Research Program; Objectives; *Curriculum Accountability; Educational Are Expected to Be of Considerable Geography, History

Home , Clique, Topographic isolation

DOCUMENT RESUME EC 073 558 24 EA 004 948 TITLE Course Goals Social Science, GradesK-12. Cri: Draft. INTLTUTT it Multnomah County intermediateEducation District, Portland, Oreg. LPoNs AGENCCY National center forEducational Research and Development (DHEW/OE),Washington, D.C. Regional Research Program;Oregon state Board of Education, Salem. BUREAU NO PR-2-3-032 PUB CATE 72 CONTRACT OEC-X-72-0026(257) NOTE 544p.; Tri-County GoalDevelopment :AVAILABLE FROM Hard copy is not available ETRE PRICE MF-$0.65 HC Not Availablefrom EDRS. DESCRIPTORS Behavioral Sciences;Course Content; *Course Objectives; *CurriculumDevelopment; *Development; Economics; EducationalAccountability; Educational Objectives; Geography;History; Political Science; Public Schools; *SocialSciences; *Social. Studies ABSTRACT This document oncourse goal,, in the social is one part or a critique sciences series dealing with thedevelopment and evaluation of course goals in six subjectmatter areas for grades K-12. The series provides an initial pool of course-levelgoals that are expected to be of considerablevalue in assisting educators goal definition related with to curriculum planningand development, instruction, evaluation,and accountability.Course goals in the social sciences are organized according to fivesubject matterareas: geography, history, behavioralscience, economics, and science. Goals in geography political are further subdivided intounits on geographical-analysis and unique aspects of geopoliticalregions. History goals are dividedinto broad study of and history of the history, world history, various continents. Behavioralscience goals include goals in sociology,anthropology, and psychology. goals are organized Economic according to the broadsubject areas in economics: macroeconomics, microeconomics, the productionof goods and services, the consumptionof goods and services, growth, international money, economic trade, comparative economicsystems, and economic problems. Politicalscience goals are organized organization, political by political institutions, politicalbehavior, political ideology, the individual in the politicalsystem, international relations, comparative moderngovernments, and political Related documents problems. are EA 004 941-947 and ED 061043. (Author /UN) FILMED FROM BEST A 'ILt\BLECOPY

C-)

LC% cJ COURSE COALS IN SOCIAL SCIENCE

GRADES K-12 SOMIOnNUF--STNONCE Om

I !IOW iMWO .0, Si 10 IP ilPat Err ,11.I III! H1OH, WI,W1 160q W .01, rrl vW.

CRITIQUE DRAFT

U DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDOCAT.JN TWS DOC.LIMENI HAS -HUN npRo oLcED ExAriLy As RECFIVW FROM THE P`FRSONOR ORGANIZATION °Ric, avATINt; itPOIN1S OF,H,Ad OR OPiN IONS SrAIFO rONOTNKk4SARRA RtPRFSENT OFFICIAL OFFiCr ATIUN POSITIONUFr POLICY

A cooperative prop-ict of the school districtsof Clackamas, Multnomah, and Washington Counties, and partiallyfunded through grants from U.S. Department ofHealth, Education & Welfare, Office of Education, and OregonBoard of Education

DEVELOPMENT Local and intermediateeducation school districts of Clackamas, Multnomah,and Washington Counties 1:11!.iiii ; 1 I OW 1)001(S

1s &Nora] in c'nciion

Irse Coals in Art,

Goals in B1-logical and Physical; rieiice, trade s K-12

course Goals in Health Edocatinn, Crades K-12

,oats in Language Arts Grades K-12

Course Goals in Mathematics, trades V-1

i;ciiWse Goals in Music, Grades L:-12

Irs-C Goals in Physical Rd ion, Cracks V-12

Course Coals in S ocial Sciences, Grades1 -12

as u to be reproduced only with permission of the T 1-Connty Goal Development Project Coordinator, Robert Allenbrand, who may be contacted throughthe ,InIrnomah County intermedia t=e rducation District, P. Box 16657, Portlan- Oregon 97216.

It is a precondition of such approval that each set of materials reproduced and hound together must have bound to it as its firstpage the following statement:

This material is reproduced from

(Insert the name of the volume here

CD Local and intermediate education school districts of Clackamns, Multnomah, and Washington Counties. 1972

With permission of Robert Allenbrand, Tri-County Coal Development Project Coordinator fl TPT-t-C,DMY -,1AL MinM-74T E(-7

Judith Corl,vt_ Lynda Falkentvin, Portlanl jomes Arehdiocerle Jortii__ 1 Maryliz :;ilmore, Portland SIzatJne Hvndvrson, Reynolds Joseph Hood, Portland John =ion, Parkr07-, Ma_ilda Kartvold, David Donna Manning, Portland Ann McNamee, Archdiocct3e ortland Dinda Peters, Portland Virgiui_a Snodgrass, Lynch Jean Turrentine, North Clackamas (`et Walker, North Clackamas

Proj:.ict Directors Jack Allen, Multn h TED Wolmot, Melttic mali TED Proict Coordinator PJbert Allenbrand, MultnomahIEn Walter Hathaway, Portland !.ese rch, rlupervision d Training Victor Doherty, Portland Walter Hathaway,Portland Career Education Resource Cli tcard Ferry, Portland Vivian Grubb, Portland John Havcry, Portland Karl Hendrickson, Portland Catherine Williams, Portland

Media caurco iarold Arendt, Portland Alice Young, Lynch

Airriculum Resource Al Grubb, Oregon Board ofEducation Bus Nance, Oregon Board ofEducation Ronald Smith, Portland Ed Lynda Falkenstein, MultnomahIED Clifford Ferry, Portland Sandra Scofield, NWREL P- Steering Committee Jack Allen, MultnomahTED (Curriculum) George Anderson, WashingtonIED (Evaluation) Maynard Christensen,Washington TED (Cui:Liculum) victor Doherty, Portland(Evaluation) Jim Gunderson, MultnomahIED (Data Processing) Richard Harris, ClackamsIED (Curriculum) Richard Hermanson, Portland(Data Processing) Robert Rintoul, ClackamasIED (Data Processing) Anna Thomas, ClackamasIED (Evaluation) Clifford Williams,Portland (Curriculum) Peter Wolmut, MultnomahIED (Evaluation) INTRODUCTION

detailed description of the needs to which this collec on _ rosources

is responding, the background, the goal t=ypes, the goalcodes,and the poten-

tial uses of thi collection course goals and their supporting materials

are found in the accompanying booklet, Cour Goals enal introduction.

The aim of that booklet= is to provideusers of the course goal collections in

Art, Biological and Physical Science, Health Education,Language Arts, Mathe-

matics,Music,Social Science, and Physical EducatiOn witha comprehensive

guide to the use, revisionand further development of these planning and

evaluation res itc %

This brief additional introduction has themore practical goals of:

presenting a brief orienting overview of thepurposes, nature, and potential

usesof the products of the Coal. DevelopmentProject, and (b) demonstratirig how to road and interpret the materials inthis collection.

roltowing is a guide to the contents of theintroduction:

1-11.gt1 '[lie purposes, nature and potentialuses of this Course Goal collection:

Why do we need to state learning goals?

What kind of goals are in this collection?

How do program and course goals differfrom behavioral and performance objectives?

Where did the program and course goals come from? . 5

What can the goals in this collectionbe used fo 6

Will help be available for evaluatingattainment of goals in this collection?

Is this the final version of theprogram and course goals? .. * l0 how to read and interpret the materials in this collection . 11 )110____FilauiLLI_natute and otential_uses COurse (;oE 1 I ect

w WLY do needLC) stat-°,I1. iralill.taRLIIL?

If the basic purpose cif education to help learners to grow Noel

change, educators and 'earners mustdecide and co nicate to one

another what directions that growth should take and whatchanges are possible and desirable. Parents, school boards, and thecommunity also have a role to play in influencing educational growth andchange. rhis

responsibility can be exercisedmost rationally if the proposed dircc-

tions that growth and changeare shared with them in clear and expli-

oft goal statements.

This collection of program and course goals in Social S nce is a

nonprescriptive resource fareducators and boards of educationwho

to design and execute learning plans and policiesmore efficiently and effectively. It is envisioned that schoolsystems will select from this collection those program goals they subscribe to; thatschools within a system will select those course goals they believe appropriateto the needs of their communities and students; and that teacherswill devise experiences and testing methodologies to meet these goalsthan are

appropriate to the interestsand abilities of their students.

What kind of Toalsare in this collection?

Two types of learning outcomes are included in thiscollection --

program goals andcourse goals. They differ ir1 level ofgenerality,

with program goalsdescribing broader

outcomes and course goals the . more specific outcomes relating to them. Also, they differ in thetype of planning for which they are suited. Program goals usuallyserve as guides to planning and organizing programs at districtand area levels. Course goals usually serve as guides to planningcourses in schools,

departments, and classrooms. 3-

At the classroom teiemer level S must nuclei:7o

final riinsintto Into gonls and earnI- experience.

Relying upon 0 e professionalism -)FLe iers, the i,tl l'evelopmenc

Project has chosen not to intrude into this level , which is concerned

-h the professional ass_ohling andada. ng of resources and method-

()logy needed to achieve the courso 4 1s

lial12_2112.Ean and course 4 oal rom behavioral and erformance objectives?

Figure 1is an illustration froM ience of four levels

goals. 'Examples of behavioral and performanceobjectives have also been

added to show how they differ fromthe program and course goals defined

in the Project.

Note that program and course-goalsclearly specify a desired learn-

ing outcome. But the "behavioral objective"specifies the method of

measurement as well as the desired behavior, while "performanceobjec-

tive" adds- prerequisitesand proficiency level.

The Tri-county Goal Development Project has chosen to producepro-

gram and course goals whichare suitable for instructional planning,

without being constrained by the measurement demandsof behavioral objectives or the prerequisites and proficiency levels ofperformance objectives. Thus, teachers and students are provided explicit statementsof possible learnings for which they can accept accountability inways most suitable' to their instructional circumstances. The teacher and studentare free to select those methods of achieving selectedoutcomes which seem most pruwising within the constraints of their resources andcapabilities. This provides for more flexible teaching andlearning than teaching machines and other teaching systems based on behavioral andperformance objectives. Such an approach placesgreater demands on the ingenuity The student possesses the knowledge and skills necessary to function as an informed, competent System Goal member of society capable of solving personal problems and of contributing to the solution of social problems.

P. Thu student is able to employ rationalprocesses Program Goal and valid knowledge from the social sciences and history in the analysis of social problems.

K. The student knows how the forces of deg nd and Course Goal supply affect regional development (e.g., availability of natural resources affects population growth).

The student knows the principal effects of the Instructional Goal discovery and production of oil on the development of the Middle East.

Behavioral Objective Given a list of ten possible effects of the (Method of Measure- discovery and production of oilon the development Specified) ment of the Middle East, the student will identify the five actual effects.

Performance Objective Given a list of ten possible effects of the (Prerequisites and/or discovery and production of oilon the develop- Proficiency Levels ment of the Middle East, the student will Specified) identify the five actual effects with 80% accuracy..

Note: The progression from system to instructional levelgoal is simply a succession of subdivisions into increasingly specificsubparts that are more useful for curriculum and classroom planning. In the example, goals at both the course and instructional levelsmay be somewhat too general. This illustrates the arbitrariness ofcutting into the sub- div'iding process at any point and saying, "Thislevel of generality is suitable for curriculum (or classroom) planning."Some general goal statements may require twenty subdividings and others onlythree to meet the requirements of curricularor classroom planning. It is important that goals at each point of subdivisionclearly support and develop the more general goal from which theyare derived. 5-

and profes Sionalism of teachers but liar farg-. ater potential because of its ron.siscency with motivational principles andits rt liancc on the crain.A judgment of the professionalon the ?,111.).

id the ro =tram and co se oafs come

program goals were prepared bythe Portland School District

Evaluation Department in consultation with administrators,teachers, and curriculum specialists throughout the metropolitanPortland area. The course goals were developed by outstanding teachersguided by such models

and guides aswere available, and supported by tri-county andOregon State Board of Education curriculum and evaluationpersonnel. More than 40 local school districts in thetri-county area of metro-

politan Portlandare active in the Project. This has been achievedthrough the leadership of the intermediate educationaldistricts of the three

counties. Representatives from Oregon school districts outsidethe metropolitan Portlandarea, from Washington State, and from privateschool sys-

tems have also made valuablecontributions.

Its broad base of participation strengthensthe Project a number of ways. First, it provides greater financial andpersonnel support than any single participantcould provide. Second, it makes itpossible to draw upon a large and nationally representativepool of teacher talent

in organizing goaldevelopment committees. Third, it providesa widely representative testingground for the theories and products ofthe Project. In less than twoyears there have already been substantialpayoffs. Reports indicate thateven the critique collections have been usedexten- _ively in curriculumdevelopment and evaluation the past year andaunrrter. School districts contribute services ofteachers to the Project,

using local curriculum,funds. Other currentsources of support are the

Oregon Board ofEducation, the Small Grants Program of theRegional - 6 -

office of tho h. Office of Hducation, and curriculum u_i evaluation

hinds of ihe Clackamas, and Washington lty Intermediate

i:ducaL n Dimricts am! the Portland Public hoc

The contributions of the gon State Department of Education and

USUE are small in terms of the total budget of the Project, but the

involvement is significant. The Project's goals are consistent with

the State's interests in better educational management practicer and

instructional improvement. State involvement has already proved impor-

tant in disseminating products, and the Project has had an influence on

state developments in PPBS and educational goals at the legislative

and state board level. Finally, USOE involvement provides future poten-

tials for national dissemination and involvement.

that cantl in this collection be used

School systems may use the collections as a yardstick by which

measure the adeuac:of_oalsancectiveealreadi in use. Coals and

objectives of local courses of study and textbooks can he contrasted

with the goals in this collection to see how complete theyare and how well they provide for different interests, abilities, and levels

achievement. They can also be evaluated for conciseness, clarity, and accuracy using these course goals as models.

These kinds of studies can be undertaken by teachers froM alllevels of a school system (to assure articulation and philosophicunity); across grade levels, division, or high school departments (toassure agreement as to goals and ways and means of attaining them) or by individual teachers.

A related use of the goals is as a starting point forreviewin what the schools should teach and the materialsto be used to su Fort ach n

The logical sequence of discussions about whatis important to teach and learn is to move from broad policy goalsto program goals to course goals, wi h appt priate eon= it -hoard-saft-v_cher Ludent representations

au each level. The taxoner_ classificaLions of [hiscolloct' ioncult

sorve as a check on higher order goal fo rmulations and the goals them-

selves can function as generators of lowerorder objectives and instruc-

tional plans.

The project provides an importantresource for improving the quality

and extent of participa on of students, parents, teachers, school boards,

and other citizens in deciding themission of the schools. An intensive

look at the roles of each participatinggroup in generating, reviewing,

contributing to, and approving goals willbe a future task of the Project.

Another use of the collection isto provide a basisforteaEhing-

learning accountability. If a school_ approves allor part of the course goals for its students, grade level, divisional,or departmental represen-

tatives may choose from them those thatare best suited to individual or

group aptitudes and interests.

it is possible for teachers to review goals with each studentand

contract for their attainment if a completely individualizedprogram is

desired. Or, it is possible to stake out a set of goals for targetgroups

egular classes, special classes,mini - courses, etc.). In any event, the goals themselves are sufficiently explicit that means of teachingthem and of evaluating their attainment can be devised and applied individuallyor

to groups to suit the needs ofteachers and management.

Another use of the collectionis the rewritin= and development courses a- curricula. By making curricular optionsexplicit and sharable, the collection can help in the development of new or modifiedcourses of instruction and the design or redesign of curricular experiences. One important example of curriculum development fostered by thiscollection is cross-disciplinary education. Probably no concept is currentlymore ;those than "interdisciplinary education.'" Vhile the oak of,iuhleuf

mat lear n are at least implicitin the textbooks and other material

used by teachers the goaloalr of interdi,;;e ipl innry education do not have

even that questionable point of tangible reference. 1 , Tri-county

Project, through its extensive coding and retrieval systems, permits

selection of goals in terms of various combinations of subject matter,

educational level, types of knowledge and process, career educationpro-

gram goals, concepts and values, and index words_ This system -ovides

important cues for in disciplinary planning. rhe goals, although

printed in subject collections such as science, social science, mathema-

tics, music, etc., may be related and grouped in andacross subjects

through computer retrieval by requesting those goals bearingone or more

of the seven code parameters. Thus, for example, a teacher intero-ted

a unit on marine biology can request goals dealing with related concepts

in science, social science, language, mathematics,or any other subject

field.

A final use of this collection is for long-re planninznilstem-

atic control of educational deve o ---nt. The past few years in education

have demonstrated that few results of experimentation and developmentare

transportable. The inability of educators to define clear, unambiguous statements of desired learning outcomes isan important underlying cause.

The Tri-county Project is establishing sets of goalsthat may be used consistently for instructional planning and evaluation. The sets are open and are added to each time teachers or curriculum planners specify appropriate learnings not represented in the originalcollections. However, any statement admitted to the collection undergoesa rigorous process of statement, definition, and coding to insure that itsutility to teachers is equal to goals already in the collection. These collections will support all curriculumdevelopment activities

in the Portland School System withina year or two, and in many other

school districts in the tri-countyarea as well. The stability this will

provide educational experimentation and developmentis apparent. The

power of the goal collections themselves in promoting goodeducational

planning and the e seand convenience it affordsteachers in that plan-

ning is equally evident.

Other uses can be cited, but districtswill discover these. In all

of the above activities, districtsare invited and encouraged to use the

collection selectively, and to add theirown goals wherever this collection

is insufficient to their needs. We hope that where they do add and modify,

they will use the feedback forms and contributeto the expansion and

improvement; of the original collection.

Will help be available for evaluatin_the attainment the coals collection?

The principal measurement-relatedproduct sought by the project devel-

opers is a set of test items relatedto each course goal. This set is to

be so comprehensive thatany teacher who selects a course goal and tranh

later it into one or .e instructional goals will be able to retrieve

items, or at least examples of items,appropriate to assess the attainment

of his instructional goals.

The Project is beginningto define evaluation models appropriate for

assessment of goals in each of the classesof knowledge and process. These models will be used to guide both psychometricians and teachersin the

development of criterion referencedtest items app7opriate for measuring

each type of knowledge and process. Teachers using the course goalsduring the period the items are being developed will be asked to supplycopies of their periodic and final examinations to provide materials fora comprehensive set of test items. Teacher aids for test item development basedon =10-

the different foal. types are being prepared to insure the quail

the t em bank. As soon as theoretical I orimilat ns rcintin-i to vnlues.

generalizations, and concepts arc refined and consis[cnt, similar work

will begin in developing evaluation models and items for those cinsses

of learning. This work should take two to five years CO complete,

depending on resour

his the final version _fLheprgyam and course 'oafs?

No. In the development of both the program and thecourse goals, arty

effort was made 1;0 make them comprehensive, realistic, and immediattdv

applicable to schools as they are currently organized. At the same time,

these and the taxonomy arc to be revised and improvedas they are

subjected to use and scrutiny by teachers and curriculum personnel_ This

to be accomplished through the feedback instrument distributed with

these goals.

As time pass - new goals will be called for. For this reason a

provis ,g made for the continual rev iew and evis n of Hsu goals.

This will be largely dependenton feedback from the field. Thus, what is being created is a complete, dynamic,open system for goal-based learning and evaluation. Such a system will be a useful resource to all those seek-

-g to improve their understanding of what should be learned,how it should be learned, and how evaluated. I low rials n this collection. Following this introduction there are four sets ofindexesfor retriev- in course goals (indicated) by four different colors: subject matter taxonomy,

pink; knowledge andprocess classifications, yellow; Subject area programgoals, blue; and career educationprogram goals, green.

Codes on the course goalsrefer to the materials on the colored pages. The colors are to helpyou find the meaning of a code found beside acourse goal. Below is a descriptionof,how to read and interpret a page ofcourse goals and its codes.

The bulk of thepages in this collection are taken up with thecourse goals

themselves and theircodes. Since our aim here is to learn how to read,inLer- pret and use these goals,let us look at and discuss a samplepage of them from the Social Sciencecollection. (Please see followingpage.)

The number headings ofthe left hand column (1. Geography, 1.2Unique Aspects of GeopoliticalRegions) are those sect _n- and subsectionsof the subject matter taxonomyunder which the goals on this page are classified. The subject taxonomy which is to be found on the pink pages in thefront of the book serves as a table of contents forthis collection.

By looking throughthe taxonomy, a user can find what topicsare covered and can turn to thosein which he is interested. Also, the headingsmay be used along withone or more of the other codes to retrieve subsetsof goals from the computerizedstorage system. Finally, the taxonomiesform a comprehensive but briefoverview of the topics in each subjectarea judged:important in K-12 curricula. As such, they form a valuable and convenienttool for curriculum and materialsreview and planning.

The next thingwe note in column (1) under the heading "1.21 Earth (Cont.)" are the Course Goalsthemselves. Some goals in thiscolumn havea bracket to their left. The goals insidethe bracket are logically related andmay be viewed SOCIAL SCIENCE

(1) 1. Ceoy,raphy 1.2 Unique Aspects of Geopolitical Regions

COURSE GOALS

1.21 Earth (Cont.)

The student knows terms descriptive of regional-development such as region, primary and secondary, manufacturing activities, linkages, export base, regional demand.

The student knows that the level of 1.17 Urban ,,rc). development of a region depends primar- 3.33 ConmiuniLy ily upon communication and transporta- 3.25 (C) Technolo)v tion. 4.247 (V1)Creativity (V1)Imaginative ness

The student knows how the forces of Economic demand and supply affect regional system development, (e.g., availability of (V Efficiency

resources, population shift) .

The student knows that the need for (C) Economic goods and services in a region fosters interdepen- trade and interdependence. dence (V1)Cooperation

The student know ways, thata region's 1.18 (C) Regional ability to expand export-import capabil- 4.22 development ities affects its growth potential. 4.312 (C) Production

The student knows that the level of 1.18 (C) Technology technological development of a region 4.247 (C) Community affects its degree of dependenceon the (V1)Innovative- environment and its power to change the ness environment.

The student knows that the economy of 1.18 (C) Natural a region Is affected by the development 4.214 resources of natural resources. 4.822 (C) Economic system (V1 )Innovative- ness 43=

col.,mn (2) on the page as wemove from left to right is headed

1 f/U/11" (primary, intermediate,upper, and higher). This code pro-

vides Cris teacher or curriculum planneran estimate of the level or levels at

which the learning is appropriate. Many times the nature of the goalsuggests

continued learning over 'everal levels,in which case all levels involvedare code indications of level are suggestive only,for it is evident that

the appropriate time for learning varies with the interests and abilitiesof students.

The third column (3) is headed "Knowledge Classifications IT

The classifications referred to are described at the front of thebook on the yellow pages. All goals are roughly classifiedas knowledge or process depend-

ing upon whether they deal with something that is to be knownor something the student is able to do. All goals, therefore, beginwith the words, "The student

knows.. " or "The student is ableto...-

The familiar knowledge/process distinction is further subdividedinto twelve knowledge and seventy-nine process categories to which allcourse goals have been coded. It will be noted that theseclassifications owe a partial debt to earlier researchers; notably, Benjamin Bloom, David Krathwohl,Robert Glaser, Henry Walbesser, and Ralph Tyler in' A Education; Robert Gagne and RobertMiller Psychology; Jean Piaget and .Jerome Bruner in Child Development;and others.

Al this point the reader may question the reason for the ratherdetailed and elaborate system of classifying educational outcomesthat has evolved during the Project. We have found that providingteachers with these classification systems has resulted in a more critical approach to the writingof goals. A teacher in attempting to place a goal in its appropriate categorymay find that its intent is clearly related to one of the categories but its formof expression does not immediately identify it with that category. By rewording the goal, the teacher brings the true intent of the goal intosharper focus, and in almost every instance improves its meaningand clarity. We have also found that the -14-

detailed classifying of knowledge and process goals provides insight into

alternative ways of using them for teaching and evaluat en. For example,

the and beside tie fourth goal on the preceding page indicate thatit

is a simple generalization (G2) and that it deals with knowledge ofcause

and effect (K8). Work has begun in analyzing and suggesting to teach--

types of measurement appropriate for generalizations and for the various

knowledge subtypes. This work will be extended to process learningas

rapidly as resources permit.

In addition to labeling process goals wherever theyappear in the collec-

tic n with the appropriate process classification, goalson the methods and

theories of each of the five subdisciplines of Social Science(geography,

history, etc.) have been written at the beginning of the goalson each of

those areas. The varied and detailed labeling and spelling out of thep -

es as well as the important knowledge content in social science allows

these collections to be a valuable resourceto those interested in following

the process oriented "New Social Studies" approachas well as those wishing

to stress more traditional content oriented approaches.

Column (4) on the page is headed "Sub.'ect Area Proram G In this

column we find the number of one ormore of the program goals found in the

front of this book on the blue pages. The definition of this type of goal and its relation to course goals was discussedearlier. Here it is enough

to recall that program goals are more general thancourse goals and that a set of program goals should constitutea description of the major overall learning outcomes expected from a program. Each course goal is cross- coded to the program goal(s) to whose attainment itis most 'directly related.

Column (5) on the page is headed "CareerEducation Program Goals. In this column we may find the code ofone or -e of the Career Education program goals found in the front of the bookon the green pages. Career education, as envisioned by the coders,concerns the total life of an individual -15-

including day-to-day living, vocation,avocation, and leisure. Nearly every

course Coal bears at least an indirect relationshipto career education viewed

in that manner. Only those course goals, however, whichhave a "direct" relaa

tiansliip to a career education program goal.have been coded to thatprogram

goal.

A "direr elationship wasinterpreted to exist betweena course goal

and a career education program goal ifa teacher could easily and naturally

attach some e career meaning to the instructionrelating to that course goal

and the readily integrate the teaching of career education into teachinghis subject. The restriction of the codingsto direct relationshipsas

defined means that codings to career education program goalsare relatively rare in the goals written under the more detailed and technical parts ofa

subject's taxonomy such as the Geography section of the Social Sciencetaxonomy.

A reader should not assume that becausea course goal is cross coded to

a career education program goal that he shouldmake an effort to relate it

career education in every case. That is up to himself and thepolicies to which he is responsible. This coding provides suggestions,not prescriptions,

for curriculum planning andteaching.

A teacher may use this coding as a help in integrating a disciplineand

career education and vice versa, by askinghimself the following question:

"When I am teaching this goal, is there some aspect ofcareer education that can usefully and naturally be brought to the attention of my students?" The cross coding suggests that the answer is yes and what the aspectmay be. The career education code used with these goal collectionsmakes them the first operational resource for "integrating career educationand the rest of the curricula." Naturally a great deal of workhas to be done to refine and extend the beginning which thepresent cross codings represent. Ifs

Ilttrelation of Social Science andcareer education is dealt with I;ome-

what &Laerently and more directly goals found under the subheadli

"3.12 Social stratification," "4.2 roduc of Goods andanti Services," "4.1

Consumption of Goods and Services,"and "5.65 Career Opportunities. The

Project will continue to explore the validityand possible extensions of

both the latter method of writinggoals specifying the relation of a subject

area and career education, and also the former amplementary approach of

cross coding goals throughout the collectionto their point of contact with

career education.

The coding "Other itelated eadin -" under column (

is provided since goalsare often rightly classified under more than one sub-

ject heading. The numbers in this column referto the taxonomy on the pink

pages at the front of the book. For purposes of computer retrieval, it

possible to request all goals whichdeal with a particular subject heading,

and to extract not only the goalsplaced under that heading, but also all

other goals cross-referenced to itwherever they are located in thecollection. While this capability presently exists only within a subject field,rt lat

will be provided among subjectfields.

Column (7) on this page is headed"fC) Concepyl,222V

This form of code is one of the newest and potentially most usefulways to describe and retrieve sets of goals, especially for interdisciplinarylearning. Although explicitly singling out the concepts and values dealt within goals is theoretically very interesting and useful, in practice it isvery difficult since no valid lists of such concepts and values exist in the varioussubject areas. Accordingly, the codings appliedin this critique edition should be viewed as experimental attempts made to solicit constructivecriticism. The paragraphs below describe briefly the definitions andprocedures used in applying this code. -17-

Words chosen tocharacterize values and concepts represent residualsof experie-c that influence the way individuals perceive andbehave. Thus, the word freedom connotescertain behaviors associated with the ideal state. Like- wise, a word like honesty characterizes a set of behaviors which viewed froma societal perspective characterizes an individualas honest. From an educator's point of view, the only resources available to helpstudents acquire the

desired concepts andbehavioral tendencies are the knowledge andprocess learnings planned for andwith students.

The words designatingthe major concepts is which a goal relatesare written beside that goalin this fifth column. Words identifyingconcepts are preceded by "(C)"to distinguish them from the value words. foundin the same column.

A glance through the subject matter taxonomyon the pink pages at the front of the bookreveals many headings which themselvesare concept words These headings havenot been repeated as concept wordson every goal under

that heading, but onlyon those which bear the most direct and generalrela- tionship to theconcept designated.

Especially important in considering the nature ofvalues is the distinc-

tion between theinstrumental processes of clarifying and formingvalues (V2) and values as endproducts to be inculcated and strived toward(V1). The curricular andmethodological implications of teaching towardvalues as end products are entirelydifferent from those concerned with theprocesses of value clarificationand formation.

In helping studentsacquire and strive to attain values (V1),the educator must rely upon teachingknowledge and skills that have a logicalbearing upon these values. Where he is concerned with the teaching ofvalue clarification and formationprocesses (V2), he must teach such conventionalskills as veri- fying. information,relating information to criteria, and othermethods of -18-

clarifying personal and social values by which the clarification, inlerprcLa-

Lion- d internalization of information can be accomplished. These arethe

same processes found in the Inquiry and Problem Solving Processes Classifica-

tion on the yellow pages at the front of the book and are coded in column (3).

The type of values coded in column (7) of this goal collection is type

(VI). Where a goal may be used to inculcate or help a student attain a value,

the value is named in this column and a "(Vi)" is written in front it.

Where a process related to value formation is dealt with in a goal, it will be a pro goal. The process will be indicated by the process code in column

(3). Value ve also been dealt with explicitly in several sections of the

Social Science Taxonomy and the goals indexed by them; notably sections "3.26

Cultural Values," "3.6 Individual in Society," 7 Social Problems," and

"5.6 Individual in Political System."

The attempt to deal with concepts (which includes issues) values provides another means (along with the treatment of processes as well as knowledge) by which this collection can serve as a resource to those wishing to explore and respond to the full range of approaches and orientations being developed for teaching and learning Social Science.

Another useful code is the index Word. Although it does not appear on the printed page, it is keyed to each goal for retrieval in much the way documents are coded for retrieval in the familiar ERIC retrieval system. Users will have available lists of index words by discipline and across disciplines.

A most important set of mat=erials in this manual is the Feedback Instru- ment. This instrument calls for the minimum information we need from you, the user, if we are to refine and expand the collection and improve its value to all users. Additional input is welcomed by phone, word of mouth, carrier pigeon, etc. after you have discussed and tried out this resource in your district. Ultimately, the success of the iject is dependent on this input. SUBJECT MATTER TAXONOMY SOCIAL SCIENCE TAXONO

GEOGRAPHY

Geography

I.1 Units of geographicalanalysis

1.11 Cartography

1.12 Geomorphology

1.13 Meteorology/climatology

1.14 Hydrogeology/oceanography

1.15 Biogeography

1.16 Demography

1.17 Cultural geography

1.18 Economic geography

1.2 Unique aspects ofgeopolitical regions

1.21 Earth

1.211 United States

1.2111New England

1.2112Middle Atlantic

1.2113 Midwest

1.2114 South

1.2115 Great Plains

1.2116 Rockies and intermountainareas

1.2117 Pacific coast

1.2118Alaska and Hawaii

1.212 Other geopoliticaldivisions

1.2121 Canada

1.2122Mexico

1.2123 West Indies

1.2124 Central America 1.2125 South America

1.2126 Europe

1.2127 Asia

1.2128' Africa

1.2129Australia and Oceania

1(1 HISTORY

History

2.1 The study of history

2.11 Development and theories ofhistory

2.12 Methods of the historian

2.2 World

2.21 Prehistoric age

2.22 Rise of

2.23 Organizations

2.24 Community

2.3 North American, early

2.31 Pre-Columbian eras

2.32 Discovery and exploration

2.4 North American, historical

Note: The following categories have beenconsidered in generating the goals under eachof the history taxonomylleadings below. Geographic setting Political growth Economic growth Social, growth Intellectual growth Cultural growth Religion Leadership Other

2.41 United States

2.411 Colonial period

2.412 American Revolution

2.413 1787-1860

2.414 1860-1900

2.415 1900-1945

2.416 1945- 2.42Canada

2.43Mexico

7. Latin American 2.51Central America 2.52South America 2.6Europe

7 As ia 2.8Africa 2.9South Seas 2.91Austra

Oceania BEHAVI0L SCIENCE

The behavior I 1sciences

3.1 The study of behavioral sciences

3.11 History of behavioral sciences

3.12 Methods of the behavioral scientist

3.13 Relation to social sciences

3.14 Disciplines of the behavioral sciences

3.141 Sociology

3.1411 Historical development of sociology

3.1412 Methods of sociological study

3.1413 Schools of sociological interpretation

3.142 Anthropology

3.1421 Historical development of anthropology

3.1422 Methods of anthropological study

3.1423 Schools of anthropological interpretation

3.143 Psychology

3.1431 Historical development of psychology

3.1432 Methods of psychological study

3.1433 Schools of psychological interpretation

3.2 Culture and society

3.21 Nature of society

3.22 Culture

3 221 Social organizat

3.222 Technology

3.223 World View

3.224 Language

3.23 Cultural patterns 3.24 Cultural areas

3.25 Subcultures

3.26 Cultural values

3.27 Cultural. change

3.3 Social interaction

3,31 Social groups

3.3 Social stratification

3.33 Comnfunication

3.4 Social institutions

3.41 Family

3.42 Education

3.43 Religion

3.44 Economics

3.45 Government

3.5' Social change

3.6 Individual in society

3.61 Personality

3.62Roles

3.63 Socialization

3.631 Mologicai factors

3.632 Infancy and childhood

3.633 Adolescence

3.634Maturity

3.635 Old age

3.7 Social problems

3.71 Crime and delinquency

3.72 poverty c,/ aVuetri

[eati ails) o8; anop }ems U np3

['Wed 112 uoT saniiou-Fiq

C LL uoTTezTuegail

TrinH

6L' ATTLuM I T ag ECONOMICS

BconomIcs

4.1 The study of economics

4.11 The field of economics

4.111 Ma °economics

4.112 Microeconomics

4.12Economic theorists and histcy

4.13 Methods of economic analysis

4.2 Production of goods and services

4.21 Concerns in decision making

4.211 Economic scarcity

4.212 Economic choice

4.213 Economic specialization

4.214Economic resources

4.22 Basic factors in production

4.221 Land

4.222 Labor

4.223 Capital

4.23 Organization for production

4.231 Proptfltorship and partnership

4.232 Corporation

4.233 Cooperative

4.24 Specialization in economicprocess

4.241 Agriculture and industry

4.242 Transportation, distribution,and service

4.243 Labor

4.244 Technology 4.3 Consumption of goods and services

4.31 Price

4.311 Value

4.312 Relationship of supply and demand

4.32 Distribution of income

4.321 Affluence and poverty

4.322 Unemployment and standard of living

4.33 Personal income

4.331 Buying

4.332 Credit

4.333 Savings

4.334 Insurance

4.335 Investments

4.4 Money

4.41 History

4.42 Kinds

4.43 Banking

4.431 Commercial

4.432 Federal reserve

4.5 Economic growth

4.51 Measures

4.511 Gross national product

4.512 National income

4.513 Other

4.52 Stability

4.53 Role of government

4.531 Expenditures 4.532 Taxation.

4.533 Debts

4.534 Fiscal policy

4.6 International trade

4.61 Need

4.611 Interdependence

4.612Law of comparative advantage

4.62Role of government

4.621 Protectict

4.622 isolation

4.623 Free trade

4.63 Mechanics

4.7 Comparative economic systems

4.71 Democratic capitalism (American)

4.72Democratic socialism

4.73 Communism

4.74 Fascism

4.8 Economic problems

4.81 Special groups

4.82 Total economy POLITICAL SCIENCE

Political science

5.1 The study of political science

5.11 History of political science

5.12 Methods and schools of politicalanalysis

5.2 Political organization

5.21 Need for government

5.211 By individual

5.212 By society

5.213 Services

5.22 Historical development

5.221 Ancient world

5.222 Modern systems ofgovernment

5.2221 Parliamentary

5.2222 Totalitarian

5.2223 Presidential

5.223 American system

5.224 International organizations

5.23 Form of government

5.231 By structure

5.2311 Republic

5.2312Monarchy

5.232By function

5.2321 Parliamentary

5.2322 Presidential

5.233 By behavior

5.2331 Democratic

5.2332Totalitarian 5.3 Political institutions (U.S.)

5.31 National

5.311 Functional

5.3111 Legislative

5.3112 Executive

5.3113 Judicial

5.3114Administrative

5.312 Structural

5.3121 Congress

5.3122 Presidency

5.3123 Courts

5.3124 Bureaucracy

5.32 State

5.321 Functional

5.3211 Legislative

5.3212 Executive

5.3213 Judicial

5.3214Administrative

5.322 Structural

5.3221 Legislative

5.3222 Executive

5.3223 Courts

(5.3224 Administrative_

5.33 Local

5.331 Functional,.

5.332 Structural

5.34 Intergovernmental

5.35 International Political behavior

5.41 Forma

5.411 Decision making

5.412 Political parties

5.413 Voting

5.42 informal

5.421 Public opinion

5.422 Special interest groups

5.423 Mass media

5.424 Propaganda.

5.425 Leadership

5.426 Fellowship

" Political ideology

5.51 Capitalism

5.511 Evolution of ideas

5.512 Current ideology

5.52 Socialism

5.521 Evolution of ideas

5.522 Current ideology

5.53 Nationalism

5.531 Evolution of ideas

5.532 Current ideology

5.54 internationalism

5.541 Evolution of ideas

5.542 Current ideology

5.6 Individual in political system

5.61 Citizenship

5.611 Rights

5.612 Responsibilities 5.62 Socialization

5.63 Civil rights

5.64 Consumer helps

5.65 Career opportunities

5.7 International relations

5.71 Need for international cooperation

5.72 Resolution of international conflicts

5.73 Mechanics or framework

5.74 International cooperation

5.75 World counity

5.76 Foreign policy

5.8 Comparative modern governments

5.81 Geographic distribution of political power

5.811 Unitary (e g., France)

5.812 Confederate (e.g., Unused Nations)

5.813 Federal (e.g., Federal Republic of Germany)

5.82 Executive relationship ',,lith legislature

5.821 Presidential United States)

5.822 Parliamentary (e.g., Great Britain)

5.823 Dictatorial (e.g., Cuba)

5.83 Source of power

5.831 Democratic (e.g., Sweden)

5.832 Totalitarian (Authoritarian)

5.8321 People's Republic of China

5.8322 United Soviet Socialist Republic 5.9 Political problems

5.91 Public finance

5.92 Urban growth

5.92 War and peace

5.94 Federal-state relations

5,95 international finance

5.96 Political dissent

5.97 Others KNOWLEDGE

AND

PROCESS

CLASSIFICATIONS -Knowledge Catego

(;1 Principles and Laws

G2 Simple Generalizations

K4 Conventions: Names and Nomenclature

K2 Conventions: Symbols, Rules, StandardizedProcesses, Definitions

Properties, Parts, Characteristics,Features, Elements, Dimensions

K4 Trends and Sequences

K5 Similarities and Differences,Discriminations, as i- fications

K6 Contexts, Locations, and Orientations

K7 Operations, Methods of Dealingwith, Functions

K8 Cause and Effect Relationships (Costsand Benefits)

K9 Criteria or Standards

K10 Non Cause- Effect Relationships

-Inquiry-Problem Solving Processes-

Pi Input Acquiring information

Pil Viewing P12 Hearing p13 Feeling {tactile) P14 Smalling P15 Tasting P16 Using sense extenders

P2 input Insuring Validity and Adequacy Verlficati.on P21 Evaluating authoritativenessof so-Jrces P22 Evaluating logical consistencyand accuracy P23 Evaluating relevance to desiredlearning purposes P24 Evaluating adequacy for actingor deciding (comprehensiveness and depth) P3 Preprocess Organizing Information

P31 Labeling, naming, numbering, coding P32 Recording, listing P33 Classifying, categorizing, grouping, selecting, according to criteria P34 Ordering, sequencing P35 Manipulating, arranging, transforming, computing P36 Estimating P37 Summarizing, abstracting

P4 Processing I Interpreting Information (drawing meaning from data)

P41 Decoding verbal and non-verbal symbols P42 Inferring, interpolating, extrapolating P43 Analyzing P44 Associating, relating, equating P45 Comparing, contrasting, discriminating P46 Synthesizing P47 Testing against standards or criteria P48 Generalizing

P5 processing Il Using Information to Produce New Information

P51 Theorizing, predicting P52 Formulating hypotheses P53 Testing hypotheses P54 Revising hypotheses

P6 Output I Acting on the Basis of Information

P61 Reacting P62 Making decisions P63 Solving problems P64 Restructuring values (adapting, modifying) P65 Restructuring behavior (adapting, modifying) P66 Encoding verbal and non-verbal symbols prior to communication P67 Creating on the basis of knowledge andprocess

P7 Output II Communicating Information

P71 Vocalizing (non-verbal) P72 Gesturing, moving P73 Touching P74 Speaking P75 Writing P76 Using art media (painting, drawing, sculpting, constructing, etc.) P77 Dramatizing P78 Singing, playing instruments P79 Dancing SUBJECT AREA

PROGRAM GOALS SCIENCEPR- GOALS

::tiidcnt!, who porticlpaLe in social sLudies pro rams will, in real orsi seilino_ be able Le: flared

JdenLiLy social problems and estimatetheir relative importance in terms of contemporary andhistorical perspective.

reco} nine the sources, protagonists, andissues of the conflicts ina social problem.

evaluate the contemporary andhistorical significance of current social problems.

Naploy rational processes and validknowledge from the social sciences and history inthe analysis of social problems.

use logical and empirical modes ofinquiry in the analysis of social problems.

b. apply the perspectives,concepts, generalizations, theories, systems, andprocedures of history and social sciences in analyzingsocial problems.

3. identify conflicting valuesin social problems.

identify the values implied bythe actions and expressions of protagonists insocial issues.

compare the values of protagonists ina social issue and identify those valuesthat are in conflict.

Develop alternatives to the solution of personaland social problems.

suspend decisioa7makingin personal and social problems until sufficientinformation is secured to permit an adequateperspective to be gained regarding the problem.

formulate alternativecourses of action and select those that are most' efficientand effective in resolving personal andsocial problems.

Apply and value the aboveprocesses in making decisions about personal and social problems.

a. participate in making decisionsabout personal problems and value the aboveprocesses in making the decision. participate in making decisions about social problems and value the above processes in solving those problems.

Value the dignity of each individual in a society.

value the right to self-direction, to formulate ideas and to live in society as an independent being. h. valne his self respect and respect for the sub-culture with which he identifies.

value the concept of an ever widening circle of humanity beginning with a "community feeling" for the local scene and developing this feeling to ultimately include the world community.

Value democratic processes in a society. a. value'the democratic decision-making process. h. value the rights and responsibilities of membership in this democratic society. CAREER EDUCATION

PROGRAM GOALS CAREER EDUCATION FROG RAM GOALS

Awareness Exploration Preparation K-6 7-10 11-12

Attitudes and Values Toward ri f and Others

titudes and Values Toward Work

3. Education and the Totat Curriculum

4. Cart Exploration

Career Preparation X X

6, 'Career Placement and employment X

Regardless of the instructional levelat which each group of program goalsis introduced,

continuous development and reinforcementthrough the remaining years of education isexpected. CAREER EDUCATION PROGRAM GOAL S

1 Attitudes and Values Toward Self and Others

a. The student knows the physical and emotional benefits ofunder standing and respecting self and others throughoutlife.

The student knows that the majorsources of understanding, acceptance, and respect of self are understanding, acceptance, and respect for others.

The .student knows that -uccess in hiscareer is dependent on satis- factory interpersonal relationships with employers andfellow workers.

Attitudes and Values Toward Work

The student knows the personal, social,economic, and political reasons for work in our society.

The student knows that work isa dignified human activity which gives rights to and requires responsibilitiesfrom its participants.

The student knows that in our society heis dependent on the goods and services of others for his welfare andsurvival.

Career Ethic tion and the Total Curriculum

a. The student knows that skill in job exploration,selection, and preparation can lead to continuing career enhancementand personal fulfillment.

b. ite student is able to identifycareer alternatives, select those consistent with his values and goals, andAmplement chosen courses of action.

c. The student knows the physical andpsychological reasons ing a balance between work and leisureactivities.

4. Career Exploration

The student is able to evaluate hisaptitudes, interests, and abilities in exploring careeropportunities.

h. The student knows the major factors that may affect hiscareer opportunities and decisions (e.g.,physical, social, economic, educational, cultural, and technological).

The student knows that individualscan learn to function effectively in a variety of occupations. The atadent knows thatevery career has entry, performance, physical, attitudinal, andeducational requirements.

The student knows that career choice may help dete_i_tinefriends, associates, and status in thecommunity.

The student is able to select a tentativecareer choice teased upon exploration of a wide variety ofoccupations.

The student knows that career choice affect;; theamount and type of leisure activity thatmay be pursued.

career Preparation

a. The student is able to develop and apply the basic skillsand behaviors required to performone or more entry level jobs.

The student is able to employ the following organizationalskills appropriate-to the career of hischoice:

1. identify the objectives ofa task 2. specify the resources required 3. outline the stepsnecessary for completion 4. perform the actual operations 5. evaluate the final product

Career Placement andEmployment

a. The student is able to make an assessment ofthe labor market .determine opportunities thatwill advance hiscareer. The student knows the educational opportunitiesthat exist beyond grade 12 for the enhancement of his career skillsand his personal development.

c. The student knows theadvantages and responsibilities with working independently, associated as a member of a team, andunder direct supervision.

d. The student knows thatthe acceptance of a task'requires theaccept- ance of responsibilitiesto himself and others. e. The Student knows the opportunities for verticaland lateral mobility within his career cluster. COURSE GOALS SOCIAL SCIENCE 1.

COURSE GOALS

i . Units_ otGeographical sis

Ilw student knows that geography is the I U H G2 2b (C) Interaction, study of the earth and its life and the K1 man-environ- static and dynamic interrelationships K2 ment between man and his environment.

The student knows that two main I U H G2 2b (C) information, approaches to the study of geography are: K3 organization (L) regional- -the study of a single area, and (2) conceptual- systemic - -the study [,1 elements, element complexes, or processes in many areas,

II, , student knows the meanings of terms I U H Kl 2a (C) Analysis, "static analysis" and "dynamic analysis" K2 2b static as applied to regional, conceptual or (C) Analysis, systemic studies in geography. dynamic (C) Geography, terms

the student knows.that the branches of I U H G2 2a (C) Interaction, 4engraphy which are considered social K3 2b man-environ- sciences deal with relationships of man merit to his environment (e,g., social, cultural, economic, and human geography).

the student knows that physical geo- I U H G2 2a (C) Interactions, ;raphy is concerned with earth features K2 2b man-environ- lnd processes, their spatial and causal K3 ment :elationships.

rho student knows that concepts useful I U H G2 2a (C) Location for organizing information about spatial K2 2b (C) Distribution relationships include: location, distri- (C) Association lution, association, and movement. (C) Movement (V1 )Efficiency

the student knows regional, conceptual, I U H Kli 2a (C) Learning car systemic classification systems and K9 2b (Vl)Integrity, terminology used by writers of reference intellectual laterials as an aid to finding and wthenticating information. SOCIAL SCIENCE

Geography

COURSE GOALS

1.1 Units of Geographical Analysis

'Cho student knows sources of current I U H K6 2a (C) Learning geographic information including Educe- 2b Lionel Resources Information Center/ Clearinghouse for Education and Social Studies/Social Science, 970 Aurora, Boulder, Colorado, 80302; Ranger Rick magazine; National Geographic.

Tho student knows common systems of re- I U H G2 2a (C) Regions 'onal classifications including K5 2b geopolitical, climatic, geologic, continental, cultural, demographic, linguistic, land use, and economic.

The student knows that the concept of I U H G2 2b Location location involves identification of a Kl position which may be defined only in K2 relation to other .things.

The student knows that the concept of I U HG2 2b Distribution distribution involves the pattern of K1 arrangement of places or groups of K2 places which share a common characteristic.

The student knows that the concept of I U H G2 2b Movement, movement expresses the dynamic aspect of K3 geographic spatial relations, their causes and affects (e.g., distances perceived in travel time).

Uhe student knows that "spatial inter- 1 U H 02 2b (C) Systems action" is a school of geographical K2 analysis analysis which analyzes the dynamics of systems. rho student: knows terms used in spatial I U H 1(1 2a (C)- Interactions, interaction analysis including connecti- 2b spatial vity, flow, networks, information, trans- (C) Systems ortatton,rtation, closed and open systems, - ana=lysis iaximization, atmospheric change. SOCIAL SCIENCE

Geography

COURSE GOALS

1.1 UntL1±1Laalical Analysis Cont,

The student knows ways in which graphs, I U HK7 I 2a charts, and models are used to convey 2b information about spatial interactions.

The student is able to construct an PIUH P42 2a appropriate, flow chart or othergraphic P43 2b device to represent information about P48 spatial interactions. P63 The student knows that systems analysis U H K2 2a involves (1) statement of need,(2) defi- K3 2b nition of objectives, (3) identification K7 of constraints,(4) review of'alternatives,(5) selection of alternative °c. h best meets the need,(6) implemen- tation of the alternative selected, (7) evaluation, and (8) feedback andmodifi- cation until the objectivesare met satisfactorily.

The student knows that systems analysis Ulf K7 I 2a attempts to deal with wholes in terms 2b of the interaction of alltheir parts.

The student knows meanings of terms used U H K1 2a in systems analysis including whole, K2 2b elements, objectives, constraints,negative and positive feedback,duration, wady- state, equilibrium,equifinality.

The student knows characteristics dis- U K3 2a tinguishing various kinds of systems 2b including closed, open, isolated,and homeostatic systems.

The student is able to use systems U H P43 2a analysis principles and methodsto P62 identify, describe, represent, and P63 interpret geographic relationships. SOCIAL SCIENCE

1. Geography

0 COURSE GOALS

1.1 units of Cont.)_

The student knows that Game Theory pro- U H G2 2a (C) Conflict vides mathematical formulas and strate- K7 2b (C) Relations fries for(1) the analysis of situations Involving conflict of interest and con- trot, and '(2)the construction and evaluation of alternatives in decision- making.

The student knows procedural steps in H K4 2a (C) Learning game strategies and uses of Game Theory K6 2b -(C) Location in locational problem-solving or (C) Decision- decision-making. making

The student knows terms basic to use of H Ki 2a Game Theory Game Theory including variables, moves, 2b payoff, payoff matrix, strategies, minimax

The student is able to use mathematical H P62 2a (C) Location models and Game Theory techniques when P63 2h (C) Learning necessary or appropriate. (C) Decision- making rhe student knows algebraic and geome- HK2 2a (C) Data repre- tric symbols necessary for the use of 2h Sentation' same Theory formulas and models.

the student knows that educational game P I U H K3 2a (C) Game Theory Simulations provide strategies and K7 2b (C) Games, simu- Iehaviors for coping with simulated lation mvironments for (1)the analysis of (C) Decision- situations involving interest and con- making trol, and (2)the construction and eval- jation of alternatives in decision-makin for students in real life situations. SOCIAL SCIENCE

COURSE COALS

1.1 Units of Geographical_AnqlyALE Igli.fil

The student knows major historic geo- 1 U H G1 2b (C) Theory, graphic theories, the scholars assn- K2 geographic ciated with them, and the ways in which K8 theyJmy have reflected and influenced cultural values and world views.

The student knows that the adoption of P I U H GI 2b (C) Values certain geographic theories as ortho- K8 4a (C) World view dox or truebydifferent cultures at (V1)Inquiry different times depends on many factors, including availability of data and the value systems of the cultures.

The student knows contributions to devel- I U H K4 lb (C) World view opment of geographic studies by early K8 3a (C) Theory, geographers such as Herodotus, Ptolemy, geographic Eratosthenes, Ibn Batuta, Edrisi, (V1)Respect for Ebn faialdun, Mercator, and Varenius. cultural heritage

The student knows that the chief contri- I U K8 lb (C) Interactions, butions of such geographers as K10 2b man-environ- Vou Humboldt, Ritter, Powell, Marsh, ment Ratzel, Semple, and Vidal were in the (C) Theory, area of the interrelationships of the geographic physical rld and human culture. (Vl)Respect for cultural heritage the student knows the contribution of I U HKS 2b (C) Theory, Emanuel Ve-likovsky to the revival and geographic reappraisal of cataclysmic theory (i.e., the effect of extra-terrestial factors )n the earth's environment and its people).

Ube student knows basic concepts of cur- I U H G2 fic 4.125 (C) Interaction rent theories which emphasize the need K8 (V1)Cooperation for world-wide cooperation in the manage- (V1)innovative- rent of man's interaction with his noes )nvironment such as Buckminster Fuller's 'World Game." SOCIAL SCIENCE

Aphy

COURSE GOALS

its o (Cont.)

The student knows that new geographic PIUH1 2a Technolcqj data constantly being accumulated by K7 2b increasingly sophisticated tools and K8 techniques of measurement gives rise to new theories; and that new theories require new data to support or disprove, requiring yet more sophisticated instruments and techniques. SCIENCE

phy

. UP it!

COURSE GOALS

Lll arographv

Th_ student knows the location and use I U H K6 2a (C) Resou- P oi print and nonprint materials related Lb geography to cartography (2,g., card catalog: (Vi) Inquiry "ler. Drawing," "Maps"; Reader's Guid "Cartography," "Cartographic Use," Maps, Ai.-,rial," "Mans, Early"; periodical: Journal 0.1.CL2L121-12L; area and building audio-visual catalogs: "Cartography"; special materials: U,S.G.S. topography maps, aerial photographs-stereoscopic, surveyor's tools, pamphlets from NASA; --' on Ceoalher).

The student knows that in cartography P I U H K2 2a (C) Mapping data about geographic features and 2b (C) Data repre spatialrelationshipsare represented in sentation symbolic or graphic Form (e.g.,maps and

globes) . rho, student knows that the cartography P I U HK4 2a (C) Mapping orocess involves a series of transforma- K7 (C) Data repre dons From the real world to data to a sentation graphic representation and that these transformations require observation, data collection, and drafting.

Lhe student knows tools and techniques P I U HK7 2a (C) Mapping qhich facilitate the transformation of (C) Measurement observed reality into data (e.g., (C) Representa surveying). tion of dala

the student knows tools and techniques P I U HK7 a (C) Mapping which permit the transformation of data (C) Measurement Lao graphic representation in a map (C) Representa. (e.g., drafting). tion of dat SOCiA SCIENCE

riphy rHILV,

1.11 Cartoyr1Ly Cont,)

The student knows that throughout (C) Communicati history maps helve been the major means of info. of recording, interpreting, and (C) Datarepro- tt.lnp flgrciphic information. son La Lon (V thoovni vc! - nos s (VI)Kesp el lor cultural. heritage

Ai student, knovsreasons for development (V1) 1nnovaivc- of neaps and mapping proceduresincluding ne8S (1 need to know where one i s, (2) need to know whore other things are,(3) need Le know routes or available passageways from one location to another,(4) need tostore and mitmunieaLe data.

The student knows the historical devel- (C) Mapping opment of geographic data collection and (VOlotellectual mapping including perfection of tools integrity and instruments, changing theoretical (Vl)Respect for orientations, and major contributors cultural (Aristotle, Moreator, et al). heritage

The student knows that historic map (C) Mapping projections and cultural world viewsare (C) World view often interrelated. (V1)Intellectual integrity (Vl)Respect for cultural heritage

The student knows the conventional poin (C) Data repre- line, and area symbols which are used sentation represent qualitative and quantitative distributions in mapping (e.g., distribution of population, of rainfall). SOCIAL SCIENCE

. nphy Unitsof Analv-

COURSE GOALS

1.1A2C

The student knows ways inwhich di- i- I U II K2 2a Data repro- hution of a single variablemay be K3 2b sentation illustrated in maps intendedto aid Mapping geographic analysis (e.g.,rainfall, population density, vegetation) .

The student knowsways in which maps may I U H K2 2a (C) Data ropre- il!ustrato relationships betweenvari- 2b sentatiou ables (e.g., vegetation andrainfall). (C) Mapping The student knows conventionalized forms P I U H K2 2a for direction, scale, and (C) Mapping coordinates in 2b mapping and map reading. (C) Standan_ zation (C) Data representation

the student knowsways in which the P I U HK2 2a mathematical concept of scale (C) Mapping is used K7 2b in reading and making ofmaps, (C) Measurement (C) Data representation (V1) Efficiency (V1)Accuracy The student is able to determine and P I U H P36 2a identify direction in reading (C) Mapping or con- P44 2b struetion of maps. (C) Measurements (C) Data representation

rhostudent knows ways in which mathe- F I U H K7 2a aatical systems of coordinates (C) Mapping (grid, 2b matrix) are used in readingand con- (C) Measurements 3tructing maps. (C) Data repre- Sentation (V1)Efficiency (V1)Accuracy SOCIAL SCIENCE

Units 01 Geographical Analysis

I.11 Cartogrqphy_lc:prit.)_

The student knows standard systems of I U H K5 2a. (C)Measure,atenL Ilaming and enumerating coordinates K6 (C) Standardl....a- including latitude, longitude, township- Lion range, and their subclassifications (minutes,c!conds; sections, quarter- sections).

The student knows a place or site is I U H K6 2a (C) Data tocnted on a map or globe representing 2b the earth's surface by degrees north or south olthe equatorlatitudeand east ne west of the prime meridian-- longitude.

The student knows that locations on the I U H K2 2a moon are identified through use of the K3 2b same system of latitude-longitude K7 measurements that is used for earth locations.

Elie student knows the relationship of 1 U HK8 2b (C) Measurement time zones to conventional longitudinal (C) Standardize- units of measurement. tion

Cho student knows ways in which vertical P I U H K2 2a listances may be represented on topo- K7 2b 4raphic or contour maps (e.g., contour lines, shaded or colored relief, or 3-dimensional construction).

Ole student knows ways in which the P I U H K2 2a legend may be used in encoding and 2b iecoding maps.

Clic student knows ways in which carto- P I U H KS 2a (C) Mapping Iraphy is interrelated with mathematical (C) Measurement representations, theories, and procedure (C) Data rcpre- (e.g., use of coordinates--matrix--for sentation !scablishing position). SOCIAL SCIENCE 11.

1. (4.(flwaphy 1.1 Units of GeographicalAnalysis

i-.141r1..alPIIY(f-Qti--

The student knows that map types may be I U H G2 2a classified by intendeduse or function Data repre- K7 2b sentation (a.g., record-keeping,transportation, geographic analysis). Classifica- tion

The student knowsways in which maps are I U H K2 2a used for record - keeping (C) Data repre- (e.g., plat K5 2b maps, zoning and other districtmaps, sentation (C) Mapping weather maps) .

The student is able to decode and inter- I U H P41 2a 4d (C) Data repre- pret maps Lo facilitatetravel (e.g., P45 .2b 5a street maps, navigationcharts, military sentation maps, trail maps, aerial maps). (C) Mapping

The student is ableto construct and U H P41 2a 4d read various graphic models Data rcpre- including P45 2b data matrix, digraphs, 5a sentation cartograms. P76 (C) Quantitative analysis the student is ableto make maps, I U HP66 2a 4d selecting appropriateforms as needed, (C) Location P76 2b 5a for variouspurposes including record- (V1)Accuracy ing, interpretationor communication of data.

the student is ableto construct and use U H P41 2a topographic maps. 4d 266 2b 5a P76

the student is ableto decode and inter- P I U H P41 2a 4d pi:et maps as needed forpersonal, P45 2b 5a Academic, or economicpursuits. rile student knows historical and current U H K7 2a reproduction methods including Cad (C) Data repre- printing 2b and nonprintingprocesses. sentation SOCIAL UCIENCI

I. ti(2ography Unif!r; of C ographical Analys s

COURSE GOALS

I. (411:LIgLlalirLlta/

The student knows new concepts in map U H K4 2a (C) Data repro- projection including use of functional K6 2b sentation distance rather than physical distance K7 as unit of measurement, deliberate distortion for "uniform plane" distribution, and cartograms.

The student knows ways in which various I U H K2 2a map projections represent a round world K7 2b on aflat surface including Mercator, oval, ambort's conic conformal, stereo- graphic conformal, and polar).

The student knows ways in which computer I U H 02 2a (C) Mappin,: technology is affecting the science of K4 2b (C) Data rc-co- cartography including (1) automation of K7 . sentetion map production, and (2) new map forms (C) Quantitative required for quantitative analysis analysis procedures. fe student knows uses of computers for U HK7 2a (C) Data repre map production including:(1) selection 2b sentation Df scale and projection appropriate to data being represented,(2) drawing and printing by line-printer, coordinate plotter, and contiruous curve plotter, (3) transformation nd analysis of serial photographs, (4) 3-dimensional naps from computer controlled 3-axis milling device and digitally stored data rhe student knows reasons for the trend I U H K4 2a 4b away from manual drafting of maps K7 2b 4d including availability of preprinted materials, the development of scribing, Ind the use of computers.

ETiestudent knows possible future trends U H K4 2a 3a in cartographic science. 2b 6a 6e SOCIALCIENCE 13

1, (,,rp,raphy 1,1 UniLfi Ol Guuaphical Analysis

COURSE GOALS

1-12C;°MaLLI2iLLY.

The student knows the location and use P IU HK6 2a (C) Resources, or. print and nonprint materials related 2b geography to geonforphology in geography (e.g (V1)1nquiry card cataiog:-"Earth," "Physical Geo- graphy," "Soils"; Reader's Guide: "Soils," "Earth Sciences"; periodicals: ____' nee News, National Ceoire hic index; area and building audio-visualcatalogs: "Earth Science," "Soil Classification," Mil Erosion," "Geography, Physical"; special. materials: Mobilgraph trans- parencies of volcanic activity, erosion table).

The student knows that geomorphology I U H K2 2b deals with the relief features ofthe earth's surface by using physiographic principles for description and dynamic and structural geology for explanation.

The student knows land features which P I K3 2b characterize the earth's surface such as mountains, hills, plateaus, plains.

The student knows the meanings ofterms P I U 11 K2 2b commonly used to describe geographic features such as hill, mountain,range, volcano, plain, plateau,ocean, river, stream, sea, bay, island, continent.

The student knows the meanings of words I U HK1 2b used by geographers to name featuresin K2 terms of their functional relationship K8 to other features such as piedmont, tributary, gulf, river basin,watershed, ielta, flood plain, estuary,peninsula, reef, lagoon, fault line, glacier, noreine, slope, rain forest, fall line, ?tc. SOCIAL SCIENCE 1

1 (0!ng.aphy Li Units al r p ical Analysis

COURSE. GOALS

1.12 G omol h?lo Cont.

The student knows terms to describe P I K1 2b (C) Change, processes which affect the shape and K2 physical structure of earth features such as K8 erosion, weathering, glaciation, earth- quakes, volcanic eruption, wind.

The student knows terms used to describe 1 U H C2 2b (C) interactim basic processes, sets ofprocesses, or KI interactions between eco-system compo- K8 nonts which affect earth features such as water cycle, weather, decomposition, hiogeochemical cycle, photosynthesis, radiation, gravitation, magnetism, evaporation, precipitation, etc.

Tho studc : knows that earth features P 1 U 11 C2 2b (C) Interacrim aro caused by the dynamic interaction, K6 (C) Change, through Lime, of the components of the K7 physical cco-system (e.g., seismic and or vol- K8 came activity produces mountain ranges which alter wind and storm patterns creating deserts in the lee of the mountain

Tho student knows effects of themajor P 1 U G2 2b (C) internctioi forces of nature such as glaciers, wind, K8 (C) Change, water, internal pressure on the earth's physical surface.

The student knows soil componentssuch P I U H K3 as parentmaterial,substrate, organic increment, etc,

The- student knows ways that soils may be I 7 H KS 2a (C) Classifica classified for study including vertical K7 2b tion distribution (soil profiles, horizons, (V1)Objectivit layers), color, porosity, origin, relation to climate or vegetation, location, mineral content, or combinations of these. SOCIALCIENCE

1. hy 1.1 Units of (;eograplical Analysis

COURSE GOALS

1.12 ,C;nor=hology(cor_

The student knows terms used to identify PI U HKi 2b (C) Classifies- standard classifications of soils such K3 Lion as tundra, podsol, chcrnozem, sierozem, K5 (C) Systems ltcritic, clay, humus, loess, sand, dnfi, litter, etc.

The student knowst-scommonly used t P I U H K7 2a (C) Naming describe major soil interections, K8 (C) Interactions processes in which soil operates as (C) Classifi- cause, effect, or both, (i.e., humifica- cation Lion, mineralization, leaching, erosion).

The student knows theories= ealing with I U H K8 2b (C) Theories origin and formation of soils. (C) Evolution

The student knows ways in which soil P Iii U K4 2a (C) Interactions composition is interrelated withvarious K6 6c factors such as climate, topography,and K8 covering vegetation.

The student knows some instrumentsused P I U El K2 2a (C) Data gather- by modern scientists to compile and K7 2b ing record data about earth featuressuch as seismographs, depth sounders,cameras. S()CIAL SC ENCE

I j j ;).f(:- icn I..11a..1.,/s.i.5

COI IRS L:COA LS

1I 3 Jleteorolov Aimatolo,:fy

The student knows the location and use PlIIH ..0 (C) kesourre,, oI print and nonprint materials related 21) geography to mpteoralogy and climatologyin. geo- (VOInguiry graphy (e.g., card catalog: "Neteorol- agy," "Weather Lore Ninds," "Ctimat( Reader's 6uide: "Climate," "Weather-- Mental and Physiological FJLects," ''h'eather Coctrol"; arua and bnilding aud.h-visual catalogs: "Climatology," "E,arth Science," "Sun, Earth Relation- ship"; special materials: weather instrtmicras, model of planetarium.

The student knows basic processes in tho PIUH K8 Is (C) ConservaiLu interaction of sunlight, air, water, arid lb (c) Environment land Iorms (i.e., evaporation, condensa- 2a (C) Interat! ion tiou, tOmTcL'aLure charl4Lc!s)to produce 21' 'iolliillon weather phenomena (i.e., wind, lrecipitation),

Ill tudent knows the meaning of terms P 1U R 1(1 2a 7.ommonly used Lo describe weather ele- K2 2b

'lofts including high pressure, low 1(1 )ressure, storm, humidity, precipitatio lew point, wntor cycle.

(lid student knows the relationships P 1 U fl. K8 ?h (C) interaction. ,etween temperature variations, air physical )ressure, and winds

:he student knows causos of general P 1Ti H KG la (C) interaction, )atterns of airmovements (e.g., air K8 lb physical mwes from polar highs Lo equatorial 7a ,ows, it :k detlecued by the rotation of 2h he earth, and is affected by varying .omporatuees oflaid and water over Ilich it passes.

he student knows the relationship be- PlUH K8 la (C) Intoraetion. .ween.wind patLernsand stortilS, physic:al

. . SOCIAL SCIENCE 17.

1. Ct-nuaphy 1-1Hnit..-1 of GengraphicalAnalysis

COURSE GOALS

1.13 Mote 1 1 Cll -telggy (Cont.)

The student knowsthat the attempt to P 1 U Hg7 la control weather hasmotivated the (C) Environmenta KB lb development or muchreligious ritual as influence well as research. (V1 )Security

Thostudentknows ways in which man's P 1 U H G2 2a ootivities are affectedby weather. _ Environmenta K8 2b influences Tho student knows that climate refers P I U H to the average conditions KI la produced by K2 lb weather patternsfor a site, area, or K5 region over a longperiod of time.

The student knowsthat an early system P I U HK5 lb of climateclassification was the Greek 2a division of thewo i into Frigid, Temperate, and TorridZones.

The student knowsthat data prolifera- P I U HK4 lb tion has increasedthe complexity of (V Intellectual K5 2a climate classification integrity systems. K6 The student knows K8 the criteria usedto establish modern-climatic categories P I U HKI 2a such as tropical rainforest, tropical (C) Environment K2 2b savanna, tropical desert,Mediterranean, humid subtropical, K5 marine, continental, K9

The student knowsland features likely P I U HK6 2a to be associatedwith given climatic Envl:onment g8 _types.

The student knowsfactors which influ- P I U HK8 2a ence climate (e.g.,sunlight, equatorial distance, altitude, 2b proximitytowater).

The student knowsthat seasonal changes P I U HG2 2b occur as a result ofa chain of causes (C) Interactions and effects K8 including the tiltand orbit physical of the earth in relation to thesun and the consequent variationsin the inten- litv And Amountof sunlight receivedat di ffprar, ot-ner.e.. SOCIAL SCIENCE IZ.

,raphy GPOP a Ali

COt-E COALS

1.13 21_ i=12Ey/Climatolo

The student knows the meanings of terms P 1 U H K1 2b (C)lnLeracLiot i usod lo descrLhe specific features of K7 physical earth's interaction with the sun such as rotation, revolution, axis, inclination.

The student knows how the earth inter- P I U H K3 2h s with the sun (e.g., the parameters K8 of the earth's rotation about the sun).

The student knows how the location of P 1 K8 2b 2.33 the poles at the ends of the earth's axes influences their cold climates.

Arc student knows how the location of P I K8 2b the equator influences its tropical climate.

the student knows ltow the tilt of the P 1 K8 2b :?arth influences the seasonal opposites in the northern and southern hemispheres. flee student knows that the amount of P I U H G2 2b (C) Interaction Sunlight received at a site varies with K8 physical the angle with which the sun's rays hit the site, the atmospheric conditions xisting (i.e., clouds, smog )and the Length of day. rile student knows ways in which seasonal P KS 2b (C) Change thanges affect human activities such as (C) Adaptabilit. cork, recreation, shelter building, rood growing. SOCIAL SCIENCE

I. Geography 1.1 Units of GeographicalAnalysis

COURSE -GOALS

1. 14

The student knows the location and use I U HK6 2a of print and nonprint (C) Resources materials related 2b Lc geography hydrogcology and oceanography(e.g., (V1) Inquiry card catalog: "Oceanography,""Tides," "OceanographyResearch"; Reader'sOuitl "Oceanography," "Marine Resources," "Ocean"; periodical:Sea Frontiers, Skin Diver, National index; area and building audio-visualcatalogs: "Oceanography," "Oceanographer," "Ocean life," "MarineResources"; special materials:ocean relief maps).

The student knows that hydrogeology is U H K1 2b the study of the distributionand use (C) Conservation of water and its effectupon the earth's (C) Interactions surface. physical

The student knows the meaning of terms I U H K1 2b used to identify water features such as K2 oceans, seas, estuaries, deltas,rivers, tributaries, drainagesystems, sources.

The student knows the meaning of the F I U HI1 2b term "water cycle." (C) Interact lt2 physical The student knows terms for major land- I U HKl 2b (C) Interacti dater interactions includingerosion, runolf, leaching,precipitation, physical ojaciation, diffusion,

Mc student knows ways in which avail- P I U H K6 ability of water affects Aa (C) Location the choice of K8 sites for settling,farming, menufactur- ig, etc., by individuals andgroups. the student knows the role of drainage I U H K4 systems in biogeochemical 2b (C) Eco-system cycles. K8 interactions (C) Cycles, bio-- geochemical SOCIAL SCIENCE 20.

1. Geography 1.1 of Geographical Analysis

COURSE GOALS

1,14 11iyAtpILIgy/Oceangraphy (Cont.

The student knows ways in which major P I U H G2 2b (C) Regions drainage systems have been used as K7 (C) Culture area boundaries or links between cultural or economic regions.

The student knows sources, courses, and U H K3 2b (C) Location

characteristics of earth's major drain- K6 . age systems.

The student knows ways in which various P I U HK7 2b (C) Exploitation cultures have used water systems for (C) Interactions transportation, irrigation, recreation. man-environment (VOInnovative- necs

The student knows ways in which man's I U U G2 2b (C) Symbolism relationship to water has been explored K6 (V1)Creativity in many cultures through religious, (VOReverence. literary, musical, and artistic symbol- (V1)Beauty ism.

The student knows information about I U H G2 2b (C) Region bodies of water may be organized region- K5 4a (C) Classi a- illy (relative location) or topically- Lion systematically (common variables). the student knows criteria for classify- P I U H K5 2b (C) Classific ing zones or regions including: (1) 4b 'Lion available sunlight (euphotic and (V1 Objectivity iphotic zones),(2) geomorphology (continental shelf, abyssal plain, etc.) (3) water depth and density (bottom dater, deep water, intermediate water, Stu .). rile student knows the location of the P I U H K6 lb Environment important river systems of a region. 2b SOCIAL SCIENCE

Geography 1.1 Units of Geographical Analysis

COURSE GOALS

1.14 H dro_eo o /Oceano- -_ Cont.

The student knows that oceanographyis P I U H Kl 2a the geographical, geological, and K2 biological study ofoceans.

The student knows names commonlyused to P I U HK1 2b Jassifica- describe ocean features by shapeor K3 tion function (e.g., ocean,sea, bay, gulf, K6

lagoon) .

The student knows names of majorocean P I U HK1 2b Classili areas: Atlantic, Pacific, Indian, etc. Lion

The student knows basic data regarding P I U HKS 2b (C) Spatial sizes, shapes, and locations ofthe K6 relationship earth's ocean areas inrelation to land.

The student knows ways in whichman has P 1 U K K6 lb (C) Challenge historically used the seaS (e.g., K7 2b protective barrier, transportation, (C) Exploitation (V1)Responsibil- food source). ity

The student knows ways in whichman has P I U HG2 lb (C) Symbolism explored his relationshipto the sea An K7 2b (C ) Self- literature, religion, and thearts. KS 6a expression (C) Challenge (VI)Imaginative- ness (V1)Empathy The student knows terms usedto describe P I U HKl 2a (C) Eco-systcm, .7.0vponents of the marine eco-system 4a marine tfeh as nutrient salts, sunlight,sea .Jater,photosynthesis, phytoplankton: rho student knows meanings of terms usedP I U HKl 2a to identity various kinds ofocean move- KS wilts such as wave, upwelling,convey= ;once, divergence, tides. SOCIAL SCIENCE

COURSE GOALS

I. l4 ilo_ro...012:,,,aloslarlagLLaLE Cont.)

Thu student knows uses of tools CO P 1 U H K7 2a (C) Data tulle-et oceanographic data such as drag- 4a collection nets, currant meters, depth sounders, (C) Technology moil other electronic devices. (VI )Accuracy

The student knows wayS'of interpreting I U H K7 2a (C) Data miLur- oceanographic data such as calculation 4a pretation of the density of sea water from the (() Measurenunt measurement Of chlorine content, or the (V1)Accuracy spued and direction Ot current from various mons rements of temperature and donsity.

Thu student knows practical applications P I U H K7. 2a (C) Technology_ ni oceanographic rest =arch including 4a (C) Research shipping and fishing industries, weather (V1)RespOnt4i- prediction, ecological study. hint)/ (VOAccuracy the student knows ways that ocean move- P I U G2 4a (C) Eco-sys 01 , wilts affect the growth of marine life K4 5b marine (e.g., nutrient salts are brought to K8 (C) Food chain surface by upwelling and feed phytoplankton which are basis of food chain).

The student knows causes and charac- P I U H K3 2a (C) Interaction taristics of waves. K4 2b physical. K8

The student knows causes and character- P I U H K3 2a (C) Interactions istics of the rise and fall of tides. K4 2b (C) Systems K8 the student knows names, courses, and I U H Kl 2b zharacteristics of major ocean currents. K3 K4 K6 rhe student knows ways in which ocean P I U HK6 2a (C) interactions :nurents and land features interact to KS 2b physical iffect weather and climate. SOCIAL SCIENCE 33.

(1rography 1.1 Unfts of GeographicalAnalysis

COURSE COALS

" hydro Con

The student knows the importance of I U H K7 2b estuaries in the marineeco =system. (C) Eco-sys K8 4a marine The student knowsways in which indus P I U H KS 2b trial and agriculturalwastes threaten (C) Conservatirm 45 life in rivers, estuaries,and oceans. (C) interaction physical (C) Eco-system, marine (V1 )Respon ible ness The student knows common theories of the I U H GI 2a role played by thesea in the evolution (C) Evolution K8 4a or life as we knowit such as (1) the (C) InteractionF basic habitat fromwhich complicated life forms finally emergedtooccupy land (Darwin), (2) the medium in which atmospheric oxygenwas created by photosynthesis, and (3)the medium which provides the basis ofthe food chain (Odum). SOCIAL SCIENCE

I. (;uogr 1,1 Units eographical Analysis

COURSE COALS

1,1 Biogeogra by

The student knows the location and use I U H K6 2a 3a (C) Resources, of print and nonprint materials related 2b 4d geography to biogeography (e.g., card catalog: (Vl)Inquiry "Biogeography," "Ecology"; Reader'- Guide: "Ecology," "Food Chain ecology)," "Adaptation (biology)"; area and building audio-visual catalogs: "Eco-systems," "Biogeography," "Habitat"; periodicals: Natural History, gitE2er Kick, National Geo&raphic index),

The student knows that biogeography is I U HK1 2a Interactions concerned with the, interactions of liv- K2 2b- physical ing and nonliving parts of the biosphere.

The student knows that biogeography may U H G2 2a (C) Research be studied from many viewpoints includ- K7 2b ing (1) analysis of energy and nutrient transfer systems (cycles),(2) analysis If qualitative and distributive relationships between plants, animals, and

1tabitats,(3) analysis of life support 3ystems, and (4) analysis of historic :elationships between plants, animals, Ind man.

Cite student knows that the interaction 1 U H G2 2b C Life of living and nonliving elements may be K4 C) Interactions Inderstood in terms of biogeochemical K$ physical :ycles, i.e., the movement of elements

1from environment to organisms and back

:c) the environment.

The student knows terms used in the U H K1 2a itudy of biogeochemical cycles including 2b iutrient cycling, reservoir pool, >cchange or cycling pool, energy flow, :eedback, cycling rates, turnover rate, urnover time, standing state, compart- ents, pathways. SOCIAL SCIENCE

I;uu ;Jphy i.] UniLs of Geographical Analysis

COURSE GOALS

1.15 Iliogen 'a I , (Cont:21

The student knows reservoir cla fica- H K3 2a (C) ClassiCied- dons of biogeochemical cycles, i.o,, 2b tions gaseous types have reservoirs in atmos- phere or hydrosphere (ocean), and sedimentary types have reservoir in the earth's crust.

The student knows ways in which concepts U H K2 2a (C) Data gather- and data about biogeochemical cycles may ing be represented in various graphic forms (V1)Accuracy including descriptions, tables, flow charts, maps, graphs.

The student is able to interpretnew U H P41 data about biogeochemical interactions P42 in terms of cyclic processes.

The student knows ways in which plants I U H K8 2b (C) Eco-system and animals contribute to maintenanceof 6c interactions steady-state in earth's temperature and (VOResponsible- air pressure conditions (e.g., through ness contribution to atmosphericoxygen which produces protective ozone layer). the student knows ways in which man's PIUM K8 la (C) Eco-system activities are threatening the natural 2b controls on atmospheric composition, interactions 6c (V1)Responsible- temperature and pressure including air ness pollution increasing ozone layer).

The student knows ways in which plants P I U H K8 2b (C) Eco- system and animals interact topreserve the 6c interactions atmospheric balance of the planet, i.e., plants breathe in 002, breathout oxygen, animals breathe in oxygen, breatheout

CO . 2 the student knows ways in which plant P I U H K8 2b (C) Eco-system and animal life interrelate withthe water cycle (e.g., roots hold soil which interactions folds water) . SOCIAL SCIENCE 26.

1. Geography 1.1 Units of (,eographical Analysis

1.15 Ilioveography '(Con__,)

The student knows that plant a animal P 1 K8 2a remains contribute to geologic forma- 2b Lions (e.g, decomposition into soil,

fessili-4ati n ) .

Thu student knows ways in which plant P I K8 2a Etc-system and animal life are interrelated in the 2b interactions eco =systems (complex patterns of causes (V onsible- and effects which include factors of ness climate, land forms, soils, movement, Inman behavior),

The dent knows major theories dealing 1 U H Cl .21) (C) Eco-system, with the variety of plant and animal K8 interactions species, their causes and effects on the earth and man (e.g., Darwin, Velikovsky).

The student knows functions of plant and I U H K8 2b (C) inter- animal life in the economic, social, and dependence religious life of man (e.g., food, (C) Culture and shelter, embodiment of natural forces). environment

The student knows the basic functions of PlUll C2 , 2b (C) Energy °r it- photosynthesis including the chemical K2 version interaction process by which solar K7 anergy is converted for life energy, basis of food chain.

The student knows the role of thesun as P I U H K7 2b (C) Ecology supplier of earth's energy for produc- K8 interactions Lion of oxygen, water, food, temperature said pressure balances in combination with earth factors. the student knows natural life-support I 11 II 12 2b (C) Interactions, systems which supply organisms with: K7 life-physical )xygen(animals) or CO2 (plants), suit- )ble temperatures and pressures,water, Ind food. SOCIAL SCIENCE

1. Geogra[ 1.1 Units raphi al Analysis

COURSE GOALS

1.15 Di 'ecsra h ._

The student.knows that a food chain is P I U H Gl the transfer of food 2b (C) Eco-system energy from the K2 source in plants through inLerac ions organisms with K7 repeated eating and (C) Food chair being eaten. KS The student knows basic types of fond P I U ti K5 lb chains includinggrazing chain (from (C) Eco-systom 2b green plant base to grazingherbivores interactions to carnivores), detrituschain (from (C) Food chain dead organic matterinto microorganisms to detritus-feedingorganisms and their

predators) .

The student knowsways in which, grazing I U H KB 2b and detritus chainsinteract to form (C) Food chain food webs. (C) Eco-system interactions

the student knowsways in which man's PIUH K8 2b activities alter or disruptfood chains (C) Food chain (e.g., use of chemicalsfor insect (C) Eco-system control). interactions (VOResponsihie- ness

The student knowsways in which food P I U H K6 chain and habitat 2b (C) Food chain alterations influence K8 the present and futurequality of human (C) Eco-system life. interactions (C) Alternative futures CVOResponsibil- ity The student knows the concept of areal U H G2 or spatial covariation 2b (C) Ecology including factors K1 (variables) found interactions together repeatedly, K2 but not necessarilyin causal relationships (e.g., reindeerand ptarmigancom- mon to arctic climates butnot sign ifi- cantly dependentupon each other). SCCiAL SCIENCE 28.

Gccwroplcy . ol raphical Analysis

GOALS

1,1,513,13W- =

The student knows that element complexes U U 02 2b (C) Ecology are sets of Factors 'found together inan K2 interactions area and Connected by cause and effect K8 or functional relationships (e.g., agricultural complexes of plants and animals).

The student knows ways in whichmember 1. U H 02 2b Ecology ct1 the same species interact withina K8 interactions habitat arc. , territoriality, KIO social organization, controlson population).

Thu student knows ways in whichmembers I U H K8 2b (C) Ecology of different species interactwithin a common habitat (e.g., predation, interactions symbiosis, parallel use, arealcovaria- Lion, couvolution

The student knows ways in whichspecies I U-1 02 2b (C) Evolution interact with their habitatsincluding K8 (C) Adaptation use of such concepts as genetic adaptation and behavior.

the student knows ways in whichplant P I U H 02 2b (C) Ecology and animal species may respondto K8 Habitat changes. interactions (C) Adaptability the student knows ways in which man's P1UH K8' 2b (C) Ecology activities bring about changes in habi- 4a Cats (e.g., farming alters prairies, interactions (V1 )Responsible- logging alters forests, dredgingalters 'i_vers, bays, estuaries, seas). ness SOCIAL SCIENCE 29.

Geography 1.1 Units of Geographical Analysis

COURSE GOALS

1.15 Bigglgraphy(Cont,)

The student knows plant and animal I U H K3 la (C) Classifica- species characteristic of major climatic, K6 2b tion soil, or topographic element complexes or habitats. SOCIAi, SCIENCE 30.

I. Geography 1.1 Units ol Gco-aphic 1 Analysis

COURSE GOALS

1.16 Demography

The student knows the location and use IU H IC6 2a (C) Resources, of print and nonprint materials related 2b geography to demography in geography (e.g., card (V1) Inquiry catalog; "Population," "Birth Rate," "Census"; Reader's Guide: "Demography," " "Population - Statistics," "Overpopula- tion"; periodical: Social Education, area and building audio-visual catalogs: "Population Map," "Population Census," "Population Density"; special materials: almanacs, U. S. Census Reports, atlases).

'!he student knows that demography is the IU H ICI la Population statistical study of human population- - IC2 2b its size, density, growth, distribution, 4a migration, vital statistics--and the relation of these to social and economic conditions.

The student knows meanings of terms used U H (C) Data, to identify demographic concepts includ- K2 demographic ing demographic variables, demographic transition, limiting factors, density- dependent factors, density-independent factors, trends.

The student knows demographic variables PI K2 2a (C) Population include location, age, income, sex, K3 (V1)Accuracy race. K7

The student knows accurate current data IU H G2 la (C) Population relating to the world's population K3 (V1)Responsible- including total number, distribution by ness various criteria, and rate of increase.

The student knows reasons for the U H 1(4 la I 4b (V1)Innovative- development of demography as a science K7 2a 6a nese including need for accurate statistical (V1)Utility data to support or challenge Utopian theories, provide information to governments and industries, and permit pro- jecti ns and plannings. SOCIAL TES 31.

I t,yop 1.1 imits of Go(raphical Analysis

COURSE GOALS

1.16 Demography (Copt,)

The student knows graphic devices used P 1U K2 2a to illustrate demographicdata, relationc Ro Ourco.s, ships, rates, trends,and projections geography such as tables, charts,maps, and graphs

The student is ableto read and inter- P I UH P41 2b pret statistical charts,maps, graphs, Resources, and tables of datain order to extract geography information, makedemographic infer- =c aces, or supportdemographic hypotheses.

The student knowsways in which Malthus- U H Cl lb ian,Lheory contributedto the advance (C) Pot la t i on K8 2a of demographicscience. 2b The student knows'promises and concepts basic to the Nalthusian G1 2b (C) Populaticn theory of K8 population dynamics. (V1)Respongible- ness The student knows the contributions of Uli K4 2a 3b various postMaithusiandemographers- (C) Population K8 2b 4a social scientiststo the development of 4b demographic techniquesand interpreta- Lions.

The student knowsways in which popula- I U K6 lb tion density,distribution, and (C) Population changes K8 2a relate to their historicaland environmental context, K10 2b

The student is able to infer and verify P42 relationships between 2a 4b (Vl) Inquiry demographic trends P45 and other types 5a of covarying ofenviron- mental, historicalfactors.

The student is ableto infer trends and P I U 11 P42 2a 4d make predictions basedon demographic (V Inquiry data. P45 5a P51 SOCIAL SCIENCE

I Gc 0 a pi) y

1. Finns al- Geographical alysis

C 01. i GOALS .

],16 DomorL211L41

The student knows various uses, public U -H K7 la 4b (C) Plannin and private, of demographic data (c.g., 4a (V1)Innovative- marker research surveys, urban planning, ness educational policy planning). (V1)Efficiency The student knows ways in which demo- I U H K7 5b 4d (C) Problem graphic data and techniques may be used solving in various stages of an inquiry or prob- (V1)Inquiry 1cm solving process (i.e., selectionand matching of experimental and control graups for hypothesis testing, determin- ing sizes and proportions of, samples for polling -- attitudesurveys, needs assessments).

The student is able to use demographic I U H P23 2a 4d Problem Jata and techniques appropriatelyin P24 4a ,ta solving problem solving situations. P33 5b (C) Data P35 (V1) Inquiry P42 P44 P47 P53

Pile student knows ways of recognizing I .0 R K7 5b 4d (C) Problem situations in which theuse of demo- solving graphic data or techniques isappropriate (C) Data, demo- r necessary to a problem solvingpro- graphic tress, i.e., problem identification (attitude surveys, needs assessments), information gathering and organizing, verification, hypothesis testing (experi nents, SOCIAL SCIENCE

I. (" graphy 1.i Units of Geographical Analysis

COURSE GOALS

1.17 Cultural iLIEPIII

The student kTlows the location and use PIUH K6 2a (C) Resources, of print and nonprint materials related 2b geography to cultural geography (e,g., card cata- (V1 ) Inquiry log: "Anthropogeography," "Astrology," "Astronomy," "Universe"; Reader's Guide; "Environment," "Cosmology," "Universe"; periodicals: Sky lasiTelescoRa, Scienti- fic_Americen; area and building audio- visual catalogs: "Cultural Anthropology; "Cultural Geography")

The student knows that cultural geograph I U H G2. 2b . involves qualitative (identifying and K2 ch;scribing) and quantitative (measuring K7 distribution) studies of cultural traits and their relationship to physical environment.

The student knows historic and contempo- I U H Gl 2b (Vl)Respect for rary theories advanced by geographers tee lib cultural explain and interpret the interrelation- heritage ship of natural environment and culture.

The student knows ways in which land use I U H K8 4a (C) Land use is affected by cultural valuesystems. 4b (C) Cultural valueS (Vl)Respect for earth (Vl)Respect for cultural heritage

. . The student knows that "culture areas" I U H Kl 2b (C) Culture are regions defined by common cultural traits.

The student knows uses of the concept I U H K3 2a Environmental._.. of culture areas in organizing and .K7 2b influences interpreting information about man and (C) Organizing land interactions. information SOCIAL SCIENCE

1. Guo r aphy 1.1 Unit- of Geographical Analysis

COURSE GOALS

1.17CulturalGeogra_plia

The student knows methods used by the I U U K7 2a 4d (C) Data repro- cultural geographer in gathering and 2b sentation interpreting data (e.g., direct field observation, interviewing, surveys, statistical analysis, secondary resea el-)

The student knows that environmental I U H K2 2b (VI Respect for perception is the branch of geography other which attempts to determine the percep- cultures Lion of natural phenomena, spatial (V1)Inquiry orientations, and world views of indi- buals, groups, anr! cultures. rho student knows ways in which environ- 1 U H K7 2a (C) Environment menus perception information is used in 2b (C) Perception Ahnic studies, sociology, educational psychology, future studies, urban plan- ling, and other fields. l'he student knows that a person's spa- I U H G2 2b (C) Spatial rela :ial orientation involves his perception K2 tionships if his location relative to surroundings. (C) Self-concept

he student knows graphic forms commonly U H K7 2a (C) Data repre- lsed to represent data about environ- sentation rental perceptions including isoline tinips, cartograms, models, graphs, tables be student knows that the phrase cul- P1UH Ki 2b (C) Cultural :ural world view refers to characters- K2 values tic perceptions and responses to enviro (Vl)Respect for t-lent by a culture. cultural heritage

he student knows ways in which cultural '1 U H K8 4b (C) Cultural torld views reflect cultural perceptions values f earth's location and size in relation (C) Location a sun,- moon, and stars. (V1)Respect for other cultures $(..)CiAL SC !E

I.! Nit!, ; ,ra phica 1iotalysis

Thu know ways in which cultural I IiII G2 2b CuiLure Iworld viows were in by historic K4 reeplim) expansions Of conquest, exploration, and K8

T! le student knows ways in which continue: P 1 U II K4 2b 1.13 Location ing effort t, relate the earth to vis- K8 30 (C) PerSpoctivc; ible heavenly bodies bus led to mytho- (V1 )Rospoct Fur logical,_ religious, and literary develop- cultural heritage

Te student knows differences between U K5 2b 1.13 _astrology and astronomy.

student knows the relationship P 1 U Il Cl 2b 1.13 (C) Technolf));y between advancing technology and chang- Kit (C) Research ing theories of the earth's place in the K7 (V1 )kr1f worth universe. K8

The student knows that many theories P 1 U R Ci 21) 1.13 Spatial rein- have been formulated throughout history K4 tionShip to explain the spatial relationship of K6 the earth to the sun,or the location o K8 earth in the universe.

The student knows terms used in identify- U K1 2b 1.13 (C) Spatial rela- ing position of earth in space including K2 tionship aberration, altitude, astronomicalunit, K6 azimuth, celestial equator, celestial latitude, celestial longitude, declina- tion, ecliptic, equinoxes, lightyear, meridian, occultation, orbit, parallax, perigee, perihelian, precession,proper motion, radial velocity, rightascension, solstices, transit. OCTAL. SCIECE

I I kni ol !cirra 111 I ca l

I I 7Ctil in- jCont

' Thn student knows ways in which current I H K8 2b 1.13 (C) cul 1 research in asitnnomy and space science 4n (C) Weritl vii may he oileciing nur culinral world 4b view, 61 bh 6c

TUe. L.3tude knows the contributions of 1. U K4 2b 1.13 (C) Spatial 1 Egyptian, Babylonian, aEd Greek sci 1- K6 tionships

lists to ancient understanding oL the K8 (VI)kespect t art:Ws position in the universe. celtnral heritay.,.

The student knows Hie basic characteris-P T LI II Cl 2b 1.13 (C) World v ie tics of Ptolemy's model of the universe. K6 (C) Spatial r K8 tionships

(V1)Respect I cultural heritage

The student knows the basic elements of PlUd G2 2h 1.13 (C) World vie

Nicolaus Copernicus' description of K6 (V1)Respecl. t Earth's place in the universe. K8 cultural heritage

The student knows reasc' for society's 1 U 11 K8 la 1.13 World vie' initial rejec'tion of Copernicus' helio- K9 lb centric theory. 2b

'rho sin1)111: knows ways in which U H G2 la (C) Change western culture was changed by the K8 lb (C) Culture acceptance of Copernican theory. 2b (V1)Respect n cultural heritage

The student knows contributions of post- LIli Cl 2b 1.13 (C) Seli-conc( Copernican scientists such as Tycho K4 3b (C) World vie' Brahe, Johann Kepler, Galileo Galilei, K6 (V1)Awe and Tsaac Newton to man's understanding K8 of his place in the universe, SOCIAL srIEN 37

ljnits f ( e;_ t-ril It ca 1 Ana lys

COURSE, C ___..

LIDA114MDL24S21-!aLI

The studert kno. ws contributions made by I 1) 11 K4 2b 1.13 (C) World vi( recent scientists such as Leverrier, K6 3b Couch, Michelson, Morley, and Einstein K8 to mon's unduisILmidiiig of earth's place ill the universe.

The _ _ LH_ knows the contributions of I U H K4 2b 1.13 World view such modern seion.tists as Edwin Hubble, K6 C;norges beinaitre, Milton Humason, K8 Nicholas mayall, and Fred Hoyleto man's understanding earth's place in the universe.

rile student knows optical and measure- P 1 U H K4 2a 1_13 (C) Location mitt. tools used currently and historic- K7 2b (C) World view illy to determine earth's placein the tniverse.

Cho student_ is able to construct anduse 1 U H P65 2a 1.13 (C) Research . instruments which may be used by the P76 2b (V1 )Inquiry Layman to make astronomicalobservations, ,- (111 )Innovative- Lest hypotheses, authenticate theories, ness tc.

Vile student knows that cultural ecology I U H K2 2b Ecology, involves the relationships ofnature and cultural :ulture as interlocking components ofan _co- system.

he student knows that thecommon I U H K7 2b (C) Ecology, ;-trategy for research in cultural ecol- K8 cultural- )gy is the case study which examines a mrticular link in a particular -(V1)Respect for eco- other ;ystem (e.g,, Mediterranean scrub forest cultures ind continual cutting, burning, browsing SOCIALSC1ENC-

1. ri cwraphy. ),I ci oycraphical no

C011itSr GOALS

1.18 k_olJmic Geography

The student knows the location and use I. U H KO 2a (G) 01 print and nonprint materials related 2b lily hi economic geography (e.g., card cam- (V1 ) Liigiiiry Icw: "Economics," "Geography, Commer- cini" "Economic Conditions," "Soils"; Pader's Guide: "Economic Development, ';0i 1 "; area nnd building audio-visual catalogs: "Transportation," "Economic Ceography," "Land Use," "Manufacturing, World"; periodic3ls7 Social Education,

,j2Lkgf2iilajAi) -

The student knows that the study of I U II K2 la economic geography includes: agriculture, K3 2b manufacturing, trade, transportation Aild communication patterns, distribution of goods and services, land use, natural, human, andr nancinl resources. lhe student is able Lo identify relation- U H P33 In ships between cultural, economic, and 144 economic political ftmLors in the interaction Di. man with his environment.

The student knows ways in which the U 14 K8 2b 4.11 inter-lat. I study of economics contributes Lo an mess understanding of static and dynamic aspects of economic geography.

Clue student knows physical factors .1 U H K3 la (C) Envitonmenta: f.iecting land use including topo- 1(8. 4a influences axaphy, climate, soils, natural vegetation, and drainage.

Vhe student krows ways in which varying P IU K K6 2b , (C) interactions soil properties have afUlc:,te,c1 man's K8 3a (C) Land use patterns of settlement and ways of life 5c (i.e., fertile river delta soil permit& 6a farming) . SOCIAL SCIENCE

Geugrapy 1.1 Units et Geographic Analysis

1..18 Economic Ceography (ContI__

The student knows relationships between I U H KS 2b (C) Cultural land use patterns and cultural values 3a values and societal norms.

'Jim student knows factors affecting the P I U U K7 2a oductivit suitability of various soils for Agri- K8 5a culture (e.p,., availability ofnutrients 5b (fertility), climate, topography).

rho student knows factors affecting the P 1 U U K6 2a (C) Productivity fertility of soils 4a (C) Interactions 5a 5b

The student knows ways in which man has P I U H KS 3 (C) Productivity attempted to increase L fertility of 4a (C) Natural soils for his own use. 5a resourcoa 5b (C) Food chain (C) Interactions CVOResponsibil- ity

the student knows short and longterm P I U H K5 lb (C) Ecological ffects of various systems of increasing K8 4a balance -soil fertility. 5a (C) Cause and 5b effect (C) Fro,luctivity (C) interactions (VOResponsibil- ity (Vl)Judiciousnes

lie student knows ways in whichman has P I U U K7 2b (C) interactions ised tue properties of varioussoil K8 3a (C) Exploitation -_ypes to his advantage (e.g., grassland 5b (C) Land use ;oils support grain crops). 5c

the student knows ways in whichtopo- I U H K8 2a (C) Transpo -a- raphy and drainage patterns affect 4a tiori transportation routes (e.g., mountains, 5a leserts, rivers as barriers,or rivers 5b as routes) . SOCIAL SCC

1 phy 1.1 coits ol f;eographical Analysis

COURSE GOALS

1 1.:connic Ceo Ira h(font.)

TIie student knows that Location Theory (C) location combines economic, urban, and transportation geography with elements of sociology in the attempt to explain individual locations and the location and land use patterns of all lAlman activities.

'he student knows that Location Theory (C) interaction deals with man-environment interactions man-environ- hod' behaviorally (detailed study of ment factors affecting choice of location by (C) Location individuals and organizations) and (V1)Decision- ormativoly (constructing methodology making f'nr° decision making so as to optimize location ,Juices).

The fitildulli knows meanings of terms ocation basic to Location Theory including action spaeo,'bundles, location, sub- stitution analysis, static analysis Weber), dynamic analysis

.(vim.(von Thilnen) .

The student knows ways in which loca- Location tional decision making may be aided by use of models such as Weber is iterative optimum approximation triangle or hotellings' linear graph.

The student knows the contributions of (C) Game Theory scientists such as von Neuman, Morgen- stern, Borer, Wald, Gould, and Isard to the use of Game Theory in geography and related sOcial sciences.

The student knows ways in which are- (C) Economic gion's economic growth contributes to system its political stability. (C) Political stability SOCIAL ±:1- 41.

(:graphy iluique Asp 7=ts GeopoLiJA.al Regions

COURSE GOALS

I.2] Earth

Tho student knows kinds of land eleva- P 1 U H 13 la 1.12 tions or relief:, which characterize the lb earth's surface (e.g., mountains, hills, plateaus, plains).

The student knows the distinctions PiUli K5 la 1.12 (C) Condition between the major land formations of lb (PhysicTin Cue earth's surface (e.g., measure of the difference of elevation in related land surfaces).

The student knows the ways the processesP I U H K7 la (() Physical of nature affected the major land :forma- lb interaction vions of the earth's surface (e.g.,, wind, water, lee, internal pressure).

The student knows ways that the terrain 1 U I K8 2b 1.12 Environment was affected by early glacial movement Topography (e.g., lake formation, rocky plains)-

The student knows that stream erosion P 1 U H K8 2b 1.14 (C) Environment results in a variety of land forms (C) Land Forms (e.g., valleys, plains).

The student knows terms relating to P 1 U H K1 2b 1.12 (C) Topography soils of the earth's surface: erosion, K2 deposition, loess, alluvial fan, delta, mantle, core, fault.

The student knows that soils have gone. P I U K3 2b 1.12 (C) Change through. a process of erosion and decomposit' 1.

The student knows the major ,:haracter- 1 U H K3 2b 1.13 (C) Environment :_tics of the low, middle, and high (C) Climate latitude climatic regions of the world.

The student knows factors which affect 1 U H K8 21) 1,13 (C) Environment climate including: latitude, land and (C) Climate later, altitude, mountain barriers, ?ressure centers, ocean currents, and storms. get lAl ENCE Z42

1. Geography 1.2 Unique Aspects of pol 'cal Regions

COURSE GOALS

1212L'rtithont-)

The student knows the climate variationsP 1 U K3 2b that exist as 1.13 (C) Environment one travels north and K6 south of the equator. (C) Climate

The student knows factors influencing P I U H K8 la population trends including: 1.13 (C) Change climate, lb job opportunities, and 1.16 (C) Population availability of 6c land. 7b

The student knowsways that natural T. U H K8 2a 1.12 factors such as climateand topography (C) Cultural 2b 1.13 affect peoples' lives andwork. identity 1.17 (V1)Tolerance (V1)Empathy The student knowsways that geographic P I U H K8 la 1.16 features have influencedthe diffusion (C) Environment lb 1.17 of peoples and affectedthe cultural 2a and political patternsof life. 2b 6c the student knows the habitability of P I U H K3 an area is usually proportionate la 1.16 (C) Data to the K8 2a presence of three fundamentalelements: soil, air, water.

The student knows the ways in which I U H K8 2b terrain conditions affect 1.12 (C) Environments patterns of 4a settlement. influences ; 4b 1 The student knowsways the water balancePIU11 K8 2b 1.14 of an area affects humanactivities (C) Environment there. (C) Natural resources The student knows thatmany of the P I U H K8 2a earth's people liveon the plains 1.16 (C) Cultural 2b because of their suitability fortrans- patterns portation, agriculture, andurban (C) Population development.

The student knows that the variety of PIUH K6 plant and animal life la 1.15 of the earth K8 provides_ man with food,recre=ation, and aestheticenvironment. SOCIAL SCIENCE 43

1. Geography 1.2 unique Aspects of Geopolitical Regions

Earth (Cont.)

The student know ways that --aste P IUH K8 3a 1.15 (C) Environment disposal may ecologically imbalance 4a (C) Ecology the interrelationship of air, land, 6c (V1)Responsibil- and water. ity The student knows attitudes and values I U H KB la 1.17 (C) Changes of people that affect theiruse of land lb 1.18 (V1)Responsible- (e.g., iaximizing of living space, 2a ness availability of transportation, safety). 2b (V1)Innovative- 3a ness 3b 4a 4b 5a 5b

The student knows that the possibility PlUM K8 2a 2c 1.16 (C) Productivity of achieving an adequate food supply 2b 4.811 (V1)Innovative- depends upon complex changes in man's 4b ness use of farmland and in his attitudes 6c (V1)Imaginative- (e.g., intensive farming, family size, ness dietary changes). (V1)Self- discipline

The student knows that the solutionto I U 11 K8 4b 1.16 (C) Resources, the hunger problem dependsupon a will- 9b distribution ingness to accept ideas1 education in 6c (C) Production farm techniques and use of capital. (V1)Rights, human (V1)Dignity The student knows that man's ability PIUH K7 la 1.12 (C) Adaptation to adapt to the terrain and climatic K8 2b 13 (V1)Efficiency conditions has led to a variety ofuses 6a of nonarable land. 6b 6c 7b

The student knows ways that changes in P I U K8 lb 1.18 (C) Change, farm technology and improved transporta- 2b 4.241 tion affect agricultural production. 4b 4.243 (C) ProduOtion 4.247 (C) Techriplogy. (C) Tranaporte- tion (VI)Creativity (V1)Effic.iency.- SOCIAL '-IENCE

1. .c());17aphy I.2 linique Aspects ofi ;eopolitical Regions

COURSE GOALS

student knows torms descriptive of 1 U H K2 2b 1.16 revional developmentsuch as region, primary and secondary, manufacturing

activities, linkages , export base, regional demand.

The student knows that the level of P 1 K.8 lb 1.17 (C) Urban ;;r-c wil develop_ ment of a reg ion depends pri- 3a 3.33 (C) Community manly upon commit-tic iLion and transpor- 4b 3.25 (C) TechnoloPy cation. 4.247

The student knows ho the forces of 1 U H K8 2b 4b 1.1b Econo-lic demand and supply of feet regional 3b system development (e.g., e ;feet of hydroelec- 4b (V1)Efficioney Uric power on iorthwi.st growth).

The student knows tht the need for P I U H G2 2a 2c 1.18 (C ) Economic goods and services i i a region fosters K8 2b 4b 1.611 interdop id- trade and interdepen lance. 6c ence (V1 ) Cooperation The student knows wa 75 that a region's I U H K8 2b 1.18 (C) Regional ability to expand ex )ort-import capabil- 5a 4.22 developmeut ities affects its gr,wth potential. 7h 4.312 C) Production

The student knowsthit the level of P 1 U H K8 la 1.18 (C) Technology technological develoment of a region lb 4.247 (C) Community affects its degree o dependence on the 2b (V1)Innovative- environment and its )ower to change the ness environment.

The student knows th at the economy of P 1 U H K 1 2a 1.18 (C) Natural a region is affectedby the development lb 4b 4.214 of natural resources. resources 2a 4.822 (C) Economic 2b system (V1 )Innovative- ness SOCIAL TENCE

f:eography.

n clt,r Apects of CooE9litical Regions

COURSE GOALS

1.21

Ill student knows elements necessary 1.18 I;cunomiC

for the development of manufacturing lb 4.822 prop , including: skilled labor, transporta- 9.8 tion facilities, markets, capital. 2 4b

The student knows that location ef la (() Change industrial sites is affected by such lb (Cl Technolo [actors as raw materials, market, labor, 6c (C) Production supply, and transportation.

The student knows ways in which trans- lb (C) Social eli,-`1nL- portation has affected the growth of 2b (C)Progress civilization. 6c Transpor tion Growth, civilizati- n

(Vi)Usefulness (V1)Innovative- ness

The student knows possible motives for P I (C ) Cormnuolcatio travel such as: curiosity, business, (C) Transporta- recreation. tion (VI) Inquiry (V1)Education

The student knows that the mode of (C) Transporta- traLportation used in an area is tion partially determined by the geographi- (V1 )Innovative- cal loCation of population centers. ness SOCIAL SCIENCE

raphy Ilninne Aspects of Geopolitical Regions

COURSE CO

ihe student knows that improved trans- P I U U K8 2h 4b 1.18 (C) Distribution porLation technology results in 4b (C) Transport:a- increased availability of goods at 5b Lion in lower cost. 7b (C) Technology (V1 ) Efficiency

The student knows the definition of the P I K1 La 1.16, (c) Urbto terms city and suburb. K2 region

The student knows that the relationship P I U H K3 2b 1.18 (C) Urban butween suburban and urban areas is K8 3a 4.24 region primarily economic. 5a (C) Specializ.-_- 7b Lion, Econ. (V1)Cooperation

The student knows that urban areas I U II K8 la 1.18 Urban differ from suburban because of their lb 4.822 region special economic base (e.g., agricul- 2b Economic tura, mining, shipping). growth (V1)Efficiency

I'he student knows that the economic U H K3 2b 1.18 (C) Urban prise of urban areas is determined by K8 3b 4.51 region, the availability of income, key Indus- 7b econ. of tries, commnity and business services.

Ilse student knows that those cities PIUH K3 2a 1.18 (C) Urban lestined for continued growth are K8 2b 4.822 region characterized by a well developed 56 (C) Economic conomic base. 6c growth 7b (V1)Efficiency

rhe student knows that one of the main P I U H K7 2b 2a 1.18 (C) Urban unctions of cities, and towns is to 2c region 3apply the surrounding area with :goods (V1)Cooperation Ind services.

he student knows that larger urban P I G2 la 1.18 Urban ireas generally offer a wider variety K7 lb region if services and products than smeller 2a /opulation centers. 2b 3a SOCIAL SCIENCE

I . (,c0graphy l.? Hnique As _ ical Regions

COURSE C

1.21 Earth Kurt.)

The student knows ways in which neigh- P 1 KB la 2c 1.18 borhoods are dependent (C) Urban upon one another 6c and on the larger community. 4.611 region (C) Community (V1)Cooperation The student knowsays that transports- P 1 U H K8 la 1.17 tion availability, terrain, (C) Urban resources lb of area, and cultural background development of 2a immigrants affect city growthpatterns. 2b 3a 3b 4a 4b 5a 5b 6a 6b 6c The student knows that decisions con- P I U H K3 lb cerning urban. development 1.17 Urban are affected 2b by land use pett-,..rns 4.22 development developed in, 4b earlier generations (e.g.,urban free- ways superimposed on narrow streetsof pre-auto society).

The student knows that theconcentric U H Cl la 1.17 (C) Urban ring theory (E. W. Burgess,1923) and K4 lb 1.18 sector theory (Homer Hoyt, 1936-39) region 2b are means of explaining the stages (C) Accomimoda- of 3a growth of urban areas. tion 3b (V1 )Efficiency 4a (VI )Rights 4b (V1 )Security The student knows fators influencing P I U K8 2b 1.12 accessibility to urban centers (C) Urban includ- 4a leg! 1.18 region adequate roadways; air and land 4b transportation facilities. (V1)Efficiency

. (V1)Innovative- ness The student knows that an urban network U H K8 la 1.12 , is a dynamic entity havingmany complex (C) Urban lb region interrelationships among itscomponent 2b Variables (e.g., betweensizes of cities and t 6c um ers and spacing ). SOCIAL SCIENCE

(;(.ogrtipir! 1.2 unique As errs t;eopol deal Regions

C COURSE GOALS

1.. Earth

lie student knows ways that the size I U H K8 la .17 Urban and spacing of cities are affected by lb 1.18 developn t time, cultural preference of the pcpu- 2a lation, proximity of a nearby metropo- 2b lis. 3a 3b 4a 4b 6c

The student knows the effect of the U H K$ 2a .18 C) Urban trade area concept on a network of 4a development cit ies. V CooperaLion

The student knows that cultural regions I U H 2a 17 Cultural may be characterized by common cultural 2b pattern traits (e.g., language, values, social 3b (V1)Respect for organization). 4b culture of 6c others

The student knows that boundaries of K3 la 1.17 (C) Cultural a cultural region are characterized by lb patterns several cultural indicators or combina- 2a (V1 )Tolerance tion of cultural indicators (e.g., 2b (V1 )Cooperation ethnic groups, language, religion). 3a 3b

The student knows that a nation's I U H K2 2b 1.12 Nation boundaries are man -made lines that K7 1.18 function as limits of a political territory and may be affected by geographic conditions.

The student knows ways that time, U K3 2a 1.17 C) Cultural distance, trade, and geography influence K8 2b assimilation relations among various cultures. 3a C) Community 3b V1)Appreciation 6c of culture

The student knows that increasing U1 G2 2a 1.17 _C) Cultural similarity among cultures is resulting K8 2b assimilation from ideas being exchanged among the 3a (C) Community various areas of the world at an 6c (V1 )Empathy accelerating rate. SOCI

rnive Lilecrq olitical -io

COURSE COALS

1.21 Earth (Cont.)

''ho student knows that increasing 11 H K9 2h 1.17 (C) Cultural similarity among cultures is partly 3a identity caused by decreasing time-distance 3b troy place , place. 6c

Flic student knows that cultural eri- PiUll K3 la 1.17 (C) Cultural tago includes traits of language, social lb values olanization and values. 2a (V1)Tolerancu 2b (VI)Hespec1 tor 3a cultural 3b itage 6b 6c the student knows that cultural traits Kl 2b 1.17 Cultural are both material (science and techno- 6a pattern lo;.y) and nonmaterial (language, arc). 6b (VI)`l'olcranee 6c lli tudent knows that multiple effects PIUH K8 2b 1.17 (C) Change, cult, nay result fromasingle simple change 4b (V1)Itcspect for in a culture (e.g., results of change 5a cultural From draft animals to mechanized power). 6b heritage rile student knows that religion and I U H K3 2a 1.17 Cultural amily customs are less likely to be 2b change affected by major cultural change than 3a (V1 )Security )ther aspects of society. 4a 4b

he student knows the capacity of a I U H K8 2a la 1.17 (C) Itesourcu. and area depends upon both culture 2b 4.221 mad resource potential.

'he student knows that man's potential P I U H K8 lb la 1.17 Resouree!i esonrce base is determined by the 2b (VI )Efficiency Cage of his cultural development, i.e., 3b (V1)Innovativc- is readiness to develop and use a 4b ness esource.

student knows that man's varied U H K8 2a la 1.17 (C) Culture ses of similsr habitats are affected 2b (C) Values y cultural values. 3a 3b SOCIAL SCIENCE 50.

I. ,;nography 1.2 Unique Aspects of Geopolitical Regions L.21 Earth

COURSE GOALS

1,21.1 United States

The student knows the location and use I U 2a Resources, of print and nonprint materials related 2b geography to United States geography (e.g., card (V1 )Inquiry catalog! "United States-Description & Travel," "Farm Life-U.S."; Reader's Guide; "United States-Agriculture, Department of," "Farm Corporations"; area and building audio-visual catalogs. "United States, Geography," "United states, Agriculture"; special. materials: P,S. relief maps, gazetteers, almanacs).

The student knows that the surface of I LI11 la 1.12 gion, United States is characterized by lb geography the following regions: The Coastal Plain, Appalachian Highlands, Great :erior Plain, Western Highlands, Canadian Shield.

The student knows the location and 1U H K3 la 1.12 characteristics of the major land K6 lb features or regions of the United 2b States_

The student knows the location of the U H K6 la 1.14 (C) Environment major mountain systems, lakes and lb C) Location river systems of the United States (e.g., Appalachian Mountains, Great Lakes, Mississippi - Missouri River system).

The student knows that production of I U H K8 2b 1.18 .C) Economic goods largely determines the level and 5b 4.20 production Way of living in the United States. 7b 4.324 (V1)Quality of life

The student knows the effects of the P1UH K8 la 1.12 (C) Environment- major river systems on the economic, lb 1.18 al influ. social, and political development of 2b (V1) Initiative the U.S. 4a 4b SOCJALSCIENC

10 !,!;pecr oi (;copolftical Regions

a. , 0., '- / A,' ..:' /.,. 0 C, 41' Ci Z:,,) ''''*- COURSE GOALS I

'lilted States (Cont.)

lint knows the economic, I U H K3 la 1.12 (C) interd(Ten- cultura political, and geographical K8 lb 1.17 deuce chardeLristics which have contributed 2a 1.18 (C) loLernntion- Lhc ncreased interdependence between 2b 1.2121 alism

llf IiI. ed States and Canada. 6c 4.611 (V1 Cooperation

.1w IIlent knows factors that have T. 0 11 K4 lb 4b 1.211 (C) Change

a II cc! (-.,( I Lhe change from small, K8 4a 1.18 (C) Production privriLelv-owned and operated Tams to 4b Lorporation-owned and operated 6a rrms. 6b 6c 7h

1110 is!ent knows that modern agricul- PI0H K8 2b 4b 1.18 (C) Product iou Lure isaffected by new techniques, new . 38 4.811 (C) Progres reulations, and assistance by the 4b (C) Fcoa. ledcralgovernment . Lcm, gov.

lie t;tildcot knows the appropriate P I K3 2h 1.17 (C) I ocationof community centers for K6 4b 3.31 (C) Interpersona variousactivities of learning and 68 relations social nteraction (e.g neighborhood 6b (VI)Responsible- recrcalional centers, neighborhood 6c ness YMCA-MCA, open schools). 7b SOCIAL SCIENCE

ugtraphy .2 !:rnque Aspects of Geopolitical Regions J..4 tmrth

1 1 Str-s

COURSE COALS

1."21 1 i New Enrland

if nt knows the location and use I U H K6 2a (C) Resource::, of prig ±tand nonprint materials related 2b geography to geography of New England (e.g., card (V1)Inquiry caLalmy "New England-History," "New land-Description & Travel," "New riand-Social Life and Customs "; Reader's (uide: "New England-Descrip- ton 6 travel"; area and building audio- visual catalogs: "New England, Industry," "New England, Geography," "Newl ti',Aland, People"; special materials: New England land foLm model).

The student knows thenames of the New P I U H K3 lb 1.11 (C) Data repre- England states and the location of the 2b sentation area they encompass on a map or globe. (C) Location

Cho student knows that theNew England I U H K3 la 1.12 (C) Land forms states are characterized by an irregular lb (C) Environment coastline, good natural harbors, noun- 2a tains, rivers, hilly terrain, rocky 2b soil, and a variable climate.

The student knows thenames and des- 1 U H K3 la 1.15 Resources, criptions of native and introduced lb natural flora and fauna characteristic ofthe 2a New England region (e.g., cranberries, 2b maple products, potatoes, tobacco, cattle). the student knows that thepopulation 1 U H K3 lb 1.16 (C) Population of the New England states is unevenly K8 2b distributed with the urban manufactur- (C) Distribution . ing centers being the centers ofcon- centration.

The student knows that the earliest P I U H K3 la 1.17 (C) Culture white settlers in the New Englandarea lb were Pilgrims and Puritans who hada 2a common cultural background. 2b 6c SOCIAL SCIENCE

cgography I.? reigne Aspects of icopniitical Regions 1.!1 hilted HAt:

COURSE GOALS

l.2111 New England Cont.)

Hie student knows that the "Fall Line" P I KF, 2b 1.12 (C) Location ol the eastern seacoast influenced the location of many cities. _

the :Judent knows factors whichContri- I 0 11 K8 la 1.18 C Economy holed to New England's development into 2b 4.242 C Euvirou . in indotirrial area (e,g., limited grow- 4b influences lI g season, Recess to resources). (V1)Efficioncv

(V1) innova Ii ve ness

ilw student_ knows that the leading I U H K3 la 4a 1.18 l) Product ion

!i!ollolnie resources of the New England K6 lb 4b 4.21.4 .111 Resources nrs include production of machinery, 2a (VI)Efliclency ext Iles, procesL,ed food, pulp, paper, 2h (V1)Innovative- eathe,- prodocrs, and fishing. fleas SOCIAL_

phy ANpecs of Ceopolitical Regions 1,?1 F.arth L.211 (!niLed ;:tatter

1,2112 llidcl Atlantic

ine sLedent knows the location anduse 1 U II K6 2a (C) Resources, print and nonprint materials related 2b geography t_, i!ographv of Middle Atlantic (U.S.) (V1) Inquiry area (e.g., card catalog: "Metropoli- tan Areas," Atlantic States"; Readert- nide: "M.S.-Description 64 Travel," National Ceograftle Index"; area and building audio-visual catalogs: "Middle Atlantic States," "Megalopolis, Atlantic ahoard". special materials: newspaper

indexes) .

The stud knows that the Middle I U K6 lb 1.12 (C) Region, Atlantic states are located in the topological topographical regions of the Appala- chian Highlands, Piedmont, andAtlantic Censt.-41'Plain.

the student knows that large seaports I U /1.6 2a 1.12 (C) Transporta- of the Middle Atlantic states provide K7 6c tlon communication and transportation links (C) Communicatiot with other cities of the world., (V1)Cooperation The student knows,that the Middle I U H K8 lb 1.14 (C) Resources Atlantic states are dependent upon an 2b (C) Transporta- extensive system of waterways for 4b tion transportation.

The student knows that the climate of 1 U H K8 la 1.14 (C ) Jim ate the Middle Atlantic states is modified 4b J2 nearby bodies of water.

Ilse. student knows that the problems of I U K3 la 1.16 (C) Culture the Middle Atlantic cities have been K8 2a 1.18 change primarily caused by a high degree of 2b 3.4 (C) Progress industrialization and population 3b (C) Community pressures. 4b 5a 5b SOCLAL SCIENCE

lAsTruphy `11que Aspects Ceopolitical Regions

I r h 1.211 rnited 11tates

1.211.2 Middle Atlantic (Cont.)

The student knows that the Atlantic I U H K8 1a 1.13 Technologv seaboard has become almost one contln 2b 1.18 Production ons city (megalopolis) because of the 4a (C) Progress flulustrial development in the Middle 46 AI lAntiC states.

tlw :[ndent. knows that the life style I U I1 K8 la 1.17 (C) CulLut;i1 in A megalopolis of the Middle Atlantic lb conflict staLes is affected by air and water 2a (Villluman pollution, transportation, housing, 2h dignity educational and occupational opportuni- 6a

ties in a greater degree than in other 61, urban areas. 6c

The student knows that the urbanpopu- I U H K8 1a 4b 1.16 (C) Economic lacion of the Middle Atlantic region lb 1.17 distribution has its food partially supplied by the 2b 4.244 (V1)Cooperation nearby truck and dairy farms.

rite student knows that the Middle I U H K8 2b 2c 1.16 (C) Urban Mantic region is dependent upon the 4a 1.17 (V1 )Cooperation importation of food because of the 4b 3.77 (VI )Human large urban population. dignity

rho student knows that the Middle 1 U K8 3b 4b 1.16 (C) Production \tlentic states require a diversified 4b 6a 1.18 (C) Resources labor force to utilize the rich natural 4.22 (V1)Efficiency resources in industry. SOCIAL

political ions

E GOALS

'ii3 Mi c st-

hi, s udent knows the location and use I U H K6 2a Resources, 01, print and nonprint materials related 2b geography

ihe Midwest (U,S.) in geography (e. 1 It-1(111[1-y d catalog: "Middle West," "Missis- ippi," "Northwest, Old"; Reader's ,uide: "Middle Vest"; area and building calalogs. "Middle Nest," "Midwestern ;Iutes," "Midwestern H.S., Induatry"; special materials: National Ce 2c

rile studen:. knows the reasons that the I U H K3 2b 4b 1.12 (C) Environment idwestis America's most important K8 4.241 (C) Resources agriciltnral area (e.g., rich soil, 4.811 i;ood drainage, adequate rainfall, and long growing season) .

rho student knows that waterways in the I U H K8 Jb 1.14 Resources 1idwest: have contributed to the economic 2b 1.18 (C) Environ. levelopmcnt of the region and competi- 6c 4.611 influences .10n in LI.S. and world markets (e.g., (C) interdepen- ;t. Lawrence Seaway, Great Lakes, Ohio dente, coon. dyer).

Ille student knows that the major agri- I U H K6 2b 1.12 (C) Location niltural belts of the Midwest are 4.241 Resources .orated within the interior plains J2.g., corn, wheat, dairy belts).

student knows ways the soil forma- I U H K4 lb 1.12 Environment _ion of the Midwest was affected by an K8 2b 1.14 Physical Alland see and glacial movements. interaction

'lice student knows the reasons the Mid- 1 U H K6 lb 4b 1.12 (C) Growth, --on, lest has one of the greatest coneentra- K8 2b 1.18 (C) Technology :ions of heavy industry in-the United 4.822 (C) Location ;cat.:es (e.g., proximity to transports- 4.242 Jon routes, location, minerals).

'he student knows factors that have I U H K8 la 1.14 (C) Productivity ontributed to the high productivity lb 1.17 (C) Interdepen- I the Midwestern states (e.g., system 2a 1.18 deuce ,f inland waterways, mineral resources, 2b 4.2 .. . .. _ Deep rrcusoli, igra ion of uropean a ariculturists). 6b 6c SOCIAL SCIENCE

(wography MnIque Aspects Geopoll 'cal Regions

} !;arty 1.."11 I'nited St ztes

COURSE COALS

1.2114 South

The student knows the location and use 1 U H K6 2a (C) Resources, of print and nonprint materials related 2b geography to geography of the South (U.S.) (e.g., (V1) Inquiry card catalog: "Southern States, "Agriculture-U.S.-Southern States"; Peader' (uide: "South," "Agriculture- U.S "Agriculture-Southern States"; area and building audio-visual catalogs: "Agriculture? Southern U.S.," "Geography, hill Led States").

The student know that the South is I U H K3 la 1.12 Topography characterized by various surface regions lb dominating North America such as the 2b Coastal Plain, Great interior Plain, Appalachian Highlands, Western High- lands.

Cho student knows that the generally 1 U H K3 2b 4b 1.13 (C) Environ. warm and uniform climate of the South K7 influences results in a variety of land use (e.g., (V1)Quality of agriculture, recreation, industry). life the student knows that the South's 1 U H K3 la 4b 1.18 (C) Production agricultural wealth depends primarily lb 4.241 (C) Resources an the cotton, tobacco, and peanut 2b (C) Econ. :roes. geography

Uhe student knows that the introduction 1 U H K6 2b 4b 1.18 (C) Technology Di mechanization and new techniques have K8 4b 4.247 (C) Production increased and varied the agricultural 5b 4.241 (C) Progress activities in the South. (Vt )Efficiency (V1 )Education she student knows that the river sys- 1 U H K3 2b 1.14 (C) Environ. toms of the South furnish transportation K8 1.18 influence and contribute to fertility of the soil (e.g., Mississippi, Tennessee). SOCIALSOC111. SriENc :E

I . I.. [Illiqta. A!;p( ',unpolitical P.ugionti 1.'21 Hwed :;tatc11

coil RS I.: GOA LS

Hie t_.11,1( nI knows that in the South I U 11 K4 2b 4h 1. RV!i0HFC there has been a shift of the labor K8 4a 1.17 Technolov supply to industry, which has resulted 4b 4.922 (C) Produciou in increased mechanization on the farms 4.811 (VI ) Efficiency and a decline of subsistence farming.

Ac -;r.lident knows that industrialization I U H K8 la 3b 1..16 (C) Technolo in the !;onth has resulted in the move- lb 4b 4.242 (V1)Efficiencv ntof lare numbers of farm workers 2h 4c io the northern and western urban areas. 4b 6a

The student knows that misuse of land I U i: K8 lb 1.18 (C) Exploit:at-1c and industrial expansion in the South 2b 4.242 (V1 )llc 2sponslhlr contributed to a decline of family 4b 4.221 ness !arms and creation of depressed areas. 7b (VI Human dieui rhe student knows the factors cont I U H K8 la 3a 1.17 Depression buting to unemployment and poverty in lb 4b Change Appalachia: soil depletion (one crop 2a 4c production), less demand for coal and 2b 6a rowing automation in mining. 3a 3b 4a 4b 6c :tiltpIAl.

3-1111Y A:;pi!ci tical Regions Far

i I i Vnitod !;4aLo

COURSE COALS

i..115 (;rt= at Plaids

The :.tudent knows the locationand use I U H K6 2a Re:Jou 01 print nod rot materials related - 2b geography to the geography ,;t:the Great Plains (V1 )Inquiry (II._)(e.g., card catalog: "Great ntios," "Drouth," "Dust Bowl,""Cattle IT,H,-; 1:ceder's Guide: "Great Plains,' "Prairi(ls," "Cattle Industryand Trade"; 1--ca and building audio-visual catalogs: "ctent Plains, Formation,""Great Plains, efttemnit," "Beet Cattle Production"; oerJodienl: Nat- cilal Ceora hie index

Ihe student knows that theGreat Plains P IU H K3 la 4b 1.18 -1_"momy is primarily based on raising Economic lb cAttle, sheep, and farming. 4.811 system 2b Froduction V1 Efficiency rhe sLodent knows that peopleliving in P I U C2 la 1.17 (C) Community the CreaLI talus region generallylive K3 lb 3.31 (C) Populatinn ln tflrms, rancho s, or in smalltowns.

the student knowsways chat -made P 1 ll II K6 lb 4b 1.14 (C) Resource Drojects such as dams andirrigation K8 4b 4.221 (C) Progress qysLems have affected the landuse of s the Gr .at Plains. (V1)Responsihle- ness the sLudenL knows fa:torswhich have 1 U H K6 lb 4b 1.13 Ji.Leured population growth Environment :I in the Great K8 2b Plains areas (e.g., problems 1.14 influences of water 4b ,apply and control,extremes of climate). Population

the student knows climatic characteris- I U H K6 2b 4b 1.12 C tics of the Great Plainswhich limit Environmonta- K8 4b 1.18 forming (e.g., climaticextremes, lack influences )1 moisture). 4.811 Adaptation SOCIAL SCIENCE 60.

1 6vography 1.2 Uniquo Aspect s of Geopolitical Regions 1.21 Earth 1.211 Olited

COURSE GOALS

'116 Rc ckies anti intermountain Areas

The student knows the location and use 'I U II K6 2a (C) Resources, of print and nonprint materials related 2b geography to the geography of the Rocky Mountains (VI)inquiry and intermountain areas (e.g., card catalog: "The West," "Rocky Mountain Region"; Reader's Guide: "Rocky Moun- tains," "WestDescription andTravel, "IrrigationWestern Stares," "Mines and Mineral Resources -- Western States";area and building audio-visual catalogs: "West, American"; periodicals: Sunset _ __ Maliazine, Arizona glAhway!, American neritageindox)

the student knows topographic features P I U I-I K3 la 1.12 (C)Trip pity ofthe intermountain area suchas high lb mountains, plateaus, and deserts.

The student knows that land use in the 1 U 11 K8 2a 1. 14 Naturdl intermountain area is dependent upon the 2h 4.221 resource utilization of rapidly flowing rivers (C) Technology (e.g,, dams For irrigation and power). (V1)Initiative (V1)Efficiency (V1)Intiovativo- ness The student knows that the Rockies P 1 K8 la 1.17 (C) Transporta- formed a harrier to early transportation lb 4.243 n 2b C) Change 4b

The student knows that the Rockies and P I U H K3 lb 1.17 (C) Ecology intermountain area provide scenic attrac- 2b (Vl)Beauty Lions (e.g., Yellowstone National Park, 6c Groat Salt Lake, Grand Canyon).

The student knows that the chiefmeans I U H la 1.18 (C) Economy of livelihood of the Rockies and inter- lb 4.242 mountain area are mining, lumbering, (V1)Security 2a (V1)Initiative farming, livestock raising, and tourism, 2b 6c SOCIAL SCIENCE 61. 1. Geography 1.2 Unique Aspects of GeopoliticalRegions 1.21 Earth 1.211 United States

COURSE GOALS

1..2117 Pacific Coast

The student knows the location and use I U H K6 of print and nonprint 2a (C) Resources, materials related 2b to the geography of the(U.S.) Pacific geography States (e.g., cardcatalog: "Pacific (VI )Inquiry States," "The West,""Northwest, Peel- fi( '; Reader's Guide: "Fisheries," "Pacific Coast,""Northwest Industries," "Lumber Industry andTrade"; area and building audio-visualcatalogs: "Pacific Coast States," "PacificFishing, Salmon," "PacificCoast Geography"; neripdicals: Northwest a azine, OreBin).

The student knowsthat the important P I U H K5 2a physical features ofthe Pacific Coastal 1.12 (C) Resources, K6 2b region include ruggedmountain ranges, natural 4a swift rivers, valleysand irregular (C) Ecology :.oast line. (C) Environment (V1)Beauty ilac student knows that the major occupa-P I U K3 2b tions of the Pacificcoast states inclu K5 6a 4b 1.18 nanufacturing oftransportation equip- (C) Economic nent, food processing,and forest 4.22 system industries. (C) Production

!'he student knows that the bases of the 1 U K3 la 4b 1.18 2conomy in the Pacific coaststates (C) Resources, K6 lb include fishing,agriculture, mining, 4.214 natural 6c forestry, manufacturing,and tourism. 7b File student knows thatthe best farm I U 10 la 4b Land in the PacificNorthwest is gener- 1.12 C) Resources, lb illy consideredto be in the Willamette 1.15 natural 3a !alley and Puget Soundarea (e.g., 4.22 C) Food chains 3b Fruits, vegetables,grains). SOCIAL SCIENCE 62.

. t:.ography

. nnlginAspects -litical Regions

I. I Earth ri!ift,d States

COURSE GOALS

1,nli Pacific Coast _ont

rho student knows that the volcanic soil I. U K6 la 4b 1.12 _ Resources, hi the Pacific coast contributes to the K8 lb natural tcrtillty of the Columbia Plateau.

i It! student knows that the temperate P I U K3 la 4b 1.15 Ecology climate of the Pacific coast makes K6 2b (C) Environment possible year round growth of flora. K8 (Vl)Beauty

The student knows factors which control PI U 11 K6 la 1.13 (C) Environment Pacific coast climatic conditions K8 lb 1.14 (V1 )Economic including ocean currents, landforms, and latitude.

'I'Iie student knows that the large rivers I U H K6 la 1.14 (C) Environmental of the Pacific Northwest are the princi- K7 lb influences pal drainage outlets of this region 2b (e. Columbia, Snake, Willamette

The student knows that the Continental I U H K6 la 1.14 (C) Environment Divide provides large scale watersheds. K8 lb exploitation 2b Natural resources (Vl)Beauty

lime student knows that the settlement 1 U K3 la 1.16 (C) Culture patterns on the Pacific coast often K6 lb 1.17 patterns reflect the migration of ethnic groups K8 6a (C) Migration to climatic and occupational areas simi- 6b (V1)Security tar to those from which they migrated 6c (o.g., French, prairie lands in Wiliam- t.te. Valley; Swiss, foothills of uscades; Scandinavians in Astoria).

rho student knows that in the early P I U K6 la 1.16 (C) Community Pacific coast settlements missions, lb 1.17 (C) Environment wining camps, and fur trading posts 2b (C) Culture served as nuclei for towns. 7b (C) Population (Vl) Cooperation (VOStrength (Vi)Friendship SOCIAL SCIENCE

1,:co,,!sophy

1 ') Unique Aspects of political Regions Earth 1.211 mired Stntes

1.2117Pa.cill

11)c student knows the ways in which the P I K3 la 1.17 (C) Culture Spanish influenced the location and K8 lb patterns naming of settlements in California. (111)Respect for cultural her The student knows many cultural and P 1 U 13 la 3c 1.17 (C) Culture recreational opportunities whichare lb 4E (V1)Human dignit5 available in the Pacific coast states 4a 4g (V1)Education (e.g., opera, movies,museums, parks, 4b resorts, recreational centers).

The student knows the economic and P 1 U H K3 la 3c 1.17 (C) Resources, aesthetic value of the forest areas of K8 lb 4b 1.18 natural the Pacific Northwest. .3a 4g 4.214 (C) Environment 3b (C) Ecology 7a (V1)Beauty 7b flie student knows that the Pacific coast I U KB la 4b 1.18 (C) Economic seaports are the marketing places for lb 4f 4.244 system 2xchange of goods from Asiatic ports 2b (e.g., grain, fruit as exports;cars and fiber items as imports).

The student knows that the transp rta- P I U K3 la 1-.18 (C) Change Lion network of the Pacificcoast states K4 lb (111)innovative- las developed steadily since 1869 6c ness (transcontinental railroad) to include railroads, highways, and airways. SOCIAL SCIENCE

Ceography Huique Aspects of Geopolitical Regions

I E;irth .-211 Pnired States

COURSE GOALS

1,2118 Alaska and Hawaii

The student knows the location and use o R6 2a (C) Resources, print: and nonprint materials related to 2b geography geography of Alaska and Hawaii (e.g., (VI) inquiry card catalog: "Alaska," "Hawaiian Islands," "Fisheries"; Reader's Guide: "AlaskaEconomic Policy, ""Petroleum-- Alaska," "Hawaii--Description and Travel"; area and building audio-visual catalogs: "Alaska, Economy," 'Alaska, Geography," "Hawaii, industry," "Hawaii, Culture"; periodicals: Sunset Magazine, Alaska).

The student knows that Alaskan topo- P I U1-1 1(3 la 1.12 (C) Environment graphy is characterized by high mountain 1(6 lb (C) Topography several long rivers, and a rugged coast- 2b line.

The student knows that Alaskan resources P I U H 1(3 la 4b 1 1.18 Resources include minerals, fish, furs, and K6 lb forests.

The student knows that major drawbacks P I U H K3 la 1.18 (C) Growth and to the development of Alaska include K8 2a development limited population, lack of transporta- 2b (C) Progress tion facilities, and variable climatic 4b (VOInnovative- _conditions. ness

The student knows that Hawaii's topo- P I U H 1(3 la 1.12 (C) Environment graphy is characterized by rugged moun- 1(6 lb (C) Topography tainous terrain, deep valleys, and sandy 2b beaches.

The student knows that plantations PIUH K3 2b 1.17 (C) Production characterize agricultural land use in 1(6 4a 1.18 (V1)Efficiency Hawaii. 4b 4.241 4.221 SOCIAL SCIENCE

1. Geography 1.2 Unique Aspects of Geopolitical Regions 1. 1 Earth 1.211 United }fates

COURSE GOALS _A

1 218 Alaska and Hawaii : ----_ Cont.:-___

The student knows that the mild climate,PIUH K3 la 4b 1.18 (C) Environmental abundant rainfall, and fertile soil of K8 2b influence Hawaii provide ideal conditions for (C) Adaptation agricultural activity (e.g., sugar cane (C) Production and pineapples) .

The student knows that the main sources P I U H K3 6a 4b 118 Wealth of Hawaiian income are tourism,process- K8 7b ing plants, and maintaining military bases. SOCIAL SCI NCE

Unique Aspects of Geop Regions Llah Other- copoliLicll Divisions

COURSE GOALS

11 Canada

The studnt knows the locationand use 1 U K6 2a (C) Resources, of print and non-printmaterials 2b geography, related to geography ofCanada (e.g., (V1)inquiry card catalog: "Canada and Travel," "Canada-ForeignRelations, "Northwest Territories, Canada"; Roader'sCuide: "Canada," "Coal Mines and Mining-Canada," "TouristTrade- Canada," "Canada-Industries";area and building audio-visualcatalogs: "Canada, Western," 'Canada, U.S.Relations"; periodical: Canadian qe2srahical Inm21).

The student knows that themajor tope- I U H K3 la 1,12 (C) Environment graphical regions of Canadaare lb (C) Topography northern extensions of similartopo- graphical regions in theU.S. (e.g., Appalachian Highlands, St.Lawrence Lowlands, Canadian l'rarie,Canadian Rockies, Canadian PacificCoast, and

the Canadian Shield),

the student knows that Canada'swealth I U HK8 la 1.18 pf natural resourcess eh as forests, (C) Resources, 2b 4.822 rata's, uranium providesa base for natural ocenomic growth. 4.214

Ukc student knows that a series of I U H K3 la gaterways, of which the St, 1.14 (C) Resources Lawrence- K7 lb reat Lakes is largest, extends 1.18 (C) Transporta- east to KS 2a nest across a portion of 4.822 tion Canada, 2b ' facilitating transportation (V1 )Efficiency and trade. 4a Thy student knows thata variety of P I U HK3 lb 1.13 climates ranging from humid _ Environment, continental 2a to tundra are characteristicof Canada. Climate

The student knows that Canada's climate 1 U HK3 la is characterized primarily 1.13 (C) Environment, as one of a lb short growing season and modest climate precipitation. SOCIAL SCIENCE

(:eo)!,r;ipl 1._ Unique Aspccts of Geopolitical Regions irth ?I? her (;c:0 olitical Divisions

COURSE GOERS

1.!121

The student knows northern Canadian I U K8 2b 1.14 (C Trans _.=1 ports which are ice free: Halifax, lion Nova Scotia, St. John, New Brunswick.

The student knows it is estimated that I U H K9 2b 1.16 (C) Populati 1 Canada could support 4-5 times its 3a (C) Growth, present population without reducing_ its 4a human present standards o1 living. (V1 )Responsible- ness

Flu student knows that the leading I U H 1 la 1.16 Population _-enters of population in Canada have lb Lwnerally grown rapidly but are still 2b relatively small.

Chc student knows that in comparison 1 U H 10 lb 1.16 (C) Resou _ with ether nations, Canada depended K8 2b 4.222 (C) Econ. system ipon a very small reserve of workers (C) Development, Lo develop industrial capacity. L econ. (V1)Erficiency rhe student knows that the greatest 1 U HK6 la 1.18 (C) Regional_ )otential for economic and population lb 4.822 development 4rowth in Canada is found in the region 2b (V1 )Innovative- qest and north of the maritime prov- ness :ncc and Great Lakes area.

11c student knows that as western I U H K3 lb 1.17 .(C) Culture :etritories of Canada such as Alberta K4 2b change Ind Saskatchewan became provinces, 3a . (V1)Individual- :heir character tended to becomepre- ism dominantly English.

he student knows that the people of I U H K6 la 1.17 (C) Environ- 'he Atlantic Provinces in Canada have K8 2b 1.18 mental ,ended to remain fishermen becauseof ,he unproductive land. influence (V1)Efticiency, 'he student knows factors which have I U 11 K8 lb 1,13 (C) Accommodatior limited Canadian economic development; 2b 1.16 growth, econ, rimnrily, lack of population, great 4b 4.822 (V1)Economic cii_-stances between settledareas, and 6c freedom generallv unfavorable climate SOCIAL SCTENCE

Dnique Aspects of Geopolitical Regions

Llier Ceo tolitical Divisions

COURSE GOALS

.2121 nad (Cont.)

The student knows that the development I U H K8 lb 1,12 (C) Resource s or the vast supply of natural resources 2b (C) Technology (DL the Canadian North (Alaska to 4b (C) Growth, ALImitic coast) depends primarily on CconOmic:z improving transportation capabilities (C) Transporta- and overcoming clia.atic limitations. tian (V1)Efficiency.

The student knows natural and man-made I U HK3 la 1.14 (C) Industriali- ractors which have contributed to the K8 lb 1.18 zation heavy industrialization of the St. 5b 4.822 (C) Progress Lawrence-Great Lakes region (e.g., 6c (V1)Cooperation seaway, water power, resources). (V1)Efficiency

rhe student knows that the Canadian I U HK8 la 1.12 (C) Resources Maritime Provinces and Newfoundland 2b 1.18 (C) Growth, cc on have grown primarily because of 4.822 uineral discoveries rather than a aannracturing boom.

the student knows factors which have I U H K3 2b 1.18 (C) Economic

curtailed the industrial development of K8 4b system . the three Maritime provinces and (C) Location Newfoundland, primarily distance from (V1)Efficiency markets and productive regions of Canada

rhe student knows that despite the I U H K4 lb 1.12 (C) Growth, aeon topographic isolation created by the K8 2b 1.18 (C) Change lockies and Coast Mountains, British 4b (V1)Efficiency .7olumbia has developed rapidly because (V1)Innovative- )f the use of hydroelectricity, utili- ness ation of tiatber resources, and ievelOpment of seaports.

[he student knows that the vast virgin I U HK4 la 1.18 (C) Change ireas of the Canadian North are being K8 lb 4.241 (V1) Efficiency )pened because of advances in agricul- 2a aural methods and development of new 2b :rops. SOCIAL SCIENCE 69. oeography

1 Unique AspecTts o 1 Geopolitical Regions 1./1 E:irth 1:211 Other Coopotitical Divisions

COURSE GOALS

1.2121 Canada(Cont.)

The student knows the trend in Canada 1 U H K4 la 1,18 Changc is from product OP of raw materials to lb 4.612 Economic manufacture of fini,s'-'nd goods for 2a system export_ 2b Distrihutic 3a production 3b (V1)InnovaLive- 4a ncss 4b (171)Efficichicv 6c

111e student knows ways in which the I U H K8 in 1.18 (C) Economic Amcricn export industry is dependent lb 1.211 system upon Canadian purchases. 2a 1.18 (C) Trade 2b 4.611 (V1)Coopera iol 3a 3b 4a 4b 6c

Chu student knows that American invest-P I U H K7 in 1.18 (C) Economic ner_ is extensive in Canada, with lb 4.611 system %inada supplying the raw materials 2a (V1)Cooperation needed by industries in U.S. 2b 3a 3b 4a 4b 5a 5b 6c 80G1AL SCIENCE fj Geny.raphy Unique Aspects of Geopolitical Regions =1,1 Earth 1,.212 Other Geopolitict Divisions

COURSE GOALS

1.2 f, ! ico

The tudent knows the location and use I U 11 K6 2a ,) Resource of print and non-print materials related 2b geographv to geogrAphy of Mexico (e.g. card (V1)inquiry catalog: "Art Industries and Trade- Mexico," "Mexico-Social Conditions," "Mexico-Description and Travel"; Reader's Guide: "Mexico-Economic ,ond_tions," "Investments, Foreign (in Mexico)," "Mexico-Industries"; area and huilding audio-visual catalogs: "Mexico, Climate," "Mexico, Geography," "Mexico, Agriculture"; special materials: National Geographic index).

The student knows that the name Middle PIUH Kl 2b America refers to that area which K6 includes the West Incites, Mexico, and Central America.

lie student knows that Mexican topog- I U H K3 la 1.12 Environment raphy is characterized by a rugged lb topograph- central plateau and narrow coastal plains bordering mountains on the Gulf 'oast d Pacific Ocean.

The student knows that Mexican popula- PIUH K8 la 1.12 (0) Economic Lion distribution and economic lb 1.13 system Jevelopment have been primarily 2a 1.18 (V1)Economic Iftected by land limitations and 2b 4.822 freedom 21imatie factors. rhe student knows the effects of consti- I U H K8 2b 1.17 (C) Change Lutional changes in the early 1900's 4b (Vi)Rights _Ton Mexican land ownership. 6a 6b 6c 7b SOCIALCIENCE 71. (:euraphy Unique AfTe of Geopolitical Regions Earth .:)12 Other Geopolitica Divisions

1.2122 exico(Cont

The student knows ways in which U H K6 la 1.17 (C) Economic industrial development through foreign KS lb 1.18 production investments have affected the economic 2a 4.611 development in Mexico. 2b 3a 3b 4a 4b 6c

The student knows factors which have I U H K8 la 1.18 Resources, led to an increase in Mexican industry lb since World War II (e.g., foreign in- natural 2a (C) vestment, increased efficiency in ccOn. use 2b (C) Progress of raw materials and water supply). 4b (V1)Efficiency SOCIAL SCIENCE

Geography 1.2 Unique Aspects of Geopolitical Regions 1.21 Earth 1.212 Other Geopolitical Divisions

COURSE GOALS _f--.1 --4

1.2123 West Indies

The student knows the location and use I U H K6 2a (C) Res_urces. of print and non-print materials re- 2b geography lated to geography of West Indies (VOInquiry (e.g., card catalog: "West Indies-Des- cription & Travel," "Rest Indies"; Reader's Guide: "West Indies, British, "Bahama islands," "West Indies, French,' "Martinique"; area and building audio= v.sualcatalogs: "West Indies," Nest Indies, Economy," "West Indies, Trade"; periodicals: National Geographic index, kmericas) fhe student knows that the West Indies P I U K3 lb 1.12 :ire a chain of islands in the K6 ::nribbean Sea extending in a wide arc from the tip of Florida to the coast lf Venezuela. rile student knows the people of the P I U H K3 la 1,17 (C) Physicn1 4est Indies have a low standard of lb needs Living despite favorable climate, con- 2a (C) Technology ienient location and fertile soil. 2b VI Quality of life SOCIAL SCIENCE

(lc i raphv unique As ects of GeopoliticalRegions 1.21 Earth 1.,'11.2 Other ( polit al Divisiona

2124 Central America

Th student knows the location anduse I U H K6 2a (C) Resources, of print and non-print materialsre- 2b geography lated to geography of CentralAmerica (VI )Inquiry (e,g card catalog: "CentralAmerica- History," "Central America-Description 6, Travel," "Central America- Social Life nod Customs"; Reader's Guide:"Central America-Foreign Relations," Central America-Economic Policy," "Bananas"; area and building audio-visual catalogs: "( :entral America, Geography"periodicals: Americas. National Geo a hic index).

The student knows thenames of the I U H Kl la 1.12 Central American countries: Guatemala, El Salvador, Honduras, Nicaragua,Costa Rica, Panama, British Honduras.

The student knows that CentralAmerican I U H K3 la 1.12 (C) Environmen. topography is characterized bymoun- (C) Topography tains, mild climate, longcoastline, Ind good harbors. rhe student knows that plantation I U H K3 la agriculture is more characteristic 1.17 (C) Adaptation of K5 2b :antral America than subsistence 4.241 3a farming. 4b the student knows the effects of modern I U H K8 la technology and new methodology 1.18 (C) Change on the lb economy of Costa Rica. 4.247 (C) Progress 2b 4.822 (C) Production 4a (Vi )Education 4b the student knows factorscontributing P I U H K8 2b 1.18 Llo U.S and Central American economic (C) Production 4b (C) Interdepen. interdependence include marketingof 6a dence ,I,S. manufactured goods andCentral 6b erican tropical products. (C) Economic 6c system 7a (Vl)Cooperatior 7b (V1) Freedom SOCIAL SCIENCE

L. Geography Hnique Aspects of Geopolitical Regions

I 'I Lirth 1.212 Other Geopolitical Divisions

COURSE GOALS

L2 124 Itra l Am ricajont.)

The student knows the ways that eign I U H Kb la 1.17 (C) Exploitatio investmelt affects the economic, K7 lb 1.18 (C) interdepen- political and societal geography of KS 2a 4.611 dence. Central America. 2b (V1 Econ. teed 3a 3b 4a 4b 5h 6a 6c SOCTAT

,raphy Unique Aspects of GeopoliticalRegions L. 1;trLh 1,M Other GchpoliticntDivisions

COURSE GOALS

I i South America '-

The studont knows the location anduse I U H Kb 2a (C) Resources, of print and non-print materialsre= 2b geography 1;, teal rtry geography of SouthAmerica (VI )Inquiry tc-2! card catalog: "South America- Decription & 'T- ravel," "South America- Son Life & Customs," "Incas, "Indians of South America"; Reader's (;tide: "South America-Description& Travel," "LatinAmerica," "Economic As5istnneo iat Latin America," "Public health-Latin America";area and build- Tio,, audio-visual catalogs: "South America"; periodical: National 2211siva(L index).

Thc student knows plants and animals P I K3 2b 1.15 that aro characteristic of South America (e.g., llama, quebracho). .

The student know-; the ways that the I U H K6 la 1.16 (C) Distributtoi natural environment in SouthAmerica K8 lb population affects population distributicin(e.g,, (C) Environ. pampa;, Amazon forest area, Magdalena river valley). influences

Fhe student knows that theAndes I U H Kb la 1.12 ) Topography Mountains and the Rocky Mountainsform lb A continuous chain of high rugged peaks on the Pacific Coast of the South and North American continents. the student knows theways the Andes I U K5 la 1.12 Distribution, affect the distribution ofpopulation Kb: 4a 1.16 pop. in Colombia, Ecuador, Peru, Chile,and K7 trgentina. the student knows ways thatlocation of I U K6 la 1.17 C) Culture 1 community in or near a seaport affects K8 lb 1.18 the life of the people economically, C) Environment educationally, and socially(e.g., South American seaport cities). SOCIAL C CE

(;uora-hy 12 Unique Aspects of Regions L.21 Earth 1.)12 Other ( ;eopnlitical Divisions

COURSE GOALS

1.2125_ pant.)

The student knows factors of climate I U K3 lb 112 (C) Envi raiment ond topography that distinguish the K5 2b 1 Pampallarea of Argentina from other Nrcas of South America.

Thu student knows the location of the I U K6 la 1.14 (C) Resour Important river systems of South lb natural America Amazon, Parana-Paraguay, 2a ilugdoleno, and Orinoco. 2b

The student knows that a major use of IUH K7 4b 1.14 (C) Transporto- rivers in Rain Forestareas of South 1.18 tion America is the transportation ofgoods (C) Environ, and resources. influences (V1)Efficioncy

the student knows the ways the mode of I U K8 la 1.13 Z;) Environ. living or the Indian tribes alongthe lb .1.14 influences Amazon River are greatly affected by 2b 1.17 VORespect tor the natural habitat (e.g. mud houses; 6b culture al crude, rough furniture; hammocks for others beds).

rho student knows that illiteracy and I U 11 K8 la 1.17 poverty of South American peoples ) Exploitation lb 1.18 (C) Conflict reflect the influence of Spanish and 2a (C) Social -'ortuguese political power, industry, 2b and culture. control (V1)Responsible- ness rile student knows that changein I U H K8 la 1.17 pattern of land distribution and (C) Change lb 1.18 (C) Distribution ultivation is essential for social 4a (C) Progress and economic progress in South 4b America. (_V1 )Human dignity SO IAL, SCIE \CE 77,

r;lphy Unique Aspects ofteopolitical Regions 1.?7 Karr') 'I2 )=1- olitical Division

COURSE COALS

1 2125 SouthAmerica Cont.)Cont.)

student knows that economic growth I U II K8 la 1.18 (C) Government and education will contributeto po- lb (C) Change, litical ctnlility in South America. 2e social 2b (C) Human 4a dignity )Security'

The !Ludent knows the importanceof I U H 1 7 la 1.18 (C) Organizat. on inter-American cooperation to the K8 lb policy progress and protection of the hemis- 2a phero. (V1)Cooperation 2b (V1)Seeurity- The student knows the cultural oharec- I U K3 la 1.17 (C) Culture Letistics of the Inca Indian of Peru K4 2b (C) Indian (e.g., cloth weaving; metal,pottery, K6 (C) So. Am. jewelry craftsmanship; use of calendar K8 and decimal system). (V1)Cooperation (V1)Beauty (V1) Respect Lor cu1Lure of other:;

The student knows that thecountries I U H G2 2a 1.18 (C) Accormodati r in South America lyingeast of the K5 2b (V1)Cooperation rlindes Mountains have generallyfound 4a (V1)Efficiency it easier to trade withwestern Europe than with countries west ofthe Andes. 3 L SCIENCE

l,1hT;.1 hy is. ANI-we ,col-10 al Regions 1;:i Earth Mlle( Leo!)

COURSE GOALS

2 12 6 Eur(

The student knows the location anduse of print and I U H K6 2a nonprint materialsrelated (C) Rvsour:2es, geography of Europe 2b (e.g. , card ea mIoA: "EuropeDescription geography and (VI inquiry Travel," "EasternEurope," "European Economic Community";Reader's Guide: Europe-- Population, ""Europe, Eastern, "Europe, Western"; periodicals: Realiti - Manchester_ Guardian; area and building audio-visual catalogs:see specific countries, "Europe,Scandinavia," "Europe, Balkans";special materials: newspaper indexes, landform models).

The student knows that SouthernEurope conSiSAS of the 1 U H K3 'Iberian (Spainand la 1.12 Portugal), Italian, K6 lb and Balkan(Bulgaria, Yugoslavia, Albania,Greece), peninsulas. The student knows factorswhich have limited development 1 U H K8 la of naturalresources 1.18 on the Iberian Lb lesourcos, Peninsula (e.g.,lack of 4.7 natural power, capital, and 2a technology). 4.822 (rowth, 2b economic 3a 3b (V1)Efficiency 4a 4b rho student knows that thelimited industrial and 1 U H KS lb agricultural growthof 1.18 (C) Environment the Balkan 2b area is primarilythe result 4822 of the rugged influences topography of theland. (C) Topography (C) Economic system The student knows that the peopleof the Balkans have 1 U H K3 lb maintained theirethnic 1.12 (C) Culture identity primarily K8 6a because of th(rugged 1.17 (C) Population mountain ranges ofthe area. 6b (V1)Respect for 6c cultural heritage SOCIAL SCIENCE 79.

1. Geography 1.2 Unique Aspects of GeopoliticalRegions 1.21 Earth

1 12 Other Gcopolitacal Divisions

COURSE GOALS

1L2126 iaLcJaPLQ1La

Tn hstudent knows that WesternEuropean 1 U H K3 la 1.12 (C) Environment topography is characterized bya long lb irregular coastline with (C) Topography many natural 2a harbors and extensive inland waterways. 2b

The student knows factorscontributing I U H K4 lb 1.17 (C) Economic to the continued economic growth of KS 4b 1.18 system ,4estern Europe includingease of trans- 6a 4.822 portation and ample supply of (C) Resources skilled 6b workers. 6c

lho student knows ghatindustrialization I U H K3 lb 1.12 (C) Technology of Northwest Europe isinfluenced by K8 2b 1.18 (C) Environmenta mild temperatures, udequaterainfall, influences and wealth of mineralresources.

the student knows that Eastern Europe 1 U H K3 la is a patchwork of mountains 1.12 (C) Topography and plains lb consisting primarily of theGreat Euro- 7,ean Plain in the north, centralmoun- tains, upland basins andplateaus, plaint Df Danube River, southernmountain ranges.

the student knows that Eastern Europe U H K3 lb contains a variety of people 1.17 (C) Cultural forming a 2b fragmented cultural pattern. patterns 6a (C) Cultural 6b conflict 6c (V1 ) Tolerance Oil Respect for cultural heritage

the student knows the common characteris= I U H K3 la :ics of Eastern Europe in 1.17 Environment the general lb Ireas of climate, temperature,occupa- ion, and nationality. the student knows that inEastern Europe 1 U H :8 la 1.17 (C) Economic (except in Poland and Yugoslavia)almost lb 4.73 system .11 of the farmland is incollective or :tate farms. SOCIAL SCIENCE

I . (:uoAraphy

Mniqut, Aspects` c f Geopolitical Regions I.2J EArrh

I ?12 Other Ceopolitical Divisions

COURSE GOALS f _'_ 1-11-1aEag1ILL/.

The student knows that obstacles to I U H K3 lb 1.17 Economic economic growth in Eastern Europe K8 2b 1.18 system include scarcity of skilled and educated 4b 4.822 Growth, workers and lack of capital. 6a economic 6b (C) Production 6c (V1)Educatiin (V1)Efficioney

The stlent knows that the majority of I U H K8 la 1.12 (C) Environmeni- oanplo of Portugal are engaged in agri- lb 4.241 Lopogrnphy culture primarily as a result of the 2a (C) EnvironmenLa topography (e.g., broad slopes and long 2b inquenco [river valleys). (C) Production (V1)Efficiency tin student knows that the shape and I U H K3 la 1.12 ) Environmctol.- topography of Italy has helped to deter- K8 lb 4.221 topography line the location of industry in north- 2a 4.242 1:11 Italy while southern Italy remains 2b 4.322 Inverty stricken. fhe student knows that the major gco- I U H K3 la 1.12 (C) Top raphy !raphic features of Spain include the lb rugged Pyrenees, fertile river valleys, ind central expanse of dry mes-ta.

['he student knows the ways that extreme I U H K3 la 1.12 (C) Environment° variations in climate and topography K8 lb 1.13 climate taw affected the agricultural and Aidustrial development of Spain.

he student knows that the traditional I U H K8 la 1.18 C) Conser,-,tism onservati.sm of the ruling eleinent in lb C) Growth, ;pain has contributed to limited econo- 2b economic tic development despite rich resources. VOResponsible- ness SOCIAL SCIENCE

1. Goography Unique Aspects of GeopoliticalRegions .21 EarLh 1 .12 Other (4,-)politicalDivisions

COURSE COALS

1.:"L262-Lealt._

The student knows that Ireland'smain 1I K8 la 2c 1.18 (C) Resources, industries are based on agriculturewith K9 11) 4.241 natural manufactured goods being providedby 2a 4.72 Great Britain. Trade 2b

The student knows that GreatBritain 1 U H K8 2b 2c 1.18 (C) Scarcity depends upon importation for most food 4b products (C) inter- 6a dependence 6b (V1)Cooperation 6c

fhe student knows production in British I U H K8 la 1.18 iron, steel, and textile industries (C) Production has lb declined as a result of the (V1 )Competition, development 2a i newer factories and machinery economic in 2b Cher countries. 3b 4b

The student knows that the importance I U H K4 la 1,18 )f the coal industry in Great (C) Production Britain is K8 lb diminishing as a result of (C) Change new mining 2a techniques in other countries and the .2b development of other sources of power, 3a 3b

Ole student knows that the topography of I U H K3 la 1.12 France is characterized by mountain Topography lb 1.14 ranges protecting most of the frontier, the Great European Plain withits fertile ;oil, and an excellentsystem of water= gays.

Ole student knows that Franceis ideally I U H K6 la 1.12 (C) Environment- Located for trade because ofher long K8 lb 1.18 topography oastline and location near themost 2a important bodies of water in (C) Economic western 2b urope (Mediterranean, North Sea, system Faiglish Channel, Atlantic Ocean). (V1)Efficiency SOCIAL SCIENCE

rwNph Ard, -'eopilitical Regions 1.21 Enrth

I ..!12 laical Divisi 0115

COURSE GOALS

1.2126 Europc(;ent.)

The tudent knows that t=he usable terri- 1 U H KB lb 1,12 C) Environment tory of the Netherlands has been 4a Acenmmodatin extended and protected by man-made 4b VI)Strength devices teg, dikes, planting ofspec- (V1)Initiative lalvegetation)

The student knows that the Netherlands I U H K3 la 1.12 (C) Climate topography is characterized by a flat lb 1.13 terrain, access to waterways, and moder- ate marl n , climate.

The student knows that Germany is divide! I U H K3 lb 1.12 T illisi r 1- into topographical regions consisting 2b 1.14 tioi! ol the North German Plain and central topo rnohy highland -Alps region.

Ifie student knows that the Rhineland, 1 U H Kb lb 1.18 (C) Techuology North German Plain and Bavarian regions K8 2b (C) Learning produce a surplus of agriculturalpro- 4a (V Efficiency ducts primarily because of highlyeffi- 4b cleric use of soils.

no studnat knows that Germanindustrial 1 U H KB la 1.18 (C) Technology leadership is based upon technological K9 lb 4.247 (V1)Efficioney use of excellent supply of raw materials 2a in Ruhr, Saar, and Saxony regions. 2b

rho student knows that the term Scandi- I U H K1 la 1.12 Davit refers to countries includedon K6 lb two peninsulas and a group of islandsin the northwestern part of Europe:Norway, 7lweclen, Denmark, Finland, andIceland. ale student knows that Sweden'sfarms 1 U H K8 la 1.12 (C) Environmenta and factories have locatedin the south- lb 1.13 ern third of the country as a result of influences 4.811 the climate and topography. Adaptation SOCIAL SCIENCE 6'

UniquoAspectsof ieopo litical Regions is ah I.?12 Othor (Thopolitical Divisions

COURSE COALS

121-LLa'2p21(Lcm1)

The student knows that Scandinavia 1 U Ii K3 lb 1.12 Acconmodni i itiained its cultural level because KS 2b 3.3 (C) Adaptation severe topographical and climatic 4b (C) Culturc' rf!strictions wore overcome. (V1)Strengih (V1)Self-disci- plino (VOinnovative ness (V1)Initiativ,-

rho student knows that themajor manu- I U H K6 la 1.18 (C) Production lecturing areas of the U.S.S.R. are lb 4.73 located in Moscow, Ukraine, Urals,and Klizetsk Basin.

Ole student knows factors which have I U H K8 la 1.18 limited industrial growth (C) Product inn in the U.S.S.R. lb 4.73 such as poor roads, rigid centralized (C) Progress 2b 4.822 planning, and late industrialization. (C) Challenge 4a (V1 )Efficiency 4b (V1 ) Initiative 7a 7b

Phe student knows ys that the U.S.S.R. I 11.1-1 K3 lb 1.12 (C) Production las developed water, fishing, and miner- 1(.8 6a 1.14 it resources. (C) Resources, 6b 1.18 natural 6c 4.73 7a 7b

[he student knows socio-economicfactors I U H K8 la 4b 1.17 (C) Production h influence the growth ofSoviet lb 1.18 nanufacturing (e.g., labor supply, (V1)Efficiency 2a 4.73 iatural resources, markets, capital) (V1)Cooperation . 2b 3a 3b 4a 4b 5a 5b SOCIAL SC1ENCf

A:voct I Regions

Oivi

--.-- -____

H:LLL.L_LE___LIL2__

U. ,ftodeut knows that the lack ofice- 1 11 11 KS la 1.14 1 sro11ur ion liev porls On the open sea has been N lb 1.18 (C) Envir nment. wrious handicap to the development of 2a 4.822 influences he renfirces and trade or the U.S.S.R. 2b (C) (rowth, 4h economic

Iii. :ifinlen knows reasons why the people 1 U fl K8 in 1.1.'2 (C) Transi 1 I 1- )1 the U.S.S.R. have primarily depended lb 4.743 t ion ipon overland trail sportation. (V1)Ell i (....-encv f rhe srodeni knows the ways Lilac climate 1 U 11 Kg la 1.12 (C) Productt n aid topography have influenced the pro- lb 1.13 (C) Environment lac :Lion of crops grown icc-the U.S.S.R. 2a 4.221 influence (e.g., wheat., potatoes, cotton). 2b

rho student knows the effect of collec= 1 11 H la 1.17 (C) Economic tivized farming on the economy and lb 1.18 people of H,S.S.R. system 2b 4.73 (C) Democracy ------4b (V1)Cooperation 7a (VI)Frcedem 7h

Thr student knows ways that different 1 CI 11 K8 lb (C) Environmonf kinds of climate in U.S.S.R.(Tundra, 2b influence Thign, humid, continental, steppe, (C) Culture Mediterranc-an, desert) have affected (C) Adaptation the life styles of the people. (V1)14mfan digiti (VL)Rcspect for culture of others SCC1AL SCIENCE

Hoiqw A:Apvcrs rrworoLi Lica l R ;ions 1.:' h CuopOliLiv Divisions

Asia

The student. knows thelocation and se ol printed and nonprintmaterials Resources, rt.lated La geography ofAsia (e.g., card geography calato: "AsiaDescription (VI)Inquiry It and Travel," it Southeastern"; koader's wide: "AsP--Doscriptions and Tr.o.fid " "Asia, Southeastern,""Petrol- vImi--Asin, Southeastern," "AsianDevelop mcnt Bank"; area andbuilding audio- cataloRs: "Asia, Geography, "Asia, IndustrialDevelopment"; periodicals: Japan illustrated,U.S.S.R. MMILkoc)-

The 3IttdQnL knows that the FarEras consists of Lice separateculture sub- rvgions of East Asia,Southeast Asia, and South Asia.

5fio studentknows that the FarEast region is rimmed bya series of islands (C) Environment ;Ind peninsulas. (C) Topography

Thy sL Wit knows that thetopography 1.12 (C) Environment o f the Far East is primarilycharacter- _ized by mountains andplateaus.

The student knowsgeographic factors affecting patterns ofpopulation distri- (C) Population bution and densityin S. E. Asia includ- (C) interactions; ing suitability of landfor farming man-land (soil fertility andavailability of (V1)Adaptability water) and topographicalbarriers.

The student knows theways that the 1.12 topography af the FarEast has influ- (C) Economic 1.18 cncud citedevelop_mentof agriculture progress and industry. 4.241 (C) Resources 14.242 (V1)Elficiency (V1) Initiative SOCIALCIENCE

,raphy

J.:). Unique Aspects of litical Regions

I.M Other Le littcal Divisions

COURSE COALS

1-211.__L-Lig_ia

The ,;tudent knows that mineral sources 1 ll H K3 la 1.13 Rosource!,. are found in limited amounts in coin- lb 1.18 natural trien of ticFar East.

Tnt student. knows ways that major cli- II Il IC8 la 4h 1.14 Environment malic conditions influence East Asia's lb vconomic development (e.g., oceans lround islands and mainland, winds Mowing over islands).

Vhe student know that the monsoon U H K8 la 1.14 (C) Environment Ileally allec[s agricultural productiv- 4.241 Productirw i(y in S.E. Asia.

ill,' student knows that the river valleys U II K3 la 1.16 Pop la! inn ire usually the most densely populated K6 lb trolls the Far East. 2b

11 student knows that agriculture of 1 l.i H K3 2b 1.18 (C) Speciali:m° E. Asia is characterized by sedentary K4 Lion, larming and a growing plantation system. agriculture (C) Economic growth lie student knows that despite the I U H K8 la 1.16 Product nil ncreaia ol scientific knowledge and lb 1.17 Food Supply 11lechaiii4ation, food supply is at the 2a Population itorvation level for the Far East 2b (V1)Human dignit! )opulation. 6a (V1)Efficiency 6b 6c

lie student knows that the major indus- U H K3 la 1.18 (C) Economic Tics of the Far East are intensive K4 lb 4.822 progress arming and slowly developing manufac- 2a tiring. 4b fie student knows the ways that the U H K8 la 1.18 (C)Technolol_y lifferent stages of mechanization in 2b 4.241 (V1)Efficiency he Far East have affected agricultural 3a 4.247 tevelopment. SOCIAL SCIENCE

(fyow .11,f1,/ L? I:16(pr A%pcis of CfmpoIitiCalRegions I :'I Farlh mho! c,npolttical Divisions

1,21')/ At4ja

Tho studoni knows theways that water (C) Tochuoloy powor havo altected the drivefor industrialization or thecountries in (VI )IJIL'IEIIcv filo Far Fast_ (V1)1fluovalivy- ness SOCIAL SCI EN

rs of geopolitical Regions

1. tic:llWvisions

COURSE GOALS , . .

..21:2d Ai icn

Resot he student knows the location and use I U II K6 2a 7 2h geography 1 print and ron-print materials re- ared to geography of Africa (e.g., Vi) Inquiry Ard catalog:"Africa-Deseription &

ravel," "Africa, Central,'' ""Africa, ()nth"; Readorts'Cuide: "Investmen s, ()reign in Africa "Africa-Race rohlem," "Wildlife Conservation-Africa ast"; periodicals: African Report, rum newspaper); area and building udio-visnal catalogs: "African culpeure"; special materials: Swahili angnage rec.ird, world atmariacs

he student knows that Africa is the P K3 lb' 1.11 econd largest continent in the world. 2b

he studc.nt knows the climatic va-_ .- PIU II K3 in 1.13 EnvIronmeilL tions of the continent of Africa (e.g., KG lb air' tors1:5, grasslands deserts, ivers and lakes).

he student knows that four great I U II K3 lb 1.14 (C) Perspective fivers and their tributaries compose K6 he main drainage pattern of the frican continent: Nile, Congo, Niger, nd Zamhezi.

he student knows that there have been I U K4 in 1.12 (C) Change Any changes in the earth surface of K6 lb (C) Environment he Sahara desert in the course of KS 2b (C) Location istory.

he student knows that Kenya is the I U IL K3 la 1.15 (C) Resources, rtAtural habitat of a numerous variety lb 1.18 scarcity

1.1I wild animals which the government 4b (V1) Preserva

I; trying to preserve.

he student knows geographic causes for I U II K5 la 1.16 (C) DiAtributIon the unequal distribution of peoples on KEI lb (C) Environment he continent of Africa, such as 2b (C) Populatien. osert,'- rain forests, coastal. belt

1.And. SOCIAL SCIENCE

Cetraphy hnigne Aspects csf GeopoliticalRegions 1.1 Earth .21? Other Geo litic 1 Divisions

COURSE OA LS

1.2128 Africa (Cont.)

Tice student knows theways natural re- 1 U K4 la 1.18 Prodnction sources have contributed to the economic K6 lb (C)Sc eritv development of Southern Africa (e.g. , K8 2b dionds and gold). (C) Volume (C) Development, Non.

The student knows factorsupon which 1 U H K4 la 1.18 (C) TechnoLow' the future of Africanagriculture K7 lb (() Change depends (e,g_ education offarmers; K8 4b (V1)Education need for better tools, machinery,and scientific procedures). (V1 )Efficient:\

The student knows that the Aswandams 1 U 11 KS la 1.18 utrcl 'lave helped to increase the agricultural (C) Grcowtll lb development 1iroduetivity of the Nile Valley. 2b (C) Economic system (C) Productivity

rho, student knows tkatcotton is the 1 U K3 la 1.18 (C) Change .hief money crop of the NileValley but lb (C) Government That the Egyptiangovernment is en- 3a (C) Production :ouraging alternate crop planting. 4b (V1)Security (V1)Efficioney

:he student knows that Africahas 1 U H K6 le 1.18 valuable forestresources, but the Resource- K8 lb Transporta- Location of the trees farfrom roads, 4b tion railroads, and streams makesdevelop- lent costly. V Efficiency

'he student knows that there is great 1 U H K3 la sptential for manufacturing 1.18 (C) Environme t in many K6 lb ireas of Africa because of the (C) Resources water 2a lower and the supply of natural (C) Power re- 2b tourcL' S .

he student knows ways in which I U H K4 la 1,18 ransportation in the desert land of (C) Change K6 lb he Sahara has been changed (C) Adaptation by tech- K8 2a ology (e.g., jeep, truck, (C) Technology air travel) . 2b (V11Efficiencv SC1E::CE

rdptv,-

L.) it it i,kopolittca1 kegions

1 Li rt

ijptiIi I. z

Alctua (Coll .)

dent 1,nows Li tor whichi nbihit 1 U 11 K4 la L. th (C) Lrauspot -

1,eL i11),, o I good; i itA Fri ca : lack K8 lb Lion

road:;,,t,00d roads, ond connected 2a (c) Prodnt t 1 2h (V1)1:1 ti c c

dont know; reasons Inctit I U 11 VI 1:1 I. Iii (()Ceti(r:]!,i s!: with which social and K5 11, 1.18 (C) ExploL:!1i ell 2a (C) Chaugt, , I chon;.,cs have occurred In

(V1) 1 uqu t 1-,, (e.:%. , "Dark Cunt_ i 'l(nt" to 21)

Hs. Al IT i t a")

ilk illknows w:iv s Lint Hie groWL11 -1 UII K11 2h LIZ--; (c) (:ft-.,p K() (C) Confli, 1 in.i I i!wi clwur,.,c;;frontdependence 4o peudence in Alricon government KM 5b (C) Nntion.11i lo!;t Ys veors. 7:' (V)Ceoper,i1 7h

lent know;Lilt.Invirlii Hy, inthe I 11 II K1 2h I 16 (C) con fl I ;

nurtheLd" as used iil Llle 3b 1.17 (C) knploitaI oil tit South Africo. 4o (V1)Morolii., (V1) Human diguit-, (VORespect othern

lent knows the names and 1 U Cl lb 1.17 (C) Cid Lure (Vi) Respect. I in inc L2ristics of the lending tribes K3 2a el AUnt.au peoples (e.g. ,Kinyu, Masai, 2h culture, :usi, Zulo). heritage

Tlw stti(lent knows diverse social "flits PIUll K5 la 1.17 (C) Culture in whicht Africans live (e.g., family, Kb lb (V1) Human t kit:nage, and tribe). K8 4a dignity 4b (V1)Coopernt i (V1) Security

lent knows Licit clan and tribal 1 U 11 K4 la 1,17 (C) CUonge long African peoples is diffi- K7 lb (C) Conflict attain because oL language K8 2a (C) Culture 2b (C) Communica 4b (V1)Cooperati , (V1)Friendship 'OC1A SCI CE

1 . G,u),rophy Huique AspeCLst of Geopolitical .gions 1.21 F.ui1h i)1111./ liLical Divisions

(. 129 Aiir tr -alia and Oceania

llio sfudent knows the location and use ofi I U 1[ K6 2a (C) _gonrces, twilit and nonprint materialsrelated to 2h geography geography of Australia andOceania _, card catalog: "AustraliaNative (VOluquiry Nacos," "AustraliaDescriptionand Prove 1," "islands of the Pacific," "New Zealand"; Reader'sGuide:" "Aluminum Industry and TradeAustralia," "AustraliaDescription and Travel," "Oceania," "Micronesia";area and building audio-visual catalogs:"Australia, cattle," "Australia, Aborigines," "Oceania, Geography").

rho student knows theways that latitude, I U II Kd la 1.12 vind, and rainfall affect the Enviornmcninf climate of 2h kusfralia. influenecm

rhu student knows thelocation and 1 U 1-1 K3 2b (C ) Location :haracteristics of the majorclimatic regions of Australia: humid,subtropical, (G ) Environment narine, tropical,savanna, steppe, insert, Mediterranean.

rho student knows that Australiahas P 1 U K3 la 1.15 oflicc of the most Unusual wildlife (V1)Beanty in the K6 lb orld (e.g., platypus, koala bear, 2a tangaroo). 2b

Me student knows theways that topo- T. U H K8 la raphy and climate have 4b 1.12 (C) Condition, affected the lb irowth of the livestock 1.13 physical industry in 2a lustralia. features 2b Growth, economic (C) Environmeutal influence Mu student knows the conditions present I U H K3 la 4b in Australia which 1.12 (C) Production are conducive to K8 lb ;heel, raisin 1.13 (C) Environmental 2b influences (V1 )Efficiency SOCIAL STUDIES 92

I. Geography unique Aspects of Geopolitical Regions

J th J .21.2 Other Geopolitical Divisions

1.212'4 Australia and Oceania(Con,t.)

The 8 uldenL knows that wool is the 1 U U K3 la 4b 1.18 (C) Wealth oconomic mainstay of Australia but K8 2b (C) divorni 1 ication has occurred as a result (C) Growth, of Now mineral finds and growing economic iuduntrins. (V1)Security

010 itLudon I knows that A tstralla 's I U U K4 la 4b 1.18 Ills t r 11w ( hn til rural markets of the future are pri- K6 2b llarily located in the Far East and

).,:('Aitia.

0), stucicout knows thaL the name P I U K3 la 1.17 )ccania denotes most of the islands of K6 lb the Paci icMicronesia, Melanesia, 2a

Ind Po Lynes ia . 2b 6c

Ow at mien( knows that Oceania 's econom, . I U U K8 la 4f 1,18 (C) Product i oo levelopment depends primarily on lb 6a 4.822 resources :oconut, products, newly discovered 2b (C) Growth, iii= o ra 1 deposits, and expanded tourism. economic (V1)Efficlency SOCIAL SC1 GE

HISIOry

I C.

MO is

The student knows that man uses the 1311,111 G2 2a study of history for (C) Chongo many purposes K7 2b (V1 Respect )1. (e.., to explain his beginnings,to cult ur o l emphasize the significance ofa particu- heritage culture, to preserve the stateor nation, to justify culturalor political change) .

The student knows that one use of histor).P1 U it K7 2a is the attempt ot man (V1)Se1E-worth to relate his 2b total experiences to hison time and position in society. no student knows that history is p 1 U U G2 lb universal in that all 3.22 (C) Culture people and their R4 2b cultures have a history. (C) Change . (V Respect for rit.,e ol others SOCIAL_ 3 C1ENCI

''.I The :;indy oL History

Cgm&E GOALS c

2.1i Di olopment an Theories of History

ll GRk tnit knows that m 's study of 1 U I- G2 2a 1) Respect Int hiss ry has ht.:11 a developmental process K4 2h cultural iron u icLimo 01 Herodotus 1=0 the pre- heritage se t with different frames of reference In-,ed by historians to represent this po,:ess (e.g.,(1) history of war, (2) hingraphy,(3) nationalistic or 3 attioLic history, (4) economic, social, onlitical history, (5) scientific istnry,(6) revisionist history). rh, s_udent knows various approaches to U H K5 2a 1) Respoe [he study and writing of history (e.g., 2b CIALurul m c;aI approach, deterministic). hiStry SOCIAL SCIENCE 95.

I m or History

COURSE GOALS

.,..12 flthods of Lhe Hiscoriao

A un ideni_ knows Lh e f ctots which a FlUll K4 2h 4a (C) Learning Hislociall studies include time, place, K7 4d (V1 Reliabilily pt..milto, and events. 0/1 Accuracy

rhe 54ludyilL knows ways in which primary U U K7 2b (C) Kesnurccs, and secondary source maLerials may be history iiilized in historical research.

','hu student knows various methods of 1 U H K3 2b (C) inquiry inquiry which may be applied in histori- K7 :al investigation (e.g., classification information, developing and validating lypntheses, gathering data, testing lypntheses, and generalizing).

lic studeni knows ways in which the 1 I H Ra 2b (C) Intel-lir tn once]) L"frame of reference" may affect Lion uy sin le interpretation of history. SOCIAL SCIENCE 913

LA_JU IAZIE.2 ,, 71 lea

The student knows the location anduse P I U II K6 2a ( Resoorco!-. 01 print and nonprint materials related 2b 111sLory to the history of the world (e.g., card Inquiry catalog: "Man, Prehistoric," "Man-- tgin arid Antiquity," "Cave Dwellers, "Civilization, Ancient"; Reader's Guide: "Man, Origin and Antiquity," "fan, Prehistoric"; periodicals: Scientific

All-Wricart,NationalC o _ index, LiI11Malf, reprints; area and building audio-visual catalogs: "-Man, Ancient," "Civilization, Ancient").

The student knows that the earth isa P K3 2a 1.1 sphere composed of land and watermasses.

The student knows that written records P 1 U U K7 2b ) Data reptc- which preserve recent history include senLaLion diaries, newspapers, church records, (V1 )Accuracy Lax receipts, and other legal documents. SOCIAL SCIENCE

) Wm-id

_._c

2.21 Pre i oric Aa(

The student knows major scientific U H K3 2b (C) Theory theories which seek to explain origin (C) Evolution of the earth, its continents, and human

I ile (e.g., continental drift ) .

111 Lilt knows definitions of terms I U H K2 , 2a Evolution especially significant for the study 2b Change of prehistory eons (e.g., Homo sapiens, (C) Adaptation Homo erectus, Neolithic, Mesolithic, Paleolithic, Peking Man, Java Man, archaeology, anthropology).

The student knows various stages of I U H K4 2b Change evolutionary change in man including Evolutintr Australopithecus, .lava Man, Neanderthal, Jild Cro-Magnon Man.

The student knows various scientific U H K7 2a (C) Resources, procedures which may be applied to research determine age by artifacts and pre- (VOinvestigalim historic remains (e.g., carbon -14 dating, potassium dating) .

Dic student knows characteristics of I U H K3 2b (C) Society, prehistoric man's social and economic prehistoric life (e.g., hunting, gathering, (V1 )Respect for -oaming). cultural heritage the student knows ways in which early I U H K8 2b (C) Climate nan was affected by major climatic (C) Change :hangas during the Ice Ages. (C) Environmenta influences term student knows ways in which early P I U H K8 2b (C) Evolution nan's development was influenced by (C) Human growth liscovery of fire, & developmen (C) Adaptation SOCIAL,

? Wurld

COURSE GOALS

21. I-ei

Thy student knows types of records which 422 (C) Culture provido information about thepast (C) 1parning including Iassils, art, and artifacts. (C) repry- scntatiou

lfie student knows ways in which manYs H K7 (C) Society, yarliest social and economic history may K8 prch-kloric he inferred from study ofcave paintings (VpAesthetic o .g., Lnscaur). sonsiLivily (VORespect lor cultural heel or ThY sCildonlknows that archaeologists P I U 11 K7 1422 Resources employ special methods to minimizedam- Learning age when removing fossils and artifacts Irnm the earth.

Thy student knows that fossils and P K6 (C)Ream¢os arlilocts aro collected andassembled (C)IParning, lor viow and study at such placesas universities and museums. SOCIAL SCIENCE 99.

2Rls.___ o f l~l an

The student knows ways in which charac- 1 U H Kd 2b (C) CivillAatiol teristics of the Neolithic Revolution (C) Culture (Q.P,, sedentary agriculture, domestics- (vl)Respect Lo- tion of animals) affected development of cultural early nom's social, economic,and heritage political Life.

the student knows various social, eco- U H K3 2b nomic, and political characteristics (C) Civilizacio) of (Vl)Respect for the earliest civilizations (IndusRiver, cultural fellow River, Nile River,Mesopatamian, And Mayan). heritage the student knows ways in whichthe art U H Kd 2a Acsthetics ,f early civilizations (e.g.,Egyptian, Cultural iumerian, Babylonian, Assyrian,Kushite, values Indus, Greek, and Roman)reflected their (Vl)Respect Cor social, economic, and politicaltradi- AOnS% cultural heritage Ole student knows characteristics of I U H K3 2b (C) Culture najorsub-Saharan early cultures (Kush, (C) Civilizaticti ',imbabive, Cano, Mali, Songhai, Nok) (Vl)Respect for including trade routes, artistic and cultural architectural achievements, agriculture, heritage religious beliefs, social-political- conomic patterns.

Che student knows ways in which the I U H Kb lb (C) Civilizatior tncient civilizations have affected 2b (V1 )Respect for contemporary institutions suchas law, cultural Iovernmont, religion, education, etc. heritage Jto student knows ways in which early U H KB 2b (C) Cultural ritten documents (e.g., Hammurabi's values ]ocle, the Old Testament, the Analects (C) Communicatic )C Confucius) reflect the cultureof (V1)Respect for :heir people including government, cultural religion, law, economy, and social heritage )rgenization. 50QTALSCIMI

lJsrt Id

C_ URSE GOALS

.:RilIL(CL.). lhe student knows the deeds of legendary 1 U H K8 lb 4b 3.27 .) ion heroes and martyrs which influenced the 2b (C) :tilture clillural development of their civiliza- 3b (V1)Lrunglh

1 inns (e.g., Most and the Hebrew (V1)(:ourn}lt,

Exodus) .

The talent knows various early stages I U II K4 2b (C) i i in+love; l- tipinen t of language and communica- (C) FvoltiLion Ii011 including use of cave paintings, hier glyphs, and cuneiform.

Ole studentknows historically signifi- U 11 K2 lb (c) ( cant definitions of the terms: 21) monotheistic, polytheistic, civilize- (C) tine, autoctacy, totalitarian, democracy, lligarchy, and humanism.

the student kno development patterns U H K4 lb (C) ;overnmci t )f major institutions (e g., law, (C) I.

;overnment, religion, education) as (C) R ligon reflected in early cultures including (V1 espect tor

gyotian, Hebrew, Babylonian, Chinese, cfilturel Ind Inch's. heritage rho sticclent knows ways that the develop-P 1 U H K8 lb 2.24 ommunity 'tent of agriculture made possible the 2b 3.311 (C) ittt settlement of early man into communities. 3b 4.241

rho student knows -the significance of P K8 2b (C) ranspor 'l liscovery of the wheel. 3b tion (11)Etficiency

[he student knows the ways inventions P I U H K8 la 4b 4.822 (C) Civilization influenced development of early civili- lb evolution citions (e.g., tools, wheel). 2b (C) Community (C) Growth, eeenomic (V1)Efficiency (il) Innovative- ness SOCIAL SCIENCE 10 I

Himiory ') World

The student knows thecourse of the P 1 U (C) ' mGpn r{a- development of transportationin pri rive societies. Lion (I/OEM(2imey (V1)InnovaLive. nets

Tho student knows the ways in which P U II K3 (C) CufLuft' primitive hunting and agricultural K8 (C) Resource; societies relied on availability of natural. resources. (C) deuce The sCudent knows that major climatic and K8 2b 1.12 (C) Migration topographical changes includingglacial (C) Environment. action, volcanic, and seismic disturb- influence ances influenced the transcontinental migrations of early man. (C) Change (V1)Security. SOCIAL SCIENCE 102.

II Irrt Vor 1,1

COURSEGOALS

23or,nnizations

sCudont knowsways in which U H r-ganizations havedeveloped (e.g., (C) OrganizaCir Hanseatic League, Common Market, NATO, (C) Internntion EATO, United Nations)serving local, alism oationnt, international, and global (VI)Coopero on nieds, (VOiniernation alism Ti o studel knows ways inwhich the United Nations IU H carries out itsvarious (C) Organizat roles including such areasas world (C) Internati health, peace keeping, and humanrights. alism (V1)Cooperation (VOinternation alism The student knowscharacteristics, advantages, and U H disadvantagesof pro- C) Organizatiol posed alternative world-order models C) Internation- (e.g., Clark, Sohn). alism (V1)Cooperation (VOInternation- alism The student knows internationalorgani- zations which have I U H been formedto serve be .7 (C) Interdepen- the needs of ICS 3b mankind suchas the United dente Nations. (C) Humanity VI. Cooperation SOCIAL FCIE

d:II(1

(701IRSE GOALS

,171111111111 i

Tho !:tudeot that] the humanitarian P 1it H 2b Marian ideal seem a common linkamong all human 6a gniI.y 01 6h 6c V Human dir,ni

The studel tknows ill the ability of 1 II 2h I 2c 3.31 Communify community io survive is relatedto its .1voilability of resources, leader- Survival ship, nitH cohesiveness. V1 Cooperation

.1110 studont knows that communities are 2b 3.31 cini Hflits lcirger than Com y a Family, 3b

rh.. lit knows Lectors which influ- P 2b 1.17 ence Lilo kiHd of community which developE mimunnity 3.31. wgr'iphy, climate, and avail- Envirnnmen ability -I natural: resources). influences

The student knows ways in which people P 1 K7 lb 4a 3.31 (C)Coimi:un it y regulate community life throughthe KS 4b 4d 3.45 cstablishumnt of laws. (V1)Freodom 6a 3.71 7a 5.21 7b

The student knows that fundamental laws P1UH K2 2b lc 3.45 (C) Government have been created in thiscountry to K7 4b 2c 5.21 protect life, safety, property, and (V1. )Freedom 6a human rights. (171 )Security 7a 7b

The student knows that communitiesare P I 2b 3.31 C) Community interdependent for many goods and 4b services. 4.631 C) Interdepen- dence (C) Wants & Need (V1)Coopera Lion The student knows social, political, andPIUH KS 2b 2a economic implications of modern C) Community communi- 3b cation methods. C) Communicatio 4a SOCIAL SCl E

1:0mmuni t/_._(clrait.

le student knows social, political, P I U li id economic K8 2b 2a 3.33 implications of modern (C) ConmutuliI v -ansporlation methods. 3b 5.421 Transport: 4a Lion le stmli.nt knows theways in which P I U K7 2b !rvice agencies meetneeds of the 2c (C) Commmittv mmunity (e.g., law 311 enforcement, f i.re (VI )Securitv apartment , health agencies) 4a .

le student knows some of the wide F 16.04 H jobs provided K8 2b 2a by production 3.45 (C) ComuniI y id distribution Ga 2c of food (e.g.,farmer, 4.222 (C) Freeentel wI 7b 3b iolesoier, packer). 4.32 prise 4a 4d '1'110 si.u(IcnL knowsthe aced for popula it izPIUH K7 2b ig conservation and 2c (C) Ecology itt anti-pollution K8 !assures (e.g., RarthDay, Smokey the (V1 )Kesponsib 1;tnr). ity

le student knows that people livein P K3 2b imily groups whichdiffer in size, 3.41 (C) Community K5 imposition, andactivities.

w sttdont knows that mountains, parks, id ocean beaches P I KG 2b provide recreational 3c (C) Community 'ditties. 4g (C) Leisure (V1)Pleasure le student knows the comparisons be P K5 2b 4cen the structure ofhuman and animal 3.41 (C) Community f.imilies (e.g., basic needs, caring for (V1)Security Dung).

in student knowsvarious social, nutic, and political U H K3 2b factors whichmay 1.16 (C) Community e related to heavier K8 population density 3.41 (C) Distribut o urban areas contrasted to the rural, populatio ass densely populatedareas.

1'he s tuclent knowsthe ways in which P Ill H olu1 KB 2b lation growth,industrial develop- (C) Community oat, and other . factors causechanges (C) Change itthe community. SOCIAL SCIENCE

sA 0

COURSE GOA

The student knows that Human Rights P _ U 2b ((;) kuman Ainit include respect for the rights, proper- 6a (V1 )Respeci ly, and dignity of other people and 6b political, economic, and social self- 6c determination. 7b

The studera knows formal and in I U 2a 3.31 (C) Commhn i cducwional opportunities which 2b 3.42 (C) Learn 11) commniLle:4 provide. (V II Edhcnion

The student knows ways that communities P1. U Ei 2a 3.22 (C) COmmunity develop and maintain their cultural 2b 3.25 (C) CIA1ture traits. 3.31 (C) Social iw-zti tution

The student knows the various ethnic and lb lb 3.22 (C) Culture cultural backgrounds of peoples in the 2b (C) Ethno- United States. 6a centrism 6b (Vi )Respect For 6c cultural heritage

The student knows the characteristics P I U ll K3 2b lb 3.43 (C) Culture and basic beliefs of various religions K5 (V1 ) Reverence represented in most communities.

The student knows ways that couamnity PI U K8 2b 2b 3.6 (C) Community leaders influence their communities. 4b 5.33 (C) Leadership (_V1 )Political oedom _;LAL SCIENCE

CoURSI: GOALS

_ N.)rt Aim.ricau E;11-1 v

11, kumvs the lor;,inu ;Ind use P 1H uriul and non-print hi Kt) t) Resonrt(;, mt_erials re- 2h lated if) history orearly North Americo history nrd r itn log: "Amer (VOluciniry Histovery and Exploration,""Indians of Noril. America"; Reader'sGuido: "Terr.(c.!: (Agriculture),Pre-Columbian," "Americo-Discovery& Exploration"; American_lleyitqgg, Scientilir American,America_s, National ktaLLI:LiailL index;area and building dudioviNuoi catalogs: "Pre -Coinmbian Ari ," "Pre-(olumbianHistory," "North AmericJ-rxploration).

Tho student knowsvarious theories hiII K3 (;xpl:iining origin of,North Amerien as Theurir-;, a !-wp;irate continent (co. Continen- continontH tal Uri"). It .'out t i t;an I

-----.)1 Pre-Columbian Eras

le student knows major social, eco- IL1 H K3 2b Cuttur umic, and polltical characteristicsof pt tern ,!rly Indi h peoples oF NorthAmerica, cluding: peoples of raciLic Rumar orthwest, Plains Indians,Puehlo rcitions (VI)he Respect to ndians, and the MoundBuilders. cultural hctita),,,, ht: :::Ludent knowsways whichon U 11 K8 2h cpt ot "pre- and post contact" (C) Cultural ulluence interpretation ofIndian conlJitt I i :4LOry. Clonv,

ht.:i L 11110111 ICHOWSthe nature .ind UII K3 2h iversity 01 111c stylesthat existed (C) Ct,ILure mom% the early Indian penplusof pat ru 10r1=11 Aworica. (VI)/\ CI:CV:11h c difference Isstdentu knot major social, eco U If 2b iomi,c, and political. (C) Culture char:Ictoristics of- cloly peep Les of the lizicitic Northwest, imt.tern (C) Human nuluding Chinookan, Klamath,etc, relations (V1)Respect Co cultural herltage Hu student knows cultural character- 1 U U K5 2b 3.25 (C) Culture isties shared by PacificNorthwest K8 1.17 'oastal peoples (e.g.,shelter, patterns -.:lothInr, of Coos, nisei,Tillamook). (V1)Culture (V1)Respect r cultural herttnho rhe student knows theories explaining 1 H K4 2b (( ) .)rigin and diffusionby Northwest hiLiusi i K6 (C) Culture Indian cuitnrcs (e.g.,Bering Strait migration theory). pattern (VI )Respect lcr culturA heritagc TIN: s tudent knows ways_ in which I U 11 K8 lb iLtural diffusion C) Cultural may have affected 2b diffusion socinl,economic, and politicaldevelop- 1. of North Amtrien (e.g.. (V1)Respect f( influence of horse cultural heritage SOCIAL S

1-1 h I t i':;11' I

4 ,Cts,

C GOURSF. GOALS Co.

I'ce-Colembian Er iis cont.)

student knows :-;oc. i d 1 , economic ancl L1 II K3 21) (C) Civi puIlti(a1 duvutopmunt of Tndians of K4 (C) Culteru ;2,onth and Central America truin Pre- paaurn (A)Emikiau through "post the contact" period (7500 B.( .-1500 A.D.), including snch peopLcs as: Olmecs, Mayan, :Awl-cc, A:qccs, and Incas.

In student knows ways that the Pacific I U 1-1 K6 21) 2.41t (C) Culturu ,IorIllwes1._ Tudian rnlated to his environ- K8 1.2117 Patterns wilt and w.is influenced be it in 3.26 C) Environment .11.ist\in.,-, his Imsic needs: toed, :lothin and shutter. SOCIAL SCIENCE

liL;Ho-

Noi r riC 1..,:!r

i.. _ _

Di: u and E>: )lord1Lion

ithe student knows historically signifi- U 11 K2 211 (ant definitions of terms: Astrolabe, conquistadors, caravels, Huguenot,

Thc student knows major soda , eco- I U U K3 2n nook', political factors responsible K8 2h tor Eurffwfln -xplarailon

I North Ameri.en (e.g., search for tirtliwest Passage and route to Far East, s(strch for raw materials (fur trade) Ind new markets.

liw student know; social, economic, and U U KS 2a Iwiitlent ways in which the "New World" 2b and Europe were affected by early explorations of the Portuguese, Spanish, Italian, Erenh, Wtch, and English (o,g., development ot banking systems, increased working Class, development of =;lovery in America).

The student knows that c,nflicts can Pill H K8 2b (C) ExplorIL ion develop when countries compote for 6a (C) Confli IICW land. be (V1)Intern;1Lion- ni law

The student knows that European nations I U H K3 2b . 2.411 Explor, exhibited commmn elements in many areas K8 ColoniaLioi of eNplorntion such as colonization, Migrat migration and sOLL101101L, conflict with witivcs, exploitation of resources, economic development, growth of urban curiterS and transportation networks. i Arty r i

ni ;;cev .rY and : 1 ltio, to

I h :=.iudelit know; that diin el 1' I U H Kd 9b ,Iir!; when human culotteisi nfluenccd 1,17 Exn I o rA WI be inI Om ii( d hyanother. call tai r. 7b ch:inp,c :. student knowsways in which land P I U II K4 2b Iteration in NorthAmerica was 1.211 Explor,IlJon Acted by ,Aeographical barriers. Th c :n:ndent knowsre:isons why the K4 PIUH 2h 1. 11 F,Inhic knowledge ofscholars in the p or.tl 1 ., ig not known to the general (C) Confli, 1)11!die_

e student knows that scholars of the I U H K4 L.10':; Oeorized 2b that the worldcould 1.11 (C) Explor circumnavigated.

TI1 .tildent knows' that land and sea et 1 U H KB 2h plor:Ition weresecondary outcomes of 1,11 ExplorIL ion A 6c ..-;vareh inr apassageway through North anterica.

Tic student knows that the major issuesP I U H oil K8 21.) conflict betweenthe Spanish and 1,11 (C) Explor iiC 6c iimh in the 1500'swere directly (C) Confli rt d to exploration 7b (e.g., NOotka Incident).

u student knows that.England's victory I U H la cr Spain in 1588opened opportunities (C) War 2b r the establishmentof rival empires. (C) Confli 6c (C) Explor

Tie student knows ways in which the I U H anish and English K8 2b sea rivalry affect- 1.2111(C) Colonization 0 Gc the liriti8hcolonization in North (C) Exploration An 7b wrica. (C) Conflict SOCIAL L

Amvr ;111, 'Art.`;

COURSE GOALS

_ iii 'C -2- tend 1. lo-ationCone.

The student knows theconflicting I U H K3 2b (C) Conflict amid Lions of the Englishand French in c North America in social, (V1 )Politit;n1 religious, 7h economic, and politicalterms. freedom (VI)Economic freedom The student knows the varieties of ways I U H KS 2b In which land claims Exploratio were strengthened 6c (e.g. , settlement, fur trading, discovery, mis- 7b sionarles, forts e.4)ansion

The student knowsulvs in ufiick the P I ti it KS 2a 1.16 (C :) Culture early explorers of thePacific North- 1.17 west displaced Indians fromtheir pattern witive territories, 1.2117(VI)Respeet to cultural itcrlt;w,c rile student knowsways in which early I U H 1(8 2b 1.2117 . traders and explorersinfluenced Culture native Indian cultures. patterns (C) Culture change (V1)RespectCu' cultural heritage Ube studerz knows ways _ which 111 H K8 2b 1.17 (C) Culture nisslcmaries influenced nativeIndian vultures. patterns (V1)Respect in cultural heritage SOCIAL SCIENCE

History North American, Historical 2.41 United States

COURSE GOALS

2.411 Colonial Period

The student knows the location and use P I U H K6 2a Resources, _ print and nonprint materials related 2h history to the colonial Period in United States (V1)Inquiry History (e.g., card catalog: "U.S.- History-Colonial Period," "U.S.-History- French and Indian War," "Puritans"; Reader's Guide: "U.S.-History-Colonial Period," "Pilgrim Fathers," "New England -History-Colonial Period"; periodicals: American Heritage index, American Historical Review; area and building audio-visual catalogs: "Colonial Nmerica, Family Life," "Architecture, Colonial," "Slave Trade").

The student knows that the physical P I U H K3 2b 1.2111 (C)Colonization geography of North America influenced K8 choices of early settlement sites,

rile student knows factors in the natural P I U H K8 2b 1.18 (C)Colonization environment (food, forest, soil, water) (C)Environment which were necessary for early settlers (C)Ecology, ;_o survive. survival

['he student knows ways the difficulties P I U H K8 2b 1.2111 (C)Colonization )f travel and communication in the 1.112 (C)Transporta- loionial communities furthered the 1.114 tion =,rowth of regionalism. (C)Communicatio

'he student knows the major -disti guish- I U H K3 2b 1.2111 (C) eography Lng geographic characteristics of the 1.2112 New England, middle, and southern 1.2114 :olonies.

he student knows that the three types I U H K5 2b (C) 1 olonization C)f English colonies (corporate, propri- K8 7b ttary, royal) established in America determined their respective forms of

government. - SOCLAL SCI

:orican, Historical Pnilcd ::tares

COURSE GOALS

1 Colonial Period (Cont.)

The suidenr knows ways political, I U II K8 2b Unlon znI Icii, religious, and economic factors influenced English colonizations of North America.

The student knows that major' European I U 11 K3 la lb (C) Colonization Thltnral and political traditions KG lb (U) Ethno ossed principally through England to centrism `Iorth America (e.g., doctrine of Natural Right

rlic, student knows the characteristics I U H 3 7a 5.223 (C) Government 'if political life in the New England, niddte and southern colonies including )articipation in government, bw-is of )ower, and stability of governme:.

The student knows ways Puritan intoler- I 0 II K8 2h (C) Religion ince and refusal to accept dissent (C) Colonization nflueneed colonial development.

'he student knows the characteristics I U II K3 2b (C) Education If educational systems in New England, (C) Colonial middle and southern colonies including (C.) Institutions egree of public support, purposes, (V1 )Education dministration, and degree of public nvolvement. lie student knows the Puritan idea of H K3 2a (C) Culture od and morality as practiced in New (C) Religion ugland. (C) Colonial (V1 )Morality fie student knows ways early colonial P I U H K8 3b (C) Cultural riders so alienated the Indians that Patterns he Tndians joined the French in the (Vl)Respect for truggle for supremacy in North- cultural merica. heritage -L

u.111 American Ilifu rlcul : ;Lai e!i

CC IIItSF:GO,\LS

411 :olonial Period (Cont

The sundefflknows the varfoup I CH K8 la (C) Colonizatiol economic., and r,oliLical motivations 2b (V1 )Respect for fraluencin;' Cis i, oni: ;!ar cr of ao7i 111=7. cultural Lion loItuierLea heriLage

.fio sLudent knows strovqgths aad weak- I U 11 K5 la (C) Colonization nesses or a church-oriented civil lb )civernment similar to that in colonial 2b New rimland.

rhe student knows way:; the church R8 2a (Adonization influenced colon ial society in New 2b 1%iwland.

iln student knows factors which U 11 K8 2b (C ion JR:counted for decline of Puritanism 3b in New hnOand.

Me student knows ways (social,econo- U H K5 6a Cultural mic, and political) American society of 6b values the 18t1i century was distinctly differ- 6c Society ent_ from British society of the same 7a period. 7b

The student_ knows major changes in U K4 12b religious and political thought in colonial America between the 17th and 18th centuries.

The student knows social, economic, U H K5 12b and political sectional differences which existed in colonial American society.

The udent knows similarities in terms U H K5 2b Class class and structure between American Structure colonial society and contemporary American society. Iii t10 - Not IIIAmer n, Hist orical

- . Hniteti MI t

COURSE: GOALC

1 Amoricanyevolutjon

rho t udent knows in location and use (C) it source u -I print and nonprint, materialsrelated to history of Lilo American Revolution history (VI) Inquiry c:Ird catalog: "H.S. History revolution," "U.S. History - Revolu- t itrn (:nuses," "U.S.- History - Revolution Campaigns and Battles"; eadtlr!; "H.S. Revolution, "Roston Massacre, 1770," "U.S. Revol lion- Drama," 'U.S. Revolution - Negroes"; periodicals: American Heritage index; area and buildingaudiovisual catalogs: "American Revolution, Ballnd," "American Revolution,Litera- turc").

The studeut koows theextent tto which (C) Government various steps taken by Britainto (VI.) Freedom Lighten control over herAmerican colonies from 1763-1775were successful.

The student knowsways Britain's victory over France in 1763 affected its rela- (C) Conflict (C) Government tionship with its Americancolonies.

The student knowsways theAmerican (C) Government Declaration of Independencereflects intHence of European philosophers (C) Ideology (V1)Freedom including Locke, Montesquieu,and Rolsseau. (V1)Respect for cultural heritage

The student knows alternativecourses (C) Revolution of action availableto both the British (V1 )Problem and the colonies whichmay have averted the American Revolution. solving SOCIALSCIENCE

2. History 2.4 North American, Historical 2.41 United States

COURSE GOALS

2.412American Revolution (Cone.)

The student knows ways British economic H K8 2b 3a (C) Rev(lution policies, especially mercantilism, 4a (VI )Freddom influenced onset of the American 4b Revolution.

The student knows anachronistic social U H KB 2b 3a (C) Revlution factors which contributed to the 4a (V1)Freldom American Revolution. 4d

The sti-Jnt knows advantages and 1 U H K5 2b (C) Rev(lotion disadvantages shared by Americans and 6a (C) Con:Het British when fighting the Revolutionary 6b (V1)Freodom War. 6c

The student knows British and American U H K9 2b (C) Revclution interpretation of the American Revolu- (C) Int(rpreta- tion (e.g., major causes). tior (V1)Resfect f-- viec,of oth(

The student knows ways in which reasons U H K9 213 (C) Revclution for American rebellion, as stated in the (V1 )Fretdom Declaration of inde endence, were adequate and accurate.

The student knows that the principles U H G2 /b 4b 5.2311 (C) Cowrnment expressed in the Declaration of Indepen- K3 5.611 (V1)Hurclon dence include equality, natural rights, digrity and responsibility of government. (V1)Rieis

The atudeht knows social, economic, U H K3 2b (C) Revclution and 'political reasons for many Americans K8 6a (V1)Respect for (Tories) remaining loyal to the King. authority

The student knows ways in which social, U H K8 lb Revolution economic, and political changes brought 2b about by the AMerican Revolution compare to those brought about later by the French and Russian Revolutions.

The student knows ways in which the U H K8 2b (C ) Revolution kmerican social-political structure was :hanged as a result of the Revolutionary SOCIAL SCIENCE 117.

H :,Aor ?..4 North American, Histrical 2,41 United States

COURSE GOALS

2.413 1787-1860

The student knows the location and use K6 2a of print and nonprint materials (C) Resources, related 2b to the history of UnitedStates from history (V inquiry 1787 to 1860 (e.g cardcatalog: "U.S.- History-1783-1865," "U.S.-History-Warof 1812," "U.S.-History-Warwith Mexico, 1845-1848"; Reader'sGuide: "U.S.- History-1783-1812," "Gold Minesand Mining-History," "Frontierand Pioneer Life - U.S."; periodicals: American llct-ita,e index, AmericanWest, American Historical RevieW;area and building nudio-visual catalogs: "Constitution, H.S."; special materials: microfiche of Niles 11gkiier, 1810-1865).

rhe student knowsways in which George U H 1<8 2b 4ashington's interpretation Government of the 6a presidency set precedentfor later Leadership office holders.

lie student knowsways major personali- Lies of the period 2b (C) Government (including Thomas 6a Paine, Alexander Hamilton,John Adams, (VI.) Re$peci 1or lames Madison, John Jay,Samuel Adams, knowledge Patrick Henry, JohnHancock, and Thomas or others Jefferson) contributedto early philosophical, social, economic,and politi- a1 development of America.

he student knows major arguments U H K3 3b spoused by Federalists(Paine, Hamilton, (C) Government jay, MadiLln, Washington) (C) Interpreta- and anti- . 1ederaliseL; (Samuel Adams,John Hancock, tion Patrick Henry) concerningthe design and (VORespect.for tinction of Americangovernment. knowledge of others lie student knowsways positions of U'll K8 lb Ilexander Hamilton and (C) Government Thomas Jefferson 2b :egarding proper functionof American (C) Ideology 7b overnment may be reflected incontem- (V1)Rights )orary political behavior. VOResponsible- ness SOCIAL SCIENCE 118.

History 2.4 North American, Historical 2.41 United States

COURSE GOALS __ 413 1787 -186[} Cont.)

Tice student 'knows problems which. arose H K8 2b 5.322 (C) Government from the concept of states rights as (V1)Freedom expressed in the Articles of Confedera- tion(e.g., collection of taxes, defense, establishment of a fiscal policy, and the regulation of commerce by thecentral government). .

The student knows the characteristics H K3 2b 4a 5.31 (C) Government of the U.S. federal systemas shown by 4b (V1)Freedom the division of powera in the 4d Constitution.

the student knows that the system of H K8 lb 5.311 (C) Government hecks and balanceswas created by the (V1)Freedom Constitution as ameasure to prevent excessive power of a strong central government.

rhe student knows theways in which the -: K8 2b 5.311 (C) Government System of checks and balances may be ased to check the power of the executive, Legislative, and Judicial branchesof the federal Government.

the student knows that theprovisions H 2 3b 5.611 (C) Property In the Constitution relating to the KS 0 Materialism )rotection of property were viewed by (V1)Rights many1, - as a means of protection for the malthy.

The student knows thatmany of the pro- U H 2b 5.31 L(C) Government risions of the Bill of Rights (e.g., reedom of speech, freedom from search 01)Freedom )nd seizure) were inspired by the experience of the people in the colonial )eriod. the student knows that the Bill of K8 2b 4b 5.31 Rights was added to the Constitution (C) GOvernment (V1)Freedom because of the fear of thepower of the (V1),Agbts entral government over the individual. SOCIAL SCIENCE 119. History :!.4 North Ancrican,Historical 2.41 United ;taLes

COURSE COALS

2.413 1.787 -1860 Cont.)

The student knows how some of thecourt li interpretations ofprovisions of the (C) Government Bill of Rights (e.g., freedom ofreli- (V1)Freedom gion, due process oflaw) affect.conLem- porary community andnational life. Me student knows that conflictsover the power of thecentral government (C) Government during the FederalPeriod were a factor (V1 ) Freedom in the use ofpolitical parties.

The student knowsways "nationalism" The early 1800'swas reflected in art :II Lure and literature ofthe period (e.g., Hudson River Schoolof Painting).

The student knows major factorsinvolved in the westward fl movement and interestin (C) Expansion Oregon country (e.g.,China trade, search for Columbia River, extensionof geography Manifest Destiny).

The student knows major politicalgoals and outcomes of Ulf the Lewis andClark (C)Exploration Fxpedition. (V1)RZespect For experience of others

he studentknows ways that the natural- U ist philosophy ofthe transcendentalist (C) Culture was one of the factors that encouraged (V1)Respoct for the growth of communal societiesin the beliefs of early 1800's. others

The student knows ways that conflicting U H OCCWOMIC interests ofthe West, South, (C) Conflict and Northeast affected support ofand opposition to theWar of 1812.

The student knowsways in which the H ICS 2b "Frontier Thesis"(Frederick Jackson (C) Democracy Turner) seeksto explain development of democracy andsocial equality in the United States. SOCIAL SCIENCE 120.

2. History 2.4 Nor$41 American, Historical 2.41 United States

COURSE GOALS , ---- 2.413 1787-1860 Cont.)

The student knows ways that development I U.H K8 2b (C) Change of the frontier, the boom in canal (V1)Innovative- building in the north, and the beginning ness of the clipper ship era increased U.S. economic activity in the period after the War of 1812.

The student knows reasons that the H K3 2b 5.31 (C ) Government conflict over nullification of the 3b tariff of 1828 did not settle the question of the power of the federal government over the states.

The 'student knows that differences in 1 U H K8 3b (C) Conflict language and religion contributed to (C) Ethno- the conflict between Texas and Mexico centrism in 1835.

The student knows that Andrew Jackson U K4 2b 5.412 (C) Government and his followers 'established,the idea K6 (C) Human that the democratic party represented dignity the "common man." the student knows that attitudes toward H K4. 2b 4b 5.413 (C) Change ownership of property as a qualification (C) Enfranchise- for voting resulted in much liberalize- ment tion of elections because of the (V1)Freedom Iacksonian.'(democratic) concept of (V1 )Equality "common man."

Me student knows ways that John C. 11 K8 2b 5.32 (C) Conflict :lalhoun as the defender of states rights 3b (V1)Freedom and Daniel Webster as the defender of federal power were instrumental in polarizing the thinking of the people. file student knows ways in which U H K8 2b (C) Government "Jacksonian Democracy" affected social, (C) Ideology Iconomic, and political institutions of (V1)Democracy the period, including influence of (V1)Individualism Laissez faire and the spoils system. !.IC7iNCE I.' I

OHIdlry ;iF1-(Ii0111( can, Historical Inilcd Stoics

0( f

/1 l'.3 I787-1860 nt.)

The student knows thatthe Mo ions 1 Li H K8 lb moved tu i;rcat SaltLake to escape Culture 3b hztrassmenL and persecutionfor their Migratiwr religions beliefs,mainly the practice (V Freedom of plural marriage.

Hie student knows that the Texas I U 11 K7 2b boundary dispute in 1846 (C) Expansion served as an K8 pxcuse to satisfy the demandsof the expansionists who wantedmore land.

Ilte student knowsthat the major pres- U H K4 2b sure for war with Mexicocame from Conflict K8 3h -ioutherners who wantedto extend the )roduction of cottonwith slave labor.

the student knowsthat the Mexican War I U 1-1 K4 lb ichieved the dream of _ Expansion Manifest Destiny 2b 'y expanding U.S. boundariesto the 'acific Ocean. 3b

rhe student knowsthat the admission of U U Ka 2b :alitornia as :a statewithout first Expansion lequirirw territorialstatus was influ- need in part by theGold Rush of 1849.

be student knows thatslavery as an I U II K7 2b nstitution was integralin the economy (C) humanity ,r the south. K8 3a 3b he student knowsphysical and social H K3 2b ouditionunder which Negro slaves (C) Culture 6a ived and worked. (V1 ) Human 6b dignity be student knowsways Stephen A. U H K8 2b )0uglas and AbrahamLincoln helped to Conflict rystalize opinionson the extension it slavery in the territoriesthrough I series of debates.

'he student knowsways that the Inven- U 11 K8 2h ion of the cotton ginstrengthened the (C) Technology ustitutlon of slavery. (V1)Freedom (V1 )Innovative- ness SOCIAL SCIENCE 122.

y 2.4 Norft American, HI lorical 2.41 United. States

COURSE GOALS

2.413 1787-060 Con

The student knows that argument over I1 K8 b (C) Expansion the extension of slavery was intensified (C) Nationalism by the acquisition of territory as a (VWreedom result of the treaty of Guadalupe Hidalgo.

The student knows that William Lloyd I U H K8 2b (C) Conflict Garrison and others caused widespread 3b (V1)Freedom reaction in both the North and South through their writing against the institution of slavery.

The student knows ways that many Negro I U H K4 2b (C) Conflict slaves including Frederick Douglas, 3b (V1)Freedom

_ Turner, and Harriet Tubman, took action against the institution of slavery.

The student knows reasons why early H K8 2b (C) Conflict effo's to set aside areas of land for (C) Property the exclusive use of Indians failed to (V1)Respect for resolve the conflicts between settlers culture of and Indians. others

The student knows major Indian leaders I U H K1 lb 4a (C) Culture and their cultural contributions such K8 3b 4d patterns as Pontiac (Ottawa), Joseph Brandt (C) Leadership (Mohawk), Tecumseh (Shawnee), Sequoya (V1)Respect for (Cherokee), Black Hawk (Sauk & Fox), cultural Osceola (Seminole), Seattle (Suquamish), heritage Red Cloud (Sioux), Joseph (Nez Perce), Quanak Parker (Comanche).

The student knows ways writers such as H K4 2b (C) Change Emerson, Thoreau, Longfellow, and Lowell K7 (Vi)Human used literature as a means of calling dignity attention to the need for social and political reform in America. L SCIENCE 123.

2. History 2.4. North American, Historical 2.41 United States

2.413 178771869_CclrA,)

The student knows that Utopian societal H K4 2b 5.52 (C) Change experiments (e.g., New Harmony, Indiana K8 (C) Culture and Oneida, New York) were started as a (C) Values result of political, social, and econo- (V1)Cooperation mic conditions before the CivilWar.

The student knows that social reform, I U H K4 6b 2c (C) Change including temperance movements and (V1)Human care of the mentally ill, gained many dignity followers before the Civil War.

The student knows that skilled laborers U H K4 2b 4b Free enter- (e.g., shoemakers, painters, and carpen- K8 prise tees) were among the firstgroups to organize because they could not,beas readily replaced as unskilledlaborers.

the student knows that scientific dis- I U H K4 2b (C) Change :overies, such as the use of anesthesia (C) Technology and technological developments andin- ventions such as railroads, steamboats, (V1)Efficiency and the telegraph, were in fairlywide use in the North before the Civil War.

the student knows intolerable working H K3 3b lb (C) Conflict conditions including child labor,long K8 3a (V1 )Dignity lours, and dangerous conditions stimula- 4a ted attempts of working (V1 )Rights men to organize 4d )efore the Civil War. file student knows that theconcept of U H K8 2b (C) Frontier 'free land" whichwas believed by many (C) Property immigrants to be true in Americawas not a legal entity until the Hotestead . ct of 1862. SOCIAL SCIENCE 124.

History 2.4 North American, Historical 2.41 United States

COURSE COALS

2.414 1860-1900

The student knows the location and use P1UH K6 2a Resources, of print and nonprint materials related 2b history to history of United States from 1860 to (VI ) Inquiry 1900 (e.g., card catalog: " "U.S. -- History, Civil War," "U.S.--Industries, "Slavery in the 0.S." "Abolitionists, "Railroads, History"; Reader's Guide: "ReconstructionCivil War," "Trade Unions, History," "Overland Journeys to the Pacific"; periodicals: American Witage index, American West; area and building audio-visual materials: "U.S., Politics," "West, American Settlement," "Immigrant, U. S."; special materials: Encyclopedia of_theSocial Scieoces

The student knows that the social, I U H K5 la 3.4 (C) Conflict political, and economic differences K8 2a 4.71 (V1)Tolerance between the North and the South made it 2b (V1)Cooperation necessary for each to protect his way of life by gaining or at least maintaining power. rhe student knows that the 13th, 14th, I U H 1(8 la la 4.24 (C) Social change and 15th Amendments, which protect the 6a 5.611 (C) Civil rights rights of the Negro, arose from the (C) Democracy social, economic, and political con- (V1)Human dignity flicts during the Civil War era. (V1)Self-esteem rhe student knows ways in which the 14th U H K8 2b (C) Ideology and 15th Amendments were not effective 6a (V1)Rights in securing black rights in the South. 6b

rhe student knows ways various disad= I U H K3 2b 3.7 (C) War vantages and advantages held by the (VI)Economic north and South during the Civil War freedom affected the outcome of the battles. (V1)Political freedom SCIENCE 125.

2. History 7/,4 North American, Historical 2.41 United States

COURSE GOALS

2.1+14_ 1860 1900 (Cent.)

The student knows that the advantages U H of the South at theoutbreak of the C) War Civil War were bettergenerals, defense CV1 Commitment of homes, knowledge oftopography, preparation for action,and devotion to a cause.

The student knows that the advantages U the North at theoutbreak of the C) War Civil War weremoney, factories, iron production, farmland,population and railroad development,

The student knowsmajor social, economic, I U H and political factorswhich helped .C) War precipitate the CivilWar.

The student knows ways in which Lincoln's U N various military andpolitical strate- (C) War giel were employed duringthe Civil War. (C) Leadership (VI ) Organization

The student knows ways in which 1863 I U marked the turningpoint of the Civil C War (e.g., fall ofVicksburg, the northern victoryat Gettysburg).

The student knows the various sound U N economic and politicalfactors involved Government in Lincoln issuingthe Emancipation VEmpathy Proclamation (e.g., desireto win European support forthe North).

The student knowsthat Lincoln's :igi- U N la nal reason for freeingthe slaves was C) Humanity 2b military necessity. Freedom 6a The student knows that the physical, I U K8 2b 4.21 economic, and psychologicalexhaustion (C) War of the South ledto Northern victory in 4.24 (V1)Strength the Civil War. (V1) Political fredom SOCIAL SCIENCE 126.

History :'.4 Norih American, Historial 1.41. United States

COURSE GOALS

2.414 1860 -1900 (Conti_

The student knows ways the military U H K8 2b (C) tar

strategies used by both North and South (C) 1eadership proved effective in the Civil War.

The student knows ways in which "border U H K6 2b (C) 4ar states" during the Civil War were of K8 (C) onflict Military, political, and economic (V1)(ooperatian issistance to (hu North.

the student knows effects of major U H 1K3 2b (C) 4ar .rattles (e.g., Cettysburg, Vicksburg, K8 lnd Chattanooga )on the outcome of the qa r .

K8 the student knows ways in which the U H 2b (C) IAar

najor personalities of the period (e.g., 4b (C) 1eadership Lincoln, Grant, Sheridan, Lee) affected :he outcome of the Civil War.

the student knows far-reaching social, I U H K8 7a la C Con net )olitical, and economic effects of the (C) ar ivil War such as the racial problem (C) Humanity ind sectionalism.

The student knows ways the increase in I U H K8 2b (C) Technology :ethnology created during the Civil War (C) War cave impetus to rapid economic growth. the student knows that the population of I U H K4 2b (C) Urban cities grew at a faster rate than the K6 ea (C) Population )opulation of rural America following (VOR he Civil War. ness

lle student knows how 1 U R K4 2b 4.247 (C)Cmmunicat l on he Atlantic cable in 1866 contributed K8 (C)Tchnology to better international relations. SOCIAL SCIENCE 127.

2. History 2.4 North American, Historical 2.41 United States

COURSE GOALS

2,414 1860-19Q0 Cont.

The student knows that theoriginal pur- I U H K7 2b 3.4 (C) Compromise pose of Reconstruction was to repairthe 4.32 (C) Change physical damages of the South,rebuild the Southern economy,readmit the Southern states, and establishrelation- ships between the Negroes andwhites.

The student knows various plans for U H K lb Reconstruction which were posed (C) War at the 2b conclusion of the Civil War.

The student knowsways in which the I U H KS 2b la (C) Social change Negroes' social, economic,and political 6a (C) Conflict life was affected by theEmancipation Proclamation. (V1)Freedom (V1)Human dignity The student knows ways in which the U H K8 2b Compromise of 1877 helped bring (C) Conflict an end 3b to Reconstruction. (C) Compromise

The student knows ways contemporary U H K8 lb American society may reflect (C) Ideology attitudes 2b and programs (Black Codes,Jim Crow Laws) of theReconstruction Period:

The student knows that President U H K8 la Johnson's impeachment (C) Government was motivated by 2b the political struggle (C) Conflict of Congress and 6a the President in theirattitudes toward Reconstruction.

The student knows thatthe termination 1 U H K8 2b 3.22 of the "open range"policy in the West (C) Expansion 3b 4.2 was caused by the invention ofbarbed (C) Technology wirei:regulatory laws ofstate governments, the appearance ofsheep ranchers and crop farmers. SOCIAL SCIENCE 128.

2. History 2.4 North American, Historical 2.41 United States

L41-4

The student knows that the demand of the I U H K8 2b (C) Transporta- West for faster mail, passenger, and tion freight delivery resulted in theexpan- sion of transportation subsidized by the federal government (i.e., stage coach, pony ex _; railroad, roads).

The student knows that the physical P I U H K3 2h (C) Expansion obstacles to settlement in the Great (C) Migration Plains were storms, drought locusts, and inaccessibility. (V1)Courage

The student knows was the completion P I U H 8 2b (C) Progress of the continental railroad contributed to the growth of population, industry, (C) Expansion (C) Transporta- and national unity. tion (V1)Efficiency The student knows that the development I U H K8 2b 4.24 (C) Expansion of the railroad, mining, and cattle 4.247 industries on the Great Plains around 1860 contributed to the growth ofthe dest which was realized in the admission of several states into the Union.

fhe student knows that the rushto min- P I U H K8 la 3.311 (C) Migration ing towns in the West resulted inmany 2b 3,4 (C) Social Change social, economic, and politicalproblems (e.g., outlaws, poor,sanitation,food shortages, no organized government,

lousing shortages ) .

fhe student knows thesuccesses and U H K8 2b 4.24 failures of the federal land' policy Migration in 5.31 encouraging westward migration. the student knows that the important P I U H K3 2b Free enter- )ccupations of western settlers in the prise 1860's were farming, ranching,mining, Lumbering, and fishing. SOCIAL SCIENCE 129.

2. History 2.4 North American, Hstorical 2.41 United States

2.414 1860-190 _(Cont..

The student knows that the Plains U H K8 Indiar?s' dependenceon the buffalo and Conflict the ho.;:5e createdconflicts with the . Culture white mon whose westwardmovement imperiled the Indianculture.

The student knowsthat the major factors P 1 U H K8 2b which contributedto the demise of the (C) Social changE 7a Plains Indianswere: invention of six (C) Exploitation shooters, spread ofcontagious diseases, (C) Technology and the slaughter ofbuffalo.

The student knows thatmass production, I U H K8 2b 4b interchangeable parts, andthe assembly (C) Technology line were importantindustrial factors (V1)Efficiency in the rapid growthof national wealth and rise in thenational standard of living.

The student knowsways the economic I U H K2 2b theory of "laissez-faire"affected (C) Economic Industrial expansion ofthe late 19th system century.

The student knowsways the Darwinian U H G1 7a concept of survival ofthe fittest was Economic used to justify K7 amassing wealth bymen system like Carnegie, Vanderbuilt, Rockerfeller.

The student knows that during the _U H K3 industrial Revolution 2b (C) Government governmental K8 officials were involvedin financial (V1)Honesty scandals with wealthyindustrial powers (111)Integrity (e.g., Self-ImprovementCo., Black Market Scandal).

The student knowsthat the practice of U H K8 la laissez-faire createddeep resentemnt of (C) Economic 2b common Americans againstthe tycoons and system Law-makers of the 19thcentury. (C) Exploitation (V1)Honesty (V1)Integrity L SCIENCE I 30 .

history 2.4 N rta American, Historical 2.x,1 United States

COURSE GOALS

2.414 1860-1900 Cont.)

Tho student knows that the trust proved 1 U H K3 2b (C) Free enter- so effective a means of eliminating 3b prise competition and makinga profit that it was seen by workers and farmers as a symbol of monopoly and greed.

The student knows economic problems U H KS 2b 2b (C) Economic experienced by farmers and laborers system working within the free enterprise sys= (C) Exploitation tem of the late 19th century.

The student knows the the farm grange U H K4 2b (C) Accommodatiot was formed to nromote the social, K7 6b (C) Social intellectual, and cultural interests 7b control of farm.families.

the student knows that the major reason U H K4 la (C) Free enter- Nor the formation of the farm coopera- K7 lb prise Axes was to provide economic protection (C) Rights from the trUsts, pools, and mergers of (C) Exploitation )ig business. (V1)Honesty (V1)Fairness (V1)Trust he student knows that in the late U H K3 la 5.31 (C) Government J300's the major efforts of the govern- K4 2b 4.241 (Vl)Rights lent to aid the dissatisfied farmers K8 (vi)Eimpathy were:- (1) the passage of the Morrill end the Hatch A.ctsand (2) the creation )f the Department of Agriculture. SOCIAL SCIENCE 13.

Hitory 2.4 Nrth American, Histo .41 United States

COURSE COALS

186071900 tOontj

The student knows factors which resulted I U H K8 2b 2c (C) Progress in more efficient farming methods includ- (C) Social chang Ing (1) a greater demand for agricultural (C) Free enter- products (Influx of immigrants) and (2) prise decline in number of agricultural workers due to the labor demand of the Industrial Revolution.

The student knows major social problems I U H K8 la is (C) Government which were an outgrowth of the Industrial 2b (V1)Human dignit 1'rtevolutien (e.g., child labor, slums, sanitation).

rho student knows that the American I U H K2 2b lc (C) institution !' operation of Labor was the first 2b (C) Accommodatio successful attempt to organize labor on (V1)Cooperation 1 national level. rile student knows federal legislative I U H K8 2b 4.242 (C) Government neasures which contributed to the growth (C) Free enter- )f American industry-1860-1900 (e.g., prise contract labor laws, railroad subsidies, (C) Economic )rotective tariffs) . system (V1 )Responsible- ness

he student knows that oven though the ------irrl 2b 4.243 (C) Government first Interstate Commerce Act (1887) was 5.31 (C) Transports- ineffective, it established the prece- tion lent for federal regulation of business. Free enterprise Che student knows that the need for I U H 2b (C) Progress treater capital, limited liability, and (C) Technology :ontinuity of operation gave rise to (C) Production :lie corporation. 1

5.412 social chni

(q free :list (V1)SecuriLy Vl) 1) Rights

2b 3,311 Migration bb 3.32 V1)Courage

0 R| K C) Progress (C) Culture (V1)EfficieneN 1 (V1)Economic freedom

6b 5_74 vernment 7b exploitnLion (V1 Rights (V1)11uman dignity

H 2b C) Expansionism

I U R4 C) Government KS change (V1)Justice SOCIAL SCIENCE 11,

History 2,6 North American, Historical 2.41 United States

COURSE GOALS

').4l4.= _ 1860-1900 Cont

The student knows the types of influence U H K8 2b 4.21 C Government exerted on government by business and industry in the late 1800's.

he student knows the effects of the I U H KS 2b Cultural introduction of the horse on the culture patterns )1: the Plains Indians. (V1 )Respect for cultural. heritage SOCIAL SCIENCE

History North American, Historical united States

COURSE GOALS

_ _ 4 2.415 1900-1945

In student knows the location and use P I U H K6 2a (C) Resources, Jf print and nonprint materials related 2b history to history of the United States from (V1)Inquiry 1900 to 1945 (e.g., card catalog: "U.S.- lisLlry-1898-1919," "U.S.-History-1919- 1933," "U.S.-History-1933-1945"; Reader's ;uide: "World War, 1939-1945," 'European War, 1914-1918," "Business -)epression, 1929-1939"; area and building audio-visual catalogs: "World War 1, french Warfare," "Concentration Camp, ;ermany," "New Deal, U.S.," "Isolation- ism, U.S.").

The student knows ways that President H KEI 2b 5.7 (C) Expansion Theodore Roosevelt's desire to make the lofted States the dominant nation in the 'astern Hemislhere was reflected in his 'olicies (e.g., his action in the 'enezuela Crisis of 1901; his corollary_ :o the Monroe Doctrine).

'he student knows that the 'United States' it K8 2b 5.72 C) Expansion negotiations of treaty rights to build he Panama Canal was a major result of lieodore Roosevelt's "Big Stick Uplomacy."

lte student knows ways the writers U K8 3b 3b C) Change mown as muckrakers (e.g., Upton I V1)Respect for Sinclair, Tarbell, and Lincoln Steffens) cultural mfluenced legislation regulating indus- heritage ry in the-early 1900's.

be student knows that publir support H K8 2b C) War a nd isolationism rather than interven- C) Seeuri,:y t ioniam was the predominant reaction in . (national) merica to the beginning of World War 1

he student knows that fear of communism U H K8 3b exulted in the "Red Scare" in America Group pressure which was characterized by widespread V1)Rights uppression of civil liberties immedi- V1)Justice ately following World War 1 e.g., _. . the ux an . SOCIAL SCIENCE 115.

History 2.4 North American, Historical 2.41 United States

COURSE GOALS

2.415 1900-1945 Cont.)

The student knows legislation which H G2 2b 4b 5.31 (C) Government reflected the trend toward government K3 (V1)National law intervention in business that been in and order Wilson's administration (e.g., the Clayton Act, the Federal Reserve Act).

The student knows major factors which U H K3 2b (C) War influenced Wilson to ask for a declare- K8 3a (C) Government tion of war against Germany (e.g., Cerman unrestricted submarine warfare).

The student knows major reasons the U H KS 2b (C) Government League of Nations was rejected by the 4a (V1)Cooperation United States. 7a

rhe student knows ways in which women 1 U H K8 2b (C) Democracy were instrumental in getting the prohi- (VI)Rights

1Ation and women's suffrage amendments Added to the Constitution.

the student knows that mass production 1 U H K8 2c (C) Free enter- :;reatly increased the availability of prise :onaumer goods in Americaduring the L920's.

the student knows that writers like H K4 2b (C) Change rtlest Hemingway, F. Scott Fitzgerald, (V1)Morality Ind Sinclair Lewis wrote fiction which' reflected and interpreted society during the 1920's.

lie student knows factors which contri- U H 2b 4b (C) Depression )uted to the instability of the 1920's ?conomy (e.g stock speculation on low =gins).

rhe student knows ways in which the H K3 2b 5.31 Free enter - economic doctrine of laissez-faire was prise .nterpreted by the Republican adminis- ration of the 1920's. SOCLAL SCIENCE. 1:36

ory .4 North American, Historical 2.41 United States

LOURS' GOALS

.415 1900-1945 )

The student knows that Herbert Hoover Free enter- opposed direct federal relief for prise unemployment and business failures as Government "paternalism."

Thostudent knows how the stock market 4b (C) Depression crash of 1929 set off a chain reaction that affected all sectors of the economy.

The student knows that natural condi- 2c (C) Depression tions such as drought and insects added 4b (C) Conflict to the economic distress of farmer -s 6c during the depression.

The student knows that the landslide 2b 5.31 (C) Government victory of Franklin Roosevelt in 1932 2c (C) Change indicated that the majority of 4b (V1) Freedom Americans were ready to accept more involvement in government in promoting the general welfare of the country.

The student knows ways in which the (C) Government New Deal was implemented, including (C) Leadership effect of various programs such as (VI)Interdepen- CCC, WPA, NIKA, Social Security. dence (V1)Security

The student knows ways in which legis- I U H 2b 5.31 (C) Government lation such as the Norris La Guardia 4b Act and the Wagner Act gave labor unions permanency in the American economy.

The student knows that recognition of U H K4 3b 5.72 (C) internation- Soviet Russia in 1933 was Fin important alism departure from the isolationist policies (V1)Cooperation of previous administrations.

The student knows how diplomatic lb 5.74 (C) lnte nation- and cultural exchanges between 2..b alism Latin America and the U.S. increased (Vi)Respect for during the 1930's. views of others SOCIAL SCIENCE 137.

2. History 2.4 North American, storical 2,41 United States

COURSE GOALS _.,

2.415 1900-1945 Cont.)

The student knows that the U.S. initi- I U H K4 2b 5.72 (C) Totalitari- ally responded to the rise of military anism dictators in Japan, Germany, and Italy (V1 )Freedom during the 1930's by passing a series of neutrality acts designed to insure our continued isolatirm.

The student knows ways the FDR "court- U H K8 2b (C) Leadership peeking" scheme reflects a long tradi- (C) Government tion of political interest by the (V1 )Power executive branch of our government concerning who serves on the Supreme Court (e.g., Marbury vs. Madison, "Nixon Court").

The student knows factors which led to I U H K4 2b (C) War eventual U.S. involvement in World War KEs II (e.g., 1939 invasion of Poland, fall of France).

lbe student knows factors and incidents I U H K8 3b 5.72 (C) War which strained U.S.-Nipponese relations and led to eventual war.

Phe student knows the origin and changes I U H K8 2b 3b (C) Government fa the Selective Service Act e.g., 4a Jorld War II defense: change to lottery). 4d

I'he student knows the industrial and I U H K8 2L (C) War iatural resources whi made the U.S. 1 critical source of materials for ailed forces during World War II.

'he student knows ways in which the U H K7 2b 4b (C) Government Uuerican economy was organized alLd Production :ontrolled to achieve maximum production Ln World War II. StViL SCIENCE 1

2. History 2.4 Norrh American, Historical 2.41 ,,fted States

COURSE GOALS

2.415__1900 -1945 Cont.)

The student knows pro and con arguments U H K7 2b (C) War of various philosophers, scientists, KS (C) National and political figures regarding use of security the atom bomb on Japan (e..g., Edward (V1)Strength Tiller, Robert Oppenheimer, Truman). SOCIAL SC:ENCE 139.

2. History 2.4 North American, Historical 2.41 United States

COURSE GOALS

2.416 1945-

The student knows the location and use P 1 U H K6 2a (C) Resources, of print and nonprint materials related 2b history to the history of the United States (V1)Inquiry after 1945 (e.g., card catalog: "U.S.- Politics and Government," "Race Prob- lems," "Technology and Civilization," "Korean War, 1950-1953"; Reader'sGuide: "Atomic Power," "Iolitical Attitudes," "U.S.-Supreme Court,"" "Vol" steers in Service to America (Vista)," "Aged"; area and building audio-visual materials: "Ecology," "Pollution," "Space Exploration"; special materials: Statistical Abstract of the United States, almanacs, pamphlets,newspaper indexes such as the Christian Science Monitor

The student knows ways various coinpon- U H K5 2b 2.36 Politics ents of the "Fair Deal" proposed by 3b (C) Government Truman compare to the earlier Roosevelt 78 (V "New neal." Human dignity The student knows characteristics of U H K3 2b (C) Government the international politicalsituation 6c (C) Power which existed at the end of WorldWar II (e.g., end of the "Grand Alliance"; zones of occupation in Europe and Asia; birth of the United Nations).

The student knows that themajor purpose I U H K3 2b 5.72 (C) Security, of the military occupation ofthe axis K7 3b national countries of World War IIwas to disarm, (V1,.,ecurity, demilitarize, encourage civil liberty, and develop democratic institutions. national

The student knows that the controlof I U H G2 2b 5.31 C) Security, atomic energy by governmentauthority K8 national which was necessary because ofits potential power of destructionwas established by the Atomic EnergyAct pf 1946. 140. SOCIAL SO CE

!Ittury :4:)rLII American, orical .41 United States

COURSE GOALS

2,416 1.9457 (Cont,)

The student knows the relative balance H K4 2b (C) National ism of power in the world between the U.S. K5 6c (C) Power and the Soviet Union after World War II.

The sciic,ent knows that the State's I U H K7 3b lb 5.412 (C) Conflict Rights Democratic Party (Dixiecrats) K8 6b (C) Change was formed because of dissatisfaction 7a (V1)Tolerance with the Democratic Party's Civil Rights platform in the election of 1948.

The student knows reasons President U H G2 2b 2.368 (C) Leadership Truman's administration was mainly K3 successful in dealing with foreign 1{4 affairs while its domestic policies remained controversial.

The student knows that the passage of I U H K8 3b lc (C) Free enter- the Taft-Hartley Act was the result of 2a prise public demands for the curbing of 2b union power. 2c 2d

The student knows the ways (especially I U H K3 2b 5.74 (C) Internation- aeonomic) in which the Marshall Plan K4 alism strengthened participating countries. (V1)Cooper.,:i.ion rhe student knows that the establish- U H K3 3b 5.3124 (C) Nationalism nent of independent security agencies K8 such as the CIA, National Security Council, National Security Resources 3oard, Joint Chiefs of Staff, and the Department of Defense grew primarily ,ut of the need for better interdepart- mmtaleommunication which was lacking in World War II. the student knows that the United States U H K3 2b (C) Nationalism attempted to maintain its retaliatory K4 3b (C) Power (V1)Security Ikislier in the cold war with a nuclear i6tense mechanism which would equal or surpass that of the USSR. A- SOCIAL sr*cE 141,

History 2.4 North American, Historical 2.41 United States

COURSE GOALS

2.416 19456 Cont.

The student knows ways the American (C) Nationalism policy of "Communist Containment" was (C) National directly reflected in our foreign security policy and in various treaties (e.g., (VI)Loyalty OAS, NATO, SEATO, Formosa Pact, and (V1)Security Korean Treaty).

The student knows that the Southeast (C) Internation- Asia Treaty Organization (SEATO) was alism formed to prevent threats to indepen- (V Cooperation dence of Southeast Asian nations which with others would be considered threatenihg to the free world.

The student knows that the United States (C) Interne on- and South American countries, desiring alism more military security-through amicable (V1)Cooperation peacetime relations, entered into with others several alliances such as the Rio Pact of 1947 and the OAS of 1948.

The student knows ways in which the U.S. (C) Government demonstrated a "hard line" against the (C) Policy potential spread of Communism (1950- (C) Idealism 1970).

The student knows that the United (C) Internation- Nations was organized for the purpose alism of preserving international peace and (V1)Security, security. .national (VRespectO f views of others The student knows ways that the United ) Internation- Nations has functioned to prevent and alism resolve international conflict (e.., (V1 )Reapeo.t for Korean Conflict, Middle East). others SOCIAL SCIENCE 142.

t. History N,L)rth American, Historical 2.41 United States

COURSE GOALS

2j41151.1

the student knows ways in which America H K8 lb (C) Government got involved in politics of under- 2b developed nations and the consequences (e.g., Indochina, Cuba, Chile, Argen- ina, Brazil).

The student knows various social and U H K8 2b (C) Government political consequences of the k 4a policy McCarthy era. 7a (V1)Dissent

The student knows ways President U H K8 lb Government Eisenhower's actions toward Indochina 7b policy in early 1950's affected course of the Vietnam War.

The student knows ways Sputnik affected U H K8 lb (C) Government American foreign and domestic Policies. 2b policy 6c (V1)Education

The student knows that the emphasis in I U H K8 8b 4a (C) Nationalism U. S. education shifted to the brAc 4b (V1)Loyelty disciplines of mathematics, science, 4d (V1)Education and foreign language as a result of 6a U. S. reaction to the Soviet Union's launching of the first man-made satellite in 1957.

The student knows ways the 1954 SupremeP I U H K8 2b la (C) Nationalism Court decision favoring school inte- 3b lb (C) Dignity of gration set off a chain of events which 6a lc man led to far reaching Civil Rights 7a 4b (V1)Freedom legislation (e.g., busing, equal jet, (V1)Dignity opportunities, voting equality, women's liberation).

The student knows various causes of U H K8 3b (C) Policy friction between China and U.S.S.R. (C) Idealism SOCIAL SCIENCE 143.

History North American, Historical 2.41 United States

COURSE GOALS

2_' +16 1945 --

The student knows that the response of I U H KB 2b 2c the American publicto the volunteer (C) Nationalism 4a services of the Kennedy (V1)Responsibil- administration 4b (VISTA, Peace Corps) promoted ity a feeling 4d of nationalism that hadnot been evi- (V1)Loyalty denced since the Rooseveltera.

The student knows the role played in U H 3b the Civil Rights 5.611 (C) Rights movement by such be organizations as CORE, (C) Self-expres- NAACP, National 7a Urban League, Southern sion Christian 7b Leadership Conference, SNCC,Black (V1 )Dignity Panthers, and Black Muslims. (VI )Freedom

The studentknows that the Civil RightsP ITi H K3 2b la 2.3 (C) Power Act of 1964'vastly extendedthe power K8 3b lb 5.611 of the federalgovernment to combat (V1)Rights 7b lc racial discrimination(e.g., (1) 4b outlawed discriminationin hotels, restaurants, places of entertainment; (2) prohibited discriminationby unions and employers; (3)permitted withhold- ing federal funds fordiscrimination; (4) prohibited differentvoting standards for whites, andblacks).

The student knows ways that minority 1 U B G2 2b la 5.611 (C) Culture groups are seeking political,economic, K3 3b lb and social influence (e.g., Red Power, patterns Black Power). lc (C) thr centrist 2a (C) Group 4b pressure (V1)Rights (V1)Self-worth (V1)Respect for cultural heritage The student knows that international U H Kd 2b social, political, andeconomic die- (C) War 3b content grew as a result ofthe intensi Economy 5b fication of theVietnam War. SOCIAL SCIENCE. lazy.

History ortli American, Historical United States

COURSE GOA IS i -I

24416 .194572211_

The student knows reasons that a polar- IU 11 K8 2b lc (C) Change ization of the American public has (V1)Nationalism occurred since the escalation of the (V1)Morality Virqnnm War, (Vi)Respect fru- others

The student knows that a major factor U H KB 3b (C) Interne Inn - iii the escalation of the Vietnam War alism was the widesweeping power granted to (VI_ Security, the President by Congress to "take all national nocassary measures ,..to prevent further aggression" (Gulf of Tonkin).

The student knows the various patterns, U H K4 2h (C) Government successes, and failures in domestic a (C) Politics and international affairs which 5b (V1)Achievements characterized-presidential admini- 6a stratiOns from early 1950's to the 7b present. SOCIAL SCIENCE Ci

!Iator ilwrichu Historical

COURSE GOALS

_.42 Canada

T11.-: student knows the location nd use I U H 106 2a (C) Resourc- of print and nonprint materials related 2b history to history of Canada (e.g., card catalog (V1)laquiry "America, Discovery and Explration," "Canada, History," "Indians of North AmericaCanada"; Reader's Guide: "Canada, Economic Policy," "Canada, P olitics and Government," "Eskimos," "Fisheries, Canada"; area and building riudio-visual catalogs: "Canada, Church," "Eskimo Village," "French Canada," "Natural Resources, Canada," "War of 1812"; newspaper indexes; periodical:

s:ational Geographic index) .

Cite student knows that the Prime Mini° I U H K7 2b (C) Government tor and his cabinet direct the Canadian (C) Organization ;overnment (C) Leadership (V1)Cooperation

'he student knows that the rights of the I U H K3 2a (C) Rights :anadian people are protected in local, K7 2t, (C) Government ,rovincial, and federal courts. (C) Democracy (V1)Justice he student knows the climatic and land P I K3 2b 4b 1.2121 (C) Natural e.atures of Canada which help determine environment /here people live (Pacific Mountain (C) Population :egion, Western Plains, Canadian Shield, krctic Region, Great LakesSt. Lawrence

region, Maritime Region) . the student knows ways early explora- I K4 2b (C) Exploration :ions of Canada determined political K8 (C) Environmental :ontrol of segments of the country influences e.g., Vikings, English, French, 3panish, Russian). SOCLAL SCIENCE

COIJICSF. GOA :S

(::i (Thin

Th st.ti tollt knows that is xi result of the I U 11 K3 2b ernmont Fr,,,!nch and Indian 'var of 17 3 Groat K8 Colonizatior Brirnin gained political control of Frontier Onobec .ind the rest of Canhda.

s,.ndent knows that the population H K8 2b Populat_ r da was increased by the lmmigta- 3b immigration .11 American colonists who were loyal 01_ Loyalty tti he Iiritlsh king. (V1 Political freedom

rite student. knows th politica_--conomic I U H K3 2b (C) Government relationship between Canada and the (VI ) Cooperation Commonwealth of Nations. (V1 )Political freedom

The student knows ways that French and I U 11 K8 2b (C) Cultural British for traders influenced the change economic development of Canada as well (C) Economic as tho culture of the native Indian system people . (V1)Encultura- Lion

Tie student knowshat Canadian educa- I U H K5 2b (C) Social tional systems are essentially the same sys tern as in the United States. (V1)Education

Thm student knows that the people of K3 2b (C) Culture Canada arc from many countriMIT K5 (C) Immigration cultures such as England, France, (C) Encultu Cermany, Ukraine, Scandinavia, Nettie Lion lands, and Poland,

The student knows that most Canadian PI G2 2b (C) Community Eskimos live in tiny settlements in the K8 (V1)Cooperation far north where the environment requires specialized techniques for'survival.

The student knows ways the Canadian I U H K5 2b 2c Cultural Indians face many problems similar to 4b conflict the American Indians (e.g., unemployment, poor medical and educational facilities) . IAL SCIENCE

History 2.(4 North American, Historical

COURSE GOALS

_.'.222iLLa__t_ j-it._

The student knows that Indians and I K4 2b Culture Eskimos were Canada's first artists and that much of the arts and craftsof GanAa has its origin in their work.

The student knows that popularforms of I K3 2b 3c Sports recreation in Canada include football, 4g, Sportsman- ice hockey, curling, skiing,snowshoe- ship inn, baseball, golf, tennis,rodeos, and use of national and provincialparks

The student knows ways in whichthe H 1(3 lb (C) Government "separatist" movement affectedCanadian 2b social and political development (C) Idealism since 6a oarly 1960's (e.g., FrenchCanadian).

Cho student knows that the religious I U H KB 2b 4b (C) Human lifferences between FrenchRoman Catho- relations lies and British Protestantsresult. in (C) Social social, economic, and politicalconflict, conflict (V1)Cooperation

1Th student knows that the Canadian I U H K3 2b is (C) Government ?arliament consists of theGovernor- (C) Organization 3cneral, the Senate, and the House of -iommons which make national laws. (V1)Cooperation OCIAL ''CIENCE 114M.

cr()+110,:l (-";;

H-n-1 ;)111 n:,-, PJOH K6 2a Region' co!;, ;11Hnoppr .11( ri.:1!-; rAaied ?I-5 history -Inquiry Art -1," Mxieo,

; l':°Ideri5

:noclitiorq

. r IIHUdical:

-111,1 hUj I c; nucli .-i-visnnl LuiL,(re Hindian, o "(. U oroarIcs."; special

1...ar. (.1 la: a .-ELIJ npipor indexes--

.ndoni. '...110%0'. historic..ally signifi- 11 if K? 26 :1I 1.."Th.= ti tsis . td-),. itind co11)1,0 1.1

-4- id The ii r offtcLq '11 ',-2:prz's I K8 2b -.: Community inva,J,ion oL Moxico flassacre of (C) Exploitation

Lhc Indians, destruction af the Aztec- (C) Exploration Mexlca city which stands a the present (V l)Respect for or Memlea (ity). cultural heritage

land knows characLe :istics of the U 11 1(3 la vnr land ko Jai ng pa ite:ns in ok2xico lb fr.m) 0-10 A;' tar i La the 2b prcsea includinc the Spanish hacienda revoIntiOnrh4rige ,and the eildo f:ystom.

Ii' srudent. knows ways var. Laos hiE1-.Cori- I K8 2h (C) Poverty (aI factors tiny have eontr Lou Ledto 6b (VOL-Inman dignitN. pcesonr day rural povertyLo Mexico (e(g hicionda land holding systE!tri prior to Mexican revatutlon). SOCIAL SCIENCE

tliory )rth Allwrican, Historical

-----

2./13 l'IXico (Cant.

The sudent knows that in thepast, I K4 2h 4b (C) Na tut Moxien sold largo amounts ofminerals resources ;mil lorost rc.sources to othercountries, (C) Conseevotion hut that now more raw materialsare he- (V1 )Responihlo- inp, usc,0 within thecountry. ness

lift SI: I-n C knows thereasons for I K8 2b (C) Communi(y Moxic statement of independence from -,ain. (C) Conflict (C) ROVOlUtion (V1)FreCdOM (V1)Rights

The student knows that muchof the I G2 21, (C) Culture lLS. Southwest originallybelonged to K8 Spain.

The student knows thereasons for Texas' I K8 2b (C) Community declaration of independencefrom Mexico. (C) Conflict (C) Revolution (V1) Freedom (V1)Rights The student knows thatas a result of 1 K8 2b the war between Mexicoand the United (C) Conflict (C) Revolution States in 1846 thesouthwestern states were ceded to the UnitedStates. (V1)Freedom (V1 )Rights The student knowsways Benito Juarez 1 K8 2b 3.31 led the Mexicanpeons in the War of the (C) Conflict Reform (1860) whichleft Mexico deeply (C) Revolution in debt to France. (V1)Freedom (Vi)Rights The student knows reasonsfor foreign I 2b (C) Economic control of Mexico's majorindustries prior to the MexicanRevolution of 1918. system (V1 )Cooperation with others The student knows majorsocial, economic, U 11 K3 2b (C) Conflict and political factorswhich precipitated K8 3b (C) Idealism the Mexican Revolution,1910-15 (e.g., land ownership heavilyconcentrated in (V1)Freedom hands of a few elite) SOCIAL 'CIENICE

tlrAmorican, His rie.;.11

COURSE COALS

) 'Ik..xic,) (011,,j

ndont know,ways- in which the (C) Comimun Mi. :All kovOlOtiOn (1910-1920) changed (C) CnnflicI

(n', I.conomic, and political life in (C) kevoluti i t h :omit 1 y . (0)Cultural change

Th t 1,(H11 know; that transportation 21i 4b Trawvorta- many aro4v of Mcxico is still Lion HNLIVO and undeveloped.

Th sLudent knows that good postal 1 K3 2b 1.2122_ C) Commit -a- rvice covers most of Mexico and all Lion large (owns and citios are connected (VI)Efficiency bvtelephone And Let_ --h (VOInterdepen- dence

:student know:1 that there are still. 1 K4 2b 4a 1.2122 (C) Economic lumhers of very poor people in KB 4b system c trl but that the Mexican government 4d (VOResponsilde-

; nindc tremendous strides in recent ness rs to alleviate such problems (e.g.,

, labor unions,hydroelectric

wets, education) .

student knows that the existence of I K5 2b (C) Government y one political party in Mexico has KB (V1)Preedom iniLcd in n di l'i'orolltform of democ- (VOResponsihte- r a.), than in the United States. ness (V1)Democracy

Thestudent knows that the people of I K3 2b (C) Cultural MeAco are mostly of mixed Indian and patterns Spnnish blood (Mestizos) with very few (V1)Respect for rut'e Spanish or pure Indians. cultural heritage

student knows characteristics of the I G2 2b (C) Organization -Columbian cultures which flourished K3 ob (C) Civilization inMexico before European explorers renched the New World, SOCIAL SCIENCE )1.

hist° North American, storical

?gL[ficianl:i

Th, student knows ways in whichIndians I K3 2b (C) Cultural Mexico maintain cultural isolation. K7 6b patterns (V Individunlisv (V Respect for cultural heritage 7'h student knows the effects, especial I K8 2b ly cultural, of Christian beliefs (C) Culture and 6b institutions upon the Mexican people. (C) Belief (V1)Respect for cultural heritage The student knows gays Spanish rule in I K3 lb Mexico was selfish, cruel, and (C) Government often 2b unwise. (C) Conflict (V1)Humandignity (V1)Justice The student knowsways its major I Ki 2b 4a leaders contributed to Mexico's (C) Leadership social, 7a 4d economic, and political development (e.g., Father Hidalgo,Santa Anna, Benito Juarez, Maximilian, .. , Porfirio Diaz, Alvaro Obreg6n, and PonchoVilla.

The student knows ways changes in land I K4 2b (C) Adaptation ownership since about 1920have affect- K8 ed farming in Mexico. (C) Conservation (C) Natural resources (C) Change (V1 )Efficiency

The student knows ways earlySpanish I K3 2b (C) Community influence is reflected in designand K8 (V1)Cooperatinn architecture of mostMexican towns and cities.

The student knows the various life 1 K3 2b 4b styles, customs, and (C) Cultural mores of the 6a Mexican people (food, dress, handi- patterns crafts, art, fiestas). SOCIAL SCIENCE

!I s t () Nor h Amor can Historical

COURSE GOALS

Mo:IL(LLor

'11 m sudon kaowa reasons literacy has ncreased in Mexico since the Revolution, SOCIAL SCIENCE 153.

Latin Amric;t

) .-5,i C1 ral A ica

Th student knows the location and use I 11 H K Resources, of print and non-print materials related history co history of Central America (e.g., (V1)Inquiry card catalog: "Central America - Social Life & Customs'," "Mayas," "Catholic Church in Latin America," "Panamm Canal "; Header'sCuide: "Central America- Description & Travel," "Canals- Central America," "Central American Program of '..conomic Integration"; periodicals: Ams,,xii. a current history, newspaper indexes; area and building audiovisual catalogs: "Central America"),

The student knows characteristics of the I U H K3 2b Cultural Mayan civilization which made it the KS patterns most advanced pre-European civilization in the Americas.

Hi & student knows cultural character- I U H K3 2b (C) Cultural 'sties of other Indian people (besides, K8 patterns Mayan) which influenced civilization (V1)Imaginative- in Central America. neua (VI)Human dignity Vhc student knows ways that the Panama I U H KS 2b (C) Change Canal influenced the economic and (Vl)Cooperation political development of Central American countries.

rho student knows ways that the "Common I U H K3 2b (C) Economic Aarket" influences trade in South KS system American countries, (Exception:- (Vl)Cooperation Panama) rho student knows comparable value of I U H K3 2b Economic currency in Central American countries system to U.S. currency. the student knows factors which in- I U H K8 2b (C) Economic fluence per capita income ofpeople of :entral American countries. system SOCIAL SCIENCE

_ story Latin Anicric,

-_,- _( 2,51 Central America Cent

The student knows ways that Spain, I U H KS 2b (C) Colonizat n

France, and Great Britain influenced . the economic development of Central America.

The student knows ways that the United I U H k8 2b 5.74 (C) Imperialism States has influenced the economic, political, and social development of Central American countries.

The student knows the literacy and I U H K3 2b (C) Education n educational characteristics of each (V1 )Education Central American country.

The student knows the main language I U H K3 2b (C) Cultural spoken in each Central American patterns country (i.e., Spanish, English). (V1)Self- expression

The student knows ways that the racial I U H K 2b Cultural composition of each Central American change country inflUences cultural, social and economic development.

The student knows ways that the arts I U H K8 2b (C) Cultural and crafts of Central America reflect patterns the different backgrounds of the people. (V1)Diversity (VOIndividualis (V1)Aesthetic perception

The student knows that the Roman I U H G2 2b (C) Culture Catholic Church is the main religion of K3 (V1)Reverence Central American countries.

The student knows ways that religion I U H K8 2b (C) Cultural and family life affect recreational patterns activities of people of Ca teal %merica. SOCIAL_SCIENCE

Hi:;LOry LILIn AI

COURSE GOALS

7. Center l A erica Cant

The student knows ways in which U 9 KS lb Nationalism nationalism has been demonstratedas 2b N major th eme in the history of American countries.

The student knows important Central I Kl 2b (C) Leadership American leaders and their contribu- K8 Lions to their count SOCIAL SCIENCE 156.

Ili story 2.5 Litin America

COURSE COALS

2.52 South America

The student kilows the location and use 111 11 ) Resources, o f print and non-print materials re- history lated to history of South America (e.g. (V1 )Inquiry card catalog: "South America- Description & Travel," "South America- Social Life & Customs," "South America- History"; Reader's_Guide: "Indians of South America," "Latin America-Politics:' "Education-Latin America"; periodical: Lmcricas; area and building audiovisual catalogs: "Inca Civilization,"Indian, South American," "South America, History," "Bolivar, Simon"; special materials: South American Handbook, newspaper indexes )

wie student knows historically signifi- U cant definitions of terms: El Dorado, peninsulares, crlstianosnuevos, caballeros, moor, conquistador, causillos, hacienda, patron andpeon, ekumere.

The student knows characteristics of the U H Growth and major periods of development in South development America, including the pre-Inca period (Chimu and Nazca), Colonial Era, the Wars of Independence, and rise of dictatorships.

The student knowsways in which the I U 11 (C) Ideology Indian, African, and European peoples (Vl)Human dignit. each contributed to the social,economic, and political development of South (V1 ) America. actualizatio

The student knows ways that the origi- U KB 2b C) Cultural nal Indians influenced social, patterns political and economic deVelopment of (Vl)Human dignit- South America. SOCIALSCIENCE 157.

Hktory Latin America,

COURSE GOALS

1h America (Cont.)

The student knows reasons for explora- U K8 2b (C) Coloion and settlement of SouthAmerica by the Spanish and Portuguese. (C) Exple:oion

Thestudent knows ways Lilat the I U K8 2b (C) Revolution revolution against Spanishrule affe (V1 ) Freedom ed the countries of SouthAmerica.

The student knows patterns and changing U H K3 2b characteristics of dictatorships (C) Government as K4 6c they have affected SouthAmerica (e.g., Juan Manuel de Rosas (Argentina),Juan

Peron (Argentina) , and Jose Antonio

Pte' (Venezuela) .

The student knows the developmental UH K3 la pattern of the "authoritarian C) Power, tradi- K4 lb tion," as it has affectedSouth America government 2b (V1) Power from the pre-Columbian, colonialand pres-nt -day periods.

The student knows tactorsleading to the U K8 2b ) Totalitarian- "Ayft of Dietator-u inSouth America. ism (V1 ) Freedom student knows ways political organi- KS 2b zation is affected by inconsistency (C) Idealism 3b (C) Nationalism between concepts of totalnational territory and effective nationalter- ry (ekumene).

The student knot., characteristic forms U K3 2b of South American government (C) Government K7 (republics, dictatorships, etc.).

The student knowsways that communism I II H I K8 2b (C) Author' has affected politicaldevelopment of y some South American countries. rie student knows ways that South I U H IK8 2b American economic and politicaldevelop- 5.71 C) internation- mnt affects the United States. alism Vi interdependence SOCIAL SCIENCE. 158.

HisLory 2.5 Latin America

COURSE COALS

2.52 South America (Conti

The student knows that South America is I U G2 2b (C) Growth and an underdeveloped continent. K3 3b development

The student knows that South American I U K4 2b (C) Economic countries have not yet solved the K8 system problem of fair land distribution. (V1)Justice

The student knows ways that communica- I U K8 2b (C) Transporta- tion and transportation affect the tion economic development of South American countries.

the student knows factors that contri- I U K3 2b (C) Economic kite to the poverty of many people in K8 system South America. (V1 )Human dignit (V1 ) Security

rhe student knows comparable value of I U K3 2b (C) Economic 2urrency in South American countries system to United States currency.

rhe student knows ways that people of I U K3 2b (C) Cultural South America use leisure time (e.g., patterns Torts, recreation). (V1)Leisure, enjoyment

he student knows ways that people of I U K3 2b (C) Cultural ;outh America celebrate holidays (e.g., patterns =estivals, village market days). (V1 )Enjoyment (Vl )Self- expression the student knows ways that disease and I U K8 2b (C) Effect of lack of education affect the people of environment ;outh America. (V1)Human dignit:

'he student knows ways that the arts 1 U K3 2b (C) Cultural nd crafts of South America reflect the K8 patterns aried backgrounds of the people of (V1) Diversity outh America. SOCIAL IENCE I

2.!-0 South H i-lca Cont.)

Tho student knowsways that the Inca I U K8 2b Impite Influenced thecultural develop- (C) Cultural malt of South AmerICa: change (V1 )Respect or cultural her Thy student knowsthe ethnic composi- Lion ol south I U H K3 la America as represented . Culture 2a in major cities andmore rural areas. human 2b relations (VI)Dignitv Ph student knows that Spanish i.s the I U K3 2b ifficial language orSouth America (C) Cultural except for Brazil, wherePortuguese is patterns spoken.

the ztild t knows ways that the Roman I U KS 2b ;Itholie church influencedthe cultural, (C) Cultural 6c oeiai, and politicaldevelopment of change 3outh America, (V1)Respect for cultural heritage rho ::Lndent knows important Spanish and I U K3 2b 'ortuguese explorers and ) Discovery, their in- KS luenco on South America. (Pizarro, leadership ;til?rai etc.) (Vl)Respect for accomplish- ments of others :he student knowsway s that Jose de I U Kd 2b an Martin and SimonBolivar contri- (C) Leadership ?rated to independencein the Spanish (Vl)Respect for .monies in South America. accomplish- ments of others 'he student knows contributions of Dom I U K8 2b 'edro and Dom Pedro IIto the economic, (C) Leadership ;ocial, and politicaldevelopment of (Vl)Respect for 4-msil, cultural heritage SOCIAL SCIENCE 160.

Nsiory LAtin America

COURSE GOALS

2.52 South Ar9rica (Cict.)

The student knows characteristics of t I U K3 2b Culture the Negro cultures in BraziL K8 6c -

The student knows characteristics of I U K 2b Cultural primitive mountain Indian cultures in 6c patterns South America.

Cho student knows characteristics of I U 2b (C) Cultural Irimitive Indian cultures in tropical 6c patterns lowlands of South America.

Cite student knows ways that Spain I U H K8 2b 5.74 (C) Internation- rancc, and Great Britain influenced aliam :he social development of Central merica. SOCLAL SCIPICE

COURSE GOALS_

2jL__)-2JE

The student know the location anduse 1 U H Kfi 2a (C) Resources, of print and non-printmaterials re- 2b history laced to history of Europe(e.g., card (Vl)Inquiry catalog:. "Europe-Civilization," "Earepc-Foreign Relation (Asia) ," "Europc-History," "Europe, Eastern- Economic Conditions," "European Economic Community"; Reader'sC: d - "Europe-Industries," "Socialism-Europe, Western"; periodicals: newspaper indcx0; (e.r,., N.Y. Times),"Foreign Affairs!"; area and buildingaudiovisual catalogs: "World War I, Cause," "World War Ti, Postwar yeriod," "Communism"; special mat(lidals: pamphlets ).

The student knows major cultural, eco- U H K3 2b ROMiC, and politicalpatterns of (V1)Respect for K4 culttiral :Indent Greece (e.g., developmentof heritage thenian democracy, role ofthe city- state, and humanism as itwas reflected in art and literature ofthe time).

the student knows historically signifi- U It K3 2h .ant features of the Roman Republic, 4a including: effects of the Punicwars )n Rome, roles of such leadersas Augustus and the Gracchi,nature of the Vox Renato, cultural contributionsof the Romans, effect of the Roman Empire )n spread of Christianity andfactors ...ontributing to the decline ofthe ribpire.

rho student knows reasons Islam spread I U H K3 2b o Europe in the seventh century, Conflict K8 coming into conflict withChristianity. rhe student knows thatNorthmen raided P I U H 2b 1,25 Ind settled coastal andriver valley (C) Colonization ireas of Europe. 1.28 (C) Migration SOCIAL SCIENCE 162.

2.6_ Europe (Cont.)

The student knows the ways in which the 1 U H K8 2b 5.521 Change Norman Conquest in 1066 influenced language, government, and economics of England.

The stud knows that the Crusades of the Middle Ages resulted in a somewhat increased rate of trade and exchange of ideas and customs between the Moslem East and Christian West. 1 U H K8 2b (C) Cultural change

(V1)Inquiry ,

Chi: student knows that the political, 1 U H K8 2b (C) Change konomic, military and social conditions )t feudalism developed in Europe during the Middle Ages as a result of weak dogs, strong nobles, numerous peasants, Strictly local government, and petty carfare.

Cho student knows major social, econom- U H KA 2b (C) Growth and Lc, and political trends of the Middle development ges, including influence of Barbarian invasions, Byzantium, Feudal- ism and Manorialism, church, growth of :owns, crusades, development of nation, Ind revival of the Holy Roman Empire,

student knows the ways in which the 1 U H G2 2b (C) Religion ;catholic church was organized to direct K7 (V1)Power di phases of life in Europe in the K8 Uddie Ages.

he student knows that most medieval 1 U H K8 2b (C) Civilizatio: !ducation, art, and literature was nfluenced by the church and that little Irogress was made in science.

he student knows reasons the town be- I U H K3 2b (C) Economic ame an important center of economic system life during the Middle Ages. SOCIAL SCIENCE 163.

2. History.

COURSE GOALS

2.6 Europe (Cont.)

the student knows how iversities I U H G2 2b (C) Civilization

affected law and philosophy during the K8 ( 1 ) Education 1iddie Ages.

the student knows ways medieval archi- I U H K8 2b (C) Culture tecture was strongly influenced by (V1)Aesthetic religion. sensitivity (V1) Respect for cultural heritage

the student knows social, economic, and I U H K3 2b (C) Control ]olitical effects of feudalism in nedieval Europe.

Che student knows the ways in which the I U H K3 2a C) Economic ianseatic League attempted to control K8 2b syStem economic activity over a wide geographic V1)Cooperation tree.

he student knows major social, economic U H K8 2b C) Growth and Lnd political factors involved in development )ringing about the European Renaissance.

he student knows ways in which major U H K8 2b C) Culture mrsonalities of the period (e.g., 6a lacheavelli, Dante, Michaelangelo, Erasmus, Shakespeare, Giotto, Raphael, Tetrarch, Boccaccio) reflected and nfluenced the European Renaissance.

Che student knows ways in which U H K8 2b C) Self- Zenaissance painting, sculpture, expression architecture, literature, and music Vi)Aesthetic :eflected major values and life-styles perception ,f the period (e.g., humanism, secular! Lem).

he student knows wys in which I U H K8 2b C) Humanity philosophy of humanism affected man's V1 Self- thoughts about himself during the expression

tenaissanee. . SOCIAL SCIENCE

flislory

COURSE GOALS

2.6 Europe (Copt.)

The student knows the meaning of the T U H K1 2b (C) Culture term Renaissance as applied to a (C) Change particular period in history.

The student knows how the organization U Ii K3 2b 5.92 (C) City of cities such as Venice and Genoa K7 (V1)Cooperation controlled economic life during the with others Renaissance.

The student knows the different ways I U H G2 2b (C) Culture in which the Renaissance developed and K3 (C) Human spread throughout Europe. K4 dignity

The student knows ways in which contem- U H K8 lb (C) Expression porary social, economic, and political (Vl)Resp. for attitudesmay reflect changes which cultural occurred during the Reformation (e.g., heritage Max Weber, Protestant Ethic).

The student knows ways in which major U H K8 2b (C) Idealism personalities of the period (Wycliffe, 6a (C) Growth and zwingli, Calvin, Henry VIII, and development Luther) influenced the process of Reformation.

The student knows major factors U H K3 'Economics (particularly economic) which were KB 2b instrumental in bringing on the Zeformation.

['he student knows ways the question of I U H K4 2b 5.531 (C) Government he separation of church and state was K8 (C) NationaliSm i primary factor in the national growth 'f England.

['he student knows reasons for the con- I U H K3 3b (C) Conflict !licts which developed between the Pope K8 (V1)Freedom mad rulers of the Holy Roman Empire. SOCIAL SCIENCE

COURSE GOALS

E'Llac (Cont.)

The student knows that Charlemagne I U H K4 2b 5.531 Nat onalism united France, Germany, and Italy into KIO the Frankish l:,rip,d:Im.

The st uder,f knows in which I U H K3 2b 5.531 (C) Nationalists Charlemagne contribuf J to evolution K8 of he nation state.

Tie student knows that the Anglo-Saxon U 11 1(4 2b 5.531 (C) National ism kings built the foundaton for estah- K8 (V1)Loyalty lishing England as one of the first nation states.

l'he student knows that England based H K4 2b (C) Economic ler colonial development on a merman- K8 systems rilistic philosophy that depended on a (C) Trade favorable balance of trade.

the student knows that the French U H G2 2b 5.831 (C) Government t.evolutton was an attempt to establish K7 7a (VI )Freedom overnment based on democratic K8 )rinciples.

llic student knows the effects of the li K8 2b Economic economic system developed in France system inder Colbert and Richelieu.

he student knows the reasons why the U H K4 2b (C) Economic ndustrial Revolution developed first K8 system rah England.

he student knows ways in which the I U H K8 3b 5.511 (C) Conflict :ndustrial Revol,tion affected social, economic, and political patterns of the period (e.g., living conditions for workers, social class distinctions, relationships between employer and

employee) . SOCIAL SCIENCE h

2.6 Euro e (Cont.)

The student knows that the growth of I U H K8 2b 5.71 Imper_aLism nineteenth century imperialism was justified by European leaders because of the need for raw materials and markets caused by industrialization in Europe.

The student knows ways in which I U H G2 2b (C) Imperialism European nations took control of most K7 (Vl)Respect for of Asia and Africa during the late others nineteenth and early twentieth century.

The student knows that the unification H K8 2b (C) Intern ion- of Germany under Bismarck helpedto alism destroy the balance of power in Europe and caused most European nations to seek allies.

The student knows ways in which the 1 U H K8 2b 5.71 Conflict expansion of world trade and conflict of interests made it difficult for industrial nations to be neutral in /orld War I.

The student knows ways in which World 1 U H K8 2b Economic ,Jar I reflected industrialization (e.g., system mechanization, airplanes, poison gas). (C) Technology the student knows that communism gained 1 U H K8 2b (C) Economic support in Russia in 1917 because of system the conditions that existed there (e.g., (V1)Freedom inequality of social classes, suppres- (V1)Human 3ion, dissatisfaction with World War 1). =dignity

,'Lie student knows ways that the U H K8 2b 5.832 (C) Economic re,ponse to the international philosophy system f Marxism has contributed to tension in the world.

Che student knows ways in which Hitler U H K8 2b 5.2222 (C) Totalita i- Ind Mussolini used dissatisfaction with anism territorial settlements, economic (V1 )Freedom tritest and nationalism to help them rise to power. SOCIAL SC 167.

2. History

COURSE GOALS 152-EIoLLg912

The student knowssome of the reasons U H KS 2b why the UnitedStates and England did 5.72 (C) Conflict riot intervene to stopGerman aggression in Europe before 1939.

The student knows thatthe allies U H K4 le. attempted to solve the 5.31 (C) Nationalism problems of power K7 lb in Europe by creatingor recreating 2b many national states (e.g., Poland, 6c Rumania, Yugoslavia)

The student knows thatthe military U H K8 2b 5.71 occupation of Germany afterWorld War Conflict II was basedon the self-interests of the nations involved(England, )r rance, Germany, United States).

The student knows that the European U H G2 26 common market is designed to 5.71 (C) Internation- facilitate K7 economic cooperationamong European alism nations.

The student knowsways in which contem- 1 U H K3 2b pOrery science may reflect (V Inquiry discoveries KB and philosophies ofmajor Renaissance scholars (e.g., FrancisBacon, Coperni- cus, Johannes Kepler,Galileo, Newton, and Harvey). SOCLAL SCIENCE 168.

COURSE GOALS

2.7 Asia

The student knows the location and use I U H K6 2a (C) Resource: of print and nonprint materials related 2b history to history of Asia (e.g., card catalog: (VI)Inquiry "Asia, Social Life and Customs," "Asia, Soucheastern," "Korean War, 1950-1953"; Reader's Guide: "Asia, History," "Communism, Asia, Southeastern," "Southeast Asia Treaty Organization"; periodical: National Geographic index; newspaper: Christian Science Monitor; area and building audio-visual catalogs: "Japan, Architecture," "China, Commu- nist," "Buddhism, Japan," "Korean War, "Atomic Bomb").

The student knows ways in which Asian U H K8 2h Geography physical geography has influenced various social, economic, and political patterns (e.g., development of population centers).

The student knows why most of Asia's 1 U H K6 2b (C) EnVironme population is crowded into the southern K8 5a (C) Poptlatio and eastern areas. 6c (V1 )Freedom

the student knows the ways in which I U K3 2b (C) Transporta- the main rives of China (Yangtze, K7 6c Lion Yellow, and Hsi) are vital to its 7a axistence.

the student knows that China is dividedP.1 U K3 2b 1.2127 (C) Natural into three major food producing' areas: resources (1) South rice, (2) Central - tea,' (3) North - wheat.

rho student knows the ways in which P 1 K3 2b 5.8321 (C) Food chat Mina attempts to correct its biggest 613 (C) Natural )rohlems, i.e., food supply and 6c resources Jopulation. (V1)Efficienc (Vl)Responsible- ness SOCIAL SC1IENCE 169.

iWitDry

.. ..JJ lN4 V.sa ,,,, 4., L'. 1 ,

1-L,-"L

The student knows that thereis a I U H K6 2b 5.8321 (C) Natural relationship between arable land and K8 be China's social and resource, economic development 7a (C) flvironmel The student knows that Asiais basicallP I U H K4 2b Society an agrarian society which is gradually 6c becoming indUstrialized. 7b The student knows the characteristics T U H K3 2b of the four major cultural (C) Culture periods in K4 3h S.E. Asia: (1)2500 B.C. -- 100 A.D., 6c northern invasion; (2) 100 A.D.-- 1000, Indian culture; (3) 1320 -- 1750, Islam-Chinese influence; (4) 1750 -- 1945, westerninfluence.

The student knows that thedefinition P I K2 2b (C) GovernrJ of dynasty is "a royalfamily which t hands down its rule fromone member to another."

The student knows theways in which I U H KS 2b (C) Cournme Chinese dynasties affected theart, 5a education, scientific advancement, (C) Exploitation and government of China. (V1)Political freedom (V1)Economie freedom (V1)Justice

The student knows theways in which I U R K7 2b (C) Government feudalism functioned in Asiaas a way 10 be to meet the needs of (C) National society. 7a security (V1)Cooperation The student knows the reasons why Asia I U H K8 2b has only partially developed 1.2127 (C) Natural its 6c natural resources. resources

The student knows theways in which P I U H K8 2b (C) Community the village influencesthe lives of 6b the Asian people (e.g., social (V1)Cooperation enforce- 6c (V1)Rights menL, sense of belonging). (V1) Friendship SOCIAL SCIENCE

H.IsLory

COURSE GOALS

!ho student know; that for mostof its history Asia I U H 2b nu; served as acrossroad Enculturdtim Inr foreigners who have all lefttheir Human rela- impact (e.g.,Marco Polo and wescmoreland). General tions

The studiffit knows that the buildingof I U the (4-eat Wallwas an attempt 2b on the ) Conflict. part or China to 6c resist foreigninva- (V1 )Cooperation sion. 7b

The student knowsthe ways in which religions in P I southeast Asiainfluence 2b various aspects 7a (C) of human activity (C) Culture (e.g., personal habits, publicpoli- (V1)Educatiot cies, economy,production, education, and a

The student knowsthat India is plagued by PIUH 2b centuries-old problems u1 turn I (e.g., monsoon 7b climate, overpopulation, problems worn out land, illiteracy). Population V1 Human dignit3 The student knowsways in which India hos contributed P I U H lb to world culture(e.g. C) Culture Buddhism, Hindu-Arabic 6c numeral system). C) Religion

The student knowsthat the religious practice of the I U H 2b caste system hashad Economics Aeon economic 7b and social significance Religion in India.

The student knows the ways in which England began I U I1 K4 2b to gain controlof India (C) Colonization in the 1800's. 3b (C) Enculturation (V1)Political freedom (V1)Economic freedom The student knowsthe ways in which England used I U II K7 3b their colony ofIndia for (C) Economic economic gain. 7a system (C) Exploitation (C) Colonization (V1)Economic freedom SOC1A' ENC

Hitory

COURSEGo Ms

2 Asia (Cunt.)

The student knows that Chinese migra- I U11 KS la (C) Migration tion to the U.S. was the result of 2b (VI)Political several social, economic and political 6c freedom 7b (V1) Economic I corn freedom

The :student knot. the Lraditiohll IT1 H K3 ob (C) Encultura institutions of Asia (social, political, KS 6b (V1)Respect Itr 1116 economic) which have been ie.r.uenc 6c oltural mainly by China and India. hatitape

The student_ knows ways in Alich mazer U H Kg 2b Growth and Asian personalities have affec::ed Development economic, and political development of various Asian nar.ions (e.g.. Mao Tse-Tung, Chou En-iai, Kai-shek, Mohandas K. Gandhi, ItlJtru, Indira Gandhi, Ho Chi Minh).

The student knows ways in which major I LI 11 K13 6a Inspiration religions and phllosuphies have influ- Luiced social, economic, and political patterns in Asia (e.3., Confusianism, Buddhism, Hinduism, Taoism, and Islam) .

The student knows characteristics of U K3 lb (C) internat. L Chinese-American foreign relations K4 2b sham du-ing periods 1850-1917. 1917-1949, 1949-present.

The student knows aay.5-in which 1 U lb (C) Population the vast population of China affects 2b (C) Growth its social, political, ani er;onomic (V1)Human dignity life.

The student knows reasos tileco-: unist I 1." KS 3b 5.8321 (C) Revolution revolution in China caused the fic (C) Conflict Republic of Chinn e'Vl Political Formosa. freedom SOCIAL SCTENcE

Asia (Cont,)

The stiisleiit. knows lie ways in which f U H K4 2b (C) Challenge mao Tso-uung has brought about change KS 5b (C) Human in China. 7a resources (C) NdLimmlism (VI )1' itici freedom (V1 )Economic freedom (VOTrust

Thu student knows that the recent 'T U 1-1 K3 2b (C) Challenge Chinese drive to build up its industry K7 5a (C) Power and military power is symbolic of its 6c (C) Technology desire to reach the status of a major 7b 1 treiri world power. (V1 )Security

11 student knows charactcr sties of U II K3 lb (C) I nterna I i oil .no-:loviet relations from the period K4 2b atism 1954 to the present,

The student knows that the term 1U H K3 2b (C) ideology "Paper Tiger" was applied to western 7b (C) Government powers by China _ _ several reasons (e.g., aggression, colonization, exploitation

The student knows the soel- economic, I U H K3 3b (C) Conflict dud political factors instrumental in 6c (C) War Japanese-American military conflict in (V1)Economic 1942. freedom

The student knows the ways in which P I U H K3 2b (C) Population population growth and standard of liv- K4 7b (C) Change jug have changed in Japan in the last (C) Culture IOU years. (V1 )Efficiency (V1 ) Responsible- ness (V1)Cooperation SOCIAL SCIENCE

listnry

COURSE GOALS

',7 A;;1;1 (Cunt.)

2b (C) Coloni?..ation Lh s t uden t that Thailand is the I 1111 K3 only major cot which retained its K10 5n (C) Cove rnmcnt Independence throughout the coloniza- 6c (C) Freedom tion of southeastern Asia. (V1)Political freedom

K8 2b Not_)nalism 'List student knows the ways in which 1 U rwrionalism has resulted in economic, 5a Government spell', and political changes in Asia.

The student knows the ways in which the I U K8 2b (C) Culture "revolution of rising expectations" is 5a (C) Nationalism affecting the social, political, and (V1)Economic economic growth of Asia. justice (V1)Equality (Vl)lluman digni

The student knows that a movement I U 11 K4 2b (C) Nationalism toward nationalism occurred in Asia as K8 5a (C) Conflict a result of foreign control during 6c (V1 ) Freedom World War 11.

The student knows the ways in which I UH K4 2b (C) Economic Asia is industrializing under two 7b systems' divergent economic systems (i.e., socialism, capitalism).

The student knows that llo Chi Minh IU H K7 26 Government utilized several methods to convert K8 4b North Vietnam toCc:oval-1=1M. be

The student knows the reasons why Red U 11 K8 3b (C) Conflict China took an interest in the Korean 4a (C) War and 'Indochinese Wars. be (V1)Political freedom

The studentt knows that there are I U H K4 2b (C) Migration several reasons why there has been a K8 6c (C) Community recent migration. of Russians to 7a (V1)Self- Siberia. discipline SOCIAL sc1Er- 1 74.

History

2.7 Asia Cont.

the student knows the major social, I U H K6 la ilconomic, and political problems which 2b face Asian nations today. 6a 7a

Ctic tudont knows ways in which the I U H M8 3b rise of revolutionary movements in post -war Asia affected American foreign )olicy. SOCIAL SCIENCE 175.

2. History

COURSE 00A1S .

2.8Africa

The student knows the location and use I U H K6 2a (C) Resources, of print and nonprint materials related 2b history to the history of Africa (e.g., card (V1)Inquiry catalog: "Africa, Discovery and Exploration," "Africa, Foreign Rela- tions," "Africa, South--Race Relations" Reader's Guide: "wildlife Conservation- Africa," "Africa, Politic " "Authors, African"; periodicals: African_ R_enrts, Drum; newspaper indexes such as the Christian Science Monitor; area and building audo-v4.sual catalogs: "Africa Pygmy," "Af ica, Slave Trade," "Sahara Desert").

The student knows historically signifi- U H K2 2b cant definitions of the terms apartheid, colonialism, nationalism, imperialism, paternalism, Bantu, and Afrikaans.

rhe student knows ways in which major U H K8 lb (C) Exploration geographic features (Sahara Desert, 2b Vile River, etc.) affected early D.tropean exploration and development pf African social, economic, and Political patterns.

Phe student knows ways in which the I U H K8 la (C) Ecology ecological balance in Africa has been 2b Iffected by man and his technology 3b including use of pesticides, big game hunting, building large dams, advance )f urbanization on rural areas. the student knows that the decimation P I U H K8 la (C) Exploitation )f certain species of African wildlife 2b (C) Natural Ls the result of the popular sport of resources tame hunting. (V1)Responsibil- ity SOCIAL SClENCE

,.'' 8 i_A, ricl, __t

The student knows the ways in which the P 1 U H K4 2b ) Natural Nile River has contributed to the K8 6c resources political, economic, and social growth of Africa.

The student knows characteristics of U H K3 2b (C) Covernmeni political organization during various K4 periods of African history including ancient kingdoms, colonial period, independence movement, and Pan-African movement.

The student knows ways various European U H K8 2b (C) Colonization colonial policies affected later (C) Human political, economic, and social patterns relations in African nations. (V1)Human dignit The student knows ways colonial and U U K8' la (C) Government national governments often conflict 2b (C) Idealism with traditional tribal organization. 4a 6c

The student knows characteristics of U H K3 2b indigenous African tribal religions (e.g., animistic).

The student knows the ways in which the 1 U H K3 2b (C) Religion Moslem religion affected the social, K4 political, and economic life of the K8 northern African states.

The student knows ways in which the I U H K8 2b Internation- control of the Mediterranean by the 3a alism Barbary states resulted in internation 6c (C) Control conflict. 7b (C) Conflict The student knows the effects of the I U H __ 2b (C) Government highly organized feudal system in the (V1)Cooperation general area of Rhodesia circa 10007 1200 (advanced use of metals, mining, and trade). SOCIAL SCIENCE

COURSE GOALS ----- 2,8 Africa (Coat-)

The student knows ways in which the 1 U H K3 2b (C) Government advanced form of government found in K4 6c (V1 )Political Africa during the European Middle Ages K5 freedom Lar 'exceeded European organizationat that time.

fhe student knows that the Bachwuzi I U H K4 2b (C) Government tribe brought a change in theconcept K7 5a of government to the interior kingdoms 6b of Africa (one man, one government 7b concept),

The student knows that the African 1 U H K4 2b 5.71 (C) Independence movement toward autonomy evidenced by K8 3a (C) Government the Pan-African Conference andthe 6c (C) Nationalism African Democratic Alliance resulted in 7b (V1)Responsihil- the emergence of severalindependent nations. ity

The student knows that the destruction I U H K 3b 5.71 (C) Conflict of international tradeon the south- (V1)Uprightness eastern coast of Africa was a direct result of European piracy in 1400and 1500.

The student knows that the exploitation I U H K4 2b 1.2128 of natural and human (C) Colonization resources occurred K8 3a as a result of Europeans' desire for (C) Exploitation 6c (VOResponsibil- profitable raw materials suchas gold, 7b ity diamonds, copper, and slaves. (V1)Economic justice The student knows that Europeancoloni- I U H K8 2b 5.71 (C) Colonization nation of Africa was facilitatedby the 3b (C) War failure of tribes to unite and the 6b (V1)Cooperation advanced weaponry of Europe. 7c

The student knows theways in which I U H 1(8 2b (C) Human intertribal, domestic slavery in Africa 3a contributed to the success of resources European 7b slave trade. (C) Conflict (V1)Self- respect (V1)Human dignity :JAT

cOtivsi.: GOALS

The sindenf knows that one of the 2b nflic! consequences the presence of 3h Expioitnfiou Europeon slavers was increased tribal. 6b %,,nrfmre in Africa, 7b

Ilk, student_ knows that the deceptive La Ilonintion European trading practices in the 1600- 9h Economic 1800's evolved because ofa desire on 3a system the part of Europeans to gnin wealth 6c Exploita quickly and the growing demand for 7b (V1)Integri;y slave trade. (V1)Honesfy (V1)Human dignity

The student knows the ways in which the cr Governmni ideals ofCnnu have influenced rho 2b Encul i urat inn emerging African nations. 6h Politieni 71, oedoni The student knows that the arrival of lb (C) Reli, the missionaries resulted in a broader 2h (C) Cultu contact with the modern world, the 6c (V1 )Educatiin beginning of formal education, and the 7b (VI )Coopera:ion breakdown of native cultural traditions. (V1Human dignity Th student knows that the trading 2b Economic contact between Africa and the rest of 6a system the world contributed to a certain EnculturaLion amount of cultural diffusion.

The student knows that the myth that (C) Colonization Africans have never achieveda high (C) Human level of civilization was perpetrated resources by Europeans and American philosophers (C) ExplOiLation who needed a justification for (1) (V1 ) Integrity slavery and (2) domination. (V1 )Justice The student knows the ways in which lb (C)Educati.un the European, American, and Russian' 5a (C) Enculturntion educational systems have contributed 6c (V1)Ruman dignity to technical, political, and social (V1)Education awareness of the African. SOCIALCIENCE 179.

Hi Dry

4 C '

2.8Arrj4a (Cont.)

The student knows characteristics of U H K3 2b (C) Government government and leadership in the various (C) Leadership sub-Saharan nations including nature of the power base, type ofgovernment, stability, etc.

The student knows major social and IL1 H K3 la (C) v economic problems facing African lb nations .today along with proposed 2b alternative solutions. 4a

The student knows ways contemporary U H K3 2b Interpr,ta- African literature (Alan Paton, tion Albert Luthuli, etc.) may reflect social-political patterns.

The student knows the ways in which the I U H K4 3a (C) Government Congolese internal struggle for govern- K8 6c (C) Conflict ment control resulted in international 7b (V1)Self- identity involvement.

The student knows that the people of 1 U H K3 2b (C) Government Tanzania and Kenya had no effective KS 6b system of law and order asa result 7b of extreme mobility, few trading commodities, and continuous smallwars.

The student knows that the influences I U H K3 2b (C) Culture of the Oyo Empire (200-1600) resulted KS 5a (C) Government in a definite refinement in modesof 7b living in northern and westernAfrica. SOCIAL SCIENCE

2. 2.9 South Seas

COURSE GOALS

91 Australia

The student knows the location and usr2 I U H K6 2a ResOurco!-1, of print and nonprint materials related 2b history to history of Australia (e.g., card (VOInquity catalog: "Australia, Discovery and Exploration," "Australia, Native Races: "Australian (aboriginal) Mythology"; ReadetYs Guide: New Guinea, Native Races," "Australia, Description and Travel," "Australia, Native Races"; periodicals: National Geo-ra.hie index, Natural History, Life magazine reprints (aborigines, wildlife); area and build- g audio-visual catalogs: "Wildlife, Australia," "Australia, Mining," "Australia, Aborigine"; special materials: Australian government films.

The student knows while southeastern I U H K4 2b 5.72 (C) Colonization New Guinea is an Australian possession K8 and western New Guinea is an Indonesian possession, pressure is being brought by the United Nations for self-government.

The student knows the nature and extent I U H. K8 2b 5.74 (C) Conn. et of Australia's contributions and participation in World War IL

The student knows that Australia isa I U G2 2b (C) Nationalism nember of the Commonwealth of nations. K3

the student knows ways that pioneers I U H K8 2b (C) immigration and squatters affected the early economic, social and political develop- rent of Australia. SOC1

1 Australia Cont.

The student knows that Spanishand Colonization Dutch ships visited Australiaprior to Captain James Cook's establishment of Botany Bay for England.

The student knows theways in which the major Australian cities havedeveloped socially, economically, and politically.

The student knows theways in which the I U isolation of the "outback" raises (C) Colonization (C) Frontier problems of developingits potential,

The student knows ways that the develo- I U H K4 ment of natural resources affected Civilization the K6 economic; political, and socialdevelop- K8 ment of Australia,

The student knows ways that transporta- I U K4 Lion and cminnuo ication methods (C) Civilization affect K6 the economic development (C) Transporta- of Australia K8 (e.g., outback trades"). tion

The student knows the majorindustries of Australia (e.g., sheep raising, (C) Industria i- mining iron ore) zation

The student knows that Australia's U 2b (C) Culture Stone Age Aborigines stillroam the (Vl)Respect for vast dry interior region-, the "outback." culture of others

The student knows that thefirst I TJ 2b (C) Colonization settlements in Australiawere British penal colonies. SOCIAL SCIEN 1M?

COURSE GOALS

41 Ails il (coPt.)

The student knows ways that special I U K4 2b (C) Frontier problems of the "outback" are being K8 met (e.g., health, education, transportation, communication)

rile student knows the ways in which I U H K8 2b (C) Cultural :natures of various races have influ- 6a change ?need Australian arts and crafts. 6b

Illo student knows the factors in the I U H K4 2b (C) Cultura I ultural development of natives of K8 change Jew Guinea.

1 student knows kinds of recreation 1 U H K3 2b (C) Sports =n Australia such as sports and the K8 (V1 )Sportsmanshi Irts.

1lie student knows ways that the I U K4 2b (C) Government ,ustralian government is attempting K8 (C) Enculturatio to assimilate aborigines into modern (VOResponsible- .ulture. ness

he student knows characteristics of I U H K3 2b (C) Civilization aborigine culture, i.e., Stone Age Man (C) Cultural today. patterns (V1)Respect for others

he student knows important early I U H K1 2b (C) Enculturatioi 1ciders of Australia and their contri- K8 (C) Leadership butions (Capt. James Cook, Edward Eyre, Cnarles Sturt, Arthur Phillips).

T he student knows that such animals 1 U K3 2b (C) Conservation as the koala bear, kangaroo, and the K6 (C) Ecology wsllaby are peculiar to Australia and K8 1st be protected from extinction. SOCIAL SCENCE

2. IU.story 2.9 South Seas

COURSE COALS 2.EgliEiqat2LL/

The student knows that Australians I U 11 K3 2b belong to a varietyof churches, i.e., (C) flelieF Protestant, RomanCatholic. (V Faith SOCIAL SCIENCE 184.

. History 9 South Seas

COUR -0ALS

2 q2 Oceania

The student knows the LocaLion (id use I U H K6 2a (C) Resources, refprint and nonprtnL materials re I 2b history ttrhistory of Oceania (c.g., card (V1 )Inquiry catalog: islands of the Pacific," "Polynesians," 1?(72,001c,JAIIIOS"; Reader :s. Guide: "Oceania," "Micronesia," "Tahiti," "Islands of the Pacific"; periodical: l!llionajtlec_12jiLe;Lu area and building audio-visual catalogs: "Oceania, Art," "Polynesia," "Microne_ "; special waterials: atlases).

[lie student knows the nmai. Lions of I U K6 2b 1-2129 (C) Environment )ceania's situation in one C the most K8 physically unstable areas of the earth

(e.g., . thquakes, volcanoes).

The student knows chat the :Sc uth 1 U K3 2b 1.2129 (C) Discovery Pacific islands comprising Oceania are K6 (C) Location separated by vast distances from each ether and from western Europe and Orth America.

the student knows the social, economic, I U H K8 lb (C) Exploration and political effects of early explore 2b 2rs and missionaries on the native Inhabitants of Oceania (Capt. Cook, survivors of the Bounty, etc.)

Line student knives the ways in which 1 U K4 2b C) Cultural lceania is undergoing social, political, K8 change ind economic changes today.

The student knows the ways Iii which New I U K3 2b 4d 5.72 C) Internation- ealand, Australia, France, the United K7 alism JIngdom, and the United States govern ;roups of islands of Oceania. SOCIAL SCIENCE 185

2, last() y 2.9 South Sea

CCtJRSE nOAIS -----

2_,2 Oceani,a (Cent.)

The student knows _1-at the locaLionof I U K3 2b 1.2129 (C) Internation the Ocean ic.i.-.:Ii.r.ds made tIwn K6 alism strategically important tc theU.S. and Japan during World War II. War

The student knows the reasons 'hy fo ©d I U K6 2b products are Oceania's primeexport.

The student knows therange of natural I U Ii K3 2b (C) Environment resources for the larger Oceanic island K8 groups (a.g., Continental Islands-- fertile soil, remfall).

The student knows that thereare many I U K3 2b (C) Environment races and cultures which comprisethe people of Oceania

The student knows thatearly explorers I U K3 2b (C) Discovery and missionaries found thenatives of K5 Oceania to be pleasant andeasy-going K6 with few anxietiescommon to an industrial society.

The student knows artists and writers 1 U K6 2b who have been inaptced by 4a Culture Oceania (e.g. KS 4d P.oussean, "Noble Savage"; .Jonas hen Swift, "Gulliver 's Travels";Caleridge, "Ancient Merit.er).

The student knows ways that educational I LI K3 2b 2c and health needsare belng met by peo- (C) Cultural KS 4a patterns pie of Oceania (e.g., missionschools, public schools, public health 4d department) . 7. ifit;to 2.1.1 South Seas

COURSE GOAD LS2,

(Cont.)

Tho student knows that the fu-, ere Lt 0 2b 4a Cultural modern Oceania is a mixtw'e of 11any K8 4b patterns racial influences. 4d

The student knows the native cultural K3 2b 4a (C) Culture contributions to social, political, KS 4d and economic development of Oceania (Polynesian culturn).

The student knows ways dint the OuL° K6 2b (C) Transporta- rigger canoe contributed to the sozial, K8 tion economic, and political development of (C) Technology Oceania.

The student knows the ways in which I H K7 2b _ Religion missionaries attempted to convert natives to Christiarity.

The student knows various rel--ions K3 lb Culture which exist in Ocennia to Y, K6

The student knows that thre were L[ 1

The Lvioral Sr ence9

COUME COAIS

3.1 The Study of Hchavici-al Sciences

rt.= student knows the location and -Ise P I U H K6 la of print and non-print ') Resources, materials lb related to the behavioral behavioral sciences 2a (e.g., card catalog; science "Pey.lhology," 2b "Anthropology," "Sociology"; (V1) Inquiry Reader's 3a Guide; "Anthropology," "Psych3TUEF-7m 3b 7.73aology";per Psychology 4a roday; area and building audio-visual Lb etaiogs: "Psyzhologv, History," 5a "Anthropology, Method,li "Soziology, 5b History.").

rhe student knows that the behavioral I U H G2 2b lb 3.12 sciences are comprised of V1)Accuracy a body of K2 verified, factual informationregard- ing human behavior.

Phe student knows that human behavior U H G1 is open to scientific 2b 3.12 (C) Behavior study because K3 it is orderly andpatterned.. pattern K8 (C) Learning the student knows that the three ;oain I U H K2 2b iisciplines of the behavioral 3.14 (C) Perspective sciences K3 differ in that sociology 3.1412 is primarily K5 7,oncerned with the study ofgroup 3.11422 K7 3.102 )ehavior, psychology withindividual behavior, and anthropologywith the influence of culture andbehavior 'AL scallt_..'E 188.

TIT e z.--ar.. -..-,

a_l Study Scielleaa

C.,1);_JRS

L. La, 11,1tILOfV if ,-_:cl_Rnoos :

The 6ti.ident %tio!,! thecie7-re1 oinent ; J H 1:_: lb of the behavioma 6'imca7.q- riz urrEd 1 primarily th c,.mtur.v. 1

Tho stude-alh k.tio,)s roasoos wh ti li Kit 2b bo1a7lora] oolPhoos ava as hiRtly 1 KS (t(Fvlopd sc1.enc,eF a x8 SOCIAL SCIENCE

Ttic behavioral sciences atuuy of Behavioral Sciences

COURSE GOALS

1.12 Methods of the Behavioral Scientist

The student kno145 that behavior can 1 U H K5 2b lb be studied from many points of view. K9 Ilia

The student knows that even though U H K7 2b lb the behavioral sciences .13 Learning study human K9 behavior in a scientificmanner, there are other sources of knowledgeabout human behavior includinghistory, literature, religion, philosophy, folk wisdom and simple observation.

The student knows that whilebehavioralP I U H K8 2b science predicts probable (C)Behavior, consequences 6a of behavior it does notprescribe individual behavior. V1)Responeible- nees (V1 )Self- direction IKL SC IENCB 190.

3. The Behavioral Sciences .3.1 The Study of Behavioral Sciences

COURSE GOALS

3.13Relation to Social Sciences

The student knows that the social I U H K2 2b 3.12 (C) Perspective sciences and behavioral sciences K3 3.1412 differ in that the social sciences K5 3.1422 deal with indirect documentary and 3.1432 aggregative behavioral data while the behavioral sciences deal, with direct data regardingthdividualand small group behavior.

The student knows that the social I U H K2 2b 3.14 (C) Perspective sciences include geography, history, K5 political science, economics, and the subset of the behavioral sciences: anthropology, sociology and psychology.

the student knows that close relation- P I U H K3 2b (C) Perspective ships exist between the behavioral K8 (C) interaction sciences and the other social sciences (V1)Self- as well as with other areas of human actualizatia endeavor (e.g. art, literature, natural science, technology). At, , 191. The Behavioral Sciences 3.1 The Study of Behavioral Sciences 3.14 Disciplines of the Behavioral Sciences

COURSE GOALS

3441 .5921XX

The student knows that a definition 1 U H G2 2a C Society of sociology is the study of Societies Kl 2b C) Research focusing on the relationships of their (V1 Inquiry parts; human encounters, social' structures, institutions, andcom- munities,

The student knows terms used to U K Kl 2b identify key concepts in sociological K2 study including: interaction, role, more, value, behavior, sanction, socialization, attitude, groups, folkways, anomie. SOCIALSCIE 192 The Behavioral Sciences The Study of Behavioral Sciences 3.111 Disciplines of the behavioral Sciences 3.1141 Sociology

COURSE GCALS

3.11111 Historical Development of Socio ogy

The student knows historic works 02 lb (V1)Ingi iry which predated and led to the develop- K14 2b (V1)Respect for ment of systematic sociology including: cultural Aristotle's Politic!, Ibn Knaidunts heritage Muquddimah, and Hyjrls Philosophy

The student knows contributions of UH K7 la (V1)Respect for such classic sociologists as Auguste K8 2b cultural Comte (1798-1857), Herbert Spencer heritage (1820-1903), Emile Durkheim (1858= 1917) and Max Weber (1864-1920)to the definition of sociology'sproper subject matter and methodology.

The student knows the pioneering work 02 lb (V1)Respect for done by Auguste Comte (1798-1857) in K8= 2a cultural establishing sociology as a legitimate 2h heritage science.

The student knows hat Herbert Spencer G2 la V1)Respect for contributed the first comprehensive K4 2b cultural' system for sociological analysis which heritage included use of whole societyas unit for analysis, comparative studies, categorical classification of sociological structures

The student knows the contributlon9 H K4 lb (V1)Respect for of late 19th - early 20th century K8 2b cultural sociologists to the development of heritage sociological systems and theory including: Uurkhum, Weber, Marx Tonnies, Paseto, Cooley.

The student knows historic theories K8 12b C) Behavio advanced by sociologists in an attempt human to explain causes of human behavior. SOCIAL 1_ 19). The behavioral Sciences i.1 The Study of BehavioralSciences Sciences 3.14 Disciplines of the Behavioral. 3.1141 Sociology

3.1/111 Histori aDeve c ycont (c) Social determinist The student knows that control social) theories (economic, biological, (V1 ) Freedom assume behavior isprimarily shaped and controlled by knowable and manipulatable forces.

The student knows effectsof determinist theories on contemporarythought.

(C) Social which The student knows ways in control principles of economicdeterminism (V1 )Freedom were used by suchtheorists as Karl Marx and William F. Ogburnto explain social problems.

The student knows ways inwhich biological determinism (theory of inherited behavior) reflected and influenced the life and thoughtof- the late 19th and early 20thcentury.

Social concepts of The student knows basic control social or cultural determinism as expressed by the SocialDarwinists (William G. Sumner-1840-1910,Herbert Spencer-1820-1903 and Lester Ward- - 1811 -1913 including socialcontrol, consensus, naturalsocial law. SQCIAL SCIENCE The behavioral Sciences = The study of Behavioral Sciences ). Disciplines of the Hehaviorat Sciences 3.1h1Sociology

COURSE GOALS

3.1)11 Historical Development of Sociology cont.)

The student knows reasons for the Social gradual abandonment of single-cause control deLerminist theories (Lombraso, Karl Marx, W. C. Sumner) in favor of multiple cause explanations (Max Weber, Elmile:Ourkheim

The student knows basic principles of H 01 2h (C) Consensus Durkheimls interpretation of societal 6tratifica- complexity including use of division ticn of labor concept in analyzing consensus (C) Division of and stratification. labor The student knows Max Weber's con- (12 lb (V1)Respect for tribution to the development of K4 2a cultural sociological methodology including K8 2h heritage "verstehen" (objective understanding) as a guiding principle in observing and interpreting.

The student knows that Max Weber Gi 2b Cultural attempted to explain behavior in K8 conflict terms of (1) distinguishing characteristics of Western society (2) relationships between social institutions, particularly religious and economic.

The student knows that application 2b a 3 ILL Progress of Max Weber's thesis of the "Prates- K8 C) Wealth tent Ethic" was influential in (V1)Self-esteem discrediting economic determinism. (V1) Respect for cultural aeritage SOCIAL SCIENCE The Behavioral Sciences The Study of Behavioral Sciences )111 Disciplines o1the Behavioral Sciences zJociology

COURSE GOALS

3.1Lll Historical Development of Sociology cent. 7- ihe student knows current theories U H Gi 2b (Vi )F reedcrn (Herbert Hlumer, et. al.) emphasizing K2 5a behavior as choices between multiple 6a alternatives within a social structure (i.e.; action not determined but chosen on basis of individual's environmental perceptions). SOCIAL SCIENCE The HuhavioraI. Sciences The Study of behavioral Sciences 3.LL Disciplines of the Behavioral Sciences 3.1141 Sociology

COURSE COALS

3.1112 Methods of Sociological Study

The student knows that sociological H K7 2a (C) Research, methods may be considered in two 2b soc. general categories: (1) Development of (C) Theory, Theory (2) Research. sociological

The student knows that an adequate H G2 2a (C) Theory, theory of social behavior must explain K3 2b social at least the following pheenomena: K7 ehare and stability; unique and comrlon behavior; how individuals relate to other members of the group. illestudent knows ways in which H 02 2a (C) Research sociological research contributes KB 2b (C ) Theory to and prompts theories and vice versa (e.g. - accumulating inconsist- ent data require new explanations; new explanations require more supporting data.) rhe student knows ways in which H 02 2a (C) Theory, inductive and deductive reasoning K7 2b development nay be applied to the development of of theory (systeMatie and detailed explanations of some portion of reality). the student knows that a wide variety H K9 2a (C) Research Df specific and appropriate research 2b (V1 ) Inquiry techniques are used in sociological Audios (e.g. case study method, pre-post experimental design). rhe student knows _-search problems U H K3 2a (C) Research encountered in the social behavioral. 2b (V1)Inquiry sciences (e.g. intpuding upon privacy; (Vl)Intellectual

Self-fulfilling propecies; changes . integrity caused by process of observation). SnCIAL CTRNCP. 197. The Behavioral jciences The study of Behavioral Sciences Disciplines of the Behavioral Sciences

COURSE GOALS

3.141:,_ Methods of Sociological Study TiC:7

The student knows uses of the major U H K7 2a (C) Data sociological data gathering tech- 2h gathering nicues including: surveys, case studies, (V1)Self- testing, longitudinal studies, ob- discipline servation and recording, analysis of (V1 )Inquiry documents, excerimentation.

The student knows various case studies 1l K3 2a Social which have provided significant but K8 2b awareness conflicting insights into behavior patterns in small communities: (a) Viddletown--Lynil (b) Yankee City-- Ril.ner (c) Who Governs America7-- Dahl (d) Powernlite-=n1=--

The stiidunt is able to use tools for I U H P63 2a (C) Research sociological surveys including: P65 4a (V1)Intellectual questionnaires, population samples, 14b integrity attitude scales interviews.

Phe student knows sources and uses of I U H K6 2a (C) Data Bath statistics for sociolojcal data K7 2b ing -,lithering. (C) Research (V1)Intellectual integrity

Vile student knows that systems of U H G2 2a (C) Research lata interpretation used by K5 2b (_V1 ) Intellectual sociologists may be categorized integrity as qualitative analysis and luantitative analysis. rile student knows that qualitative U. H G2 2a C) Research inalysis involves the identification, K2 2b V1 Intellectual iescription and representation of K5 integrity t'acturs, whereas quantitative analysis involves only measurement and 7epresentation of the distribution )f factors. SOC J. The Hehavioril Sciences 198. The Study of Behavioral Sciences .L4 Disciplines cif the Behavioral Sciences .1)41 Sociology

COURSE. GOALS

.1412 Methods of ciological Study cont.

The student knows ways in which 1 U H K7 2a C) Data repre- relationahips between factors may 2b sentation be represented by statistical (C) Research tables and graphic devices (e.g., (V1)Intellectui line or bar graphs, cartogrsms, integrity mathematical models)

The student is able to decode graphic 1 If H 211 2a (C) Research devices representing relationships 2b between faCtors, (V1)IntelleeLua7 integrity the student knows that purposes of L1 H G2 2a (C) Research sociological data interpretation K7 2b (V1 )Intellectual include: detection of trends, identi- integrity fication of cause-effect relationships, prediction of behavior, guidance in policy making. 30CTAL3CIPWCF The Behavioral ence2 7.1 The Study of Behavioral Sciences iplines of the Behavioral Sciences i.Li>1. lology

CCUMF GOALS .

S.1Z11.=i Schools of Sociological n 1

the :Audent knows issued differen- U H 02 2a :,arch tiating various schools of sociology K5 2b including; definition of task (what should be studied and how), suitable apdLications of research (why and for wh m), and interpretations of data (irtmisos, hypotheses, concepts, ,eneralizations, theories

The student knows basic premises, U H 01 2a al ;eiera.li7attons and theories associated K3 2b theory modern schools of sociology includinr those of Mills,Talcott, Parsons, etc. fhe student knows that the concept of U H 02 2b Social anomie (mile. Durkheim) demonstrates K2 ób awareness that the individual cannot survive K3 (V1 )Fellowship apart from a group. rhe student knows ways in which the H 02 2b '.) Social soncept of anomie may be used to K8 awareness ?.xplain mental illness, social dis- )reanization and criminal behavior. snCTAL :TFNCE The Behavioral Sciences .1 The study of Behavioral 6ciences .114 Disciplines of the Behavioral Sciences

COURSE GOALS

3.142 Anth 0- 100

The student knows that anthropology U V K2 is divided into two main tranches: K3 cultural anthropology and physical anthropology.

The student knows the different I U H G2 2b. approaches to the study of culture K3 taken by the three branches of cultural anthropology: archaeology, linpuistics, ethnology.

The student knows that physical I 11 H K2 2b (C) Perspective anthropology is primarily concerned 10 (C ) Evolution with the study of human evaluation and the comparison of human and primate anatomy and social behavior.

The student knows that social I U H G2 2a 3.22 Culture anthropology is concerned primarily 1{2 2b with inferring general laws of culture. :-XIENCE 20 4 The heheL.' The iii; iplin Lu-,.hnci99 3.11 12 Anthrodi.nE2

The student kh(mT% U H 52 lb 3.1422 (C) Scientific of anthrcpcto hs K3 2a research eurly exolto.ey 2b (Vl)Objectivity

The stonent I U li G2 lb 3.22 (C) Culture ni!Itory oi Kli 2b nas involved the the nature of:

Tho student kilip75 U il 2b 3.22 (C) Culture first.. scientific d. -r4.1 K2 culture (Edward K3 that it was a rempqx K4 included knoviPdKe, and any other canr,'OlttlJ, habits acquired by of society.

The student know IJ H 02 lb 3.22 (C) Culture century anthropoloy WR3 K3 2b hantay characterid KIT evaluatiohiet point K6 culture (e. g., HorFv.w,

The student know 1 U it G2 lb (V1)Objeet' :ity anthropologica (1H:h K3 2b relied largely on. ttie K7 ly biased repo:tEl of: exporers and u-vmos-

The student knows ways H G2 21, (V1 )Inquiry Malinowskits field Of 6h0 K7 Trobriand IAanueva seri,1,1y,3 questions regarditw psydhological theory, SOCIAL SCIENCE; 3. me Behavioral Sciences 202. 'rho Study of Behavioral Sciences J.14 Disciplines of the Behavioral Sciences 3.142 Anthropology

COURSE COALS

3.1421Historical Development of AnthropOlogy-(cont.) the student knows the findings and 1 U B G2 2b contributions to anthropology of K3- flora duBois in her psychological approach to field study among the people of Alor. rile student knows the contributions I U H G2 2a 301422 to ethnographic data on American K3 2h Indians made by Franz Boas and others Oho advocated cultural historical nethods of anthropological study.

The student knows the characteristics I U B G2 2b 301422 Culture )f the hierarchical stages of cultural K3 Evalution Ivolution (savagery, barbarism, K4 !ivilization) as delineated by Lewis lenry Morgan (1877).

The student knows Edward B. Tylor's I U H G2 2b 301423 (C) Culture evolutionary explanation of the K2 (C) Evalution existence of "primitive" cultures. SOCIAL SGI CF. The Behavioral Sciences 205. .1 The Study of Behavioral Sciences 3.14 Disciplines of the Behavioral Scien 3.142 Anthropology

COURSE GOALS

3.1422 Methods of AnthropoJogical Stu

The student knows that a basis P 11l H 02 2a 3 ah2 3 Perspe_ ive assumption of anthropological study K7 2b is that the behavior, institutions K9 and beliefs withina culture are integrated parts of a whole (Holism).

The student knows that the study of U 02 2a 4a anthropology seeks to recognize (111 )In uiry K7 2b 14d universality, probability and uniqueness in human behavior, social institutions and cultural beliefs.

The student knows the ways in which I UN G1 2b la the study and work of the (C) Perspective anthropol- K8 4a ogist is affected (V1 )Objectivity by personal per- 4d ceptions, predispositions, and values.

The student knows that anthropological U H G2 2a (C) Fero pectVe generalizations may be basedon data K7 2b (C) Culture Which are derived froma cross-sectional study atone point in time or from regular processes throughtime.

The student knows thata culturo may I U N 7 2a 3.22 C) Culture be studied eitherindirectly through C) Learning library research or directlythrough field studies. V1)Inquiry

The student knows how the moiern U N G2 2a techniques of participant (C) Culture observdtion K7 2b Learning, surveys, the perspective of matara1. relativity and cross-cultural culture comparison are used in cultural (V1)Objectivity anthropology. (V1)Inquiry SOCIAL SCIENCE 204, The Behavioral Sciences 1 The Study of Behavioral Sciences 3.111 Disciplines of the Behavioral Sc 3.142Anthropology

COURSE GOALS

3.1422 Methods of polo con

The student knows empirical rresearch U K2 bjec techniques of psychology and sociology K3 inquiry which have been incorporated into recent methods in social anthropology (e.g., questionnaires, psychological tests, sampling procedures, statistical analysis).

The student knows that. field research I U G2 viReenact, in physical anthropology involves K2 others measuring and obsel.ving external and K3 internal human Characteristics.

The student knows that excavating, T U G2 (C) Evolut ion dating and drawing inferences about K2 (VIInquiry human skeletal remains are the K3 principle methods of the physical anthropologist in his search for evidenr-, of Ian's biological evolution.

The student knows that archaeology I U H 02 2b ha 3.22 (C) Cultur- is concerned primarily with the K2 (C ) Perspective classification and study of artifacts KI culture to gain-knowledge of a culture.

The student knows that the analysis I U H G2 Culture and library research which follows K3 C) Research, the archaeologist's field work meth. includes dating of the excavated Inquiry remains, and the gathering of information necessary for draw of inferences about their role or meaning in the culture. SOCIAL SCIENCE The hehavioralSciences 3.1 205. The Study ofBehavioral Sciences 4 Disciplines of theBehavioral Sciences Anthropology

COURSE GOALS

3.1422 h rs ofAnthropological 2.21EL.1..._

The student knowsthe several different I U E G2 2a methods by which (C) Evolution archaeological remains K3 2b may be dated (e.g.,stratigraphic (C) Research, evidence, pollenanalysis, dendrology, method radiological dating). (0) Change (V1)Inquiry

The student knows that a "dig" isa site of archaeological I U H K2 2a field work (C) Evolution, K3. 2b where artifactsand fossil remains culture are excavated and theirposition and (V1)Inquiry context mapped andrecorded.

The student knowsthat linguistics I U H G2 2a is concernedprimarily with the 3.2211 (C) Language K2 2b scientific discriptionof language. 3.33 (C) Canmunica- tion (C) Culture

The student knows that ethnologyis I U H G2 2a concerned primarilywith recording 3.22 (C) Culture K2 2b and describingthe origins of (C) Cultural specific cultures. patterns

The student knowsways i,n which the U H G2 2b newly developedfield of applied 4a 3.27 (0) Cultural K4 anthropology hasconcerned itself 4d change with the application and testing of (C) Culture theories regardingculture change. SOCIAL SCIENCE 206. 3. The Behavioral Sciences 3/1 The Study of Behavioral Sciences 3e1)4- Disciplines of the Behavioral Sciences 30142 Anthropology

--...,3'1422 i h of Anthropol _ o u iconto)--

The s udent knows that the thropo- U H K7 2a 224 (C) Language logical linguist records the sounds (V1)Inquiry of languages in order to determine 1 their patterns and make comparisons with other languages to determine the extent of their relationship.

1 The Behavioral SOCIAL SCIENCE Sciences 207. 1 The Study of BehavioralSciences 3.11 Disciplines of theBehavioral Sciences 3142 Anthropology

3.1 23 Schools of Anth 1 ical 3(n.22112

The student knowsthat a principal 1 U H C2 school of modern 2 3.11 1 (C) Culture anthropological K2 interpretation in that of Society the K7 etructuralefunctional schoolof social theory whichemphasizes the ways in which the partsof cultural function maintainthe life of the society (e.g.1 Durkheim, Malinowski, Radcliffe-Brown).

The student knowsthat major elements 2a of the recently Culture developed theory of K2 multilinear cultural 21) (C j Evolution growth apply to Ki the direction ofsimilarities among the evolution ofcultures.

The student knowsthat one 20th 02 2a century school ofanthropology has K3 placed greatestemphasis upon 2b per- K6 softy studiesand configurational studies in theinterpretation of culturoo (e.g.,Sapir, MargaretMead Ruth Benedict,Cora duBois). SOCIAL SCIENCE 208.

3. The Behavioral Sciences 301 The Study of Behavioral Scienc 3.14 Disciplines of the Behavioral Sciences

COURSE GOALS

3.143 Psychology

The student knows that psychology is U H K2 2a (V1 inquiry a biosocial science. 2b SOCIAL SCIENCE 3. The Behavioral Sciences 209. 3®1 The Study of Behavioral Sciences 3.14 Disciplines of the Behavioral Sciences 3.10 Psychology

COURSE GOALS

The ntudent knows that psychology ) has developed from two basically Perspective history different approaches: philolvhioal end experimental.

The student knows that Aristotle offered the earliest known workOh scier tific psychology.

The student knows that between the 13th and Rth centuries theorists suchas Hobbes, Descartes, Locke, Hume,J. Mill and Herbert contributed to what is known as modern psychology.

The student knoLtn the contributions .1432 (c) Research to the developmt,A ofpsychological meth, measurement made by majortheorists Including Cattell, Buiet, Terman, H. L. 7,orndlks, Spearman, Thurston° and Lindquist. SOCIAL SCIENCE The Behavioral. Sciences 210. 3.1 The Study of Behavioral Sciences 3.14 Disciplines of the Behavioral Sciences 3.1L0 Psychology

COURSE GOALS

3.1432 Methods of Psychological Study

The student knows the elements of K3 2a (V1 )Inquiry different methods of psychological K7 2b (V1)Respect study (e.g., experimental, statistical, clinical).

The student knOws that psychologists K5 2a (V1 riq_uy specialize according to (1) method- K7 2b °logy (experimental, clinical, statistical); (2) subject matter (abnormal, developmental, educational, social); (3) and/or professional . application (research, school, counseling, industrial, engineering).

The student knows that thereare U H K7 2b Lta (C) Perspective various mental tests for assessing 4d individual and group intelligence, mental test achievement and aptitude. (V1)Inquiry

The student knows the meaning of the H K2 2a terms independent variable (V1)Inquiry and K5 2b dependent variableas used in experimentation.

The student knowsways in which H K7 2a statistics are useful topsychologists. K8 2b

The student is able to decode P I U H P41 2a (C) Hesearc.1, statistical data from symbolic form 2b to verbal form. statistical

The student knows ways in which PIUH Kd 2a relationships expressed verbally Research, 2b can be translated into statistical statistical, form. IENCE rh haa.vioral :;ciences i.L the Stuff of Behavioral Sciences 111 D18L1 plinns or the HehavioralSc ene .1)13 Psychology

C011161.: A LS

ill , h ods of Psycthological _ udy cont.

The st.i.cient is able to apply statistical U H ALL 5a §b or exp:rimental methods (V1)rnqu' or interpreta- P62 5b Lion2 a2 appropriate tovarious stages of an inquiry, problem-solving,or fiecision-makin process. SOCIAL SCIENCE The Hehavioral Sciences 301 The Study of Behavioral Sciences 3.114 Disciplines of the Behavioral Sciences 3.1143 Psychology

3.11433 Schools of Psycho ogieal' Interpretation

The student knows chief character- K3 b Perspective istics of various schools of thought 1(5 psych. in psychology: functionalism, be- K7 haviorism, Gestalt, phenomenology, field theory.

The student knows ways in which Kit la (V1)Inqu behaviorism (as introduced by J. B. K5 2a Watson) has influenced current K8 2b methods in psychology (e.g.,oper- 3b ational definitions of behavior VS. introspective Methods)

The student, knows ways in which K5 2b Learning, operant and classical conditioning KB behavior relate to learning. Environment influences SOCIAL SCI-_ CE 215.

The Behavioral Sciences

COURSE GOALS

ult.ure ark Society

The, student knows the location and P I 11 H K6 la use of print and nonprint materials (C) Resources, lb related to culture and behavioral society (e.g., 2a card catalog: "Society, sciences Primitive," 2b "Culture," "Acculturation:" (V1 )Inquiry "Language 3a and Languages"; Eraggr12111AD 3b "Culture," "Civilization," "Social 4a Organization"; Peridicals: African 4b Report, Japan Illustrated,171677C7ker$ WET aiiiiIFFEarraLVau a lo- b Tgal catalogs:"Cultural Revolution," "Cultural Geography,""Society," "Aborigine Religion.").

The student knows thatthe major U H G2 2b 3.21 distinction between society la (C) Culture and K5 culture is that society 3.22 (C) Society is composed K6 :of the patterned systemsof interaction between individualsand groups while culture generally includes the products of thisinter- action (e.g., values,customs, ideas, etc.).

The stun it knows that cultureand IUH 2b lc 3.21 society interact dynamically(i.e., Culture K7 6b 2d through the action ofmen in social 3.22 Society groups, culture undergoes change). SOCIAL SCIENCE 21L.

The Behavioral Sciences 3.2 Culture and Society

COURSE GOALS

3.21Nature of Society

The student knows that all societies, P I U H 02 2b 3.22 (C) Society regardless of their degree of K2 (C) Cutare complexity or urbanization, possess K3 culture. K6 rhrho i student knows that a society is I U H 02 2b iety made up of human beings in inter- K2 action. K8

The student knows that the regular I U H G2 2b la (C) Hehavioral patterns of behavior in society K2 6c lc patterns nake possible prediction of the K3 (C) Fr,diction behavior of others. K8 (V1)&npathy (V1)Sacurity flhe student knows basic needs common PIUE 02 2b la (C) Hunanity, all human beings including: food, K3 5a lb lothing shelter and affection. K5 SOCIAL SCIENCE

The Behavioral Sciences Culture and Society

COURSE GOALS

3.22 Culture

The student knows ways in which G2 2b la 3.142 Cull j %1 culture has been defined according K2 lb to various emphases. K3 lc K9

The student knows that culture is 1 U H 02 2b la (C) Culture a strategy for dealing with the K2 lb (C) changing and static elements and nvironmeut. K3 (V1)Human events of the physical and social K6 dignity environment.

The student knows that culture consists 1 U H 02 2b la Culture or man's learned, socially influenced K2 lb behavior and its material andnon- K3 material products. K6

The student knows that culture P I U H 02 2b la includes both material elements (C) Culture K3 lb (tools, house, food, etc.) and (C) Technology K5 lc (C) Cultural non-material elements (ideologies, K6 customs) beliefs). values (C) World view The student knows that culture is I U H G2 la 3.27 (C) Culture characteristically dynamic as well K2 lb (C) Cultural as stable and continuous. K3 2b change K4 (V1 )Stability

The student knows ways in whichman's I U H 02 2b 3.21 'UV to think symbolically and (C) Culture K3 3.26 (C) Language therefore to use language, allowshim K7 to develop and transmit culture. 3.33 (C) Symbolism K8 (C) Communica- tion The student knows the ways in which U H K6 h 2c the domestication of plants (Agri- (C) Culture KB (C) Scarcity culture) and animalsrevolutionized human cultural development. (V1)Security (V1)Cooperation SOCIAL SCINCE 215.

The Behavioral Sciences Culture and Society

3.22Culture cont.)

The student knows that cultural I U H 02 3a le 3.25 (C ) Cultural integration of behavior patterns, K2 3b integration beliefs and values fosters unity in K6 5b (C) Cultural any society. K8 6a patterns (C) Cultural values (V1)Security

The student knows ways in which the I U H 02 2a lc ready-made decisions about the K6 2b appropriateness of behavior provided K8 5a by culture, frees the individual 5b person to use his mind and energies for creativity and personal enjoy- neat.

The student knows that all cultures I U H G2 2a (C) Culture include systems for economic K6 2b (C) Systems organization, social organization, (C) Social social control, education, belief, control language, art and recreation.

The student knows that manes relation I H G2 2b 2c (C) Culture to his environment requires some form K8 (C) Economic of economic organization (e.g., system production, distribution and con- (C) Environment gumption). the student knows that common funda- P I U H 02 2a lb (C) Humanity nental problems and needs shape the 13 2b lc (V1)Human beliefs and behaviors of all humans. lie dignity (V1)Telerance (V1)Respect

he student knows that cultural P I U H 02 2b lb 3.223 (C) Culture ieritage influences human perception K2 3b 3.26 (C) Self-concep )f experience. K6 6b (V1)Cultural K8 heritage K9 (V1)Respect for others (V1)Human dignity TAL SrIKNCP 7 1

The hehavioral 1 (:ulture and L;octety

COURSP: GOALS

Culture

The student knows that,every human FILTH euitural system is lot;icaland (C) Culture coherent in itsown terms, -given (V1 )Tolerance the basic assumptionsand knowledge (V1)Puman available to thespecific community. dignity (V1)Respect, The student knows thataccording; to FILTH the cognitivists,practically all (C) Culture important, differencesin human (c) Human dif- behavior are understandableas ferences variations in learnedpatterns of (V1)Tolerance (V1)Human social behaviornot differencesin biolerlcal apparatus,typo of blood, dignity or any other geneticallyinherited Techanism.

The Aident knowsways in which I H different cultures havedeveloped Culture KS in quite similar physical Environment environ- KO ments (e.g., l;skimosand Siberians; V. Human Pueblo Indians and Navahos) dignity

The student, knowscommon means of P IIf H 3 ;;elf - expression utilizedin all (C) Cultural K7 cultures music, drama, values fitcraturL (V1)Self- expressi The student knows thatethnocen- I U H G2 trism is the beliefof people (C) Ethnocen- 1c2 within a culturethat theirown trism K3 culture is superiorto others. (C) Culture (V1)Tolerance (V1)Human dignity AL SCIENCE 218. The Behavioral Sciences .2 Culture and Society 3.22 Culture

x.221 Soo al Or anization

The student knows the ways in which 1 U H G2 2b (C) Social human social organization differs K3 organizatio, from animal social organization. K5 (C) Culture (C) Humanity (V1)Human digni

The student knows that human social F I U H G2 la la (C) Humanity organization and kinship systems are K2 2b lb (C) Kinship based upon the common need to live K3 lc systems with other people and to recognize KB (V1)Security ties to them as individuals and groups. (V1)Cooperation

he student knows ways in which P I U H G2 2b lb 3.62 (C) Family inship systems help the members of K3 6c (C) Kinship a culture to understand their be- K7 systems lavioral role in relation to others. (C) Culture (V1 )Security (V1 )Tolerance

the student knows ways in which 1 U H G2 2b (C) Kinship kinship systems function within a K2 systems culture to shape the biological K3 (C) Culture and social relatedness of its mem- K7 berg.1

the student knows kinship systems P I U H 02 2b Kinship which exist in varying forms in K5 6c systems lifferent cultures (e.g., nuclear, K6 Culture extended families, matrilineal, patrilLneal systems).

['he student knows ways in which a P I U H 02 la 3.311 (C) Culture raMily provides for material, K6 __ lb 3041 (C) Family Iffectional and enculturational K7 (C) Kinship 'Leeds for its members. systems (C) Encultura- tion (Vi )Security SOCIAL SCICE 219. The Behavioral Sciences Culture and Society Culture

COURSE GOALS

221Social Organiz-tion

The student knows theways in which enciaturation functions togive a (C) EnculturaLL growthg child thethoughts, values, (C) Self-concepi actions and feelings ofhis culture. (C) Cultural values (111)Self-imare (vi)Education SOCIAL SCIENCE 220.

3. The Behavioral Sciences 3.2 Culture and Society 3.22 Culture

COURSE GOALS

3.222_ Technology

The student knows that a technology I U H G2 2b (C) Technology is an interactive system of tool K2 (C) System usage. K6 K7 K10

The student knows that tools are any P I U H K2 2b (C) Technology objects made or adopted and used by K7 tan to deal with his physical and Social environment.

Mae student knows that all cultures P I , G2 2b (C ) Culture Ise and develop tools. K3 (C) Technology K8

.'he student knows ways in which tools P I U H K3 2b (C) Technology 'unction to extend mans innate or K7 (0) Culture misting capacities. K8 (V1)Imaginative ness

The student knows why tools are P I U H G2 2b (C) Survival essential to man's survival. K7 (C) Technology K8 (V1 ) Innovation

The student knows the ways in which P I U H G2 2b (C) Culture the material culture (e.g., tools, K6 (C) Environment cloth shelter) is directly re- K8 (C) Technology fated to the physical environment.

T he student knows slomente required I U H 02 2b (C) Technology in a technological system: cooperation, K3 4b (C) Planning 3 trategy, and planning. K6 5b (Vi)Cooperation K8 (V1)Innovative- K10 ness SOCIAL SCIENCE 221. The Behavioral sciences Culture anti Society Culture

COURSE GOALS

Technology (con

The student knowsways in which PIUH 02 2b systems of technologyvary among 23 (C) Culture K5 culturesfrom thevery simple to Technology the corn lex. Cultural patterns The student knowsthat the influence I U H G2 2b of the phyuical 22 (C) Culture environment on a K2 culture decreasesas improvements C) Technology K4 in the technology (C) Change for coping with it KB increae. (C) Environment

The student knowsthe ways increased IUH G2 la complexity of technologicalsystems 3.27 Technology K8 2b bring about increased Culture interdependence 6a in the society. Society 6c V Coopera tor The student knowsways in which 1.0 H 02 lb advanced tools and technology 3.223 (C) Culture influence K8 2b a culture's world viewand life style 3.27 Technology (e.g.) patterns ofthought, notions of time and distance,uses of time,

activities).

The student knowsways in which the I H 02 la development ofnewer and more cOmplex 3.27 C) Technology . K8 2b technology creates changesin the 3.73 C) Culture 3a environment which inturn requires C) Change 6a further adaptationthrough the 7a development ofmoi'o and technology.

The student knowsways in which PIUH 02 2b artifacts and tools 3.1422 excavated from X6 (C) Technology an archaeological site (C) Culture are used as a K7 principal source ofinformation (C) History about a past outline. T1C1 SCIENCE 222. 3. The behavioral Sciences 3.2 Culture and Society 3.22 Culture

COURSE

Tor id View

The student knows that, peor,le 11 ng P Culturo in the same culture tmd to share the World view same world view. Humanity Talerance The student knows the differenc G1 2h lb (C) Culture between the historical and psycholog- K5 (C) Religion ical theories of the origin of religion (C) World view in culture.

The student knows recent theov_es UPI K7 _b Culture regarding the relationship of religion K8 Religion to culture which emphasize its function as a framework for solving problems inherent inesocial life (e.g., those of Durkheim, Malinoweki, Radcliff-Brown, Firth).

The student knows that cultur U G2 lb the modornWestern world general K5 2b distinguish between a scientific and a supernatural explanation of the events and composition of the world.

The student knows relationships U H G2 2b lb between the world view and the KS physical and social environments of cultures.

The student kn.:vs the ways in which FIUH K7 2b 3.224 0) Culturre the people of any cu1ture attacha Ka meaning to their environment and lri)Self-under- ending behavior by crew wing storie9, girds and myths about then. SOCIAL SCI cc). The Behavioral Sciences Culture and Society 5.22 culture

3.223World Vi _nt.

The student Knows theways in which I U H K2 2b lb (C) World view a world view functions toprovide K7 (C) Environmen' the members of a culturewith an orderly explanation of,and sense of control over eventsin nature.

The student knows theways a culture's I U H K2 2b lb belief system seeks to 3.26 Culture explain the K7 innate predispositionsof men (e.g., Human, evil, neutral, good). nature

The student knows theways in which I U H K7 2b lb 3.27 (C) Culture aworld view functionsto provide. the members of a culture witha model of "the (C) World view good person." thereby regulating (V1)Stability and guiding theirbehavior.

The student knows that the world view I U H of a cultur Cl 2b lb (C) Culture functions to provide K2 man with a structure for 6c World view infTxpreting K7 and ordering hisexperience. Human experience (V1)Security

The student knowsthe ways in which I U H K7 6b l.c world view functionsto unify the 3.26 (C) Culture 6c members of a culture. (C) World view (V1)Unity the student knowsthat the world I U H K2 2b view of a particularculture is 3.26 (C) World view K6 60 implicit in its religion,beliefs (C) Religion about supernaturalforces, and its cosmology or body ofmyths and beliefs explaining the natureand, origin.of the universe. SOCIAL- SCIENCE

The Ikdulfin al Sciences Culture and Society

2./. Cu Imre

3.221i."1-tilSL:

The student knows that language is a I U H G2 lb (C) Culture universal medium through which man K2 2b (C) Languazw creates, acquires, and transmits K7 (C) Learning culture. (V1 )Respect for cult. heritage

The strident knows that man's unique I U H K2 2a. (C) Language ability to use language is a result of K8 (C) Humanity his complex nervous system, large brain, and vocal apparatus.

The student knows that all human I U It G2 2b (C) Languoiw tang rge is regular and patterned. K3 ComrAinica- tion

The student knows ways in which the I U H K7 lb 3.24 (C) Culture transmission of culture is made possible 2a (C) Language through the use of language (e.g., cora- 2b (C) Learning nunication of past ideas, of ideas (V1 )Respect for about things which are not immediately cult. heri- sent in space, of ideas about the Cage future).

the student knows that language permits I U H G2 2b (C) Culture inn to deal with abstract ideas (e.g., K3 5a (C) Language he soul, beauty, electron, culture). K6 5b (C) Ideas K7 K3

the student knows that language allows I U H K7 2b (C) Culture ion to think, reason, and solve 5a (C) Language ]roblems in his culture. 5b (C) Problem- solving (V1)Rationality

'Ire student knows that language allows I U H C2 2b 333 (C) Culture man to store, organize, categorize, and K7 (C) Language _nterpret reality within his culture. (C) Reality SOCiA SC1 NCE

3. The Rcliavic tal Selene 1.2 Culture and Society 3.72 Culture

COURSE GO/US

3 224 LarpuaIe cont . -fl (C) Commuuicatio The student knows that languageprovides I U H C2 2b emotional and intellectual self- K7 (V1 ) Self-expres sion expression within a culture.

(C) Language The student knows that culture's I U H G2 language reflects its uniquehistory, K2 (C) Culture interests, emphases, assumptions,and K3 perceptions. K7 (C) World view The student knows the featuresfeat>eres and I U H G2 2b 3,221 structure of-a language may reflectthe K7 3.223 social organization and world viewef- a culture.

(C) Culture The student knows that the dynamic I U H G2 2b features and structures present in a K2 (C) Language. language reflect and are related to the K8 (C) Cultural. change process of social and culturalchange (e.g., retention, diffusion, drift, adaptation).

The student knows that languages from I U H G2 lb (C) Culture several cultures may descend from a K5 2b (C) Language common ancestral language (e.g., K8 European languages from a proto-Indo- European origin) SOCIAL SCIENCE

The Behavioral Sciences (MIture and Society

t71SE GOALS

2).2 Cultural ;ex _ a ---

The student know. tit a 24.,,T, U 02 2 cultural culture traits Aro iunct.lonlIlly K6 tterns interrelated to form a culture K10 pattern.

The student knows that the fundamental IUH G2 3.22 Cul rai unit of culture is the cultUre trait K2 pat rns which is a material or non-material K3 product of behavior within the culture. K6

The student knows that culture patterns U H 02 2b (C) Behavior exist because human behavior is K3 (C) Cultural characterized by regularity. K8 patterns (V1)Human dignity

udent knows that there isa P I U H1 01 2b 3,22 (C) Culture great degree of cultural diversity K5 (V1)Tolerance with regard to theway man relates K8 with his environment to meetbasic needs (e.g., housing, clothing, food).

The student knows theconfigurational U 32 2b interpretation of cultural patterns, K2 (i.e., that culturesare characterized K6 by a central configurationofideas' SOCIALCIENCE

The 1-ehavioral 6ciehf Culture and Society

Cultu a3 Areas

The student, knows thata culture area is I U H K3 2b 3.23 Culture characterized by a similarity of K5 cultural patterns.

The student knows thecultural cha ac- U H K3 la Cultural teristics of the principal culture K6 2b areas of Africa, Eurasia, Oceania, areas (C) Diffusion North America, South America (e.g., for Africa: Bushmen, Southern and Eastern Herders, Western Cultivators,

Saharan, and Mediterranean.),

The student knows that culture areas I U H G2 2b la are formed through diffusion when (C) Cultural K6 lc people living in a common areas geographic K8 Lib area develop similar cultures. (C) Diffusion

The student knows thatcultures which I U H 02 2b (C) Cultural produce a surplus of goodsteil.I to K8 areas develop a tradingeconomy. (C) Diffusion (C) Scarcity (V1)Innovative, ness (V1)Thrift (V1)Cooperatio the student knows thatthe delineation U H G2 lb 3.27 and description of (C) Cultural a culture area is K2 2b based upon the establishment area of an K3 ethnograr,hic present (e.g.,the time K6 when aboriginal life isrecorded but has been minimally affectedby its contact with civilization).

The student knows similaritiesand I U H 02 la la 3,23 (C) Culturean differences in ways of lifeof major ,K3__ _ lc (C) Cultural culture areas of NorthAmerica (e.g., K5 r patterns Eskimo, Southwest, Northwest,Coast ) . (C) Culture 111)Respect other _ :cultures (V1)Tolerance ; SOCTA r1ENC7

The Behavioral Sciences Culture and Society

COURSE GOA IL

.LL Cultural Areas cont.) 1 The student knowssimilarities and differences of the ways oflife of (C) Cultural major culture areas of Oceania: patterns Malaysia, Melanesia, Micronesia, (C) Culture Polynesia and Australia. (V1)Respect, ror other cultures

Culture The student knows similaritiesand area differences in the ways of lifeof the ) Cultural major culture areas ofContinental patterns Africa: Bushm n, Southern and?Astern (C) Culture Herders, Western Cultivators,Saharan, (V1 Respect for Mediterranean Littoral. other cultures

Cultu The student knows similaritiesand area differences in the ways of life of (C) Cultural same of the majorculture areas of patterns Eurasia: Siberian, Sphere of Chinese (C) Culture Civilization, Sphere of Islamic (V1) Respect for Civilization, Central Asian Steppe. other cultures

(C) Cultural The student knows similaritiesand area differences in the ways of lifoof (C) Cultural the major culture areas ofSouth patterns Amen.ca: Circum-Caribbean, Andean, (C) Culture Tropical Forest, Marginal. (V1 )Respect fol other cultures :TAT, SCIEN

The knhavioral '0cter Culture and Society

ubcultu

The student knows that a. subculture (V1 )Fellows_ irf la composed of a group of people who (V1 )Respect fa share a unique culture others within the main culture pattern (e.g., those of the sane region, occupation, social class, ethnic group, generation.

The student kncrqs that subcultures 2b (C) Culture are influt:noed by both mass society 6a and subcultural norms. (C) Change (C) Society 6c (V1)Self-actual 7b izatton

The student knows theways in which 2b the norms, values and behavior Subculture patterns 6a of American subcultural groups differ 6b from each other and from the main culture.

The student knows that individual G2 2b 3.22 (C) Human members of a culturemay differ in K5 6a 3.26 farences the degree to which they sharethe ob (C) Culture dominant customs and beliefs ofthe culture. (V1)Tolerance (V1)Respect for others (V1)Individ- uality

The student knows that the degreeof G2 2b (C) Culture subculture variation and the rate K6 6a (C) Subculture of cultural change affect cultural K8 6b integration. (C) Cultural integration (V1 )Respect co] cultural heritage (V1)Dignity (V1)Rights, human SOCIAL SCIENrE

The Behavioral Sciences Gulture and L;ociety

COUR5E COALS

bi bcul ures (cont.

he student knows problems of cultural I U H K6 2h (C) Subcultur ntN:ration created by movement from K8 6a ..-;)- Mobility no culture or subculture to another. 6b Vi)Toleranu

The student I --ows the ways in which I U H 02 2h 3.23 SuheultureE

Fpeople living in rural areas have K4 6a 3.27 (C) LifestylE tended to adopt the urban style of 6b (C) Urban ire. (C) Change

le student knows that ethnic groups P I U H 02 2b 3.76 (C) Culture r-, characterized according to race, K3 6a (C) Subcultur pligion, national origin or a 6h (V1)Tolerance mbination of these categories. 6c (V1)Respect f cultural heritage (V1)Human digni (V1 )Rights, human

Tle student knows the main features U H 01 2h 3.26 (C) Culture : the three following theories con- K3 6a 3.27 (V1)Respect f 3rning ethnic subcultures in 6b cultural lerican society: (1) the Melting Pot 6c heritag! Tloory,(2) the Assimilation Theory, (V1)Human dirni the Cultural Pluralism Theory. (171 )Rights, human ,----- = . . Tle student knows effects of the I U H 02 2b 3.27 (C) Migration m.gration of 35 million eastern K6 6a .31 (C) Culture aid western Europeans to the U. S. K8 6b 3.76 (V1 )Respect f b!tween 1820 and 1920 on the formation 6c cultural 0 ethnic subcultures in America. 7a heritage 7b (V1)Human dig; (V1)Rights, human SOCIAL SCTRWP

1'tie vloral sciences Culture and Society

COURSE GOA IS

L Subcultures (cone.)

The student knows that U. S. mania I U H K2 2b 3.27 C Community grants ©f the same national origins K8 6a (C) Culture- formed ethnic subccltures by clus- 6b V1)Respectfor tering together in eographic areas. 6c cultural 7b heritage

(V1)Human tiit. i' (VI )Rights, humah The student, knows that obstacles of II1 H U2 2h 3.26 Culture poverty and prejudice confronted K3 6a Uiscrimin- immigrants of differing ethnic origins 6b ation in American society. (C) Standard of living (C) Socializa- tion the ,tuocnt knows that thereis much P I U 1 G2 2b 3.76 (C) Racism lisagreement among scientists about KS 6a (C) Hunan the nature and origin of racial 6b iifferences. differences

[he student knows theories concerning P I U H Cl 2b lb 3.76 (C) Racism Lill, nature and origin of racial K2 6a Human iifferences (e.g., emphasison gene 0 6b type nature, phenotype nature). differences

:he student knows ways in whichthe PIUH K3 2b 3.27 Racism Mack Americansense of cultural K8 6a 3.76 Ldentity has changed. integration 6b (C) Subculture (V1)Identity (V1)Human digni'

'he student knows effects of court P I U H K8 2h 3.32 _ (V1)Human digni lecisions on social, politicgl and (Vi)Rights economic status of southern blacks. (V1)Tolerance CiCTAI, scpeNry

o behavioral :'.ieiences 1ultalre and LA.cieLy

CQUHSE GOALS

26 Cultural Value

The 6tudent knows that values may be H K2 2h la (C) Vnlues defined as concepts which are paten- lj lb tlally motivating in that they represent constellations of desirable behavior.

The student knows ways in which the I 0 H G2 lb . Cultural folklore, history, religion and K6 3a values literature of a culture provide 3b (V1)Self-worth information about, its values 5a (V1)kesoect for cult. herit The student knows the ways in which I U H G2 2h (C) Cultural culture:.- nary in the degree to which K2 3a values they emphasize predominantly sacred K5 3b (C) Re1i0-1 or predominantly secular beliefs 5a (c) C,ecularism and values (e.g., Hindu vs. American). (V1 )Faith

The student knows that a society's U H G2 3a (V1 )Consistel y ideal values are frequently incon- K5 3h 3istent with the real values upon which actual behavior is based.

Cho 3tudent knows the implications I U H 02 2b (C) Culturl of Emile Durkheim's concept of anomie K8 3a values (normlessness) which may result from 3b (C) Norms the conflict between norms and actual (V1)Security aractice within a culture.

rile student knows the ways in which I U H 02 3a 3.27 (C) Cultural traditional values conflict with K5 emergent values as culture changes 'change (C) Cultural (e.g., self-reliancevs. group values mindedness in :liodern dndustrial (C) Change !Imerica). (V] )Empathy (V1)Tolerance (V1)Respect for others SCCIA SCIENCE

fiehavioral es and Joelety

COURSE GOALS

!.A3 Cultural V

The student knows that some values U U K2 2a Lhe group regards ultural as essential for K3 6a its welfare are called values mores.___ bb 6c The :Itudent knows ways in which I U H G2 3a competing mores within (C) Cultural a society can X6 3b create conflict (e.g., conflict conflict over X8 5a ,l Avery in U.S.). (V1)Freedom (V1) Identity

The student knows theways in which I U H G2 3a compliance with cultural lc (C) Culture mores is K2, 3b considered to be (C) Cultural Important to the KB 5a social welfare (e.g.,family, state, values property and human life). (V1 )Respect Col others (V1 )Rights The student knows theways in which I U H G2 3a lc laws are formed andused in an (C) Cultural K7 3b advanced society to values supplement and K8 5a onforce its more. (C) Mores (C) Norms (C) Laws (1.11 )Lawfulness (V1)Security (V1 ) Order The, tudent knows the ways in which 1 U H G2 3a social norms, folkways,mores and (C) Cultural K3 3b sanctions function todefine and val,,,,s K7 enforo a culture's value system. 5a (C) Norms (V1)Security (V1)Respect lot others (Vi)Justice SC)CIAL, 'Tr

The Behavioral L4ei- G.41tnre and E3ociety

COURSE GOALS

C41turai Values cont.)

The sturZt knout s the ways in which 02 TUE 3a (C) t;u n,ims funcLi( within a culture to K2 3b value re late behavior, denote the range K6 (C) Nor= of tolerable behavior and define K7 lvian lets. (V1)Resrwc others (V1)"flilpat. (Vl)Cooperat 1In with othnr5 (V1)Self disciplirw he student. knows the ways in which I U H 02 3a (C) Cultun :4inctions are used in a cultureas a K2 3b values means of social control (e.g., to K7 5a punish d viancy fromor reward con- iIrmance to its normative standards).

The student knows that follow-ups are IUH 02 -2b a type of norm which result ) Culturl from K2 3a values social tradition anddefine expected K6 (C) Culture social behavior (e.g., rulesof K7 etiquette). (V1)Reapect Vor others (V1)Cooperation (V1)Self- disciplini The -udont knows that man tends to 111 H 3a View his own patterns of 3.22 (C) ahno- behavior 6a and values as the most centriclm reasonable 6b and natural. (C) Self-conGep. (V1)sp.-i r The student knows the values which G2 lb 2a have historically beendominant in (C) Cultural K3 3a 2b (C) Values American culture (e.g.,Protestant KL 3b (V1 )Equality ethic, democracy, equality,freedom 5a progress, fair play). (V-1)Democreoy 6a The student knowsway_s in which the IUH K2 3a 30 Cultur seeking of pleasure, materialsuccess K3 3b values and enjoyment of leisureare char- K6 5a (C) Leisure acteristic of contemporaryAmerican values. (V1)Pleasure (V1)Materialism SOCIAL PCI ENCE

Me (Behavioral iences :ulture and Society

CUJRSE GOALS

3.- Cultural Valis(cunt.)

The studont knpws the ways_. in which U H Kli 2b 3.27 Cultural the growth of a mass society has K8 3a change produced an antithetical re-emergence 3b Society of a valuing of individuality and Cultural interpersonal relations. values (V1)Tndividnaii The .tudent knows ways in which growing U II 02 2b 3.27 (C) Cultural interest in religions and religious K4 values thinking is intermixed witha trend (C) Religion toward secularism in ideas, attitudes and values on all culturallevelsin America today.

The student knows ways in whichthe I U T G2 2b 2a. 3.27 (C) Cultural values of conformity andsecurity K3 3a values have competed with those of individ- K5 3b (C) Cultural oaliam, self-reliance and initiative 5a conflict in contemporary Americanculture. (V1)Integrity (V1)Individuali (Vi)Security The student knows theways in which I U H 02 3a lc (C) Cultural lominant middle-class American. values K2 3b values liffer from and conflictwith American K5 (C) Conflict minority group values. (V1)Cooperation (V1)Justice (V1)Respect for others (V1)Empathy the student knows the ways in which a I U H G2 3a cultural lag was produced 3.27 (C) Cultural in American K5 3b society as a result of the conflict values K7 (C) Conflict ,.)etween immense corporate and indus K8 (V1)Security trial growth and the .Americanvalues Df freedom and equality. Thu 13on(iioral Lsciences ut-are and '6ociety

cc_11itSF GOALS

3.L. Cultural Change

The student knows that change is I H 02 2b Chane,0 c±aracterlstic of all cultures. K4 Culture

The student knows that- the evolution I UH 02 224 (0) Gultur:i! of culture has been based upon man's K4 3.27 Chanve capacity to adopt and adapt present K6 (C) &dAptat,imn and pant ideas, beliefs and creations. K9 (V1)Great,ivay (V1)Resouree- fulness The student knows the ways in which I11H C2 2h 3.2} Change culture can change as a result of K3 Culture diffusion, invention, and /or K8 (C)T oKy acculturation. (V1)Creativity

The student knows that diffuSlo I U H 02 2b 23 (C) Change results when there is movement of a K2 5a (C) Culture culture pattern from one society to (C) Adaptation another or within the awe society.

The student knows that most culture 02 2b (C) Culturril change is a result of diffusion. K3 change K8

The student knjws ways in which I U H G2 2b .24 Cul t ural increased diffusion is causing cultures KL 3a change around the world to become more alike. K5 3b K8

he student knows that invention is IU H G2 2b, (C) Change the combimation of two or more culture K2 (C) Culture traits to produce a new ideaor thing X8 (C) Technology greater than the sum of the two parts (V1)Creativity The student knows ways in whichan I 1.1 H 02 2b (C) Cultural invention relies upon and is directly K6 change related to the knowledgeor traits ,K8 (C) Technol Already existent in that culture'. SOCIAL SCI- ,",7.

The 9ehavioral LiGien Culture and Society

C U SE COALS

t.7 Cultural Charge (cent.)

The student knows that acculturation 111 H G2 2b 3.73 (C) Change is the change in oneor both of two K7 3a (C) Culture differing cultures whichcome into K8 3b prolonged contact.

The student knows thata central concern I U H G2 2a 3.73 (C) Change _ anthropologists in the study of Kt! 2b (Vl)Respect fo culture change today is theeffect of KS other cult extensive contact and exchangeby the modern uorld on other cultures (i.e., (V1)Human digit acculturation).

The student knows ways inwhich a I IT H 02 4a 3.221 change In the materialculture can (C) Change K3 )4b 3.222 (C) Culture bring about a change inthe non- KS 3.223 (C) Technoinr:y material culture (e.g., effectof growth in technologyon social organization).

The student knows effectsof a culture U II 02 2a 3.26 lag which is the differencein the ) Change . K2 2b rate of change between the Culture material K5 ha and non-material culture. KS 4b The student knowssome of the problems P1UH G2 3a that people who move from la. 3.24 (C) Mobility one culture K6 3b to another face in learning 3.26 (C) Cultural the K7 customs of the new culture. a change K8

The student knows that cultures which I U H 02 14a are isolated from advanced 3.5 (C) Change communi- K4 4b cations and transportation 3.73 (C) Progress tech- K5 aology change more slowly (C) Culture and to a K6 Lesser degree. K8 The student knows ways in which i t H G2 2b cultural change Cultural can be caused by K6 cataclysmic events (e.g., change war, KB economic depression, plague). GB

Phc avLo Jci.onces Zture and Society

COURSE GOALS

..!7 Cultural Change cont.

'12-b studentknowsways in which a I U H 02 2b (C) Cu) (;u i discovery (i.e., a new addition to K3 chari re ex icing knowledge) brings about, K7

cultural change -, discovery of K8

immunization .

The: student, knows ways in which a I : G2 2b lb Cultural :Mange in any of the dynamically K7 change interrelated elements of culture K8 .,. (i.e., technology, knowledge,norms, values, social structure) can bring about subsequent changes in the others Ind in the total culture (e.g.- effect Df invention of the automobile

['tie student snows that change occurs I U H C2 4a (C) Cultural aore often and more rapidly in a K2 4b change omplex culture than in a simple K8 (V1)Respect for liature because of its greater number others and variety of existing culture traits.

rhe student knows ways in which I U H 02 3a Cultural nlitural change can he brought about KO 3b change through planning, r62orm, and/or 4a (C) Revolution evolution. ith (C) Reform (C) Planninr (V1 )Choice

['he student knows ways in which 1 U H G2 3a (C) Cultural Lhdividualsand groups may exercise K8 3b change choice in accepting or rejecting 5a (C) Change acultural. innovations (e.g., research, 5b (V1)Choice Jastitutional decision making, resistance to a change).

'he student knows Alvin Toffler's , 1 U H K2 2a. 3.5 (C) Change theory of "Faure Shock." K6 3.73 (C) Culture KB (V1 )Security SOCIAL SCIENCE

The Behavioral

---

-_ ocial Inter acton

The student knows the location and use PIUH K6 6a of print and nonprint C) Resources materials 'related 6b to cultural change in behavioral geog. V1) Inquiry sciences (e.g., card catalog:"Social Change," "Social Classes,""Class Conflict," Social Ethics";aetAvILI Guide: "Social Classes,""Social Interaction," "Social Change";area and building audio-visualcatalogs: "Social Change," "SocialClass," "Social Mobility"; Periodicals: Social Education, publicaffairs pamphletsr-

The student knows that norms define P I U 2b expected and acceptablebehavior Hunan between members of a society. behavior

The student knows ways in which norms P I U K8 grow out of and influencesocial- (C) Inter- interactions. personal relations The student knows that social inter- P I U K2 2b action is the process wherebytwo (C) Interaction or more persons are in meaningful contact, each taking theother into account, and behavingaccordingly.

The student knows behavior character- P I U istics of competition, K3 (C) Inter- conflict, K5 b accommodation and assimilation personal processes. relations riOCTALSc1NCF

Tt.i! dvi.oraj ,ciences cIll ; Interaction

iTCIJI. Cn'n

31 L.Leta I.

he stuf.i,.et knows thr14, a 6-:-)uo is any 1I: H K2 le; ((;) Inter- collection of persons who R4.9 bound K3 pr.)on0 together ny a distInctivc. set of 50 reistions W r,darlonsni1-4. Fellowship

The student knows that grol.:pls most I U stronEly 1,.LLI values are called mores. K2

The student knows characterJlitics of F. K2 C, intel-- oocial troups inolwin. two or more K3 persnal people sharing aware,nevs of common relatio.n- memhifr!;lip, interaction according to ships mutually accepted norms and values (V1 )Fellowht!) which define expected behavior and stinguish members from nor-members, and er.L. -,in purpose, interest, or activity.

The student knows meanings of terms Ki (C) Inter- used by Lupeiniogists to identify K5 personal contrasting types of group inter- roltticn actions, such as Gemeinshaft and ships Gnsellschaftl sacred and seA'ular, homogeneity and heterogeneity, complete and segmental roles) ano- nymity and fminarity.

The student knoas .;; SocirA classifying social grcups for pur- ;2. gro4ps poses of inquiry includintsize Y.9 .44 (V1)Ingr.t:7 (smal3 and extended gr.:;upsi ALL, type C.- of relationships (primary, iecondary referenc uortos).

Th( student knows tnal, "extended groups' U H K3 Orear.!zati are characterized by systems of Oh (C) Inter- comuulicatim defin:Ing reLationships 67; peraonal between grou)s witnin the relations total groun 41,1d by syst-a%i of contrc. (V1)Individ- to make relationshi.ns permaxlent (e.z., uality armies, bureaucraces, chur2b iir- arctiis) (V1 )Cooptxatio SOM.' CF

Fh avioral sciences nteraction

i c1± 1 Groups (cent.)

The student knows reasons why H K3 6a ha impersonality is often 'Enter- character- 6b iotic of relationships lib personal in a 6c bureaucracy. 145 relati ohm _)Individ- uality )Htintin dignity

I student knows characteristics 11 H K3 2h Inter- dis ,wishing "small groups,"asthe 6b personal term is used socioloEicallyincluding: relations few members, clearly definedroles, personal relationships. (V1)Loyalty

The student knows characteristics of P I U H G2 2h primary groups including (C) Inter- intimacy, X3 6b solidarity, integratedrather than personal role communication,informality and relations (V1)Loyalty autonomy in rule constructing,close identification by individualswith each other and withcommon symbols.

The student knows contributions of H G2 2b Cooley, 1909; Ellsworth inter- Faris, 1932; K4 and Edward Shile, 1951to the concept personal of primarygroups. relations

fhe student knows basic societal 1 U H G2 2b functions of the primary 0 Encultu_- group in K7 6b eluding: organizationfor activity ation (C) Social lefense, socialization,personality con- . trol levelopment, communication,enculturation (acquiring of valuesystem). (V1)Cooperatlor

The student knows typical dysfunctions U H K7 2b of primary (C) Authority groups including restriction, 6a conformity, resistance to (C) Socialcon- change 6b (rigidity). trol 6c (V1)Tndivid- uality SOCIAL SCIENCE p1.2.

rhe :.;cience5 3.) L,ocil int,er4CLion

_. . _ # , _

lzzl. Groups cont.)

The student knows ways in which I U II KB 6b Irt beliefs, attitudes and habits acquired 6c personal from the family (primary group) relations affect, behavior in other social lf-con- situations. fl.cieiiee

The student, knows kinds of primary 1 A K6 6b Security groups with which he may identify K9 Group including family, peer group, clique, pressure "army buddies," gangs. (V1)Fellowship

The student knows reasons why primary H K6 bb (C) Social groups frequently develop within a K8 control bureaucratic organizational structure. (C) Social groups (V1)Fellowship the student, knows that the rapid H K8 410 (C) Social decline in the role played by primary 5a change wps has resulted in simultaneous (V1 )Self- development of organizations designed esteem to fulfill needs otherwise met by that group (e.g., crisis intervention centers, Alcoholics Anonymous and other therapy). rhe student knows that the trend in H K4 410 (C) Social American society which de-emphasizes F e K8 ...)a groups the role of the primary group may he (C) Social related to increasing incidences of disorgan- social disorganization (e.g., alien- ization ation, mental illness depersonali- zation, suicide, etc.

Chft student knows characteristics of I U H K 2b ' Social Secondary groups (including segemental 6b groups roles, voluntary association snrTAr. VJET

The 1)(11' vioral 'jcierces Interaction

COl I E GOALS

31 'ocial Groups con

hestudent knows reasons why seem- I U H K8 6b do -jai y groups attempt to develop the 6c groups intimacy and sense of participation characteristic of primarygroups.

rho student knows reasons for the I Kh la ;;weal trend in modern American society, lb change which emphasizes the role of secondary 2a Inter- Toup relationships and de-emphasizes 2b personal )rimary relationships. 3a relations 3b (V1)Inquiry Nle student knows that a reference U rl K2 2h (Vl)Fellewship roup is one with which an individual ca Ldentifies and uses as a perceptual 5b .rame of reference, whetheror not inis a member of the group. SOCIAL SCIENCE 244,

The Behavioral Sciences Social Interact )n

COURSE GOALS

Social Stratification

The student knows that traditional H K8 2b (C) doles views of role and status have been so (VI )elf-im7 altered as to present serious identity problems for various segments of our society such as the aged and adolescent.

The student knows that societies have I U H G2 2b 4b (C) Social systems of stratification involving K3 6e status social roles and their status. (C) Social role

Phe student knows ways that social H K7 2b 4b 3.44 (C) Social roles affect labor division. K8 status

['he student knows that in every society H -K3 2b 4b Social iemhers occupy variolls positions K7 6e status status) which are distinguished by (C) Social )articular expectations of behavior roles ,roles).

he student knows that stratification I U E G2 2b C) Social ;ystems may be differentiated by K2 status 'igidity of class structure with K5 caste systems the most rigid, class lystems more flexible.

he student knows characteristics of I U H K 2b 4b , Social :aste systems including lack of social 6e status mobility (closed society) and status V1) Freedom issigned or inherited, rather than 1 V1)Security ichieved. V1)Self-actualization LI Ler,,,c:t, ion

CoURSE CADA is

_ ------____ tratiltion (cont,. rise studentknows chareteristics class syste7s of r U p includincachieved statusan . Serial oplidrt.unity. forupward mehility (dponsocty). status (V1)Self-actualization au studentknows cri status is eria by which achievedor determined I H in open classsociety includinc: (C) Social ocrupation;education, Status wealth and inuome, place ,eateriulis of residence;political or social influence. (V1)Solf-werth

ft o stut!ent know that in occupational the U.S. status linesare clearly IT K3 2b he delineated(doctor, 3.1111 Social lawyer,carpenter status

The stiWont knowsreascns ;41::y Personal competition intense is often P K8 2h characteristic hh of an ;) Conflict open class 5-a 5a society V1)Self-actu-

alization (V1)Individ- flie studentknows commonly ualiam values relating held ideal to America I UH 02 2b class society as an open 4c includingvertical 6a Y1)Self-actu- mobility; "democratization" 6e alizat,ion Jackson Turner (Frederick equal riKhts.

The studentknows that the "underclass" the theoryof (Gunner contradicts Piyrdai) 2b the traditional 3.)414 C) Social /dor" "Horatio 6a myth or unlimited 3.62 status potential achievement in the V1):';elf-actm- alization IAL SCI CF 246.

The Behavioral Sciences Social interaction

COURSE GOALS

3.32 Social--_ Stratification ------:_-_--- (cant.)

The student knows conditions character- H K3 2b 4b (C) Social istic of caste system values which do 6a 6e status exist in America including the assign- (V1 Respect for meat of inferior status to racial others minority groups and women. (V1 )Tolerance

The student knows the use of the concept U H 10 2b 6e (C) Progress "vertical mobility" in identifying and 6a (Vi )Self-actu- representing the transcendences of alization assigned status by individuals and groups within society. the student knows factors affecting ii K8 2b 4b (C) Social an individual's vertical social mobility_ 6a 4d status including: education, occupation, 5a narriage, wealth and status, symbols, 6e individual ability, talent and drive.

The student knows ways in which I U H 02 2b (C) Social individuals and groups may alter K7 6a 6e change assigned status roles and their (V1)Integrity affects including: political action, 3oeial protest, individual achieve- nent. fl0:1-Ak

1;f, i ,Jr;

.,(,c Jai :111,,Jrac i,i 01

COURSE GOALS

Cor ^r unic:

The, tudunt, knows that people require K2 2b CommunicN- a common language in order to corn- KB 6a Lion nun

Ile student knows that through co Pi K7 2h Gommunjca- mupication people share ideas, in 6h Lion mat ion, experiences.

The student knows that communicat ion K3 2b Communi can Lake place in various ways: K7 tion Lalkini.;, reading, writing, facial expressions, symbols, gestures.

The student knows ways in whichnon- K7 a (C) ommt ica- verbal communication can take place. Lion The student knows that communities I KB Communica- that lack transportation facilities tion may have little direct communication with the rest of the world.

The student knows that people com- K3 2b (C) Communica- municate by. using various sounds 6a tion to convey different meanings.

The student knows that communication K3 2b (C) Communica- takes place through variousmeans K7 tion v=.g., television, radio, newspaper, books, signs, telephone, lightand flag signals, pictures,maps, charts, films SOCIAL SCIENCE 2148.

The AlhAviorn1

COURSE GOA

3.4 axial Institutions

The student knows the location and use P 1 U H K6 2b Reso of print and non-print materials re- rect. lated to social institutions in (V1 )Inquiry behavioral sciences (e.g., card catalog: "Social Ethics," "Social Problems," "Falnily," "Psychology, Religious"; Reader's Guide: "Family Life," "Educ777,77a.,cperental," "Ecumenical Yovement"; periodicals newspaper indexes, Christian Century, Parents Magazine; area and building auicalogs: "Social Institutions," "Faintly Life," "Religion, .)ocial Services," "Social Security ")

The student knows that social U H G2 2b (C) Social institutions are major functional Kl institutions units in a community and society which define and enforce behavior patterns. rhastudent knows ways in which U H K8 2b Social social control is exerted by major control institutions of government, religion, education, economy, and family.

Che student knows ways in which all H G2 2b C) Culture the institutions of a society and K6 C) Society its culture are interrelated over K8 C) Interre- time. latedness =_&

V1 Family

It -7rhu knew that in nearly all 1- Iir 2h last L1. :oeleties the lardy (nuclearor tion, extended )in basic unit. family

The student kriciws that the nuclear I U H K2 2b family may irlc.f ude father,mother, 1 K3 and childret Lion, family

khows that the exi-.9, I H K2 2b instLLi- family may include father,mother; K3 Lion, children, grandparents,aunts, uncles, and cousins. family

The student knows that interdependence I P I H 2b 2c (nutitu- is charactertrti,c ofa family unit. 6a tion) bb family Inter- personal relations (V1)Cooperation

The student k_ncwsways in which I P HIK3 2b lb families differ from C) Culture, one culture to K5 6a lc another (e.g., pattern structure;organizatior oh life-style, and socialization). (Ill ) Individ- ualism The student knows that famdlies differ PIUM K3 6a in their expectations lb Institu- for indivMual K5 Members. tion; family (C) Interaction (V1)Individ- ualism

The student knovs Uatthe rot s Lib of I amily `f1rHI K3 (C) Institu- chang:1 an; ;oPiety K8 6b changes. 3.79 tion, family (C) Change (V1 ) Individ- ualism SOCIAL SCIENCE 250.

3. Tt.n gehav:4,oral Sciences 3.)1 `social Instlt utions

COLI COALS

3.14Family (cont.)

The student knows that in many families F K5 la 2a (C) Institli- one or more members aid the family K7 2c tion, group economically by producing,goods K8 family or services in jobs outside the home.

The student knows that family con- FIUH K3 4a 2c 3.4h (C) Institu- sumption varies with custom and K5 tion, income. K8 family (C) Consump- tion

The student knows that family living PIUH K7 Lb is 3.62 (C) Self- is a learning experience in sharing 6b concept (e.g., space, parent's time, work (V1)Responsible responsibilities). ness (V1)Respect foz others (V1 )Space, ind. rhe student knows that a family's F I K3 2a (C) Institu- type of shelter may depend upon K8 tion, variables such as need, mores, family availability of materials, income, personal choice rhe student knows that some families F G2 1 b 2a (C) Institu- build, some buy, and some rent their K3 tion, shelters. K5 family rhe student knows factors affecting H K5 2b la (_C ) institu- the nature of kinship bonds including ton, sconomio conditions -rural agricultural family vs. urban industralized. (C ) Cultural patterns The student knows ways in which family 1 U H G2 units are traditionally established K7 in our society including social K8 customs (courtship patterns, mate choice) and formalized procedures (marriage licenses, ceremonies MCOL SCTENCE

I. ,o i.eftwri . ! ro.;t it,

1. 1 1 n u t(cont.)

The biudn:IL knows ways in whichour T TA II K5 5a sou lety 1 s courtship and marriageells- (C) Cu] tura I Loms differ fr those of other pattern!. .tocietim and the value systems (C) Va 1 ues reflected by the.:3e customs.

. .

. SOCIAL SCTENCE 252.

The 13ehavLorai L;ciencfm 5.h 6ocial Institutions /e A iv ,,b G4, ti 0 r° c° + <4,

COURSE COALS et , c ed-cd,riv 4

3.42 Education

The student knowspurposes of educa- P I U H G2 la (C) Learning tional systems including:transmission K7 5b (C) Social of the values, beliefs,attitudes and knowledge of the culture (encultur- control (V1)Education ation); training accordingto societal norms and behavioral expectations (V1)Rights, (socialization). social

The student knows that theemphasis P I U H K7 6a (V1)Conformity upon pragmatic functions of educitional 6c system varies in differentsocieties and that these functionsinclude train-

ing of work force, trainingfor , political consensus,re-enforcement of conforming behavior.

The student knows basic elements of P I U H G2 14a educational systems including: (VI) Education elements K3 5b of management, support,and instructional.

The student knows institutional 1 U H G2 5a implications of the extended (C) Culture child- K8 be hood characteristic ofU.S. society in particular (e.g.,universal com- pulsory education, "YouthCulture," youth organizations,patterns of

family behavior).

The student knows that schools in P I U H K5 ba different societiesmay differ in (C) Learning form and procedure (e.g.,attendance (C) Institution requirements, segregation,teaching (C) Cultural methods, curricula). patterns (V1)Education The student knows that there is a H K4 ba growing emphasison assisting students (C) Social to become agents ofsocial and cul- change tural change. (C) Cultural change StirT

I r 1 1; rl .arc La]Irwl, I ns

COURSE GOALS

E lucat,lon

The student knows areas of disagree- ITIid K6 (C) Cultural ment among individuals and groups conflict concerning the objectives and values (V1)rAucation of education (e.g., vocational training, the "whole" child, basic skills, cultural heritage).

The student knows issues of conflict III H a (C) Cultural which arise out of shared control onflit, of public schools. (V1)Kducation

The student kno. w, the ways in which K8 la (V1)Respons bLe- the necessity of stl king financial lb ness support affects the functions of (V1)Thrift social institutions. (V1 ) Efficiency (V1 ) Empathy The student knows conventional means K7 lb (C) Institu- of financing American social in- tions stitutions (e.g., public education-- Local, state and federal taxes; churchesdonations). SOCTAL SrTFNCE

t. The Hehavioral 6ciences .h oc1 it Institutions

COURSE COALS

----3.43Religion

The student knows theway_s in which I U H G2 2b (C) Religion religion functions as an agent of K7 6a (c) Social social control. 6b control The student knows ways in which I I] H 104 2b (C) Religion influence of religion upon human K8 6a (C) Social affairs is chancing. 6b control (V1)Morality The student knows that many modern H K3 lb (C) Religion churches emphasize social responsibility K4 3a (V1)Responsi- and man's relationship to man. F7 3h bility (V1)Respect for others The student knows effects of the H K8, lb (C) Religion nodern ecumenical movementon church (V1 )Cooperation relationships (e.g., cooperation in (V1 )Faith navy social affairs; sharing of (V1 )Human concerns; healing of old conflicts). dignity OCIAL 255.

3. The Behavioral Sciences 304 Social Institutions

-r

3.44Economics

The student knows major sociological 1 U H G2 lb (C) Industrial- theories dealing with the effect of KB 2b ization industrialization on values, beliefs, (V1)Individ- and folkways. (e.g., Talcott Parsons, unliam Erich Fromm, C. Wright Mills, Max (V1)Human Weber). dignity (1)Self-esteem The student knows the relationship H K6 3a 3.27 (C) Progress between a society's economic institu- K8 3b (C) Cultural tions and its cultural values. 6a values (V1 )Competition (V1 )Individ- ualism (V1 )Cooperation

The student knows attitudes and values U H K7 3a 2a ) Sociali- acquired through the socialization 3b 2b zation process in the family, school, or church 6a (C) Economic which encourage Americans to support the system system of private enterprise. (V1)Individ- uality (V1) Freedom (V1) Thrift (V1)Competition The student liows some of the 1 U H G2 3a 2a (C) Economic traditional "virtues" which help K8 3b 2b system people get ahead in the American economic system. (V1)Individ- ualism (V1)Thrift (V1)Competition (V1)Industry The student knows that economic H K6 3a 2c (C) Economic activity becomes more complexas man K8 3b system becomes further removed from nature. 6c (V1)Cooperation sncria, SCIENCE

3. The F3ehavtorai ciences 3.4 Social Institu a

COURSE GOALS

3.44 Economics(cant.)

The student knows that there has been H ec (C) Resource, a steady trend in this country of human decline in self-employment in favor (111)Individ- of large corporate structures. ualism (V1)Cooperati

The student knows that fields of H G2 2b 4a study within the field of economic K5 4d sociology include: industrial sociology, sociology of business and labor, consumer sociology and market research. ;I.AI,GCIENCF. 257.

J. The Dehavioral Sciences 3.i rial Institutions

C URSE -- _ -_,-

3.45 Government.

The student knows that go',-ernments U H Kil lb (C) Ideology vary in degree of cont,rol exoroisecl 2b (C)s cicial over the individual .and totalsociety, 7a control from totalitarian todemocratic. 7b (C) Democracy (V1 )Freedom The student knows thatpolitical I U H G2 3a (C) Government socialization is the orientation K1 3b toward and internalization of the K2 7a values, beliefs, knowledge, and 7b opinions of politicalculture

The student knowsways in which 11 H KEI 5b Individual political socialization (C) Government 7a is affected by such major factors 7b as family background, education,age, sex, personality.

The student knows theoriesand works U H Gl. 2a which attempt to analyze (C) Power, or account K7 2b for distribution of political political power K8 in our society (e.g.,Robert MCver, Freedom and Control inModern Society; Acibert ryn 'now e g- yr a

The student knows that branches of G2 2a political sociology include analysis K3 2b of voting behavior, public opinion 7a research, comparative political 7b sociology, sociology of law,military sociology.

The student knows thatthere is a I U H K8 5b 6d correlation between social (C) Government class and K10 7a (V1)Citizen- political participation (e.g.,voting 7b ship patterns, politicalawareness, etc.) SOCIAL SCIENCE 258.

The Behavioral Sciences

COURSE GOALS

C GociaI Change

The student knows the location and use I U F K6 la (C) Res(urcPsi of print and non-print materials lb behE related to social change in behavioral 3a (V1)Incitiry sciences (e.g.) card catalog: "Social 3b Problems," "Sociology, Urban," Migrant Labor," "NegroesPolitics and Suf- frage"; Reader's Guide: "Indians-- ocial CenditIons,"-Negroes--Givil Rights," "Juvenile Delinquency" Periodicals: Journal of Negro History, Ebony; area a_ ui ng duulo-v_sua_ catalogs: "social Mores," "Social Mange," "bocial Anthropology "). rte student knows ways in which social I U H C2 2a (C ) Socai change is manifested including changes. K1 2b char in social structure, new patterns of K9 relationships between people and

.,i,roups in asociety_, continuous and complex process of societal adjust- rents. fhe student knows sources of un- 1 U H 32 la (C) Social planned social changes including K8 2b char technological breakthrough, unexpected copulation movements, unforeseen cultural exchanges, etc. . the student knows sources of planned , IUH 32 la (C) Social liocial changes including government K4 lb char )ranches and agencies, reform move- K8 5b rents, etc.

he student knows implications of U H K2 la (_C ) Social 'culture lag" (i.e., technological x4 lb char tangos occur faster than changes in 5a custom; and beliefs which are made 5b lecessary by them). (OCTAL ,CT 259.

vjoral 6cience3

COURSE GOALS

1.5 Social Change (cont.)

The student knows that socialproblems (C) Social often arise out of social changes and vice versa. problems (C ) Social change The student knows inquiryand problem (C) Social solving procedures whichmay be used to analyze causes andcourses of _change social change. (V1)Inquiry

The student knows proceduresfor future (C) Social oriented decision-makingwhich may be change applied to personal, socialand political decisions about planned (C) Decisions social change. (V1)Initiative (V1 )Self-actualization SorTAL Try

Thfl air =h hv hi cienees

COURSE GOALS

3.f Individual in bcciety

The student knows the locationand PIUH K6 la (C) Resources, use of print and non-print materials 3a relaLed to the individual behay. Si' in Society 3b (e.g., card catalogs; (V1)Inquiry "Personality," 4a "Heredity," "Adolescence"; Reader's 4b Guide: "Aged," "Infants--Care and 6a RYFiene," "Child Study," "Mental 6b Hygiene"; Periodicals; ParentsYag- azine, Psychology Todayi-TeETTITTgiene; area anTTUITTITE7Tiar(5-vIaual catarTi: "Adolescent Adjustment," "Aging,

Psychology," "Child, Personality.").

The student knows types of motivational U H G2 2b lb 3.1432 (C) Self-concept theories which explain humanbehavior. K8 4a (C) Eotivation 6d (V1)Self-die- cipline (V1)Self- esteem rho student knows that the major areas U H K3 2b of learning include (C) Learning cognitive, affective KB 4a and psycho- motor. (V1)Responsible- 6a ness (V1)Self-actualization (V1)Education the student knows thatcommunities P I K3 2b 2c 3.62 have capacities for meetingcertain (C) Interdep. K7 Lb 3.631 needs and wants whichthe individual (C) Needs, Incl. may not be able to fulfill. (V1)Cooperation (V1)Efficiencv

the student knows that individuals P 1 U H G2 2b lb 3.73 have many abilities andtalents and C)Relation,- K 6b human that it is possible toexcel in some 6c Vi)Tolerance areas while doing leas well inothers, V1)Human dignity V1 Indi vid- uality

15 SOCIAL SCIENCE

The Hehavi oral Se. nces

COURSE GOALS

Individual iii Jociety

The student knows motives for travel I K7 3c .73 (C) Transpor- e.g., pleasure, occupatdon01, rec- 5a lig tation reational, climate or heat; 1:( factors) . 6a (V1)Rights, human (V1)Curiosity (V1)Self-actualization The student knowsways that community K7 2b 2a 11 life contributes to satisfaction (C) Community of K8 Lth 2c basic needs and wants. (C) Interde- pendence, Ind. (C) Wants and needs, Ind. (V1)CooperatIon The student is able tocontrol and P I U H P65 Lib direct his own behavior. la. (C) Self-concept 6a lb (V1)Self-discipline (V1)Responsible- ness SOG SCIENCE

-3. The Behavioral :science: 3.6 Indi.vidual in ociety

COURSE GOALS

Per:ionality

`Fhe 5t dent knows that personality PIHE G2 2b lb (V1)Indyid- refers to the characteristic ways in K2 utility which an individual thinks, feels (11) ;eir- and behaves. expresHon

The student knows factors which in- P I U H K8 Lib lb interaoLion flnence the development of an individ- bb human lei's personality (e.g., culture, family, (V1)Je11'-acti early experience). alization (V1)itlir,hts, human

The student knows that many individual I U H G2 2b lb 3.631 (C) LearninF, behavior patterns are generally K8 (V1 )indivin- reed to be learned rather than uality biologically inherited.

The student knows variables which PIUH G2 2h lb / Behaviora] influence individual behavior such K8 hb patterns as perception, emotion, motivation, (V1);e1f-imai7:o, social attitudes and learning. (V1):Iensitiviy

The student knows social defense P I K7 4a (C) :Self-cone -1 mechanisms used by the individual KB )4b (C) Emotion including rationalization, fantasy, (V1)Self-ex- acting out, identification, compen- pression sation, displacement, projection, (V1 )Self-actu- regression, suppression, catharsis. alJzation

The student knows typical sources of PIUH K8 5a la (C) motion auman frustration (e.g.". conflicts 6b lb (V1)Self-dis- aith self, others, environment). lc cipline (V1)densitivit

The student knows that people vary in PIUI K7 Ltb lb 3 63 (C) Social- their ability to adjust to the be- lc 3.73 ization savior of others. (C) Adaptation, behavior (V1 )Tolerance (V1 )Cooperatiofl sne.TAT, SCTFNITT 265,

The Behavioral_ :sciences 3.6 [nriividual in Society

3.C)1 Personality (c

The student knows that individuals may H K3 6a lb Behavioral be classified according to dominant KH patterns personality pattern (e.g., author- Self-conce! itarian, inner-directed, other-directed, (V1)Self-esteer moralistic). (V1)Rights, human The student knows the characteristics I U H G2 2b lb 3.6L (C) Mental of a mentally healthy person. K3 health

The student knows that prolonged U fl K8 411 la (C) Mental failure of an individual to satisfy lb health his basic needs may affect his mental (C) Self-cuh.o! health. (V1)Human dignity (V1)Self-image The student knows ways_ which U H K8 2b la (C) Mental neuroses and psychoses are defenses 2b health for the mentally unhealthyperson.

The student is able to interpret the P I U H P42 6c la 3.63 (C) Dignity of behavior of others. P61 7b lb 3.64 man (C) Inter- persona] relations (C) Relations,

. human (V1)Empathy (V1)Respect fol others (V1 )Rights, human fbe student knows ways in which U H K8 2b lb 3.64 (C) Ideology various philosophies May relate to 6a his own personal goals (e.g.: (V1)Individ- realism, idealism, existentialism ualisrn theism ) . (V1)Thoughtful- ness (V1)Rights, human F 2614,

r. Tim liehavic ral sciences isb Individual in society

COURSE GOALS

.01 Personality(cant.)

The student knows that the mentally I U H K3 6a la (C) !yenta] Healthy individual accepts himself. lb health (V1)Self-image (V1)belf-resne(

The student knows various methods by K3 2b 3.]1132 (C) Mental which neurotics and psychotics can K7 health he treated (e.g.,5 directive, non= directive, psychoanalysis, behavior, group, occupational, recreational, drug, electro-shock). SOCIAL SCI

l',vh4'Lora [nil I, virtualin iety

COURSE GOALS r_____

Roles

The student knows that role conflict K6 la 3.31 (c) Roles is increasingly common in modern 3a (Vl)Selfaini;il'e American society. rte student knows that there is a trend H K4 la :,.1 , in American society which permits 3a .-1)Selr-act - persons to choose roles rather than 3h alization simply fulfill behavior patterns previously prescribed (e.g., working women, male nurses) -.

the student knows that each individual PIOn G2 4b lb Resources has multiple roles within society K7 6a 2a human (e.g., family, political, occupational). (V1)Individ- ualism (V1)Re sponsihil ity (Vl)Rights, social the student knows that an individual P I 11 da K3 lb ) Inter- nay be a member of various groups K4 persona] lnd his role may differ with each K7 relations iToup. (V1)Individ- ualism the student knows that individuals PIUH K3 ba lb (C) Resources, lave diverse intellectual and creative K5 human mpacities andinterests. K7 (C) Diversity, Human (V1)Individ- ualism (V1)Self-act- aiizatio

'he student knows factors which P I U H K7 ba lb (V1)5elf- Lnfluence the roles of an individual. K8 expression ,e.g., age, sex, environment, period of history, expectations of:self, jeers, or family). The hehovioral :,;ciences 3.6 Individual in tiocicty

C0114.F 0-7;

Mles cort )

The studehi:, knows the 4Lt'fcri'l$7 roles P I ll K7 5h lb wt ic moles and fc:Ties hav-, 'Pace 6a human assirned in various 'nfitures. (v1)

The student knows thi'c, sex roles arc H 1 Kit la (C)R01-:;2 beeemirc less dlear17 and absolutely 3a (v1),elf-imaGe defined. 35

The student knows social, finaneinl PIUH K3 6a 3.634 (C) and occupational in it of being ' K8 7b ] male or female in Amerjear society, (C)

i (V1):

Th tudon knows tont differert I U H K 3a 2h 3-115 (C)Freedom, societies have dill rfft. atti_tuc'.oe 6a 3.64 toward the rights of the indi-Piclual i 7a 5.611 (C) t7,3t,.du- as compared to the r24: t and autherit7 ovammeht, (C) ; of the state. role of (V1)reedom, olitical (vi ).'oc6cm:

(V1)i

t umi.n

The student knows that an :Indivjth).91's )I1JH K7 óa lb (C) relationships with other o ae affected e:snn31 by his personal parcsptions and valuns, 2 (0) iersi.:ectIve (vi)copw,ation (V1)Lensbivity

The student knows that a suoccsciThl K7 'IIIH 5b 2b (G) Cammunjty community depends upon iLdividlials 7b 2c (C) tlloeial accenting a share of resr,onsibilities, awareness (V1)1espon3ibil- ty (V1)Ccoperation COURSE GOALS

The student knows that the learning P 1 Il H K8 ha la (G) learn ii pros sues are influenced by self- lb concept, experience, intelligence, motivation, and emotions.

Die student knows reasons for the . PIUH de 3.73 (C) Adaptation, establishment of flexible goals in life. life style (V1)elf-actn- alization (`i1)Intel:rit:.

The sLuctetit knows that pe_ople tend to P I U H G2 t4b (C) st. ,Jr. imitate the roles they see and to K3 become what is expected of them.

Phe student knows the imolicatons for I U H _edom role behavior of a person ora group (V I)hr lf-actu- is nein., riven only one socially a ization acceptable "choice (i.e., that real cticrice is inhibited, or that deviation if; considered rehr-llious).

Phe student knows the Amplications of I U H K8 4a =stereotyped portrayals of social 4b (vi ) lf-actn- relationships, minority groups, etc. (e.g., confirms pr,.)judice; makes alization (V1)Social 'breakinv out" difficult; denies laipporL to g. cups so treated, such sensiti._ is Chicanos, women). (V1 )iespect fur others

1:he student knows ways that "typical" P I U H K5 4a roles are defined and supported by K8 4b television commercials (e.g., the (V1)!_lelf-act,)- alization sappy -go -lucky Mexican, the he-man (Vl)jocial athlete, the starry-eyed bride, the worried mother). sensitiv;t:i (V1)Flespoct others SOCIAL SCIENCE

7h1-1 Individ1111in ioci.c!ty

COURSE GOALS

aolps

rho std,Jut, knows vays thaL Lhe sLatus :I U H 'LnA dignity of roles are derined or K8 4b (VOlospec!L HA dem(!aneA iv varOus media (o.c., othors houJework as decraoin; doctors as authoritarian; secretaries as frivolous; arLtsts as occ,mtric ) . SOCIAi,SCI C'

The ei-sav nCr 0 fralividu41 in ty

COURSE GOALS 0

Joci4li_7, _ion

The student knows reasons why societies P I K7 3a 3.311 (C) Community establish patterns of individual and K8 5b (C) Behavior, n) behavior. ind. (C) riehavin group (vi)Cooree r.rt, iol

The sty I- .s that socialization PITIII K2 3a Inters is the process of acquiring behavioral K7 6a personal tterns accentable in a society. 6b relations 6c (C) Learning (c) Jocializa- tion (V1)Cooperatiol (V1)Respect fol others

rile tudent knows major factors in 1 U H Id 3a lb (C) Socializa- socialization including internalization K2 6a tion of society's norms (values, roles, 6b (V1)Cooperatiol expectations); learning socially acceptable forms of interaction; Internalization of disciplinary acid internal, controls.

file student knows the function of III H K7 5a lc (c) _cializa- primary groups in the socialization 6a tion of individuals (i.e., providing 6b (Vi)Self -worth reference for developing self-concept 6c (V1)Cooperatiol in terms of acceptable and unacceptable "ehavior). the student knows theories which H Cl Growth and Imphasize the importance of pre-verbal K8 ba developmen. or infant exeriences on individual socialization (e.g., Freud, T. Parsons). iv ADN'AJ

;; 1),,:e;!rwriT, /' roll ITP!!,iti

3S11110D Ivo

alj : I)I)r'1 I1 4uq1 uoTlinTITToon 111.1d rin000 inoOrioJql ojTT aoAwfoqm ouo saoqua r mou Ono,12 pur sazITrudaluT oT1 quovploodxo Jo aql Jorno dnoal *f;aa(ril

°TA, quoptic: smoul Twig IT,:TooP urz1 c! I soToua'rtv aprtroul ils 'LOO csaoad .floqa.lpqo sochu, t JENCE

Cm Ieh,_vioral :iciences fndividual in Liociety oc

COURSE GOALS

bji thole flej Factors

The student knows that biological and P I U H K8 2b lb Human hereditary factors interact with developmoni environmental factors to shape personal and social development. rile student knows basic biologic needs P I 02 2b lb 3.4 Needs,

(e.g., food, shelter) must be satisfied K3 7b . human before other types of needs (cognitive, K8 (V1)Human, affective, social, etc.) may be dignity adequately addressed. (V1 ) ;i' human

The student know: the ,e is research U H G2 2b lb (C) Learninl: evidence indicatln6 that learning K6 Tiny begin as early as the prenatal period. SOCTAh SCIFINCE

! riehavior41 (r],71enee:, IhdiACidual in :iociety

COURSE GOALS

J. In1' and Childhood

student knows th:A, human behaviors U i! (C) become more complex as the infant human develops into adulthood.

The student knows most behaviors U I nhaviorA involve interaction between two factors: patterns physical maturation and socialization (i.e., response to mother's smile after skills of visual perception and coordination are learned).

The student knows that there is P1Uil ,velopm.,nt tendency for behavior patterns to be child consistent throuF.hout the develop- liehav Lora 1 mental years of childhood. patterns

The student knows that the foundation pI U C) an adequate self - concept begins concept to be laid at birth. (V1)3elf-imare

The student knows that childhood P I U H K3 b la (C) Development maturation includes learning to be 6a lb child independent, to solve problems, and lc (C) Maturation to defer satisfaction. (C) concept (V :)elf-imaly

The student knows that learning is a G2 lb 3.42 (C) Learning necessary condition for human survival K7 (V1)Education and development. (V1)Self-actualization (V1)Rights, social

The student knows that early social- PIUE K3 2b lb (C) Socializa- ization takes place within family, K5 6a tion peer, educational, and religious K8 institutions. SOC1 ScIENCE

'J-InGe5 in :, r ciety

jocialiv,;tt. _

COURSE COALS

' icy and ChnJhood cont

The student, knows that children may PIUH K8 its la Levelonf learn from parents in early years by lb chill imitation and identification. 6a Learnirrtf Cord-11 cl,, ind. (C) inter= personal relation!: (_V1 ) Self-discipline

The student knows that child-rearing P 1 U H K8 6b lb ( Cultural practices differ from family to family 6c patterns and society to society. Child- rearing 011 individualism fhe student knows that according to PIUH K3 2b lb (C) Needs, ptiy( ''.uslow the psychological hierarchy of K7 6a leeds of children includes physical, safety, love and attention, esteem, 3e1f-actualization.

[he studentknows that during middle I U it K4 4b (C) Learning -Thildhood learning involves verbal K7 (V1)Education and ni>r erical manipulation. K8 (V1)Rights, social

['he student knows that many psycholo- P I U H K4 2b lb (C) Development gists conclude that the first five K8 child rears are the most formative in an (V1)Self-actu- Lndividual's life. alization

['he student knows that physical develop- U H K3 2b lb (C) Development lent is the main form of development child if the child in the first twoyears )f life.

'he student knows ways in whicha child U H K4 2b lb Socializa- )egins to interact with his social K8 6a Lion mvironment during the first twoyears (C) Development )f life. child havioral

!ndivi(nial in -i 1

COURSE COALS L.

f;Lncy and Childhod -nt.)

he student knows that thechild's U H I t 2b lb (C) !)evelor n first perceived major social diffi- Lib chile culties mny occur in the third year 6a Soclalivr,- [of life (e.., conflict with parents). Lion 1):;ocial awarenw,

The student knows the contribution H K2 la lb (c) Oevelenmen of Piaget toward the study of the K7 3a child normal sequential development of (C) Learnin children as they pass tLrough the following stages: sensory-motor, oreconceptual, intuitive, concrete operations, formal operations.

The student knows that Sigmund Freud H Kl 2b (c) Hum- attempted to establish the primacy K7 de-,,liopmeh of infant and early childhood exper- K10 iences in personality formation. ;IAL ENC'

Tk, ;,ciences IndividuatLrl oociety cialization

COURSE GOALS

I. Adolescence

The still4t knows that adolescence 1 U H 02 2h means "the process of becoming an K2 adult."

The student knows that selection and I tl'H G2 ha ha (C) preparation for an occupation generally 1-1 K7 hb lib (C) ;rcwttl and occurs during the adolescent years. 6a 4c deve1opmont 4d (V1 ) Education Ise (V1 Rights, 4f social hg 5a 5b

Ph student knows that formany I U H __3 ha (C) Learning individuals adolescence in a period Kh hb (C) Growth :au Df developinv whirl; prepares for K7 6a developmr.nt ilarriare and family life. (V1)Education ['he student knows factors which I Il :i K5 la lb 3.631 influence adolescent socialization 3ocializa- K8 5= Lion -, age of puberty, variations Growth and in maturation within and betweenthe ;eyes). development

'he student knows that in the adoles- 1 U H Kh 6a lb Socializa- ent period social interests usually K6 6c ton ;hilt from the family to outside ;roues. ) Growth and development (111)Individ- ualism

he student knows somereasons for 1 0 H K8 6a lb (C) Conflict, dolescent--parental conflict (e.g., human tependence vs. independence, physical :hanges in pubert, lack of empathy). (VMelf-actualization he student knows ways in which 1 U 11 KB Lib .dolescents may resolve conflicts Conflict, 6a with parents. human (V1 )Cooperation (V1 )Respect, others !MCI AI, rlr: f

! r41 in "ucINtizaLLon

COURSE GOALS S

Adolesc.mce (c

ale student, know:6 the reu: conflict Iilii Kh .)a la (C) Gonl 1 1, wig, harents otter tends to din inish K5 6b lb human 3 m | % ; ithe later Aage of adolescent Kti le (C)rnter- Li e vel °went. 2d rn 3ona 1 relat i_on:; wtti.-id deve1opmr,!rt YAturation AttitIvlo (Vi r.00porw,:(n- (VMeovecf. f others CIAL SC:I'vlICE

COURSE GOALS

Li e,'a .ur ty

student knows that La;ks ch._ 1 K3 6a lb 1 Matura ,ii. Levi: ic of early adult development K7 7b 6b kevelopit in curour ociety may include finding adult a mate, raising a family, entering (V1)L;elf-ar:t- ailoccupation, etc. ali7.:Jtiu!!

Me student knows opportunities for U H K7 he (C) Develofrpo iel_C-acLuali-lation which adulthood 6b adult ' offers such as ccnmunity service, oe narriace, parenthood, vocation, :;elf- leisure time activities. cnucept (V1):;e11`9actu- alivati,u1

Me student know ways in which P 1 11 H K 6c Lie 3.11h (0) Eco amic economic factors affect adult life 7b 6h system (e.g., employment, purchasing power, 6d (V1 )5ecurity vportunity for creativity, compan- 6e (V1 )liuman ionship, retirement). dignity !T.00TAL

.wience:; !n!iviwi4iin -(wlety Jeci:1117,ht.Lon

COURSE GOALS

Cid;tLe

The Acdont knows bocial effects of 11 111) 3.73 (s_1) ULLniL: increhhed life exnect,ancy which have 6a inan been brouilq, about. by medical 6c ((;) nforolep?-enk technolou and economic affluence elderly (e.r., increhLied number of elderly, ((;) hocialLzation of elderly). concept (V1)flunan(vi diKnity (V1):;clf-imbrh (V1)kivhtb, human (V1)Quatity life

The student. knows personal, economic 1' I 11 Fl K8 hb 3c )1.813 (C) Dirnity of: and poilLical tmhlications of re- 6a lg man tirement. Lc 1 hevelopt-i'n!, 7b elderly (C) Self- concept (V1 )Human dignity (V1)olf-imco (V1)Rights, human (ViKuality life The stu&nt knows adjustments PIUH K3 lb Dignity or distinctive to the elderly (e.g., KL1 ba 3c man retirement, new social roles, Lug (C) Developmnl, new status as an older person, loss elderly of spouse, changes in housi%). (c) LAs- concepL (V1 ilunan dignity- (V1 Jelf7ima,' (V1 )COlality ur life SOCFAh RriPW7

The .f:havl orril 'of; iehcs.t vj pealill :,ocicty ,oc!;iL izat ion

COURSE GOALS

-.035 Old Ar,e cont.)

The stMent knci:., thatour society (C) is incmisingiy recogni7iLc the -r man potential contrilgitions of the elderly (v))Dibr!:, i Lo society. ation, elderly (71) !esoec!, !or .others (V1)T0leranc,. (v1)Piht.9, human A 11.11Cf.:

.I e1:1 Vijf

COURSE GOALS

"' .7 c_ i:i I 1 noninr:;

T Ti ii I ir.:;1,11(::-.111,know:: tbei (2c:it-ion and K6 la (.' Peso. 1.

0..(,ifpr I 1: ate- in-nr i Id,r-ti Ler ials ]F', hflfr,.

I , . I e m ..; r-,:t a It _ :t:i ,:1 i rtod.av- . lln n' ional card catai or : 2h " jocial brottlems," "Li fluor Problems," "Migrant. Labor," "rnempl (,70c1" ;i!.eader 's tu II'; ThrSanizaLton," "Door --it,,,,, , 9-17)pu,1 al, inn--(vertosul ati on" ;area )11 ar,dtit; iiiii.nr and i o-vistutl natal ors :

"I cal 1-.11 , I (,td ems," " Crime,""I.; _Dior' ty -, qi.,,:;" ::=ipcn. I al Ira Leri al:.; :him:in:if

, ',at_ i St, i nai Ab:Arant, of Lhe ' n ited ..., Lates, newspaperi ride). cs, palvi: let l'i 1 p;;) .

rile o Li:dor _. knows (ten n i Li ono of I d 2 la ...., .;(11 1.:111,;',".hi fariL; 1101-1: :: "a Conditorl K2 lb prodlcmo :1''ra:l..: ti,.a..._,Irn I:Vic:int number of 0 l )t'c,c4W:II.ih Pc.;, 1U in ways considered undesirable ,t,ou t.tin Ht.i Lis felt soncti.ine, cart

1 tion,.:LI, roui 1'1collectivecial 'w.d.ion."

1-: }I i`i. l'he s ti.den I.,know::: that socia)robl _1- it tit 3a , dial re ICIM1 L i ri ed and ineasurod ai ; tinot K Jb prat demo !:.ii st,inc soci.al value;.

rt t. 'he ,d,a 1:nows inquiry and protic:rn I 1 K7 aJ ;01 vini, procedurewhiQh nay be apnlied K9 2II problri o ,o the study of s (lei al nroblems (C) Data .t c 1 udinr :identificat ion, data (v1) Inciu iry ,,athor i.rr ,data inLerpretati on, data eprorJentati on, hypothesi s formation ind te:itin,,, re-ovaluating, E-ner- ili 7 ; lir , Lructurinr behav-..or.

'he stutIon I, knows methoc. thering IIJ b K7 2a cia IndinLerpret,,lny, data about social 2b groblerr wohlems. (C) Data

(V1)Inctit. y The iiehaviorkl science:,

bocial Problems cont.

The student knowgraphic devices Ii ll K2 _a (C ) ' used to represent data about, social K7 2b (C) problems. proh im:.

The student is able to encode and 1 U H P41 a Data decode Lraphic representations of P66 2b bociat data about social problems. problems fbe stt __t knows oroced._es for 1 U H K2 2a SoCial future oriented decision nakinL K9 2h problems 4hich may be applied to personal, ha Decision social, and political decisions Lb making; about social problems. flie st.tiler,t knows problems arising H K14 6a Inter- from the increasixOy complex K8 6b personal Jureaucratic machinery within our 60 re3aL1(4Th society (e.g., . Peter Principle, (V1 ndivid- impersonainesc- an6WleT. uality SOCIAL SCIDICE

Tht! haaVLoral Pronlcms

COURSE GOALS

3.71 t,rime and Deli]i.iiueticy

The student, knows feat .iron of major i 2i) (C) Law types of law common, :itatute, Lia (V1)Res pool for criminal, civil, athninisLrative, 7a law procedural, and substantive) .

the student knows social and legal L. K2 2h (C) Crime iefinitions oicririe. (V1)Respect for law

the student knows ways the concept of H 2h Lpie 'criminal responsibility" has i,eort (V -p(!ct variously interpreted including! law lciiatighton Rule (16)-i3) and Durham bile (195h).

he student knows the relationship of H K3 lb 1 C) Law rbriinal behavior to deviant behavior 2h I VI.'"uc: (i.e., that codified laws define only concern rrtsin deviate criminals).

he student knows data reflecting H Kt lb L :) Crime d`fectiveness of deterrents to crime 2b V1 Respect for ,e.g., capital punishment law

he student knows methods used to H K7 2b C) Grime leasure effectiveness of reform and 3a 1 social con- habilitation (e.1;., recidivism 7a cern rates, rehabilitation follow -up) (V1)Respe law

he student knows current conflicts U H K3 2b C) Law n the area of criminal law including: 3a C) Crime he victimless crime, public sefety 3b V1)Hespect for s. individual rights. 7a law V1)Social concern

lie student knows the basic structure U H K3 2b C) Law f the criminal court system in the K7 7a V1)Respec br including: Municipal, state and law Ied oral levels. snr-TAL sc

The !o_ -to Problem -;

COURSE GOALS

.y1 (;r nue lircctuency (cont.)

Tho s I lent knows ways conceptions of K2 ) Law law have varied Lrcatly GreCkS, (VI )Ret,pect. iicnnarM tnese, etc . 1;.IY

Thu student knows pro'rarm and agencies K3 2b 'ovcrLy do:;igned to provide more effective f5 Oh Law Leval al;:;istance to thepoor and 7b V1 1 c' momborn or minority groups (legal cern :id, etc

Phn stiont know:; ma jc or argumunts KJ la Law =4,ainst, irsirut Law to coerce virtue (vi K8 lb I e morality (e.g., On Liberty, John 3b C(1. I:t11; Justice i ithout Trial, Jerome H. :Jko_nic eve ar vs. U. 6 19h6).

The student knows ways that social H K2 2b (c) Crime states may define criminal behavior (Vl) ioci alcar (e.g., "white-collar" crimes, "pranks" 6b cern v... crime).

The student knows Lhat I,hc fl,fferences lb (C) Crime in crime rates among variouspop- K8 2b (V1 )" bial ulations have led sociologiststo cern formulate many theories about the social and cultural "causes" of delinyloncy (i.e., Lumnroso,Goring, Freud, Uleuck, Clifford Shaw, Frederic Thrasher the student knows the surfsted KB 2b (C) Crime influence upon the crime rate of each ha (V1 )Social c_ of the following: poverty, unemploy- cern ment, poor housing, discrimination, lack of education, poor health services. CIA", SCINCF 283.

The hen :;ciences bocial. Problems

COURSE GOALS

7 le and Delinquency(cont.)

The student knows newprograms which H K3 2b (C) Penology have characterized U.S. penology since the mid-sixties including: (V1)Responsibli . ness the indeterminate sentence, work and study release, family visitation, (V1)Human dignity and Project Newgate (1970).

The student knows ways that thehistory H Kit lb Crime of our corrections systemsreflects 2b (C) Penology philosophies of punishment, reform, and rehabilitation. (V1)Rights (V1)Social curl= cern rhe student knows the legaldefinition H K2 2b (C) Crime of "delinquent" as coMparedto the conceptions used by the social worker (V1)Social con- and psychiatrist. cern

The student knows legal definitions H K2 2b (C) Penology of parole, probation, bail,recidivism. (V1)Respect fog law (V1)Social con. cern the student knows the procedures for H Kh 7a earning parole release (e.g., (C) Penology minimum 7b jet by sentence, prison review) (V1)Respect for law fhe student knowscommon parole and H K3 7a (C) Penology x-obation conditions (e.g.,waiver of 7b (V1)Respect fox search and seizure rights,no associa- law Lion with criminals,restricted (V1)Human nobility, registration withlocal ?once). dignity

['he student knows the definitions of H K2 2b nisderneanor and felony. (C) Crime (V1)Respect for law C)t ILLScCIY.NE

rhe .iciences eroblems

COURSE GOALS

5.71 Crime and i linquency (cont

The studo knows the changes in (C) lnol Juvenile Curt procedure which wore (V1)yesnee for- initiated a., a result, of the 1967 law :)upreme Court decision in re Gault.

The student knows basic features of Penolo[y the juvunlle court system in the U.D. V1 )Respect re includinc, pnilosophy, methods, in- law stitutions associated with, etc.

student knows wass delinquency and (c) Crime criminality may be fostered by the (V1 )jelf-tm:w ramilyii eyistence of par- (V1 ):ocialcon-- ticular attitudes, values, behavior cern oaLLerns; lack of harmony among family mcmher;-;; etc. rho st:dent knon; thatthe 5.31)3 (C) Ins.i,u ion owl do not always function in as e.3213 (v1)Justice stiotHy an,1 just manLer as intonded x.3313 in the Com,Litution. (V1)Law and order-- national SOCIAL SCIENCE

behavioral zJciences social Problems

COURSE GOALS

(

,.72 Poverty

The student knows current suggested H K 2b social programs (planned social change) 4a chance from many sources including research 5t) (C) Poverty firms, universities, government (V1 )Social QOP. agencies, reform movements, designated cern to alleviate poverty in the U.S.

fhe student knows ways in which social H KE1 Welfare 4elfare agencies tend to become Poverty reancracies anti the effect upon (V1):;pcial hviividuals involved. cern Elie student knows economic, social, H K8 2b (C) Poverty and political factors which contribute (V1)Social e .. L,c, poverty in the 1.. (e-.g., poor COM ducationl automation, political lionatLon,. etc.).

['he student knows demoL'raphic data U H K2 la (C) Poverty 7eflectint; poverty areas of the U.S. lb (V1 )Social cob- Ulcome levels, etc., yield.an 2b cern Jccutate picture of kind and quantity (V1 )Equality )f poverty existent in the U.S. of onnortur ity 'hr student knows definitions of H K2 2b (t) noverty vverty including those providedby (V1 ) Social enn- Weral agencies and privateconcerns. cern ::10 student knows ways that the H K8 lb (C) Poverty 'Protestant Ethic" is reflected in 2b (V1)MsponsiAc ILLItudes toward welfare, unemploy- 6a lent etc. ness (V1)Tolerance student knows social and economic U H l i lb (C) Poverty r ' society typically provided aid 2b ,o the needy early in this century. (V1)human 4a dignity (V1)Responsts1e ness S©C.IAL 'CIENCE 287

P [_7ehaViOra] Lciencel-; :ial Problems

COURSE GOALS

ver_j tint. )

The stt lent knows that the r t H K8 2h (c) Poverty Depression affected attitudes toward 5b (V1)5elf-imarl poverty by emphasizing responsibility (V1)Tolerance of forces beyond individual control. the student knows some advantages and 11 H K8 2b (C) Poverty problems in establishment of a guar- 5b (V1)JusLice anteed income. (V1 )Human dignity ?he student knotsphilosophies behind U W-i 2b (C) Poverty Suc programs as unemployment compen- P1):tespon::: 3ation and manpower traininv.. y ness (V1)Pelf-aetie ail Za t, 1 (ir' SOCIAkSr E. CF

KOAvill L;ucial

_Lingo

The student knows ways in which social h 1C8 lb c cial change has been influenced by industri- 2b chniv lizatton and secularization. (V1)0CLal :AAf sitivity

rhe student knows ways in which the h XL 2b Social automobile has affected the American x8 change way or life k.c., mobility, effect (V1)Social sen. on economy, problems of highway sltivity . systems and pollution.

The student knows reasons for our 11 KLI 2b oLal society's trend toward independent 6b change nuclear family units. ec (_V1_Social sen. sitivity fn o ,tudont knows that rural values 11 K6 2h (C) Cultural e.xist within and frequently conflict 6a values 41th our inc oinLly urban society. 6b (V1 Social sot!. Cc sitivity the student knows that Gunnar Nyrdal's 11 K8 2b (C) Cultural ii oriel explainim: social Chan. and patterns reti Lion a' behavior assumes that (V1)Social con-. dl factorL, relevant to any social cern change are connected in an up and down spiral, with change in any one of the factors affecting all the other factors.

Vile student knows that citizens must p KLI Lb 3.5 (C ) Change, 7espond to changing situations K8 6c 3.62 riunity (evolution of the old and rise of the 7a Community ww) in the comnniiuntty. (C) Adaptation) soctal (V1)Innovatim- ness SOCI SCIENCE

COURSE GOALS

Chan, -e c

The student knowsways in which rapid P 11I 1-; KLi hb L;rowLh in a community (C) mflunit:,, intensifies Sb community problems. (C, daptati n 6c social (c;) ,;rowth, earumtur

( ) Char v (V1 ) innovaLivt ness Th studtIlt knows way,. inwhich people P I U H Ka 6s, 3. i1 empt to mold the behaviorof others (C) Learnl, .g., precept, example, reward, (C) Relations, punishment). human (C) Manipulati human (V1)Freedoin, (V1 )Rights, human nip _;tuderrt knowsthat conflict is PIUH K3 2h characteristic of thedeveloping Conflict 6a individual or society. Hevelopm,r 6b ifid . 6c (C) Dovelopmer society (V1)Individ- nalism (V1)Couperabic The student knowsways that individ.- 7IUH K8 uals have alteredtheir environment Lib 3.6 (C) Environmen 6e to theirown detriment. (V1)Responsibl ness (V1)Quality of life the student knowsthat 'interaction PIUH K8 Sb among individualsor groups frequently 3.6 (C) 6a Conflict, results in conflicts. human 6b (C) Interperse 6c relation] (V1)Cooperatic (V1)Respect others (V1)Self-discipline (V1)Rights, unman SOGI

) 3.73 Cti, rte )

The st-Ident knows that cooperation P I U fl K7 4b 3 (C) Inter- between individuals may requirecoma K6 6a personal promise and postponement of immediate satisfaction. relations (V1 )Cooperatior The student knows that conflicts between P i U H K8 Lb (C) Conflict, individuals may result from conflicts 6a indiv. in values assigned to catagories of 6b (C) Prejudice differcnces'(e.g., skin color, inter 7h (C) niscrioin- licence, ancestry ). ation, lorl; (V1)!Iespeet rot others (V1)Tolerance (V1)Rights, human rhe student knows that compromise is a P I U if K2 hb day Compromise esolvini; individual andgroup K8 Oa onflic Conflict, 6b resolution (V1)Cooperatiol ['he student knows that individual FTUH K8 6a onhavior is inflUenced by family (C) Cultural 6b values traditions, attitudes andways of LivinL. (C) Family Behavioral pattern, tr (V1 ) ualism

['he student knows that learningmay be PIUfl K2 2b lefined as changes in behavior (C) Learning as a Ke ea result of experience. (C) Change, behavior (Vi)Education 'he student knows that when learning P T TJ ii K8 lib (C) Lea itv sakes place changes in the immediate 5b environment may result (house, (C) Change, com- 6c lunity, etc.). environment (V1)Innovative- ness SOCIAL E E 291.

Thr. urliavi al Pnces :,(JG .erehlems

).-01 i'ealth

The SLIldrifit kl-mas 1% including U H K3 2b 1.11.Psophy, structure, Health t oafs, pro- 7b cedures of-nationally sponsored health V1)6ocial ai_re programs (e.g., Medicare, Medicaid). sensitivit

The student. knows healthneeds peculiar U H K3 2b Health to specific segments of thepopulation (c.v., teens, aged). V1 Social sensitivity The student knows characteristics. H K 2h (C) Health (.p., structure andorganization; 6c (V1)Social Ltpled entaLion; success andfailure patterns) of healthsystems outside sensiti -i I.S. Britain, Sweden, qussia, France).

Fhe student knowsprograms and plans it K3 2h suggested to alleviate healthproblems Health K6 .5b dhich appear to be relatedto other 11)Ennovati A.merican social problems (i.e., !less alcoholism, drug addiction,venereal aisense, mental illness, etc.).

The student knows plat's and pro rams U H K3 2b (private and public)suggested to ) Health K6 lea alleviatelu problems which may (VI. ) Innovative- be related to industrial andtech- ness aological developments (e.g.,pollution) the student knows factors (chiefly U H K3 2b economic) which havecontributed to (C) Health K8 (V1)Social a recognized crisis in healthcare. concern Phe student knows that paramedical U H K2 lb are refers to the increaseduse of (C) Health Lib trained medical personnelto assist (V1 )Tnnova lye- and even replace doctorsin certain a ness s sOGiAL SCIENCE

T11(.! koilav oral __Jcienc-s bocial Problems

OU SE GOALS

7h Health ccnt

The student knows the status of health U H K3 2b (C) Health and longevity today of Americans and K5 4a people of other technologically (V1)Social advanced nations. sensitivit,

The student knows various aspectsof N K4 La (C) Health the American health insurance situation K3 (V )Social including: kinds, populationcoverage, K5 proportion of costs covered, proposed sensitivit alternatives, etc. SOCIAL SC11-XE

COURSE GOALS

illation

The student knows definitions of the it ii K2 Poput, toms: population, fertility, : -0 fecundity, 'respect. ro ocolorv, and ecosystum. vocabulary

The miry_ knows search skills, Ii K2 Social data, and theoretical focus which may, K7 ecology bo np,,,_. in stuJy of social or human cc._ a. (C) Ecology (V1)gesponsibl ness rho Lailuunt, knows fertility Oifferen- b Poi latifm LI:ids for major segments or the H.6. ' Sue _al utiat iun including : raral farm, HensLivit ruralcu uroan areas, manual, and lite collar workers, Catholics and Protestants, blacks- and whites.

Cite student knows fertility treaclein fI Kh 2h (,;) l upulation the MtLed Etatcs from 1600 to the ow;cnt. (V1)Eocial sonsit vit

;1,0 student, knows ways fertility K8 H 2h (C) inpulatt al differentlals may have importantsocial 5b (V1)Social consequences (e.g., burden of depeii- dency is not evenly distributed concern throughout the population).

Cite ut,udeiit knows majorresearch it K7 2b (c) Population proced _ measuring fertility (V1)50cial and mortality includinguse of age specific ratios, crude death rate, sensitivit, aro specific death rate. the student knows ways of encodingand U K2 2a (c) Population le.codin,= demographic data in graphic K7 rm. (V1)Inquiry "-;0C1AL ENCF.

Thv .11avif,rai prA:1!!, ial

COURSE COALS

3.7r _onulatil cont.

The student knows reasons why population (c) growth is seen as a threat to continued (V1)ecial life on thiiplanet. semi i t

The student knows plans and programs UH IK3 (C) Populatior. be inc considered for alleviation of (V1)Innovative- the threat of over population including neos means of limiting population growth, (V1)Social means of maximizing resources, means sensitiviL of finding other habitats.

The student knows procedures forpro- K4 (C) PoputatMn jecting of population trends into the K7 (n)Innovative- future and evaluating probable con- ness sequences of various alternative courses of action.

The student knows cultural technological I U H IK8 (C) Population and econcimic factors which contributed (V1 )h- ial to the world population explosion. sensitivit,y

The student knows the changingpopu- I U H K14 (0) Population lation trends in the U.S. in the past (V1 ).Jocial 50 years (e.g., rise in birth rate, sensitivity decline- in death rate, decreased rural population, growth of suburbia).

The student knows the factors which led U H KLi (C) Population to increased population stability in K8 (Vi),ocial western Europe in the early 20th sensitivity century.

The student knows the two basic patterns I U II 104 (C) Population of population growth: industrially K8 (V1) Social developed countries of western Europe, sensitivity U.S, Israel, etc. vs. India, Latin America, etc. (Paul Ehrlich--Population Homb TkL, SCTF

beta, ioral Licienees blem-s

COURSE GOALS

3.71; I'r pula on

the student knows major theories of U II G2 2b :.cology, human ecology (the sector theory, human litit,iple nuclei theory, concentric (Vl)Respect zone) ('et . knowledue of others Pie student knows the various stages I U H K4 lb (C) Populat t.r t, rld population 1owth in 1(5')- 2b (V1 )'ocial Lh5 1930-1970-2000. sensiti 'LL:

rhe student knowsways in which porgy- I if H K8 3h (C) Ponulatiln alation control programs scnetimos (V1 )Rights conflict with traditional cultural (V1 )Respect, rot values (e.g., India, Catholics). mhers rile student knows the effects of 11 I1 K8 2b ((,) Population Population pressure on urbanization, (V1 ) ,tesponsthlr Rcononic structures, naturalresources, and politics. ncss

rho student knows the Malthus' heory I U H K2 2b Df population growth. (C) Popula 1 K4 (Vi )Respect, f9T knowledge of othorb

nic student knows theprincipal volun- H rodulatior] ;,are -methods of birth control.

(V1 );ienponsto 1 i ness

Cho studer;L knows that communities P K3 2b iary in population. (C) Populatirm K5 6c (C) Cormullity (71 Social sensiti Led,

Tto! behavioral .,donee;; Liocial Problems

The student : -s that conflicting H Ka interpretations of the meaning of race 6b Vi TO have hoen the source of many social, economic and political problems.

The stu lent knows that leading scien- 4a !Uwe tists and scholars have not yet reached 6a consensus regarding definition of b "race." c

The student knows there is no con- I U K9 ea (C Race clusive evidence that one race is 2b (V Human genetically superior to any other on dignity any significant trait variable (e.g., intelligence, creativity).

The student knows that according t- b (C) Race statements issued by H.N.E.ti.G.O. (V1)Human (19 0) "race is more ofa social myth digni Lhan a biological fact." y

The student knows that prejudice is I U K2 2b (G) Human a negative prejudgment which most relations often is irreversible even when (V1 )Tolerance countered with evidence and information (Vl)Respect for to the contrary. (Gordon Allport, others Nature of Prejudice) rl student knows ways that prejudice (C) Prejudice may be manifested including: scape- (Vl)Respect for goating, anti-locution, discrimination, others avoidance, physical violence, and extermination. (Gordon Allhort, Nature of Prejudice)

The student knows that minoritygroups I U H K3 2b (C) Socialc-aE are often defined by their social ea (V1)Respect for status, rather than their size. 6b others (V1)Human dignity flOCI AI r;

fhb vi( ai

i .r

COURSE GOALS

rinoities ont.)

The student knows that an ethnic group if K3 2h is tistinc,u lolled by ique language, 6a other aisLome or other cultural traits. 6h

-n PhQ knows Lhere conflict I 11 II K5 6a beLwcen Lrabitional pressure for 6b re 1.at i on u:;imilaLion or minority groups 'LILO (1/1 qospeet Ar.ericab s ,ciety and movements which others embhasil.,' preservation of ethnic (V1Tndivtd- idnntity (Pc, "Hlack" pr de, Chicano ualism bdian).

The !ftudent knows the difference K5 2h EuclilLur- between the "melting pot" theory and 6a ation cultural pluralism. Lb 6c

Fhe student knows ors which con- I OH 2b (c) Poll ties tribute to the i°rowin, political power (V1)Itigh s of minority ryoups.

The student know s° in which UH K7 2b Human apartheid defines racial groups and K8 6a relat:ow; places Li em i the social system. (V1)Respent rf. other (V1)Human dirnity

The sLudent knows suciological mean- 02 2b (C) Human inije 01' concepts: race, prejudice, K2 6b relations racism, seNism, ethnic groups, (V1)Tolerance apartheid, assimilation, and pluralism .

The student knows social, economic, U K3 2b (C) Human and poltical faitors which have con- KB 6c relations tributed to minority status of: Blacks, (V1 ) Individua] Chicanos,Indians, Jews, Catholics, worth ion en, Puerto Ricareand Japanese- Americans. SOCIAL Cl

Fhp thavi.eral jcience _al -lems

COURSE GOALS

-`ill de8

The student know. sociolo4cally U H K2 Puman si,:nl.ritant definitions of the follow- 6b relations it% term:,;: peon, ranchero Calif- (V1 )Iiuman ornio, bracero, Chicano, barrio, diimity plaza, griTim mestizo, machismo, and patron.

rhe student knows the various social- U 11 Kh 2h (C) Cultu- , occnomic-political patturns which K8 patterns emerEcd in the border states from 182U (V1 )-; AA1 to the present and the effect of those senitiii patterns on the t:exican-American.

I'he student know6 the sociological pr©- U H K3 2b ) Cul 1- file of the Mexican American including (b patterns data on population figures: demographic be (V1)Social patterns, economic trends, education, sensitivi Jealth and loncevity.

rho student,- knows sociological char- U II K3 2b (C) Cultural acteristimi C keliean families and 6a patterns communIties in rural and urban settings 6h (V1 ) °octal (social class distinctions, rates of sensitiv' Fenorational change, mobility, family rules).

rhe student knows effects of American U iI KB lb (_C ) 1-ncultrur9 institutions (education, churches, 2b ation law, government) on the Mexican- (C) Cultural truer can. change (VI )Haman dignity Cho lent knows goals (social, U 1-1 K lb (V1)Eouality conomic, and political) and strategies 5b richts Di: the Ch oanc and related movements. 6b 7b OCTAL

COURSE GOALS

inort

The student knows thatrole eNpectation (c) Holes a major factor in keopinL warien ina (V1J)Itight disproportionate number oflow-income jobs. (V1)Jelf-w!t;- 1izatiPp 1'} c aLdo L know: in which roles of en in other societiescompare with tpo:,eLn our own.

1 student knows Ladis -Adstrategi 31' public and privateorgan nations FIUMAM rblatjono °signed to assist the Indianincluding (V1)EquAlit.y thu Huroau of Indian Affairs,Indian rvice,Eational ,;ouncil for the right:. American Indian, ()Moeof Economic 1'portutttty, etc.

The student knows thehistorical and ecological backgroundof the American (C) Cultural Indian from the Spanishconquest to patterns the present. (V1)Social Sensitivit The student knows thedemographic (C) Cult ral of the AmericanIndian -1 th patterns jpantsh conquest tothe presen (V1 ):jocial sensitivit The student knows thenature of Indian- White relationships fromthe early per- (C) Cultural conflict iod to the present includingthe effects of the missionary,trader and reformer. (C) Human relations (V1 )Social sensitivit. student knowsways in which Indians an ethnic group respondedto the (C) Cultural rival of whiteluropeans including patterns -olicjous movements,pan-Indian popular (V1)Social culture, and Pan-Indianpolitical sensitivit; venent. SOCIAL srih

Th( ii,enNvLorni PrQblerri

COURSE GOALS

_n it:Les (cont

Ti stodeLt knows features of contem- I U H K3 2h 1 Cultural _ ary reservation communities includ- patterns ing 1001 background, ecology, economy, (V1 )Social L;ocio-political organization, social sensitivit class and relationship to geography, use of money and education.

The student knows features of contem- 1 4 H K 2b (C) Life style ry non-reservation people (example: (V1 Social Oklahoma Cherokee) including ecology, sensitivit economy, and education, etc.

Fhe student nowconditions.of life U H 2b Human t.1,,,vi Lff Indiana in 't,i e cities including and level c; cumbers, places, and social classes. ment (V1 Social sensitivit Phe student knows recent issues(includ- U H K3 Human ins historical background; parties _c relations involved; final outcome with social, Vi Tolerancm Aolitical, and economic effects) deal- int with Indian treaty rights, (e.g., (laimath, Warm Springs).

'he student knows social, economic, I 1! 11 K8 2b (C) Human Ind oolitical factors which have made ha relati nn cluality difficult to obtain for 6b (V1)RighLs werican blacks. (V1)Tolerance lic tudont. knows that blacks differed U H KS 2b (C) Human ram °then immigrant groups to the relations 1.b. in the preclusion of their entry (V1 )Rights into the American politicalprocess :e.g., Jim Crow laws).

'he student knows ways in which the 1 U H K8 lb (C) Human ,boial image of the black American 2b relations as affected his self-image. 6b (V1 )Self-imago 'TAI

rt,r KwiavTorN1 Jcien :Toblf-mn

_,'-' _ rtnoritieo__ _ _. -r., (corn.,on

The student knows various blackleaders H K3 2b ihni_:- and movement which have supported 3a relationn separatism or integration (Martin (V1)Cooperatio: Luther King, Bayard qustin, Julian (11)Individu- Bond, Aokely Carmichael, Whitney a]. ism Young Malcolm X, Eldridge Cleaver, etc.)

1, student knows general social, Kb lb (C) Race economic and political background of 2h (V1)Investivq- the Japanese-American during the tion immigration period (.85u-192h),the prewar period (19211-1941), the wartime evacuation period (1941-1916), and the postwar period to the present.

The student knows environmentaland U H K3 2b (C) Cultural behavioral patterns peculiar tothe KLL patterns generational groups (Issei, Nisei,and (VI )Social sansei) during the majorhistorical periods of imigration) prewar, sensitivii.._ ,.art me evacuation, andpostwar.

rile student knows significant char- U H J 3 2b acteristics of Japanese-American (C) Culture 6b (V1 )Respect fol 2ulture including: frequentmiscon- 2eptions, norms" values, generational others -changes, parental child-rearing attitudes, and compatibility of Japanese and American middle class values.

Phe student knows social,economic and U H K3 2b (C) institutior )olitical aspects of the WorldWar II (C) Human elocation camps including:political )vents and motivating factors leading relations o location, education and employment; (V1)Tolerance Dehavioral patterns and familystruc- ure within; opposition and non- resistance tq ethnic identity in;IJ.S. iupreme Court rulings; effectsof. r'OCIALSC ICE

J. HehAv.

3.7 ei:_t1 Prot) -2_L,

COURSE. GOALS

3-.70 'in itie c n,

The student knows various roles of U H 2b (C) Organizatt Japanese community organizations 6b (V1 )Responsild (e.g., Japanese Association, Japanese- ness American Citizen's League) in helping meet social, economic and political needs.

The student knows the extent to which 11 H G2 2b (C) Socialize- processes of acculturation, inLegra- K7 6c tion Lion, and assimilation have taken (V1 )Social place among Japanese Americans sensitivit:

rho student knows historical and H K8 la Human sociological factors which contributed 2b relations to existing race problems in the U.S. 3a (V1)Respect fo (i.e., slavery, .Jinn Crow laws, etc.). 3b others ha (V1)Rights 6a (V1)Tolerance 7a

Ile student knows that racially based H K3 2h (C) Human 3tratification systems in some parts ea relations )f the If create a near caste 6b (V1 ) Rights System which acts to exclude or exploit be (V1 )Tolerance 31.f,lks Chicanos, and Indians. 7a 011 Human dignity

fie student knows that recent American H Kh 2b (C) Human Studies such as the Presidential 7a relations ;omission on Civil Rights warn of a (V1)Respect fo: rend toward a society permanently others iivided by color and economic status. (V1 )Rights (V1)Human dign it

he student knows implications of the I U H KS 2b (C) Human ,9513 school desegregation case own 6b relations Q3. Hoard of Education) for the rug- 7a (V1)Rights ;le for racial equality. SOCTAli SCTFNCF 305.

111.l'f!havioral Sciences jocial Problems

COURSE GOALS _ _.

1.'6 rinorities cont.)

'he 5tudenL knows the difference between I U H K1 2b (C) IhEmzul o facto and de jure segregation. }C La rciations (V1)Rights mCIAL ScIFN-

Di; ;)(20.V.L0r4t .JejUliCU L;ocial 11-.0rdem!i

COURSE GOALS

Irnanization

The':tee tudent knows special problems in PfUH K7 Lib 3.75 (c) Leisuri ar oviding leisure activities in areas x8 6c Cori,munty cif' concentrated population. (`V11 !nrIntrit 7.1 e5 5

fhe stud nt, knows that community 1 II U K7 hb 7'' (c) 1,,lisurr :;up.,ort '-cilities and supervision 6e (1 Communi for leis time activities are an V1)15ocial important means oF meeting needs for eoncerr people of all ages, interests, economic Levels, and ethnic groups.

Ile :AV- t knows characteristics of I U H KJ 'ZI:-) (;) Irhan the major proposals for reorganization ha (V1 ) Inn(iVa i Jf "super-cities" (metropolitan no:; :; rederation, c ity- countyconsolidation, Ind decentralization).

11,(, atulent knows social, economic, U H Kh 2h Urhan Ind political Cantors affecting K8 5b V ocial )opulation trends in central cities. concerr he tude knows factors which led U II K8 lb (() Urban any immigrants to form segregated 2b (V1-)5e1F-kn lousing patterns within cities. 6c edge

student knows social, economic and U H K8 2h (() Urban )olitical reasons why blacks have had 6c (V1):3elf-ter. ]ore difficulty than European im- edge Iigrants roving out of the inner city. he student knows current and pro- KLi 2a (C) urban .)octed trends in dishersion natterns 2b (V1 )Social urban blacks. concern

e student knows that "breakdown of U II K2 2b (c) Urban he cities" refers to the growing (V1 )3ocial nadequacy of traditional machinery concern 'or running cities. SOCIAL CE

COURSE COALS (

3.77 aniT,a,i (cont.)

The student knows that most metro= U H K3 2b (C) Urt an nolitan areas in America are character- K8 7a (V1 )E 'icienv:, ized by fragmentation of government yet they possess a high degree of econcric and social interdependence.

he student knows social, economic, U H K3 2b (C) Urban and political characteristics of urban (V1 )00cial life (e.g., a nymity, secularization sensitivit rho student knows specific procedures U H K7 2a (C) inte .1- and methods of research which may be Lion applied in examination of: urban (V1)Participat economics, urban sociology, architecture, future planning, urban studies, and environmental perception studies. rlie student knows social, economic, U H K8 a (C) Growth and nci political factors associated developmen 4ith urbanization (e.g., industrial (V1)Social revolution, occupational specialization ). concern the student knows plans andpro6rams I U H K3 4a (C) Dwironmen from various sources (foundations, tal influ- research agencies, govt. agencies, ences Firivate planners, university planners, (Vl)Social etc.) suggested to alleviate ,)roblems f urban living concern

['he student knows sociologically U H K2 2b (C) Environmen significant definitions of the fol- (Vl)Social Lowing terms: megalopolis, suburb, sensitivit satellite, reapportionment and urban -enewal.

['he student knows ways ,in which U H K8 2b (C) Enviromen arbanization has affected non-urban (V1) social )arts of our society (e.g., diffusion sensitivit )f urban values, tastes, etc. to the :ou-tryside). 30h.

Tf,(7 knn:,vLoral ) .1 Problems

COURSE COALS

!Jrbat n (cant.)

Phe student knows various social, H K8 2b () Envirninci economic, and political ways in which (1.11 )jocial L!ie pnenunona of suourbanization has concern affected urban core areas.

The student '

Phe student knows major social,economic II H K3 2h (C) :Thvironner and political problems associated with K6 6c (V1)Social apid urbanLzation (e.E., rural-urban senothivil _cower imbalance, transportation 1-lsis). SOCIAL SCI -E 507.

TLe eb .. i_ Problems

COURSE GOALS

'llral

l'hn3 turit!rit, know:, ' li factors 1 have I I 1_, H Kh Lib : mniA.:,:. cuntributed Lo chances in r life K8 6h 3.73 rural includin6: mechaniv,atLon,C4S0 of 6c Chance 106ility, incorporation of farms etc. Technolo

' larinc (V1 )ContribuLl The ; 1,;.;dcntknows ways traditional I ., H K8 2h runt] InstitutLc insL Lotions (extended family, bb rural church and school) have Social been 6c aL'ucted by the overall decline of concern rural areas.

Cho student knows plansand programs 1 U H K7 2n LormluniLy, from various sources (Eovt.agencies, ha environmor livurJitins, polAtical leaders,etc. ) 6c (V1 ) Inquiry slmested to alleviate social,economic, .ind oolitical problems of rurallife.

Chu LAudri, knows ways ofidentifying P I U k1 K2 )1b 3.27 ino representing changes in rural life. (C) Change 6b 3.73 (C) Community, 6c rural the student knows shortand long range U H K8 la (C) Economic 3ffects of major problems whichface 2b system American farmers .g., subsistence Level existence,over production (V1)60cial concern r plus, and instability ofinco e

1:he student knows ways that farming U K8 2b as become "big business" (increased C) Economic iecianization, consolidation, etc.). system (V1 Productivi The student knows factors whichhave U fl K8 2b (C) Economic ontributed to the large numberof system non-commercial" farms (i.e.,farms (V1)Tnitiative 4 ich are nut profit-making,such is "gentleman farms,"communes, etc.). SOCI 308.

vioral L,cienous .1 Prohlme

COURSE COA LS

Jura nt.

The student knows reasons why theper U H KB 2b leonomio centage of Americans working on farms system has declined from over 50 to less ^ (V1)Product v, than 10%.

The student knows that there has been a U F K4 la (C) .tonoll,: Steady trend toward consolidation of 2b System Dal/farms into larger units. (V1 ) oducLivi SOCIAL SCIENCE 309.

Hehavioral Jciences roblems

COURSE GOALS

- ,

`3 !witty Life

The student knows ways in which family H K3 2b amily Life (;onsLitutesa current social 60 ,irchlem (e.g., disintegration of extended family, rising; divorcerate,

venerationcap,etc.).

the otudent knows characteristics which U K3 2b (C) Family iilpear to le associated with emergence K6 (Vl ) Innovative of the detached nuclear family (e.g., ness free choice of mate, increaseddivorce, nthemobility, more women in thelabor force).

Che studfjnL knows the coalsof the H K3 2b Family institutional fam ly and thecompanion- lip family.

7he student knows advantagesand 1 it K 2b lisadvantages of the detached gamily nuclear ha "amily.

'he student knows factorscontributing U H K8 2b (C) Family o the changed nature and role ofthe (V1 6ocial Ulerican family (e.g., increased lability, etc.). smelt .vii

The student knowsways alternative iI K8 lb 'wily models (i.e., kibbutz, (C) Family commune ) 2b lay affect child development and (V1 ) Innovative ea iocial behavior patterns ness in culture 6c large.

he stale,.. }snows ways suburbanization U H K8 lb (C) Family 1-'as affected family patterns (e.g., 2b (.71)Innovative: mler6'eoce of matricentric pattern 6a rithin formal patriarchial structure) ness . 6c sorTAT, SCTFXF 310.

nhavior41 ,,cionces

COURSE GOALS

-2 Family Life cont.

2h ((;) luni.I:i social consequences 1-I K3 The student know (VI) ;ocial (e.g., K8 ba related to role chwme or women concern mre women inlabor force, greater ac:ueotance of women injobs formerly hold by men). (c,i ._ K8 lb . Family The student knows wayshusbands, child- U II 2b (V1))elf-exhr, ren, and womenthemselves may be ba sion affected by participationof wives and MO;AWnti in the laborforce.

. . K3 2h (C) L;ocial Phu stulent knows factors(historical chance occurrence, technologicaldevelopments K8 (V1)Lnnov:O.Iv and.popular acer,tanee ofideas) that ness have resulted in changein the division of labor by sex.

Vhe student knows major factorswhich H K3 7h (1.;) :;ocial change contribute to division oflabor based K8 (V1)ocial Oil sex psychological differ- concern ences between sexes,cultural forces_ notable prejudices, etc.).

r3 2b (C) Sex rote, The student knows patternsof the H division of labor by sex asfound (V1 )'Jocial occupations and industTles inthe sensitivil

The student knows majorsocial, H KS lb (C) Social economic, and politieal factorswhich 2b chamc,-! have contributed to the changingrole (V1)3elf-actu. alization of women.

The student knows ways- DraleDurkheim s H K8 2b (c) Inter dence theory of "organicsolidarity" or interdependence may be relatedto (V1)Self- traditional male/female role ass.gr- knowled ! ments. (The division of Labor in L3ociety,

legal, K2 2b i Farriage The student knows religious, ...L _ OTfi 311.

The: HuhavioraL ,nces al Problems

COURSE GOALS

3.79 Family Life (con__

The student knows factors which H K6 lb (C) Nariage statistically are most often identified K8 2b (V1)Ohjectivit, with successful marriage (e.g., similar socialeconomic backgrounds).

Die student knows factors which H K6 lb (C) Narriage statistically are most often identified K8 2b (V1)Objectivit; with divorce e.g. early marriage, financial problems). rh3 student knows characteristics of (C) Marriage recent divorce reform laws (e.g., "no- (V1)'espect fa: fault" divorce, dissolution of marriage law. irreconcilable differences, etc.) the student knows ways in whichone's II K8 2b (C) Marriagf '.7hildhood may affectsuccess in Rarriage (e.g., attitudes gained from (V1)Self-actu- )ne's parents, adoption of parental alizatlon 3CXrole expectations). the student knows alternateplans which H K3 Lia (C) Parriage lave been proposed to supplant the 4b (V1 )InnovativQ. 'traditional" marriage contract (e.g., 6a ness renewable contract, trial marriage, Ac.).

he student knows philosophy, goals, tI K3 La (C) Expression uid techniques of the Viomen'sLib- wation Movement. (V1)Participa- tion he student knows definitions ofterms: II K2 2b c.,ininist, sexist. (C) Expression

'he student knows reasons roleconflict it la (C) Hole confli .s experienced by many Americanwomen. K8 2b (V1)Self-actu- 6a alization COURSE GOALS

11.1 The Study nomics

The student, knows the locationand U H I Kb 2a ) poi 9 use of print and non-print materials 2b econor. i related to the study of economics (Vi) inguLry e.g., card catalog: "Economics," "Economic (:onditions"; biographies: Adam :imith, Karl Marx, John M. Keynes et al; Reader's Guide: "Economics," "i',conomit"; area and building audio- visual catalogs: _"Economic Analysis," "r:conomio Theory," "Economics, History"; special materials: Oxford Economic Atlas of the World, McGraw-Hi 1 Dictionary of Modern cs) ,IAL

nom h.l. The .study 6conuitic

COURSE GOALS

L 11 The Field of Economics

The student knows levelson which U H K6 2b h.7 ) Economic economic systems exist: international, Lb national, intra-state, inter-state, system city, and family.

The student knows basicterms in F I U H K1 2b ) Economic economics such as: labor,capital, system wealth, free enterprise, standardof living, etc.

The student knows the terms and I U H Kl 2b. 2a concepts associated with personal ) Economic 417) system economics such as:resources, income, expenditure, credit, debt, profit,etc. lrti. JOGIftL :.;CTE"'"

ics 1 1t.1 The :study of Econmi h.11 The leld of Economics _OS

COURSE GOALS

)4.111 Mac omiCS 2b (c) Ifxonomim 11! 1-1 Kl that macroeconomics system Ilie sWdent knows K2 is the term for thestudy of the behavior of the economy asa whole over a periodof time. ;conom H: U II 2h 11.51? The student knowsthat the macro- system economic variables ofconsumption (C), investment (I), andgovernment (U) determine national income(NI) C + I G = NI. 2b 2a 4.7 1,:conomic The student knowsthat an economic system K3 2c em is theorganization of production and consumptionactivities. 1AL _tfr!.1(11'] 731 S.

h. Economics h.1 The Litudy of conomios 11.11 The Field of Economics

COURSE GOALS .

.112 1' icroeconort ics

The student knows that microecon -ics I U B K1 2h 'tconomie is the term for the study of how K2 system prices and products of particular firms and industries are determined.

The student knows that the basic P I U h K3 7h lb (c) Needs, physical needs of man are food, 2c physical shelter and clothing. (V1)Security

The student knows that Lhe domestic I U H KB 2a h.211 (G) War economic effects of war-may include: 2b hb (V1)Free scarcity of materials, increased political employment, inflation, technological innovations. Ncor h.i The Litudy 'e:conemies-

COURSE GOALS

4.12 !conunic Theorists and Histo

The student knows that John Keynes' U II K4 2b F.conan c philoso:)hy was the basis for Twentieth system Century economics.

The stucstudent knows the evolution of P I U H Kb 2b ii 11 be mum ix Money systems from barter systems system throuv,h modern monetary systems and institutions, credit and savings.

The student knows that bilateral U H K8 2a 2.313 (C) V2onomic and multilateral trade a{ re 4.611 system are contemporary examples of 4.71 colonial triangular trade practices.

The student knows the theories of 1 U II Kb 2b r,conumic major econanists such as Adam Smith, system David Richardo, Thomas ralthus, Karl Marx, John Stuart Mill, Alfred Marshall.

The student knows that David Richardo H K1 2b :c on om ic

(1772-1823) was an early economic 10.1 system theorist who introduced the idea of "rent" and was concerned that pop- elation would outstrip food production.

The student knows ways that increases U H K8 2b ) Economic in marriage and birth rates affect the system food supply (e.g., Thomas Malthus' theory of population growth, 1800's).

The student knows that the theory U H 01 2b 4.63 (C) economic of mercantilism is that a nation K2 4.82 system gains in wealth :Ind power by selling more to foreigners than it purchases from them. 1 L;CTMIG:::

,r,conom N.1The :Judy n

COURSE GOALS

ic Theorists and _i _o

The student knows thatAdam Smith's (1723-1790) economicprinciples (C) Economi,. became the basis ofmodern economic system study (e.g#, free enterprise, competition, laissez-fairedoctrine

The student knows thatKarl Marx's_ philosophy of socialismand corn-, bconomic munism is the basis forcommunist system economic development.

The student knows ways in which John 2b K. Ualbraiths theoryof corporate 4 Economic control over prices isbeing chal .system lenged by economists. :(JCIAL L)C;7ENCE

h. h.1 study of Econanics

COURSE GOALS

a ysis I;.1 3 , reonomic

2b (C ) .Toncr, 1 c The student knows that the economic U H K T system process emphasized ideas,analysis of argument, the operation of pricciplet:, and illustrations germane to the present and future. Lwonomie. The student knows ways that economists 1 U H K2 2a system use tables and graphs ineconomic K7 2h analysis (e.g., supply and demand , ')ate schedules, graphs of demand at various presentat prices).

2h ( 1 '' The student, knows thai economistshave H K2, devised special criteria for analyzing K7 ha system the American economy (e.g., National la (V1 )Tnquiry Income plow, (Moss National Product).

(C) Wants The student knows the differences I U If 1t5 h 2a 4.212 between necessities such as food, 4i) (C) Needs clothing' and. shelter, and luxuries he such as a summer home, foreign travel, hg costly housing, large wardrobes.

The student knows three basic questions H K7 21, 2a (C ) Lalonomio used by economists to analyze economic 2c syotem systems: (1) aat and haw should L;ocds and services be produced? (Lc flow should income, he distributed? row to maintain a balance of goods ivid services with future needs and resources.

The student knowsway_s in which U H K8 7a. 4h 4.6 (C) ConsumfOL('.: liarkets are affected by the extent (V1 Competitic of existing competition or monopolies intt:e economy. 'G. 31 (;J

I",

COURSE GOALS

1 Production Goods and Services

The student knows thelocation and I U H K6 2a use of print and non-print materials (C) Resources, 2h economics related to the productionof goods and serviccs in economics (e.g., (V1)Inquiry card catalog: "Capital,""Industrial Relations," "Land," "Labor andLabor- inL, Classes";eader's Guide:"Cor- porations," "CooperativeAssociations," "Production"; Periodicals: Farm Journal, Harvard taus iness ReTga, Na sine as area and buding audio-v ua catalogs: "Production," "Corporate Management,""Partnership"; special materials:newspaper indexes, Wall et Journal, microfilm).

The student knows thatplanning is I U H K 2b 2a 11.21l (C) Production required for the followingelements 2n 11.22 (V1 )Efficiency of distribution ofproductivity: materials, wages, taxes,reinvest- ments, and profits forinvestors.'

The student knows thatgoods are P K2 2b 2a (C) Production tangible items producedfor the consumer. 2c

The student knows that the tern PTUH Kl 2b 2a services refers to acts C onst per performed K2 2c for an individual'sbenefit such as repairs, medicalcare, utilities, restaurants, laundry, etc. 'IA

COURSE GOALS

21 Concerns in Decision-Making

The student knows that the factors PIUH K3 2h (C) Productibn of production are classifiedas land (natural resources), labor, capital, and management.

The student knows that the supply of I 11 H K2 2b 2c 14.24 (C) Rroducl. raw materials such as lumber, cattle, ion K3 Lb (V1)Education rid textiles varies with mants knowl- K6 6a edge and use of technology. KB

The student knows eroded land can be 1 U H K4 2b 4.241 upsourccs, restored through the natural process l,ani of plant growth, replanting (suchas reforestation) etc. ) Ecology (V1)Thrift The student knows variouskinds of 1 U H K8 6a 4.311 government subsidies of businesses (c) Economic 1x.53 system such as those for farmers and oil depletion allowances. )1.621 4.81

The student knowsways in which I U H 6a 4h 1i.211 (C internal migration affects the Resourcrtl; 6b 11.32 (C) Mobility economic development ofa country 6c 1.82 (V1 Freedom, (e.g., U.S. western migration:farm to urban area in U.S. and Latin economic America). 50CIAL SCIENCE 321.

confxoinS PNiduction of 'c_iUu an6 'jervi Concolvn:: in Dicision-raking

COURSE GOALS

6.211 I°' .con is ticarcity

The student knows thatthe cost in 1 U E1 K8 2h 2a h .214 volved in determiningthe wise use Scarcity K9 2c 4.24 of .F,,sources (e.g.,water, timber, V1 licsponsib bb 1x.31 minerals) is affectedby factors ity Such Rs need, availability,transportation, distribution.

The student knows that underdeveloped l H KB b 2a 4.212 cultural areasare faced with decisions C Scarcity lib 4.24 involving allocation ofinadequate C) Resources 45a resources (e.g., goods forimmediate consumption vs. need fordeveloping resources such as hydro-electric power).

ThoO,udent knows thatscarce resourcesr I U H K8 2b 2c C) Scarcity (e.g., water, timber,minerals)', 4b require well-plannedutilization. C) Resources 6a V1)Responsibi: ity The student knows that some totalitar- U H KB ian states attempt 2b 4074 (C) Economic to solve the 7a problem of scarcityby government 5.832 system ownership of productionand con- V1 Oemocrney sumption.

The student knows that the problem of r 1 tE H X8 2b 2c 1.14 scarcity of waterresources may be (C) Scarcity 4b partly resolved byalternative 4.2114 V1)Responsibi: methods (e.g., seedingof clouds, 4.24 ity removing salt frombodies of salt water, planting oftree belts, etc.).

The student knows that scarcity createsr I U H K4 2b Lib 4.213 the need forspecialization and divisio Scarcity of labor. KB &a 4.24

The student knowsthat societies I U II K8 2b 2c develop allocationsystems because 4.24 Distributic of limitedresources and the location of markets. L;W1AL

'i1ILMI1 L('

I 1 Ai an-Jervicw; 1=n Vaking

COURSE GOALS

h.',1,"z F.conomic Choice

The student knows the difference PTUH K5 2h (C) Consumw.imn hetween durable goods such as fur- . niture, household appliances,autos, or books, and nondurable goods ouch as foods, clothing, medicifleS, Easoline.

The student knows the ways in which 1 'IUH KB LO) 2a (C) InstiLut.Hn: family incomes differ (e.g., variations (V1)f.reedom in property owhership, wage levels, numher er.ployed).

The student knows that the budgets of I U H KB hb 2a h.3',2 (C) iiudr,et. families of eal size and income h.33 (V1):3(11f-di:s- will varybecauseof differing values, h.81 cipline habits, judgments and needs.

The student is able to construct a I H H P65 hb (C) Budget. budget to meet goals.

. .. 'TAL ICE 3'2

11. ,.Ae or orn s Production of Ccoods andti. -,ervices 14.21 Goncerns in Decision raking

COLIIE GOALS

11-0 :(:, i .ic 1 ali ation

The student knows that production PIhil K8 ction becomes faster anu easier when _ucers specialize in a particular part of tLe production process.

The si.udont knows that technology is I H H K2 2b Lib h 2N (C) Production the utilization of scientific and (C) Efficiency technical knowledge in industry. (V1 )Education

The student knows that automation PihH K2 2a Lib / 21t (C) Production requires specialized machinery. K7

The student knows advantages of I U P. K8 2h Nip .21i (C) Pro:Lcti n specialization in the production of ba (V1 ) Organ i7,at. to goods such as division of labor and price reduction.

The student knows disadvantages of I U t' K8 2b ilb /4 .214 Production specialization in production of he goods such as overproduction and ba unemployment. 6c

The student knows that division of PIUH K8 2b lc N.24 (C) Production labor brings about interdependence 6c 2d (V1)Efficiency of man. 6c

The student knows that the production P 02 2a--, C) Production of goods and services by businesses K7 E 1 C) Economic is motivated by the desire for highest system profit. 1 V1)Vvealth

...:_ .NCE

n Lconomi producti f (foods and Jervices 4.21 Concerns in Decision-Making

COURSE GOALS

I 214 Economic Asources

The student knows that resources have P I U H G2 lib 14b qesource;, multiple uses (e.g., water--trans- K7 portation, recreation, power, human consumption

The student knows major conflict., re- P 1 U H 02 3b 2c 2.6 (C) Resources garding the use of resources (e.g., K5 (V1 )HesponsLh Sierra Club vs. industrialists and K7 ity loggers).

The student knows that deposits of I U H K8 2a. 4.82 (C) Resources minerals are non-renewable. (C) Ecology

The student knows that the quantity P I U H K8 2h 2c 4.31 (C) Productlo of manufactured goods is determined Lb 4.611 (C) Resources by the quantity of raw materials, 6a 4.82 productive capacity and demand for the finished product.

The student knows the limitations of P I U H K3 2a 14b 4.24 Resources productive resources (land, labor, K7 capital, management) and technology.

The student knows that natural P I U H K6 2b fLb 14.211 (C) Resources resources are not evenly distributed throughout the world.

The student knows important natural PM Kl 2b Resources resources suc4: as sun, soil, water, minerals, trees) coal and oil

The student knows the ways in which P I U H K8 2b (C) Resources weather affects food production. (C) alvironmel ,1)(iCTAL

ItOWJeLlon of 'ii.)01:;5 4nd ..4f=xvice-L, (,:i,c(A-.1-a, in oecision -raking

h.c1,14 c:cm(Rille Re:.AskirCeL; AL.

The L;LudPnl. knows tnat much research " E il H rr, 21: i.. rocurqi cn Lilo conservationof IC t.,tir1 ros-,urce.s such as water,soil, (c) ?,esoarv: timhf.o, mineral::,oil and coal. ocon. (V1)Mucr.' Yho udont know W.aL research is P 1 II II E7 ;-,t e,,ntionally imprOvint;L'ie conservation )1.22 I (r.) 'osourcon of f;)restli. 1; .211 )i .!12

The student knuw:.;that buLanints 1 H I K4 2b develop new stra-irsof plant liCe ','e L.24 (e)Hroductto KB ).ma hip to inorce farmproduction. 14.81 (V1)i:lentino

rho LAmdent knowsthe elements I ii H K4 2h necosLry for HstablislInc a factory ii) 11.',::1 (C- Produoriu 4b (o..g.,refioums, manpower, transportation and capital). h.ai

The ntodent. knowsthat the outcome of T1! P war is affected by K9 2h ..;11 availability of (( ) heso,Jrce:; natural resuurcessuch as oil and h.(-11 (C) .,:ar :lerals, the allocationof capital )1.612' nt.: the availahitityof manpower. 32b.

COURSE GOALS _____

J.I Bas Factors in Production

The student knows that use of the F I U H KB 2h 4.24 Production limited amount of undeveloped land 6c 5.9 -;_arketinr is souOlt after by nations in an effort to increase production and marketink

The student knows that factors PTUH G2 2b 4b 14.221 (C) 1 o u r,m required for production are land, K3 4.222 labor, and capital. K8 14.223

The student knows the function of P I U 14 K? 4.71 (C) conomic management is to coordinate natural system resources, capital goods and labor by (V1)Efficiency making decisions and taking risks. (V1 )Initiative IAL 327.

!v:(,41:1Jiti ProduGtion of Good anci Services factor in Pro,tuction

COURSE GOALS

(G) l'roduc. Th. uLudent knows that researchis (Vi Efficion eo Linually developingmethods to im rove the fertility of thesoii in order to increase production. roductl()n The student knows that zoologists Tvohnology develop new strains of domestic (V1 )Wicioney animals to increase quality and quantity of meat production.

The of dent knows factors which influence the development of land (e.g., location, deriud, and size 30C LA

rru,Jubuior :;ooc and -vices ),.Jim Factors inProduction

COURSE GOALS

22 Labor Resource I U H G2 2b ):.214 The student knowsthat huMan u human reprelJent a majorfactor in

G2 2b 12a )4.611 _OTX The stude"t knowsthat "division of K2 2c labor" means that a mandoes not K8 -produce all of his needsby himself. C) Fro Lion "division of ?TUB KB 4.611 The student knows that V1)Edu on labor" requires moreskill on the part of the laborer andresults in greater productivity. K3 3a 2c 14.24 (C) Production The student knows the roleof labor PIUM K7 7a 14b (V1)Fairness unions e aiterin-_ 6 distribution_ f income, improvingworking condition K7 7b lc 14.71 (C) _P=roduction The student knows thateconomic I U H 6c 14.81 (V1)Trust efficiency is affected bythe mutual K6 trust and confidence betweenemployer and employee and producerand con- burner. 2b (C) Scarcity The staident knows thatlabor short- 14b (C) Immigratim ages encourageimmigration (e.g., present day immigration ofGreeks and Italians to WestGermany). :,(C t t SC L NCE 12V.

cn Lc! LJ Dr udoctitm of '; .iervices bauic Factors iniro ion

COURSE COALS

The sted9ht knows tat capitalgoods P I U E K2 2b 2c (tools equipment, buildings) are goods 4a used to proAuce.other goods.

The st bent knows that "opportunity K2 2h 14.1u Cc) Consumpt Lot cost" is defined as the sacrificeof 413 4.212 (111)Efficiency one want to achieve another wantthat is more necessary or desirable(e.g., reduction in to manufacturing to divert resources to the production of war planes). iGT ET;

G. Iconumics 4.2 ProducLion of Gooch: and Services

mization for 4ucti on

The student knows ways in which the IC4 2b 2c Economic .buciness cycle is affected by capital K8 Lb 3a system Foods, capital money, supply and 1.1C demand. Oa

ae student knows various kinds of PIUH G2 2b Econm is business structures for prodnction KJ 7b system in the U.L;. such as proprietorship,- (V1)Freedom partnerJhip- corporation andcoopera- tive. .f,r1;I AI, I

'Eir:',1_,11 o Gr.R)1i1-3 1Qry (avail oAat LmOr Product:Lon

COU RSE GOALS

, U,)r ift,(11'.;11 L and l'irt..ner:Th

I. I, 1,2 2b Product. i Tne k that i-trrLndividual ,ro!r 1p hi a busineij owned 7b 011 I I y ono roan who roeeives the profits rchnom and surrurs Lhe losJcs

'ho sLudent know:- that a par t.,ner5h ip FI';I: K2 2h (C) "rodnri,i a hur=rineut; owned by two or more 7h (vi) Fre ed urn, parboils ,each hiviriuiiliied econurr, lc '332. 'IAL

homicu rroourtiim (f1;i,nds Lfd iervLneu Urr,anization for rrocuctiorl

COURSE GOALS

k CorporabLon

Xcon (111iC The student knows that a corporation FIUH system is a business ononization of three (V1)Freedom, or mt re 1ersons formedwith permis- economic sion of the state to act as an

Economic The student knows that a corporation K7 2b system raises capital by issuing stocks 7b (C ) Resources (shares of ownership, preferred and C) Production common ) and bonds(borrowing funds, credit).

The student knows ways in which the U K7 2b He system development of corporations has K8 7b (C) Production broken down the theory of "market (V1 )Freedom, as the supreme authorityof free economic enterprise economy." (Adolph Berle, Gardiner Means, Alvin Hansen)

The student knows ways in which some P I U H '2a 4.31 (C) Economic corporations compensate employees 2d system (e.g., wages, shares of profits). 4e (V1)Security 4g 6c ,

,x prodinAi.4, sit1,riod:;and ,ervico l'AuLionfor .Y.odlictin

COURSE'. GOALS

'ative

st uiicntl _flOVJ that a c operati I 11 H Consnmb en iA; o voluntary a-ssociation of con- 7h 6c Fredif,m, sumers organiv.ed to meat 4 COMPOn PC need f-r roods or services.

le studont knows advantage of iih K3 a I;onsum membership in cooperatives (e.g., 1 tartiUI profit_shariw, quality control) . 7b Off; Wit'

The student knows that the United I H K8 la Ii ('1)Corisum . r7ii ;tat _s government has fostered the )Frcpciur development of cooperatives through 1 legislation (e.c., Copper-Voistead rib Act 1922).

The studnnt knows tine features of the hilt K3 2h Consumption following types of cooperatives: 111 VI Freedom consumer cooperatives, service CQ- 7b operative:3, producer cooperatives. %. nomic!.; 4.r? Froduct Lon of Goods and Services

COURSE GOALS

4.24 peciali7.a ion in Economic ------TFocoss

The student knows that a monopoly is I U H G2 2b 14.2 (,:) Prolucti6n an economic market controlled by one K2 ;uppller or certain goods or services. K9

The student knows that monopolies 1 U ti K3 2b 4.52 (C) Production exist because of factors suchas K8 hb 4.82 (vi )Efficiency control of raw materials, patents, avoiding duplication of competitive facilities (public utilities).'

The `student knows that regulated I U H K3 2b 4.52 (C) Production monopoltes (public utilities)are K7 7a 4.82 (111 )Justice, allowed to earn a fair profiton the K9 economic fair value of their assets.

The student knows thatan oligopoly 1 U H K3 2b 14.52 is the economic market in which few Production 4.81 producers produce goodsor services (e.g., auto industry: GeneralMotors, Ford, Chrysler, American Motors; aluminum industry: Alcoa, Reynold Kaiser, Olin Mathieson

The student knows ways in which I U H K7 2h oligopolies are interdependent 4.521 (C) Production: K8 7b (e.g., price cuts). 4.611 (V1)Freedom )

.X.U110111(:S IT(p1110,i,m :Lrid

.)pr tidizatiun 1.0

COURSE' GOALS

41 At; r Lcultu riandndusUry

The student 1-..nowt; factors which 1-ToducL ion 1.r1conce Lhefarmer's choice of crops (V1)friciency andagricultural methods (e.g., awl i ityof capital, market demand, climate, soil

The sLudent knows ways that technology ProducLi,in influences crop production (e.g., (V1)Technolvy irrigaLion In de:iort areas).

The student knows that government (C) :,'conomic efforts to sunport agricultural syl4em primes involve crop purchases, acreage restrictions, marketing limitations.

The student knows the meaning of (C) Froduction concept of parity (relationship o (V1 )Freedom farm product prices- to the prices farmers pay), both flexible and rigid. SOCIAL iCIENCE

IToductior. f and services onomia Process

COURSE GOALS

Transportation,Di3tribution Service

K8 2b 1.1.5 (C) Production The student knows thatmodes of PIUH (C) Transporta- tran3pOrtatiOn compete with one 7b tion another to gain profit frommarket- (V1 ) F're edom ing (e.g., rail vs. truck vs.air). Production The student knows the role government I U H ic8 3a 14.53 Transporta- Las played in the developmentof 7a tion transportation in the United States (e.g., railroads, motor transit rapid transit, airplanes, ships. Production The student knows that analyzing and T U H G2 2b planning for urban transportation K3 Transporta- tion are urgent contemporaryproblems. (V1)Responsihi ness

The student, knows that "marketing; PIUH Kl 2b 2c (C) Production Process" refers to the steps by which _K2 (C) Distribu- goods move from one producer to tion another and to the consumer(e.g., (Vi)Responsibl transporting, storing, standardizing, ness financing, insuring, selling) . 01,1 it ,ipec la!

IL.2Lt

( I Thv ,! skqdf.nt, know, the -,11 j in himl, la 1,he :jecobb ph:J:3e of LhQ fndustrial ( V '.' H Ii (fololuGic4: (m.;1 !woducLion, as- lino) contributed to the 7h 7rowLh o:the American labor mOve- ment.

Tii' :;tut:ent, that, the c,rowti. of Iii!' "1 in 2a 0:) "rn,fuo.H!. wodictiLib in II( contributed vP 2b L., the dfmiand for t'ornimn worknrii 18Y0-tAj). 7h

Thf!student knows that tabor's ht to [ H la hroducUor. colkietive baryairii.lm with partagement 2b (111)(;owlerat.1- wairococ,nimid by Lhe 'ilayton Anti- Lib (VI)Juhtici- Trust 6a1 ,1Y14.

The student know3 that, the stages of I K3 2b (G) Producti,» collective bargaining are necotiation, Kul hb (VOC)operaLic mediation, arbitration. (Vi)dustiee

Me s -udent knows that labor strikes 1: H 2b 2c (c) Proluettor occur when neGotiation or mediation ha (V1)Cooheratic mmvement, an4 1aborfails Lb (71) Justice 7b

Thn student knows that the public I H la 2c (G) Profiuctim interest is affected by labor disputes. Lb Lfh (V1)Justice be

The sLudent knows that a major purnose [IF H K7 3a (c) Labor of the t:ationai Labor !(elation s Hoard 3h (V1)Cooperatif (N.L.P.H.) is to mediate or arbitrate [lb (Vl)Pemocracy disputes between labor and management. 5b (Vl)Justice 7a

Mc student knows that the hagner ii H K7 2b (C) Prcductior Act established the National Labor KB 7a (V1)Democraey Pelat1onboard (N.L.R.H.) to enforce (Vl)Justice the labor laws. roductim Goojs -ervi e n iii !:,conumi.c

COURSE C

h .2113 Lai ont I U H K8 la (C) Productimr The JAVI(N knows that the Norris-La 3a (Vi)flemocracy ,luardia Ac PJ321 declared several 7a (V1)Fairness hods of management to coercive m (V1 )InteRri.ty be illegal lockout, yellow ,1o6 cant black list, injunction I 2d (C) Productior Taft- H K8 3a The student knows that the (V1)Democracy Hartley Act, 1947, declared.several lh (V1 )Justice coercive methods of labor to be 7a illegal (e.g., closed Lihop,wildcat strike, jurisdictionalstrike, secondary boycott,fcatherbeddinr). (C) ProJnoLion The student knows that the unionshop I U K8 la llb (C) Power (a worker may he hired and join the 7a (V1)Equality union after thirty days), createdby (V1 )Justice the Taft-Hartley Act, 1947,seeks to equalize the power of labor and management. (C) Production The student knows that the controver- E K3 la (V1)6ecurity sial Section lli(h)of the Taft Hartley 7a (V1)Justice Act permits the states to makethe (V1)Equality union shop illegal (e.g.,right-to-work laws: worker may be hired whether or not he joins a union_).

(C) Production The student knows that the Taft-Hartley I II H Lh (V1)Security Act provides for the eighty-day no- 7a strike injunction to be used bythe President in basic industries which affect national health and safety.

The student knows factors or conditionsPIU1=1 K8 2b hb Hesources, which create need for new laborskills Lib hf human 7b 6a Learning (e.g., technologicaladvancement,new C)Production industry in a geographical area (Vl )Efficienc7J (V1)Education ,

it 1t , t-

COURSE G AIS c,0 14' Cr'

. II',:I. I r7; . E;; I "I .,:":: :WI', I ULP4.'1 I'I;'HI '1! 0,Illi,[rid H,I11. ::1 1 IJ '\,' 1 ,. ',,),1',`T': 0:VILkit,i or, (iiinv,.),t-i,nnciliGc).1.,oti giii, L it 1.:, tercl. arol: i ii:.irt: iL(.:.!to LII0 ii 10141,110!a1 a t ,orpi, u,v elT.cri t...

, ,, -i',;I:iit..i,Pit, li'Fii .,w;-,,trialti:ie c toi,ieql r 'i., ir.'i ;-i, it ci,i ,,eni, er .i..,oul:i he L i red I,inirib-J., f t. (V I I i ri.-1, a taii iI iii,,,r,lititHAii) i:ra Lei;biiiLI-42 ( . l..).,crilt. I ,.Ti) her ,`.e t, I ,,..'., rtrJel tet:Ln r-rw Lori 'IIII on II(n'IT.

t. .;L:]rio.r t,Viijkl,:!) tA ;11'tif.rilCt .. r i'Il 'f', '':i t:1.1,. ,.,.. : 1.11:0i!.L1; (T.,,I0:0:;Li.( f 7i ::i r i t l l t , I I I On : i 1 1 i ze 1,ri, :harT ; ,i n col- ( d 1 1 f q. ; 1 .' , V ' i : , ' 1, 11 1 1:.:!' ..)L001%,= a 1 , V :'.11)Lri-.(1;,H

'Ile (',n 1,:tik,k r v.,f.41,-, li..!;:tt...i.he. . 7i4;ner ; ' Y-',1 it et forha h, er iii hyeni riterference F:I .7. h lahhr 41.Lii'ail 0ori:,%nii,, Luc, ;u:tivitibn. 73 % .'i;ior:,,.. t..,.. (7 1)!iiq:i r . (j 1 )G,limo ti:i '..

7.1110 Li tir ieht Iii.,;s that Minor suppll U H K8 Lib 2b "01 ):;eour I I aria (Jen anh l'or itLain jabs is en a fToc Lel hc,zihell factors atcost (11):.:iisest, i ,:l anti ienti,th 01tra in inc,, working conait ionsjob prest ice, restrict ions on jolt entry, salary.

The stccient known causes of unemploy- , U I t'i 1,i) (f')-,re,i et-- 1:,ent,"(e .1,-,. ,unr oh 1.1 ity of.' oopuli:t .ori, .I ack of ackApia to traininc in (J I,Li (',71 }; Lair 41, skill s, 7b nic,nit:. (-incline jrder: vrif ifor t o0,0-; or :icry in.,- h, phy:, i.c1. Irian t 1 I t7,'or re ri, Lin It u wen!: T!,!fl;.

k 4

COURSE GOALS

Dint-Jr (Cunt

,( student knows that in the early Product nineteenth eFfitry small craft unions curity wore active ii most northeast cities, so(,kin goal establishment of free public education) through political ac ti( Cr than through c.01J ect,i yep hargai rcint

The stwipnt knows that the KnlOtf3 of (vi Labor, 180), hecame the first national labor union with major coals of higher wages, shorter Lours, better working conditions, and elimi-ation of child labor.

The student knows that the m erican 2h (C) Production labor movement ::;onsists of t 7a (V1 )Security CIO and independent unions. 7b

The student knows that the All is a 2b (V3 )Security federation of craft unions in which 7a Lie workers 1t w.. a comron skill (e.g., 7b electricians, b_ I- rs, car ter

The student knows that tale CIO iuan 2b organization of industrial unions in 7a which the workers of a ri rticular 7b industry unite whether they havea skill or not (e.g., United steel Workers, United Auto Workers).

The student knows that independent U 11 K3 2b (C) Production unions are those which are not af- KS 7a (V1)Jecurity filiated with the AFL-CIO (e.g., 7b Brotherhood of tiailroad k)rkers, Teamsters).

The student knows that the Landrum- 2b 0/1Uprightnes: Griffin Act, 1959, was enacted 7a Honesty because of abuses in the management (vi 7b (VI Integrity of union affairs. t/r

, rn

I (.II 1 fl ;,(",10.411(:,

COURSE GOALS

r tabor (. t)nt, it 11 ii t r..arrar,ernerib

t ,r ai c.: ar ()ETUher.or)v.rel: by ()IT i frur irorDui: a, annual I 1,ar:r!i raTerta f Lb Joe. or Labor

I 1,11(1(11kr;ii that, uni urn rhave r 1;h VI. )ttbr_:rerr iJ U. Loal oh joet, Ives which they seek h rit,y thront,:h uiuh orityiniv.n t, ions flu 7h ( ): r: i.1,Lee for rto11,t, -,rtircat Ion i-Mov 006 ."-a,11. er Vir.tOS

la I 1.7, i on I n ohm, Lc Process

COURSE GOALS

11.",_1111 T I -y

(C) Produ icn The student knows that improved (V1 )Thrift technology helps economize in pro- (V1 )!:,fficlency duction (better seed, fertilizer, (V1 ) rducation cultivation have increased crop production per acre) . Production ELudent knows ways systems of Techne]oKy communication affect the maintenance (C) Cemmunich- of mass production and wide scale tion p,arketinL. (V1 )Efficiency

The student knows that research is (C) Production (Vl)Educat ion producinE synthetic products to supplmont or replace consumable resources such as cotton,flax, silk and latex.

The student knows that technological (C) Production advances made in science and engineer- (C) Technology ing have important effects in (V1 ) Efficiency (V1 ) Education economics. ;OCI.LSOCIAL SCIENCE 14-3.

Econo C8

Consumption. of --o vices

The student knows the location and use I U H K6 2a ) Resources, of print and nonprintmaterials related 2b economic to consumption of goods andservices in (V1 ) Inquiry economics (e.g., card catalog: "Poverty; "Public Welfare," "ConsumerEducation," "Insurance, Social"; Reader'sGuide: "Price Indexes," "Insurance,'"Credit," "Investment Trusts";periodicals: Business Week, ConsumerReports, L2lisigillilsAiLa; area and building audio-visual catalogs: "Poverty," "Affluence," "Unemployment,""Income").

The student knows thatconsumption U H G2 2b 2c 4.332 depends upon earned income Consumntio influenced K8 4b by the availability of 4.333 (A)Thrift and desired for 7a goods, credit, and savings.

The student knows that the consumer U H K4 2b 4.5 Consumpt a index meaqures trends ofprices, wages, K7 4b 4.52 and employment in thee:onomy. Data 5a. gathering 6a (VI )Economic justice

The student knows thatthe consumer U H K2 2b 4.5 (C) price index is given thevalue of 100 Consumptioi K7 7a 4.52 for the base period(1957-1959) to show changes in the value ofthe dollar.

The student knows that inflation may P I U H C2 2b result when total 4.31 (C) Production spending continues K4 6c 4.312 (V1 )Balance to increase even though thelimit of K8 7b 4.212 the economy's productivecapacity has 4.82 been reached and productioncannot increase. SOCIAL SCIENCE

4. Economics 4. 3 Consumption o ..pods and Services

COURSE GOALS'

4 .3: P- ce

The student knows the following terms U H K1 2b (C) Production used in marketing: retail and wholesale (C) Marketing (C) Retail (C) Wholesale

The student knows that the cost of goods 1 U H K8 2a 4.71 (C) Goods purchased by the consumer includes both 4a (C) Production production and marketing costs. (C) Marketing

The student knows that labor contracts U H K3 2b 4.243 (C) Ecbnomic frequently provide for automatic cost- K8 4b system of-living wage adjustments. 7b (C) Contract, labor SOCiAl, SCIENCE

4. rxommdes 4. Consumpt Con nt+ti+ +ids and Services

4.311 Value

The student knows that themain factor (C) Produc t ion that determines wages isthe value of what the worker produces. (Vi)Individual- ism

The student knows that thewage is (C) Production income to the worker who receivesit (C) Wage and a cost of productionto the employer who pays it. (V1)Fairness

The student knews thatcompetition encourages business to seekways of (C) Production. improving products. (VI )Freedom (Vi )Competition The student knows thatefficiency in (C) Production increased productioncan result in higher wages withoutraising price (C) Wages level. (C) Price (V1) Efficiency The student knows thatmany economists hold that inflationresults if business (C) Economic has to raise pricesto compensate for system its higher costs whenwages are (V1)Cooperation increased. SOCIAL CE

4. Economics 4. Consumpt ion of( ;cods and Services 4, 31 Price

COURSE GOALS

4.312 Relations11/2LrUENIL4,21-21 Demand

The student knows that inflationresults U H KS 2a 4.214 (C) Economic if total spending is above the levelof 4b 4.22 system adequate utilization of the economy's resources.

The student knows the law of supply I U H Ci 2b Consumption and demand (e.g., as demand fora K2 (C) Production product increases, so doesthe price; K8 as supply increases, the price generally decreases).

The student knows thatsome businesses PIATH K3 6c 4.6 (C) Economic serve only local markets while others K6 system sell in regional, national, andworld markets. (V1)Efficiency

he student knows that scarcity of P I U H K8 2b 4.2 resources results from increased demand (C) Resources for goods and services influencedby population growth. SOCIAL SCIENCE '14 7 .

4. Economics 4.3 Consum on of Goods and S

COURSE GOALS

4.32 distribution of Income

The student knows that "income flows" U H K2 2b 2a 4.33 (C) Economic reflect the gross national product, K4 3a 2b 4.511 system gross national income, personal income, 2c 4.512 and disposable personal income. 4.82

The student knows that the distributionP I U H G2 2b 2a (C) Production of income within the economy helps to K8 6c 2b determine what goods are produced and 2c for whom they are produced.

The student knows that John Stuart Mill U H G2 3b 4.1 (C) Economic believed that society could revise the K8 6c 4.532 system distribution of wealth by taxing or sub- 7b (Vl) Democracy sidizing (redistributing). (V1)Justice

The student knows that the United StatesP I U H K7 6e 4.532 (C) Economic government uses taxes and transfer pay- K8 system nents to change the distribution of (VI)Dem. equAit: income.

The student knows that incomes are not P I U H K3 5b 2a (C) Economic equally distributed (e.g., low income 6a 2b system families, welfare, retired). 7b 2c (C) Incomes (V1)Efficiency

The student knows that labor unions P I U H CZ 2b 2b 4.24 (C) Economic attempt to influence labor incomes KS 4b system through collective bargaining and 7b (C) Unions, laboi through the political process. (C) Production (V1)Responsibi- lity SOCIAL SCIENCE 345.

4. Economics 4.3 Consumption of Goods and Services 4.32 Distribution of ncome

COURSE AL5

4.321 ffluence ancl_Paust

The student knows th& John K. CalbraithPIUH K3 2b 4.32 (C) Wants claims that United States affluenceis K8 6a (C) Needs characterized by much private wealth (V1 )Dignity (e.g., cars, television, clothing, recreation) amid much public poverty (e.g., schools, hospitals, urbantrans- portation, beautification of cities).

The student knows that reductionin P I U H K3 4a 4b 4.241 Economic rural poverty involves factors suchas K8 5b 4c system the continued movement ofmany farm 6a Rural people to nonfarm jobs, the trainingin 6b (C) Urban technological and scientific skills (education). (V1)Self-esteem (V1)Education the student knows that the "waron I U H K3 4a 4.531 (C) Wants poverty" program carriedon by the K7 5b (C) Needs government includes elements intended 6b to help the poor wherever they live.

The student knows thatpoverty in the P I U H K3 2b lb (C) Economic United States involves difficultIssues 3b 4b system such as racial prejudice,discriminate- 6a (C) Poverty tion against women, unemployment,prob- 6b (V1)Responsible- lems of the farm, depressedareas, and retired citizens. ness SOCIAL SCIENC 349.

. EConomics 4.3 Consumption of Goode and Services 4.32 Distribution of ncome

4.322 Unem o ent and Standard IAILIM

The student knows ways in which economic I U H K8 2a lb 4.24 (C) Economic instability and inflation cause unemploy- 6a 4.82 system meat. (V1 )Human dignity

The student knows that cultural and I U H G2 3b la 4.311 (C) Wants spiritual values are affected by the K8 6a lb (C) Needs struggle for higher standards of 7b (V1)Moral living. reverence (V1)Honesty The student knows that a subsistent 1 U H G2 2b 4.611 (C) Scarcity standard of living prevails in economi- K3 4b V1)Education cally underdeveloped nations. 6c (VI)Ingenuity (V1) Efficiency

The student knows that scientific I U H K8 2b 4b 4.2 (C) Production research-and inventions contribute to 4b 4.21 (C) Research a high standard of living. 6a (C) Technology (Vi )Ingenuity

?he student knows thatconsumer credit I U E K8 2b 4b 4.332 (C) Consumption enables Americans to domore mass buy- 5a 4.2 (C) Credit ing, thus contributing toa higher 6a V1 Trust standard of living. V1 Integrity SOCIAL SCIENCE 150.

Economics 4.3 Consumption of Goods and Services

COURSE GOALS

4.33 Personal Income

The student knows that personal savings I U H 8 2b 2a 4.622 (C) Resources are affected by fixed saving commitments 4b 4.71 (C) Savings (e.g., pension, Social Security, (V1)Security insurance). (V1)Thrift

the student knows that incomes are P 1 U H K3 2b 2a 4.336 (C) Economic derived from three major sources: (1) K8 4b 4.532 system payment for work, (2) property income, 4.621 (V1)Security and (3) transfer payments. 4.82

The student knows that true income U H K8 2b 4.31 (C) Economic results from the adjusting of money 4b 4.311 system income to price change. (V1)Balance SOCIAL SCIENCE 351.

4. Economics 4.3 Consumption of Goods and rvices 4.33 Personal Income

COURSE GOALS

4.331 Buying

The student knows ways in which adver- P 1 U H K8 2b 2c 4.32 tising influences thesale of goods (C) Production 4b and services. 4d 4.512 (V1)Reliability 4.82 (V1)Acceptance

The student knows that inflation U H K8 2h produces advantages 4.211 Economic (e.g., rise in stock 4h values and certainwages) and disadvan- 4.311 system 7b 4.312 cages (e.g., decrease inpurchasing (V Balance 4.32 power of people on fixedincome). 4.52 4.612 4.82 The'student knows that individuals PIUH K3 2b and businesses havea need for a system 4.332 Economic K7 4b 4.43 of borrowing and leadingto acquire system consumption and productiinneeds.

The student knows thata budget is P I U H K2 2b conventionally definedas a tool for 4.531 (C) Economic 4b economic planning. 4.82 system (C) Distribution SOCIAL SCIENCE

4. Economics 4.3 Consumption of Goods and Services 4.33 Personal Income

COURSE GOALS

4.332 Credit

The student knows ways in which the I U H K8 2b 4.312 (C) Economic government controls credit buying (e.g., 4b 4.621 system maximum interest rate, repossessing of 4.81 (VI )Honesty goods, charges for late payments). 4.82 (V1 )Integrity (V1 )Security

The student knows factors causing U H K8 2b 4.24 (C) Economic increases in consumer credit (e.g., 1:) 4.81 system movement from rural to urban areas, (V1)Honesty increase in production of durable (V1)Integrity goods, retailers encouragement of credit buying). rhe student knows various types cf I U H K3 4b (C) Economic :relit which are available (e.g., K5 7a system consumer, government, mortgage). (V1)Integrity (V1)Honesty the student knows that "open market I U H K2 2b 4.335 (C) Economic 3perations" change the supply and cost K4 4b 4.432 system Jf credit. 4.52 (C) Distribution 30C LAI.

E:onuiliicf 4.3 f:onsnmption of ads and rvico3 4.33 Personal

COURSE GOALS

4.333.pia yings

The student knows thatMedicare and K7 3a 2a dicaid provide economic Economic assistance 4b 2c to the aged, low income families, system and 6c A.D.C. recipients. (C) Wants 7b (V1)Security The student knows that saving represents P I U H K2 5a the difference between 4.531 (C) Economic income and 7b spending. 4.212 system (C) Savings SCIENCE

FX0o0mics Consumption of Goods and Services 4.33 Personal income

COURSE GOALS

4.334 [insurance

rile student knows the vocabulary asso- U II Kl 2b 3b 4.335 (C) Economic ciated with Insurance (e.g., insured, K3 5b system policyholder, underwriter, insurable (C) Needs interest, comprehensive policy, beneficiary).

The student knows specific functions of U H K3 4b 4a 4.335 (C) Economic various types of insurance. K7 5a system 7b (C) Needs (V1) Security (V1)Thrift. (V1)Self- discipline

Ape student knows that life insurance U H K3 4b 2b 4.335 Economic Provides protection and savings. K7 5a 4.82 system 7b (C)Needs (VISecurity (V1Thrift VISelf- discipline SOCIAL SCIENCE 355.

4. Economic® 4.3 Consumption of Goods and Services 4.33 Personal Income

COURSE GOALS

4.335 Investments

The student knows thatinvestment may I U H KI 7b 4.331 (C) Economic be real, human,or financial. K3 4.333 system (C) Investment

The student knows that investmentis U H G2 2b 4.2 (C) Economic the result of past profitsavailable KE1 4b 4.212 system for loanable funds for futureprofits. .flo (V1)Respons bility (V1)Thrift (V1)Cooperation SOCIAL 35().

Economics

4.4 Money

The student knows the location anduse (C) Resources, of print and nonprint materials related economics to money (e.g., card catalog: "Money," (VOinquiry "Banks and Banking," "Federal Reserve Banks"; Reader's Guide: "Banks and Banking," "Federal Land Banks," "Money"; periodicals: Bulletin of Federal Reserve Bank, San Francisco; area and building audio-visual catalogs: "Bank- ing, Money," "Federal Reserve System"; special materials: money specimens.

The student knows characteristics of Economic money such as durability, divisibility, system, malleability, portability, and monetary uniformity.

The student knows that silver and gold (C) Economic have the best characteristics for system, representing money. monetary SOCIAL SCIENCE 357.

4. Economics 4.4 Money

COURSE GOALS

4.41 Histor,L

The student knows that the development I U H K8 2b_ of monetary systems 4.111 Economic occurs as a direct 7a result of increased trade. 4.311 system, X4.312 monetary 4.63 (V1 )Freedom, econ. The student knows t t present monetary I U H K8 2a systems have developed from the Economic use of 2b various mediums of exchange. system, monetary

The student knows vocabularyassociated 1 U H Kl 2b 4.431 (C) Economic with banking (e.g., discountloans, system, legal reserves, purchasingpower, inflation). banking

The student knows that theAmerican I U H K9 2b 4.42 (C) Economic money system is basedon a modified gold standard. system, monetary The student knows that "specie" in the 1 U H Kl 2b United States monetary Economic system means K2 7a gold and/or silver. system, monetary The student knows that the use of paper 1 U H K7 2b 4.42 (C) Economic money in replacement of goldor silver K8 7a 4.431 as species occurred asa result of system, 4.432 monetary difficulty in production,use in s 11 transactions, and thequantity of available materials.

The student knows major ideas of U H K3 2b Gresham's Law (e.g.,good money drives (C) Economic 7b system bad money out ofcirculation, hoarding of gold). (C) Distribution (V1 )Freedom, eeon. compet. SOCIAL SCIENCE 35X.

Economics 4.4 Money

4.42 Kinds

The student knows that many monetary P I U H K5 4h 4.41 Economic Systems are found in use today in 6c 4.431 system, various economic systems. monetary (VOResponsible- ness

The student knows that money stands for P I U H K2 2b 4.41 (C) Economic anything generally accepted in exchange system, for goods and/or services. monetary

The.student knows that the dollar is I U H -K9 2b 4.41 (C) Economic the basis for the evaluation of economic 4.431 system, worth in the United States. monetary the student knows that legal tender is I U H K1 2b 4.43 (C) Economic the form of money which the law requires K2 4.431 system, creditor to accept in payment of a 4.82 monetary debt expressed in dollars. the student knows that within the P I U H K2 2b 4.431 (C) Economic Jnited States at the present time all K3 4.432 system, . zoins and paper money represent legal monetary :ender.

Che student knows that checks are P I U H K9 2b 4.43 Economic :ommonly accepted in lieu of legal system, :ender. monetary

he student knows that development of I U H K7 4b 4.41 (C) Economic .aws was necessary to control -the K8 5b 4.431 system, imount of paper money issued, so that 4.432 monetary .t did not exceed the amount of 4.512 (Vl)Freedom, 'specie" currently available. econ. SOCIAL SCIENCE 359.

4. Economics 4.4 Money

4±L41LB812Lgd-n-.

The student is able to interpret the U H P21 2b (C) Distribution, "circular flow" of money. P22 money P23 P43

The student knows that there is a PIUH G2 2b 2a (C) Economic circular flow of money from families K7 system, to businesses and government and back again to families. banking

The student knows that in largecommu- U H K7 2b 4.312 (C) Economic nities clearinghouse associationshave 4b 4.322 system, been established for thepurpose of banking enabling banks to quickly andefficient) Vi Efficiency exchange checks and balances.

The student knows two types ofbank I U H K7 2b 2b 4.431 Economic deposits: (1) demand deposits which K8 system, are checking accounts and (2) time banking deposits which are savingsaccounts. the student knows servicesprovided by U H K7 2b 4a 4.111 (C) Economic banks such as safeguardingmoney and 4b 4d 4,221 system, property, providing checkbookservice, 4.81 banking making loans, and servingas trustees 4.82 of goods and property. (V1 )Responsible- nese the student knows functionsof comer- U H K3 2b 4a 4.431 (C) Economic vial, savings, andinvestment banks. 4b 4d system (VI)Efficiency the student knows that banksearn I U H K7 2b 4a 4.432 noney by investing, borrowing, and (C) Economic 4d lending money. system PCT "-TEN F

44 Economics 4.4 Money 4.43 Benkin

COURSE GOALS f _ 4.431 ,ommerclal

The student knows that "velocity of U H K2 2b 4.312 (C) Economic circulation" means number of times a 4.52 system, dollar is spent during a period of time. banking

The student knows requirements for the U H K3 2b 4.211 (C) Economic chartering of banks by state or federal K9 7a 4.214 system, government (e.g., basis of character 4.223 VI)Democracy and ability of the applicants, need for 4.233 a bank in the area, and amount needed 4.31 for a capital stock fund). SOCIAL SCIE 361.

4. Economics 4.4 Money 4.43 Nankin

cots OA LS

4.432 Federal Reserv_

The student knows that billsare the U H K3 2b 4.533 Economic short-term government securitiessold K7 17a 4.534 or purchased by the Federal Reserve system ) Federal (open market committee)to avoid longterm interest rates. Reserve (VI ) Efficiency (V1 )Cooperation The student knows that "discountrate" H K1 1 2b 4a 4.431 refers to loan interestpaid in ) Economic 4d 4.331 system, advance and can be alteredto control business. 4.332 banking WL1AL !-:1:11:NLE

4. rconomius

COURSE COALS

5 Economic rowth

The student knows the location and use U II Kb 2a kesourcvs, of print and nonprint materials related 2b economicm to economic growth (e.g., card catalog: (VI) Tnquify "Depression," "Income," "Taxation"; Reader's Guide: "Cross National Pro- duct," "Taxation," "inflation (finance-) 1% Area and building audio-visual catalogs: "Economic Growth," "Gross National Product," "Stock Market"; periodicals:

Wall__. Street Journal,, Dun & Bradstreet$ New York Times index, Christian Science Monitor.

ihe student knows the factors involved I U H K8 2b (C) Economic in economic growth (e.g., capital, land, system, labor, technology, investment by growth of business and government profits). (VI )Security

Th e dent knows that economic growth I U H K3 2b 2a (C) Economic is measured by total production, produc- KID 2b system, Lion per person, and output per boor 2c growth of worked. 4b (V Securi y

rhe student knows that scientific IT U H K8 2b 4b 4.242 (C) Economic research depends upon industry's 4.2 ./stem, reinvesting a percentage of its net growth of profit for further economic growth. (VI)Inquiry \L sr

4. Economics F-onomic (;to ath

LUU M,SL u kit% L.-,

4 r hieasr.,res

ille student knows that hindrances in I U 11 K3 2a 2a 4.82 Economic economic growth in underdeveloped K8 4b 41, system, countries include illiteracy, low 6a income, lack of business leadership, growth traditions, unfair distribution of (Vl)lducation land, limited resources, unfavorable stice, climate, military chmands, and weak economic government.

The student knows that stimulants to I U 11 K3 2b 2a economic growth include (r) [Economic more education, K8 6c 4b incentive for high production, good system, 7a growth health, better capitalfacilities, strong leadership, technological (VI)EducaLi u expansion, stimulation of demand, (V1)Justice, economic freedom Le make economicadjustments (e.g., price).

The student is able to relategross U 11 P21 2b Economic national product to actual market P41 6c prices. system P43 P47 C 1.11, SCIE F

4. Economics

44 .'1 Economic r:rowth 4.51 easure8

COURSE GOALS

4.511. Cross National Product

The student knows that the term "gross t1 Ii 11.1 2b (C) Ectomic national product" is defined as the system final output of all goods and services produced and sold by a nation in a given period of time.

lie student knows that "circular flow II C12 2b 2c 4.82 Economic of money payments" shows how payments K3 4h system, flow from households to firms and then K8 monetary back again to households as firms pay workers, savers, landlords, and management for their services. rile student knows that the gross national U li K2 2h 4.512 (C) Economic product includes the total amount of K3 4.31 system, roods and services produced in a ration G.N.P. neasured at actual market prices. TAL SCIE iCE 365.

4, Economics 4, 5 Economic Growth 4.51 Measures

COURSE GOA

4.512 National Income

The student knowsthat "national 11 K2 2b 2a 4.511 income" refers to thetotal of income (C) Economic 2c 4.82 payments from expendituresgoing to system, firms which producethe output and the monetary firms, in turn, usingthe money they receive from expendituresto pay all those helping producethe output.

rhe student knowsthat the national I U 11 K2 2b income is the 4.511 Economic gross national product K3 Less depreciationand indirect business system taxes. the student is able to interpret H P41 -rational income statistics. 2b 2a (C) Economic 2d system 4b 6a S'oC LAI. 1E:E

4 Economi cs 4.5 Vconoml c Crowl.Ii 4.51 :,1c.asures

COURSE GOALS 4-

4.513 Other

The student is able to interpret U H P43 2a (C) .str _huii 1 disposable personal income for the P62 2h (V Self- preparation of a budget. discipline

The student knows that disposable I U II K3 2b (c :) Economic personal income is the income the 5a system household can spend (consumption) or (C) Consumption save after paying personal taxes. (VI)Thrift (V1)Security (V1) Education

The student is able to interpret house- U 11 P43 2b 2a (C) Distribution hold (personal) income statistics. P45 2c P48 the student knows that household I U H K2 2b (C) Economic (personal) income is the flow to K3 5a system individuals of national income plus government transfer payments (social security, interest) minus corporation retained profits and direct taxes (income, social security). NCE 367.

4. Economics 4.5 I:conornic Crcawth

COURSE GOALS

4.52 Stability

rhe student knows that "economic FIUM G2 2b stability" means keeping (C) Economic the economy K2 balancd between inflationand system, depression. stability

ihe student knows that the value of U H K8 2b money fluctuates on the basis of 4.223 Economic values K9 in world trade. 4.312 system, 4.51 monetary 4.612 The student knows that price-fixing I U H C2 2b agreements among competitors 4.82 (C) Economic are K3 illegal under the ShermanAntitrust system, law Act, 1890. (V1)Democracy (V1)Honesty

The student knows thatthe Federal I U H K9 2b 4.82 Trade Commission Act, 1914,as amended, (C) Economic prohibits unfair methodsof competition system, law and unfair practicesin trade (false (V1)Democracy advertising). (V1)Honesty [A

rconomics 4.i Iconomic rowth

COURSE GOALS

4.53Role of Government

The student knows areas in which the (C) Economic government provides economic information system (e.g., consumer purchasing, unemployment (V1)Security data, Insurance taxation). (V1)Education

'[lie student is able to interpret graphs (C) Economic and tables explaining the monetary policy system of the Federal Reserve System and fiscal (Vi)Security controls by the government. (V1)Balance

The student knows that "right of (C) Interdepen- eminent domain" refers to the role dence, polit. government regarding acquisition of (Vi) Rights property for public utilities.

The student knows that economies vary (C) Economic in their reliance upon government system decision-Making and regUlation. (V1)Rationality OCTAL SCIENCE 9.

4. Economics 4. Economic (47owti 4.53 Government

COURSE COALS

4.531 Ex.enditures

The student knows that he fiscal policy U H G2 2b controls inflation by 4.5 Economic cutting government K8 3a spending and/or raising system taxes. K9 4b _ Distribution 7h (V1 )Rationality (V1 )Security (V1 )Balance The student knows thatgovernment U H a 2b 2c 4.21 spending is necessary forproviding (C) Economic K8 3b 4b 4.534 services which citizensdesire, system 4b (VI )Economic 7b justice SOCIAL SCIEi 37i).

4. Economics 4.5 Economic Growth 4.53 hole of (;overnm

COURSE GOALS

4.532 Taxation

The student knows the four principles U H G2 2b 4.12 (C) Economic of a just tax advocated by Adam Smith K3 3a 4.71 system are: ability to pay, ease of collet- 4b (V1 ) Democracy Lion, amount needed (balanced budget), 7b (V1 )Rationality andpreservation of the source).

The student is able to apply the four U H P42 2b 4.12 (C) Economic principles of a just tax in solving tax P43 4b 4.71 system problems today. 5b (V1)Democracy

The student knows the structure of I U U K3 2b 4.331 (C) Economic state and federal tax systems (e.g., K7 3b system proportional, progressive, and 4b (C) Distribution regressive). 7b (V1) Rationality (V1)Economic justice

['he student knows kinds of taxes paid I U H K3 2b 2b 4.311 Economic Dr' property, income, commodities, and 38 4.621 system services (e.g., sales tax, employer 4b (VIDemocracy tax, tariffs, custom duties, corporation 7b tax, and social security). nhe student knows that taxes on goods, I U H 2b 4.621 (C) Economic rroperty, and services are included in 3a 4.81 system Eederal and state tax structures. 4b 4.82 (C) Distribution 7b (V1)Democracy (V1)Rationality

-he student knows that taxes produce I U H K3 2b 2b C) Economic he main source of government income. K6 3a system 4b V1)Democracy

7b 1yl)Rationality

'he student is able to fill out an Ull P24 2b 2b C) Economic .ncome tax form. P32 3a system P36 4a V1)Efficiency P44 V1)Responsible- P62 ness P63 SOCIAL SCIENCE 371.

4, Economics 4.5 Economic Growth 4.53 Role of Government

4.532 Taxation (Cont.)

The student knowsthat the major I U H K3 a 2b federal taxrevenue is derived from 4.534 (C) Economic 3a the personal incometax, the corporation 4.81 system 4b income tax, andexcise taxes (gasoline, (C) Distribution 7h automobile, liquor,and tobacco). (V1)Democracy (V1)Rationality

The student knowsthat the major state I U H K3 2h and local taxrevenue is derived from 2b 4.221 (C) Economic 3a the sales tax,excise tax, and real 4.222 system 4b and/or personalproperty taxes. (V1)Democracy (V1)Rationality

The student knowsthat a balanced U H K2 2b federal budgetconsists of spending 4.531 (C) Economic K3 3a exactly therevenue from taxes and 4.5 system 4b other sources. (V1 )Democracy '17 (V1 )Rationality

The student knowsthat the largest I U H K3 2b expenditures oftax dollars by the 4.531 (C) Economic federal governmentare for national 3a 4.82 system 4h defense, health,education, welfare, Distribution and interest. 7b V1 Security VI Rationality

'he student knowsthe function of 1 U H K7 2b social security(e.g., money used 4.82 Economic for 3a retirement fund). 4.621 system 4b 4.335 Distribution 7b Vi Security (V1)Self-respect rile student knowsthat the major uses of _ U H K3 2b state and localtax dollars are for 4.82 C Economic 3a education, roads,and social welfare. 4.32 system 4a (C) Distribution 711 (V1)Education (V1)Pleasure S -IALSCIE tCE 172.

4. Economics 4.5 Economic Growth 4.53Role of Governmen

COURSE GOALS

4.533 Debts

The student knows that the national U 11 K2 2b 4.532 Economic debt is determined by the amount of K9 4.531 system money the government owes for bonds sold to the public.

The student knows there is disagreement U H K5 2b 4.511 Economic regarding the size of the national debt. K8 3b 4.82 system 4b (C) Distribution 7b (V1 )Democracy (V1 )Rationality

The student knows that interest on the U H K9 2b 4.531 (C) Economic national debt comprises more than ten 3b 4.82 percent of the federal budget. system (C) Distribution (V1)Rationality (V1)Freedom, political IENCE 373.

4. Economic 4.5 Economic Growth 4.53 Role of Government

COURSE GOALS

4.534 Fiscal Policy

The student knows that one of the U H K7 2b functions of the federal 4.533 (C) Economic government is 3a central policy for borrowing 4.63 system and lending 4b money (e.g., to states, small (V1)Democracy businesses, 6c foreign countries, and frombanks). (VI )Rationality

The student knows that the fiscal policy U H G2 2b in a recession puts 4b 4.5 Economic more money into 0 3a circulation through raising 4.531 system the gross K9 4b national product and Distribution employment by 7b increasing government spendingand/-- (V1)Democracy cutting taxes. (Vl)Rationality (V1)Security SOCIAL. SC "ENG E_ `174

Econuni

COURSE GOALS

4 international Trade

The student knows the location and use (C) Resources, of print and nonprint materials related ecOnomics to international trade (e.g., card (V1)Inquiry catalog: "Commerce," "International Cooperation," "International Development Association"; Readers Guide: "Commerce "Foreign Trade Regulation," "Balance of Payments," "Free Trade and Protection"; periodicals: "UmKJWELIklig, Foreign Affairs; special materials: pamphlets by Foreign Policy Association; area and building audio-visual catalogs: "International Trade," "Isolation").

The student knows that the balance of (C) Kconomic trade is favorable if exports of a mysLem nation are larger than imports, and (C) Trade' unfavorable if imports are larger than (V1 ) Responsible- exports. ness 4. Economics 4.6 International Trade

COURSE COALS

4.61 Need

The student knows that the federal 1 U H K7 2b 4.82 _ Ec government provides consumer protection onomic system (e.g., Pure Food and Drug Laws,Consumer Counsel). (V1)SeCntitv

The student knows that earlyman used a P 1 U H K6 2b 4.71 (C) Ec barter system of trade. ()nom K7 system

The student knows thata strong and I U H K3 2b 4.512 Econ expanding foreign trade influencesfull K8 7a employment and a high level of national system income. (C) Trade (V1)Freedom, econ.

The student knows that includedamong P I U H G2 2b (C) Economic consumer benefits from buying foreign K8 7:1 system products (imports) are theacquisition (C) Trade of a broader variety of productsand reduction of cost. (V1)Freedom, econ. A. Economics 4.6 t,uternationa1 Trade 4.61 Need

COURSE GOALS ---- _

4.611 Interdependence

The student knows that raw materials P I U H G2 2b 2c (C) Production' used in production come from markets K6 4b (C) internation- all over the world. K8 6c alism (V1)Cooperation

The student knows that a nation's I U H K8 2b 2c (C) Internotion- industrial growth brings about need for 4b alism increased raw materials and markets. 6c

The student knows that nations engage I U H K7 2b 4.512 Intern :ion- in trade for mutual economic benefit. -8 4b 4.24 alism (V1)Cooper rion The student knows that importing, III H K8 2b .4.63 Economic exporting, and investing are dependent 7a system processes. (C) Trade (V1) Freedom, econ. The student knows ways residential I U H K8 2b 2c (C) Cooperation and commercial areas of community 6a 4b (V1 )Cooperation are interdependent. 6c

The student knows that the economic P I U H K3 2b 4.214 (C) Production interdependence of nations can be K8 (C) Internation- determined through the identification alism of international elements of a major (V1 )Cooperation product (e.g., raw logs shipped from the.United States to Japan; the finished lumber imported to the United States from Japan). SOCIAL SCIENCE 377.

Economics 4.6 International Trade 4.61 Need

4.612Law of Con.ar tineAdvantage

The student knowsthat "Law of Compere- U H G1 2b Live Advantage" refersto a nation's (C) Production K2 4b greater advantage in (V1)Efficiency producing a patti- K8 euler item itcan make most efficiently, (V1)Cooperation exporting that itemto other countries, and importing goodsthat can be produced relativelymore efficiently some- where else.

The student knowsthat the "division of P I U H G2 2b 2c labor" means thatone no longer produces (C) Production K8 4b all of his needs;men and societies have (V1)Efficiency become interdependent. 6c (V1 )Cooperation

The student knowsthat countries which I U H K8 2b process developed economicresources (C) Resources 7a affect theeconomy and resources of (C) Trade underdeveloped countrieswith which (V1)Efficiency they have contact, SOCIALSC 378.

4. Economics 4.6 Internationa

COURSE GOALS

4.62 Role of -Jovernment

The student knows that United States P I U H C2 2b lb 4.71 Economic economic policy - making takes into K8 6c 4b system account the following social values: 7a Trade freedom of the individual, equal oppor- (V1)Justice tunity, and consent of the government (V1)Democracy in a democratic society.

The student knows that the factors which P I U U C2 2b 4h 4.2 (C) Production influence manufacturing, location deci- K8 4.312 (V1)Efficiency sirms in different countries include 4.82 distribution of raw materials, markets, power sources; labor supply, and transportation facilities. rile student knows that often one country I U H K2 2b 4.211 (C) Production las an "absolute advantage" over others K3 4b 4.244 in the production of certain products K8 4.312 ecause its production costs in man- lours and other inputs are lower (e.g., India can produce tea more cheaply than ]anada). rhe student knows advantages of economic P I C2 2b 4b 4.213 (C) Production, specialization. K8 5b specialization (V1) Efficiency (V1 Cooperation SCUM, SCIE 379.

4, Economics 4.6 International Trade 4.62 Role of Government

4.621 Protection

The student knows that the government PIUll C2 7b 4.71 (C) Consumption protects the consumer through actions K8 (V1)Democracy such as the federal Pure Food and Drug Act and distribution of consumer information.

The student knows the legal rights and U E C2 2b 4.71 (C) Consumption responsibilities of contract buying. K8 5a (V1)Fairness (V1)Learning (V1)Tionesty SOCIAL SCIENCE 380.

4. Economics 4.6 International Trade 62 Role of Government

COURSE GOALS

4.622 Isolation

The student knows that communities in (C) Community the world become less isolated and more (C) Transporta- closely related and interdependent as tion transportation and communication (C) Progress improve. (V1)Innovative ness

The student knows the relationship G2 2b (C) Economic between political and economic isolation K8 6c system of a nation. (V1)Freedom

The student knows that "economic isola- C2 2b (C) Economic tion" refers to the barriers governments Kl 6c system create to limit free trade among nations K8 7a ;) Trade (e.g., tariffs, quotas on imports). ENGE ]81.

4. Economics 4.6 International Trade 4.62 Role of Government

COURSE GOALS

4.623 Free Trade

The student knows that tradeamong 2b actions is complicated by the fact Economic 6a system that each nation has Itson currency. 7a Trade Internation- alism (111 )Et Aeney ,NCE

4. EconomiLs 4.6 InLernaLione rrade

COURSE GOALS

4.63 Mechanics

The student knows that allocation of I U H K8 2b 4.214 (C) Resources resources affect outcome of wars and 4b (C) Distribution the position of nations and individuals (C) Var as creditors.or debtors. (V1)Efficiency (VI) Rationality

The student knows that the free trade U H K8 2b 4.623 (C) Economic policy of the common market nations has 4b 4.6 system resulted in a great increase in inter- 5b (VI )Strength national trade. (Vl )Freedom, econ. comp. The student knows that American trade U H K4 2b 4.621 Economic with common market nations has continued K8 4b 4.623 system to decline with their tariff wall 5b (C) Tariff against outsiders. (Vl)Cooperatiou The student knows that economic growth U H K8 2b 4.5 (C) Economic has occurred in the European Economic 7b 4.623 system Commmnity (ECC, Common Market) with the (V1 )Cooperation elimination of tariff barriers (free trade) between the membernations.

The student knows that the International U H K7 3a 4.5 Economic. Monetary Fund (IMF) assists nations in 4b 4.6 system, borrowing money to participate in inter- 7b monetary national trade. V1 Cooperation The student knows that the balance of U H G2 3a 4.5 (C) Economic international payments refers to all K3 6c 4.611 system factors which cause a nation to gain or 7b (C) Interdepen- lose money (e.g., trade, foreign aid, dence loans, military spending, private (V1)Freedom, investment). econ. the student knows that the gold supply U H K8 2b 4.5 (C) Economic ias decreased in the United States in 3a 4.52 system recent years due to an unfavorable 6c (C) interdepen- jalance of international payments. dence (V1)Freedom, econ. SOCTAI TE CE

4 Economics 4.6 International 'I'ra

COURSE GOALS

4.63 Mechanics (Cant.)

['lie student knowsthat "balance of U H K2 2b payment" refersto a nation's total Economic 4b payments and receiptsto and from system 6c foreign countries. (C) Interdepen- dence The student knowsthat nations often U H K7 2b restrict imports inan effort to correct (C) Economic K8 41) balance of paymentdeficits. system 6c (C) Interdepen- dence (VOEconomic competition The student knowsthat among the U H K8 2b causes of "balance of payment"deficit (C) Economic 4b are inflation and system industrialization. 6c (C) Interdepen- dence (Vi )Economic competition SOCIAL SCIENCE 384.

COURSE GOALS

4.7 Corn arative Economic Sstems

The student knows the locationand use P 1 U H K6 2a (C) Resources, of print and nonprint materialsrelated 2b economics to comparative economic systems(e.g., (V1 )Inquiry card catalog: "Fascism," "Communism," "Democracy," "Consumer Education";

Reader's-._ Guide:- _ "Communism and Democracy," "National Socialism," "Marketing"; periodicals: Soviet_ Life

Today- New_ Republic,___- , Forei:n Affair_. area and building audio-visual catalogs: "Communism, Capitalism, Profit Motive," "Consumer Education").

The student knows thedistinguishing U H K3 2a C) Economic characteristics of the followingtypes 2b system of economies: capitalistic, communistic, socialistic, and mixedmarket.

The student knows that capitalismand I U li K2 2a 4.71 (C) Economic free enterprise are terms usedinter- changeably. system (C) Capitalism

The student k ows that despiteideology U H K1 2b Economic all economies combine degreesof private K3 system and public planning and ownership. K8

The student knows that all economic K3 2a systems share the basic economic (C) Economic 2b problem of scarcity. system 6c (VI)Scarcity (V1)Education The student knows that comparative U H G2 2b economic systems differ in (C) Economic degree of K3 6c state control, stage of development, system (V1)Human power of custom in economic life,impact pf religion and politicalsystems on dignity people's values, andmotivation.

The student is able to compare economic U H P45 2b Systems. (C) Economic system 3[Al, &K ye 1'

Economl

COURSE GOALS

4.7 Comarative is Cont.)

The student knows that values underlying I U 11 2b lb (C Economic different economic systems affectthe 6c 2a sysLem individual as a worker,consumer, and 4b citizen (e.g., degree ofgovernment (C) Values (VI)Freedom control, profit. motive, freechoice). SOCIAL SCIE 386.

4. Economics 4.7 Comparative Economic Systems

COURSE GOALS

4.71 Democr Ac Ca italis_ e-ica___

The student knows that the benefit-cost U H K7 2b 4b (C) Economic principle is carried out in the private 6c system market economy through thefree interaction of supply and demand. (C) Supply & demand (Vl)Freedom, econ. The student knows that profit motive U H K3 2b 2b is a basic element of democratic (C) Economic 4b capitalism. system, 7b capitalism (Vl)Freedom (V1 )Security

The student knows thatthe free enter- P I U H K5 7a 2b (C) Economic prise system providesgreater opportun- K8 2c system ities for a man tostart and operate a 3a (Vl)Freedom business and for a workert© choose the -3b work he does than do other (V1)Innovative- economic 4a systems. ness 4b 4c 4e 6a The student knows ways that consumer V I U H .3 2b needs are affected by 4.81 (C) Consumer stages in the K6 5a life cycle.(e.g (V1)Security young families needs K8 are different from retired families). SOCIAL

4. Fm m.. 4.7 ComparatLy mom'. F.vstens

COURSE GOALS

4.72 I letnoc ra t' 'alism

The student knowsthat socialism its U K2 2b strict sense means 4.73 Economic governmental owner- 4a ship and control ofthe means of system 6c production. (C) Socialism (Vl)Freedom The student knows elements of socialism U II K3 3b which exist in governmental 4b (C) Economic services 4a (e.g., ownership ofutilities, health, system and welfare programs). (C) Socialism (V1)Freedom The student knows the similarities and U K5 differences between ')1) 4.73 (C) Economic "Democratic Social- K8 ism" 3h and CommUnist Sociaism.l " system 4a Democrat irk society (C) Communist society (V1) Freedom, econ. the student knows thatgovernment K3 2b 4b controls and elementsof socialism (C) Economic 35 combine in varyingdegrees with private system 4b enterprise in many (C) Socialism, advanced democratic 75 countries (e.g., Britain,Sweden, democratic Prance, Italy, andNew Zealand). (V1)Freedom, econ. The student knowsthat democratic K5 2b socialism is disti'lguishedfrom (C) Economic KS 3b secialist nations ofEastern Europe system 7a by their relianceupon democratic (C) Democratic institutions and beliefin economic society freedom. (V1 )Freedom, econ. SOCIAL SCIENCE 388.

4, rcollomic 4.7 comparative Economic Systems

COURSE GOALS

4.73 Communism

The student knows that a communist F I U H K2 2b (C) EconoMic government is a political dictatorship K3 4a system which controls most of the economy. 6c, (C) Cornunism (V1)Fredom, ecan.

The student knows that fully corms- I U H K3 2b 4b (C) Eco'omic sized economies follow a master plan K8 4a system to decide what and how goods and 6c (C) Conunism services are to be produced. (V1)Fredom, acm1.

Yhe student knows that in commu-Ast I U H K3 2b Allc01omiC countries the main economic choices K7 4a sysiem are established by officials of the 6c (C) COmfnnism Communist Party. (V1 )Freodom,

ecolt.

Che student knows that in communistic U H K3 2b (C) Ecoiomic economies the government owns most K7 4a sysl-em resources and makes the majority of 6c (C) Comrunism allocation decisions (e.g., nationalized (V1)Fre(dam, ill land and capital goods). ecort.

Che student knows the advantages and U H K8 2b 2a Ecoromic lisadvantages of the quota system 4a 2b system [imposed upon factory managers in 6c (C) Communism :ommunist countries. (V Fre(dom, ecor

Che student knows the role of the U H K7 2b (C) Ecoromic osbank (government banking system) in K8 4a system :ommunist economic systems as compared (C) Commnism to that of democratic capitalist bank ;ystems (e.g., U.S.S.R. keeps record (V1)Freedom, account of all plant managers' receipts econ for ready audit).

lie student knows that agricultural U H K3 2b Economic pods are produced in communist eoun- 4a system tries on collective and/or state farms. 6c Communism, agriCulture (11rcf4 SOCTAL SCIENCE

4. Economics .7 Co rative Economic S stem

COURSE GOALS

4.7 Coiwuunism Con

The student knows that ina communist U H K7 2b (C) Economic country a means of correctinginflation K8 4a system is confiscation of people'sprivate 6c (C) Communism savings and holding ofgovernment bonds. (V1)Human dignity The student knows that communist U H K3 2b economies are not as subject (C) Economic as market K8 4a economies to recurrent downward system spiral- 6c ing of monetary demandbecause of (C) Communism (C) Monetary governmental control ofinvestment. (Vt )Ereedom, econ. The student knows the similarities and U H KS 2b differences between U.S.S.R. (C) Economic communist K8 4a economy and that of communist China. system 6c (C) Communism (VI)Freedom, econ. C, L SCIENCE

I.:conomics 4. Comparative Economic Systems

COURSE GOALS

4.74 Ea L'

The student knows that Fascism allows (C) Economic private ownership of property but places system drastic governmental limitson economic freedom. (C) Fascism (V1)Freedom, econ.

fi SQUATSCIENCE

4, Economy

COURSE GOALS

4 Economic Problems

The student knows the locationand use I U H K6 2a (C) Resources, of print and nonprint materialsrelated 2b Economics to economic problems (e.g,, cardcata- (V Inquiry log; "Economic Conditions,""Business," 'Agriculture, Economic Aspects," "Minorities"; Reader's Guide)_"Farm Corporation," 'Migrant Labor," "Ecology: "Small Business InvestmentCompanies"; periodicals: Farm Journal, Common- wealth, Environment-;area and building audio-visual catalogs: "Economic Growth," "Economy, ConsumerOriented," "Farming Economy"). iCIAL 39?.

FconomIcs 4.ti Economic Problo.ms

_1 Special. Croups

The student knows that discrimination 1 U II K8 6b lb (C) Economic against the labor force of minority 7b 7e system populations affects the economics of 4b (C) Minorities these populations. (V1)Human dignit)

The student knows that federal andstate I U H K4 3b lb 4.621 (C) Economic governments and ethnic groups are K8 4a 4b system attempting to enact and enforce laws 6b (C) Minorities necessary to lessen discrimination in (V1)Rights the labor forces of minority populations. (V1)Justice

The student knows that families make P 1 U H G2 4b (C) Resources, the best use of their economicresource. K8 7b economic by consciously deciding how touse (C) Family them (e.g., budgets). (V1) Security L SCIENCE 39].

4. Econumi- 4.8 Economic Problems

COURSE GOALS

1±:232DIAL1Econom

The student knows various approaches to P I U H K3 2b 2b 4.212 (C) Needs, educ. career education consist of many types 4a 3a 4.213 (V1)Self-esteem of training (e.g., on the jobas wait- 6c 4a (V1)Human ress and clerk, apprenticeshipsas 7b 4d dignity masons and carpenters, technical schools 6a as mechanics and electricians).

The student knows that vigorous compe- I U li K7 2b 4.71 (C) Needs, tition must be maintained in democratic 4a compet. econ capitalism to achieve economic effi- 6c ciency. (V1)Freedom, 7b econ.

The student knows that the broad I U H C2 2b 4.21 C Economic economic goals of growth, stability, KS 4a system efficiency, security, justice, and 7b (C) Conflict freedom often involve people in (V1)Cooperation conflicting policies.

The student knows issues involvedin I U H K3 2b (C) Economic "private vs. public sectors of the K5 6c system economy" (e.g., price control,logging 7b (C) Conflict in federal forests, purchase ofscenic areas for national parks, development (V1)Efficiency (V1)Rights of hydroelectric power).

The student knows that fair trade laws I U H KS 2b 4.212 (C) Economic combat price cutting and lessen 4.13 competition. system (C) Trade (V1 )Justice

The student knows that conflictsexist P I U H Kl 2b 2c 4.621 (C) Resources, between economic and ecologicalinter- KS 3b 4.81 natural eats (e.g., protection of national 4b (C) Ecology forests, dam building, preservationof 6c (V1)Rights, public beaches, disposal ofsewage). 7b social-moral the student knows the functions of the U H K7 4b 2c 4.82 (C) Consumer Setter Business Bureau (i.e., free 7b (V1)Security information on borrowing, hear andtry to adjust consumer complaints,issue warnings on illegal operations). SOCIAL SCIENCE

Political Science

COURSE COALS

5,1 Study of Political Science

The student knows that political science 11 H G2 6b (C) lAeolo} y studies many different ideologies (e.g., K3 7a communism, capitalism, socialism, 7b fascism).

The student knows that political U H K2 7a (C) Ideology ideology refers to major political, 76 social, and economic ideas and how these have evolved (e.g., capitalism, socialism, nationalism). SOCIAL SCIENCE

5. Political Science 5.1 Study of Political Science

COURSE GOALS

5.11 History_of Political Science

The student is able to analyzea U H P43 lb (V1)Inquiry political topic in its historical P44 2a development. 2b

The student know earlier political- U H K4 lb (C) Institutions social structures, suchas the city 2b state, nation state, Christiancam (V1)Resp. for cultural munity of the Middle Ages,etc. heritage

The student knows that political U H K4 lb (V1 )Resp, for science has developed asa field of 2b cultural study over a long period oftime, be ginning with the ancient Greeks. heritage

The student knows various theoretical U H K5 2a approaches to the study of political (V1 )Inquiry 2b science (e.g., scientific, behavioral, ide ©logical), SOCIALSCIENC

Political Scincc Stu- of Political Science

COURSE GOALS

5.12 Methods and chocs of olitical Analysis

The student knows the four basic U H K3 2a (V1 schools of thought in political science: 2b behavioral, normative, scientific, and historical.

The student knows that the behavioral U H Cl 2a (Vi)Inquiry school of political science theorizes Kl 2b about political behavior. K3

The student knows that the normative U H Kl 2a (Vi)Inquiry school of political science deals with K3 2b values that are used to test and evaluate, not merely describe or generalize about facts.

The student knows that the scientific UH Kl 2a (V1)Inquiry school of political science deals with K3 2b the principles and procedures used in the collection of data and formulation and testing of hypotheses regarding politics.

The student knows that the historical Uli Kl 2a (V1)Inquiry school of political science considers K3 2b a topic in terms of its origin and historical development. SOCIAL SCIENCE 397.

5. Poi_ cal Science

COURSE GOALS

5.2 Political 0 aniza ion

The student knows the locationand use U H K6 2a (C) Resources, of print and nonprintmaterials related 2b political to the study of politicalscience (e.g., science card catalog: "Government,""Rights, (V1)Inquiry Civil," "Privacy, Right of,""Society, Primitive"; Reader.'s Guide: "Democracy,' "Communism and Democracy,""Fascism," "Socialism"; area and buildingaudiovisual catalogs: "Government,Democrat- ic," "Government, History,""Government, U.S.," "Government, World";periodicals: New Re-ublic, Time, ADiltitW.

The student knows that political organi- U H K3 6b zation is derived from man's (C) Organization political KS 7a nature, the heritage of formal (V1)Respect for political 7b institutions, and the currentgovern- cultural mental structure and philosophy. heritage

The student knows that political U H K3 6b institutions embody the political (C) Organization 7a structure and .its functionsin any society, 7b

The student knows geographic factors 1 U H KS 2a Allah may affect political 1.21 (C) Institutions development 2b including: spatial relationshipto resources, transportation andcommuni- cation routes, climate. SCIENCE

Pnlitical Science J. Politick Organization ').2I Need for Government.

COURSE COALS

5.211 Iy Individual

The student knows ways, both direct and 1 U H C2 7a lb (C) institutions indirect, in which political institutions K7 7b 2a affect an individual's life.

The student knows that rules of behaviorP G2 3a la Authority and assignments of responsibilities KS lb vary from home tchome.

The student knows the federal, state, I U H K3 (C) Rights and local laws and regulations pertain- K7 jug to individual behavior (e.g., those taws relating to health concerns in the areas of social diseases, drugs, detention and incarceration, medication, etc.).

The student knows that in order to formP I U H K8 3b le (C) Authority a nation people must be willing to give 5b (V Responsihle- up some of their freedoms. ness (V Cooperation

The student knows that the functioning I U H G2 3b (C) Rights of a democratic society depends upona K8 6b (V1 )Responsible- degree of subordination ofan individualb 7a ness interest to the public interest. 7h

The student knows that in a democratic P G2 3b la (C) Rights society the public interest is some- K8 6b lb (V1 )R,sponsible- times in conflict with individual 7a 2b ness interest. 7b

The student knows that the rights ofa U H K3 2b la 5.212 (C) Rights person are interpreted in the form of KB lc (V1)Rights government under which helives.

The student knows that challenge to P 1 U K8 3b lc ) Authority authority frequently arises from dis- 2c (C) Revolution crepancy between the fulfillment of (V1)Respect needs and the willingness or ability of (Vl)Responsibil- the authority to meet those needs. ity (V1)Self-expression SOCIAL SCIENCE 399.

5 Vu I j LI c I iL ince 5.2 Political Organization 5 .21 ::ecd forGovernment

:1211Individual (Cont.)

The student knows possible consequences PIUH K8 4b of breaking a law. lc (C) Authority (V1)Justice (V1)Responsf1.le- ness

. OCIAJ, SCIE NCE 400

1` 3i1 ical Science ');) Political Organixation .21 vernwni

COURSE GOALS ,

5.212 Ey__-ciet

The student knows that political I 6c G2 sti 1 ons institutions reflect the needs of the K4 society.

The student knows that several distinct 1 G2 3b (C) Community societies may exist within the same K6 6c (V1)Self-respect state with little political interaction. (V1)Tolerance

The student knows that people within the I U H K5 3b lc 5.21 same country may be subject to varying 7b 1.21 laws on the basis of region, population, etc. (e.g., farming communities have laws that cities do not).

The student knows that a society operate3P1 U H K8 2b lb (C) Legitimacy best when its rules and laws are under- 617 lc (C) CommunicaLioi stood and accepted by its members. 7b (V1)Educhtion (V1)Respeci

The student knows that dissent is a 1 U H C2 2b lb (C) Freedom right of a United States citizen. K2 4b (V1)Right3 K9 6b 7b

The student knows different methods of U H K3 2b 5.211 (C) Freedom legal and illegal dissent that can be K7 3b (V1 )Rights used to bring about change (e.g., picketing, sit-ins, writing to senators, petitions) rho student knows that broad political I U H KS 3a 1.21 (C) Environment coordination can provide orderly and 3b (C) Ecology responsible utilization of environmental 4b (C) Resources resources. (V1)Responsibil- ity (V1) Cooperation

The student knows that systems of govern U H K8 3b (C) Power vent which do not satisfy the basic need . (C) Revolution )f the people may be overthrown, often (C) Change violently, (VOResponsibil- ity SOCIASCIENCE (401.

i. Poli LicnI Scht-u PoliLienl OrwinizaLion Nocd for Government

COURSE GOALS

1112.---TaS2Y

The student knows that cities,states, I U H C2 3b 1.21 and countries havelows particularto (C) Au lority K3 7b their levels ofgovernment.

The student know:that a function of P I U H G2 2b la government is to enablepeople to live 5.21 C) Community K7 7b harmoniously ingroups. lb Authority lc (VOResponsihil- ity (V1)Cooperation The student knows that families have F I U H rules, usually 1C7 2b la 5.211 not formalized, thatare (C) Authority 6c lb designed to contributeto the good of (Vl)Respect all family members. lc (V1)Cooperation SOCIAL SCIENCE 402.

5. Pditical Science ').2 Political Organization ').2I Need for Government

5.213 Services,

The student knows that a function of P I U H K7 2h lc (C) Author Ly city, state, and federal governments 61) (V1 )Responsibii- ts to protect individuals and keep ity order.

'['he student knows services provided by P 1 U K K7 2b 5.21 (C) Institutions city and county governments (e.g., (C) Authority police and fire protection, public (V1)Responsibil- health services). . ity

The student knows services provided by I U H K7 2b 5.21 (C) Institutions state government (e.g., educational, (C) Authority environmental, recreational). 403.

Polil cal Science 1 .2 PotiLic I Organization 5.22 historical Development

COURSE GOALS

5.221 Ancient_ World

The student knows hat laws are an out- I U H G2 3a growth of people's values Culture and customs. K4 6c patterns K8 (V1)Justice The student knows that Socrateswas U H K6 among the first to develop lb 2.6 (C) Philosophy a systematic 2b interpretation of politicalthought in (C) Ideology philosophical terms.

ilie student knowsthat some of the U H K6 lb philosophical concepts of 2.6 Philosophy Plato and K8 2b Aristotle evolved frompolitical ideas (C) ideology which originated inAthens in the 5th century B.C.

The student knowsthat a central thesis U H K2 lb of Plato wasvirtue is knowledge. 2.6 (V1)Education 2b (V1)Virtue The student knowsimportant ideas U H K2 lb behind Plato'spolitical thought: 2.6 (C) Philosophy (1) 2b definition of goodlife, (2) discrimina- (C) Ideology tion between true andfalse gods, (3) discrimination betweenadequate and inadequate means ofattaining the true life.

The student knows areas of political U H K3 lb 2.6 thought which havebeen influenced by (C) Philosophy N8 2b Platonic philosophyincluding (1) (C) Ideology property and the family,(2) classes, (3) reciprocal needsand divisions of labor.

The student knows that Aristotle's U H K8 writings created lb 4b 2.6 (C) Philosophy an outline for philo- 2b soppy, naturalscience, the sciences of (C) Ideology human conduct, and thecriticism of art.

The student knows the Aristotelian idea U H G2 that man can 2b 4b 2.6 (C) Philosophy attain knowledge through K7 the exercise ofreason in his develop- (C) Ideology ment as a politicalbeing. (V1 )Education (V1 )Rationality SOCIAL SCIENCE 404.

5. Political Science 5.2 Political Organization 5.22 historical Development

COURSE GOALS

5.221Ancient World (Cont.)

The student knows the contribution made U H K8 lb 4b 5.23 (C) Democracy by Greek democracy to the political 2b 2.6 (C) institution structure of western civilization including a system of political thought and fundamental principles of democracy.

The student knows important concepts in U H K8 lb 4b 5.531 (C) Government political thought which grew out of the 2b 2.6 (V1)Individual- death of the Creek city-state: (1) the ism theory of universal community and (2) man as an 'individual.

The student knows the relationship U H K5 2b 4b 2.6 Institution between the Creek and Roman principles KS of-government (e.g -:; Greek city-state, Roman representative government).

The student knows the contributions U H K8 lb lb 5.231 (C) Law made.by Roman -law to the political 2b 2.6 (V1)Resect for structure of western civilization e.g. , cultural basis .for legal system, representative heritage government).

The student knows effects of JUdeo- U H K8 2b lb 5.23 (C) Belief Christian ethics upon the political 2.6 (C) CultUral structure of western civilization values (e-.g., ritualistic legalism, value of (V1)Freedom the individual, and rejection of (VOIndividualism- totalitarian state). (Vl)Respect fin cultural heritage SOCIAL SCIENCE 40`i. 5. Political Science 5.2 Political Organization 5.22 Historical Development 5.222 Modern Systems of Government

COURSE GOALS

5.2221 Parliamentar-

The student knows thatparliamentary U H K4 lb 2.6 (C) Authority government, had origins in the Frankish 2b 5.2321 (C) Government kings' courts where the kingwas 5.822 routinely advised on political,financial, and administrativematters.

The student knows that British Parlia- U H K4 lb 2.6 ment had world wide impact because (C) Authority it 2b 5.2321 was the first government of the time to 5.822 offer an alternativeto the rule of despots.

The student knows thatparliamentary U H K5 2b 5.2321 governments in France and England Institution differ 5.822 in their respective emphaseson the judicial and legislative roles.

The student knows that,historically, U H K4 lb 2.6 Power parliaments have tended togain power 2b 5.2321 (C) Institution over the executive source ofpower 5.822 (e.g., diminishing thepower of kings).

The student knowsthat, historically, U H K4 lb 2.6 the aristocracy tended (C) Elite to control the 2b parliament. 5.232/ (C) Institution 5.822 rine student knows that, in modern times, U H K4 2b 5.2321 _ Elite the rise of the working classreduced K8 5.822 the aristocracy'spower in parliaments. SOC SCIENCE 406.

5. Political Science 5.2 Political Organization 5.22 Historical Development 5.222 Modern Systems of Government

COURSE GOALS r f 5,2222_ Totalitarian

The student knows the influence of the U H K8 lb 2.6 (C) Totalitarian Roman form of dictatorial rule on 2b 5.2332 (C) institution modern totalitarian government. 5.823 (C) Authority (V1)Freedom

The student knows that, historically, U H G2 lb 2,6 (C) Totalitarian dictatorship was an assumption of K3 2b 5.2332 (C) Leadership power in time of emergency or oriole. 5.823

The student knows governments of post U H K4 lb 2.6 (C) Totalitarian World War I Europe which practiced 2b 5.2332 (C) Leadership absolute dictatorship (Mussolini of 5.823 Italy, Bethlen in Hungary).

The student knows that highly unstable U H K4 2b 5.2332 (C) Totalitarian or revolutionary political conditions K8 5.823 (C) Leadership tend to lead to dictatorship. SOCIAL SCIENCE 407. Political Science 5.2 Political Organization 5.22 Historical Development 5.222 Modern Systems ofGovernment

2.2223Presidential

The student knows theinfluence upon U U KS lb 4b 2.6 the presidentialsystem by three histor- (C) Authority 2b 5.223 ical factors: Greek democracy, struggle 5.821 for freedom in Europe,and the colonial period.

The student knows that the Roman form U H K8 of representative lb 4b 2.6 (C) Democracy democracy influenced 2b American government and its 5.223 (C) Authority presidential 7b system. 5.2223 (V1)Respect for 5.2322 cultural . 5.821 heritage SCIAL SCIENCE 408.

5. Political Science 5.2 Political Organization 5.22 Historical Development

COURSE GOALS

5.223 Ameri

The student knows basic principles of U H K8 lb 4b 2.6 (C) Democracy the American system which originated in 2b 5.2223 (C) Authority Greek democracy! (1) majority rule, 7b 5.2322 (C) Equality (2) popular sovereignty, and (3) equality of citizens. (V1)Freedom

The student knows that the struggle for I U H K4 lb 4b 2.3 (C) Freedom freedom in England influenced the ideas K8 2b 2.6 (V1)Freedom of liberty in America. 7b 5.2223 V1 Respect for 5.2322 cultural 5.821 heritage The student knows basic principles of U H K8 lb 4b 2.6 (C) Authority English government which influenced 2b 5.2223 (C) Beliefs American government: (1) consent of 7b 5.2322 (C) Democracy the governed, (2) natural law and the 5.821 (V1)Freedom natural rights of men, (3) limited government, (4) representative government.

The student knows principles of the U H K7 2b 4b 2.3 (C) Authority American political system whichgrew K8 7b 5.2223 (C) Organization out of colonial experience: (1) three 5.2322 branches of government, (2) voluntary 5.821 written agreements, (3) federal system, (4) separation of power.

The student knows that the American U H K8 2b 2.3 (C) Author ty political system was influenced by both 5.2322 the weaknesses and strengths of the 5.821 krticles of Confederation (e.g.,a need for an official nationalgovernment, no power to collect taxes). the student knows that theAmerican U H K8 la 4b 5.2322 (C) Authority political system was influenced by the lb 5.813 conflicts between federalism and states' 7b rights.

Die student knows basic principlesof U H K7 lb 4b 2.3 Institution he Constitution which influenced the K8 5.2322 bnerican political system: (1) limited 5.821 )owes, (2) popular sovereignty, (3) rule )f law and constitutionalsupremacy, (4) 5. Political Science 5.2 Political Organization 5.22 Historical Development

5-124 _internati Gr7an !ticv,

The student knows thathistoric .ly =1 K 2.1.2 (C) Inter' intensified internationalreJaticmuhl , .o,a- K8 5.7 alism have resulted in inca:easedmemtle.et-ip (C)Authorit and activity or worldorganiza I;F: (e.g., League of Nations,United V1)Cooperat n Nations). I

( The student knows thatone funct,on of 1 U B K7 2a 2a 2.12 international organization is C) Internarion- coirmaica ! 6c 5.73 alism tion of national poliissamong ther nations (e.g., treaty makin in:et- national law)

The student knows that a form ofinter- 1 U 1.1 K4 lb 2.12 national organization began ) Intern 'on- to dveltap 6c from the Creek city-state, 5.73 alism

The student knows feudal alasaand U H K8 ib 2.6 (C) in e-_ weak empires weakennd-Intermsrio Jon- i ' al q organizations in the Middleli,!k'CE.

The student knows that the sty nation U H K4 lb states which arose aic. 2.12 (C) Authority r ths- Mid Ages 6c revived international la 2.6 (C) Internation- 5.531 alism 5.7 The student know that the expans . of U H K4 lb 2a 5.73 (C) Internation- internatidnal and trovel atded thei K5 6c 4b alism growth of interna -1 zotions. (C) Distribution

The student knows thattr isla- U H K4 2b 2a 2.12 (C) Legitimacy tion led to the develop:nen tf ter- K8 6c 4b 5.73 national beat orgenl..4ations(e,g (C) InternatIon- , alism 1873 Court of Axhitrari.en, 1921. armn- ent Court of Internae_ioualJutat. SOCIAL SCIENCE 410.

5. Political Science 5.2 Political Organization

COURSE COALS

5.23 Form of Government

The student knows that forms of govern- U H K3 2a (C) Author:ty ment can be analyzed in terms of 2b (C) Governseat structure, function, or behavior (e.g., Republican structure, presidential function, Democratic behavior).

The student knows that forms of govern- U H K4 lb (C) AuthorJ_ty meat change to meet the conditions 2b (C) Socialchange within a society (e.g., czar form was changed by conditions in Russia to a communistic form). SOCIAL SCIENCE 411.

Political Science Politie:11 Organization 5.23 Form pi Government

E lz21cture The student knows that a democracy PTUR G2 2b 2c depends upon the active Democracy and responsible K3 role of its citizens. 4b Political K7 5b socializatiot 6a (V1)Responsiblc 7b ness

5.2311 Re ubli-

The student knows the primary features I U H 1C3 lb of a republic: (1) governing (C) Authority power is 2b held by the people; (2) citizen's (C) Democracy 7a right to vote; (3) representatives (C) Freedom are 7b elected by and responsibleto the people.

5.2312 Monarchy

The student knows that under a I U H K3 2b monarchical form ofgovernment, citizen (C) Author ty have limited rights. 3b (C) Rights 6a (V Freedom The student knows that the functions o U H K7 2b a monarchy are: (1)protector of (C) Authority liberties; (2) protectorof interest in the realm; (3)preservor of tradi- Lionel monarchicalrole. .

The student knowsthat a limited I U H K3 2b lc monarchy includesa representative (C) Authority body.

. SOCIAL SCIENCE 412.

Political Science 5.2 Political Organization .23 Form of Government

. __ ___

5.232 By Function

The student knows that the function of U H K8 2b lc Authority a government is determined by its structure.

5.2321 Parliamenta

The student knows that the principle of U H K3 .2b 5.822 ) Institution legislative supremacy is basic to parliamentary government.

The student knows that ina parlia- U H K3 2b 5.822 C) Authority mentary form of government the judicial K7 branch complements rather thanlimits parliamentary sovereignty.

5.2322 Presidential

The student knows thata presidential U H K3 2b 5.832 (C) Authority form of government permits dissentand 7b fosters compromise.

The student knows that althoughthere I U H K3 2b 5.821 (C) Authority are variations of the presidentialsystem, there are common features: (1) popular election of the chiefexecutive; (2) separation of executiveand legislative powers; (3) executive andadmini- strative powers of the chiefexecutive.,

The student knows that in theUnited I U H K3 2b 5.621 (C) Authority States the presidential system includes (C) Institution not only the idea of separation ofpower but also checks and balances.

The student knows that the presidential li H 1(8 2b 5.821 Authority form of government isa result of a break with the monarchicalinstitution and a reaction to a weak cabinetsystem. SOCLAL SCIENCE 413.

5. Political Science 5.2 Political Organization 5.23 Form of Government

COURSE GOALS

f in_

5.233 By Behavior

The student knows the basic principle I U H K3 2b la 5.821 (C) Democracy of democratic government is that 7b lb 5.831 (Vl)Rights supreme power is held and exercised by the people.

5.2331 Democratic

The student knows that the extension ofP I K3 2b la 5.831 (C) Democracy all democratic rights to all citizens 7b lb (V1 )Rights of the United States has not yet been accomplished.

5.2332 Totalitarian

The student knows that in a totalitarian I U H K3 2b la 5.823 ) Authority. government the individual is a 6a lb 5.832 ) Totalitarian subordinate to the state (e.g., indi- (VI ) Freedom vidual freedoms and ideas of equality are denied).

The student knows that a totalitarian I U H K3 2b la 5.832 (C) Totalitarian government places strict control on all K8 6a lb. (C) Authority aspects of the life and production ic -(V1)Freedom capacity of the nation. 2c (Vl)Rights SOCIAL SCIENCE 414.

Political Science

COURSE COALS . ,

5.3 Political Institutions U.S.

The student knows the location and use 1 U H K6 2a (C) Resources, of print and nonprint materials related 2b political to political institutions of the United science States (e.g., card catalog: "U.S., (V1)Inquiry Congress," "ExeettiVe Power, U. S.," . "State" see also specific states; Reader'- Guide: "U.S., Congress," "U.S., Supreme Court," "Portland, Oregon, Elections"; periodicals: pregon_Voter, Oregon Blue Book; area and building audio-visual catalogs: "President, American," "U.S., Constitution").

The student knows the Constitution I U H K3 2b 5.312 (C) Legitimacy designed the means for applying the K7 5.41 (C) Democracy principle of popular sovereignty.

The student knows the United States I U H K3 . 2b 5.3113 (C) Legitimacy Constitution established the fundamental 5.41 (C) Authority structure of the United States government from the national level to the local level.

The student knows that the Constitution I U H K3 2b (C) Authority established the separation of powers in K4 (C) Institution the government of the United States with a system of checks and balances.

The student knows that the bicameral I U H K3 2b (C) Institution system in the United States contains a number of standard committees and special committees. SCIENCE AU.

I I !-:.clohce Institutions(U. s.) I Nal imia

COURSEGOALS

5.311 functional

'Tie student knows the distinct functions 1 U 11 K3 2h of the majorbranches of government 5.321 (C) institution at KS all levels inthe United States 5.331 (e.g,, K7 legislative, executive,judicial).

The student knowsthat in the United I U U G2 2b Scares the increasing 5.321 (C) institution demand forgovern- K4 mental services has 5.331 (G) Authority tended to increase KS governmental functionson all levels.

The student knows the United States I U R Constitution was designed K3 2b to adapt to K5 Insti(uLion changing needs. Change

The student knowsthat the conflict I U U 02 2b between enforcementof law and order 5.31.1 (C) Freed,m K8 3b and the preservationof a free. society 5.321 (V1)Freedom 6a is not easilyresolved. 5.331 5.35 5.611

5.3111 Legislative

The student knowsrules of order and 1 U H K7 2b procedures of bothhouses of Congress. (C) Institution 7b (C) Legitimacy The student knows :that members ofthe I U U House of Representatives K7 . 2b are elected (C) Institution from congressionaldistricts.

The student knowsthat the structure of I U H Congress is a two house K3 2b 5.3121 system, one K7 Institution representing the peopleby population apportionment and theother representing _ the states equally.

The student knows . lawmaking procedures 1 U H on the national and K7 2b 5.3211 'state levels inthe Institution United States. (C) Authority SOCIAL SCIENCE 416.

5. Political Science 5.3 Political institutions (U. 5.31 National 5.311 Functional

COURSE GOALS

2.3111 Legislative

The student knows U. S. legislative I U H K3 2b (C) Inst._utiun functions (e.g., lawmaking, investiga- K7 tions, amending the Constitution). K8

The student knows that the legislative U H K7 2b le 5.3211 (C) Institution function safeguards individual and K8 7b (C) Legitimacy property rights through laws.

The student knows areas of congressional I U H 1K3 2b 5.311 (C) Institution supremacy as specified in the K5 7b Constitution (e.g., declare war, advise and consent to treaties).

The student knows that the two party 1 U H K3 2b (C) Authority system in the United States reflects 7a (C) Institution the political basis for the organize- 7b tion of Congress.

The student knows agencies which have I U H K3 2b 5.311 (C) Institutions been created by Congress including regulatory commissions andgovernment corporations.

The student knows outside factors which 1 U H K8 2b 5.3211 Institution place limitations upon the legislative function (e.g., Constitution, time, financing, public opinion).

5.3112 Executive

The student knows the constitutional U H K3 lb 5.3122 (C) institution powers of the presidency: chief of K5 2b (C) Authority state, chief executive, commander of 1C7 (C) Leadership armed forces, chief diplomat.

The student knows non-constitutional U H K3 lb 5.3122 (C) Institution powers of the Presidency: chief of K5 2b (C) Authority party, voice of the people, manager of K7 (C) Leadership prosperity, world leader. SOCIAL ENCE !417. 5. Pol1 tic:11 Science PnliticnI IntiLtilln M. 5.11 ' a Linnal 5.311 Cnnctional

;21121

The student knows that the function of 1 U H K3 2b the Cabinet is advisory lnstitrrt ior1 to the President K7

The student knows thatin the United 1 U U K8 .2b Stales, public opinion isboth shaped Institution by and an influence 3h Group on presidential 7a policy. pressure

The student knows that the executive 1 1_111 K3 2b , branch at the nationallevel is dis- (C) Institution R5 7b tinguished from theexecutive branches (C) Leadership at the state and local levelby the electoral system.

5.3113 Judicial

The student knows that the Supreme 1 U R K7 2b 5.41 Court deals with social,economic, and -Institution 7a 5.9 political issues throughjudicial review.

The student knows that Supreme Court 1 U H K3 2b decisions reflect 5.411 (C) Inst`itutiilu contemporary social K8 changes. 3b Social chorwc

The student knows that the process of I UH R4 2b judicial review as providedby the (C ) Institution '1(8 3b Constitution facilitatesadaptation to (C) Legitimacy social change. 0 Social change

The student knows thespecial powers U H R7 2b 5.3213 that the judicial branchhas over other (C) Institution branches and politicalinstitutions (C) Powers (e.g., judicial review,appointment for life) .

The student knowsthat the United States I U 11 K3 2b 5.3213 court structure permitsjudicial appeal (C) institution to higher courts. K4 6b 5.331 (C) Rights K5 7b (V1 )Justice SOCIAL SCIENCE 418.

Political Science J.3 Political Instituti S.) 1 National 5.311 Functional

COURSE GOALS

5..3113 Ju44.cial (Cont_l

The student knows the responsibilities 1 U H K7 2b 3b (C) Le giti.macy of the attorney general for the enforce- E, (C) Institution milt of laws at both the federal and (V1)Justice state levels.

The student knows areas of jurisdiction I U H K7 2b Institution (criminal or civil) of each type of 7b federal court.

The student knows that in the American U H K2 2b (C) Institution judicial system justice means' (1)the K7 3b (V1)Justice establishment and administration of laws, (2)the fair and impartial settlement of claims between two parties.

The student knows the function of the I U H K7 2b Institution following elements of the judicialsys- tem: (1) constitutional courts, (2) special courts created by legislation, (3) state courts.

The student knows leaf origins of 1 U H K4 .2b lc , (C) Legitimacy United States law (e.g., common law, statutory law, and constitutional law).

The student knows that laws exist in I U H K3 2b (C) Legitimacy written and unwritten form.

The student knows that the individual I U H _ 2b la (C) Legitimacy rights guaranteed by the Constitution 7b lb (C) Rights and Bill of Rights are not absolute. lc (V1)Rights 2c rhe student knows that the due process 1 U H K7 -2b lb (C) Rights :lause is designed to insure the indi7 7b (C) Legitimacy Adual of his procedural rights under (V1 )Freedom Law. AL SCIE:' 41't

l'n1 it i I `.,;ei.-nce

fen 1 t ltir I f

SI I I )11,11

) rillit 1 Mit

COURSE COALS

The student knows thatcivil liberLies generally referstorestraints upon government rather thanupon the individual.

The student knows thatlaws advanced the civil rightsmovement in (C) Ipgitimncy such areas as education,voting, employ- (VI ).11it;tice ment, nrld housing, though many areas of neA still exisl.

The student knows thatmost Americans are likely to become involvedin some way with the American judicialprocess at some time during their lives.

5.`1114 Aministraive

The student knows thatthe size and complexity of the UnitedStates government creates an increasinglycomplex bureaucratic structure.

The student knows thatthe chief administrators ofnational government agencies are frequentlyappointed rather than electedor selected by a civil service process. SOCIAL SCIENCE 420.

5. Political Science 5.3 Political Institutions (U. S.) 5.31 National 5.312 Structural

COURSE COALS

5.,31.2-1- _Congress

The student knows that the Congress has I U H K3 2b Institution been assigned powers which are both K7 specified (delegated) and implied by the Constitution.

The student knows the officers of the I U H K7 2b (C) Institution Congress: Speaker of the House, 6b President of the Senate, majority and minority floor leaders.

5.3_122_ Presidtaa

The student knows that the president P I U H K7 2b (C) Institution and vice-president are elected for a specific length of time (a term).

The student knows that the vice- presintP I U H K7 2b (C) Institution succeeds the president in case the bb (C) Authority president is unable to fulfull the duties of his office.

The student knows qualifications for I U H K3 2b (C) Institution both the president and vice-presiden:. K7

5.3123 Courts rhe student knows that the lower courts 1 U H K2 2b (C) institution ire trial courts and the upper courts K3 (C) Authority ire appellate courts. SO 'I k SCIENCE

H,IlLiu;11 Science .p!)Iitic;11

5. -31 oma! -1 I2 shnc urnI

COURSE GOALS

3124 mEea crac

The student knows that in thestrictness I U H 2b 5.3224 (C) 1ns of bureaucracy in the UnitedStates the i e n ion K3 5.3234 (C) lower levels or governmenttend to be Kith« cy hound to the higher levelsby rules and regulations.

The student. knows that the national I U H K3 2b bureaucracy includes all InStituricm employees of K5 the federal government. SOCIAL SCIENCE 421.

Political Science 53 Political Institutions (U.S.) 5.32 State

COURSE GOALS

5.321 Functional

The student knows that state governmentsPIUH K7 2b (C) Authority provide social services, education, 6a (V1 )Education protection of life and property.

The student knows that United States P I U H K7 2b (C) Authority state governments function under written (C) Legitimacy constitutions.

The student knows that all United StatesPIUH K3 2b (C) Institution state constitutions are similar in that K5 (C) Authority they adhere to (1) the principle of separation of power, (2) a system of checks and balance, and (3) a bill of rights.

The student knows that state governments P I H G2 2b (C) institution frequently cooperate on regional pro- 0 (V1)Cooperation jects.

The student knows services provided by U H K3 2a (C) Authority the state government suchas highway K7 4b systems, conservation protection, recreational areas. l'he student knows that moststate I U H K3 2b (C) Institutions ::onstitutions are in need of major 6a revision. (V1)Efficiency -C Its L SCIENCE 423. PoliticalScience 5.3 Political Institutions

r).321 Functional

COURSE GOALS

5.321 l,es is_ ve

The student knows the lawmaking pro- P ILi H K7 2b cesses on the state level (e.g., Tnstitutien7 7a legislative, processes, courtdecisions, 7b initiative processes).

The student knows how committee action 1UH K5 2b operates in the legislative Legitimacy process at K7 7a state as well as national level. (C) Institution 7b

The student knows rules and procedures I U H K7 2b (C) Legitimacy which are followed by statelegislatures K9 7a (C) Institution The student knows that the processes of I U H K7 2b initiative and referendum enable (C) Institution cit KB 5b tens to have a direct influence (C) Democracy upon 7a legislation,

5 2 2 Executive

The student knows that the governor's P1UH K3 2b function as the head of the (C) Institution state gov- K7 7a ernrnent is both executive(execution of laws) and legislative (proposingand vetoing legislation).

The student knows the powers of the PIUll K3 2b chief executive at the (C) Authority state level are K5 limited in relation to thatof the (C), Institution national level (e.g., foreign policy, Capital resources). SOCIAL SCIENCE

5. Pulit_cal cienoe 5.1 Pol ltical Institutions S.) 5.3? State 5.321 Functional

COURSE GOALS

5.3213 Judicial

The student knows that the increase in U H K4 2b (C) Instit,u Lon case loads in state courts has tended K8 7b (C) Rights', to delay the process procedures. (V1 )Justice

The student knows that one of the basic I U H K7 2b (C) Institution judiciary functions of the state is K8 6a (C) Rights the determination of the guiltor inno- (V1 )Justice cence of the individual under state law.

The student knows that one of the state U H K7 6b le (C) Authority judiciary functions in the United States 7a (C) Institution is to hear civil cases between private 7b parties or between private parties and state or local government parties-

The student knows that judges in state U H K3 2b Institution court systems are either appointed or K5 elected. K8

The student knows the function of the U H K7 2b (C) Institution Attorney-General in the state judicial 6b system.

The student knows that the state judi- P I U H K7 2b (C) Authority vial system acts as a check upon other 6b (C) Institution levels of state government.

3214 Administrative the student knows administrative agents I U H K7 '2b 2c Institution and agencies which are established .to 6b help operate the state government such as: lieutenant governor, auditor, departments of public safety, motor vehicles, etc. SOCIAL. SCIENCE 425.

Political Science 5.3 Political Institutions (U.S.) 5.32 State

5.372 Strcturai

The student knows specific responsibili-P1011 K3 2b 5.813 (C) Authority ties o: the states whichare delegated K7 7a (C) Legitimacy by the United States federalconstitu- tion such as voting, maintenanceof peace and order, ratification of amendments.

The student knows that governments are I U:11 K7 2b created by state constitutions. Institution K8

The student knoWo that all state consti-PIUR G2 2b tutions in the United States (C) Authority provide a K3 7a method, for amendment. (C) Institution

The student knows that each state in P I U H K3 2b the United Stites enjoys 5.312 (C) Authority_ concurrent K7 6b powers with the federal government.

- . SOCIAL!TENCE /Oh.

5 Political Science 5,1 Political Inst itutions (U.S.) State Structural

COURSE GOALS

5,3221 I isla -e

The student knows that state legislativeP I U H __3 2b (C) Institution action takes place under unicameral and K7 7a bicameral systems.

The student knows the qualifications U H K9 2b (C) Institution required of state legislators.

The student knows that apportionment ofP I U H K3 2b Inst 1-i population is the basis for the composi- K9 7a tion of state legislatures. 7b

5.3222 Executive

The student knows key officials in the _TUll K2 2b Authority executive department of state govern= 7b Leadership meets (e.g., governor, secretary of state, treasurer).

The student knows that some states have I U 11 K3 2h Institution a lieutenant governor while other states K7 elect their presiding officer for the upper house.

5.3223 Courts

The student knows that all state judi® P I U H K3 2b Institution cial systems in the United States utilize judges and juries.

5,3224Administrative

No goals yet. SOCIAL -NCE

Polflical icience Political institutions ').33 Local

COURSE GOALS

5.331 Ponctional

The student knows that city and county P I U H C2 2b 5.321 0) Authority governments are a legal creation of the K5 (C) Inst. [ i states ald vary in their function from K8 state to state.

The student knows that county and city PTUH 02 2b (C) Authority courts function as part of the state K7 7a (C) InstituLJ n iudicial system KB

The student knows that city and county P I U H 02 2b (C) Authority councils are supported by various K7 (C) Leadership administrative units (e.g., city: law K$ enforcement, fire protection, public works; county: sheriff, assessor, coroner) .

The student knows reasons why local P I U H K5 2b (C) Authority governments delegate administrative K8 (C) Institution functions to departments (e.g.,.preserve the peace, administer justice,assess property for taxation).

1 SOCIAL SCIENCE

5. Political Science 5.1 Political institutions (U.S.) 5.33 Local

COURSE GOALS

5.332 Structural

The student knows that in the United P I U H C2 2h (C) Authority States local government normally K3 includes the governmental activities of counties and cities.

The student knows that in the United rIlin G2 2b (C) Authority States the city charter defines the K7 (C) Institution legal functions of city government. K8

The student knows that in the United I U H K3 2b (C) Authority States the powers of county government K8 7b (C) Institution include: levy taxes and formulate county regulations.

The student knows that in the United P I U H K3 2b (C) Authority States the executive department of K7 (C) Institution county government is normally headed (C) Leadership by a county board or a professional manager.

The student knows that in the United P I U H G2 2b (C) Authority States the executive department of city K3 (C) Leadership government is headed by an elected K5 major or an elected board of commis- sioners or a hired professional manager.

The student knows that in the United P I U H C2 2b (C) Authority States the dominant organizational K3 (C) Leadership structure of city government is the K8 council form. SOCIAL SCIENCE

f'rdILicalScience al iticalinstitutlnns U

COURSE GOALS

534 inter -Yemental

The student knows that thereare inter- P I U H K8 2b (C) international governmental actions whichmay be 6c (V Cooperation performed in a cooperativenature such as the St. Lawrence Waterwaybetween the United States andCanada. SOCIAL SCIENC(..

5 Political Science l'oltLlcal institutions s U S

COURSE COALS , ___f . ___ 5.35 International

Me student knows that national defense P I U H K8 2b (C) International and mutual security of all nations tend 6c (V1)Cooperation to bring about international political institutions such as the United Nations.

. SOC1Ab SCIENCE 31.

Political Science

COURSE GOALS 0

5.4 Political Behavior

The student knows the location anduse of print andnonprint I U H K6 2a materials related (C) Rrsources, to political 2b hchaviAkr (e.g., Reader's political Guide: "Political Philosophy,""Voting; behavior "Political Parties";crrd catalog: (V1)Inquiry "Public Opinion," "Political Parties,' . "Propaganda"; area and buildingaudiovisual catalogs:"Political Behavior," "Political Parties,""Political Philosophy"; newspaper indexes; almanacs);

The student knowsformal and informal political behaviors 11 H G2 6b (e.g., formal- (Vi)Self- K3 7a voting; informalpublicopinion expression pressure). 7b :AAI. SCIENCESCIE

PIlitic;11 hebovior 4I Vormal

COURSE GOALS

Ill Inc _i: it,ti Nak,n,

Thu student known, that most functional 11 U K7 2b 4h 5.:31.1 (C) his tiI itl i .n governmental decisions are made bynon- 7a (c) Power electiv civil service government

employees (e.g , day-by-day bureaucratic

decisions) .

Thc.s udent_ knows that appointed U h K3 2b (C) Iu't Lilt iou officials administer the law and advise K7 7a the president of the UnitedStates.

The student knows that inthe United 1 U II 7 2b 5.3 (C) lnstituti.m States decisions made by eachbranch of 7a (V1)Justice government are approved or rejected by a checks and balance system.

The student knows that the Supreme Court 1 U H K7 7a 5.3113 makes decisions on the constitutionality lustitntiln 7b of our laws. gitimacy

The student knows that politicaldeci- U II K5 2b 5.331 (C) Leadership sines ore made in localareas by local K7 7a (C) Authority officials whenpowers are not assigned to the national government.

The student knows that in theUnited U H K3 2b 5.3112 (C) institution States the executive branch includes 7a executive departments, independent agenices, bureaus, divisions, and branches.

The student knows that decisionmaking U H K3 2b 5,832 Institution in communist countries is largely K7 5b handled by officials of theCommunist 6a party.

The student knows that in a parliament ry U H K3 2b 5.822 government (C) Institution the decisions are made by K7 5a the legislative branch. (C) Authority 7IAL SCIENCE' 413.

!;ciunce 5.4 PoliticalBPhavlor Vormal

COURSE GOALS

5.41Makin.--Ccmt___/

The student knows methods of citizen U H K7 2b 4b 5.831 (C) Democracy action in decision making ina demo- 5a (V1)Freedom cratie society such as voting, lobbying, 6a and expression of public opinion: 7a 7b

The student knows that in a totalitarian U H K7 2b 5.832 (C) Totalitarian, government citizens have a limited role Sa ism in decision making. 6a (V1)Freedom

The student knows that the constitution ll1-1 KJ 2b (C) Legitimacy in most countries outlines a basis for 5b decision making. 7a Lica IHob- v ior

'.,.141 Formal

COURSE GOALS

12 PoliticalParties

I'Ite student knows two major types of U H K3 2b party systems: multiparty system and two-party system.

The student knows that in some coun LieS Lt H K8 2b Authority there are so many political parties that a coalition is necessary to elect a leader.

The student knows that in the United IU H G2 2b Institution States both major parties includerepre- K3 sentation of almost all groups within our country.

The student knows that in a country with IU 2b (C) Inatitutior a two-party system there can be many (VI )Freedom minor parties (e.g., in U.S., Communist party and Socialist party).

The student knows that political parties U H K7 2b (C) Institution are groups that work toward control of the personnel and policies ofgovernment.

The student knows that political parties H K3 7a 5.831 (C) Institution mobile and organize opinion and willof 7b a democratic society. AP:IAI, E

COURSE 60Al

.41)V)Linr

Tho stndont know that voting is the 1 2b .831 (C) 1nLiti Int i .1!1 key mechanism kit consensus to a d aria 71 (V1 )Rigl1( s tratic society. 71)

ihe :J11(.1 it knows that a voter lies the II I K7 2h .H31 in 11 lmICO the election, paws t 1(8 7a Enfranchi- -e h l ion, or do lea tatA c.indidatr In men L a democratic society. (V1 )Rights (V1 )Responsikil ity

The student knows that every state in I U H K2 2b (C) lushtot ion the United States has a set of eligi- K9 6b bility requirements for voters (e.g., 7a

citizenship, Lige, residence) . 7b

The student knows ways that eligibility 1 U 11 K4 2b 5.31 institution to vote in the United States has been 6b Enfranchk broadened (e.g., emancipation of 7a ment Negroes and women's suffrage, abolition 7b of property requirements and poll taxes),

The student knows that the voting quali- U 11 2b 5.831 (C) Institution fications vary in different democratic K7 6b (C) Enfranchise- systems (e.g., property requirement, 7b ment restriction to men).

The student knows that in the United H K3 6b 5.831 Institution States political registration can be 7a with a political party or as an 7b independent.

The student knows that in the United K3 2b 5.831 (C) Institution States political conventions nominate K7 (V1) Loyalty candidates, write a party platform, and work to unite the party..

The student knows various methods of UH K3 6b 5.831 Institution choosing U.S. political party conven- 1(7 7a tion delegates (e.g., closed primary, 7b popularity primary, state convention ,1AL,

IIIi 121.11 (.11ce ca Ilic lrrn vior 4I l'unat

COURSE COALS

5.413 Votinl Cont.)

lie student knows that general elections I U 11 :5 2b 5.831 Institut:1 cirr areheld at regular times in all eommu- Ea) Authority nicies of the United States in contrast 7a with countries that hold elections on a 7b basis of need and political conditions (e4;., Britain - vote of confidence).

Ille student knows that a primary is U 11 K3 6b 5.831 (C ) lnstiturirzii preliminary election to select parties' K7 7a 'ndidates and delegates. 7b SOCIAL SCIENCE

5. Science 5.4 Political Behavior 5.42 intormal

5.421 Public 0.in on

The student knows that influenceon U li 3 2b Communication public opinion can be classified into three areas: (1) informal controls, (2) institutions, and (3)mass media.

The student knows that opinionsmay U H K3 2b (C) Communication reflect prejudice, judgment biasedby 6a (V1 )Education emotion or sentiment, and ignorance. 7b

The student knows that publicopinion is U H K8 2b (C) Communication developed through a variety of influ- 7a ences: political parties, families, schools, churches, etc.

The student knows that publicopinion U H K7 2b (C) Communication polls record and measure popularsenti- ment by specially chosen samplegroup polling.

The student knows that publicopinion U H K8 2b (C) Communication can force repression upon groups within eis s society (e.g., "Red Scare" - 6b ,IcCarthyism). 6c

The student knows that publicfigures U H 8 2b such as actors and athletes (C) Communication can influ- ba 2nce public opinion. (C) Leadership (C) Elite the student knows thatdemonstrations U H K8 2b (C) Freedom ind protests can influence public 4b ]pinion, both in support of (C) Rights and objec- 6a :ion to particular (V1)Freedom causes. 7a 7b

L'he student knows that lobbying is a U H K3 2b 4b method for presenting public (C) Co c opinions K7 7a :o governing bodies. cal enee

I', )1 LI. iCa1 501)AV!or intortual

COURSE GOALS

5,422 -2ial interest: Cr

rhe stoicent knows ways that young U 11 2b Authority people are playing an increasingly 5b 2.6 Political greater role in today's political 7a system (e.g vote at 18, participation socializatio, 7b (V1)Reaponi;:hil in political process, election to school ity hoards, and other public offices).

Thu student knows that political in_u- 11 11 6a ence is often related to social and C) El ite economic status. Social c Merit

The student knows that different I U II 2b Group interst groups exert conflicting pres- 31) sures in the resolution of environmental Pressure Comma_rio, problems (e.g., Sierra 'Club, Zero Ecoioo Population Growth, Induitrial lobbyists such as paper companies).

student knows that political power U 2b 14b Power is sometimes used for economic exploita- 3b Elite tion. Economic system (C) Social class (VI )Integrity

Cite student knows that therole of 21) C) Group interest groups is (1) to watch the 3b pressure activity of government, (2) to advance C) Power specific interests, and (3) toevaluate political issues.

The student knows thatspecial interest U H 2b 5.412 (C) Group groups affect political policies through 3b pressure (1) contributions toparties, (2) C Communicatior endorsement of candidates, (3) support Power of.,political issues and campaigns.

The student knows that one of theaims U 21) I4b Group of interest groups is to improve the pressure economic well-being of its membe Security, economic =SCIENCE

5. M Iftiesi Science 5.4 Political Behavior 5.42 Informal

COURSE GOALS

5.422. Special erest_Grom (Cont.

The student knows that special interest 2b Group groups are usually bi-partisan in order 3b pressure to gain from both parties. (C) Party

The student knows that public opinion is I U 2b C) Communication influenced by special interest groups 3b (C) Group in all levels of society. pressure (C) Elite

The student knows that m ly political P 1 U H 2b (V1)Respect for traditions influence members of families cultural heritage.

The student knows that urban, suburban, I U H K5 2b Group and rural voters vary in priorities and K8 pressure that their interests must be considered by politicians.

The student knows ways in which the I U H G2 (C) Group relationship of government and business K7 pressure differs from place' to place (e.g., business and private bankingare more closely interwoven with government in Japan than in the United States).

The student knows interest groups that H K8 2b (C) Group affect the voting pattern of foreign pressure countries (e.g., labor voter in England, Christian-socialist vote in Italy).

The student knows interest groups lobby U H K7 2b Group on executive, judicial, and legislative 7a pressure levels in state and federal governments. (C) Authority

The student knows the major differences K5 2b (C) Group in political allegiances within specific 6b pressure strata, educational levels, religions, (C) Social class or ethnic groups. i. PiditLealScienee 4 b Ii i( alHell .42 hiformal

COURSE GOALS

fluecial frn-rosC Groups (Cont.)

Me sCudent knows that organized labor H H K8 2b In ((,) Group is traditionally influenced political 2b slesser locisions. ftl)Tntegritv

he student knows that, interest groups U H K7 2b R) Group nay bypass lobbying and introduce Cheir 7n pressm c %in legislation. (C) LogiLimacr SOCIAL SCIENCE

Vol LL _cal Science :).4 Political Behavior 5.42 1--

COURSE GOALS

5.423 Mass Media

The student knows newspaper features U H K8 2b lb Communication which either directly or indirectly mold opinion (e.g., editorials, comic strips, cartoons, place and coverage of news items).

The student knows that the degree of U H K3 2b lb (C) Communication subjectivity (editorializing) in news K7 (V1 )Responsibil- reporting can influence public opinion. ity

The -udent knows that there is a U H K3 2b Communication particular point of view reflected in each newspaper he reads which is shaped by its owner, publisher, or editors.

The student knows the power and conse- U H K8 2b (C) Communication quent responsibility of the media in (V1)Responsibil- influencing and guiding the public ity conscience.

rhe student knows ways in which radio U H Kd 2b la (C) -unication and television influence public opinion. lb

The student knows that television gives U H K7 2b la (C) Communication the public dynamic visual contact with lb leaders and others trying to mold opinions.

the student knows that the influence of U H K5 2b -unication nedia on opinion may be director indir- nt journalistic and editorialpresenta- tions vs. entertainment presentations epresenting a point of view.

['he student knows that the strongest I U H K3 2b (C) Group imperative for the commercial television 3b pressure industry is profit from advertising (C) Economic iccounts. system 1",11I P,chavi or

, :t I 1) rH111

5 ?,4 Prop.-Ivan/In

The student knows that propoganda is the systematic dissemination of allega- tions or material eeflecting set views and interests.

The student knows that propaganda tends Communication toward a biased presentation of selected, (VI )Trust exclusive facts which mold opinion rather than encouragin3 inquiry and personal conclusion.

Thestudent knows that syitl ola playa large part in propaganda g., flags

Iitrstudent knows that emotionally- charged words play a large part in propaganda. the student knows that patriotic_Oropa- Traditi ri ganda Lends to glorify a country's role (C) Communication in history as a stimulus to citizen 0,11- Honesty loyalty.

The student knows that governmentsuse 5.5 C) Authority propaganda to support their o-wn political 5.8 ,C) Communication system, both within and outside their V1 Honesty countries. - (3W1A SC1

I t 1,1it Rehipiior inlormal

COO 11% COALS

5.425 I -d

Thu st.ndtmt knows that national leaders I U H 3 2b of various governments (C) Leadership Can he elected, K7 appointed, inherit, orassume a position.

The student knows that leaders inmost U 2b (c) Leader countries stay in power as longas most (V1 )Trnst of the people support .them.

-rho student knows thata person must P 1 L1 li K3 2b (C) Leadership make sacrifices when entering public 4a life (e.g., loss of privacy). (Vl)Respect for 4d others 4e 4g 6d

The student knows that politicalleader- K3 2b (C) Leadership ship may come from not only peOple in K5 7a authority but from the ordinary citizen who is respected by his community.

The student knows that the effectiveness U 11 K8 2b (C) Leadership of political leadership is dependent 7a (C) Political upon the active support of the people. socialization

the udent knows that leadershipmust U 11 K7 21) Leadership 1-e aware of problems,arouse interest in Political L.hem, help create reasonablesolutions, and continue to solve problems. socialization

The student knows thatsome leaders have 1U U 2b 5.53 a quality called "charisma" which unites (C) Leadership people and gives them inspiration. (C) Elite (Vl)Respect

the student knows that family names play U 11 KB 2b a large role in political affairs (e.g., (C) Leadership Rockefeller, Kennedy).

The student knows that politicalfigures I U 11 1(4 2b (C) Leadership over a period of time developa group of (C) Fellowship followers upon whom they dependfor votes, money, and backing. SOCIAL SCIENCE

Politic I :ilcience Polltleal Behavior

i orma

COURSE COALS

5-4-26yellowship

The stlent knows that groups exist 1 U li K3 21) 5.5 Belief which e bound together by a particular Leadership beliefor a particular person (e.g., Group Gandhi non-violence). pressure

The stuont knows that a group can be Hn K3 2h Communicat c ; bound i:eLher by their educational backgroInds (e.g., intellectual elite).

The stuInit knows that there tends to i U II G2 2b Fellowship be a to%owship among people of similar KS 6e life s: -0C1AL SCl1 NCE 445.

COURSE GOALS

5.: Political ldeplogy

The student knows the locationand use I U H 10 2a (C) Resources, of print and nonprint materialsrelated 2b political to political ideology (e.g., card ideology catalog: "Capitalism," "Socialism," (VI)Inquiry "Communism," "Nationalism"; Reader's Guide: "Capitalism," "FreeEnterprise "National Socialism";periodicals: ocial_Education, Annals, Soviet_Life Today; area and building audio-visual catalogs:" "International Economies," "Nationalism"; specialmaterials: almanacs, newspaper indexes). SOCIAL SCIENCE 44

1'9litleal Science Political Ideology

COURSE COALS

_ 51 Capitalism

The student knows that characteristics U H K3 2b 2c 4.71 (C) Economic of a capitalistic economic system 4b system include private ownership of property, (C) Ideology free enterprise, and freedom of choice by consumers, lAl lENCF 44,

rditical Sci-n

',I capitalism

511 E lotion of Ideas

The student knows that capitalism can U H K4 b 2.12 (C) Economic he traced to the time of the Babylonians 4.71 system and Carthage. (C) Ideology The student knows that an extreme inter- - U K3 4.71 (C) Dign pretation of the right of private man property, accepted for centuries, (V1)Dignity condoned slavery. (V1)Freedom The student knows factors which influ- U K8 lb 2.6 (C) Economic enced the early development of capital- 4.71 system ism as a system in the, medieval era (C) ideolo (emerging bourgeoisie, trade unions and guilds, etc.).

The student knows factors which influ- U II K8 lb 2.6 (C) Economic enced the widespread acceptance of 4.71 syste laissez-faire and capitalismas-an economic system since 1800 (replacing feudalism and mercantilism).

The student knows that Adam Smith's U H K2 2b la 2.6 Economic doctrine of individual self-interest K4 lb 4.12 system and free enterprise greatly influenced 1(8 the development of modern capitalism.

The student knows that the Industrial U H K4 -2b 2.6 (C) Economic Revolution led modern capitalism to a K8 4.71 new maturity. system

The student knows that the free enter- U 4 2b 2.6 (C) Economic prise system has elements of both 4.71 system eighteenth century liberalism and (C) Ideology modern socialistic controls.

The student knows that intolerable U 11 8 2b 2a 2.6 (C) Dignity exploitation and injustice have led to 6a 4.71 man organized efforts by the victims ofthe abuses of free enterprise (e.g.,. (V1)Dignity mation of labor unions). SOCIAL SCIENCE 448:

PoIiLieal Sc uncu PoliLicaI Ideology d CapiLalism

(

5.512 Current ideology

The student knows reasons why there is a U H K8 2b 4.71 Economic need for controls and regulations of system free enterprise in the United States.

The student knows American capitalism U H K3 2b 2a 4.71 (C) Economic is a mixture of government ownership, system control and operation of large segments of business, joint government ownership and private operation of certain small segments, and private ownership and government control of the American economy. SOCIAL SCIENCE

Political Science 5.r=i Political Ideology 5.Y2 Socialism

COURSE GOALS

5.521 Evolution of Ideas

The student knows that the concept of U H K4 lb 2.6 the ideal commonwealth in Plato's (C) Ideology 2b 4.12 Republic is reflected in (C) Phylosophy socialist 6a theory. (Vl)Rationality

The student knows socialist principles I U H K7 lb 2.6 which were reflected in (C) ideology early Christian 26 4.12 communities. 6a

The student knows sects andmovements U -_-_ K8 lb of the Middle Ages which 2.6 Ideology influenced 2b socialism (e.g., the guilds andthe monastic orders).

The student knowsRenaissance and U 11 K8 lb 2.6 (C) Ideology Reformation influencesupon the develop- 26 4.12 (C) Philosophy went of socialism (e.g., ThomasMore's Utopia, Rationalism) .

The student knows the effectthe 11 H KS lb 2.6 (C) Ideology Puritan revolution of the17th century 2b (C) Belief had upon concepts ofproperty, especially regarding communalownership of land,

The student knows thatsocialism develop- U H K6 lb 2a 2.6 (C) Ideology ed as a major politicalforce with the lt8 2b 4b development of modern industrial (C) Philosophy 3a capitalism. SOCIAL SCIENCE 45U.

Scionc I'tfliticalIdeology civil ism

COURSE COALS ,

5.522 Cur :,nt Ideology

The student knows that the two strongest U H G2 2b 2.6 (C) Ideology currents of socialistic thought have been K3 3a 4.12 (C) Philosophy democratic socialism and Marxian 4,72 socialism. 4.73

The student knows that the "Utopian U H K7 lb 2.6 (C) Ideology socialists" sought to bring about K8 2b 4.72 (C) Philosophy economic and social equality (e.g., Saint-Simon, Louis Blanc).

The student knows that in democratic U H K3 2b 2.6 (C) Ideology socialism the interests of society as 3b 4.72 (C) Philosophy n whole are above class considerations. 6c

The student knows that the principal U H K2 lb 2.6 (C) ideology. theorists of democratic socialism have 2b 4.72 (C) Philosophy been Revisionists and European htnani- 3a Larian socialists.

The student knows that Marx believed U H K2 2b 2.6 (C) Ideology that the destruction of the existing 4.12 (C) Philosophy social order (capitalism) was inevitable.

The student knows infldences upon H K8 lb 2.6 Ideology Marxian theory as reflected in key 2b 4.12 (C) Philosophy aspects (e.g., dialectical materialism" 3b Hegel; classless society--Utopian social- 4b ists; alienation--Hegel and Utopians). 6a

The student knows that Marxian socialism U H K7 lb 2.6 (C) Ideology abandoned the principle of cooperation 2b 4.12 (C) Philosophy with other classes and emphasized class 3b (C) Power struggle as the key element in histori- 6a cal evolution.

The student knows that Marxian socialism U H K5 lb 2.6 (C) Ideology . deals with an evolutionary interprets- 2b 4.12 (C) Philosophy Lion of human history as distinguished 3b from 19th century utopianism which did not emphasize history. CiENCE

litii' I. !-;ci.mce Politic:11 Ideology Socialism

COURSE COALS

5±522 Current ld2cIllIgy(C2atii_

Tho student knows that Marx inn socialism Ii (C) has proclnimed equality as its goal (() Philosophy yct has justified the temporary use of (C) Equality political elites to achieve this goal.

The student knows the ideas of Marxian 11 2.6 (C) Tdeoloo, socialism that underlay the overthrow 4.12 (C) Philosophy of governments in the 20th century Russiarevolution by minority; Chinarevolution by majority, Yugoslaviatake over by war and reform

The student knows that the goals of U 11 la Ideology modern socialism are: (1) enrichment lb Phins!-)phy of the lives of workers; (2)a higher 2a standard of living; (3) improved housing; 2b (4) education for all. 2c SOCIAL SCIENCE

Potiiicai Science 5.5 litical Ideology 5.53 Nationalism

COURSE GOALS

5.531 Evolution of ideas

The student knows that tribalism can U H K3 2b 2,12 (C) Nationalism be interpreted as an 'early form of 6b 2.6 (V1)Lo alty nationalism.

The student knows factors of nationalism U H K3 2b 2,6 (C) Nationalism that prevailed in the Greek polls of 6b (VI )Loyalty Athens in the 5th and 4th centuries, B.0

The student knows the factors of H K3 lb 2.6 (C) Nationalism nationalism that are found in 2b (C) Philosophy Machiavellian theory. 6b (C) Ideology (Vi)Loyalty

The student knows the ways Prince U H K3 lb 2.6 (C) Nationalism Metternich opposed political and K10 2b (C) Ideology cultural nationalism (over throw of 3b (V1 )Loyalty Napoleon, alliances, etc.) the student knows the aspects of U H K3 lb 2.6 (C) Nationalism nationalism expressed by German romantic 2b (C) Philosophy writers (e.g., Kant, Fichte, Hegel )' 6c (C) Ideology (V1)Loyalty rite student knows the reasons why Karl U H K8 lb (C) Nationalism Marx predicted the abolition of the 2b (C) Philosophy Nation- state. 3b (C) Ideology 6a (C) Economic system (V1) Cooperation r'he student knows ways that nationalism I U H K3 2b 2.6 (C) Nationalism ias reflected in characteristics of both K8 6b (C) Ideology fascism and national socialism. (C) Power (VOLoyalty SCIENCE 4

liticalSCI[ tilt. Pfilitical Ideology I aL ionalism

COURSE _GOALS

5.532 Current _ideology

Tm student knows reasons why Protestant U H K3 lb 2.6 (C) Nationall,m and Catholic political thinkers such K8 2b (C) Philosophy as Martin Luther supported or criticized 6e (C) ideology the emergence of naLion-state. (V1)Loyalty

The student knows aspects of zntionalLsm U1 K8 lb 2.6 (C) NatiormListo that were strengthened by ale theory of 2h (V1 ) Loyalty the divine right of kings. 6c

The student knows ways the theories of lI lb (C) Nationalkm social contract (according to Thomas 2b (C) Philosophy Hobbes, John LOCke, and Jean J. 6a (C) ideology Rousseau) encouraged the development o 6c (C) Belief the nation-state. 7b (VOLoyalty (V1)Rights

The student knows that Rousseau's U H K3 lb 2 (C) Nationalism theory of sovereignty _influenced the K7 2b (C) Philosophy development of the modern nation-state, 6c (C) Ideology (Vl ) Loyalty

The student knows the ideas of national- UI K4 -lb 2.6 (C) Nationalism ism that were developed during the 2b (C) Belief French Revolution. 6c (V1) Loyalty SOCIALSCIENCE 454,

i. Political Science Political ideology 54 Internationalism

5.541internationalism

The Student knows thatthe historical U H G2 lb 2.6 (C) Internation ideas of internationalisminclude: the K3 2b 5.74 alism theories of the RomanEmpire, the 3b (C) Philosophy theology of the RomanCatholic Church, 6c (C) Tradition the ideas of theenlightenment and the current ideas related to theproblems of nuclear destructionand economic development. SOCIAL SCIENCE 5

Political Science Political TdenlogY 5.54 Internationalism

COURSE GOALS

542 Ideology

The student knows that some fl 4 2b (C) internation- internationalists belief :that as a alism political unit, nation-state cannot (V1)Cooperation adequately solve world problems. SOCIAL SCIENCE 456.

Political Science

COURSE GOALS

5.6 Individual in Political System

[lie student knows the location and use I U H K6 2a Resources, 3f print and nonprint materials related 2b political :0the individual in a political system science (e.g., card catalog: "Civil Rights," (V1)Inquiry 'Citizenship," "Consumer Education," 'Social Work as a Profession"; periodi- :als. Consumer Report, newspaper Lndexes: Reader's Guide: "Social Problems, " "Civil Rights," "Consumer 'rotection"; area and building audio- visualcatalogs: "Consumer Education," 'Civil Rights," "Citizenship, Responsi- dlity"). E 'E

Polilical Sclence 6 Individual in Political System 5.6 Citizenshi

COURSE GOALS

5.611 (tights,

The student knows thatgovernment often U H K7 2b 2e 5.831 (C) Authority limits the rights ofan individual to 3b (V1)Freedom insure the rights ofother individuals. 7b

The student knows thatin a totalitarian U 11 K8 2b lb 5.612 Authority government the rights,and responsibili- 7b 5.832 Totalitar- ties of individualsare more limited ianism than in a democracy. Rights (V1 Freedom SOCIAL SCIENCE 458.

5. Political Science 5.6 Individual in Political-System 5.61 Citizenship

COURSE GOALS

5.612 Responsibilities

The student knows that military respon- U H K7 2b (C) Rights sibilitles to a country may be carried 4b (V1)Responsib out by different methods (e.g., military 7b lities service, alternative service).

The student knows the responsibilities U H K7 2b 2c 5.831 (C) Democracy of an individual that are important in 6a 6d (C) Rights protecting individual rights in a 7b (V1)Individualisn democracy (e.g., informed citizen, voting). SOCIAL SCIENCE ,i4

Potlilen :cience individual in Pol al Sys tem

COURSE GOALS

5. 2 Socializat o

The student knows that politicalsociali- U H K2 2b lb political nation is the adaptation ofan individual 6a 2a socializatl.c r to his society's political culture. 2c Adaptation

The student knows the advantagesto the U H K7 2b lb 5.531 (C) Rights individual citizen and to society of 5b 6d (C) Individualisn protecting rights such as freedom of 6a speech and assembly. (C) Democracy 7a

The student knows that ina democratic it H K7 2b lb 5.831 C) Democracy society people have an opportunityto 3b (C) Freedom question the society's basic goals, 4b (C) Learning aspirations, and values. 6a (V1)Rights The student knows that each society is U H K3 2b 5.8 (C) Society concerned with imparting basic goals, K7 6a (C) Socialization aspirations, and values that relateto the political system of thecountry.

The student is able to criticallyevalu- I U H K9 2b 6d 5.831 (C) Authority ate the basic goals and values of the 3b (C) Learning political system under which helives 6n in terms of his own personal (C) Freedom aspirations (V1)Rights a...ni values.

The student knows that the responsibil- U H K3 2b 6d 5.831 Society ity of a democratic societyincludes K7 7b Authority people knowing thenecessary skills to (C) Democracy participate in society (e.g., thinking, (C) Role communicating, deciding, acting). recognition (C) Communication (V1 )Education ale student knows that socialization U H K8 2b la tends to make people responsible (C) Political poll= 6a lb tical members of society. socialization lc (C) Role 2d recognition SOCIAL SCIENCE (1

PolLuical in Political

COURSE GOALS

Civil Rights

The student knows that during war time I U H C2 2b lc 5.96 Authority governments tend to restrict civil K7 4a 2c liberties. 6a

rhe student knows that even in a demo- U U K3 2b 2c 5.96 (C) Rights cratic society, individuals with K8 4a 4b 5.831 (C) Authority unpopular views or unconventional life 4b (V1)Rights styles have been improperly and illegally denied their civil liberties by govern,- ,tent or civilian authorities.

The student knows that in the United U H K5 2b 5.611 (C) Authority

States there can be conflicts between 411 (Vl)Rights one constitutional right and another. 4b

The student knows the ways that consti- U H K7 2b 2e 5.3113 (C) Rights tutional safeguards protect individuals (C) Authority in the United States (e.g., habeas corpus).

(he student knows that a function of a U H K7 2b l.b 5.831 (C) Authority iemoeratic society is the protection of 7b (C) Rights Lndividual rights. (V1)Juslice

he student knows conflicts may exist U H K5 2b lb 5.96 (C) Authority mtween individual civil rights and 3a (C) Rights weds of the general society. (V1)Justice

he student knows that the Bill of Right 1 U H K3 2b lb 5.831 (C) Rights ;uarantees the rights and liberties of 7a (C) Freedom hilted States citizens. 7b (C) Legitimacy (V1)Justice (V1 )Freedom

1he student knows that there are con- 1 U H K5 2b 5.96 (C) Rights :licts between civil rights and police 7b (C) Authority controls. (V1)Justice SOCIAL SCIENCE 4 f,1

Political Science

. individual in Political System

COURSE GOALS , . , i

5.63 C ivil Rights

Me student knows that the extension of T. U 11 K4 2b lb 5.831 (C) Legitimacy civil rights has been prompted by the K8 4b (C) Rights actions of minority groups. 5b (V011uman 6b dignity rhe student knows that the full realiza-P I U H K8 2b la (C) Rights ::ion of women's rights in the United 7b lb (C) Freedom states requires both legislation and lc ihangerin sociaiattitudes. 4b SOCIAL SCIENCE 4

Political Science 5:6 Svotem

COURSE GOALS

5.64 Consumer Helps

the student knows the powerful influence U H K8 6a lb 5.4:3 (C) Communicatior of advertising upon consumer choice. 2c (C) Distribution

!he student knows that an individual U H K8 2b 4.333 (C) Freedom influences the economy by the decisions 6a 4.335 he makes regarding saving and invest- 4.71 ment. 4.81 5.411

The student knows that a nation's U H KS 2b 4e 4.322 (C) Economic standard of living reflects the effec- 5a system tiveness of its economic system.

The student knows that consumer demands U H K8 2b 2c 4.331 Consumption influence production of goods. 5a 4.71 4.81 rhe student knows that the way an U H K8 2b 2c 4.31 (C) Consumption individual buys or refuses to buy 5a 4e 4.71 influences price levels. 4.81

['he student knows that as a consumer U H K8 2b 2c 4.312 Economic :he individual stimulates economic 5a 4e 4.71 system activity. 4.81 (C) Consumption

['he student knows that co aunity, state, U H K7 2b 2c 4.531 (C) Authority tn&national governments help meet 5b 4.71 (C) Consumption :onsumer needs through education and 4.81 ffotection programs.

'he student knows that in the United U H G2 2b 2c 4.531 (C) Authority ;tates the federal government is the K3 4.71 (C) Consumption argEst of all consumers. K7 5.311 SOCIAL SCIENCE

Political Science individual in Political System

COURSE GOALS

5.65 ortunities

Ihe student knows chat career Selection (C) Role rec is influenced by aptitudes, interests, nition abilities, and personal values and goals as well as by the potential income offered by the career and by the advice and example of others.

The student knows that job discrimina- lb .63 C) Role recog tion based on race, creed,or sex is 2a nition constitutionally outlawed, but still 2b Rights exists and is under attack. 2c V1 Equality 4b

The student kno ttat in the United U H K3 2b (C) Merit States most people lelieve that all 6a Americans should have (V1 )Equality an opportunity 7b to work at a job on the basis of personal qualifications. SOCIAL SCIENCE

5. Political

COURSE GOALS

5.7 'International Relations

rhe student knows the location and use I U H K6 2a Resources, of print and nonprint materials related 2b political to international relations (e.g., card science catalog: "United States -Foreign (V1 ) Inquiry Relations," "United Nations," "Inter- national Relations," "International .00peration"; Readers Guide: "Inter- national Law," "International Govern- sent," "International Relations "; periodicals: UNESCO Courier, newspaper indexes,. Current History; area and niilding audio-visual catalogs: "Inter= rational Affairs," "International Law," 'World Poverty"; special materials: jamphlets published by United Nations). SOCIAL SCIENCE

Political Science '3.7 International Relations

5.71 Need 9 International Coo aeration

The student knows that when diplomacy I U H K8 2b 3.33 (C) Legitimacy between nations fails, stalemates or the 6c 5.76 (C) WAr use of force may result. 5.93 The student knows the reasons for P I U H K3 2b 3.223 (C) Peace desirability of peaceful relations K7 4b 5.93 (C) Internat on- between countries (e.g., avoid destruc- alism Lion, promote trade and commerce, enrich (V1 )Cooper __n culture) .

The student knows relationships between I U H K3 2h 5.76 (C) Internation- countries which affect national security KB 6c alism including neutrality, alliances, and (V1)Cooperation collective security.

fhe student knows the United Nations U 11 K8 2b 5.73 Internation- has difficulty financing activities 6c 5,95 alism that are politically controversial (C) Authority (e.g., refugee placement).

fhe student knows no international code I U H K5 2b lc 5.35 Internation- 5f law binds nations as national laws 3b alism )ind citizens. 6c (C) Legitimacy 1'he student knows that peaceful condi- I U H K4 2b lb 3.72 (C) Peace Lions in the contemporary world depend K8 3b 3.74 (C) Distribution in part on the control of hunger and 4b 5.72 liseasc. (V1 )Cooperation 6c 5.93

rile student knows the ituatediate factors I U H K5 2b 3.33 (C) War ghich may trigger War in the nuclear age 6c 5.93 (V1)Peace (e.g., accident, misunderstanding, niscalculation).

I'he student knows that technological I U H K4 2b 3.222 (C) Production advancement in weaponry has changed K7 6a 5.93 (C) War warfare in the 20th century (e.g,, 6b )otential for mass destruction, balance

Df terror, iimited wars).

he student knows that preserving our 1 I U H K4 2b 1.12 natural environment is C) Environment a global as well K8 6c 4.82 Is a local responsibility, urgent for ;C) Internation- 11 nations and all people. alism V1 Cooperation espons e- ness SOCIAL CIENCE 466.

Polit 1 Science .7 Luiernational Relations

COURSE GOALS

5.72 Resolution of Internationa Confljets

The student knows nonviolent means a I U fl K3 2b 3.3 (C) Authority nation may use to defend its territory K7 4b 5.93 (C) War from invasion (e.g., neutrality, military allinnces, and maintenance of buffer zones).

[he student knows that the ultimate goal I U H K3 lb 5.93 (C) internation- of disarmament is the elimination of all 2b alism leans of waging war, leaving states with 3b (C) Peac only those forces needed for internal 4b (C) Authority security. 6a 6c

the student knows issues concerning U H K3 2b 5.93 (C)Ir ,-nati.n- disarmament including: duration of 6c al1=m 3rogram, transition from stage to stage, (C) Nee(' foreign bases, inspection, delivery (V1)Coo.- system of strategic nuclear weapons, end peace-keeping machinery.

Che student knows that international I U H K8 2b 3.3 (C) Inter- ti.LI- :onflict is influenced by balance of 3b 5.93 alism }power conditions in the world. 6c (C) NationaMm

The student knows that a treaty is a P I U H K2 2b 5.93 (C) Lagitimac! :on tract between two or more nations- K3' 3b (C) Internati( 4b alism (V1)Respect f( others

Ile student knows that international U H K8 2b 5.93 (C) Interned( tribunals can effectively rule on dis- 3b alism rutes if nations voluntarily submit case (C) Legitimac) and agree to decisions. (Vl)Cooperatic SOCIAL SCIENCE

Scie international Relations

CnURSE GOALS

5.73 Mechanics or Framework

The student knows that international I U H K3 2b 5.35 (C) Inter-ition- relations are governed by the principle K8 3b alism of national sovereignty, that each 6c (C) Nationelism nation has the power to manage its own VOSelf-interest affairs. (national) The student knows that the United I U H K3 2b 5.812 Internation- Nations has a confederate system of alism international government. (C) Authority The student knows that the United I U H K2 2b 5.35 (C) Internacion- Nations is a world forum, but not a K3 alism world government, which can advise but (C) Authority not control international relations. (C) Communication

rhe student knows organs of the United U H K5 2b 5.35 (C) Institution Nations that consist of individuals K7 6c (C) Authority (Secretarlat and International Court) K8 (C) Internation-, depend on staff members who act as alism international officials responsible only 'to the United Nations.. the student knows organs of the United U H K5 2b 5.35 (C) Institution Nations that consist of states (General K7 6c (C) Authority kssembly and three councils) depend on K8 (C) Internetion- the appreciation of national self- alism interest for their operations. rbe student knows that the right of U H K7 2b 5.35 (C) institution veto rule in the Security Council K8 3b (C) Internation- ceflects the balance of power conditions altsm luring the mid-20th century.

Che student knows that one aim of the U H K3 2b 535 (C) Authority Jnited Nations is to eliminate 6c (C) internation- :olonialism. all= (V1)Freedom SOCIAL SCIENCE 46H.

5. Political Science 5.7 International Relations

5.74 International Cooperation

Tbe student knows that the term inter- I U H K3 2b la 3.33 Internet - national includes contacts between 6c lb 5.35 alism governments, businesses, media, and lc (C) Communication private individuals and groups. Cooperation (VI )Respect for others

The student knows international coopers- U H Kd 2b lc 5.35 Interne on- tion is a key factor in national defense, 6c 2a 5.71 alism security and national economic well 2b 5.72 (C) Nationalism being. 2c 5.93 (V1)Cooperation 2d 4b 6a -c 6d

Mhe student knows that nations group U H K8 2b 2c (C) Nationalism cogether in geographic regions and blocs 3b (VOCooperation :o satisfy their common self interests 6c (e.g., NATO).

[he student knows that international U H K7 2b (C) Elite elites tend to communicate among them- 6a Internation ;elves more than between non-elite alism ;coups within their own nations (e.g., ) Communication 'jet set," business, academic, media). (V1 )Cooperation SOCLA1, . IE 469,

Jcal wclegee 5.7_ Internatio

5.75 World. Communi

The student knows that the mainsources K3 2b 5-35 (C Legitimacy of international laware international K8 6c treaties. (C Internation- alism

The student knows that lifepatterns K5 213 3.27 (C) Internation- are greatly affected by world-wide, 6c alism transnational influences. (C) Socialization (Vi )Cooperation SOC CAL SCI._ -E

111 Ica 1 Lence '), 7hit ortinr fon&IRel.& tf

COURSE GOALS

5.76 E.oreign Policy

The student knows every nation's 1 U H K3 2b 2a 4.622 (C) institution foreign policy relates its own 4b (C) Policy, national security and economic well foreign being to international problems and policies.

The student knows the distinctions I U H K5 2b Legitimacy between defacto and dejure recognition 3b Internation- between nations, 4b alism

The student knows that until the 20th I U H G2 2b 5.3112(C) Institution century the foreign policy of the Unit -.d K8 (C) Security States reflected the nation's chief (V aw & order, concern with securing her borders and inter '1. promoting economic self-sufficiency.

The student knows that the foreign 1 UH K8 2b (C)Institution policy of the United States was shaped 3b by conflicting desires, i.e., the desire to be isolated from international strife and the desire to see democracy spread among all mankind. SOCIAL SCIEL

Pnlitical Scinco

COURSE GOALS

commrative Modern Governments

The student knows the location anduse I U H I K6 (C) Res of print and nonprint materialsrelated politico] to comparative modern governmentse,g card catalog: "Political Science," science (Vi)Inquiry Norld Politics," "France,Politics and Government," "China, Politics and Government"; Reader's Cuide: "Sweden, Politics and Government," "Germany-- Federal Republic, Politics andGovern- ment"; area and building audio-visual catalogs: "Parliamentary Governments, "Dictatorship," Totalitarianism"; periodicals: Annals, Currentfistnry,

The student knows moderngovernments can U H I K3 2b (C) Authority be classified accordingto the dtstri- 3b (C) institution bution of political power;the type of executive and his relationship with the legislature; and the ultimatesource of political power. SOCIAL SCIENCE 472.

5. Political Science 5.8 Comparative Modern Governments 5.81 Geographic Distribution of Political Power

COURSE GOALS . .

5.811 Unitary (e.g, France)_

The student knows that most nations I U H K3 2b 4d (C) Authority today have a unitary government.

The student knows that in a unitary sys- I U H K2 2b (C) Authority tom of government the central government K3 3b is the final authority.

The student knows that unitary govern- IU H K6 2b (C) Authority ments are usually found in small K8 3b (C) Culture countries with a closely knit culture and population rather than in large countries with regional and population differences.

The student knows that under a unitary I U H K3 2b (C) Authority system of government final authority may K7 (C) Institution rest with a legislature (Great Britain) (C) Leadership or an executive branch of government (France).

The student knows that in a unitary U H K4 2b 5.94 (C) Authority system of government distance between K8 3b (V1 )Respect for local affairs and the central government others tends to exist with resulting delays in dealing with local problems.

The student knows that a unitary system U H K4 2b (C) Authority of government tends to bring about uni- K8 (C) Nationalism formity and few conflicts between local (V1 )Loyalty and central government. the student knows that an important H K3 lb 2.6 (C) Authority .:..ontribution to the unitary system of the K8 2b (C) Institution government of France was her highly 71entralized administration. WC1AL SCIENCE 47'3.

5. Poli(ical Science .8 Gemparalive Modern Governments 5.81. Geographic Distribution of Political Power

72.81,j'irjance) _(Cont)

The student knows the ways that the U H K7 2b (C) legitimacy legal system of France supports a uni- K8 (C) Authority tary system of government (e.g., codified laws).

The student knows the ways in which U H K3 2b (C) Authority local government in France participates K7 3b in national planning.

The student knows the Fifth Republic was U H K3 lb 2.6 (C) Authority created to centralize the present French K8 '2b political system.

The student knows the features of the H K3 2b (C) Authority Fifth Republic of France which make ita unitary form of government.

The student knows the ways that the H K3 2b (C) Authority Fifth Republic oT France concentrates (C) Institution executive power with the president.

The student knows that France has a I U H K3 2b (C) Authority multi-party system with its unitary (C) Institution system of government. SOCIAL SCIENCE 474.

lolitical Science .8 Comparative Modern Governments Geographic Distribution of Political Power

-5.81-2.COURSE GOALS The student knows that in a confederate IU R K2 2b Authority system of government authority rests K3 3b with independent states and nota central government.

The student knows that a confederate U H K4 2b (C) Authority system of government tends to weaken K8 3b the abilities of the central government to enforce laws, raise money through taxes or raise an army/police force.

The student knows that no nation today I U H K 2b (C) Authority has a confederate system of government. SOCIAL SCIENCE 475.

Political Science ti GewpArativc Modern Governments 5.81 Geographic Distribution of PoliticalPower

COURSE GOALS _, 1 5.813- Federal (e6blic__Federal of Gorman

'I'hc= student knows that a federal govern- I U H K2 2b 4d (C) Authority merit divides political authority between K3 3b (C) Legitimacy n central government and regionalor K7 state governments, according toa written constitution.

The student knows that the federal sys- H K4 lb (C) Authority tom of government of West Germany has K7 2b (C) Tradition its antecedents in the Germanempire where member states were in chargeof the administration and executionof federal laws.

The student knows feate_ of the West Li K7 lb (C) Authority German Constitution of 1949 which estab- 2b (C) Legitimacy lished a federal, liberal, and 7a democratic government.

The student knows theways that the U H K5 2b (C) Authority German Bundesrat (Federal Council) 3b (C) institution compares with the United States Senate in reflecting federalism.

The student knows the ways thata U H K3 2b (C) Author=ity centralized and coordinated leadership K4 3b in West Germany has been compromised (C) Group (i.e, federal organization andinflu- (C)Leadership 2nee of groups and classeson the xecutive).

Phe student knows theways West German K3 2b (C) Authority regional and local units are both self- K7 3b ;Toverning and agents for higher authority (e.g., a mayor is botha local and ;Ante official--also state agenciesare iii charge of executing uniformcentral

Laws) .

the student knows that German political U 11 K8 lb 4b (C) Authority regionalism has tended to produce 2b (C) Culture variety_ in cultural life. 6b (V1 )Respect for cultural heritage SOCIAL SCIENCE 47

5. Politic:11 Science 5.8 Comparative Modern Gov nmenCs Executive Relationship with Le- islature

COURSE GOALS

5.821 Presidential e. . United States

See 5.3112 and 5.312 SOCIAL SCIENCE 4 17 .

5. Political Science 5.8 Comparative Modern Governments 5.82 Executive Relationship with Legislature

COURSE GOALS

Britain 12322P44:.1jair------JfaL'ILY---(LLZ:J The student knows that the parliamentary H K3 lb (C) Authority system nE government of Great Britain K4 2b (C) Legitimacy evolved over centuries and is not (C) Institution described in n single written document (C) Tradition written at one time. (Vi)Respect For heritage

The student knows that members of the H K3 2b (C) Authority executive branch of the government of (C) Institution Great Britain (cabinet) are simultaneous" ly members of parliament (House of Commons).

The student knows that the cabinet of H K2 2b (C) Authority Great Britain (executive branch) K7 3b (C) Legitimacy represents the majority party(s) of the House of Commons.

The student knows that the leader of II K3 2b (C) Authority the British cabinet is the prime K7 (C) Institution minister who is asked to form a ministry by the monarch. (C) Leadership

The student knows the ways in which the H K7 2b (C) Institution British cabinet dominates the House of 3b (C) Authority Commons.

AIL student knows the comparison of R K5 2b (C) institution parliament checking the cabinet in 3b 3reat Britain (question hour) with the legislature checking theexecutive in the United States (congressional 2ommittees), SOCIAL SCIENCE 478.

Political Science 5.8 Comparative Modern CuzIrnments ').82 Executive Relationship with Legislature

COURSE GOALS ,

5.825 Dictatorial (e.g., Cuba)

The student knows that a dictatorial U H K3 2b (_C ) Totalitarinn system means loss of freedom in the 3b ism society. 6a (C) Authority (V1 )Freedom

The student knows that in a dictatorial U H K3 2b (C)Totalitarian system decisions and their implementa- 6a ism Lion tend to be rapidly conceived and (C) Authority facilitated.

The student knows the distinction H K5 2b 4b 5.832 (C) Authority between totalitarian, authoritarian, 3b (C) Totalitarian, and dictatorial governments. ism (C) Dictatorial (C) Authoriatian

The student knows the distinction H K5 2b 4b Totalita ion between dictatorial leaders under 3b ism nationalist and communist governments Authority (e.g, France, Cuba). SOCIAL SCIENCE 4n.

Poli Lica IScience omparatiVe Modern Governments

COURSE GOALS

5.83 Source of Power

The student knows that all societies I U H G2 2b is Freedom cope with the dichotomy of individual K7 3b 2c (C) Society freedom versus public control. 4b (V Freedom 6a

The student knows that certain behavior I U H K8 2b (C) Totalitarian characteristics are encouraged by 6a ism political systems (e.g., submissionby 7b (C) Democracy totalitarian;independence by democratic). (C) Political socializatiol (V1) Freedom SOCIAL SCIENCE 4 80

Politico! Science ComporiltivL! Modern Governments Snurce of Power

COURSE GOALS

11 Democratic_ (e.g:, Sweden)

The student knows that Sweden's govern- U1-1 K3 2b 2.6 (C) Authority mint is one of the oldest representative (C) Democracy governments.

The student knows that the government U H K3 2b (C) Authority of Sweden is divided into two chambers (C) institution with equal power but different organization,

The student knows that the government U U K3 2b (C) Authority of Sweden is represented by people of 6b (C) Role nil professions and occupations e.g., reeogii tion farmers, students, actors).

rho student knows that, like the United U H K3 2b (C) Enfranchise- States, Sweden allowS all citizens to 7a meat vote. (C) Rights

rhe student knows that Sweden's five U H K3 2b 5.412 (C) institution )olitical parties each represent various K7 (C) Croup interests of the society (e.g., Center pressure "artyrural districts, Conservatives-- irivate ownership).

rhe student knows that the judiciary U H K3 2b (C) Legitimacy in Sweden is entirely independent of (C) Authority ;he government.

lie student knows that in Sweden social U H K4 2b (C) Economic 701fare is an outgrowth of concepts of 6b system :ommunity mutual help (e.g., old age (C) Community tensions, ch4.1d care, general maternity (V1 )Cooperation .nsurance) . (VI) Social concern

lie student knows that Sweden, like U H K3 2b (C) Institution New Zealand, has an ombudsman that K7 3b (C) Rights receives and investigates complaints 4b (V1)Fairness f individuals against public officials. 6a (V1)Equality 7b SOCIAL SCIENCE 481.

Political Science 5.8 Comparative Modern Governments 5.83 Source of Power

COURSE GOALS --

5.832 TotalitarianAuthoritarian

The student knows that totalitarianism I U H G2 2b (C),Totalitarian is a political, social, and economic K3 6a ism system which uses any means available K8 (C) Authority, to subject the individual to the goals totalitarian and leadership of the state. (V1)Freedom

Tlie student knows that a totalitarian U H K3 2b (C) Totalitarian state subordinates all social institu- K7 3b ism tions (such as family, church, school) 6b (C) Authority to the control of the state. (C) Institution The student knows that totalitarian I U H K3 2b 5.412 (C) Totalitarian . states are characterized by single party ism political systems. (C) Authority (C) Elite

5.8321 Peop_let_sRepublic of China

The student knows that traditional China I U H K3 lb 2.7 (C) Tradition had a totalitarian government, a sub- 2b (C) Authority sistence agrarian economy, and a 6b (C) Totalitarian hierarchical social structure. ism (C) Economic system (C) Institution (V1)Respect for cultural heritage The student knows that the People's I U H K4 2b 2.7 (C) Tradition Republic of China is trying to change K7 (C) Totalitarian the traditional society of China intoa K8 ism liodern, innovative society.

The student knows the totalitarian U H K8 2b (C) Ideology principles upon which Chinese Communist (C) Totalitarian ideology is based. ism The student knows that the People's U H K7 2b (C) Ideology Republic of China uses literature and the (C) Totalitarian. 7ine arts to support the communist ism ideology (e.g., "People's Ballet"). SOCIAL SCIENCE 482.

Political Science 5.8 Comparative Modern Governments 5.8) Source of Power 5.832 Totalitarian (Authoritarian)

COURSE GOALS

5.8321 People's Republic of China Cont.

The student knows the totalitarian U H K7 2b In (C) Totalitari i principles that are used in the promo- 4b ism tion of cmiimunes in the People's Repub- (C) Ideology lic of China. (C) Production

5.8322 United Soviet Socialist Re ublic

The student knows that for centuries U H K8 2b 2.6 (C) Totalitarian, prior to the Russian revolution in 1917, ism the peasants of Russia lived under a (C) Authority monarchistic government that was partially totalitarian.

The student knows the contributions of U R K8 2b 5.521 (C) Ideology Marx and Lenin to the ideology of the (C) Totalitarian- Soviet totalitarian state. ism

The student knows that the practice of U H KB 2b (C) Totalitarian, democratic centralism in the Soviet ism Union is in accord withtotalitarien (C) Ideology goals.

The student knows that the Soviet U H K8 2b Totalitarian, judicial system supports a totalitarian ism government. (C) Legitimacy

The student knows that the Soviet cons 1.- IUH K7 2b 5-94 (C) Legitimacy tution describes a federal system of K8 3b (C) Totalitarian- government which is not totalitarian in ism structure. . file student knows ways in which decision- 1 U H G2 2b 5.411 (C) Totalitarian- raking in the Soviet political system K8 6a ism is authoritarian. SOCIAL ENCE 483.

Po 1 i eN I 5.8 CompiraLi.ve Modern Onvernments `5.81 Source of Power 5.8)2 Tot:Ilitarian (Authoritarian

COURSE GOALS

.8322 United Soviet Sociaiist Re ub ic Cont.

The student knows the totalitarian goals U H K4 2b 2a (C) Totalitarian that have been compromised in the Soviet KS 3b 2b ism Union by the changes in its political, 6a 2d (C) Authority social, and economic systems (e.g., (C) Institution decentralization). (C) Adaptation

The student knows the similarities U II K5 lb 5.8321 (C) Totalitarian- and differences of the totalitarian 2b ism governments of the Soviet Union and the 3b (C) Authority Republic of China. (C) Ideology

The student knows the methods for U H K3 2b 5.8321 (C) Totalitarian- recruiting and training party leaders KS ism in the U.S.S.R. and the People's Republic of China. (C) Institution (C) Authority JCIAL SCIENCE 484.

Pol.' ical Science

COURSE GOALS - , e

5.9 Political Problems

The student knows the location and use 1 U H K6 2a (C) Resources, of print and nonprint materials related 21 political to political problems (e.g., card cata- science log: "Finance," "Metropolitan Areas," (V Inquiry "War," "Peace"; Reader's Guide: "Finance, jnternational," "War, Preven- tion of," "Urbanization," "Political Attitudes"; area and building audio- visual catalogs: "Urban Development," "War Prevention," "Political Dissent," "Finance, International"; special materials: Encyclopedia of the Social Sciences; periodicals: International Conciliation, Foreign Affairs, War & Peace. SOCIAL SCIENCE 485,

Political Science 5.9 Political Prot lems

COURSE COALS'

5.91 Public Finance

'lie student knows the role of government U H K3 2b 4.7 (C) Economic' in comparative economic systems (e.g., K5 system Democratic Capitalism, Democratic (V1)Democracy Socialism, Communism, and Totalit- ian ). (V1)Freedom

The student knows that distinguishing U H K3 2b 2a 4.7 (C) Economic features of private and public finance system include: fundamental purpose for formal organization; comprehensive nature of the state ;_and coercive nature of the state.

rho student knows that the United States 1 U H K8 2b 2a 4.532 (C) Government government business and services are 4b (V1 )Freedom financed by taxing the public. 7b

the student knows that in the private U H K3 2b 2a (C) Economic economy the chief objective is indivi- system dual capital gain, while in the public economy it is the public welfare.

the student knows that adequatebudget- U H K3 2a n 4 53 (C) Economic ing of public finance requires balancing 2b system 3f anticipated expenses and incnine. 4b Phe student knows ways that public U H K7 5.9 (C) Economic expenditures are affected bywar and the K8 system widening scope of governmentfunctions.

flee student knows that in the capitalis7 U R K3 2b Za 4.532 (C) Economic sic economic system an increasedportion system of taxation has shifted fromproperty to )ersonal income.

'he student knows that ina feudalistic U H K3 2b 4.7 (C) Economic economy where wealth is centered in a K8 -11A7 hands, the availability of public system funds is limited. SOCIAL SCIENCE 486.

Polit ic:t1 A.k.nce Poliiical Problems

b 04) 4,\ N et 'LI' r'0

COURSE GOALS . / ( 5.92 Urban Growth

The student knows that a megalopolis is U H Kl 2b (C) Urban a complex of several large cities and their surrounding areas in close proximity.

Me student knows ways that the agri- I U 11 K4 lb (C) Urban cultural and industrial revolutions of K8 2b the 1800's brought about drastic change in growth patterns of the cities of the world.

Me student knows that modern cities I U H K4 2b 2a (C) Authority, form the cores of larger urban areas K8 2c urban which in turn bring about the need for increased government services.

'he student knows ways that urban growth I U H K4 2b 2a (C) Urban increases interdependence of urban K8 2c icople.

Me student knows the effects of I U H K4 2b (C) Urban increased urbanization (e.g., the decay K8 3f downtown, spread of slums).

Me student knows the effect of urban I U H K4 2a (C) Urban ;rowth on land values in or near the K6 :ity. K8

Me student knows major problems in I U H K4 lb 2a (C) Authority, ;overnment related to increased urbani- K6 urban ration (e.g., duplication of services, K8 fragmentation of governmental units, economic costs).

*le student knows that the term urban I U H K2 2b (C) Urban as different meanings in different :ountries, thus making it difficult to understand the trends that are taking dace all over the world.

'he student knows chat zoning controls I U H K4 2b (C) Authority, are potentially instrumental in effec- K7 urban :ive planning of future growth. K8 SOCIAL SCIENCE

Political Science 5.9 Political Problems

COURSE GOALS

5.92 Urban Growth (Cont.)

The student knows that population I U H K4 2b (C) VI -_- density, heterogenity, mobility, K8 secularization, etc. characterize urban life.

The student knows ways that the automo- I U H K4 2b Urban bile has affected the urban community K8 (e.g., decline of core areas).

The student knows the role of progres- I U H K8 la (C) Urban sive planning in the urban community. lb

The student knows ways in which the I U H G2 2b Authority urban community organizes the social K7 and physical aspects (housing, busing).

rile student knows the ways in which I U 11 K8 2b (C) Urban urbanization has been affected by changing patterns of movement (e.g., from core areas instead of to core areas).

rhe student knows that specialization U H K4 2b 4e (C) Urban and segregation in cities creates clus- K8 (V1)Respect for Hers of similar people, institutions, others and interests (e.g. "Little Italy," 'Gold Coast").

the student knows the ways in which I U H K8 2b (C) Urban improved modes of transportation have :hanged the tempo of life in urban c3mmunities.

flee student knows the ways is which I U H K8 2b Urban economic changes can affect the growth of the urban area (e.g., relocation of industry, depletion or pollution of a resource). SOCIAL SCIENCE

PoIlLicai Sch2nce 9 poilLical Prohlems

x.92 Urban _Growth (cont.)

The student knows that cities tend to I U 11 C2 2b Urban develop in geographic areas that provide K3 access and will support dense populations.

The student knows that in the middle I U H K4 lb (C) Urban ages cities tended to develop around K6 2b single purposes such as trade (London), K8 education (Paris). SOCIAL SCIENCE

Political Science 5.9 Political Problems

COURSE GOALS

5:93 War and Peace

The student knows the dist _ctions made I U H K3 3b 5.71 (C) War between legal and illegal war (e.g., (V1)Security agression, territorial integrity, formal declaration, self - determination).

The student knows that conflict may I U H K8 3b 5.71 (C) Conflict develop when a nation's foreign policy (VI)Security interferes with the self-interest of other nations.

The student knows that a policy of P I U H K8 2b 5.71 (C) Conflict neutrality by a nation may lead toopen 3b (Vl)Security conflict with other nations.

The student knows the ways imperialism 1 U H K4 2b 3.27 (C) Conflict tends to bring about open conflict K8 3b 4.71 (C) War (e.g., economic competition, cultural 5.71 (V Respect for conflict), cultural heritage rule student knows the United Nations was P I U H K7 2b 5.35 (C) Conflicts :recited with the hope of eliminating war K8 3b 5.73 (V1)Security )etween conflicting nations by collective ?eace-keeping processes.

Phe student knows that a strongly polar- U H K4 3b 5.71 (C) Conflict Lzed world system of national govern- K8 (V1)Loyalty aents developed as a result of World War [I and the "Cold War."

The student knows that Hobbes' defini- P I U H K8 2b 5.71 (C) War :ion of war includes preparation and 3b (Vl)Security, iinclination to war as wellas the act national of fighting.

Ile student knows that the termwar P I U H K1 2b 5.71 ;eneraity applies to armed conflict K2 'etween organized nations. K5 K8 ac: JLWSCIF E

P(011 lea' ;donee Polillcal Problems

COURSE COALS

5.93 War and Peace Cont.)

The student knows pacts, treaties, and I U li K7 3b 5.72 (C) Conflict alliances can help maintain the power K8 V1 Security balance and hold the peace between conflicting nations or can draw non- agpessive nations into armed conflict.

The student knows that the demands for I U H K7 2b 5.71 (C) Authority self - determination have provided a K8 3b (V1 )Cooperation powerful force in politics both at the national and international levels (e.g., revolution, war, independence).

rite student knows that open conflict P I U H K8 la 5.71 (C) Conflict usually results from a nation's attempt (V1 )Freedom to protect its people against attack, destruction, or enslavement by other forces.

rhe student knows that the differences IUH K3 2b 5.5 (C) Conflict ncistirn, )etween major ideologies have K8 5.71 V1 Freedom a tendency to develop conflicts such as communism vs. the "free world."

the student knows that the building of I U H K8 2b 5.311 (C) Peace ailitary deterrents as a requirement for 5.72 V1 Security )reventing war raises the question of priorities in domestic programs (e.g.. welfare, education).

The student knows that nationalism tends I U H K8 3b 5.532 (C) Nationalism to bring about disputes between leading 5.71 V1 Security to

he student knows that economic factors I U H K8 2b 1.17 Conflict such as critical natural resources and 3b 4.611 iccess to trade routes tend to cause 5.71 :onflict between nations. SOCIAL SCIENCE 491.

Neal Science ,).v Pol_lical Problems

5.94 federal -State Relations

The student knows the ways that a P I U H K3 2b lb 3.41 Authority citizen's loyalty may be divided 3b 4e 5.813 between family, community, state, 6c nation, and the world.

rhe student knows the trend in most I U H K4 2b 5.811 Authority areas of government is toward a stronger K8 central government.

The student knows that a federal system I U H K4 2b (c) Authority allows for taxation at all levels of K8 government.

The student knows implications of the I U H K4 lb (C) Authority competition between federal and local K8 2b governments for the tax dollar.

rhe student knows that many local pro- I U H K8 2b 2c (C) Authority grams are federally funded in order to provide a more equitable national distribution of services.

the student knows that in the federal I U H K4 lb (C) Authority system such as the United States, state K8 2h governments need to maintain a vigorous role by improving their functions and nethods of governing.

ihe student knows ways that federal, I U H K5 2b Authority state, and local agencies are coordina- :ed to solve urban problems (e.g., highway funding and regulation, model :ities).

The student knows that an objection to PTUH K8 2b (C) Authority federal control of local government is based on the problems of increased bureaucracy.

The student knows that in communist P I U H K4 2b (C) Economic Cations such as the U.S.S.R. and the K8 system 'eople's Republic of China, the central ;overnment makes most of the economic olicies for local government. SOL: LA1 =

I'uliicalScience 9 'olitical Problems

5.94 ledera1=State Relations Cont.)

The student knows that the New Deal of I U H K4 2b Authority the 1930's broadened the base of federal (C) Government government support to include groups not previously included (e.g., farmers, unemployed),

lie student knows that many functions ofP 1 U II K7 2b Authority government can be performed better if agencies are coordinated. SOCIAL SCIENCE 493.

Pul i 1 ica 1Science `_9 Poi rO

COURSE COALS

5.95 International Finance

The student knows the effects of U H K3 2b (C) Economic European economic communities upon the K8 3b, system world economy (e.g., trade restrictions, promotion of international cooperation, competition with non-member states).

The student knowsthe problems U H K3 2b (C) Economic particular to international finance, K8 system, including exchange of currency, loans finance between governments, and loans between individuals and governments.

Fhe student knows the ways in which U H K3 2b 2a 4.223 Economic world finance and technological advance- KS 4b 4.244 system, meat are interrelated (e.g., progressive- 4.612 finance ly greater accumulation of capital in technologically advanced nations).

The student knows ways that international U Hl K8 2b (C) Power monetary intermediaries (banks, issue 3b (C) Group houses) can attain world power (e.g., pressure rate of exchange, interest rates).

rhe student knows reasons it is diffi- I U H K8 2b (C) Authority cult for nation-states to levy taxes for 3b (C) Economic any international purpose (e.g., system, national sovereignty, loyalty). monetary

lie student knows that the European U H K3 2b Economic economic community (Cella= Market) has KS system corked to'integrate the economies of (V1)Efficiency its member nations. SOLIAL SCftNri

IcA 5.9 Pulitical Problems

COURSE GOALS

).9( Political Dissent

The student knows that acts of violence PI li 11 K4 ?b (C) Authority may result from failure of governments K8 3b (C) Rights io meet the demands for people's rights. 4b (C) War 6a (/1)11umnn 7b dignity (V1 Rights

lie student knows ways in which an U 11 K3 2b lc (C) Authority m-derly society restricts forms of K8 3b (C) Rights est and dissent (e.g., parale per 6a (C) Freedom nits, use of public buildings, police 7b (V1 )Cooperat iu surveillance).

rhe student knows that equal opportunity U 1i K8 2b lb (C) Institution in education is a requisite for a 6a 4b (C) Democracy lemocratic society. 7b (C) Society (V1) Education

'he student knows that the violation of 1 U 11 K4 2b lb Authority )eople's rights by government agencies K8 6a Institution mcourages forms of dissent. Rights (V1)Rights (V1)Freedom

'he student knows that Plato defineda U ll K3 lb 4a Society list society as a society in which its K7 2b 4b (C) Philosophy t(T-!',Irs function according to their K8 3b 4c (V1 )Justice ties in a harmonious manner. (Vl)Cooperatioii

'1'he student knows that minority groups U H K4 lb (C) Society eve tended to initiat=e and support K8 2b (C) Group bills of rights and equal opportunity 3b pressure 1egislation in most societies. 6a (V1)Rights V1)Tolerance

Ire student knows that public dissent I U H K5 2" la (C) Rights 11as been organized by various publicly K8 3b lb (C) Freedom nd socially oriented societies (e.g., 4b lc (V1)Rigts ACLU, minutemen, yippies, etc.) 6a (V1)Freedom 7b CIAL ScipCE

Po] i ea l Se .nce Po 1 if ical Proh 1 oms

COURSE GOALS

Political Dissent Coat

The student knows some of rite possible (C) Authority consequences of violence in the contem- (C) War porary political process (e.g., anarchy, (V1 )C°operation new laws, government programs and restrictions).

The student knows the ways that the (C) Freedom civil rights movement achieved social/ (C) Rights legal change through public dissent. (Vt)Rights (Vi)Human dignity

'rho student knows that political free- (C) Authority dom is not readily relinquished to a (C) Freedom government assuming additional powers. (C) Rights (V)_ Rights (VI )Human dignity

The stulent knows that the phrase lb (C) Rights "civil disobedience" as practiced by 2b (C) Freedom Henry David Thoreau-has been used to 3b (Vi)Righis "Justify" violent protest as well as 41, non-violent protest. 5b 6a 7b

The student knows that open and flexible (C) Society society accmimodates conflict and dis- (C) Freedom sent as necessary elements of progres- (C) Change sive_change. (V1)Freedom SOCIAL SCIENCE

Polifical Scieuev. Polflical Problems

5.97 Others

The student knows that when a majority P I U ii G2 2b 5.5 (C) Belief of citizens accept the basic beliefs K8 3b ideoloa and assumptions of any society, that Society society Lends to he orderly. (VI Security (national

G2 The student knows that open channels ofPItIll 2b 3b .ommunicati 1 communication are a necessary condition K8 3b Modernizatkm for solving problems in any modernized 6a (() Society society (e.g., ecology, priorities in (VI)Freedom production, national health problems).

he student knows that in the world PIUH G2 2b ,. Gommunicatiol today there is increasing contact K8 -ore _ Internation- between nations (e.g., communication, alism travel, trade). (VI)Cnoperailon the student knows that social and P I U 11 G2 2b 2a 5.411 (C) Social political behavior has not kept pace K8 3b 4h change with technological advancements (e.g., 4b (C) Technology food productivity - starvation; 5b (C) Adaptation A-ansportation - accidents; nuclear 6a acaponry aggression) .