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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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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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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
xi
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.
1-10
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.
20
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.
21
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.
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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.
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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.
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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
/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
-tie
s an
d di
ffer
ence
s th
at e
xist
amon
g so
ciet
ies
of d
iffe
rent
times
and
pla
ces.
*
GO
61
12-A
fric
an A
zrer
icu
12-A
ppal
achi
an H
irt.
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.
E.
Ana
lyze
the
tran
sfor
mat
ions
of
Afr
ican
Am
eric
ans
and
othe
r et
hnic
gro
ups
to A
mer
ican
citi
zens
hip
in U
nite
d St
ates
his
tory
.
Subj
ect O
bjec
tives
Stud
ents
will
:K
12
34
56
78
91
1
e\
I.E
.1.
Dis
cuss
the
achi
evem
ents
and
infl
uenc
es o
f ea
rly
Afr
ican
civi
lizat
ions
to C
inci
nnat
i, O
hio,
Am
eric
an, a
nd w
orld
cul
ture
,in
clud
ing
a re
cogn
ition
that
-ilM
ism
iloM
MIN
EN
s*
**
MN *
a.ea
rly
cultu
res
in A
fric
a in
clud
ing
Egy
pt w
ere
amon
g th
ew
orld
's o
ldes
t
b.th
e dr
ough
t in
nort
hern
Afr
ica
whi
ch le
d to
the
crea
tion
ofth
e Sa
hara
Des
ert h
ad a
dis
rupt
ive
effe
ct o
n th
e ea
rly
deve
lopm
ent o
f lif
e an
d cu
lture
in n
orth
ern
Afr
ica
c.ab
out f
ive
cent
urie
s be
fore
the
birt
h of
Chr
ist,
Afr
ican
s w
ere
build
ing
citie
s an
d de
velo
ping
art
ski
lls in
met
als,
woo
d,le
athe
r, a
nd g
lass
d.G
hana
, Mal
i, an
d So
ngha
y w
ere
impo
rtan
t Wes
t Afr
ica
civi
lizat
ions
e.A
fric
an A
mer
ican
s ha
ve a
ric
h A
fric
an h
erita
ge th
at h
assu
rviv
ed s
lave
ry a
nd o
ppre
ssio
n to
ach
ieve
equ
ality
of
righ
ts
Is=
Ulm
mil
MIM
I
MI
I11
WM
Mim
i ii =M
I
6 2
12,A
f. A
m. H
irt
6
Prog
ram
Goa
l I.
Dem
onst
rate
an
unde
rsta
ndin
g of
the
glev
elop
men
t of
and
inte
ract
ion
amon
g m
ajor
civ
iliza
tions
,
Prog
ram
Obj
ectiv
e I.
E. A
naly
ze th
e tr
ansf
orm
atio
nsof
Afr
ican
Am
eric
ans
and
othe
r et
hnic
gro
ups
to A
mer
ican
citi
zens
hip
in U
nite
dSt
ates
his
tory
..
Subj
ect O
bjec
tives
Stud
ents
will
:K
123
4 56
7 8
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
, rel
igio
n, m
ilita
ry o
pera
tions
, eco
nom
y, a
ndgo
vern
men
t in
Am
eric
a fr
om th
e tim
e of
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
Tru
th,
Har
riet
Bee
cher
Sto
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
1/
tio
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
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
:
j.m
any
Cin
cinn
ati A
fric
an A
mer
ians
wor
ked
hard
to g
ain
civi
l rig
hts,
incl
udin
g Ja
mes
Bra
dley
, Edw
ard
Jack
son,
Jr.
,M
elba
Gos
s, E
thel
Fle
tche
r, T
heod
ore
Ber
ry, M
aria
nSp
ence
r, W
illia
m M
allo
ry a
nd m
any
mor
e
k.A
fric
an A
mer
ican
chu
rche
s le
d in
Cin
cinn
ati b
y su
chle
ader
s as
Will
iam
Alle
n, G
eorg
e W
ashi
ngto
n W
illia
ms,
Fred
Shu
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
egat
ions
1.A
fric
an A
mer
ican
s fr
om C
inci
nnat
i and
Ohi
o lik
e K
enne
thB
lack
wel
l and
Lou
is S
toke
s an
d ot
hers
hav
e se
rved
inle
ader
ship
rol
es w
ith th
e fe
dera
l gov
ernm
ent.
t )F
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.
IMIIM
1111
1111
Mi..
....1
1111
r
Prog
ram
Obj
ectiv
e I.
E.
Ana
lyze
the
tran
sfor
mat
ions
of
Afr
ican
Am
eric
ans
and
othe
r et
hnic
grou
ps to
Am
eric
an c
itize
nshi
p in
Uni
ted
Stat
es h
isto
ry.
Subj
ect O
bjec
tives
Stud
ents
will
:
.ccl
, 40
co,c
c\
40c?
. clt>
K/1 K/1
/2/3
/4/5
/6/7
/8//1
/1t 1
I.E
.2In
terp
ret t
he f
our
maj
or tr
ansi
tions
of
Afr
ican
Am
eric
ans
in U
.S.
hist
ory,
incl
udii.
g
a.A
fric
a to
Am
eric
a
b.Sl
aver
y to
Fre
edom
c.C
ount
rysi
de to
City
d.Se
greg
atio
n to
Civ
il R
ight
s
I.E
.3D
iscu
ss th
e pr
oces
ses
whi
ch f
acili
tate
d th
e fo
ur m
ajor
tran
sfor
-m
atio
ns o
r ad
apta
tions
of
Afr
ican
Am
eric
ans
in U
.S. h
isto
ry,
incl
udin
g
a.en
slav
emen
t
b.em
anci
patio
n
c.ur
bani
zatio
n
d.en
fran
chis
emen
t
F9
.s
12-A
f. A
m. H
irt.
12 E
dmic
Issu
m
12-A
L A
m. H
ilt.
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
Am
ong
maj
or c
ivili
zatio
ns.
Prog
ram
Obj
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
:K
12
34
56
78
91
1.
CP
.
e "
c);,,
,c,
0.6
..,.,P
0.6
, ,
I.E
.4..
Iden
tify
the
four
impo
rtan
t tur
ning
poi
nts
and
wat
ersh
ed y
ears
inw
hich
Afr
ican
Am
eric
an tr
ansf
orm
atio
ns o
r ad
apta
tions
took
plac
e, in
clud
ing
a.A
mer
ican
Rev
olut
ion/
1830
's/tr
ansf
orm
atio
n to
Afr
o-A
men
-ca
ns
b.C
ivil
War
/189
0's/
tran
sfor
mat
ion
to a
gric
ultu
ral w
orke
rs
c.W
orld
War
I/1
940'
s/tr
ansf
orm
atio
n to
indu
stri
al la
bore
rs
d.B
row
n vs
. Boa
rd o
f E
duca
tion
of T
opek
a/19
60's
/tran
sfor
ma-
Lio
n to
fir
st-c
lass
citi
zens
.
min
imim
m...
....m
*
* * * *
*
I. E
. 5.
As
part
of
the
stud
y of
Afr
ican
and
Afr
ican
Am
eric
anN
EH
isto
ry, e
xpla
ina.
geog
raph
ic f
acto
rs a
ffec
ting
the
deve
lopm
ent o
f*
Afr
ican
cul
ture
b.A
fric
a as
the
site
of
the
orig
ins
of h
uman
cul
ture
sc.
earl
y cu
lture
s in
clud
ing
the
Kus
h, E
thio
pian
s,G
hana
, Mal
i, So
ngha
y an
d ot
hers
d.da
ily li
fe a
nd c
ultu
re in
ear
ly c
ivili
zatio
nse.
Col
onia
l Afr
ica
and
the
slav
e tr
ade
f.sl
aver
y in
the
Car
ibbe
an a
nd L
atin
Am
eric
a
70
12-A
f. A
m. H
irt
71
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
g m
ajor
civ
iliza
tions
,
Prog
ram
Obj
ectiv
e I.
E. A
naly
ze th
e tr
ansf
orm
atio
nsof
Afr
ican
Am
eric
ans
and
othe
r et
hnic
gro
ups
to A
mer
ican
citiz
ensh
ip in
Uni
ted
Stat
es h
isto
ry..
Subj
ect O
bjec
tives
Stud
ents
will
:%
,,o<
\b'Z
S' A
"
K1
23
45
67
4.%
4°1
c, >
g.C
ivil
War
and
sla
very
in th
e U
.S. i
nclu
ding
dai
lylif
e, a
bolit
ioni
st le
ader
s, im
port
ant e
vent
sh.
fam
ous
cour
t dec
isio
ns a
nd C
onst
itutio
n ch
ange
s af
fect
ing
Afr
ican
Am
eric
ans
i.im
port
ance
of
relig
ion,
the
fam
ily, a
nd o
ther
inst
itutio
nsin
the
life
of A
fric
an A
mer
ican
sj.
Rec
onst
ruct
ion,
Jim
Cro
w, N
.A.A
.C.P
. and
the
earl
y 20
thce
ntur
yk.
Har
lem
Ren
aiss
ance
1.C
ivil
Rig
hts
mov
emen
t res
ista
nce,
and
vio
lent
rea
ctio
nsm
.co
mm
on g
olas
, dif
fere
nt p
oliti
cal v
iew
poin
ts a
nd v
oice
sin
the
Afr
ican
Am
eric
an c
omm
unity
over
the
last
cen
tury
n.di
stin
guis
hing
fac
t and
opi
nion
, ste
reot
ypes
and
cul
tura
ltr
aits
, mis
conc
eptio
ns a
nd p
reju
dice
7 2
'73
Prog
ram
Goa
l LD
emon
stra
te a
n un
ders
tand
ing
of th
e de
velo
pmen
t of
and
inte
ract
ion
jnon
g m
ajor
civ
iliza
tions
,
1111
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
:
.ssc
;'zs
O
K1
23
45
67
8I.
E.6
.D
iscu
ss th
e tr
ansf
orm
atio
ns o
r ad
apta
tions
of
preh
isto
ric
cultu
ral g
roup
s in
the
Uni
ted
Stat
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
Am
eric
an c
ultu
res
betw
een
the
seve
ntee
nth
and
the
twen
tieth
cen
turi
es.
INN
EE
NN
**
I.E
.7.
Des
crib
e th
e tr
ansf
orm
atio
ns o
r ad
apta
tions
of
the
Asi
anA
mer
ican
peo
ple
who
imm
igra
ted
to th
e U
nite
d St
ates
and
Ohi
o in
clud
ing
a.us
e of
19t
h ce
ntur
y la
bor
proj
ects
- C
hine
seb.
forc
ed r
eloc
atio
n an
d co
ncen
trat
ion
of J
apan
ese
Am
eric
ans
in W
orld
War
II
in 1
940'
sc.
forc
ed im
mig
ratio
n of
Vie
tnam
ese/
Cam
bodi
ans
'7 ..
:c
12-
Eth
ic I
ssue
s
1 2-
Etb
nic.
Uni
ca I)
Prog
ram
Goa
l I.
Dem
onst
rate
an
unde
rsta
ndin
g of
the
deve
loom
ent o
f an
d in
tera
ctio
nam
ong
maj
or c
ivili
zatio
ns,
/111
1111
1111
11
Prog
ram
Obj
ectiv
e I.
E. A
naly
ze th
etr
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
:1.
eK
12
34
56
78
91
1C
5
%C
C\
I. E
. 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
erso
nal a
nd g
roup
act
iviti
es, i
nclu
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
ppal
achi
ans
in th
e pe
riod
of
the
Am
eric
an R
evol
utio
ni.
the
Tra
il of
Tea
rsj.
mou
ntai
n ab
oliti
onis
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
Rai
lroa
dk.
mou
ntai
n en
viro
nmen
talis
ts in
clud
ing
011i
e C
ombs
and
othe
rs
iiim
i
NM
Mit 77
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
g m
ajor
civ
iliza
tions
,
Prog
ram
Obj
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
1111
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
K1
23
45
67
89
11
.1/4
9'6
cp,c
,*'
d. e.
mor
al, e
thic
al, a
nd le
gal o
blig
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
am
ong
soci
al g
roup
s, r
elig
ious
gro
ups,
soci
al c
lass
es, e
thni
c gr
oups
and
gen
der
it th
e U
.S. a
ndar
ound
the
wor
ld
g.in
terr
elat
ions
hips
of
the
U.S
., w
este
rn, a
nd o
ther
wor
ld c
ivili
-za
tions
h.ho
w c
omm
unic
atio
n an
d re
latio
ns b
etw
een
grou
ps a
nd n
atio
nsca
n be
impr
oved
i.ho
w c
ultu
re d
iffu
sion
has
hel
ped
solv
e w
orld
pro
blem
s
j.gr
owin
g in
terd
epen
denc
ies
of n
atio
ns
k.m
ajor
pro
blem
s of
eac
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
. .°P
eK
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
:
40:4
K1
23
4Z
ec):
4.01
".`'
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
ion.
1111
1111
1
260
Spec
ial P
rogr
am A
dapt
atio
ns- A
A P
rogr
amPr
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.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
:
111.
A.1
7.A
s pa
rt o
f th
e st
udy
of P
sych
olog
y, e
xpla
in
a.hi
stor
y an
d ca
reer
s
b. m
etho
ds a
nd a
ppro
ache
s
c.bi
olog
ical
bas
es o
f be
havi
or
d. s
ensa
tion
and
perc
eptio
n
e.st
ate.
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. p
reve
ntio
n an
d tr
eatm
ent o
f ps
ycho
logi
cal d
isor
ders
n.so
cial
psy
chol
ogy
2E26
5
Spec
ial P
rogr
am A
dapt
atio
ns-A
A P
rogr
amPr
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.D
.E
xpla
in th
e po
litic
al c
once
pts
of A
mer
ican
citi
zens
hip.
Subj
ect O
bjec
tives
Stud
ents
will
:
4.,.:
. ,..
c,
%.
co4>
. eA
\.v.
11[1
.1).
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.
mm
o
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.
IMO
III.
D.8
.A
s pa
rt o
f th
e st
udy
of A
mer
ican
Gov
ernm
ent (
AP)
, exp
lain
aco
nstit
utio
nal u
nder
pinn
ings
of
Am
eric
an d
emoc
racy
b.C
ongr
ess,
the
Pres
iden
cy, b
urea
crac
y, a
nd th
e fe
dera
lC
ourt
s
c.po
litic
al p
artie
s an
d in
tere
st g
roup
s
d.po
litic
al b
elie
fs a
nd b
ehav
iors
of
indi
vidu
als
e.ci
vil l
iber
ties
and
civi
l rig
hts
263
267
Spec
ial P
rogr
am A
dapt
atio
ns-
AA
Pro
gram
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 M
.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
:
III.
D.9
.A
s pa
rt o
f th
e st
udy
of C
ompa
rativ
e G
over
nmen
t (A
P),
expl
ain
in th
e co
untr
ies
of G
reat
Bri
tain
, Fra
nce,
Sov
iet
Uni
on, C
hina
, and
Ind
ia, M
exic
o, o
r N
iger
ia
a.m
etho
ds a
nd p
robl
ems
in c
ompa
ring
gov
ernm
ents
b.so
urce
s of
pub
lic a
utho
rity
and
pol
itica
l pow
er
c.so
ciet
y, p
oliti
cs, a
nd s
ocia
l cle
avag
es
d.po
litic
al p
rinc
iple
s an
d th
eori
es o
f th
e ci
tizen
and
sta
te
e.po
litic
al f
ram
ewor
k, s
cope
of
gove
rnm
ent a
ctiv
ity, i
nstit
u-tio
ns, p
oliti
cal p
artie
s, a
nd p
oliti
cal l
eade
rshi
p in
gove
rn-
men
ts c
ompa
red
f.so
urce
s, n
atur
e, a
nd c
onse
quen
ce o
f po
litic
al c
hang
e
Spec
ial P
rogr
am A
dapt
atio
ns- A
A P
rogr
amPr
ogra
m G
oal V
.
Inte
rpre
t sig
nifi
cant
his
tori
cal I
vl o
pmen
ts.
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
.5.
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.
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.
Spec
ial P
rogr
am A
dapt
atio
ns- A
A P
rogr
amPr
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
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
nor
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
rogr
am A
dapt
atio
ns -
AA
Pro
gram
Prog
ram
Goa
l VI.
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
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
g co
ncep
ts o
mpi
ttirr
in a
dditi
on to
bas
ic a
nd s
peci
aliz
edec
onom
ic c
once
pts
iden
tifie
d in
oth
er p
arts
of t
he c
ours
e of
stu
dy.
a. o
ppor
tuni
ty c
ost
b. s
peci
aliz
atio
n an
d co
mpa
rativ
e ad
vant
ages
c. n
atur
e an
d fu
nctio
n of
pro
duct
mar
kets
d. fa
ctor
mar
kets
Nom
e. e
ffici
ency
, equ
ity a
nd r
ole
of g
over
nmen
tJI
MII
f. m
easu
rem
ent o
f eco
nom
ic p
erfo
rman
ceN
s
g. n
atio
nal i
ncom
e an
d pr
ice
dete
rmin
atio
n
h. in
tern
atio
nal e
cono
mic
s an
d gr
owth
tttttt
to
274
41)
402
75
Spec
ial P
rogr
am A
dapt
atio
ns A
A P
rogr
amPr
ogra
m G
oal V
I.
Ana
lyze
pat
tern
s of
soc
ial.
econ
omic
.and
pol
itica
l in
enac
tion.
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.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
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
tsan
d is
sues
in th
e w
orld
toda
y.
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 e
vent
s of
the
wor
ld to
day.
I.A
.2.
Dis
tingu
ish
betw
een
impo
rtan
t and
inco
nseq
uent
ial e
vent
s in
his
tory
.
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
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pol
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w th
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:V
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.A
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.D
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part
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the
polit
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the
stud
ent's
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ice.
374
375
O O
Spec
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rogr
am A
dapt
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t Hill
s H
igh
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I
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Obj
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ecog
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elie
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:
VI.
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.R
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datio
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the
Med
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val W
orld
.
377
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rogr
am A
dapt
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alnu
t Hill
s H
igh
Scho
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Obj
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Goa
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Ana
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l int
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ogni
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e in
terr
elat
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ss o
f ge
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eco
nom
ics,
cul
ture
, bel
ief
syst
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and
pol
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l sys
tem
s w
ithin
a hi
stor
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cf3
ntex
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Subj
ect O
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tives
Stud
ents
will
:
VI.
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.D
escr
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labo
r or
gani
zatio
ns a
nd in
dust
rial
con
flic
ts in
the
late
180
0's
com
pare
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tren
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ttlii
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.A
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litic
s of
indi
ffer
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and
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ellio
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om R
e-co
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the
turn
of
the
cent
ury.
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.D
escr
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the
role
of
econ
omic
s in
dip
lom
acy
in A
mer
ican
hist
ory.
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.A
naly
ze p
robl
ems
of s
ocia
l ins
titut
ions
suc
h as
the
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win
g-
need
for
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ial p
lann
ing
- ju
veni
lean
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licie
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linqu
ency
- ro
le o
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mily
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iens
- ef
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are
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accu
ltura
tion
and
min
oriti
es
373
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
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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