Curriculum - Social Studies

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Louisiana History & Geography

World Geography

Civics

American History

American History (Honors)

American History (Advanced Placement)

World History

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 Organization

Louisiana History is organized into two major units, Louisiana Geography and Louisiana History. The Louisiana History unit is further subdivided by historical period.

Louisiana Geography

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.

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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.

The learner will be able to explain the religious and ethnic conflicts that exist in Uganda, Rwanda, and Burundi and analyze how that conflict has led to civil war and compare the conflict there to that of the former Yugoslavia.

The learner will be able to identify the landforms and climate of the Sudan, Ethiopia, Somalia, Djbouti, and Eritrea, as well as the groups of people that live in the Sudan.

The learner will be able to discuss the history of Ethiopia and analyze how the country's move toward independence has affected other countries in the region.

The learner will be able to discuss Somalia's clan system and the UN and U.S. attempt to restore order and end famine in the country in the early 1990s, and analyze problems with terrorists in the country today.

The learner will be able to describe the landscapes that are found in South Africa and identify the country's mineral resources, noting how those resources aided the development of the country's economy.

The learner will be able to analyze the struggle for equal rights in South Africa.

The learner will be able to analyze the problems faced by the people of South Africa today, including poverty, racism, and AIDS.

The learner will be able to describe the countries of Lesotho and Swaziland.

The learner will be able to identify the common landforms of Angola and Namibia and analyze why Namibia has trouble feeding its population.

The learner will be able to describe the landforms of Zambia and identify the most important resource of the country and analyze how that resource affects the country's economy.

The learner will be able to analyze the reasons why Botswanna's recent history is similar to that of South Africa.

The learner will be able to describe the landforms and economy of Botswana, Malawi, and Zimbabwe.

The learner will be able to describe the climate and physical features of Mozambique and the country's approach to agriculture and analyze why the country's ports are so important.

The learner will be able to describe the physical features and agriculture of Madagascar and explain why the country shares cultural aspects of Asia and Africa.

The learner will be able to explain how the islands of Comoros, the Seychelles, and Mauritius were formed and analyze why the cultures of those island countries are so diverse.

Asia

The learner will be able to identify and locate on a map the countries, landforms, and climates of South Asia.

The learner will be able to describe India's land and climate, explain why India is considered a subcontinent, and analyze how seasonal winds affect India's climate.

The learner will be able to describe the people of India, the country's economy, and the country's history.

The learner will be able to analyze the effect the religion of Islam has on India, Pakistan, and other countries in the region.

The learner will be able to explain how Pakistan and Bangladesh became independent countries and describe their economies and culture.

The learner will be able to discuss why Nepal and Butan were historically isolated, explain how the people of the region earn a living, and analyze the influence religion has on the region's cultures.

The learner will be able to discuss the economy of Sri Lanka and the Maldives and describe how the islands of the Maldives were formed.

The learner will be able to describe and locate the major land features and climate regions of China.

The learner will be able to explain why the Plateau of Tibet is called the "Roof of the World"; describe the climates of China, and explain why most Chinese live on the country's plains.

The learner will be able to analyze the impact China's rivers have on the culture, history, and economy of the country.

The learner will be able to discuss the economy of China and identify the country's three main economic regions.

The learner will be able to discuss the history of China, explain what groups influenced the culture of China, and discuss how city life differes from country life in Cina.

The learner will be able to list some of the arts and recreational events enjoyed by the Chinese.

The learner will be able to explain how people live and work in Mongolia.

The learner will be able to describe the economy of Taiwan and analyze the conflict between Taiwan and China.

The learner will be able to discuss why Hong Kong is one of the world's busiest ports.

The learner will be able to describe the land and climate of Japan.

The learner will be able to discuss why Japan has a strong economy and identify the religions that influence Japan's culture.

The learner will be able to discuss the history of Japan and analyze how that history has affected Japan's government today.

The learner will be able to compare Japan's culture, especially it's city life and sports, to that of the United States.

The learner will be able to explain why the country of Korea was divided and analyze how the division has led to conflict.

The learner will be able to compare life in North and South Korea.

The learner will be able to identify the countries that make up mainland Southeast Asia and discuss why the economies of Laos, Cambodia, and Vietnam are not fully developed.

The learner will be able to explain why deforestation is a problem in Myanmar.

The learner will be able to explain how Thailand's history differs from that of the other countries in Southeast Asia and list the major crops and industries of the country.

The learner will be able to analyze the changes and challenges facing Vietnam, Cambodia, Laos, and Thailand today.

The learner will be able to identify the island countries of Southeast Asia.

The learner will be able to analyze why people in Malaysia, Singapore, and Brunei have a higher standard of living than most other countries in Asia.

The learner will be able to describe the land features, climate, and economy of Indonesia.

The learner will be able to analyze how unrest and civil war between various ethnic factions in Indonesia pose a challenge to the country's future.

Australia, Oceania, and Antarctica

The learner will be able to identify and locate on a map the countries, land features, and climates of Australia and New Zealand.

The learner will be able to based on the land features and climates of Australia, analyze why most of the country's residents live in coastal areas.

The learner will be able to explain why Australia has a strong economy and list the major products produced there.

The learner will be able to explain the unique history of Australia and discuss the various groups that form Australia's culture today.

The learner will be able to identify the Aborigines of earliest settlers of Australia and discuss their unique culture, as well as their struggle for full citizenship.

The learner will be able to discuss Australia's government and compare it to that of the United States.

The learner will be able to describe the physical features of New Zealand, its economy, history, and people.

The learner will be able to identify and locate on a map the countries, landforms, and climates of Oceania as contained in the regions of Melanesia, Micronesia, and Polynesia.

The learner will be able to describe how land and climate affects the way people in Oceania earn a living.

The learner will be able to locate Antarctica, explain why it is sometimes called the Polar Region and why the region is so useful to scientists for research.

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Civics

Course Objectives and Organization:

            The ultimate goal of Civics classes is to develop the students’ sense of the duties and responsibilities as a member of our society. This is done through the study of our democratic process in action, through a comprehensive look at current events, and by listening to speakers from the community who can provide personal insights into our political and legal processes. Students study the Constitution, federal system of government, and state and local governments.

            The course is organized into units based on divisions within our government, as well as foreign governments, the Constitution, and political science in general.

Foundations of Citizenship

The learner will be able to discuss the basic purposes of government.

The learner will be able to identify various levels of government.

The learner will be able to explain the differences between a dictatorship and a democracy.

The learner will be able to differentiate between a direct democracy and a representative democracy.

The learner will be able to explain how citizens influence government.

The learner will be able to show how two specific court cases, Schenck v. United States and the Skokie case, were influenced by prevailing public opinion.

The learner will be able to list ways in which people can become United States citizens by birth.

The learner will be able to compare the status and rights of illegal and legal aliens.

The learner will be able to describe the process of naturalization.

The learner will be able to explain how someone could lose their citizenship today and how citizenship has historically been revoked.

The learner will be able to discuss changes in immigration from the 1500s to the present in the United States and explain how and why immigration has been limited by law.

The learner will be able to identify reasons for the rapid growth of United States population.

The learner will be able to describe shifts in American population patterns and provide reasons for these changes.

The learner will be able to trace the development of Parliament in England.

The learner will be able to explain how the Glorious Revolution changed English government and made it more democratic.

The learner will be able to explain what is meant by an unwritten constitution.

The learner will be able to define common law and explain how English common law influenced early U.S. government.

The learner will be able to explain the importance of the House of Burgesses.

The learner will be able to discuss the importance of the Mayflower Compact to early American government.

The learner will be able to describe similarities and differences among the early English colonial governments in America.

The learner will be able to explain why the colonists began to develop a new sense of identity as Americans, not British citizens, and how that encouraged a belief in self-government.

The learner will be able to discuss American colonists' reaction to British taxes.

The learner will be able to discuss the roles of the First Continental Congress and the Second Continental Congress in the movement toward independence.

The learner will be able to explain the basic ideas found in the Declaration of Independence.

The learner will be able to explain the Supreme Court decision in Tinker vs. Des Moines Independent Community School District and the decision's impact on free speech.

The learner will be able to list the basic provisions of early state constitutions.

The learner will be able to discuss the weaknesses of the Articles of Confederation and explain how they led to a weak central government.

The learner will be able to explain the significance of Shay's Rebellion and how it focused attention on the need for a stronger central government.

The learner will be able to read and comprehend the Declaration of Independence.

The learner will be able to discuss the significance of the American as a symbol of freedom and democracy and state the rules and customs involved in displaying the flag.

Constitution and Bill of Rights

The learner will be able to discuss the key decisions and proposals made at the Constitutional Convention.

The learner will be able to identify and explain why three constitutional compromises were made by the convention delegates.

The learner will be able to identify the Electoral College, explain why it was created, and analyze why many today feel it is no longer necessary.

The learner will be able to compare the positions of the Federalists and Anti-Federalists in regard to ratification of the Constitution.

The learner will be able to read and comprehend a section of th Federalist Papers.

The learner will be able to recite the Preamble to the Constitution.

The learner will be able to list the six goals of government listed in the Preamble to the Constitution.

The learner will be able to explain the checks and balances system as provided for by the Constitution.

The learner will be able to identify the powers the articles of the Constitution give Congress, the President, and the Supreme Court.

The learner will be able to read the Constitution for comprehension.

The learner will be able to define popular sovereignty and explain how it is reflected in the Constitution.

The learner will be able to discuss the idea of limited government as proposed by the Constitution.

The learner will be able to explain how federalism is related to popular sovereignty.

The learner will be able to explain why and how the writers of the Constitution provided for the separation of powers.

The learner will be able to describe the process for amending the Constitution.

The learner will be able to explain the considerations involved in interpreting the Constitution.

The learner will be able to explain what implied powers are and provide examples as indicated by the "necessary and proper" clause in Article I of the Constitution.

The learner will be able to list the rights protected by the First Amendment.

The learner will be able to explain how the Second, Third, and Fourth amendments are instrumental in protecting against abuses of power by the government.

The learner will be able to describe the role of the Fifth through Eights amendments in protecting the accused.

The learner will be able to discuss the effectiveness of the Bill of Rights in protecting other rights that the Constitution does not specifically address.

The learner will be able to identify the first 10 Amendments to the U.S. Constitution and explain each in terms of the rights protected or guaranteed by each.

The learner will be able to explain the principle of separation of church and state and how it relates to freedom of religion.

The learner will be able to describe two limits to freedom of speech.

The learner will be able to explain how freedom of the press has changed since the Bill of Rights was written.

The learner will be able to identify types of activities protected by freedom of assembly.

The learner will be able to explain the meaning of the right to petition.

The learner will be able to explain why there must be limits to the freedoms guaranteed by the First Amendment.

The learner will be able to discuss the Supreme Court case Brown v. Board of Education and relate the decision to the freedoms guaranteed in the Constitution, especially the 14th Amendment's guarantee of equal protection unde the law.

The learner will be able to describe the provisions of the three Civil War amendments.

The learner will be able to identify and discuss the other five amendments that concern voting rights and elections.

The learner will be able to identify and list the provisions of amendments 11 through 27.

The learner will be able to explain what led to passage of the 19th Amendment and relate its passage to the 15th Amendment.

Citizenship: Rights and Responsibilities

The learner will be able to list and explain the three categories of rights contained in the Bill of Rights.

The learner will be able to discuss the need for limits on rights in a democratic society.

The learner will be able to explain how the civil rights movement of the 1960s resulted in broadening our rights as Americans.

The learner will be able to list and explain the provisions of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.

The learner will be able to define affirmative action and discuss the arguments both for and against use of affirmative action.

The learner will be able to explain the major duties of American citizens.

The learner will be able to discuss the responsibilities of American citizens.

The learner will be able to discuss the services that should be provided by communities.

The learner will be able to discuss the citizen's responsibility to the community.

The learner will be able to explain why citizens have a responsibility to turn their concerns for their community into action.

The learner will be able to describe the characteristics of the two-party system in the United States.

The learner will be able to explain the advantages and disadvantages of multiparty systems.

The learner will be able to list the characteristics of one-party systems.

The learner will be able to trace the development of the two-party system in the United States.

The learner will be able to identify and discuss the major third parties that have developed in U.S. history.

The learner will be able to analyze political campaign funding, the effects of PAC funding of candidates, and why it is so difficult for campaign reform to be enacted.

The learner will be able to describe what party members do for their party.

The learner will be able to explain the basic party organization of the Democrats and the Republicans.

The learner will be able to explain the voter registration process, discus the advantage of registering as a Republican or Democrat, and list reasons why many citizens do not register to vote.

The learner will be able to discuss the five basic functions of political parties.

The learner will be able to analyze the factors that contribute to a weakening of political party loyalty today.

The learner will be able to discuss citizens' responsibilities in preparing to vote.

The learner will be able to analyze who is likely to vote in typical presidential elections and who is not and provide reasons why some people do not vote.

The learner will be able to analyze the reasons for the passage of the 26th Amendment.

The learner will be able to describe the three procedures for nominating candidates for public office.

The learner will be able to describe three important campaign tools used in running for office.

The learner will be able to discuss sources of private and public funds for financing election campaigns.

The learner will be able to identify three methods of casting votes at the polls.

The learner will be able to describe differences between the election of presidential candidates and the election of all other public officials in general elections.

The learner will be able to identify and describe runoff and recall elections.

The learner will be able to explain different methods of measuring public opinion.

The learner will be able to identify and discuss several factors that affect public opinion.

The learner will be able to identify three types of interest groups.

The learner will be able to describe various techniques interest groups use to try to influence public opinion.

The learner will be able to identify three functions of interest groups.

The learner will be able to explain what lobbies are and how lobbyists try to accomplish their goals.

The learner will be able to analyze the difference between liberals and conservatives and describe how the terms "left wing" and "right wing" originated.

National Government

The learner will be able to list the qualifications and terms of office for members of the House of Representatives.

The learner will be able to list the qualifications and terms of office for members of the Senate.

The learner will be able to describe the salary, benefits, and privileges members of Congress receive.

The learner will be able to identify the three types of congressional sessions.

The learner will be able to describe the role of congressional leaders.

The learner will be able to identify three types of congressional committees.

The learner will be able to explain the rules and traditions that determine committee membership in the House and Senate.

The learner will be able to write a letter to his/her congressional representative expressing an opinion on an issue.

The learner will be able to explain both the expressed and implied powers of Congress.

The learner will be able to name and describe two nonlegislative powers of Congress.

The learner will be able to list four special powers of Congress.

The learner will be able to summarize the three basic limits to congressional power in the Constitution.

The learner will be able to explain the procedure for introducing a bill in Congress.

The learner will be able to describe the work of committees including three actions a committee can take when it receives a bill.

The learner will be able to discuss the rules for debating a bill in the House and in the Senate.

The learner will be able to identify three methods of voting on a bill.

The learner will be able to outline a President's options for signing or vetoing a bill.

The learner will be able to trace the steps by which a bill becomes a law.

The learner will be able to describe the qualifications and terms of office for the President.

The learner will be able to describe the qualifications and terms of office for the Vice President.

The learner will be able to describe the constitutional provisions for presidential succession.

The learner will be able to analyze how the Supreme Court ruling in the U.S. v. Nixon helped define the powers of the president.

The learner will be able to describe the President's responsibilities as Chief Executive.

The learner will be able to identify two powers given to the President as chief diplomat.

The learner will be able to compare the military responsibilities of the President as commander in chief and those of Congress.

The learner will be able to identify five ways in which the President in the role of legislative leader can influence congressional legislation.

The learner will be able to explain how the President in the role of party leader can help the party and its members.

The learner will be able to identify two powers the Constitution gives the President as judicial leader.

The learner will be able to describe the President's role as chief of state.

The learner will be able to identify and describe the basic functions of the three most important offices within the Executive Office of the President.

The learner will be able to explain the difference between the EOP and the executive departments.

The learner will be able to explain the development of the cabinet.

The learner will be able to describe the responsibilities of the Department of State.

The learner will be able to identify and describe five divisions within the Department of the Treasury.

The learner will be able to describe the basic organization of the Department of Defense.

The learner will be able to identify and describe the responsibilities and duties of the Department of Justice, Department of the Interior, Department of Agriculture, Department of Commerce, Department of Labor, Department of Health and Human Services, Department of Housing and Urban Development, Department of Transportation, Department of Energy, Department of Education, and Department of Veterans Affairs.

The learner will be able to identify the basic responsibilities of executive agencies and list the more prominent agencies.

The learner will be able to identify the regulatory commissions of the executive branch and explain their purpose.

The learner will be able to compare government corporations with private corporations.

The learner will be able to explain the structure of the federal bureaucracy.

The learner will be able to describe the development of the civil service system.

The learner will be able to identify and describe the two agencies responsible for employment in the civil service today.

The learner will be able to explain the difference between criminal and civil cases.

The learner will be able to identify five areas of federal court jurisdiction.

The learner will be able to describe the responsibilities of judges in district courts.

The learner will be able to explain the functions of the U.S. courts of appeal.

The learner will be able to identify and describe the functions of three special federal courts.

The learner will be able to explain how the case of Marbury v. Madison affected the power of the Supreme Court.

The learner will be able to explain how a President may try to influence the Supreme Court through the appointment of Supreme Court justices.

The learner will be able to explain what the Supreme Court does in deciding which cases to hear, explain how cases reach the Court from lower courts, and describe how Supreme Court justices arrive at Court decisions and opinions.

The learner will be able to discuss the Watergate case and its affects on the presidency, Congress, and Supreme Court system.

State and Local Government

The learner will be able to explain the constitutional basis for federalism.

The learner will be able to explain the basic features of state constitutions and specifically the Louisiana Constitution.

The learner will be able to identify and describe three examples of federal-state cooperation.

The learner will be able to provide examples of cooperation between states.

The learner will be able to discuss the issue of gun control and analyze reasons why or why not a state might support such measures.

The learner will be able to list and describe several characteristics of the office of governor, describe the powers and duties of a governor, and identify executive officials and agencies found in most states; in addition, students should be able to name the major state officials of Louisiana.

The learner will be able to discuss the Supreme Court case of Reynolds v. Sims and analyze its affect on legislative apportionment and the "one person, one vote" rule.

The learner will be able to explain how legislative districts are organized at the state level.

The learner will be able to describe the basic qualifications of state legislators, compare the legislative process in the states to that of the federal government, and identify problems facing states and state legislatures.

The learner will be able to identify three types of lower state courts, identify three types of higher state courts, and discuss problems facing the state courts.

The learner will be able to describe the basic organization of county government, identify and describe the roles of various county officials, and explain the reasons for the growth of county government.

The learner will be able to identify a parish as the Louisiana equivalent of a county.

The learner will be able to describe the history of town government, explain the organization of township government, identify the basic responsibilities of village government, and identify three kinds of special districts.

The learner will be able to deal effectively with government bureaucracy, contacting a local government department with a request, and following through with further contact if necessary.

The learner will be able to describe the organization of a mayor-council, council-manager, commission, and metropolitan form of the city government and identify and discuss several challenges facing local governments.

The learner will be able to discuss factors involved in making public policy, identify several issues communities must consider when planning for the future, identify some of the difficult questions communities face as they plan for the future, and identify five ways of financing public policy.

The learner will be able to identify two problems associated with the public education system, identify two ways in which communities have tried to solve housing problems, identify two ways in which communities are trying to solve the problem of crime, and discuss the outlook for the future regarding the efforts of communities to solve their problems.

The learner will be able to discuss the problem of resource shortages and identify possible solutions to such shortages; identify some of the sources of air and water pollution; explain how some communities are dealing with the problem of waste disposal; describe what communities are doing to resolve the issue of land use; and discuss the outlook for the future in regard to the solution of environmental issues.

Social Studies Literacy

The learner will be able to use the card catalog, Reader's Guide, and CD reference sources to find information on civics topics.

The learner will be able to read, comprehend, and analyze information presented in charts and graphs.

The learner will be able to read and comprehend passages in their textbook.

The learner will be able to comprehend and analyze political cartoons.

The learner will be able to organize and work in groups to solve problems.

The learner will be able to interpret a political cartoon.

The learner will be able to read and understand an election map.

The learner will be able to distinguish fact from opinion.

The learner will be able to differentiate between primary and secondary sources and evaluate both for relevance and bias, as well as noting reasons why primary sources are important to historians.

The learner will be able to read and explain an organizational chart.

The learner will be able to locate government figures using statistical abstracts, the GPO, and library or Internet sources.

The learner will be able to read and use an atlas.

The learner will be able to use a natural resource map.

The learner will be able to read and compare primary source documents.

Law and the Individual

The learner will be able to identify and describe two early systems of law; identify three systems of law based on ancient Roman law; explain how English law has influenced American law; and explain the role of the executive, legislative, and judicial branches in the American legal system.

The learner will be able to read and comprehend the Emancipation Proclamation and explain why, despite its limited affect on enslaved Africans at the time, it is considered such an important piece of law today.

The learner will be able to identify and explain three basic legal rights of all citizens; identify and explain several specific rights of persons accused of a crime; explain the legal rights of individuals concerning punishments and fines; and identify the basic legal responsibilities of all citizens.

The learner will be able to discuss the Miranda case and identify the four rights affirmed by the court's decision and state the effect of the case on our legal system.

The learner will be able to explain the difference between criminal law and civil law and identify and describe three other types of law.

The learner will be able to describe how a person is selected for jury duty and a juror's responsibilities and explain why jury duty is an important obligation of citizens.

The learner will be able to identify four types of lawsuits, explain the difference between lawsuits and suits of equity, and summarize the basic court procedure in civil cases.

The learner will be able to identify two general types of crime and several specific kinds of crime in each category and identify four functions of penalties for crimes.

The learner will be able to describe the procedure when arresting a suspect of a crime; explain the hearing, indictment, and arraignment phases of a criminal case; define plea bargaining and explain its importance; outline the basic procedure of the trial; and explain what happens during the verdict and sentencing parts of a criminal case.

The learner will be able to identify two factors that contribute to junvenile delinquincy; explain the primary role of juvenile courts; describe the basic procedure in dealing with juvenile offenders; and identify several options judges have for punishing juvenile offenders.

The learner will be able to analyze how the right to counsel for defendants has been strengthened by the Betts case and the Gideon Case.

The Free Enterprise System

The learner will be able to identify two important factors involved in deciding what and how much to produce; identify four elements involved in deciding how goods and services will be produced; and analyze how marketing affects decisions on how goods and services will be distributed.

The learner will be able to describe the main features of traditional economies; describe the main features of command economies; describe the main features of market economies; and explain how mixed economies are a combination of other economic systems.

The learner will be able to analyze the advantages and disadvantages of sole proprietorships; discuss the advantages and disadvantages of partnerships; explain how corporations raise money; and describe cooperatives and nonprofit organizations.

The learner will be able to describe the four phases of the business cycle; identify two factors experts look at in measuring economic performance; and analyze how inflation affects people's standard of living.

The learner will be able to describe the growth of monopolies and government regulation; explain government policy toward monopolies today; identify several types of government assistance to business today.

The learner will be able to describe the formation of labor unions in the United States; identify and describe two basic features of labor-management relations between union workers and employers; describe three government actions in labor-management relations; and discuss the status of labor unions today.

The learner will be able to describe some financial needs of consumers; identify and describe two types of financial institutions; discuss the role financial institutions play in meeting financial needs; and analyze the government's role in the banking industry.

The learner will be able to explain the importance of taxation; describe three limits on taxation found in the United States Constitution; and identify and describe four basic principles of taxation.

The learner will be able to explain why income taxes are considered progressive taxes; explain how property taxes are determined; identify and compare two kinds of sales taxes; identify and describe three other types of taxes the federal government imposes; and identify three sources of non-tax revenue.

The learner will be able to describe the steps in the budget process of the federal government; identify the largest expenditures of the federal, state, and local governments; analyze some of the problems caused by budget deficits; and identify and describe the most common form of intergovernmental revenue.

The learner will be able to identify the two major budget categories people should consider when planning a budget; analyze strategies consumers should use when shopping for quality and value; and explain how consumers can achieve success in avoiding impulse buying.

The learner will be able to state the purpose and parts of a standard contract.

The learner will be able to explain why saving money is important and analyze the dangers of borrowing money and buying on credit.

The learner will be able to identify and describe five kinds of private insurance and four kinds of social insurance.

The learner will be able to identify a limited warranty and analyze how warranties may or may not provide protection for consumers.

The learner will be able to describe and analyze the role of government and private organizations in protecting consumer rights.

The United States and the World

The learner will be able to describe the parliamentary system in Great Britain; identify and describe Great Britain's two major political parties; and analyze the world role of Great Britain today.

The learner will be able to describe how the Soviet Union developed and collapsed and describe the main features of Russia's emerging political system today and analyze the problems facing Russia today.

The learner will be able to identify the main features of the Japanese constitution; describe the structure of the Japanese government; identify and describe Japan's main political parties; and analyze some of the challenges facing Japan today.

The learner will be able to describe the basic structure of the government of Mexico; analyze how the political system of Mexico differs from that of the United States; and discuss the major problem facing Mexico today.

The learner will be able to identify and describe four basic goals of American foreign policy; describe who conducts foreign policy and how it is conducted; describe the basic elements of the postwar foreign policy of the U.S.; and analyze some foreign policy challenges facing the United States since the cold war.

The learner will be able to describe the structure of the United States and analyze the role of the UN today.

The learner will be able to comprehend and analzye the preamble to the UN charter and compare it to the U.S. Constitution.

The learner will be able to analyze how recent events in Europe, the Middle East, Africa, Latin America, the Caribbean, Asia, and the Pacific Rim have affected the United States.

The learner will be able to discuss some of the characteristics of global economic development and trade; analyze how nations are interdependent in regard to environmental pollution and conservation; and identify and describe several major world health problems.

The learner will be able to discuss ways individuals can help solve environmental problems; discuss ways individuals can safeguard human rights; and analyze what individuals can do to assume a greater role in participating in world affairs.

Citizenship Skills

The learner will be able to discuss possible ways that students and adults can volunteer to make their community better through community service.

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American History

  American History Course Goals

In this high school course, students apply their developed understanding of history and culture while examining historical content from colonial times to the present day.  Instruction should encourage students to use higher-level thinking skills as they study familiar historical, political, economic, and social events and issues from a broader perspective.  Students will concentrate on the founding and testing of a new nation, the effect of wars and revolutions, and 19th century movements.  The study of U.S. Presidents includes Lincoln, Truman, Franklin D. Roosevelt, and Kennedy.  Recent presidencies of Reagan, Bush, Clinton, and George W. Bush are also examined.  Art, literature, and media should also be used when studying the events of U.S. history.

Course Organization

            The course is divided in units, based generally on the period of history being studied. The exception is the first unit, which includes social studies skills not relevant to any one particular time period, but to the study of history and social studies in general. Those objectives in Unit One are emphasized throughout the course.

General Objectives (emphasized throughout the course)

The learner will be able to understand how the concepts of time and place relate to historical events.

The learner will be able to understand re-occurring patterns of historical events.

The learner will be able to associate historical events with their geographic location.

The learner will be able to correctly identify the 50 states, locate them on a map, and identify the countries and bodies of water that surround the United States. In addition, the learner will be able to locate the United States on a world map.

The learner will be able to analyze historical conflicts, such as that between the American colonists and the English Parliament.

The learner will be able to compare the similarities of various ideologies.

The learner will be able to draw conclusions from related topics.

The learner will be able to sequence in chronological order a list of historical events.

The learner will be able to make inferences based on data presented in a chart or graph.

The learner will be able to draw conclusions from political cartoons.

The learner will be able to make generalizations from a series of newspaper headlines.

The learner will be able to compare and contrast social control among various types of societies.

The learner will be able to identify the results of cultural change.

The learner will be able to identify characterizations of a specific culture.

The learner will be able to understand the contributions made by famous authors, such as Upton Sinclair.

The learner will be able to evaluate the importance of historical figures and their activities.

The learner will be able to recognize contributions and accomplishments of various United States Presidents.

Colonial America

The learner will be able to compare and contrast the motivations for Spanish, French, Dutch, and English colonization of America.

The learner will be able to analyze the development of government in colonial America.

The learner will be able to analyze how the colonists responded to the Proclamation of 1763.

The learner will be able to understand the conflict between farmers and colonial government that led to Bacon's Rebellion.

The learner will be able to describe the impact of the Great Awakening on Colonial America.

The learner will be able to understand the political rights of the colonists.

The learner will be able to comprehend characteristics of the social structure in colonial America.

The learner will be able to draw conclusions from the writings of Adam Smith.

The learner will be able to identify the characteristics of mercantilism in colonial America.

The learner will be able to identify the advantages and disadvantages of mercantilism for the mother country and its colonies.

The learner will be able to identify the factors that contributed to economic growth in the colonies.

The learner will be able to analyze the advantages and disadvantages of mercantilism for the mother country and its colonies.

The learner will be able to analyze how the colonists responded to the Stamp Act.

The learner will be able to analyze how the colonists responded to the Quartering Act.

The Revolutionary War

The learner will be able to analyze Thomas Paine's "Common Sense".

The learner will be able to analyze the arguments among patriots and loyalists about independence.

Revolutionary War: Military Strategy

The learner will be able to demonstrate knowledge of key military strategies of the Revolutionary War.

Revolutionary War: Financial Efforts

The learner will be able to understand the successes and failures of efforts to finance the war.

The learner will be able to explain the political factors that led to the American victory in the Revolutionary War.

The learner will be able to understand significant political issues affecting the colonies after gaining independence from England.

The learner will be able to determine how the Treaty of Paris affected America's relations with indigenous peoples and/or other countries.

The learner will be able to analyze arguments for and against the Articles of Confederation.

The learner will be able to evaluate the accomplishments and failures of the Continental Congress.

The Constitution and Early United States

The learner will be able to analyze the role key delegates played at the Constitutional Convention.

The learner will be able to analyze the reasons for holding the Constitutional Convention.

The learner will be able to identify the issues and ideas discussed at the Constitutional Convention.

The learner will be able to compare and contrast large and small states' positions at the Constitutional Convention.

The learner will be able to draw conclusions about the Constitutional Convention.

The learner will be able to compare and contrast the arguments made by Federalists and Anti-Federalists during the ratification debates.

The learner will be able to understand the significance of the Whiskey Rebellion.

The learner will be able to define the significance of the Lewis and Clark expedition.

The learner will be able to identify the cause and effect of territorial expansion in the United States.

The learner will be able to explain the origins and provisions of the Monroe Doctrine.

The learner will be able to explain how the Monroe Doctrine influenced international relations.

The learner will be able to analyze how the United States trading interests in the Far East influenced continental expansion.

The learner will be able to explain how the United States government, both state and federal, encouraged business expansion during the 19th century.

The learner will be able to demonstrate an understanding of the War of 1812.

The learner will be able to explain the reasons why President Madison declared war in 1812.

The learner will be able to demonstrate an understanding of the political viewpoints on the War of 1812.

The learner will be able to evaluate why many Native Americans supported the British during the War of 1812.

Expansion

The learner will be able to identify the causes of the Mexican-American War.

The learner will be able to know the outcome of the Mexican-American War.

The learner will be able to analyze the impact of the removal and resettlement of Native Americans, including the Cherokee, Creek, Chickasaw, Choctaw, and Seminole.

The learner will be able to determine how early state and federal policy impacted U.S. relations with Native Americans.

The learner will be able to evaluate the strategies of the Native Americans, including accommodation, revitalization, and resistance.

The learner will be able to compare presidential policies regarding Native Americans.

Territorial Conflict

The learner will be able to compare occupations, legal rights, and social status in the North, South and West prior to the Civil War.

The learner will be able to describe the plantation system and the roles of owners, families, hired workers, and slaves.

The learner will be able to demonstrate an understanding of how the cotton gin affected slavery in the early 19th century.

The learner will be able to recognize the goal of Abolitionists.

The learner will be able to associate the effect of slavery with territorial expansion in the first half of the 19th century.

The learner will be able to understand how slavery affected social and economic life in the South during the early 19th century.

The learner will be able to analyze how the institution of slavery retarded the development of capitalist institutions in the South.

The learner will be able to understand slave resistance movements in various parts of America.

The learner will be able to identify factors that affected the slave trade during antebellum time.

The learner will be able to identify arguments from proponents of slavery living in various regions of the country during the American Revolution.

The learner will be able to identify arguments from opponents of slavery living in various regions of the country during the American Revolution.

The learner will be able to comprehend key elements of the abolitionist movement during the antebellum era.

The learner will be able to analyze reasons for the Missouri Compromise.

The learner will be able to compare and contrast the human resources of the Union and the Confederacy.

The learner will be able to evaluate the tactical advantages of both the Union and the Confederacy.

The learner will be able to identify cause and effect given a timeline of the events preceding the Civil War.

The learner will be able to explain Native American responses to the Civil War.

The learner will be able to identify reasons for the secession occurring prior to the Civil War.

The learner will be able to determine the impact of Abraham Lincoln's ideas on the Civil War.

The learner will be able to analyze the meaning of Lincoln's Gettysburg Address.

The learner will be able to analyze the significance of Lincoln's Gettysburg Address.

The learner will be able to understand the significance of the Emancipation Proclamation of 1863.

The learner will be able to name changes in the social structure of the U.S. during the Reconstruction era.

The learner will be able to name changes in the political structure of the U.S. during the Reconstruction era.

The learner will be able to analyze how the Reconstruction Era shaped history.

The learner will be able to demonstrate an understanding that national leaders, such as Lincoln and Johnson, had different approaches to reconstruction.

The learner will be able to evaluate factors that influenced political and social conditions on the frontier.

The learner will be able to interpret the effects of the Dawes Act of 1887 on tribal identity, land ownership, and assimilation.

The learner will be able to identify major religious revivals that swept the nation during the 19th century.

The learner will be able to recognize key philosophical movements of the 19th century and their effects on the nation.

The learner will be able to understand the importance of the Second Great Awakening.

The learner will be able to demonstrate an understanding of Transcendentalism.

The learner will be able to demonstrate an understanding of the development of Utopian communities.

The learner will be able to demonstrate an understanding of Social Darwinism.

The learner will be able to analyze the impact of Social Darwinism on late 19th century society.

The learner will be able to recognize key social movements of the 19th century and their effects on the nation.

The learner will be able to analyze how the factory system, established during the Industrial Revolution, affected gender roles and the family.

The learner will be able to identify the cause and effect of labor conflicts during the Industrial Revolution.

The learner will be able to comprehend the influence of the Industrial Revolution on 19th century America.

The learner will be able to make generalizations about the Industrial Revolution.

The learner will be able to distinguish between "reform unions" and "trade unions".

The learner will be able to identify the goals of various labor unions.

The learner will be able to identify the cause and effect of immigration.

The learner will be able to identify the major causes of the Spanish-American War.

The learner will be able to identify the major consequences of the Spanish-American War.

The learner will be able to make connections between the Spanish-American War and U.S. participation in Western imperialism.

The learner will be able to identify the origins of the Progressive Movement.

The learner will be able to understand efforts by individuals during the early 20th century to obtain women's rights to vote.

The learner will be able to understand the impact of the Progressive Movement on developing American groups, such as the founding of the NAACP.

The learner will be able to evaluate Wilson's "Moral Diplomacy" in relation to the Mexican Revolution.

The learner will be able to understand how technological developments affected war brutality.

The learner will be able to explain President Wilson's reasons for intervention in World War I.

The learner will be able to demonstrate an understanding of domestic policy during World War I.

The learner will be able to demonstrate an understanding of foreign policy during World War I.

The learner will be able to describe how the role and labor of women changed as a result of U.S. involvement in World War I.

The learner will be able to analyze the significance of Wilson's Fourteen Points.

The learner will be able to recognize how factors, such as civic centers and suburbs, influenced urban life in the 1920s.

The learner will be able to demonstrate how the Harding and Coolidge administrations affected the political climate of the 1920s.

The learner will be able to analyze Herbert Hoover's response to the Great Depression.

The learner will be able to identify the effects of the Great Depression on American culture.

The learner will be able to demonstrate knowledge of the Dust Bowl during the Great Depression era.

The learner will be able to analyze the impact of the Great Depression on the global economy of the 1920s and 1930s.

The learner will be able to identify the effects of the New Deal on working men and women.

The learner will be able to identify the reasons for the Supreme Court decisions on early New Deal legislation.

The learner will be able to evaluate Roosevelt's response to the Supreme Court decisions on early New Deal legislation.

The learner will be able to demonstrate knowledge of the "first" and "second" New Deals.

The learner will be able to identify a variety of challenges to the New Deal.

The learner will be able to evaluate whether the New Deal was able to solve the problems of the Great Depression era.

The learner will be able to analyze how the New Deal affected the relationship between state and federal government.

The learner will be able to demonstrate knowledge of key military strategies of the World War II.

The learner will be able to analyze how World War II affected gender roles and the American family.

The learner will be able to examine the use of atomic weapons during World War II.

The learner will be able to identify when the Japanese attacked Pearl Harbor.

The learner will be able to identify the attack on Pearl Harbor as the primary reason the U.S. entered World War II.

The learner will be able to know the outcome of World War II.

The learner will be able to demonstrate knowledge of Franklin D. Roosevelt's Four Freedoms speech during World War II.

The learner will be able to demonstrate knowledge of Franklin D. Roosevelt's wartime policies.

The learner will be able to evaluate the "Flawed Peace" that resulted from World War II.

The learner will be able to explain the appearance of nuclear politics during the Cold War.

The learner will be able to explain the United States Containment Policy and its effectiveness.

The learner will be able to analyze how the Cold War affected the United States economy.

The learner will be able to determine how international tensions influenced the foreign policy of Harry S. Truman.

The learner will be able to demonstrate knowledge of Harry S. Truman's "Fair Deal" program as a domestic policy.

The learner will be able to demonstrate knowledge of Dwight D. Eisenhower's "Modern Republicanism" program as a domestic policy.

The learner will be able to describe characteristics of John F. Kennedy's presidency.

The learner will be able to understand John F. Kennedy's response to the Bay of Pigs.

The learner will be able to understand John F. Kennedy's response to the Cuban missile crisis.

The learner will be able to describe the ideas of Martin Luther King, Jr. during the civil rights movement.

The learner will be able to describe the ideas of Malcolm X during the civil rights movement.

The learner will be able to observe the effect of the civil rights movement on diverse groups, such as the Asian civil rights movement and the Native American civil rights movement

The learner will be able to describe characteristics of Lyndon B. Johnson's presidency.

The learner will be able to examine how the Immigration Act of 1965 influenced immigration patterns.

The learner will be able to determine the effect of the Vietnam War on American society.

The learner will be able to identify the cause and effect of the War Powers Act of 1973.

The learner will be able to describe Richard Nixon's foreign policy during the Cold War era.

The learner will be able to identify the evolution of the movement for women's rights in the 20th century, including the Equal Rights Amendment.

The learner will be able to understand the effect of Ronald Reagan's taxation program on the national economy.

The learner will be able to identify why labor unions decreased during the Reagan-Bush era.

The learner will be able to examine how the Immigration Act of 1986 influenced immigration patterns.

The learner will be able to examine how the Immigration Act of 1991 influenced immigration patterns.

The learner will be able to analyze changes in the Unites States immigration policy.

The learner will be able to draw conclusions on how immigrants impact the United States.

The learner will be able to analyze patterns of immigration in the United States.

The learner will be able to identify examples of United States imposed trade barriers.

The learner will be able to evaluate the advantages and disadvantages of U.S. involvement in the Persian Gulf War.

The learner will be able to examine the impact of the national debt on George Bush's, Bill Clinton’s, and George W. Bush’s domestic agendas.

The learner will be able to identify reasons for the decline of labor unions in recent decades.

The learner will be able to analyze how trends in art have influenced 20th century society.

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World History

World History Course Goals

The events of Western Civilization from prehistoric times to present day are covered in this high school subject.  Historical content includes the development of civilization, ancient civilizations and the Middle Ages, the Renaissance and formation of modern Europe and America, European wars and revolutions, and major events of the 20^th Century.  As topics of study move to the 20th century, students should gain an understanding of the collapse of colonial empires, significance and consequences of various 20th century wars, and global industrial development.  Political ideologies, such as Fascism, Communism, Leninism, Stalinism, and Nazism are explored. 

World History Course Organization

World History is divided into units, as follows:

1. General objectives relative to all historical periods

   These objectives relate to social studies skills, such as geography, awareness of time and place, analysis of social studies themes, and data interpretation. Rather than a traditional unit, these skills are emphasized throughout the course and are listed here since they do not relate to any particular time period.

    

2. Prehistoric/Early Civilizations

   The Prehistoric and Early Civilizations World History unit includes the social, cultural, and political aspects of communities and civilizations that existed prior to 1000 BCE.

    

3. Ancient Era (1000 BCE - 300 CE)

   The Ancient Era World History unit includes the social, cultural, and political aspects of societies and civilizations that existed from 1000 BCE to 300 CE.

    

4. Early Common Era (300 - 1450)

   The Early Common Era World History unit includes the social, cultural, and political aspects of societies, civilizations, and empires that existed from 300 to 1450 CE.

    

5. First Global Era (1450 - 1750)

   The First Global Era World History unit includes the social, cultural, and political aspects of societies, civilizations, and empires that existed from 1450 to 1750 CE as well as global trends during this time.

    

6. Era of Revolutions (1750 - 1914)

   The Era of Revolutions World History unit includes the revolutions and wars occurring in civilizations and empires from 1750 to 1914 as well as global trends and ideologies prevalent during this time.

    

7. 20th Century

   The 20th Century World History unit includes the social, cultural, economic, and political aspects of contemporary events, ideologies, and the emergence of national organizations.

I.                   

General Social Studies Objectives relative to all historical periods

The learner will be able to understand how the concepts of time and place relate to historical events.

The learner will be able to understand re-occurring patterns of historical events.

The learner will be able to associate historical events with their geographic location.

The learner will be able to correctly identify major regions, culture areas, and countries as they appear throughout world history, as well as to assess the location of the United States in relation to those regions, culture areas, and countries.

The learner will be able to analyze historical conflicts, and the causes of such conflicts.

The learner will be able to compare the similarities of various ideologies, including but not limited to communism, mercantilism, fascism, nazism, and imperialism.

The learner will be able to trace the development of various types of governments, including but not limited to theocracy, democracy, monarchy, oligarchy, and various types of totalitarian states.

The learner will be able to draw conclusions from related topics.

The learner will be able to sequence in chronological order a list of historical events.

The learner will be able to make inferences based on data presented in a chart or graph.

The learner will be able to draw conclusions from political cartoons, newspaper articles and editorials.

The learner will be able to make generalizations from a series of newspaper headlines.

The learner will be able to compare and contrast social control among various types of societies.

The learner will be able to identify the effects of religion and religious movements on historical events.

The learner will be able to identify the results of cultural change.

The learner will be able to identify characterizations of a specific culture.

The learner will be able to understand the contributions made by famous authors in various historical periods.

The learner will be able to evaluate the importance of historical figures and their activities.

The learner will be able to recognize contributions and accomplishments of various past and present world leaders.

Prehistoric/Early Civilizations

The Prehistoric and Early Civilizations World History unit includes the social, cultural, and political aspects of communities and civilizations that existed prior to 1000 BCE.

The learner will be able to demonstrate knowledge of how early humans are studied and what archaeological evidence reveals about their communities.

The learner will be able to understand how information is gained about early humans from archaeological evidence, such as Paleolithic cave paintings found in Spain and France.

The learner will be able to describe advantages and disadvantages of hunter-gatherer communities.

The learner will be able to trace the origins of the development of various agrarian societies.

The learner will be able to examine the differences between hunter-gatherer and agricultural communities.

The learner will be able to compare and contrast characteristics of agrarian and pastoral societies.

Ancient Era (1000 BCE - 300 CE)

The Ancient Era World History unit includes the social, cultural, and political aspects of societies and civilizations that existed from 1000 BCE to 300 CE.

The learner will be able to identify the five basic characteristics of civilization, provide specific examples of each in ancient civilizations, and differentiate between a civilization and a culture.

The learner will be able to explain the role geography played in the development of ancient civilizations and locate the four earliest civilizations on a world map.

The learner will be able to analyze the religious practices of early civilizations.

The learner will be able to sequence the events leading to civilization.

The learner will be able to identify characteristics of government in ancient Mesopotamia.

The learner will be able to evaluate the success of the Sumerian agriculture based on their location.

The learner will be able to identify important individuals in Egyptian civilization, such as Queen Hatshepsut and Ramses II.

The learner will be able to demonstrate an understanding that farming first appeared in the Nile River Valley due to geographical benefits.

The learner will be able to identify characteristics of government in ancient Egypt.

The learner will be able to demonstrate knowledge of the Mohenjo Daro civilization within the Indus Valley.

The learner will be able to analyze causes of the collapse of Indus Valley civilization.

The learner will be able to evaluate the importance of the trade routes between Mesopotamia, Egypt, and the Indus Valley in 3000 BCE.

The learner will be able to identify the ancient civilizations that developed in the ancient Middle East, including the Assyrians, Persians, Babylonians, Hittites, Lydians, Phoenicians, and Hebrews, as well as the major accomplishments of each group.

The learner will be able to demonstrate an understanding of Zoroastrianism.

The learner will be able to identify key components of the ancient Hebrew religion.

The learner will be able to identify key components of the Confucian religion.

The learner will be able to compare and contrast the religious beliefs and practices of the Sumerians, Persians, Hebrews; compare and contrast organized religious beliefs and practices of ancient civilizations with those of prehistoric cultures.

The learner will be able to understand the development of the Mycenaean society.

The learner will be able to compare and contrast the characteristics of Mycenaean and Minoan societies.

The learner will be able to explain the role geography and location played in the development of ancient Greece.

The learner will be able to trace the evolution of government in ancient Athens and Greece from monarchy to direct democracy.

The learner will be able to identify the major gods, goddesses, and religious beliefs of the ancient Greeks.

The learner will be able to identify characteristics of ancient Sparta.

The learner will be able to analyze the culture of Sparta.

The learner will be able to compare and contrast the lifestyles of ancient Spartans and Athenians, emphasizing the differences in education, social classes, political structure, treatment of women, and general outlook on life.

The learner will be able to demonstrate knowledge of social classes in Greek city-states, such as Athens, Corinth, Sparta, and/or Thebes.

The learner will be able to examine Alexander the Great's rise to power.

The learner will be able to determine the reasons for Alexander the Great's empire being broken into successor kingdoms.

The learner will be able to examine the long-term impact of the Persian Wars upon Greece.

The learner will be able to trace the development of Rome, from monarchy, to republic, to empire.

The learner will be able to explain the role geography played in the development of Rome.

The learner will be able to explain the development of Rome’s culture, as well as the cultures that influenced that development.

The learner will be able to trace the development of the Roman military, as well as explain its structure.

Early Common Era (300 - 1450)

The Early Common Era World History unit includes the social, cultural, and political aspects of societies, civilizations, and empires that existed from 300 to 1450 CE.

The learner will be able to discuss the basic teachings of Christianity.

The learner will be able to examine the spread of Christianity throughout the Roman Empire.

The learner will be able to list and explain the causes for the decline and eventual collapse of the Western Roman Empire.

The learner will be able to explain how and why Europeans developed the systems of feudalism and manorialism in the 5^th-6^th Centuries.

The learner will be able to describe the educational and social structures of the Early Middle Ages.

The learner will be able to describe how royal officials, such as counts and dukes, transformed delegated power into hereditary, autonomous power over emerging European civilizations in the 9th and 10th centuries.

The learner will be able to explain the role the Catholic Church and Christianity played in Medieval society, as well as detail the structure of the Church in the Middle Ages.

The learner will be able to evaluate the Merovingian states' success in establishing local defense and keeping public order in western Europe.

The learner will be able to evaluate the Carolingian states' success in establishing local defense and keeping public order in western Europe.

The learner will be able to evaluate the results of the Magna Carta.

The learner will be able to detail the development of Islam, as well as the major beliefs and practices of the religion.

The learner will be able to explain the causes and results of the Crusades.

The learner will be able to demonstrate an understanding of the Great Schism, Babylonian Captivity, and the power struggle between and secular and religious leaders in the Middle Ages, as well as problems and corruption within the Church.

The learner will be able to determine reasons for increased manufacturing in Europe in the late Middle Ages.

The learner will be able to determine reasons for an increased money economy in Europe.

The learner will be able to understand urban growth in the Mediterranean region and northern Europe.

VI. First Global Era (1450 - 1750)

The First Global Era World History unit includes the social, cultural, and political aspects of societies, civilizations, and empires that existed from 1450 to 1750 CE as well as global trends during this time.

The learner will be able to compare and contrast the Renaissance with the Middle Ages.

The learner will be able to explain the advances made in literature, art, and education during the Renaissance, as well as the accomplishments of individual artists and writers.

The learner will be able to explain the revitalization of centralized monarchies in western Europe during the 15th century.

The learner will be able to explain the causes, events, and results of the 100 Years’ War.

The learner will be able to demonstrate knowledge of Joan of Arc's life story.

The learner will be able to detail the causes of the Protestant Reformation.

The learner will be able to explain the results of the Protestant Reformation, including the Catholic Counter-Reformation.

The learner will be able to examine the commercial and political influence of Holland, Spain, France, and England in the Indian Ocean basin, Atlantic basin, Asia, and Africa during the 17th and 18th centuries.

The learner will be able to evaluate changes in world political boundaries between 1450 and 1770, such as European expansion of political and military power in Africa, Asia, and the Americas.

The learner will be able to determine the economic consequences of European population growth between the 15th and 18th centuries.

The learner will be able to determine the social consequences of European population growth between the 15th and 18th centuries.

The learner will be able to determine the social and economic consequences of European urbanization between the 15th and 18th centuries.

The learner will be able to make connections between the Scientific Revolution and the Enlightenment.

The learner will be able to understand how Enlightenment thought spread throughout Europe.

The learner will be able to examine the use of African slave labor and the exploitation of American Indian labor for commercial agriculture.

The learner will be able to examine the growth of Christianity in different parts of the world from 1450 to 1750.

The learner will be able to determine the causes of the religious wars in Europe during the 16th and 17th centuries.

The learner will be able to evaluate how knowledge of American people, geography, and/or natural environment and the American Revolutionary War affected European thought, society, and government.

The learner will be able to examine the growth of Islam in different parts of the world from 1450 to 1750.

The learner will be able to examine the character of powerful European monarchies during the 16th century.

The learner will be able to demonstrate knowledge of the Russian empress Catherine the Great.

The learner will be able to identify prominent Russian rulers, such as Peter the Great.

The learner will be able to demonstrate knowledge of the French monarch Louis XIV.

VII. Era of Revolutions (1750 - 1914)

The Era of Revolutions World History unit includes the revolutions and wars occurring in civilizations and empires from 1750 to 1914 as well as global trends and ideologies prevalent during this time.

The learner will be able to demonstrate an understanding of why the Seven Years War is called the first "global war".

The learner will be able to name some of the key events of the Seven Years War.

The learner will be able to describe consequences of the Seven Years War.

The learner will be able to evaluate the consequences of the Seven Years War for Britain, France, Spain, and/or the indigenous peoples of the American colonial territories.

The learner will be able to explain the causes and results of the French and Indian War.

The learner will be able to explain changes in world demography and urbanization between 1450 and 1770.

The learner will be able to examine reasons for changes in world demography and urbanization between 1450 and 1770.

The learner will be able to examine how people are able to maintain tradition and resist external challenges in a rapidly changing world.

The learner will be able to examine the impact of expanding capitalistic enterprise and commercialization on state, class, and/or race relations.

The learner will be able to explain how various factors, such as industrialization, migration, diets, scientific achievements, and medical accomplishments, created significant changes in world population and urbanization between 1750 and 1914.

The learner will be able to examine various factors, such as the Seven Years War, Enlightenment thought, and/or rising internal economic crisis, that impacted political conditions in Old Regime France.

The learner will be able to describe various changes, such as political, religious, social, educational, familial, and/or women's status, in France as a result of the revolution.

The learner will be able to evaluate the role of economics in the rise of industrialization in England.

The learner will be able to evaluate the role of technology in the rise of industrialization in England.

The learner will be able to examine connections between industrialization and the growing world economy of the 16th through 18th centuries.

The learner will be able to evaluate the level of social equality emancipated slaves and their descendants achieved in different countries in the Western Hemisphere.

The learner will be able to describe the extent of liberalism and democracy in French society.

The learner will be able to discuss the rise of anti-semitism in 19th century Europe.

The learner will be able to examine connections between European nationalism and the French Revolution, Romanticism, and liberal reform movements.

The learner will be able to evaluate how European nationalism created opposition and strain in the Austro-Hungarian and Ottoman Empires.

The learner will be able to examine how political factors affected the success of European colonial settlements in various regions.

The learner will be able to evaluate successes of the women's suffrage reform movements up to World War I.

The learner will be able to examine connections between reform ideologies and industrialization, democratization, and nationalism.

The learner will be able to examine how people in various societies continued social and cultural traditions and resisted change during the era of Western hegemony.

The learner will be able to compare and contrast industrialization and its impact on society in countries such as Great Britain, France, Germany, Russia, Japan, and/or the United States.

The learner will be able to identify consequences of the Boer War and South African independence for the British and South Africa.

The learner will be able to understand the importance of the Crimean War's outcome to England, France, and the Ottoman Empire.

The learner will be able to name regions where Christianity grew between1750 and 1914.

The learner will be able to name regions where Islam grew between1750 and 1914.

The learner will be able to describe how the collapse of the Hapsburg Empire impacted international relations in Europe.

The learner will be able to describe how the collapse of the German Empire impacted international relations in Europe.

The learner will be able to examine the importance of the Mexican Revolution as the first 20th century rebellion where peasants played a significant role.

The learner will be able to describe how the collapse of the Ottoman Empire impacted international relations in Europe.

The learner will be able to compare the industrial power of Great Britain, France, Germany, Japan, and the United States in the early 20th century.

The learner will be able to examine how industrial development influenced the lives and culture of middle- and working-class people in the U.S. and Europe.

The 20^th Century

In this unit students will study the causes and effects of the world wars, the growth and decline of communism, and the causes of the conflicts that engulf the world today.

The learner will be able to list and discuss the causes of World War I.

The learner will be able to examine how propaganda was used to create civilian support of "total war".

The learner will be able to examine accomplishments of the women's movement in the context of World War I and its aftermath.

The learner will be able to evaluate the short-term economic results of World War I.

The learner will be able to evaluate the short-term social results of World War I.

The learner will be able to critique how popular belief in science, technology, and material progress influenced attitudes toward World War I among the European states.

The learner will be able to evaluate the impact of World War I on the world economy.

The learner will be able to assess how World War I and its aftermath affected intellectual thought in Europe and the United States.

The learner will be able to assess how World War I and its aftermath affected literature in Europe and the United States.

The learner will be able to identify the causes, effects, and major events of the Russian Revolution.

The learner will be able to explain how the Bolsheviks made adjustments to Marxism to suit specific conditions in Russia.

The learner will be able to describe Lenin's political ideology.

The learner will be able to identify the cause and effect of the Treaty of Versailles.

The learner will be able to examine responses of major powers to the terms of the Treaty.

The learner will be able to evaluate the potential and limitations of the League of Nations to achieve lasting peace.

The learner will be able to evaluate how United States isolationist policies impacted world relations during the 1920s.

The learner will be able to examine the economic causes of the Great Depression and its spread to the rest of the world.

The learner will be able to examine how the Great Depression influenced the development of socialism.

The learner will be able to examine how the Great Depression enhanced development of nationalist movements and Fascism.

The learner will be able to examine how the Great Depression influenced the development of communism.

The learner will be able to examine how the Great Depression influenced capitalist economic theory and practice among Western industrial powers.

The learner will be able to evaluate the human cost of the Great Depression.

The learner will be able to examine the effects of collectivization on the disruption and transformation of society in the Soviet Union during the 1920s and 1930s.

The learner will be able to examine the effects of the first Five Year Plan on the disruption and transformation of society in the Soviet Union during the 1920s and 1930s.

The learner will be able to understand the development of fascism as a form of government and type of political thinking.

The learner will be able to explain Benito Mussolini's rise to power.

The learner will be able to explain Francisco Franco's rise to power.

The learner will be able to examine the results of various Western democracies' position on fascist aggression.

The learner will be able to understand the development of Nazism as a form of government and type of political thinking.

The learner will be able to explain Adolf Hitler's rise to power.

The learner will be able to understand the ideas of Nazism presented in Hitler's autobiography, Mein Kampf.

The learner will be able to analyze how foreign intervention influenced the outcome of the Spanish Civil War and the role the Spanish Civil War played in the causes of World War II.

The learner will be able to examine the causes of World War II.

The learner will be able to explain significant turning points of World War II.

The learner will be able to evaluate the consequences of World War II as a "total war".

The learner will be able to compare the similarities between World War I and World War II.

The learner will be able to compare and contrast both sides of the debate surrounding the use of the atomic bomb during World War II.

The learner will be able to explain the suffering of Jews and other groups of people created by the Holocaust.

The learner will be able to analyze the Nazi Holocaust and its impact on World War II, the post-war world, and in current politics.

The learner will be able to describe Hitler's "Final Solution".

The learner will be able to identify the Allies' response to the Holocaust.

The learner will be able to understand the impact of the Holocaust on Jewish culture as revealed in personal stories of the victims.

The learner will be able to understand the development of Communism as a form of government and type of political thinking.

The learner will be able to describe the Communist Party's rise to power in China between 1936 and 1949.

The learner will be able to analyze McCarthyism and the fear of communism within the United States.

The learner will be able to describe the role of key international organizations in the world during the 20th century.

The learner will be able to explain the activities of key governmental international organizations in the world during the 20th century, such as NATO.

The learner will be able to explain the activities of key nongovernmental international organizations in the world during the 20th century, such as the International Red Cross.

The learner will be able to evaluate the successes and failures of the United Nations as a peacekeeper up to the 1970s.

The learner will be able to determine if the United Nations has fulfilled the purpose for which it was begun.

The learner will be able to analyze why Germany and Berlin were divided after 1948.

The learner will be able to describe how international circumstances led to the founding of Israel after World War II.

The learner will be able to examine reasons for ongoing conflict between Israel and other neighboring states after World War II.

The learner will be able to examine reasons for the partition of India into two nations.

The learner will be able to examine the conditions of apartheid in Africa after World War II.

The learner will be able to examine reasons for ongoing urban protest and reformist economic policies in post-Mao China under authoritarian rule.

The learner will be able to analyze competition for power between the United States and the Soviet Union after World War II.

The learner will be able to demonstrate an understanding of the North Atlantic Treaty Organization (NATO).

The learner will be able to demonstrate an understanding of the Warsaw Pact.

The learner will be able to demonstrate an understanding of the beginnings of the Cold War and the onset of nuclear politics.

The learner will be able to describe results of significant Cold War crises, such as the Berlin blockade.

The learner will be able to analyze causes of the Korean War.

The learner will be able to evaluate how a divided Korea became a source of international tension.

The learner will be able to describe results of significant Cold War crises, such as the Korean War.

The learner will be able to describe results of significant Cold War crises, such as the Cuban missile crisis.

The learner will be able to analyze how the space race defined the competition between the United States and the Soviet Union during the Cold War.

The learner will be able to describe the ease of Cold War tensions in the 1970s.

The learner will be able to identify reasons for the fall of Communism.

The learner will be able to summarize the collapse of various communist governments in the 1980s and 1990s.

The learner will be able to analyze post-Communist events.

The learner will be able to detail the roots of conflict in the Middle East between the Arab states and Israel.

The learner will be able to discuss the conflicts between the United States and major European powers and Iraq and Iran, including the 1991 Gulf War.

The learner will be able to describe political trends in the world during the 20th century.

The learner will be able to describe the collapse of the apartheid system in South Africa and how the black majority won voting rights.

The learner will be able to examine the rapid increase in terrorist movements during the contemporary 20th century.

The learner will be able to examine the effect of terrorism on politics in a variety of countries.

The learner will be able to examine the effect of terrorism on society in a variety of countries.

The learner will be able to evaluate the effects of population, poverty, and environmental degradation on the breakdown of state authority in countries around the world during the 1980s and 1990s.

The learner will be able to explain the global increase of cities.

The learner will be able to describe the rise of the megalopolis.

The learner will be able to evaluate the effect of urbanization trends on family life, standards of living, class relations, and/or ethnic identity.

The learner will be able to examine how women's movements and social conditions have impacted the lives of women in various regions of the world.

The learner will be able to compare and contrast women's social equality in different countries.

The learner will be able to compare and contrast women's political rights in different countries.

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