the heritage of

2-147

27d

Canada and Latin American countries included. The Theory of Knowledge is also reequired andprovides students with a course on the interrelationshiips and philosophy of knowledge. Twoelectives--Psychology and the Human Condition--are offered.

Course DescriptionsIB-ISA Seminar--The seminar program is a one semester grade 9 program for students

entering the school. The four major units include Global Awareness, Global Differences, GlobalProblems, and Global Understanding. The introductory unit begins by using Cincinnati as aninternational community to teach key terms needed for global awareness. Culture, diversity,and the concept of region are introduced to help students analyze data with larger concepts; crosscultural comparisons of family, language, and class helps students use case studies to learncultures in depth. Global problems and universal themes conclude the program of instruction.

Contemporary Histor' IB--In this course students study the western world from 1871to the present. The program includes the use of critical essays, college level readings, and thedevelopment of skills in interpreting original source accounts of historical events. Among thetopics studied are the critical events of modern western civilization, ideologies, foreign policiesand international war and peace activities of nations, economic systems, philosophy, democracy,and other forms of government, religions, and developments in science. Success on a collegelevel examination is expected for those completing the course.

Psycho loay IB--This college level course deals with the study of the methods,approaches, history, and major topics of psychology. From the biological basis of behavior tothe role of developmental psychology and social psychology, the excitement of learning abouthuman behavior is emphasized. Successful completion of the course includes obtaining collegecredit from the I.B. examination.

History of the Americas la--This college level course focuses on comparing selectedtopics related to various nations of the Americas. Topics include immigration, role ofminorities, role of women, types of government and economic systems, and foreign policies ofthe Americas. Case studies focus on Canada, United States, Mexico, Cuba, Argentina, and Chile.Students will read and analyze college level materials and develop writing and critical thinkingskills.

Theory of Knowledge IB In this course students reflect upon the meaning of knowledge.This process of reflection guides students through understanding how perception, reason, andlanguage can be important sources of knowledge, logic, the problems of knowledge in theacademic disciplines and in values, and the nature of truth. Students apply the processes for thestudy of knowledge to individual life experiences and to understanding and appreciating differentcultures. Students in the I.B. program are expected to complete this course in addition to othersocial studies and I.B. graduation requi, ,cents.

EunaaocQnditiQn_wAaacLla-- As part of their study of world affairs, students in theInternational Studies Academy may choose to !earn more about the human condition. Through thestudy of human expression in the arts, religion, and other communication, students learn aboutthe economic, wealth, value conflicts, and multicultural lifestyles of humans around the world.Students may not substitute this elective in the I.B. program for one of the required courses.

AssessmerPrograms are assessed within the framework of the assessment processes identified for

the overall social studies course of study. In addition, the International Baccalaureate Officerequires a 4000 word essay and an oral interview before students complete the degree program.

2-148

2:j

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

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tera

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ong

maj

or c

ivili

zatio

ns

Prog

ram

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ectiv

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A.

Use

his

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abits

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min

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lyze

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tical

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ersh

ed e

vent

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atio

n to

the

even

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orld

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y.

Subj

ect O

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tives

Stud

ents

will

:

I.A

.1.

Rel

ate

exam

ples

of

the

sign

ific

ance

of

past

eve

nts

to e

vent

s of

the

wor

ld to

day.

I.A

.2.

Dis

tingu

ish

betw

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rtan

t and

inco

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uent

ial e

vent

s in

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1.A

.3.

Exp

lain

pas

t eve

nts

as p

eopl

e at

that

tim

e m

ight

hav

e ex

plai

ned

the

even

ts.

I.A

.4.

Giv

e ex

ampl

es o

f th

e in

terp

lay

of c

hang

e an

d co

ntin

uity

in r

elat

ions

hips

bet

wee

n ev

ents

in ti

me.

I.A

.5.

Exp

lain

mul

tiple

cau

satio

n of

con

nect

ed h

isto

rica

l eve

nts

with

out e

xces

sive

ly a

bstr

act

gene

raliz

atio

ns.

I.A

.6.

Giv

e ex

ampl

es o

f ho

w ju

dgm

ents

abo

ut p

ast e

vent

s ha

ve c

hang

ed w

ith th

e pa

ssag

e of

tim

e,ne

w in

form

atio

n an

d ne

w in

terp

reta

tions

.m

sim

m

2128

2

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

fley

elop

men

t of

and

inte

ract

ion

amon

g m

ajor

civ

iliza

tions

.

Prog

ram

Obj

ectiv

e L

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

ed e

vent

s of

maj

or c

ivili

zatio

ns in

rel

atio

nto

the

even

tsan

d is

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

1.A

.7.

Dis

cuss

how

per

sona

l cha

ract

er h

as a

ffec

ted

the

indi

vidu

alin

wor

ld h

isto

ry.

mis

umm

osi

OM

I.A

.B.

Exp

lain

wor

ld h

isto

rica

l eve

nts

in r

elat

ion

to th

e ge

ogra

phy,

tim

e, p

lace

, and

con

text

.N

amilm

I.A

. 9.

Whe

n an

alyz

ing

a w

orld

eve

nt o

r is

sue,

rec

ogni

zeth

e di

ffer

ence

bet

wee

n

a.fa

ct a

nd o

pini

on

b.hi

stor

ical

evi

denc

e an

d as

sert

ion

c.as

sum

ptio

ns

d.an

alys

is o

f di

ffer

ent t

ypes

of

argu

men

ts

I.A

.10.

Res

pond

app

ropr

iate

ly to

his

tori

cal q

uest

ions

, deb

ates

, com

petit

ions

,an

d pr

oble

m/d

ecis

ion

situ

atio

ns c

allin

g fo

r hi

stor

ical

/cur

rent

issu

e an

alys

is b

ypa

rtic

ipat

ing

in th

e co

mpe

titio

n.M

rim

mie

NM

NM

I

I.A

.1 I

.E

xpla

in a

nd d

emon

stra

te th

e m

etho

ds a

nd to

ols

of h

isto

ric

and

soci

al s

cien

ce in

vest

igat

ion.

Moo

mm

iiim

imm

inio

mm

i

2 c<

iJ2

4

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

ed e

vent

s of

maj

or c

ivili

zatio

ns in

rel

atio

n to

the

even

ts a

ndis

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.12.

Dis

cuss

the

mea

ning

of

an h

isto

ric

wor

ld e

vent

usi

ng a

theo

ry o

r ph

iloso

phy

of h

isto

ry.

ME

M

I.A

.13.

Rea

d at

leas

t tw

o tr

ade

book

s ea

ch y

ear

in w

hich

the

hist

oric

al h

abits

of

the

min

d ca

n be

appl

iedb

iogr

aphy

, his

tori

cal n

ovel

, or

nonf

ictio

nto

the

stud

y of

wor

ld e

vent

s or

wor

ldpe

rson

aliti

es.

A1

I.A

.14.

Com

plet

e at

leas

t tw

o w

ritte

n pr

oduc

ts e

ach

year

usi

ng th

e w

ritin

gpr

oces

s on

a w

orld

rel

ated

topi

c.

A

LA

.15.

Com

plet

e at

leas

t tw

o pl

anne

d or

al p

rese

ntat

ions

eac

h ye

ar, i

nclu

ding

a s

hort

per

suas

ive

spee

ch a

nd d

ebat

e at

the

high

sch

ool l

evel

,. on

a w

orld

rel

ated

topi

c.

I

A

A

1

2R5

2R6

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

edev

ents

of

maj

or c

ivili

zatio

ns in

rel

atio

n to

the

even

ts a

nd is

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.21.

As

part

of

Inte

rnat

iona

l Stu

dy S

emin

ars

(1B

) Pr

ogra

m e

xpla

ina.

key

term

s ne

eded

to s

tudy

inte

rnat

iona

l eve

nts

b. c

ritic

al g

e':g

raph

y an

d en

viro

nmen

t con

cept

sc.

cultu

re a

nd d

iver

sity

d.et

hnoc

entr

ism

e. g

loba

l pro

blem

of

popu

latio

n, h

unge

r, te

chno

logy

,de

velo

pmen

t, na

tiona

l def

ense

, and

hum

an r

ight

sf.

glob

al th

emes

for

impr

ovin

g th

e w

orld

I.A

.26.

As

part

of

the

Hum

an C

ondi

tion

Prog

ram

(11

3), e

xpla

in

a.na

ture

of

the

hum

an c

ondi

tion

thro

ugh

the

idea

s of

phi

loso

pher

s

b. h

ow m

eani

ng a

nd m

oral

gui

danc

e ar

e pr

ovid

ed b

y th

e m

ajor

rel

igio

ns

c.m

eans

by

whi

ch h

uman

s in

wor

ld c

ultu

res

have

exp

ress

ed h

ow th

ey f

eel a

bout

the

hum

anco

nditi

on o

ver

time

d.m

eans

by

whi

ch h

uman

s co

pe w

ith th

e pr

oble

ms

of th

e hu

man

con

ditio

n, in

clud

ing

prob

lem

s of

hea

lth, v

iolm

e, la

ck o

f po

litic

al li

bert

ies,

and

eco

nom

icco

nditi

on

287

288

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

n

amon

g m

ajor

civ

iliza

tions

,

.111

1110

1111

1111

1111

1111

1

Prog

ram

Obj

ectiv

e I.

B.

Inte

rpre

t sou

rce

mat

eria

ls d

iffe

rent

his

tori

cal v

iew

poin

ts, a

ndco

mpa

re s

igni

fica

nt h

isto

rica

l eve

nts

with

issu

es a

nd a

chie

vem

ents

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.B

.I.

Com

pare

the

rise

of

two

deve

lopi

ng c

ount

ries

to tw

o co

untr

ies

with

mor

ede

velo

ped

econ

omie

s.

II

,"I

,I'

ME

MM

EI

1.8.

7.L

iste

n to

a ta

lk b

y a

reso

urce

pers

on, s

ocia

l sci

entis

t, or

his

tori

an; t

ake

note

s, a

nd p

repa

re a

repo

rt w

ith it

alic

s, f

ootn

otes

, and

bib

liogr

aphy

on

a si

gnif

ican

t top

ic a

ffec

ting

mor

e th

an o

neci

viliz

atio

n.

1

I.B

.8D

emon

stra

te b

asic

und

erst

andi

ngs

of h

isto

riog

raph

y an

d so

cial

sci

ence

rese

arch

, inc

ludi

ng

a.in

terp

retin

g pr

imar

y so

urce

doc

umen

ts a

nd c

ompa

ring

doc

umen

ts w

hen

inte

rpre

ting

docu

-m

ent b

ased

que

stio

ns.

b.re

cogn

izin

g ch

angi

ng p

atte

rns

of h

isto

rica

l int

erpr

etat

ion

thro

ugho

ut h

isto

ry.

c.co

mpl

etin

g ci

tical

ess

ays

anal

yzin

g se

cond

ary

sour

ce in

terp

reta

tions

.

d.co

mpl

etin

g su

pple

men

tary

rea

ding

s be

yond

the

text

for

eac

h m

ajor

uni

t stu

died

.

e.lis

teni

ng to

for

mal

lect

ures

, tak

ing

note

s, a

nd o

rgan

izin

g m

ain

idea

s fo

r re

trie

val a

nd r

evie

w.

ism

2R9

290

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

atiO

nS.

Prog

ram

Obj

ectiv

e I.

G.

Exp

lain

eac

h in

divi

dual

's w

orld

her

itage

incl

udin

g si

gnif

ican

t ide

as, p

eopl

e, in

stitu

tions

, and

even

ts f

rom

impo

rtan

tch

rono

logi

cal f

ram

ewor

ks.

Subj

ect O

bjec

tives

Stud

ents

will

:.

I.G

.4.

As

part

of

the

stud

y of

Con

tem

pora

ry H

isto

ry (

IB),

exp

lain

a.E

urop

ean

civi

lizat

ion

from

187

1-19

14 in

clud

ing

the

Eur

opea

n w

orld

vie

w, i

ndus

tria

lre

volu

tions

, dev

elop

men

t of

dem

ocra

cy in

sel

ecte

d na

tions

, cha

ngin

g ro

le o

f C

hris

tian-

ity a

nd th

e Z

ioni

st m

ovem

ent

b.im

peri

alis

m in

clud

ing

the

caus

es a

nd im

pact

on

colo

nies

and

col

onis

ts

c.W

orld

War

I in

clud

ing

the

caus

es, e

vent

s le

adin

g to

, rol

e of

tech

nolo

gy, e

ffec

ts, T

reat

yof

Ver

saill

es, c

olle

ctiv

e se

curi

ty

d.M

arxi

sm a

nd th

e R

ussi

an R

evol

utio

n in

clud

ing

Mar

x's

idea

s, f

law

s in

Mar

x's

idea

s du

eto

rea

lity,

ris

e of

Com

mun

ist P

arty

, eve

nts

lead

ing

to th

e R

ussi

an R

evol

utio

n

e.de

moc

racy

and

dic

tato

rshi

p in

clud

ing

the

deve

lopm

ent o

f Fa

scis

m a

nd N

azis

m, a

nti-

sem

itism

f.W

orld

War

II

incl

udin

g fa

ilure

of

Lea

gue

of N

atio

ns, t

echn

olog

y ch

ange

s,re

ason

s fo

rU

.S. i

nvol

vem

ent,

Hol

ocau

st, p

ost-

war

rec

onst

ruct

ion,

and

ris

e of

post

- w

ar w

orld

org

.

g. c

hang

ing

wor

ld e

cono

mic

s fr

om d

epre

ssio

n to

dev

elop

men

t

I

29i

292

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

;tion

san

apan

ilior

civ

iliza

tions

,

Prog

ram

Obj

ectiv

e I.

H.

Exp

lain

eac

h in

divi

dual

's w

orld

her

itage

incl

udin

g si

gnif

ican

t ide

as, p

eopl

e, in

stitu

tions

, and

even

ts f

rom

impo

rtan

tch

rono

logi

cal f

ram

ewor

ks.

Subj

ect O

bjec

tives

Stud

ents

will

: h. C

old

War

, Com

mun

ism

, Kor

ea, V

ietn

am, a

nd th

e M

iddl

e E

ast

i.cr

isis

and

coe

xist

ence

incl

udin

g de

tent

e, u

nion

mov

em

ent i

n E

urop

e, a

nd d

evel

opm

ents

in s

cien

ce, r

elig

ion,

and

philo

soph

y

j. na

tiona

lism

in A

fric

a an

d A

sia

I.G

.5.

As

part

of

the

stud

y of

the

His

tory

of

the

Am

eric

as (

IB),

expl

ain

the

sign

ific

ant d

evel

opm

ents

in C

anad

a, C

entr

al, a

nd S

outh

Am

eric

a w

hich

shap

e th

ese

natio

ns to

day

incl

udin

ga.

his

tori

c ev

ents

lead

ing

to th

e de

velo

pmen

t of

Am

eric

an a

reas

(ex

clud

ing

the

U.S

.) b

ecom

-in

g m

oder

n na

tions

b. r

ole

of E

urop

eans

c.ro

le o

f m

inor

ities

d. c

onfl

icts

whi

ch in

flue

nced

the

natio

n an

d na

tiona

l her

oes

and

hero

ines

e. s

ocia

l, ec

onom

ic a

nd p

oliti

cal p

robl

ems

f. m

ajor

for

eign

pol

icie

s

g. d

evel

opm

ent o

f de

moc

racy

2 9

329

4

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns,

Prog

ram

Obj

ectiv

eIl

I.A

.U

nder

stan

d an

d re

spec

t ind

ivid

ual a

nd c

ultu

ral d

iffe

renc

es a

nd s

imila

ritie

s.

7111

111M

MI

Subj

ect O

bjec

tives

Stud

ents

will

:

III.

A.1

7.A

s pa

rt o

f th

e su

dy o

f IB

Psy

chol

ogy,

exp

lain

a.hi

stor

y an

d ca

reer

s

b.m

etho

ds a

nd a

ppro

ache

s of

stu

dy a

nd r

esea

rch

c.bi

olog

ical

bas

es o

f be

havi

or

d.se

nsat

ion

and

perc

eptio

n

e.st

ates

of

cons

ciou

snes

s

f.le

arni

ng, m

emor

y an

d co

gniti

on

g.la

ngua

ge

h.m

otiv

atio

n an

d em

otio

n

i.de

velo

pmen

tal p

sych

olog

y

j.pe

rson

ality

k.te

stin

g an

d in

divi

dual

dif

fere

nces

1.ab

norm

al p

sych

olog

y

m.

prev

entio

n an

d tr

eatm

ent o

f ps

ycho

logi

cal d

isor

ders

n.so

cial

psy

chol

ogy

maj

or c

ultu

res.

295

296

Spec

ial P

rogr

am A

dapt

atio

nsIn

tern

atio

nal S

tudi

es A

cade

my

Prog

rahn

Obj

ectiv

e II

I.B

.

Subj

ect O

bjec

tives

Stud

ents

will

:

Prog

ram

Goa

l I.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

drag

igin

gagL

aidi

nlea

ciiin

amon

g m

ajor

civ

iliza

tions

,

Exp

lain

the

basi

c id

eas

of m

ajor

rel

igio

ns a

nd e

thic

al tr

aditi

ons

of o

ther

tim

es a

nd p

lace

s.

III.

B.1

.D

escr

ibe

the

maj

or r

elig

ions

of

the

wor

ld a

s th

ey a

ffec

t the

hum

an c

ondi

tion:

a.B

uddh

ism

b,C

hris

tiani

ty

c.C

onfu

cian

ism

d,Ju

dais

m

e.Is

lam

III.

B.4

.A

s pa

rt o

f th

e T

heor

y of

Kno

wle

dge

(IB

) Pr

ogra

m e

xpla

in:

a.ho

w h

uman

s in

terp

ret t

he w

orld

usi

ng p

erce

ptio

ns, r

easo

n an

dla

ngua

ge.

b.kn

owle

dge

clai

ms

of d

iffe

rent

aca

dem

ic d

isci

plin

es.

c.na

ture

of

know

ledg

e an

d co

nditi

ons

of tr

uth.

d.a

philo

soph

y of

life

with

con

sist

ent a

nd c

lear

arg

umen

ts

297

293

WALNUT HILLS HIGH SCHOOL

eiggrain ehilosophyWalnut Hills High School is a unique six year college-preparatory high school known

around the the country for its excellence. The school philosophy emphw,,zes individual andgroup achievement, educational and career planning for college and beyond, and service to schooland community. The following are the school's general expectations of its students which often goabove and beyond the expectations of students in other Cincinnati and Ohio schools.

- successful achievement on an examination for entrance- participation in the Classical tradition in language and history which includes course

requirements in Latin and ancient and medieval historyschool pride in the individual and collective achievement of students on state

proficiency tests, college entrance tests, and other tests of achievement- high level of student success on a broad set of advanced placement offerings

student participation in a leadershiip program and as appropriate in an honorsprogram to challenge potential leaders in two grade levels

participation in an extensive program of academic competitions including Citizen Bee,mock trials, essay contests, History Day and others

accessing a counseling program that encourages all students to complete academicrequirements above and beyond the state and system minimums in socialstudies and other academic areas

accessing a college planning and scholarship guidance program which enables a largepercentage of students to attend and complete college

- participation in a volunteer and community service program- extensive extracurricular participation in an activity program with many planned

experiences which enrich what was learned in the classroomproud record of alumni achievements including alumni known locally and nationally

The Waii-lut Hills staff has high expectations for students completing the social studiesprogram. Students are expected to achieve the school system progam goals and objectives andthe additional objectives which are unique to the Walnut Hills courses listed in this manual. Asa result of the total program experience at the school, students are expected to

- successfully complete the college preparatory program and be accepted to the collegeof their choice

- demonstrate high level writing, thinking and other communication skills- pass the grade 9 and grade 12 Ohio proficiency tests on citizenship- demonstrate participatory citizenship skills through involvement in school and

community service and problem-solving- demonstrate an interest in the subject for its own sake- participate as appropriate in extracurricular activities related to the subject such

as corpetitions, club, and e:.richment studies outside the school

2-159

29D

Program DifferencesThe program of studies at Walnut Hills is an extension of the social studies course of

study for the school system. Many of the courses taught at Walnut Hills are included in thesystem course of study, but some differences exist. The following courses are offered at WalnutHills which are not part of the school system graded course of study:

Ancient & Medieval History (1 credit--grade 9&10-1 year)U.S. History (.5 credit)/Government (.5 credit--grade 11--1 year)Archaeology (.5 credit--grades 10-12-1 semester)Anthropology (.5 credit--grades 10 -12 - -i semester)Sociology (.5 credit--grades 11-12--1 semester)

The scope and sequence of these courses uses the system program goals, programobjectives, and subject objectives as appropriate and also adds additional subject objectiveswhich are included in this manual following this introductory material. The primarydifference in the required U.S.History/Government course from the system program is thatstudents take the course in grade 11 instead of grade 10 and will only receive credit for one-half year of U.S. History and one-half year of U.S. Government; the structure of government istaught for one quarter and one quarter of government processes, laws, and actions are integratedwith the American history for the remainder of the year. Two other courses from the systemcourse of study are taught with a slightly different sequence but with the same objectives.Modern World History which is taught in grade 9 in the system is taught in grades 10-12 as anelective at Walnut Hills. Ethnic and Cultural Issues is taught for one semester at other systemschools and for one year at Walnut Hills as an elective in grades 10-12.

Course DescriptionsAncient & Medieval History Aq--In this course students study human history from the

origins of civilization through the early classical civilizations and the Dark Ages of Europe tothe Renaissance. After studying early civilizations such as Egypt and Mesopotamia, the classicalcivilizations of Greece, Rome, China, and early African cultures are studied. In the secondsemester the Dark Ages of Europe, Feudalism, Medieval Age, Age of Explorers and important nonwestern cultural developments in Africa, Asia, and Latin America are studied before concluding

with the Reformation and the Renaissance.Archaec 'eay--In archaeology students develop the basic tools of the discipline for

studying sites of previous human existence. Excavation, siting, dating techniques, artifactanalysis and cultural analysis are part of the program of studies. Important attitudes needed tosucceed in archaeology are emphasized to ensure that students develop professional approachesand appreciation for other human cultures in space and time.

Anthropology Students of anthropology learn the basic concepts of culture and thediscipline of anthropology as they study case studies in physical and cultural anthropology.From examining artifacts and physical evidence of early humans and their evolution in physicalanthropology to comparing cultures, students learn through cross cultural studies how humanbehavior is tied to the cultural context. Change in humans and cultural groups is studied, andstudents come to appreciate gender, cultural, and ethnic differences.

U,S.History/Government-The structure and processes of Cincinnati, Ohio, and federalgovernments are part of the government semester in this program. Elections, political parties,and interest groups are among the topics included in the study of American government. Studentsalso participate in a political campaign of their own choosing which may include voterregistration, candidate support activities, and election day activities. The semester equivalentof a study of American history for the course allows students to integrate the study ofgovernment and history. After a brief review of the major events, Constitution, and early

2-160 33t;

issues shaping America, students spend most of the semester studying the last century.Sociology--In this course students learn the principles of the social science of sociology

and then apply these principles to analyzing problems occurring in contemporary Americansociety. The course begins with an introduction to important terms which continues throughoutas students read the literature of the discipline. Techniques of social science experimentationare used to illustrate how social science principles can be verified. Students begin to examinetheir own values as they study contemporary social problems. In the second half of the coursestudents study specific social problems such as the problems of the family, cities, racialtension, crime, the elderly, immigrants, health care, and drug abuso.

AssessmentThe Walnut Hills social studies program is subject to ongo;ng preassessment, formative

assessment, and summative assessment procedures as the department strives to continuouslyimprove the social studies program. The following assessment procedures are frequently used:

Preassessment;1. Teacher review of student records2. Pretest or prewriting assignment3. Summer assignment and followup discussions and test4. Personal autobiography by, student

Formative Assessment',1. Regular homework2. Quizzes and tests3. Site studies4. Writing projects5. Teacher observation of discussion and student leadership6. Oral talks, panels, and debates7. College Board document-based questions8. Media projects (posters, slides, video)9. Checklists10. Community involvement assessment procedures11. Map projects12. Computer/technology assessment

Summative Assessment1. Department review of student suggestions by course as appropriate2. Optioning process3. Students participating in Youth in City Government, Citizen Bee, mock trials,

History Day, and extracurricular activities related to social studiessubjects

4. Number of college recommendations written and students accepted5. Scores on state proficiency tests, S.A.T., A.C.T., and College Board advanced

placement tests6. Feedback from alumni and parent groups7. Student grades8. School awards such as Merit School

In the future the staff w;11 be experimenting with new forms of assesment with otherteachers in the system, as they use portfolio assessments, project assessments, self-reportassessments, instructional assessment tests, and problem analysis when appropriate.

2-3)0i

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

.

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

A.

Use

his

tory

's h

abits

of

the

min

d to

ana

lyze

cri

tical

wat

ersh

ed e

vent

s of

maj

or c

ivili

zatio

ns in

rel

atio

n to

the

even

ts a

ndis

sues

in th

e w

orld

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.A

.1.

...,

Exp

lain

the

met

hods

a s

ocio

logi

st u

ses

to s

tudy

the

ques

tion,

grou

p, th

eory

or

prob

lem

.

,,

,,,

, NE

M

I.A

.2.

Exp

lain

the

grow

th o

f ar

cheo

logy

as

a di

scip

line,

incl

udin

g th

ede

velo

pmen

t of

the

tech

niqu

es u

sed

and

the

open

ing

of c

aree

rop

port

uniti

es.

NN

W

I.A

.3.

Part

icip

ate

in la

bora

tory

wor

k w

ith a

rtif

acts

to a

naly

ze a

ndde

scri

be th

em in

wri

tten

and

oral

for

m.

m

I.A

.4.

Des

crib

e an

d ci

te e

xam

ples

of

cultu

ral a

ssim

ilatio

n an

dcu

ltura

l dif

fusi

on.

=N

I

I.A

.5.

Exp

lain

dif

fere

nt w

ays

of lo

okin

g at

the

past

in d

iffe

rent

civi

lizat

ions

.M

IMI

3 n

23

ri

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

B.

Inte

rpre

t sou

rce

mat

eria

ls, d

iffe

rent

his

tori

cal v

iew

poin

ts, a

nd c

ompa

re s

igni

fica

nt h

isto

rica

lev

ents

with

issu

es a

ndac

hiev

emen

ts in

the

wor

ld to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.B

.1.

Des

crib

e th

e is

sues

whi

ch c

ause

d th

e A

mer

ican

Rev

olut

ion.

I.B

.2.

Atte

nd a

rche

olog

ical

lect

ures

at l

ocal

uni

vers

ities

and

rel

ated

grou

ps.

ME

M

I.B

.3.

Com

pare

dif

fere

nt s

ourc

es o

f di

ffer

ent v

iew

poin

ts o

n th

esa

me

hist

oric

al e

vent

. (A

/M)

MO

M

4111

030

511

/3

r

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

e I.

D.

Prog

ram

Goa

l I

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns.

Inve

stig

ate

the

deve

lopm

ent o

f cu

ltura

l gro

ups

over

tim

e an

d as

a r

esul

t of

cont

act w

ith e

ach

othe

r.

Subj

ect O

bjec

tives

Stud

ents

will

:

1.D

.I.

Ana

lyze

the

vari

ous

soci

al s

truc

ture

s of

men

and

wom

en in

Gre

ece,

Rom

e, A

fric

a, th

e M

iddl

e E

ast,

and

Chi

na

I.D

.2.

Dis

cuss

maj

or c

once

pts

of a

rche

olog

y si

tes

whi

ch h

ave

been

syst

emat

ical

ly s

tudi

ed u

sing

sci

entif

ic te

chni

ques

.-

site

sel

ectio

n-

met

hods

of

Schl

iem

ann,

Jef

fers

on a

nd o

ther

s-

datin

g sy

stem

s-

exca

vatio

n te

chni

ques

- ar

tifac

t ana

lysi

s an

d fe

atur

e de

scri

ptio

n-

cultu

ral a

naly

sis

I.D

.3.

Exp

lain

the

diff

eren

ces

betw

een

phys

ical

and

cul

tura

lan

thro

polo

gy in

clud

ing

the

follo

win

g:-

evol

utio

nary

dev

elop

men

t of

hum

an li

fe-

reco

gnif

on o

f si

rniia

litie

s be

twee

n al

l hum

ans

- ap

prec

iatio

n of

gen

der,

cul

tura

l and

eth

nic

diff

eren

ces

- ab

ilitie

s of

hum

ans

to a

dapt

to d

iver

se a

nd c

ontin

ually

chan

ging

phy

sica

l and

cul

tura

l env

iron

men

ts

311

G31

17

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

c-tio

n am

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

E.

Ana

lyze

the

tran

sfor

mat

ions

of

Afr

ican

Am

eric

ans,

App

alac

hian

s, a

nd o

ther

gro

ups

to A

mer

ican

citi

zens

hip

in U

nite

d St

ates

hist

ory.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.E

.1.

Des

crib

e th

e in

stitu

tion

slav

ery

in p

re-C

ivil

War

Am

eric

anhi

stor

y.

I.E

.2.

Des

crib

e th

e co

ntri

butio

ns o

f bl

ack

Am

eric

ans

to A

mer

ican

soci

ety

in th

e 19

20's

and

193

0's.

Nom

1.E

.3.

Dis

cuss

the

caus

es a

nd m

eans

of

prev

entin

g ge

noci

de a

spe

rpet

rate

d ag

ains

t the

Jew

s an

d ot

her

min

oriti

es in

the

last

cent

ury.

mom

I.E

.4.

Tra

ce th

e C

ivil

Rig

hts

Mov

emen

t fro

m in

tegr

atio

n of

the

Arm

ed F

orce

s to

the

pres

ent.

min

1.E

.5.

Ana

lyze

the

dire

ct a

ctio

n of

- Ja

ne A

ddam

s-

Mar

y B

ethu

ne-

Mar

gare

t San

ger

- E

lean

or R

oose

velt

- R

osa

Park

s-

Fann

ie L

ou H

amer

Jane

Fon

da

tom

3,u

3110

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

esPr

ogra

m G

oal I

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

teex

tion

amon

g m

ajor

civ

iliza

tions

.

Prog

ram

Obj

ectiv

e I.

F.D

escr

ibe

sele

cted

gre

at id

eas

such

as

dem

ocra

cy, w

hich

hav

e sh

aped

Wes

tern

soc

iety

and

oth

er c

ivili

zatio

ns

Subj

ect O

bjec

tives

Stud

ents

will

:

I.F.

I.D

escr

ibe

the

Gre

ek d

evel

opm

ent o

f de

moc

racy

and

citi

zens

hip

I.F.

2.D

iscu

ss th

e co

ncep

t of

"one

wor

ld"

in e

arly

civ

iliza

tions

, i.e

.co

nque

st, l

aws,

lang

uage

, Pax

Rom

ana

trad

e be

twee

n ea

st a

ndw

este

rn la

nds.

mu.

I.F.

3.C

ompa

re th

e ad

vant

ages

and

dis

adva

ntag

es o

f fe

udal

ism

with

othe

r sy

stem

s.m

om

I.F.

4.D

iscu

ss th

e in

flue

nce

of e

arly

uni

vers

ities

.N

MI

I.F.

5.R

ecog

nize

the

inte

rpla

y of

gov

ernm

ent a

nd r

elig

ion

in th

eM

iddl

e A

ges.

imio

l

I.F.

6.D

iscu

ss th

e is

sues

bro

ught

abo

ut b

y M

anif

est D

estin

y.11

1111

111

I.F.

7.A

naly

ze th

e im

port

ance

of

the

chur

ch a

nd s

tate

con

trov

ersy

inth

e M

iddl

e A

ges.

mom

3i0

311

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

F.D

escr

ibe

sele

cted

gre

at id

eas

such

as

dem

ocra

cy, w

hich

hav

e sh

aped

Wes

tern

soc

iety

and

oth

er c

ivili

zatio

ns

Subj

ect O

bjec

tives

Stud

ents

will

:

I.F.

8.D

escr

ibe

the

deve

lopm

ent o

f go

vern

men

tal i

nstit

utio

ns in

the

anci

ent w

orld

.

I.F.

9.D

escr

ibe

the

role

of

inte

llect

ual d

evel

opm

ents

as

a pr

ecur

sor

for

soci

etal

cha

nge.

L

312

313

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

c-tio

n am

ong

maj

or c

ivili

tatio

ns.

Prog

ram

Obj

ectiv

e I.

G.

Exp

lain

eac

h in

divi

dual

's h

erita

ge in

clud

ing

sign

ific

ant i

deas

, peo

ple,

inst

itutio

ns, a

nd e

vent

s fr

om im

port

ant

chro

nolo

gica

l fra

mew

orks

.

Subj

ect O

bjec

tives

Stud

ents

will

:

I.G

.1.

Dis

cuss

the

infl

uenc

e of

the

Prog

ress

ive

Mov

emen

t on

min

ority

gro

ups.

I.G

.2.

Dis

cuss

sel

ecte

d A

mer

indi

an c

ultu

res

and

othe

r hi

stor

iccu

ltura

l gro

ups

whi

ch li

ved

in A

mer

ica

befo

re th

e E

urop

eans

.

315

314

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

Dem

onst

rate

an

unde

rsta

ndin

g of

the

deve

lopm

ent o

f an

d in

tera

ctio

nam

ong

maj

or c

ivili

zatio

ns.

Prog

ram

Obj

ectiv

e I.

H.

Com

pare

the

effe

cts

and

cultu

ral i

nter

actio

n on

the

hist

ory

of E

nglis

h an

d ot

her

lang

uage

s of

maj

or c

ivili

zatio

ns

Subj

ect O

bjec

tives

Stud

ents

will

:

Dis

cuss

the

foun

datio

n an

d us

e of

lang

uage

dev

elop

men

t

317

I Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

eI.

J.

Prog

ram

Goa

l ID

emon

stra

te a

n un

ders

tand

ing

of th

e de

velo

pmen

t of

and

inte

ract

ion

amon

g m

ajor

civ

iliza

tions

.

Dev

elop

a k

now

ledg

e of

and

an

appr

ecia

tion

for

the

mul

ticul

tura

l nat

ure

of th

elite

rary

and

fin

e ar

ts in

our

soci

ety

hist

oric

ally

and

toda

y.

Subj

ect O

bjec

tives

Stud

ents

with

IJ.I

.D

iscu

ss G

reek

, Rom

an, M

iddl

e E

aste

rn, A

fric

an a

ndC

hine

se c

ontr

ibut

ions

to th

e ar

ts.

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

I

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent.

Now

Prog

ram

Obj

ectiv

e H

.B.

Dis

cuss

the

phys

ical

and

hum

an c

hara

cter

istic

s of

pla

ces

in h

isto

ry a

nd to

day.

Subj

ect O

bjec

tives

Stud

ents

will

:

Loc

ate

the

fina

l geo

grap

hic

settl

emen

t of

the

Ger

man

ic tr

ibes

.

II.B

2.D

iscu

ss a

rche

olog

ical

site

s af

ter

view

ing

audi

o vi

sual

pre

sen-

tatio

ns.

11.8

.3.

Dis

cuss

arc

heol

ogic

al s

ites

afte

r vi

sitin

g/w

orki

ng a

t the

site

.

30--

----

32o

321

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

I

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent.

Prog

ram

Obj

ectiv

e P.

O. C

Exp

lain

rel

atio

nshi

ps w

ithin

pla

ces

or h

uman

-env

iron

men

t int

erac

tions

whi

ch r

evea

l cul

tura

l val

ues,

tech

nolo

gy, t

heec

onom

y, o

r po

litic

al c

ircu

mst

ance

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

II.C

1.Id

entif

y th

e ca

uses

and

eff

ects

of

geog

raph

y on

ear

ly H

omo

Sapi

ens.

II.C

.2.

Iden

tify

the

infl

uenc

e of

geo

grap

hy o

n th

e cu

ltura

l dev

elop

-m

ent o

f G

reec

e, M

iddl

e E

ast,

Afr

ica,

Rom

e, a

nd C

hina

.lim

o

II.C

.3.

Ana

lyze

the

stru

ggle

of

Hom

o Sa

pien

s in

con

trol

ling

the

envi

ronm

ent.

Min

II.C

.4.

Exp

lain

the

caus

es, c

hang

es, p

robl

ems,

and

ref

orm

s as

rel

ated

to th

e gr

owth

of

citie

s.M

IN

II.C

.5.

Com

plet

e a

stud

y of

pri

mat

es a

t the

zoo

and

dis

cuss

the

effe

cts

of e

nvir

onm

ent o

n th

e be

havi

or o

f th

e pr

imat

es.

MN

II.C

.6.

Ana

lyze

the

effe

cts

of c

limat

e as

a m

ajor

for

ce in

his

tori

cal

deve

lopm

ent.

II.C

.7.

Eva

luat

e th

e im

port

ance

of

the

agri

cultu

ral r

evol

utio

n in

the

deve

lopm

ent o

f ci

viliz

atio

n.11

1111

11

322

3%3

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

I

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent.

1111

111k

.

Prog

ram

Obj

ectiv

e L

LD

Dis

cuss

the

mov

emen

t of

peop

le, i

nfor

mat

ion,

idea

s, g

oods

, and

ser

vice

s in

tera

ctin

g th

roug

h tr

ansp

orta

tion

and

com

mun

icat

ion

tech

nolo

gies

to f

orm

inte

rdep

ende

ncie

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

II.D

.1.

Rec

ogni

ze th

e ex

chan

ge o

f id

eas

amon

g th

e va

riou

s ea

rly

hum

ans.

11.D

2.D

iscu

ss th

e pa

ttern

s of

imm

igra

tion

and

expe

rien

ces

ofim

mig

rant

s. 324

345

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

I

Eva

luat

e w

ays

hum

ans

inte

ract

with

the

envi

ronm

ent.

Prog

ram

Obj

ectiv

e ll.

E.

Ana

lyze

reg

ions

incl

udin

g ho

w th

ey h

ave

been

for

med

and

cha

nged

in h

isto

ry.

Subj

ect O

bjec

tives

Stud

ents

will

:

ILE

A.

Rec

ogni

ze th

e ch

arac

teri

stic

s of

the

clos

ing

of th

e fr

ontie

r an

dth

e se

ttlin

g of

the

Plai

ns, O

klah

oma

Ter

rito

ry, a

nd P

acif

icC

oast

.

MIN

326

37

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

II

Com

pare

val

ues,

valu

es, b

elie

fs, p

oliti

cal i

deas

, and

inst

itutio

ns w

ithin

hist

oric

al a

nd c

onte

mpo

rary

situ

atio

ns.

Prog

ram

Obj

ectiv

e II

I. A

.U

nder

stan

d an

d re

spec

t ind

ivid

ual a

nd c

ultu

ral d

iffe

renc

es.

Subj

ect O

bjec

tives

Stud

ents

will

:

A?'

III.

A.1

.Id

entif

y th

e m

otiv

atio

ns, f

ears

, and

app

rehe

nsio

ns a

ssoc

iate

dw

ith e

arly

exp

lora

tions

.m

int

III.

A.2

.D

efin

e th

e ba

sic

term

s as

soci

ated

with

soc

iolo

gy.

III.

A.3

.U

se lo

gic

and

disc

uss

a pr

oble

m w

ithou

t bia

s.m

ai

III.

A.4

.E

xpla

in b

asic

con

cept

s of

phy

sica

l and

cul

tura

l ant

hrop

olog

yin

clud

ing

the

follo

win

g:-

intr

oduc

tory

con

cept

s of

cul

ture

and

the

disc

iplin

e of

anth

ropo

logy

- lif

e's

begi

nnin

gs-

evol

utio

n-

prim

ates

and

thei

r be

havi

or-

hum

an e

volu

tion

(phy

sica

l and

cul

tura

l)-

soci

al g

roup

s-

cultu

re a

nd e

thno

cent

rism

- su

bsis

tenc

e pa

ttern

s-

mar

riag

e, f

amily

, and

kin

ship

- E

skim

o an

d In

dian

soc

ietie

s-

issu

es a

nd p

robl

ems

ME

3%a

-37.

)

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

e II

I. A

.

Prog

ram

Goa

l III

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as, a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Und

erst

and

and

resp

ect i

ndiv

idua

l and

cul

tura

l dif

fere

nces

.

Subj

ect O

bjec

tives

Stud

ents

will

:

III.

A.5

.D

escr

ibe

the

proc

ess

of d

emoc

ratiz

atio

n of

soc

iety

in th

ean

cien

t wor

ld.

NM

III.

A.6

.D

escr

ibe

the

proc

ess

and

eval

uate

the

impo

rtan

ce o

f co

difi

ca-

Lio

n of

law

in th

e an

cien

t wor

ld.

11"

III.

A.7

.D

escr

ibe

the

rise

of

citie

s in

the

Mid

dle

Age

s.m

em

II I

.A .8

.D

escr

ibe

the

inte

rrel

atio

nshi

ps b

etw

een

and

inte

grat

ion

ofpo

litic

al a

nd e

cono

mic

inst

itutio

ns in

his

tori

cal d

evel

opm

ent.

ME

I

33u

331

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as, a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

eII

I.B

.E

xpla

in th

e ba

sic

idea

s of

maj

or r

elig

ions

and

eth

ical

trad

ition

s of

oth

er ti

mes

and

pla

ces.

Subj

ect O

bjec

tives

Stud

ents

will

:

III.

B.1

.R

ecog

nize

the

deve

lopm

ent o

f ba

sic

relig

ious

bel

iefs

.

III.

B.2

.D

escr

ibe

the

foun

datio

ns o

f w

ides

prea

d re

ligio

us s

ocie

ties.

III.

B.3

.D

escr

ibe

the

infl

uenc

es g

ener

ated

by

the

Mos

lem

s on

Wes

tern

civ

iliza

tions

.

III.

B.4

.Id

entif

y th

e in

flue

nce

of th

e R

oman

Cat

holic

Chu

rch

onfe

udal

and

med

ieva

l soc

ietie

s.

III.

B.5

.D

iscu

ss th

e m

ajor

con

cept

s of

Cla

ssic

al a

nd B

iblic

al a

rche

ol-

ogy

whi

ch a

re u

sefu

l in

the

stud

y of

Anc

ient

and

Med

ieva

lH

isto

ry.

um

III.

B.6

.D

iscu

ss th

e st

rugg

le b

etw

een

chur

ch a

nd s

tate

in th

e M

iddl

eA

ges.

332

333

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

II

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as, a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

I.E

.D

emon

stra

te le

ader

ship

ski

lls n

eces

sary

for

ent

ranc

e in

to le

ader

ship

pos

ition

s of

sch

ool a

nd c

omm

unity

gov

erna

nce

and

serv

ice

orga

niza

tions

as

part

of

the

stud

ent's

ass

umpt

ion

of th

e ro

le o

f O

FFIC

E O

F C

ITIZ

EN

.

Subj

ect O

bjec

tives

Stud

ents

will

:

ME

I.D

escr

ibe

care

er o

ppor

tuni

ties

in p

oliti

cs, l

aw, r

elig

ion,

and

rela

ted

fiel

ds w

hich

had

thei

r be

ginn

ings

in e

arly

civ

iliza

tions

.

III.

E.2

.D

iscu

ss th

e pr

oces

ses

of v

oter

reg

istr

atio

n, v

otin

g, a

ndpa

rtic

ipat

ion

in n

eigh

borh

ood

orga

niza

tions

.

Spec

ial P

rogr

am A

dapt

atio

nsPr

ogra

m G

oal

Wal

nut H

ills

Hig

h Sc

hool

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as, a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

1111

1111

111

Prog

ram

Obj

ectiv

e 11

1.G

.E

xpla

in th

e fu

ndam

enta

l pri

ncip

les

of e

cono

mic

s ne

eded

to f

unct

ion

in th

e m

arke

t pla

ce, w

ork

plac

e, a

nd v

otin

g pl

ace.

Subj

ect O

bjec

tives

Stud

ents

will

:

.40

06.

0oo

s9

III.

G.1

.E

xpla

in th

e ca

uses

, eff

ects

, and

res

pons

es to

the

econ

omic

de-

pres

sion

of

the

1930

's.

III.

G.2

.E

xpla

in th

e ca

uses

and

eff

ects

of

infl

atio

n an

d un

empl

oym

ent

in th

e U

nite

d St

ates

toda

y.

33G

3

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

e II

I.H

.A

naly

ze h

isto

rica

l res

pons

es to

sca

rcity

.

Prog

ram

Goa

l III

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as, a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Subj

ect O

bjec

tives

Stud

ents

will

:

III.

H.I

.R

ecog

nize

the

foun

datio

ns o

f m

odem

trad

e, c

omm

erce

, and

bank

ing.

MIN

3 ri

:-)

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as, a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

eM

ake

resp

onsi

ble

life

and

soci

ety

deci

sion

s ba

sed

upon

eth

ical

and

dem

ocra

tic p

rinc

iple

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

RU

A.

Dis

cuss

the

adva

ntag

es o

f fo

llow

ing

the

basi

c va

lues

of

arch

eolo

gica

l stu

dy in

clud

ing

the

follo

win

g:-

"Pot

hun

ting"

is d

etri

men

tal t

o ou

r kn

owle

dge

ofea

rly

cultu

res.

- A

rcha

eolo

gy r

equi

res

trai

ning

in m

any

diff

eren

tar

eas.

- A

rcha

eolo

gy a

nd h

isto

ry s

uppl

emen

t eac

h ot

her.

- A

rcha

eolo

gica

l site

s an

d m

useu

ms

shou

ld b

esu

ppor

ted

and

pres

erve

d.-

Arc

haeo

logy

is in

tere

stin

g.-

The

eth

ics

of e

xcav

atin

g a

mor

tuar

y si

te is

bas

edup

on th

e po

ssib

ility

of

thei

r de

stru

ctio

n an

d on

wha

t pra

ctic

al in

form

atio

n ab

out h

ealth

that

we

can

obta

in.

341

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

II

Com

pare

val

ues,

bel

iefs

, pol

itica

l ide

as, a

nd in

stitu

tions

with

inhi

stor

ical

and

con

tem

pora

ry s

ituat

ions

.

Prog

ram

Obj

ectiv

e II

LL

Dem

onst

rate

aw

aren

ess

of e

thni

c an

cest

ry a

nd c

ultu

ral h

erita

ge in

rel

atio

n to

sel

f-de

fini

tion.

Subj

ect O

bjec

tives

Stud

ents

will

:

II1.

1.1.

Exp

lain

how

sel

f-un

ders

tand

ing

com

es f

rom

the

cultu

ral s

tudy

of th

e hu

man

her

itage

.im

i

V A

,

344;

343

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

V

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion.

Prog

ram

Obj

ectiv

e IV

.AD

emon

stra

te s

kills

in m

aint

aini

ng p

ositi

ve r

elat

ions

hips

with

oth

er in

divi

dual

s or

grou

ps a

nd in

res

pond

ing

cons

true

tivel

y to

con

flic

t in

rela

tions

hips

.

Subj

ect O

bjec

tives

Stud

ents

will

:

IV.A

.1.

Prop

ose

and

anal

yze

poss

ible

sol

utio

ns to

spe

cifi

c so

cial

prob

lem

s. 334

5

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

V

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion.

Prog

ram

Obj

ectiv

eIV

.B.

Inte

rpre

t con

stitu

tiona

l and

oth

er le

gal c

onfl

ict-

rela

ted

issu

es in

his

tory

and

toda

y.

Subj

ect O

bjec

tives

Stud

ents

will

:

IV.B

.I.

Ana

lyze

the

resu

lts o

f th

e co

llaps

e of

law

and

ord

er in

Rom

e

IV.B

.2.

Ana

lyze

the

issu

es, t

he c

ompr

omis

es, a

nd th

e re

sults

of

the

Con

stitu

tiona

l Con

vent

ion.

=E

li

IV.B

.3.

Ana

lyze

the

cont

ribu

tions

of

the

Mar

shal

l Cou

rt to

the

build

ing

of n

atio

nalis

m in

the

U.S

.M

IMI

IV.B

.4.

Dis

cuss

the

conc

epts

of

McC

arth

yism

and

the

War

ren

Cou

rt.

=N

I

IV.B

.5.

Des

crib

e th

e im

pact

of

the

Wat

erga

te in

cide

nt o

n A

mer

ican

polit

ics.

INIM

II

IV.B

.6.

Dis

cuss

maj

or S

upre

me

Cou

rt d

ecis

ions

and

thei

r im

pact

on

busi

ng a

nd q

uota

s.N

M

340

341

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

V

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion.

Prog

ram

Obj

ectiv

e IV

.C.

Exp

lain

sim

ilari

ties

and

diff

eren

ces

amon

g in

divi

dual

s fr

om d

iver

se e

thni

c, c

ultu

ral,

lingu

istic

and

rel

igio

usgr

oups

fro

m th

e co

mm

unity

, U.S

. and

the

wor

ld.

Subj

ect O

bjec

tives

Stud

ents

will

:

IV.B

1.Id

entif

y th

e A

llies

and

the

Axi

s po

wer

s of

Wor

ld W

ar 1

1.M

IMI

IV.B

.2.

Iden

tify

the

role

and

lead

ersh

ip o

f th

e So

uthe

rn C

hris

tian

Lea

d-er

ship

Con

fere

nce

and

com

pare

it w

ith th

e St

uden

t Non

viol

ent

Coo

rdin

atin

g C

omm

ittee

in th

e C

ivil

Rig

hts

Mov

emen

t of

the

1960

's

MIN

E

34:)

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

V

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion.

Prog

ram

Obj

ectiv

e IV

.E.

Iden

tify

atte

mpt

s to

est

ablis

h or

gani

zatio

ns d

edic

ated

to c

onfl

ict r

esol

utio

n, a

nd e

valu

ate

som

e.

Subj

ect O

bjec

tives

Stud

ents

will

:

IV.E

.1.

Iden

tify

the

purp

ose

of th

e L

eagu

e of

Nat

ions

.

IV.E

.2.

Exp

lain

the

purp

ose

of th

e U

nite

d N

atio

ns.

NM

I

356

35'1

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

V

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion.

Prog

ram

Obj

ectiv

eIV

.F.

Exp

lain

the

vari

ous

caus

es o

f w

ar, a

nd o

f th

e ap

proa

ches

to p

eace

mak

ing

and

war

pre

vent

ion.

Subj

ect O

bjec

tives

Stud

ents

will

:t5

P.O

('1"

VS

CY

13,

c4.1

*

ee"4

4,40

42

0c3

A00

0

IV.F

.1.

Des

crib

e th

e fo

unda

tion

and

evol

utio

n of

Am

eric

an d

iplo

mac

y.r

rr<

<ac

-,

in=

IV.F

.2.

Des

crib

e th

e is

sues

whi

ch c

ause

d an

d oc

curr

ed d

urin

g th

e C

ivil

War

.m

aw

IV.F

.3.

Ana

lyze

the

prob

lem

s an

d re

sults

of

the

Rec

onst

ruct

ion

Era

.vi

m

1V.F

.4.

Des

crib

e th

e ca

uses

and

eff

ects

of

the

war

with

Spa

in.

INN

N

IV.F

.5.

Ana

lyze

the

polit

ical

atm

osph

ere

in th

e U

.S. p

rece

ding

Wor

ldW

ar I

.Im

o

IV.F

.6.

Exp

lain

the

U.S

. inv

olve

men

t in

Wor

ld W

ar I

.N

M

I V

.F.7

.D

iscu

ss th

e ef

fect

s of

Wor

ld W

ar I

on

the

U.S

. and

the

wor

ld.

NE

N

IV.F

.8.

Des

crib

e th

e co

ntro

vers

y in

the

U.S

. rel

ated

to th

e T

reat

y of

Ver

saill

es a

nd th

e L

eagu

e of

Nat

ions

.

III

,,

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal I

V

Eva

luat

e ty

pes

of c

onfl

ict a

nd m

etho

ds o

f co

nflic

t res

olut

ion.

Prog

ram

Obj

ectiv

eIV

.F.

Exp

lain

the

vari

ous

caus

es o

f w

ar, a

nd o

f th

e ap

proa

ches

to p

eace

mak

ing

and

war

pre

vent

ion.

Subj

ect O

bjec

tives

Stud

ents

will

:

IV.F

.9.

Eva

luat

e w

orld

eff

orts

to m

aint

ain

peac

e du

ring

the

rise

of

tota

litar

iani

sm in

the

twen

tieth

cen

tury

.

IV.F

.10.

Ana

lze

the

maj

or w

artim

e co

nfer

ence

s of

the

Alli

es.

IV.F

.11.

Des

crib

e th

e ev

ents

lead

ing

to th

e in

crea

sed

tens

ion

betw

een

the

U.S

. and

U.S

.S.R

. aft

er W

orld

War

II.

IV.F

.12.

Ana

lyze

the

caus

es a

nd e

ffec

ts o

f A

mer

ican

invo

lvem

ent i

nK

orea

and

Vie

t Nam

.

IV.F

.13.

Inte

rpre

t U.S

. for

eign

pol

icy

and

dom

estic

pol

icy

in r

elat

ion

toth

e en

ergy

cri

sis. 3

54

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal V

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

e V

.B.

Exp

lain

how

the

law

, his

tori

c do

cum

ents

, and

Am

eric

a's

dive

rse

cultu

ral h

erita

ge h

ave

affe

cted

impo

rtan

t his

tori

cal

even

ts a

nd tr

ends

.

Subj

ect O

bjec

tives

Stud

ents

will

:

V.B

.1.

Dis

cuss

the

maj

or p

arts

of

the

Con

stitu

tion.

V.B

.2.

Ana

lyze

the

prot

ectio

n of

indi

vidu

al r

ight

s by

the

gove

rnm

ent.

35u

035

711

0

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

e V

.C.

Com

pare

maj

or d

evel

opm

ents

in h

isto

ry.

Prog

ram

Goa

l V

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Subj

ect O

bjec

tives

Stud

ents

will

:V

.C.1

.Id

entif

y an

d de

scri

be m

ajor

eve

nts

in th

e de

velo

pmen

t of

hist

ory.

V.C

.2.

Exp

lain

the

cont

ribu

tions

of

preh

isto

ric

cultu

res

to e

arly

hist

oric

civ

iliza

tions

beg

inni

ng w

ith th

e cr

adle

of

hum

anki

ndin

Sub

-Sah

ara

Afr

ica.

WW

I

V.C

.3.

Rec

ogni

ze th

e im

port

ance

of

polit

ical

and

mili

tary

lead

ersh

ipin

the

grow

th o

f a

natio

n.

V.C

.4.

Cla

ssif

y th

e va

riou

s ty

pes

of g

over

nmen

t dev

elop

men

t in

earl

y ci

viliz

atio

ns. )

V.C

.5.

Exp

lain

the

theo

ries

sur

roun

ding

Ger

man

ic m

ovem

ents

.

V.C

.6.

Exp

lain

the

resu

lts o

f th

e C

rusa

des

as le

adin

g to

fut

ure

expl

o-ra

tions

.O

M

V.C

.7.

Dis

cuss

the

basi

c pr

inci

ples

of

soci

olog

y fo

rmul

ated

sin

ce th

ela

te 1

9th

cent

ury.

353

5d

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

e V

.E.

Exp

lain

how

wom

en h

ave

shap

ed h

isto

ry.

Subj

ect O

bjec

tives

Stud

ents

will

:

V.E

.1.

Com

pare

the

role

of

wom

en in

dif

fere

nt c

ivili

zatio

ns.

V.E

.2.

Com

pare

cha

nges

in th

e ro

le o

f w

omen

ove

r tim

e.

Prog

ram

Goa

l V

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

PIM

3Gt)

36

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal V

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

I11

1111

1111

1i

Prog

ram

Obj

ectiv

e V

.F.

Exp

lain

how

tech

nolo

gy h

as c

hang

ed th

e w

ay w

e liv

e.

Subj

ect O

bjec

tives

Stud

ents

will

:

;\tb

>oc

iv

4')`

'

.7)

cp.

V.F

.I.

Inte

rpre

t soc

ial a

nd c

ultu

ral t

rend

s in

the

Gild

ed A

ge.

V.F

.2.

Inte

rpre

t the

impa

ct o

f te

levi

sion

, com

pute

r, a

nd s

atel

lites

.

V.F

.3.

Exp

lain

how

tech

nolo

gy s

erve

s as

a p

recu

rsor

for

soc

ial

chan

ge.

364,

36,J

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal V

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

e V

.G.

Iden

tify

how

pol

itica

l par

ties

have

dev

elop

ed, c

hang

ed in

his

tory

, and

impa

cted

Am

eric

an li

fe.

Subj

ect O

bjec

tives

Stud

ents

will

:

V.G

.1.

Exp

lain

the

role

of

polit

ical

par

ties,

giv

ing

spec

ific

atte

ntio

nto

lead

ers,

mem

bers

, str

uctu

re, p

urpo

se, r

ole,

res

pons

ibili

ties,

and

cam

paig

ning

.

am

V.G

.2.

Exp

lain

the

Suff

rage

Mov

emen

t and

the

prog

ress

of

wom

enin

pol

itica

l par

ties

and

in h

oldi

ng e

lect

ive

offi

ce.

=II

Now

..

364

350

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal V

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

e V

.H.

Exp

lain

the

maj

or to

pics

of

U.S

. his

tory

whi

ch to

geth

er c

onst

itute

a f

ram

ewor

k fo

r ev

alua

ting

the

impo

rtan

ce o

fch

rono

logy

, cau

se a

nd e

ffec

t, an

d th

e si

gnif

ican

ce o

f C

inci

nnat

i in

U.S

. his

tory

.

Subj

ect O

bjec

tives

Stud

ents

will

:V

.11.

1.D

iscu

ss th

e di

ffer

ence

s an

d th

e co

ntri

butio

ns o

f A

lexa

nder

Ham

ilton

and

Tho

mas

Jef

fers

on a

nd th

eir

supp

orte

rs to

Am

eric

an h

isto

ry.

Noi

m

V.1

3.2.

Iden

tify

the

char

acte

rist

ics

of th

e Ja

ckso

nian

Per

iod.

mai

V.1

-1.3

.Id

entif

y th

e ph

ases

of

railr

oad

build

ing

duri

ng th

e ni

nete

enth

cent

ury.

nom

V.I

-1.4

.D

iscu

ss th

e ri

se a

nd s

prea

d of

indu

stri

alis

m.

Now

V.H

.5.

Rec

ogni

ze in

dust

rial

em

pire

bui

lder

s an

d ca

ptai

ns o

fin

dust

ry.

mil

V.H

.6.

Rec

ogni

ze th

e ch

arac

teri

stic

s of

the

Prog

ress

ive

Mov

emen

t.m

u

V.H

.7.

Spec

ify

the

dom

estic

and

for

eign

pol

icie

s of

The

odor

eR

oose

velt,

Will

iam

How

ard

Taf

t, an

d W

oodr

ow W

ilson

.E

N=

3"t

3

3f?

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

olPr

ogra

m G

oal V

Inte

rpre

t sig

nifi

cant

his

tori

cal d

evel

opm

ents

.

Prog

ram

Obj

ectiv

e V

.H.

Exp

lain

the

maj

or to

pics

of

U.S

. his

tory

whi

ch to

geth

er c

onst

itute

a f

ram

ewor

k fo

r ev

alua

ting

the

impo

rtan

ce o

fch

rono

logy

, cau

se a

nd e

ffec

t, an

d th

e si

gnif

ican

ce o

f C

inci

nnat

i in

U.S

. his

tory

.

Subj

ect O

bjec

tives

Stud

ents

will

:

V.H

.B.

Stat

e th

e m

ain

prov

isio

ns o

f th

e T

reat

y of

Ver

saill

es.

am

V.H

.9.

Des

crib

e th

e go

vern

men

tal r

espo

nse

in th

e U

.S. t

o th

e ef

fect

sof

the

Gre

at D

epre

ssio

n.

V.H

.10.

Dis

cuss

the

cont

inui

ng e

ffec

ts o

f th

e N

ew D

eal o

n ou

rec

onom

y.)

V.H

.11.

Def

ine

maj

or te

rms

and

conc

epts

rel

ated

to th

e U

.S a

s a

wor

ldle

ader

in f

orei

gn a

ffai

rs in

the

late

nin

etee

nth

and

earl

ytw

entie

th c

entu

ry.

nim

mi

V.H

.12.

Ana

lyze

the

even

ts r

elat

ed to

the

Bay

of

Pigs

inva

sion

and

the

Cub

an m

issi

le c

risi

s.

V.H

.13.

Dis

cuss

the

cont

inui

ng s

trug

gle

for

equa

lity

sinc

e 19

70.

MIM

I

V.H

.14.

MIL

.

Dis

cuss

the

post

-Wat

erga

te tr

ends

and

pro

blem

s of

nat

iona

lpo

litic

al le

ader

ship

.

NE

NN

IIIIIP

NM

I

363

369

Spec

ial P

rogr

am A

dapt

atio

nsPr

ogra

m G

oal V

IW

alnu

t Hill

s H

igh

Scho

olA

naly

ze p

atte

rns

of s

ocia

l, ec

onom

ic, a

nd p

oliti

cal i

nter

actio

n.

Prog

ram

Obj

ectiv

eV

I.A

.K

now

the

basi

c so

cial

con

cept

s an

d pa

ttern

s.

Subj

ect O

bjec

tives

Stud

ents

will

:19

,

"zs

,

aoo

A

c§'

VI.

A.1

.Id

entif

ythe

out

stan

ding

soc

ial c

hara

cter

istic

s of

the

1920

's/

1930

's.

VI.

A.2

.D

iscu

ss th

e ba

sic

conc

epts

of

soci

olog

y.-

soci

al s

cien

ce-

soci

olog

y-r

esea

rch

met

hodo

logy

-em

piri

cal e

vide

nce

- so

ciol

ogis

ts s

uch

as C

omte

, Dur

khei

m, S

umne

r, M

arx,

Web

er, M

ead

- m

oder

n pe

rspe

ctiv

e in

clud

ing

exch

ange

theo

ry,

sym

bolic

inte

ract

ioni

sm, f

unct

iona

lism

, and

con

flic

tth

eory

cultu

re in

clud

ing

folk

way

s, n

orm

s, a

nd m

ores

- cu

ltura

l div

ersi

ties

and

sim

ilari

ties

- so

cial

and

cul

tura

l cha

nge

theo

ries

lang

uage

in c

ultu

re-

grou

p in

tera

ctio

n-

soci

al s

truc

ture

incl

udin

g ro

les,

sta

tus,

cla

ss a

ndco

nflic

ts, a

nd F

acia

l str

atif

icat

ion

Vl.A

.3.

Iden

tify

outs

tand

ing

soci

al c

hara

cten

stic

s of

the

1950

's, 1

970'

s,an

d 19

80's

and

com

pare

thes

e de

cade

s to

the

1920

's a

nd 1

930'

s

3"iu

371

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

e V

I.C

.

Prog

ram

Goa

l VI

Ana

lyze

pat

tern

s of

soc

ial,

econ

omic

, and

pol

itica

l int

erac

tion.

Kno

w th

e ba

sic

polit

ical

con

cept

s an

d pa

ttern

s.

Subj

ect O

bjec

tives

Stud

ents

will

:

VI.

C.1

.E

xpla

in th

e br

anch

es a

nd d

epar

tmen

ts o

f th

e fe

dera

l gov

ern-

men

t.

VI.

C.2

.D

escr

ibe

the

elec

tion

proc

ess

and

resp

onsi

bilit

ies

of th

ePr

esid

ency

.

VI.

C.3

.D

evel

op a

n an

alys

is o

f th

e el

ectio

n pr

oces

s an

d th

e re

spon

si-

bilit

ies

of C

ongr

ess.

amm

o

VI.

C.4

.D

iscu

ss th

e st

ruct

ure,

sel

ectio

n, a

nd th

e re

spon

sibi

litie

s of

the

Judi

ciar

y sy

stem

NM

I

VI.

C.5

.E

xpla

in th

e in

tera

ctio

n am

ong

the

bran

ches

of

the

fede

ral

leve

l of

gove

rnm

ent.

in=

VI.

C.6

.A

naly

ze th

e in

flue

nce

of p

ublic

opi

nion

, new

s m

edia

,pr

essu

re g

roup

s, a

nd p

oliti

cal p

artie

s on

gov

ernm

ent d

eci-

sion

s.M

N

3737

3

Spec

ial P

rogr

am A

dapt

atio

nsW

alnu

t Hill

s H

igh

Scho

ol

Prog

ram

Obj

ectiv

e V

I.C

.

Prog

ram

Goa

l VI

Ana

lyze

pat

tern

s of

soc

ial,

econ

omic

, and

pol

itica

l int

erac

tion.

Kno

w th

e ba

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379

WESTERN HILLS HIGH SCHOOL

Program Philosophy

Western Hills High School provides a broad range of educational offerings as aneighborhood school in Cincinnati. The school serves students from many backgrounds and withmany different needs. An important part of the Western Hills Program is the traditional collegepreparatory program offered at the school. This progam offering includes the social studiesprogram offerings in the system-wide course of study. In addition to the system scope andsequence, Western Hills offers Ancient & Medieval History at grade 9.

Program Difference

Ancient & Medieval History is the college preparatory program difference from thesystem course of study offered at Western Hills High School. This course is a one year programoffering one credit for students in grade 9 who wish the traditional preparation for an advancedplacement program.

In Ancient & Medieval History AA students study human history from the origins ofcivilization through the early classical civilizations and the Dark Ages of Europe to theRenaissance. After studying early civilizations such as Egypt and Mesopotamia, the classicalcivilizations of Greece, Rome, China, and early African cultures are studied. In the secondsemester the Dark Ages of Europe, Feudalism, Medieval Age, Age of Explorers, and importantnon-western cultural developments in Africa, Asia, and Latin America are studied beforeconcluding with the Reformation and the Renaissance.

Assessment

The school social studies teachers use a variety of preassessment, formative assessment,and summative assessment procedures consistent with the system graded course of study.Success in student achievement on advanced placement examinations is monitored for possibleprogram revision as needed.

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SPECIAL PROGRAM ADAPTATIONS

ENGLISH AS A SECOND LANGUAGE PROGRAM PHILOSOPHY

The Cincinnati Public School system recogni72s its moral and ethicalobligations, as well as its legal duty under the Civil Rights Act and the EqualEducational Opportunities Act, to serve the needs of children whose primarylanguage is other than English. It is committed to meeting the unique educationalneeds of Limited English Proficient (LEP) students.

To achieve this goal, the system has established an English as a SecondLanguage (ESL) Program which offers a unique learning opportunity for LEPstudents K-12. The following principles of language acquisition, instruction, andcultural education form the philosophy of the ESL Program.

I. Language Acquisition1. All children who have successfully learned a first language are capable of learning

another language.2. Learners may employ a variety of strategies in learning a language.3. Language is a communicative process. It is interactive.4. LEP students will most likely be motivated to speak English if they have

opportunities to communicate with their native English-speaking peers inappropriate mainstream classes, ESL classes, and in other school relatedactivities.

5. Language acquisition takes time. Due to the uniqueness of each languagelearner, the amount of time varies. However, students generally need anextended initial phase of hearing and listening to language before they areable to reproduce it. (Silent Period)

6. Young students generally acquire their second language by gaining skillproficiency in the following order: aural comprehension, speaking, reading,and writing.

7. As in all areas of learning, second language learners who experiencesuccess are likely to succeed.

8. When communicating with students, teachers should be more concernedwith message content than with message form. That is to say, whatstudents say is more important than how they say it. As in first languageacquisition, with enough exposure to correct speech models, students willeventually improve their ability to deliver messages in the proper form.Such communicatively proficient students are then ready to focus on therefinement of language forms.

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H. Instruction1. All Cincinnati Public School instructional and support personnel (ESL

teachers, classroom teachers, instructional assistants, Ccunselors, etc.)share the responsibility of leading LEP students toward English proficiency.

2. Instructional approaches include the development of listening, speaking,reading and writing. In the early stages, listening is emphasized.

3. Language learning is best facilitated by multisensorial activities.4. A variety of activities in each instructional period is necessary accomodate

various learning styles and to maintain students' attention.5. ESL instruction incorporates conversation, grammar, and vocabulary skills.6. Concept development in the content areas is also a vital componant of ESL

instruction. ESL content area instruction is designed to develop the Englishlanguage skills of ESL students and increase the cognitive skills needed for themto function effectively in the mainstream social studies classes.

7. When available, instruction is given in the students' native languages in order toassure the concept development necessary for academic success.The ESL programis committed to providing the academic background necessary to prepare LEPstudents for regular classroom instruction. Due to political and economic factorsin their native countries, some LEP students have had little or no formaleducation prior to enrollment in the Cincinnati Public Schools. Special attentionis given to these students.

III. Cross-Cultural Education1. The ESL program recognizes the individuality of its students. Students are

encouraged to retain pride in and knowledge of their heritage, culture andlanguage.

2. The ESL program recognizes its responsibility to include parents and extendedfamilies in the process of education, acculturation, and maintenance of pride instudents' heritage.

3. Successful experience in a second language includes the ability to understand andto function in a new culture.

4. The ESL program aids the process of acculturation by helping studentsunderstand American culture - people, life styles, geography, economics, history,instqutions, and contributions of immigrants.

5. Cross-cultural education is promoted by involving students in real or simulatedactivities which will be integrated into the ESL program.

Students whose limited English proficieny prevents them from achieving in themainstream social studies class receive instruction in the content area in the ESLclassroom. The ESL social studies program shares the objectives in the Scope andSequence that are appropriate for that grade level and adapts them to assist LEP students tomake academic progress while acquiring English proficiency.

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ENGLISH AS A SECOND LANGUAGE PROGRAM

INTRODUCTION

The Cincinnati Public Schools English as a Second Language (ESL) Programprovides special instructional services to students whose home language is otherthan English. These services are provided in ESL centers located at various sites inthe district. Elementary sites serve students in grades K-5, the middle school siteserves students in grades 6-8, and the high school site serves students in grades 9-12.

Students are housed in schools that are racially balanced. Three of theseschools are in the Bilingual Alternative Schools Program which offers Englishdominant students the opportunity to study a second language.

Time spent in the ESL class varies from one-half day at the elementary levelto one to five periods in the middle and high school levels. ESL students at the highschool level may opt for either the academic or vocational track.

PLACEMENT

Student Identification and Placement in ESLStudents may be identified for potential eligibility by parent or sponsor

request. Identification may also be made through completion of the HomeLanguage Survey, a form required to be completed for all students enrolled in theCincinnati Public Schools.

Students identified as potentially eligible may enroll directly in an ESL centerif there is a clear and obvious lack of English language proficiency - as is often thecase with recent immigrants or refugees. Cher students are assessed with regard toEnglish language proficiency and academic skill. This assessment is used todetermine eligibility for enrollment.

Exit from ESLStudents exit ESL centers when their English language proficiency is

commensurate with the skills required to function in a regular academic setting.Such determination is made upon the basis of standardized English languageproficiency test scores, standardized measures of academic achievement and teacherjudgment. Students may also exit upon parental request.

All procedures used by the Cincinnati Public Schools conform to federalguidelines which pertain to the rights of language minority students.

Grade Placement of StudentsThe grade placement assignment of LEP students is made by the ESL

Coordinator with the involvement of the building principal or his/her designeeand the student's parent/guardian. Every effort is made to have an interpreterpresent during interviews, if needed.

Students entering the school district at age 5 are placed in kindergarten. Sixyear olds who have not been in a recognized kindergarten program are placed in

2-207

kindergarten in accordance with Ohio Revised Code.Students who have school records are placed in the appropriate grade level

based upon those records. Students who have no school records are placed in agrade level based upon their age.

High school credit is given to students who have records of comparable.:ourses in their home countries.

RETENTION

Decisions regarding the promotion or retention of LEP students in grades 1-8are made by a team consisting of the ESL teacher and the mainstream teacher(s) inconsultation with the ESL Coordinator. Approval of recommendations forretention must be made by the principal.

Criteria for retention) take into account: student's age, educational history,and English proficiency. Included in the team's assessment of the student is anevaluation of the student's progress to date, and levels of cognitive and socialdevelopment. The latter factors are reviewed with regard to the ctemands which areplaced on the student should assignment to the next grade be made or not be made.

The following sections of the district's policies on retention shall also apply toLEP students:

No pupil should spend more than eight years in the elementary grades 1-6.More than two years in a given grade should never be required.Repetition of two successive grades should be avoided.A pupil may be assigned to the next grade level if he/she is two or more yearsolder than other children at the grade level and has been retained previously.

CLASS SIZE AND CERTIFICATION

Maximum ESL class size is 25 according to Ohio Revised Code Section3301.079. ESL Teachers must hold State of Ohio teaching certificates validated toteach Bilingual Multicultural students according to Ohio Revised Code Section3319.22(o).

ORGANIZATION/SCHEDULING

ElementaryStudents aged 5-11 attend ESL centers housed in elementary schools.

Elementary sites are racially integrated and balanced. Language minority studentsare placed in age appropriate grade levels and homerooms where students aremainstreamed for one half day. Such placement allows students to interact withnative English speaking peers, facilitating both English language acquisition andorientation to American social and cultural behavior patterns. The half day spentmainstreamed is usually the time when skills other than English, reading andlanguage arts are taught.

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ESL class occupies one half day. Maximum class size is 25, with emphasis onsmall group and individualized instruction. English oral language development isstressed for all students. English reading and writing instruction varies with boththe age of the students, e.g. Kindergarten vs. Grade 5, and with each student's levelof English proficiency. Content area instruction and reinforcement are included inthe ESL Program, and are facilitated by close cooperation between subject area andthe ESL teachers.

Students who have acquired greater proficiency in English may betransitioned to the regular academic program by spending less than one half day inESL. Criteria for transitioning out and exiting from the ESL Program are describedabove.

Middle SchoolAll LEP students aged 11-13 attend ESL at the middle school site. Language

minority students are scheduled for a minimum of two subjects daily with Englishdominant students. These subjects are art, music or physical education andmathematics. The mainstream program is intended to facilitate the languageminority student's acquisition of English as well as to facilitate adjustment toAmerican social and cultural life. As the English level improves, students arescheduled for content classes in the mainstream.

Up to five periods daily are spent in ESL. The ESL Program includes Englishoral language development, reading and writing, and subject area reinforcement.Instructional groupings reflect students' English language proficiency and previousacademic training. Maximum ESL class size at the middle school level is 25, withemphasis on small group and individualized instruction.

Students who have acquired greater proficiency in English may betransitioned to the regular academic program for content area classes. Criteria fortransitioning out and exiting from the ESL Program are described above.

High SchoolLanguage minority students are placed within one of five levels of English

proficiency based upon testing and teacher observation. When students havesufficient English proficiency, they may opt to pursue vocational or academic tractsoffered in the regular program at the high school.

Level 1 students are in ESL classes for five instructional periods per day. Theyreceive instruction in basic survival skills, speech, reading and writing. Theyreceive language simplified instruction in science and social studies. They leave theESL teacher for instruction in mathematics and physical education.

Level 2 students are in ESL classes four or five instructional periods per day,depending upon their ability to function in regular classes. Level 2 (also known asOWAJESL) is funded through vocational funds and instruction is given in entrylevel job skills as required by vocational guidelines. The students are placed on in-school jobs for one instructional period per day during the second semester asrequired by OWA guidelines. They also receive instruction in English, aurvival

2-209 3 85

skills and social studies in the OWA/ESL classroom. Level 2 students attend regularclasses in mathematics, physical education and science. If the students' Englishwould preclude success in regular science classes, they are taught science by an ESLf4acher.

Level 3 students are in ESL classes three instructional periods per day. Theyreceive instruction in English, history and survival skills. Four other instructionalperiods per day are spent in the regular high school program and may be eithervocational or academic.

Level 4 ESL students may spend one or two instructional periods per day inthe ESL classroom. Instruction focuses on higher level reading and writing skills.Five or six additional periods per day are spent within the regular vocational oracademic tracts at the high school.

Level 5 ESL students spend one instructional period per day in the ESLclassroom. The focus is on writing and advanced thinking skills. The remainder ofthe day is spent in regular vocational or academic classes.

MARKING PROCEDURES

Students in the ESL Program whose English language skills are so limitedthat they impede academic progress should be assigned grades only in those areaswhere a realistic evaluation of student progress can be made, e.g. art, physicaleducation, social skills, work habits, etc. Grades should not be assigned in areas inwhich it is difficult to make a fair assessment of academic achievement. Rather, abrief note of explanation of progress should be provided. An evaluation of thepupil's progress in English must be included.

ESL students are graduated from high school when they have accumulatedthe number of Carniegie Units required by the State of Ohio. Students entering atthe senior high level with little prior education and little or no English languageskills may need more than four years to complete the requirements for high schoolgraduation. Students coming in with records of high school classes taken in othercountries will have their records evaluated by the school counselor.

ORIENTATION PHASE

The Cincinnati Public Schools' ESL Program recognizes the unique needs ofstudents who are new to this country. The LEP student is adjusting, not only to anew academic environment, but also to a new community and country.

To facilitate this process of acculturation, the ESL teacher provides instructionin orientation to the school, community and cult al milieu in which the student isnow living. The length and emphasis of the orientation phase depends upon theneeds of each student. Throughout the orientation phase, the ESL teacher helpsstudents retain pride in their native cultures and languages.

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A. Personal informationStudents will ask and respond to:1. Name, address and telephone number2. Gender, nationality and family3. Physical characteristics4. Age and date of birth

B. School informationStudents will ask and respond to:1. School name, grade, teacher's name and homeroom number2. Bus number and location of bus stop3. Classroom items4. School surroundings

C. Commands and directionsStudents will respond to:1. Stand up.2. Sit down.3. Write...4. Take out your...5. Line up.6. Go to your locker.7. Put your ... away.

D. Polite idiomatic expressionsStudents will be able to correctly use:1. Good morning.2. Good afternoon.3. Hello.4. Good bye.5. Thank you.6. You're welcome.7. I'm sorry.8. Please may I...

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387

Section 3

3q3

INTERVENTION

The 'ocial Studies Intervention Plan defines intervention as instruction beyond thenormal classroom lesson which provides rernediation or enrichment to meet the needs ofstudents as identified by the school.

Levels of Intervention

Level 1: In-Class Assistance by the Teacher- individualized and group needs receive additional experiences planned by

the classroom teacher when informal assessment indicates the need- participatory citizenship activities

Level 2: Extra Assistance by Teacher, Instructor Assistant, Social StudiesCoach, Seminar Leader, Librarian, DPPF or Special EducationResource Teacher- individual and group special assistance as a result of needs identified on a

formal interdisciplinary instrument (e.g. CAT)- individual and group special assistance as a result of needs identified on

Instructional Assessment Tests of the social studies program

Level 3: Local School Initiatives- mentoring, peer tutoring, adult tutoring, learning agreements

parent activities to support proficiency test review- job shadowing experiences- database, telecommunications, and interactive videodisk projects- interscholastic debates, trials, contests, and other competitions

Level 4: Curriculum and Lesson Supplements for Students with ProficiencyTest Problems or Special Enrichment Needs- review lessons or units on state proficiencies- grade 10 Civics course for students needing systematic help on the

Ohio citizenship testextracurricular enrichment experiences for gifted students

- semester trailer courses for makeup of required core courses

Level 5: Summer, Weekend, and Evening Opportunities- enrichment programs for gifted students

community resource enrichment experiences- makeup classes for students receiving a failing grade- classes for seniors needing one credit to graduate

3-3 3R9

ASSESSMENT

Assessment in the K-12 Social Studies Program provides information to teachers,administrators, and parents on student performance in achieving the program goals ofinterpreting significant historical developments, analyzing patterns of social, economic, andpolitical interaction, evaluating types of conflict and methods of conficit resolution, comparingvalues, beliefs, political ideas, and institutions within history and present, understanding andevaluating how humans interact with the environment and how civilizations have Interactedwith each other.

The measures of assessment are developed by Cincinnati teachers, administered on aregular basis throughout the school year and used to provide reports that provide informationfor reteaching, intervention, or program modification. This section provides descriptions of thedifferent measures used in assessment, how they were developed, their frequency and howassessment results are to be used.

The purpose of assessment in the K-12 :odal studies program is to evaluate studentachievement of the instructional objectives in the scope and sequence document for ongoingprogram improvement and to provide written reports for the az:ademic community and parents.Assessment consists of preassessment, formative assessment, and summative assessmentactivities of an informal and formal nature. Informal assessment includes all of the objectivesevaluated at each grade level. Classroom teachers perform informal assessment as part of theirdaily instructional program. Informal preassessment occurs as teachers diagnose studentsneeds before the course or before a new unit. Homework, quizzes, tests, projects, maps,writing assignments and other activities are used as part of the informal summative assessmentactivities. At the end of a unit or course, evaluation surveys of student and teacher opinion areinformally used to evaluate and improve upon the experience the next time. Informal assessmentis a means of providing immediate feedback to the teachers on the success or weaknesses ofstrategies used to help students learn.

Formal assessment takes place on a regular district-wide basis to measure and evaluatestudent proficiency on objectives in the scope and sequence of the course of study. Formalassessment provides information for several purposes:

- To assist teachers in the decision making process regarding the need for reteaching,intervention, or enrichment for their students

- To assist administrative staff and teachers in determining the need for programmodification

- To provide parents with a summary of their child's achievement in social studies

The parts of assessment include a variety of measures of student progress and aredeveloped from the objectives in the scope and sequence document in the course of study. Thegrade levels at which these objectives are formally assessed are marked with a star in thesubject objectives component of the graded course of study.

Du,: to the differing goals in the social studies program, it follows that assessment foreach goal will differ. In addition, grade level differences mandate different types of assessment.The K-12 social studies program also includes a participating citizenship component whichrequires a unique type of assessment. These different components are described on the

3-5

350

following pages.

There is also the affective element which must be considered. Objectives such asattitudes and values need to be evaluated primarily through informal measures such as portfolioanalysis, self-assessment and checklists.

Instructional_ Assessment Tes IsInstructional assessment tests in social studies are used to measure the level of

historical knowedge and concepts, geographic knowledge and concepts, multicultural knowledgeand skills, economics knowledge, and citizenship knowledge, writing skills, critical thinkingskills and evaluate student's progress in attaining those related skills. At the elementary levelthe Reading/Communication Arts Instructional Assessment Test will provide the vehicle and theformat for assessing the content, the skills, and the outcomes of the social studies program.Structured assessment procedures and instruments are developed by Cincinnati teachers Injoint committees formed for that specific purpose. A common semester instructionalassessment test based upon subject objectives for core courses and levels is planned for use bythe teacher as part of the semester assessment program at the high school level in keeping withthe district's marking practices policy. These common exams will be developed by teacherswhen funds permit, piloted, critiqued, and implemented when recommended by the appropriatecommittee in keeping with the current school system policy on marking practices.

The final assessment test at the end of the school year is designed to measure thestudent's readiness to perform the social studies tasks at the next grade level. These data areparticularly useful for social studies teachers in grades 9 through 12 who will need to helpstudents who may be taking Ohio citizenship proficiency tests. With the assistance ofinstructional supervisors, the Office of Instructional Assessment provides analysis of the testitems and supplies statistics for use in program revision. External evaluators critique theformat and content of assessment measures.

Instructional assessment tests generally are multiple choice type tests. However,checklists, project and portfolio analysis, written essays and problem-solving analyses mayalso be included, as appropriate, for part of the social studies examination score at thesecondary level. Tests are graded as part of the exam process by Cincinnati teachers and theproblem-solving /essay portion when used is graded using holistic techniques.

ChecklistsThere are a number of social studies objectives which can only be evaluated with direct

observation. Some examples of these are in the area of participatory citizenship, environmentalaction, education and career planning, group process activities, oral skills and value-orientedactivities. Checklists are used by all teachers at all grade levels to record progress of studentsthroughout the school year.

Ideally, the teacher's record for each student should be computerized and become a partof the student's records. However, this is not always possible for various reasons. A studentassessment package consisting of all checklists will accompany the student throughout the yearsof their education and be available for teachers and parents for diagnostic purposes.

The checklists for social studies evaluation and guidelines for their use are developed by

3-6

Cincinnati teachers in joint committees and included in the curriculum guides whichsupplement the graded course of study. In addition, evaluators from outside the district critiquethe format and content of the checklists and their guidelines for usage.

Bortfplio/Project/Self-Report Assessment

Problem analysis, problem resolution, the development of values for coping in societyand critical thinking skills are an integral part of social studies learning. Assessing skills inthese areas is difficult but critical if the program is to succeed. This is particulary true in thearea of community service. Examples of how these types of assessment are used by teachersinclude:

1. Portfolio assessment--involves the collection and review of student problem-solvingsamples. This process is ongoing developmental evaluation during the school yearin elementary and secondary grades. Portfolio assessment development willinclude guidelines for teachers on scoring of common problems, analyses,or essays, along with rubrics and suggestions for using the results to improvestudent skills. In order to complete the evaluation, a folder with four samplesof the student's work must be available for review. The items in the studentfolder may have been placed there over an extended period of time. The teacherand student review the folder periodically to assess student progress inproblem solving, analysis or writing. Among the objectives in the gradedcourse of study which may be used in this process are the outcomes which expectstudent competence in analyzing world currert issues log, completing a threestep?, writing project, completing two annual book reports, self-reports,original source analysis, data base review, issue analysis, and position papers

2. Project assessment involves student completion of a long-term social studies project.Project assessment occurs informally at all levels. Among the objectives whichlend themselves to this type of assessment are those which develop a product suchas the middle school invention project, book reports at all grade levels, personalmap and model construction, completion of a world issue log with five issuesanalyzed over time, development of a technology project or others. Guidelinesto aid teachers assessing projects are provided in each curriculum guide.

3. Self report assessment is utilized in the social studies program for measuring studentstudent progress in developing self-understanding, understandings aboutworking with others, multicultural understandings, and other personal,intellectual, and social values promoted by the state of Ohio. These assessmentinstruments are constructed by the classroom teacher, although guidelines arerecommended in the curriculum guide.

3-7 392

SECTION 4

393

Cincinnati Public Schools

PROMOTION STANDARDS

PrimaryIntermediateMiddle School

394 August 1992

4_3

Key:

PRIMARY THIRD GRADE

O Ohio Ninth Grade Proficiency Test Objective

* Ohio Competency-Based Mathematics Pupil Performance Objective

* Interdisciplinary connections: introduced in content discipline andreinforced in complementary disciplines

Assessment Modes:

IAT - CPS Instructional Assessment Test

TC - Teacher Certifiable

PR - Product

WPA Writing Portfolio Assessment

3q L)

4 -5

SOCIAL STUDIES

SUBJECT OBJECTIVESStudents will:

P - Page 7

R M Sc SS AssessmentMode

The following objectives are assessed through the Instructional Assessment Test inSocial Studies.

SsI.A.9.a. identify fact and opinion in social studies text * * IATmaterial

The following objectives are assessed through the use of teacher-certifiable protocols and/orchecklists.

SsII.A.1. 0 use maps and globes to demonstrate locationalskills including:

* TC

a. cardinal directionsb. prime meridiand. reading a legendg. equator

SsII.F.1. locate major bodies of water, continents, andsignificant places in the U.S. and important regionsand countries of the world

a. oceans

* TC

1. Atlantic2. Pacific3. Indian4. Arctic5. Antarctic

b. continents1. North America2. Africa3. Asia4. South America5. Europe6. Antarctica

c. significant places in the U.S.0 1. Ohio

2. Ohio River3. Mississippi River

0 4. Washington D.C.o 5. Columbus, Ohio

d. important countries of the world1. Canada

0 2. U. S.3. Mexico

SsIII.C.2. 0 list the characteristics of a good community and agood citizen

* TC

Social Studies continued

SUBJECT OBJECTIVESStudents will:

SsIII.E.1. O identify various holidays and symbols ofCincinnati, Ohio, and the U.S.

U.S. flag, M.L.King, President's Day,Thanksgiving, Pledge of Allegiance,Independence Day, national anthem

SsIV.A.11. explain the need for rules in sports and otherexamples in daily life

P - Page 8

R M Sc S S AssessmentMode

TC

TC

The following objectives are assessed through the use of teacher evaluation of the student'sproduct (e.g. written, performance, project, etc.).

SsII.B.1. list geographical features of selected landscapes PRwhen shown on line drawings

a. land and waterb. islandc. hill, valleyd. river

SsIII.G.1 . 0 show how individuals and societies make choicesto satisfy wants with limited resources

397

4-8

PR

Key:

[INTERMEDIATE GRADES 4-5-6

0 Ohio Ninth Grade Proficiency Test Objective

* Ohio Competency-Based Mathematics Pupil Performance Objective

* Interdisciplinary connections: introduced in content discipline andreinforced in complementary disciplines

Assessment Modes:

IAT - CPS Instructional Assessment Test

TC - Teacher Certifiable

PR - Product

WPA - Writing Portfolio Assessment

SOCIAL STUDIES

*SUBJECT OBJECTIVESStudents will:

I - Page 9

R M Sc S S AssessmentMode

The following objectives are assessed through the Instructional Assessment Test inSocial Studies.

to

SsI.A.9.

SsI.A.19

identify (using social studies materials):a. fact and opinionb. historical evidence and assertionc. assumptions and facts

explain the impact of critical historical eventsa. colonization of America by Europeansb. American Revolutionary Warc. establishment of Northwest Territories

IAT

IAT

SsI.C.1. identify major historical events within a reasonable * IATproximity of the time of their occurrence:

a. founding of Cincinnati - late 1700sb. colonization of U.S. by Europeansc. U.S. independenced. Civil War

SsII.B.1. list geographical features of selected landscapes * * IATa. river mouth/sourceb. deltac. plateaud. peninsulae. plainf. coastg. lakeh. bayi. mountainj. gulf

Ssll.B.6. list physical features which influence the location of * * IATcommunities in the U.S. and around the world

a. Great Lakesb. Gulf of Mexicoc. riversd. mountainse. oceansf. deserts

SsIII.D.1. 0 identify the main functions of each branch of * IATgovernment at the national, state, and local levels

SsIII.D.2. 0 distinguish the characteristics of various types of * IATgovernment

a. representative democracyb. monarchyc. dictatorship

4-11 3 93

I - Page 10

Social Studies continued

SUBJECT OBJECTIVES R M Sc SS AssessmentMode

Students will:

SsIII.D.3. 0 describe the role of public officials in governmenta. distinguish between elected and appointed

officialsb. describe the way officials can be elected,

appointed, and removed from office

SsIII.G.3. 0 analyze how individuals and businesses useresources to produce goods and services thatgenerate income

SsIV.B.1. 0 know how the law protects individuals in theUnited States

SsV.B.1. 0 identify the major significance of the followinghistoric documents:

a. Northwest Ordinanceb. Declaration of Independencec. Constitutiond. Bill of Rights and Amendments

SsVI.B.1. 0 interpret and explain the basic economic conceptsand patterns:

all levels of U.S. government assess taxesin order to provide services

SsVI.C.1. interpret and explain the basic political concepts andpatterns:

American government through the conceptof federalism addresses concerns of citizensat the local, state, and national levels

The following(e.g. written,

SsI.L.10

SsII.A.1.

* *

IAT

IAT

IAT

1AT

IAT

IAT

objectives are assessed through teacher evaluation of the student's productperformance, project, etc.).

map the significant geographical locations/events ofmajor world civilizations

a. African (Egypt, Ghana, Mali, Songhai)b. Europeanc. Chinesed. Mayan

0 use maps and globe to demonstrate locational skills * * * *including:

a. cardinal directionsb. prime meridianc. latitude and longituded. grid pattern on contour mape. judging distancef. reading a legendg. equator

4 12 4

PR

PR

Social Studies continued

0 SUBJECT OBJECTIVESStudents will:

I - Page 11

R M Sc SS AssessmentMode

SsII.A.4

SsII.B.7.

0 compare the location of Ohio and its relationship toselected areas on the earth's surfacelist and explain the influence of geographic factorson history and current events including:

a. transportation routesb. frontiers and boundariesc. locations of towns cities, agricultural

economic activities

* * PR

* PR

SsII.F.1. locate major bodies of water, continents, and * * * PRsignificant places in the U.S. and important regionsand countries of the world

c. significant places in the U.S.0 1. Ohio

2. Ohio River3. Mississippi River

0 4. Columbus, Ohio0 5. Washington, D.C.

6. Gulf of Mexico7. Rocky Mountains8. Great Lakes

d. important countries of the world1. Canada

o 2. U. S.3. Mexico4. Japan5. South Africa6. Germany

e. important regions of the world1. Pacific Rim2. Middle East3. European Community4. North America5. Sub-Sahara Africa

SsIII.G.2. 0 demonstrate how individuals and households * PRexchange their resources for the income they use tobuy goods and services

SsIII.G.10 0 show how nations become interdependent through * PRtrade

The following objectives are assessed through the use of teacher-certifiable protocols and/orchecklists.

0 SsIII.D.4. 0 know that voting is both a privilege and aresponsibility of U.S. citizenship

SsIII.G.1. 0 discuss how individuals and societies make choicesto satisfy wants and limited resources

4-13 401

* TC

* * TC

Key:

Middle School Grades 7 & 8

0 Ohio Ninth Grade Proficiency Test Objective

* Ohio Competency -Based Mathematics Pupil Performance

Interdisciplinary connections: introduced in content objective disciplineand reinforced in complementary disciplines

Assessment Modes:

IAT - CPS Instructional Assessment Test

PR Product

TC Teacher Certifiable

WPA - Writing Portfolio Assessment

4f/24-15

SOCIAL STUL:ES

SUBJECT OBJECTIVESStudents will:

M.S.- Page 10

R M Sc SS AssessmentMode

The following objectives are assessed through the Instructional Assessment Test inSocial Studies.

SsIII.D.1. 0 identify the main functions of each branch of IATgovernment (executive, legislative, judicial) at thenational, state, and local levels

SsIII.D.2. 0 distinguish the characteristics, both positive and * IATnegative, of various types of government:representative democracy, monarchy, dictatorship

SsIII.D.3. 0 understand the role of public officials in * IATgovernment:

SsIII.D.3.a. ...distinguish between elected andappointed officials

SsIII.D.3.b 0 ...describe the ways officials can be elected * IATor appointed

SsIII.D.3.c. 0 ...evaluate the actions of public officials on * IATthe basis of a given set of criteria

SsIl I.D.4. 0 know that voting is both a privilege and a * IATresponsibility of U.S. citizenship:

0 SsIII.D.4.a. recognize that property ownership, race,gender, literacy, and certain tax paymentsno longer affect eligibility to vote

SsIII.D.4.b. 0 ...identify the qualifications for voting * IAT

SsIII.D.6. 0 identify opportunities for involvement in civic * IATactivities

SsIII.D.7. 0 understand that the major role of political parties in * IATa democracy is to provide a choice in governmentalleadership (i.e., candidates and platforms)

SsIII.E.1. 0 identify various symbols of the United States: * IATflag, national anthem, Pledge of Allegiance,Independence Day

SsIV.B.1.a. 0 give examples of rights and freedoms guaranteed * IATin the Bill of Rights

SsIV.B.1.b. 0 apply the concept of justice, including due process * IATand equity before the law

SsIV.B.1.c. 0 demonstrate the importance of a learning or work * IATenvironment free of discrimination againstindividual differences

SsIV.B.1 .d. 0 identify legal means of dissent and protest against IATviolation of rights

Social Studies continued

SUBJECT OBJECTIVESStudents will:

M.S.- Page 11

M Sc S S AssessmentMode

SsIV.B.2.

SsIV.F.1.

SsV.B.1. 0

SsV.B.1.a.S sV.B.1.b. 0S s V . B . 1 .k. . 0S s V . B . 1 /..1. 0

SsV.B.3. 0

SsVI.B.1. 0

SsVI.B.2. 0

SsVI.C.1. 0

SsVI.C.2. 0

understand separation of powers, and checks andbalances

explain how sectional conflicts led to a dividedunion and although resolved, caused major politicaldifference in the U.S. throughout the 20th Century

identify the major significance of the following * IAT

historic documents:-Northwest Ordinance IAT-Declaration of Independence * IAT-Constitution * IAT

-Bill of Rights * IAT

know that many different peoples with diverse * * IAT

backgrounds (cultural, racial, ethnic, linguistic)make up our nation todayknow that all levels of U.S. government assess * IAT

taxes in order to provide services

identify major economic systems: capitalism, * IAT

socialism, and communism

IAT

IAT

demonstrate an understanding of the concept of IATfederalism by identifying the level of government(local, state, national) responsible for addressingthe concerns of citizens

describe the process for making, amending, or IATremoving laws (including sequence of state andnational levels)

The following objectives are assessed through teacher evaluation of the student's product(e.g., written, performance, project, etc.).

SsII.A.1. 0 demonstrate map-reading skills, including finding * * * PRdirections, judging distances, and reading thelegend

SsII.A.5. 0 locate the United States, the nation's capital, the * * PRstate of Ohio, and Ohio's capital on appropriatemaps of the nation, hemisphere, or world

4

4-18

Social Studies continued0 SUBJECT OBJECTIVESStudents will:

410

M.S.- Page 12

R M Sc S S AssessmentMode

SsIlI.D.5.

SsIII.D.5.a.

SsIII.D.5.b.

SsIII.D.5.c.

SsIII.D.5.d.

SsIII.D.5.e.

SsIII.G.1.

SsIII.G.10.

SsIV.B.1

SsV.H.1.

SsV.H.3.

O demonstrate the ability to use information that *enables citizens to make informed choices:

...use more than one source to obtaininformation

O ...identify points of agreement and *disagreement among sources

O ...evaluate the reliability of available *information

O ...draw conclusions by reading and inter- *preting data presented in charts and graphs

O ...identify and weigh alternative viewpoints *

O show how individuals and societies make choicesto satisfy wants with limited resources

O show how nations become interdependent throughtrade

know how the law protects individuals in the U.S.

define major chronological time periods in U.S.history in relation to various ethnic groups thatmake up the American heritage

a. founding the U.S.: significances ofdemocracy and the constitutionc. Civil War, slavery and reconstructionj. immigration and the developing multiculturalsociety

describe the major events of Cincinnati and Ohiohistory and personalities who played roles fromvarious ethnic groups

a. settlement to birth of city and stateb. changing forms of transportationd. Underground Railroad and Civil War

* * PR

PR

PR

PR

PR

PR

PR

PR

PR

PR

The following objectives are assessed through the use of teacher-certifiable protocols and/orchecklists.

SsIV.B.2

SsIV.F.1.

apply separation of powers and checks and balance

explain how sectional conflicts led to a dividedunion and although resolved, caused major politicaldifference in the U.S. throughout the 20th Century

4n5

4-19

*

*

TC

TC