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| 139 Teurlings Drive,
Lafayette, Louisiana 70501 Phone: (337) 235-5711 Fax: (337)
234-8057
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| 139 Teurlings Drive,
Lafayette, Louisiana 70501 Phone: (337) 235-5711 Fax: (337)
234-8057
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Curriculum - Social Studies
Choose a course:
American History (Honors) American History (Advanced Placement) World History (Honors) Modern European History (Advanced Placement) Psychology
Social Studies Department Goals:
In Social Studies, the goal is for all students to develop a deep, rich network of understandings related to the world around them. The objectives and competencies included in this curriculum deal with history, geography, economics, and civics from a diverse, global perspective. Students engage in projects that require them to apply Social Studies skills in real-world contexts.
Louisiana History and Geography
Course OrganizationLouisiana History is organized into two major units, Louisiana Geography and Louisiana History. The Louisiana History unit is further subdivided by historical period.
The learner will be able to identify Louisiana's location in relation to the rest of the world.
The learner will be able to give the size of Louisiana in square miles and compare the size the other states.
The learner will be able to relate the time in Louisiana to that in other places in the U.S. and world.
The learner will be able to distinguish between North and South Louisiana.
The learner will be able to describe the land in Louisiana.
The learner will be able to relate ways geography has influenced history, especially in Louisiana.
The learner will be able to identify natural geographic features in Louisiana, including major islands, hills, streams, rivers, etc.
The learner will be able to discuss present geological action in the state.
The learner will be able to name the kinds of water bodies that cover the state, explain the importance of waterways and water resources in Louisiana, and relate water uses to daily life.
The learner will be able to identify and locate on maps the major waterways of Louisiana.
The learner will be able to identify the soil groups in Louisiana and explain the value of soil to man. The learner will be able to list and identify the major natural vegetation patterns in Louisiana and explain the importance of vegetation to Louisiana.
The learner will be able to locate the Mississippi Flyway and explain its importance.
The learner will be able to list the major species of fish and wildlife found naturally in Louisiana and explain their value to the state's economy, lifestyle, and culture.
The learner will be able to describe Louisiana's weather conditions and climate; discuss the impact climate has on the state's economy and the way its residents live; compare hurricanes and tornadoes; and compare North and South Louisiana climates.
The learner will be able to define the term "scale" as it relates to different sized maps of the same area and compute distances on those maps; interpret the information given on various types of maps, including physical, political, population, and road signs; demonstrate an understanding of longitude and latitude; interpret information on graphs and charts; define basic geographic and weather terms; and create a grid system and compare it to longitude and latitude systems.
The learner will be able to compare and contrast Louisiana's location in the Gulf Coastal Plain with the location of a northern landlocked state.
The learner will be able to locate and identify the major topographical features and boundaries of Louisiana.
The learner will be able to evaluate the importance of the Mississippi River.
Louisiana History
Early Louisiana History
The learner will be able to describe Louisiana's Native American populations and their contributions, both prehistoric and historic.
The learner will be able to explain how information about Louisiana's Indians was obtained.
The learner will be able to trace the history of Louisiana's Indian groups; locate their areas of occupation; compare Indian life today to that of prehistoric tribes; identify by name and location the early and modern Indians of Louisiana; identify the most distinguishing characteristic of each Indian group.
The learner will be able to explain the role artifacts have played in telling the Indian story and identify artifacts of artifacts Indians. The learner will be able to relate environment of the Indians to the way they made a living; analyze the economic and social life of the Indians of different periods; relate geographical factors to the life of Louisiana Indians; explain how Indians combined their physical and cultural geography to meet their basic needs; and relate information about traditions or customs practiced by the Louisiana Indians.
The learner will be able to name the present-day Indian groups in the state; list the reasons why some Indian groups left the state; describe Indian life in the state today; locate Louisiana's Indian reservations; and explain the effect of Indian groups on today's Louisiana economy.
The learner will be able to explain the effect that European settlers had on Indians and the effect that Indians had on European settlers.
The learner will be able to identify and explain the reasons for European explorations of America, and specifically for Louisiana.
The learner will be able to compare and contrast Spanish and French explorations of Louisiana and America.
The learner will be able to explain how Louisiana became part of the French empire.
The learner will be able to explain how Spain lost opportunities to settle Louisiana.
The learner will be able to identify explorers that visited Louisiana, trace their routes, and explain why the routes were chosen.
The learner will be able to identify the basis of the economy of New France and explain how that economy dictated settlement patterns and practices.
The learner will be able to describe the careers and impact LaSalle, DeSoto, and Bienville had on the settling of early Louisiana.
The learner will be able to evaluate the historical importance of the Mississippi River during the colonial period.
The learner will be able to explain how varied cultures have caused Louisiana to be unique and specifically to cite examples of French and Spanish influence in the development of early Louisiana.
French Colonial Period
The learner will be able to locate the settlements made by the French in Louisiana and explain why settlers came to the colonies.
The learner will be able to trace the careers of Iberville and Bienville and justify the titles they earned.
The learner will be able to relate the role of the government of France with the Louisiana colony and name the French governors and list their contributions and problems.
The learner will be able to compare and contrast the plans of Antoine Crozat and John Law and cite the contributions made by each man.
The learner will be able to describe life in the French colony, cite examples of French influence in the development of early Louisiana, and show influence of French colonial Louisiana on present-day Louisiana.
The learner will be able to analyze the relationship between the French and the Indians during the colonial period.
The learner will be able to analyze the relationship of the French colony with France and other countries; cite reasons the French failed in Louisiana; and describe the reasons and how Spain gained possession of the colony.
The learner will be able to list the accomplishments of France in Louisiana during the colonial period.
Spanish Colonial Period
The learner will be able to explain reasons for fears of the French Louisianians regarding Spanish rule; identify the motives of the rebels; relate the action taken against the rebels with the establishment of Spanish authority; relate the effects of the Revolution of 1768 with later revolutions in the rest of the world; explain the conflicts that existed between Spanish authorities and Louisianians; and describe the confusion caused by Spain's failure to assume responsibility of the colony immediately.
The learner will be able to describe the migration of the English and Acadians into Louisiana and list the reasons why the migrations occurred.
The learner will be able to compare progress under the early years of Spanish control with progress during the French colonial period and compare political practices of the Spanish governmental officials with those used by the French.
The learner will be able to name the important Spanish leaders of colonial Louisiana; analyze the reasons Spanish governmental practices strengthened the colony; and describe the problems facing the Spanish governors.
The learner will be able to relate the political differences that existed between France and Spain and the influence of these differences on Louisiana history and describe the trade relationship between the English and the Spanish.
The learner will be able to trace the history of the Spanish period and summarize the areas of education, social life, agriculture, industry and manufacturing, slavery, foreign trade, government, and law under Spanish control; and cite examples of Spanish influence in the development of early Louisiana.
The learner will be able to identify reasons why Spain ceded the Louisiana territory back to France.
The learner will be able to cite examples of colonial Spanish influence seen in Louisiana today.
1800 to the Civil War
The learner will be able to identify the leaders responsible for the Louisiana Purchase, summarize the details of the agreement and the conditions leading up to the purchase, locate the Louisiana Purchase territory on maps, name the present states which were part of the purchase, and explain the significance of the Louisiana territory to the U.S. and other countries.
The learner will be able to describe the general confusion as to the government in Louisiana between 1800 and late 1803.
The learner will be able to explain the relationship between slave trade, contraband slave sales, and smuggling.
The learner will be able to compare Spanish customs and cultural influences on Louisiana with those of the French in terms of what exists in present-day Louisiana.
The learner will be able to trace the development of Louisiana from a territory to a state, including the differences in government under each system.
The learner will be able to discuss the West Florida Rebellion and its influence on the state.
The learner will be able to cite ways in which Louisiana was involved in international problems in the early 1800s and explain how those problems affected the state's government.
The learner will be able to describe problems which arose over the boundary of the Louisiana Purchase and explain how that led to "No Man's Land" and the agreement that surrounded the disputed territory.
The learner will be able to describe life in Louisiana in 1803.
The learner will be able to explain why Louisianians wanted statehood.
The learner will be able to list the problems involved in obtaining statehood.
The learner will be able to list and explain the events in the War of 1812, especially those that affected Louisiana.
The learner will be able to explain how international problems affected Louisiana.
The learner will be able to describe life in Louisiana in 1812.
The learner will be able to list and describe events that led to Louisiana and its people becoming American.
The learner will be able to describe the government of Louisiana from 1803-1860 and explain how it changed.
The learner will be able to give reasons for Louisiana's rapid growth during the antebellum period, including economic and social factors.
The learner will be able to explain the differences that developed between social groups in Louisiana during the antebellum period and note why the differences developed and became so pronounced.
The learner will be able to describe the plantation in antebellum Louisiana.
The learner will be able to explain the relationship between Louisiana's plantation system and the economy and relate both to the system of slavery in the state during the antebellum period.
The learner will be able to explain the Louisiana class system during the antebellum period and identify the members of each class.
The learner will be able to compare the romantic view of plantation life with the reality of the situation for all classes involved.
The learner will be able to describe New Orleans during the Antebellum Period and explain the city's role in relationship to society and the rest of the state.
The learner will be able to relate the Westward Movement in the pre-Civil War United States to Louisiana's growth and development.
The learner will be able to describe life in towns and settlements outside of New Orleans in the antebellum period.
The learner will be able to define the term "antebellum" and identify characteristics of life in Louisiana during the period.
The learner will be able to explain how Louisiana was involved in international problems during the Antebellum Period and how those problems affected the state's development.
The learner will be able to compare and contrast the social and cultural life in antebellum Louisiana with that in the French colonial period, the Spanish period, and today.
The learner will be able to describe the role of women in antebellum Louisiana and explain how it affected the culture.
The learner will be able to describe voodoo as it was practiced in antebellum Louisiana, explain its roots and development, and describe its influence on the culture of the state.
The learner will be able to describe the religious practices and development of education during the antebellum period in Louisiana and explain the role both played in the developing culture of the state.
The learner will be able to describe the problems people of the antebellum period faced and compare the romantic view of plantations and southern life before the Civil War with the reality experienced by most people.
The Civil War and Reconstruction
The learner will be able to list and explain the causes and development of sectional differences between the North and South in the pre-Civil War years, 1830-1861.
The learner will be able to list and explain the causes of the Civil War.
The learner will be able to list and explain the reasons for Louisiana's position in the Civil War.
The learner will be able to describe and list reasons for Union tactics in the Civil War and explain the Confederate response.
The learner will be able to outline the course of the beginning of the war and name Louisiana leaders and list their contributions to the war.
The learner will be able to trace the role of various ethnic and social groups in Louisiana in the war (men, women, children, blacks, whites, rich, poor, city dwellers, rural citizens, etc.) and note how the war affected their daily lives.
The learner will be able to outline the course of the war in Louisiana.
The learner will be able to trace the role of ethnic and cultural groups during the war in Louisiana; compare and contrast life in Louisiana before and during the war; describe daily life during the war; summarize the changing role of African Americans in Louisiana during the war; and explain how fighting in Louisiana affected daily life.
The learner will be able to describe the destruction caused by battles in Louisiana during the war.
The learner will be able to list Louisiana leaders during the war and explain their contributions to the war effort.
The learner will be able to list the battles that were fought in Louisiana and explain their effect on both the war and life in the state.
The learner will be able to describe the economic conditions in the state during the Civil War.
The learner will be able to describe life in the Confederate army for Louisiana soldiers and compare that to conditions in the Union army.
The learner will be able to identify and explain the effects of the Civil War on Louisiana.
The learner will be able to analyze the problems facing the state after the war.
The learner will be able to enumerate and explain the different attitudes toward national legislation and executive orders affecting Louisiana during Reconstruction.
The learner will be able to explain the difference between freemen and freedmen and explain the problems each faced after the war.
The learner will be able to list the problems of planters and Confederate leaders after the war, list the various and conflicting motives of victors and vanquished in regard to government and social reform, and cite the position of the displaced planter class, the freedmen, and others in post-war Louisiana.
The learner will be able to define the terms "carpetbagger" and "scalawags" and list the views held by each group and explain the reasons why each group came to Louisiana.
The learner will be able to list the effects of the Civil War in Louisiana.
The learner will be able to cite the changes in government in Louisiana during Reconstruction and describe the conflicts that arose as a result.
The learner will be able to trace the history of the Louisiana Lottery system and list its effects on the state.
The learner will be able to identify the White League and explain how and why it developed and its relationship to the "Solid South".
The learner will be able to identify the major black leaders of Reconstruction Louisiana.
The learner will be able to discuss the results of economic instability that developed as a result of the Civil War and Reconstruction.
The learner will be able to critically evaluate the period of Reconstruction in Louisiana.
The learner will be able to identify and discuss the political problems which faced Louisiana during the period of Reconstruction, as well as their causes and results.
The learner will be able to analyze the problems facing the state after the war.
The learner will be able to list and explain the problems of freemen, freedmen, displaced planters, and others in Louisiana after the Civil War.
The learner will be able to list the various and conflicting motives of the victors and vanquished in regard to government and social reforms.
The learner will be able to list the major problems that returning soldiers faced.
The learner will be able to contrast the relationship between the returning soldier and the freed slaves.
The learner will be able to compare and contrast the life before and after the war for African-Americans in Louisiana.
The learner will be able to describe the role of the church in the lives of both whites and blacks in Reconstruction Louisiana.
The learner will be able to name black leaders in Louisiana during Reconstruction and explain their impact on Louisiana's culture.
The learner will be able to describe the educational system for both whites and blacks.
The learner will be able to discuss the results of economic instability in Louisiana following the Civil War.
The learner will be able to describe the life of farmers after the Civil War and define the differences in lifestyle between the people on farms and those on plantations.
The learner will be able to discuss the role of private education in Louisiana following the Civil War and how it affected the state educational system.
The learner will be able to identify and discuss the economic, political, and cultural problems which faced Louisiana during the period of Reconstruction.
The learner will be able to describe the status of business and trade in Louisiana following the Civil War.
Redeemer and Bourbon Rule
The learner will be able to identify the Bourbons.
The learner will be able to outline the legal controls of Bourbons to insure Bourbon sovereignty and white supremacy.
The learner will be able to explain the counter movement of the common people against supremacy of the Bourbons.
The learner will be able to explain the reasons that African-Americans in Louisiana had fewer privileges than during Reconstruction.
The learner will be able to list ways the government of Louisiana provided for the poor between 1877-1927.
The learner will be able to trace the history of the Louisiana lottery system, list the effects of the lottery, and list the views, both pro and con, regarding the lottery issue in Louisiana from 1877-1927.
The learner will be able to compare the sex roles of current society to those of the early 1900s.
The learner will be able to trace the origin of the beginning of welfare and intervention in labor disputes.
The learner will be able to describe the violence that characterized the period between 1877 and 1927.
The learner will be able to summarize the social and political controls exercised by the Bourbons.
The learner will be able to explain how Louisiana became a one-party state.
The learner will be able to describe the political, economic, and social conditions that characterized Louisiana from 1877-1928.
The learner will be able to explain the counter movement of the common people against the supremacy of the Bourbons.
The learner will be able to explain why African-Americans had fewer privileges than before 1877.
The learner will be able to explain changes in social life in Louisiana from 1877-1927.
The learner will be able to explain the impact of inventions on the lives of the people of Louisiana after 1877.
The learner will be able to describe changes in education, chart the development of the dual school system, and locate the major educational institutions established during the period.
The learner will be able to cite changes in agriculture in Louisiana from 1877-1927.
The learner will be able to trace the history of industrial development in Louisiana from 1877-1927, explain how railroads spurred industrial growth, and explain how workers organized into unions.
The learner will be able to summarize the role played by Louisianians during the Spanish-American War and World War I and describe post World War I changes in the state.
The learner will be able to describe the political, economic, and social conditions that characterized Louisiana in the years between 1877 and 1927.
The learner will be able to trace the development of Huey Long's political attitudes and political career, analyze his influence on Louisiana, list the changes brought about by Long, discuss the controversial nature of his career, explain how Long reshaped Louisiana's political system, cite reasons why his influence persists to today, and list and describe the effect of his political career on the politics of Louisiana.
The learner will be able to enumerate differences in Long's philosophy as a representative of a class and that of defeated Bourbons.
The learner will be able to trace Long's role in U.S. politics.
The learner will be able to discuss the effects of the Depression on the state's political and social systems and life.
The learner will be able to explain the effect of the political machine on the state.
Modern Louisiana (1940-present)
The learner will be able to explain reasons why the plantation system failed in modern Louisiana.
The learner will be able to explain how the role of women and African-Americans has changed since 1940.
The learner will be able to enumerate changes made since World War II in agriculture, education, daily life, communication, transportation, recreation, religion, labor, conservation programs, and government.
The learner will be able to analyze changes in attitudes concerning education, blacks, women, lifestyle, and war since World War II.
The learner will be able to give the effects of Louisiana's participation in wars since World War II.
The learner will be able to trace the history of integration in the state.
The learner will be able to explain the present status of the state in such areas as agriculture, communication, conservation programs, daily life, education, government, labor, recreation, religion, and transportation.
The learner will be able to identify important events and people in Modern Louisiana.
The learner will be able to discuss Louisiana's current economic conditions and the factors that brought them about.
The learner will be able to identify problems currently facing the state.
The learner will be able to offer solutions for current Louisiana problems.
The learner will be able to analyze the reasons the problems currently exist in the state.
The learner will be able to relate state problems with national problems.
The learner will be able to connect problems with persons or agencies which should assume responsibility for their solutions.
The learner will be able to discuss the factors that caused the spreading of European settlers in the state.
The learner will be able to identify the various groups of people who settled Louisiana.
The learner will be able to describe customs and cultural traditions of the various group of people in Louisiana.
The learner will be able to compare the contributions of various cultural groups in Louisiana.
The learner will be able to locate the settlement areas of the various cultural or ethnic groups that settled Louisiana.
The learner will be able to describe the pattern of rural settlement in the state.
The learner will be able to analyze different lifestyles in Louisiana.
The learner will be able to show how population patterns have changed in Louisiana and identify reasons for those population changes.
The learner will be able to explain the labeling of Louisiana as a poor or "welfare" state.
The learner will be able to distinguish between/among the architectural types in Louisiana and relate architectural types to a period or people.
The learner will be able to compare North and South Louisiana as to type of work, religion, homes, cemeteries, food, and language.
The learner will be able to relate Louisiana folkways with the nations connected with them.
The learner will be able to trace the development of the social system in Louisiana.
The learner will be able to tell ways to prepare Louisiana foods or name some of Louisiana's most famous dishes.
The learner will be able to describe the folklore of different ethnic groups.
The learner will be able to name the major and minor agricultural products of Louisiana; cite changes that have taken place in Louisiana agriculture; list problems faced by Louisiana farmers; relate research and promotion to agricultural development and change; cite agricultural trends; explain the importance of Louisiana agriculture.
The learner will be able to explain the importance of vegetation to Louisiana, including the economic impact; describe Louisiana's forest ownership; enumerate the uses of forests; locate Louisiana's state and national forests; identify forest nurseries and tree farms; analyze conservation efforts in Louisiana; describe the forestry future in Louisiana; name the ways cultural geography has affected physical geography in relation to vegetation; state the role that each citizen should make to conserve the forests.
The learner will be able to name the minerals of Louisiana and their uses; discuss the relationship among these minerals: salt, sulfur, oil, and gas; give reasons for conserving minerals and list methods used to conserve them; list problems concerning minerals; explain what conservation of our minerals requires of all citizens and the government; give Louisiana's requirements for severance taxes; relate the economic value of minerals with the state's economy; and locate major mineral producing areas of the state.
The learner will be able to name Louisiana wildlife and fish; describe the conservation methods used for wildlife and fish; relate the economic value to the state of wildlife and fisheries; and identify government and other agencies that help in the management and conservation of wildlife and fish.
The learner will be able to explain the importance of industry, trade, and commerce in Louisiana; list the resources contributing to the industrial economy of Louisiana; name products produced in the state; list Louisiana's industrial advantages and disadvantages; list the diversified industries of Louisiana; compare the employment of Louisiana in various industries; list factors contributing to Louisiana's changing from an agricultural to an industrial state; trace the history of industry in Louisiana; name Louisiana's chief imports and exports; describe promotional efforts used to attract industry to Louisiana; analyze industrial problems faced today and possible solutions; identify Louisiana's major ports; locate the industrial areas of the state; and relate Louisiana's transportation system to industry.
Geography
Course Objectives: World geography is the first social studies course taken by students at TCH so a major objective of the course is to prepare students for advanced studies in civics, American history, and world history. Emphasis is placed on how we, as Americans, fit into world society. Students study current events as well as traditional geographic themes. Students study the physical features of the earth and its land masses, as well as the ways weather, climate, and man affect the earth’s physical structures. Students also learn about the cultural regions of the earth, focusing on history, languages, customs, religions, foods, and industries. Political geography is also studied, focusing on individual countries and regions.
Course Organization: The course is organized into units based on geographic regions, as well as a basic introductory unit that stresses geographic literacy.
Geographic Literacy
The learner will be able to explain how mapmakers make globes, what a projection is, why projections are useful, and how to find an exact location.
The learner will be able to explain the difference between exact and relative location and find an exact location on a map.
The learner will be able to identify and define the parts of a map and identify different kinds of maps.
The learner will be able to explain how graphs and charts present information and comprehend the information presented on charts, tables, graphs, and diagrams.
The learner will be able to explain the difference in the types of information and the ways information is provided in charts, graphs, tables, and diagrams.
The learner will be able to explain what a geographic information system is and how it is used and will be able to correctly use and read a GPS.
The learner will be able to read and use a map key.
The learner will be able to define latitude and longitude and use them to find locations on a map, as well as identify the latitude and longitude of specific locations on maps and globes.
The learner will be able to explain what a special purpose map is, read and comprehend special purpose maps, and analyze the information presented in special purpose maps.
The learner will be able to identify scale and a scale bar and use both to measure distance on a map.
The learner will be able to identify a physical map, read and comprehend a physical map, and use a physical map to find landforms.
The learner will be able to use the Internet to find information for geography research.
The learner will be able to interpret an elevation profile.
The learner will be able to sequence and categorize information and compile information on a chart.
The learner will be able to read a vegetation map and draw conclusions from it.
The learner will be able to define population density and use a population density map to find areas of high and low population concentration.
The learner will be able to identify and describe common library resources and use them to find specific information on a country.
The learner will be able to take effective notes from lectures and the textbook.
The learner will be able to comprehend a transportation map and use a transportation map to find population centers, highways, water routes, and railroads.
The learner will be able to find the cause and effect of various events or developments in history.
The learner will be able to effectively use a time zone map.
The learner will be able to distinguish between primary and secondary sources and analyze information presented in those sources, including purpose, main ideas, point of view, and bias.
The learner will be able to infer to evaluate information and form conclusions.
The learner will be able to create in their mind a mental map of an actual route.
The learner will be able to use information to predict an outcome.
The learner will be able to read and create circle graphs.
The learner will be able to distinguish fact from opinion.
The learner will be able to make comparisons by determining similarities and differences.
The learner will be able to read a contour map and use it to find elevation.
The learner will be able to use outlining as a step in prewriting, note taking, and organizing information.
The learner will be able to organize information through note-taking, outlining, and sequencing to write a report that includes a thesis statement, introduction, body, and conclusion.
The World
The learner will be able to explain how geographers study the earth, identify the tools geographers use, and explain the uses of geography.
The learner will be able to explain how the earth moves, the seasons change, and describe earth's place in the solar system.
The learner will be able to identify the major structures both on and below the earth's surface and explain how the earth's major landforms were created.
The learner will be able to list and define the various types of landforms and water bodies found on the earth's surface, as well as provide an example of each.
The learner will be able to explain how a tornado forms and why, through lab creation of a vortex.
The learner will be able to describe the earth's water cycle, explain how and why the cycle functions, and list earth's major water resources.
The learner will be able to explain how weather and climate are different.
The learner will be able to explain how the sun affects the earth's climate.
The learner will be able to explain how ocean currents affect climate.
The learner will be able to explain how climate and different types of landforms interact.
The learner will be able to analyze the impact of people on climate.
The learner will be able to describe and locate tropical climates, mid-latitude climates, high latitude climates, dry climates, and highland climates and list the types of vegetation associated with each.
The learner will be able to define culture and the elements that compose cultures, as well as analyze cultural change and its affects on people.
The learner will be able to explain how scientists measure the earth's population and how the population is growing, as well as analyzing reasons for population changes and migrations.
The learner will be able to explain the difference between renewable and nonrenewable resources and analyze the effects of resources on world trade and the effect overuse of resources can have on the environment.
The United States and Canada
The learner will be able to identify the major landforms found in the United States.
The learner will be able to describe the climates found in the United States.
The learner will be able to locate on a map and describe the physical features of the United States.
The learner will be able to list the 50 U.S. states and locate them on a map.
The learner will be able to identify how people in the United States earn a living, discuss the economic challenges facing the United States, and analyze why the United States ranks as a world community leader.
The learner will be able to identify the five economic regions of the United States and describe each.
The learner will be able to describe how the United States began, explain why there are so many cultures in the U.S., and discuss how art has developed in the U.S.
The learner will be able to describe how Canada's landscape differs from region to region and analyze how the country's climate affects its population, as well as locate the major landforms of Canada on a map.
The learner will be able to list the provinces of Canada and locate each on a map and analyze how Canada's government differs from that of the United States.
The learner will be able to identify the oldest rock formation in Canada and other physical features found in the country.
The learner will be able to identify Canada's natural resources and describe how Canadians earn a living.
The learner will be able to analyze the challenges Canada faces today and in the future.
The learner will be able to explain how Canada gained its independence.
The learner will be able to identify the different groups that make up the Canadian people.
The learner will be able to list and locate on a map where most Canadians live.
Latin America
The learner will be able to identify and describe the climates and major land features of Mexico, and locate them on a map.
The learner will be able to list the countries of Latin America and locate each on a map.
The learner will be able to explain why Mexico is sometimes called "the Land of the Shaking Earth" and analyze the effects of earthquakes on the culture and economy.
The learner will be able to explain how Mexicans earn a living and list the describe the major economic regions of the country.
The learner will be able to identify groups that influenced Mexican culture and explain what makes up Mexican culture today.
The learner will be able to discuss the history of Mexico and analyze how Mexico's government compares to that of the United States.
The learner will be able to show through a geo-lab activity how earthquakes affect construction.
The learner will be able to analyze how farming supports the economy of Latin America.
The learner will be able to identify groups of people who settled in Central America.
The learner will be able to identify and explain the climate and landforms of Central America and locate the countries and physical features on a map.
The learner will be able to identify the landforms and climates of the West Indies and locate the countries and landforms on a map.
The learner will be able to identify and analyze how the Columbian Exchange altered the culture and economy of at least three continents.
The learner will be able to explain how the people of South America earn a living.
The learner will be able to list the countries of South America and locate each on a map.
The learner will be able to describe the landforms, climates, and natural resources of the South American countries.
The learner will be able to identify the major groups of people that settled South America and analyze how those groups affected the cultures that formed in the region.
The learner will be able to briefly trace the history of South America and note how each country became independent.
The learner will be able to describe the governments of the South American countries and analyze how those governments compare to that of the United States.
The learner will be able to list the major landforms of the Andean countries and analyze how those landforms have affected the climates, cultures, and economies of the Andean countries.
The learner will be able to identify the Galapagos Islands and analyze why Ecuador and environmentalists want to protect the islands today.
Europe
The learner will be able to list the countries of Western Europe and locate each on a map.
The learner will be able to list and describe the landforms and climates of Western Europe and locate the major landforms on a map.
The learner will be able to discuss the economy of the countries in Western Europe.
The learner will be able to briefly discuss the history of the British Isles, including struggles over Irish independence.
The learner will be able to explain the roots of the conflict in Northern Ireland and analyze the effect religion has played in the conflict.
The learner will be able to briefly describe the culture, history, and government of France.
The learner will be able to briefly describe the history of Germany and analyze how that history has affected the government and culture of the country.
The learner will be able to describe the location, climate, and landforms of Switzerland and analyze how that contributed to the culture and government of the country.
The learner will be able to describe how the Dutch have changed their environment and analyze the impact of those changes on the Dutch economy and people.
The learner will be able to list the countries of Southern Europe and locate each on a map.
The learner will be able to list the major landforms, resources, and climates of Spain and Portugal; discuss the history and government of the region; list the major groups of people living there; locate the landforms on a map; and analyze how the culture and economy have been affected by the people and resources of the region.
The learner will be able to describe the landscape and climate of Italy; identify the economic patterns and cultural groups of the country; and analyze how the resources and culture groups have influenced the culture and economy of the country.
The learner will be able to briefly describe Italy's history and government and analyze the role religion has played in Italy's past.
The learner will be able to identify the landforms, climate, history, and economy of Greece and analyze the unique contributions of the Greeks to Western Civilization.
The learner will be able to describe the landforms, climates, economies, history, governments, and people of the Scandinavian countries and Iceland and analyze how ocean currents affect the climates in the region.
The learner will be able to list the countries of Northern Europe and locate each on a map.
The learner will be able to identify and locate on a map the countries of Eastern Europe.
The learner will be able to identify and locate on a map the major landforms of Eastern Europe.
The learner will be able to briefly describe the history and government of Poland.
The learner will be able to analyze the impact religion has on the culture of Poland.
The learner will be able to discuss the economy of Poland.
The learner will be able to identify the Baltic Republics and discuss their people and culture.
The learner will be able to discuss the culture, people, economy, and history of Hungary, Czechoslovakia, and Slovakia.
The learner will be able to discuss the economy, government and culture of Romania, Bulgaria, Albania, and the former Yugoslavia.
The learner will be able to discuss the policy of ethnic cleansing and analyze how ethnic differences have affected the former Yugoslav republics and the challenges facing the region today as a result.
The learner will be able to describe the people, culture, and history of the Ukraine, Belarus, and Moldova.
Russia
The learner will be able to identify the major landforms and cities of Russia and locate them on a map; identify the economic regions of the country; and describe the country's economy under Communism.
The learner will be able to briefly trace the history and culture of Russia and analyze how the fall of communism has provided both political and economic challenges to the Russian people.
North Africa, SW and Central Asia
The learner will be able to identify and locate on a map the countries of North Africa.
The learner will be able to identify and locate on a map the climate regions and major landforms of North Africa.
The learner will be able to determine why the Nile River is important to Egypt's people and analyze the impact of the Aswan Dam on the environment.
The learner will be able to discuss the history of Egypt and analyze the importantance of ancient Egypt's contributions to Western Society.
The learner will be able to discuss the history, culture, and governments of Libya, Tunisia, Algeria, and Morocco.
The learner will be able to identify the major resources of North Africa and analyze why most of the population lives along the Mediterranean coast.
The learner will be able to identify and locate on a map the countries of Southwest Asia and the major climate regions and landforms.
The learner will be able to discuss how the people of Turkey have blended their heritage with modern ways and analyze how Turkey's location has affected its development.
The learner will be able to explain how the Israelis have created a farm economy in the middle of the desert.
The learner will be able to discuss the history of Israel and how the history of the country affects Israel today.
The learner will be able to analyze the problems Israel faces today and explain how those problems stem from religious conflict.
The learner will be able to discuss the history, government, and people of Syria, Lebanon, and Jordan and analyze the problems each country faces today.
The learner will be able to explain why Saudi Arabia is important to the world's Muslims and analyze the impact of oil on Saudi Arabia, Kuwait, Bahrain, Qatar, Oman, Yemen, and the United Arab Emirates.
The learner will be able to detail the history of Iraq, explain the importance of the Tigris and Euphrates Rivers, and analyze the struggle between the United States and Saddam Hussein.
The learner will be able to discuss the history of Iran and describe life in an Islamic republic.
The learner will be able to discuss the recent history of Afghanistan and analyze the impact terrorism and religious fundamentalism have had on the country's economy, culture, and foreign relations.
The learner will be able to discuss the birth and spread the three great monotheistic religions (Judaism, Christianity, and Islam) and analyze how religious conflict has developed in the region as a result.
The learner will be able to discuss the problems lack of water causes in North Africa and SW Asia and analyze the possible solutions to the region's water problems.
The learner will be able to explain how the land features and religions of Georgia, Azerbaijan, and Armenia have affected their culture and economies.
The learner will be able to discuss how climate, landforms, and religion have affected the culture, government, and economies of Kazakhstan, Kurgyzstan, Tajikistan, Usbekistan, and Turkmeinstan.
Africa South of the Sahara
The learner will be able to identify and locate on a map the countries in West Africa, as well as the major climate regions and landforms.
The learner will be able to discuss the resources found in Nigeria and analyze how those resources have affected the economy.
The learner will be able to discuss the ethnic diversity found in Nigeria and analyze how that diversity has affected the culture and population patterns in the country.
The learner will be able to analyze Nigeria's history as a source of problems within the government there today.
The learner will be able to identify the Sahel countries, explain why the Sahel grasslands are turning into deserts, and analyze how that has affected the economy of the region.
The learner will be able to discuss the history of the Sahel and analyze how Europeans and Muslims have influenced the region's culture, government, and economy.
The learner will be able to identify the economic products of the coastal countries of Gambia, Senegal, Guinea, Guinea-Bissau, Cape Verde, Liberia, Sierra Leone, Cote d'Ivoire, Ghana, Benin, and Togo and analyze how a reliance on subsistence farming has led to problems in their economies.
The learner will be able to analyze the influence that French, British, and Portuguese colonization and slave trade have played in the development of the culture of West Africa's coastal countries.
The learner will be able to explain how Liberia and Sierra Leone were founded.
The learner will be able to explain how salt served as a type of currency in West Africa and analyze how that trade influenced the development of West Africa.
The learner will be able to identify and locate on a map the countries, major climate regions, and landforms of central Africa.
The learner will be able to discuss the economy of Central Africa and analyze why, despite an abundance of natural resources, countries such as the Congo have not been able to develop a modern economy.
The learner will be able to explain why the Zaire River is a highway for its people, discuss the Democratic Republic of the Congo's potential wealth, and analyze how large movements of people and the influence of Christian missionaries have helped shape the country.
The learner will be able to discuss the economy, resources, and people of Cameroon, the Central African Republic, the Congo, Gabon, Equatorial Guinea, Sao Tome, and Principe.
The learner will be able to complete an experiment showing that water flows downhill and analyze the effects movement of large amounts of water can have on the landscape.
The learner will be able to identify and locate on a map the countries of East Africa.
The learner will be able to describe the landforms in Kenya and explain why most people there live in the highlands.
The learner will be able to identify the different languages spoken in Kenya and explain how people there make a living.
The learner will be able to describe the landforms, economy, history, and government of Tanzania, and explain how many different ethnic groups make up the country's population and analyze the effects those different ethnic groups have on the country's culture.
The learner will be able to identify the landforms and climate of Uganda, Rwanda, and Burundi.
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