ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE

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1 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE (Note: items with an asterisk (*) apply to C82, American Studies Advanced) Course #C81, C82* Course Name: American Studies, *American Studies Advanced Course Length: 2 semesters Designated Grade: 11 Level(s): General, *Honors Number of Credits: 20, *Weighted Grade Prerequisites: World History and World Lit and Comp, *Teacher Recommendation Course Description: This course acquaints students with American culture, including the history of the people as reflected in their music, art, architecture, literature and popular culture. Students explore contrasts and comparisons of historical periods, literary themes, political philosophies and cultural developments. Students develop the ability to analyze literature as well as strengthen expository writing skills. American Studies is a large, interdisciplinary class that meets two consecutive periods a day. Upon completion of an entire year, this course fulfills both the 10 credits of American Literature and Composition and 10 credits of American History requirement. American Studies, Advanced is a rigorous version of C81. The curriculum for this course is derived from the American Literature and Composition Eleventh Grade Curriculum Guide, approved by the Board of Education in August, 1998 and the Social Studies K-12 Curriculum, adopted in August, This course is differentiated by the instructional strategies, delivery and integration of Language Arts and Social Studies curriculum, while adhering to the curriculum goals previously adopted. Essential Learning Results: History Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. understanding the development of the new federal government including the National Bank, Washington s presidency, origin of the two party system, Alien- Sedition Acts, election of 1800, and judicial review; Approved BVSD Social Studies Electives 64

2 describing and explaining territorial expansion including the Louisiana Purchase, Manifest Destiny, relations with Mexico, and other territorial acquisitions; tracing the major events of the Civil War paying particular attention to the reasons for Union victory, the leadership (Lincoln, Davis, Grant, and Lee) and the impact of the Emancipation Proclamation; reviewing the causes of WW II in Europe and Asia and discussing U.S. neutrality and entry into the war; discussing the major wartime conferences including the Nuremberg and Tokyo War Trials; analyzing the establishment of the U.S. as a global superpower focusing on the causes of the Cold War, the Truman Doctrine and containment, the nuclear arms and space race, competition between the superpowers, the treaty organizations, the Korean War, the U2 incident and Cuban Missile Crisis; and examining the major issues of the Nixon administration and legacy. Standard 2: Students know how to use the processes and resources of historical inquiry. Historical research skills are an important, required component of the course, addressing History Standard #2. At least one major, comprehensive research project should be completed each year. Primary source materials (readings, art, artifacts, etc.) are an inherent part of the American Studies Curriculum. analyzing and describing cause and effect relationships in American history; exploring how mythology has affected public perception of American History, and will use historical inquiry to analyze these myths; describing the economic and political causes/results of the War of 1812; and exploring the myth vs. reality of the Old West and its impact on modern perceptions. Standard 3: Students understand that societies are diverse and have changed over time. comparing indigenous cultures of North America; describing the interactions and conflict over native land; examining the importance of Jacksonian Democracy and the new political system; analyzing the impact of various social movements including the Women s Rights Movement, the Second Great Awakening/religion, the Abolitionist Movement, slave revolts, and education; exploring the cultural interaction between people of various heritages; tracing immigration/migration and understand the impact on the U.S.; analyzing the political, cultural and economic impact of urbanization, including city political machines and the concept of Social Darwinism; Approved BVSD Social Studies Electives 65

3 describing the return to normalcy (political and economic conservation) of Harding, Coolidge and Hoover; analyzing aspects of social intolerance and conflicts manifested by Prohibition, The Red Scare, the KKK, nativism, racial tension, and the Scopes trial; exploring institutionalized racism (e.g., Jim Crow laws, segregation of troops, Bracero migrant program); and exploring the Civil Rights Movements. Standard 4: Students understand the impact of economic activity and scientific and technological developments on individuals and societies. describing economic development and conquest; understanding U.S. government land policy (e.g., Homestead Act, Manifest Destiny); learning about the rise of heavy industry and big business including leading capitalists and their monopolistic practices; analyzing the causes of the Great Depression including economic conditions after WW I, government policies of the 1920 s, and the Stock Market crash of 1929; discussing the dustbowl and other environmental impacts; understanding the effect of the Great Depression on people and society; analyzing the strategies of winning the World War II in the European and Pacific theaters including the development and use of the atomic bomb and the reasons for Allied victory; and discussing the major domestic issues facing the nation focusing on the Ford, Carter, Reagan, Bush and Clinton presidencies. Standard 5: Students understand political institutions and theories that have developed and changed over time. understanding motivation for European expansion; comparing the economic, social and political differences among Spanish, French, and English colonies; comparing the economic differences within the English colonies. They will compare the social differences within the English colonies(e.g., religion, tolerance, The Great Awakening, gender, class, and the development of the institution of slavery). They will also compare the differences within the English colonies; understanding the causes of the revolution; analyzing the Revolutionary War and its consequences (e.g., colonial reactions and differing views of revolution, roles of revolutionary leaders, reasons for colonial victory, the effect of war on the home front and the Treaty of Paris); recognizing the significance of the Monroe Doctrine and the concept of isolationism; examining the causes of the Civil War emphasizing states rights vs. federal power; Approved BVSD Social Studies Electives 66

4 recognizing the characteristics of the period of Reconstruction focusing on the 13 th, 14 th and 15 th Amendments and their legacy, the role of freedmen, the Jim Crow Laws, and the failures of reconstruction; understanding Native American policy and conflict; understanding the political and social reforms of the Progressive Era (e.g., women s suffrage, government regulation, and anti-trust legislation); analyzing the causes of U.S. imperialism including expansion and intervention in Asia, the Pacific and Western Hemisphere; exploring U.S. involvement in World War I, including it s entry and impact and the post war consequences; examining FDR s New Deal and assess successes and failures; reviewing the causes of WW II in Europe and Asia and discuss U.S. neutrality and entry into the war; analyzing the establishment of the U.S. as a global superpower focusing on the causes of the Cold War, the Truman doctrine and containment, the nuclear arms and space race, competition between the superpowers, the treaty organizations, the Korean War, the U2 incident and Cuban Missile Crisis; exploring post WW II domestic issues of prosperity, McCarthyism and the campaign for Civil Rights; discussing the major Supreme Court decisions; understanding Lyndon Johnson s policies of the Great Society; and examining the major foreign policy issues facing the nation during the Ford, Carter, Reagan, Bush and Clinton presidencies. Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history. evaluating conflict between settlers and Native Americans; discussing enlightenment philosophy and the evolution of democracy; explaining the evolution of political thought; analyzing the impact of various social movements including the Women s Rights Movement, The Second Great Awakening/Religion, the abolitionist movement, slave revolts, and education; understanding the major principles and philosophy of the U.S. Constitution including the Bill of Rights, issues regarding slavery, Federalists/Anti-Federalists arguments, and ratification; discussing the rise of populism; identifying the cultural achievements of the 1920 s including the Harlem Renaissance, Reform, the Lost Generation, and popular culture; analyzing U.S. involvement in Vietnam and the anti-war movement; and discussing counterculture and environmentalism. Approved BVSD Social Studies Electives 67

5 Geography Standard 4: Students understand how economic, political, cultural, and social processes interact to shape diverse patterns of human populations, movement, interdependence, cooperation, and conflict. evaluating conflict between settlers and Native Americans; and describing and explaining territorial expansion including the Louisiana Purchase, Manifest Destiny, relations with Mexico, and other territorial acquisitions. Standard 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. discussing rising sectionalism/industrial north/agricultural south/slavery; and discussing the dustbowl and other environmental impacts. Civics Standard 1: Students understand the purposes of government and the basic constitutional principles of the United States republican form of government. discussing enlightenment philosophy and the evolution of democracy; explaining the evolution of political thought; and assessing the Articles of Confederation. Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. understanding the major principles and philosophy of the U.S. Constitution including the Bill of Rights, issues regarding slavery, Federalists/Anti-Federalists arguments, and ratification; and discussing the major Supreme Court decisions. Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Approved BVSD Social Studies Electives 68

6 exploring U.S. involvement in World War I, including it s entry and impact and the post war consequences; analyzing the strategies of winning the World War II in the European and Pacific theaters including the development and use of the atomic bomb and the reasons for Allied victory; analyzing the establishment of the U.S. as a global superpower focusing on the causes of the Cold War, the Truman Doctrine and containment, the nuclear arms and space race, competition between the superpowers, the treaty organizations, the Korean War, the U2 incident and Cuban Missile Crisis; analyzing U.S. involvement in Vietnam and the anti-war movement; examining the major foreign policy issues facing the nation during the Ford, Carter, Reagan, Bush and Clinton presidencies; exploring institutionalized racism (e.g., Jim Crow laws, segregation of troops, Bracero migrant program); exploring the Civil Rights Movements; examining the causes of the Civil War emphasizing states rights vs. federal power; and recognizing the characteristics of the period of Reconstruction focusing on the 13 th, 14 th and 15 th Amendments and their legacy, the role of freedmen, the Jim Crow Laws, and the failures of reconstruction. Standard 4: Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life at all levels local, state, and national. reviewing The Declaration of Independence; understanding the political and social reforms of the Progressive Era (e.g., women s suffrage, government regulation, and anti-trust legislation); and analyzing U.S. involvement in Vietnam and the anti-war movement. Economics: Standard 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources. describing economic development and conquest; understanding U.S. government land policy (e.g., Homestead Act, Manifest Destiny); and analyzing the causes of the Great Depression including economic conditions after WW I, the government policies of the 1920 s, and the Stock Market crash of Standard 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services. Approved BVSD Social Studies Electives 69

7 learning about the rise of heavy industry and big business including leading capitalists and their monopolistic practices; understanding the development of Labor unions; analyzing the causes of U.S. imperialism including expansion and intervention in Asia, the Pacific and Western Hemisphere; and discussing the major domestic issues facing the nation focusing on the Ford, Carter, Reagan, Bush and Clinton presidencies. Standard 3: Students understand the results of trade, exchange, and interdependence among individual, households, businesses, governments, and societies. comparing the economic, social and political differences among Spanish, French, and English colonies; comparing the economic differences within the English colonies; understanding the development of the new federal government including the National Bank, Washington s presidency, origin of the two party system, Alien- Sedition Acts, election of 1800, and judicial review; tracing immigration/migration and understand the impact on the U.S.; and analyzing the political, cultural and economic impact of urbanization, including city political machines and the concept of Social Darwinism. Approved BVSD Social Studies Electives 70

8 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE Course #T88 Course Name: Anthropology Course Length: 1 semester Designated Grade Level(s): Number of Credits: 5 Prerequisites: None Course Description: Anthropology presents students with an introduction to the four main disciplines of studying human origins and development: physical anthropology, linguistic anthropology, archeology, and ethnography. The course will emphasize cultural anthropology. Topics of study include traditional societies (their religion, art, music, family and kinship systems), the development of early civilizations, and the dynamics of social change. Students are recommended to have strong backgrounds in the sciences and social studies before attempting this course. Essential Learning Results: State and District standards have not yet been developed for this course. In lieu of these, Learning Results from Geography, History and Language Arts have been selected to illustrate standards addressed in Anthropology. While many topics of study coincide, Anthropology uses methods of data collection and analysis not yet reflected in these standards. History Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. analyzing and explaining correlation and casual relationships in the development of human culture. Standard 2: Students know how to use the processes and resources of historical inquiry. Approved BVSD Social Studies Electives 71

9 using the resources of preliterate of human society to analyze and explain the development of human culture. Standard 3: Students understand that societies are diverse and have changed over time. identifying differences and changes in cultures that resulted from responses to changing stimuli over time and distance; understanding the diversity of history of social organization in various societies; and understanding the diversity of conflicts and cooperation and the diversity of responses to them. Standard 4: Students understand the impact of economic activity and scientific and technological development on individuals and societies. analyzing and explaining the origins of unique ideas and the diffusion of ideas across cultures. Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history. understanding the development of belief systems in diverse cultures; knowing how societies have been affected by religious and philosophical systems; knowing how various forms of artistic expression reflect religious beliefs and philosophical ideas; and recognizing examples of visual arts from various major culture groups and knowing how to interpret them for evidence of the values and beliefs of those cultures. Geography Standard 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places and environments. knowing where various major cultures developed and how location and place influenced that development. Approved BVSD Social Studies Electives 72

10 Standard 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and interpret their patterns of change. comparing and contrasting differing cultural views on geography; and understanding how differing cultures reflect their geographic situations. Standard 4: Students understand how economic, political, cultural and social processes interact to shape diverse patterns of human populations, movement, interdependence, cooperation, and conflict. analyzing the physical and cultural impact of human migrations; and examining the shaping interactions of cultures and environment. Standard 6: Students apply knowledge of people, places, and environments to understand and interpret the past and present and to plan for the future. examining how changing perceptions of environment affect the behavior of people. Language Arts Standard 1: Students read and understand a variety of materials. Standard 4: Students read, write, speak, observe, and listen to synthesize information, to analyze and evaluate arguments, and to develop and defend argumentative positions. synthesizing information by creating multi-concept project presentations; and demonstrating analysis, evaluation, and synthesizing by engaging in critical thinking exercises. Approved BVSD Social Studies Electives 73

11 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE Course #T66 Course Name: Current World Affairs Course Length: 1 semester Designated Grade Levels: 11&12 Number of Credits: 5 Prerequisites: None Course Description: As societies around the world become more interdependent and drawn closer together by economics, politics and technology, it is more and more important for everyone to be aware of events occurring all around the globe. This course provides students with the opportunity to explore other cultures, political and economic systems and belief systems. The course is designed to allow students to present and defend their ideas and opinions about contemporary world issues and problems. Students will be expected to keep themselves well-informed on worldwide events and issues through a variety of media. The class will follow any ongoing world news stories. Study of domestic issues and news will be in the context of their affect on the rest of the world. Essential Learning Results: History Standard 3: Students understand that societies are diverse and have changed over time. 3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples and cultures. 3.2 Students understand the history of social organization in various societies. 3.3 Students understand the existence of conflict and cooperation. understanding that social diversity is part of the world culture; Approved BVSD Social Studies Electives 74

12 recognizing that international events affect different cultures in a variety of ways; examining the effects of regional conflicts as they affect the rest of the world; and evaluating the effectiveness of treaties and peace proposals as they have been tried in the past and as they arise. Standard 4: Students understand the impact of economic activity and scientific and technological developments on individuals and societies. 4.2 Students understand how economic factors have influenced historical events. 4.3 Students understand the historical development and know the characteristics of various economic systems. examining how the historical effect of the economy results in present day decisions of foreign policy; differentiating the differences in various economic systems utilized throughout the world; evaluating the impact that economic interaction has on countries around the globe; and recognizing the impact of technology in creating international differences worldwide. Standard 5: Students understand political institutions and theories that have developed and changed over time. 5.2 Students know how various systems of government have developed and functioned throughout history. 5.3 Students know how political power has been acquired, maintained, used and/or lost throughout history. 5.4 Students know the history of relationships among different political powers and the development of international relations. examining the political structures of various regions of the world; Approved BVSD Social Studies Electives 75

13 understanding the political alliances and relationships formed throughout the past and how they affect the world today; and recognizing the relationship between present issues and events of the past. Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history. 6.1 Students know the historical development of the great religions and philosophical beliefs. 6.2 Students know how societies have been affected by religious and philosophical systems. analyzing the impact that religion has on international politics; evaluating the use of religion as a reason for war and a vehicle for peace; and recognizing the difference in cultural beliefs and how they affect international events. Geography Standard 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments. 1.1 Students develop knowledge of Earth to locate people, places, and environments. identifying regions and countries around the world; and using maps to derive information about people, places and environments. Standard 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and interpret their patterns of change. 2.1 Students know the physical and human characteristics of places. 2.2 Students know why and how people define regions. 2.3 Students know how culture and experience influence peoples perceptions of places and regions. Approved BVSD Social Studies Electives 76

14 understanding how and why international boundaries are formed; and recognizing that cultures often span boundaries and can cause conflict. Standard 4: Students understand how economic, political, cultural, and social processes interact to shape diverse patterns of human populations, movement, interdependence, cooperation, and conflict. 4.1 Students know the characteristics, location, distribution, and migration of human populations. 4.2 Students know the nature and spatial distribution of cultural patterns. 4.3 Students know the patterns and networks of economic interdependence. 4.4 Students know how cooperation and conflict among people influence the division and control of Earth s surface. Standard 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. 5.2 Students know how physical systems affect human systems. 5.3 Students know the changes that occur in the meaning, use, location, distribution and importance of resources. understanding that the control of resources is a vital part of international diplomacy; and recognizing that international disasters have global consequences. Standard 6: Students apply knowledge of people, places, and environments to understand and interpret the past and present and to plan for the future. 6.1 Students know how to apply geography to understand the past. 6.2 Students know how to apply geography to understand the present and plan for the future. Approved BVSD Social Studies Electives 77

15 analyzing the variations in foreign attitudes towards geographic problems and evaluating past and present responses to them; and seeing the relationships between present problems and events of the past and possibilities of the future. Civics Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. 3.1 Students know how and why governments and non-governmental agencies around the world interact politically. 3.2 Students understand how the United States government develops foreign policy. 3.3 Students understand the domestic and foreign policy influence the United States has on other nations and how the actions of other nations influence politics and society of the United States. Standard 4: Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life at all levels local, state, and national. 4.1 Students know what citizenship is. 4.2 Students know how citizens can fulfill their responsibilities for preserving the constitutional republic. 4.3 Students know how citizens can exercise their rights. 4.4 Students know how citizens can participate in civic life. recognizing the different laws and attitudes towards civic life in various counties of the world; and evaluating the advantages and disadvantages of living in the U.S. Economics: Standard 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources. Approved BVSD Social Studies Electives 78

16 1.1 Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs. 1.2 Students understand that economic incentives influence the use of scarce human, capital, and natural resources. 1.3 Students understand that resources can be used in many ways and understand the costs of alternative uses. Standard 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services. 2.1 Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services. 2.2 Students understand the fundamental characteristics of the United States economic system. 2.3 Students understand that government actions and policies, including taxes, spending, and regulations influence the operation of economics. Standard 3: Students understand the results of trade, exchange, and interdependence among individual, households, businesses, governments, and societies. 3.1 Students understand that the exchange of goods and services creates economic interdependence and change. 3.2 Students understand how a country s monetary system facilitates the exchange of resources. comprehending terms such as IMF, international exchange, embargo; understanding that international events affect economic activity globally; evaluating the impact of events on various economies worldwide; and understanding the concept of a global economy. Other Learning Results: Students will: recognize stereotypical perceptions of people and places around the globe; recognize and understand media bias; Approved BVSD Social Studies Electives 79

17 evaluate the ways in which people around the world have and continue to modified their societies; increase their understanding of how issues and events in other countries affect life in the U.S.; increase their understanding of how issues and events in the U.S. affects life in other countries; analyze and evaluate differing points of view on a wide range of topics; develop an understanding and appreciation for the origins and relationships of both their own and other's beliefs, values and lifestyles; and develop effective communication skills. Emphasis on the standards listed will vary each semester depending on the news stories and major events happening around the world. Approved BVSD Social Studies Electives 80

18 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE Course #T74 Course Name: Economics Course Length: 1 Semester Designated Grade Level(s): 11 and 12 Number of Credits: 5 Prerequisites: None Course Description: Current economic issues will serve as a foundation for the application of economic theory in this semester course. Analysis of the American economic system as it relates to the individual and other economic systems will be a focus. Specific units will cover microeconomic concepts such as the law of supply and demand, factors of production, and the business cycle. Macroeconomic topics will include money and banking, monetary and fiscal policy, international trade and the impact of globalization. Comparative economic systems and the history of economic thought will also be covered. Essential Learning Results: Economics: Standard 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources. explaining the components and relationship of supply, demand and elasticity (e.g., demonstrate that prices send signals and provide incentives to buyers and sellers); identifying the components of production, including average/marginal costs and revenues, diminishing returns, and economies of scale; knowing that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs; analyzing the relationship between economic goals and the allocation of scarce resources; understanding that economic incentives influence the use of scarce human, capital, and natural resources; Approved BVSD Social Studies Electives 81

19 analyzing how economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human, capital, and natural resources more efficiently to meet their economic goals; explaining how changes in the investment of resources and specialization by individuals, households, businesses, governments, and societies affect productivity (e.g., a firm s investment in training enables its individual workers to produce more); analyzing the costs/benefits of alternative uses of resources with respect to present and future productivity; analyzing how the use of technology and the investment in human and physical capital can affect the long-range productivity; identifying personal investment strategies for different economic goals such as retirement, a child s education, or saving for a new house (students should be familiar with the risk-reward level of various types of investments, how risk is matched with the time horizon of the need for the funds invested, and how mutual funds work); and interpreting economic tools that demonstrate that prices send signals and provide incentives to buyers and sellers (e.g., supply and demand curves). Standard 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services. comparing and contrasting economic systems in terms of their ability to achieve economic goals; explaining the benefits and costs of the United States economic system; describing fiscal and monetary policies (e.g., Federal Reserve System); explaining how businesses including sole proprietorships, partnerships, corporations, and franchises, are organized and financed in the U.S. economy; describing how changes in income, tastes, and preferences, and the prices of substitutes and complements can cause changes in demand; describing how changes in the number of producers, production costs, or the prices of substitute and complementary products cause changes in supply; comparing and contrasting various investment strategies (e.g., Money Market, Mutual funds, etc); comparing and contrasting the characteristics of different market structures, including pure competition, oligopoly, monopoly, and monopolistic competition; interpreting measurements of inflation rates and unemployment rates and relating these to the general economic health of the national economy; explaining the impact of government taxing and spending decisions on specific individuals, households, businesses, governments, and societies (e.g., social security and Small Business Administration, and national debt); comparing and contrasting different types of taxes, including progressive, regressive and proportional taxes; Approved BVSD Social Studies Electives 82

20 describing the economic roles of government, such as establishing fiscal policy, providing public goods and services, maintaining competition, generating and using revenues, promoting employment, stabilizing prices, and sustaining reasonable rates of economic growth (e.g., Medicaid and public education); describing the effects of specific government regulations on different groups, including consumers, employees, and businesses; and contrasting the concept of customer and consumer. Standard 3: Students understand the results of trade, exchange, and interdependence among individual, households, businesses, governments, and societies. giving examples of international differences in resources, productivity, and prices that provide a basis for international trade; describing the factors that lead to a nation having a comparative advantage in trade; explaining effects of domestic policies in international trade; explaining why nations often restrict trade by using quotas, tariffs, and non-tariff barriers to trade (e.g., cars entering the U.S. must have a catalytic converter); comparing and contrasting the characteristics of free trade and restricted trade (e.g., Embargo); explaining the costs and benefits of the use of credit; describing the use of monetary and fiscal policies; and analyzing how fiscal or monetary policies can affect exchange rates and international trade. History Standard 4: Students understand the impact of economic activity and scientific and technological developments on individuals and societies. explaining the evolution of economic thought from Adam Smith to the present; explaining how changes in the investment of resources and specialization by individuals, households, businesses, governments, and societies affect productivity (e.g., a firm s investment in training enables its individual workers to produce more); analyzing how the use of technology and the investment in human and physical capital can affect the long-range productivity; comparing and contrasting economic systems in terms of their ability to achieve economic goal; and explaining the benefits and costs of the United States economic system. Approved BVSD Social Studies Electives 83

21 Geography Standard 4: Students understand how economic, political, cultural, and social processes interact to shape diverse patterns of human populations, movement, interdependence, cooperation, and conflict. analyzing the economic, political, and cultural implications of globalization; analyzing the evolving economic interdependence of geographic regions (e.g., European Union, NAFTA, and Asian markets); giving examples of international differences in resources, productivity, and prices that provide a basis for international trade; describing the factors that lead to a nation having a comparative advantage in trade; explaining effects of domestic policies in international trade; explaining why nations often restrict trade by using quotas, tariffs, and non-tariff barriers to trade (e.g., cars entering the U.S. must have a catalytic converter); and comparing and contrasting the characteristics of free trade and restricted trade (e.g., Embargo). Standard 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. analyzing environmental economics (e.g., Kyoto accord, ecotourism); describing the factors that lead to a nation having a comparative advantage in trade; knowing that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs; and understanding that economic incentives influence the use of scarce human, capital, and natural resources. Civics Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. comparing and contrasting economic systems including traditional, command, market and mixed; explaining effects of domestic policies on international trade; comparing and contrasting the characteristics of free trade and restricted trade (e.g., Embargo); explaining why nations often restrict trade by using quotas, tariffs, and non-tariff barriers to trade (e.g., cars entering the U.S. must have a catalytic converter); and Approved BVSD Social Studies Electives 84

22 comparing and contrasting the characteristics of different market structures, including pure competition, oligopoly, monopoly, and monopolistic competition. Approved BVSD Social Studies Electives 85

23 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE Course #I26 Course Length: 1 semester Course Name: Pre-IB Geography Designated Grade Level(s): 9th Number of Credits: 5 Weighted Grade Prerequisites: None Course Description: This course provides students the skills and tools of spatial analysis to better understand patterns of people, landscapes, and natural phenomena of the earth. Topics of study: Local and world regions, climates, ecosystems, population issues, cities, international trade, environmental issues, natural hazards, and geographic technology. The course is specifically designated to prepare students for the full IB program and has a heavy written and analytical component. Essential Learning Results: History Standard 3: Students understand that societies are diverse and have changed over time. Standard 4: Students understand the impact of economic activity and scientific and technological developments on individuals and societies. Geography Standard 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments. Standard 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and interpret their patterns of change. Standard 3: Students understand how physical processes shape Earth s surface patterns and systems. Standard 4: Students understand how economic, political, cultural, and social processes interact to shape diverse patterns of human populations, movement, interdependence, cooperation, and conflict. Approved BVSD Social Studies Electives 86

24 Standard 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. Standard 6: Students apply knowledge of people, places, and environments to understand and interpret the past and present and to plan for the future. Economics Standard 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources. Standard 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. Approved BVSD Social Studies Electives 87

25 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE Course #I28 Course Length: 1 semester Course Name: Pre-IB Government Designated Grade Level(s): 9th Number of Credits: 5 Weighted Grade Prerequisites: None Course Description: This course presents the basic concepts of American government from prerevolutionary days to present time with the main focus on present time. The course begins with a brief overview of why government is important to societies. Students then pursue a study of foundations of American Democracy, rights of all citizens, politics of democracy and structure of American government. Students will complete a major community experience project, extensive readings and will focus on writing essays and critical thinking skills. Essential Learning Results: History Standard 4: Students understand the impact of economic activity and scientific and technological developments on individuals and societies. Standard 5: Students understand political institutions and theories that have developed and changed over time. Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history. Geography Standard 4: Students understand how economic, political cultural, and social processes interact to shape diverse patterns of human populations, movement, interdependence, cooperation, and conflict. Civics Standard 1: Students understand the purposes of government and the basic constitutional principles of the United States republican form of government. Approved BVSD Social Studies Electives 88

26 Standard 2: Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy. Standard 3: Students know the political relationship of the United States and its citizens to other nations and to world affairs. Standard 4: Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life at all levels local, state, and national. Economics Standard 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources. Standard 2: Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services. Standard 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. Approved BVSD Social Studies Electives 89

27 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE Course #I86 Course Length: 2 semesters Course Name: IB History of America Designated Grade Level(s): 10th Number of Credits: 10 Weighted Grade Prerequisites: IB World History or AP U.S. History Course Description: The course is organized to present an in depth study of Latin American History, investigate topics in comparative history of the Americas and present a five week intensive review of World History topics to prepare for Higher Level IB History Exam. The class will adopt a seminal approach to the coverage of Latin American history from pre-columbian to the present with emphasis on 19 th and 20 th century topics identified by IB likely to appear on the Higher Level exam. It includes the preparation and completion of IB Internal Assessment research paper. Non-IB diploma or certificate candidates enrolled in the course will complete ALL the same requirements. Essential Learning Results: History Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. The following topics are covered: Geographic overview physical, historical, cultural Pre-Columbian Americas Iberian background Conquest Colonial Society Comparative Slavery Independence Comparative Political Development New Nations Modernization, Urbanization, Immigration U.S. Latin American Relations Mexican Revolution Depression and Populist Politics Cuba in the 20 th century Democracy vs. Dictatorship Approved BVSD Social Studies Electives 90

28 Social change; Reform of Revolution Cold War/Current U.S. - Latin American Relations Standard 2: Students know how to use the processes and resources of historical inquiry. completing the IB Internal Assessment, and a 3000 word analytical research paper about a defined topic in Latin American History. Standard 3: Students understand that societies are diverse and have changed over time. examining the interaction of European and American societies in an historical and contemporary context. Standard 4: Students understand the impact of economic activity and scientific and technological developments on individuals and societies. examining these forces at work in Latin American History, 1450 A.D. present. Standard 5: Students understand political institutions and theories that have developed and changed over time. investigating the nature and role of political institutions and theories brought to and developed in the Americas since 1450 A.D. Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history. studying the role of the Catholic Church in the evolution of Latin American History and challenges in society made by the introduction of new philosophies, ideas and values. Approved BVSD Social Studies Electives 91

29 ESSENTIAL LEARNING RESULTS FOR HIGH SCHOOL SOCIAL STUDIES ELECTIVE COURSE Course # T25 Course Name: Local History Course Length: 1 semester Designated Grade Level(s): Number of Credits: 5 Prerequisites: none Course Description: This course considers the history of the Boulder Valley communities ranging from mountain communities to the city of Boulder and neighboring cities to the east. By taking a regional approach it emphasizes the connectedness and interdependence of neighboring communities, historically and in our present day. This course offers the community as the classroom. Students will physically explore much of the content they study in class. They will see, touch, smell, taste and hear the history through filed trips, interviews with community members, primary sources, local cemeteries, local experts, local museums, historic landmarks and more. Essential Learning Results: History Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historic relationships. constructing the chronology and connections found in historical narratives; using timelines to organize large quantities of historical information, comparing different time periods and places, and answering historical questions; describing how history can be organized using various criteria (e.g., thematically, chronologically, geographically to group people and events; and analyzing and explaining cause and effect relationships using historical information that is organized chronologically, using both order and the duration of events to detect and analyze patterns of historical continuity and change. Standard 2: Students know how to use the processes and resources of historical inquiry. Approved BVSD Social Studies Electives 92

30 formulating historical hypotheses from multiple, historically objective perspectives, using multiple sources; gathering, analyzing and reconciling historical information, including contradictory data from primary and secondary sources to support or reject hypotheses; knowing how to interpret and evaluate primary and secondary sources of historical evidence; explaining how historical descriptions, arguments and judgments can reflect the bias of the author and/or the prevailing ideas of the culture and time period (e.g., cultural, ethnic and gender bias); interpreting oral histories and folklore of various cultures; evaluating the data within the social, political and economic context in which it was created and evaluating its bias and credibility; comparing and contrasting the authenticity of information received from multiple resources; applying knowledge of the past to analyze present-day issues and events from multiple historical perspectives; identifying historical contexts of contemporary issues; identifying how print and electronic media can affect perspectives regarding historical and current events (e.g., the impact of television on perceptions of the Vietnam war); and using historical information to interpret and evaluate decisions or policies regarding contemporary issues. Standard 3: Students understand that societies are diverse and have changed over time. knowing how various societies were affected by contacts and exchanges among diverse peoples and cultures; describing and explaining the circumstances under which past and current societies have interacted and changed, resulting in cultural diffusion (e.g., trade, war, exploration, imperialism, social disruptions, improvements in communication and transportation); explaining how societies are maintained only when individuals see benefits and fulfill obligations of membership; and analyzing how forces of tradition and change have influenced, altered and maintained social roles and the social organization of societies throughout history. Standard 4: Students understand the impact of economic activity and scientific and technological developments on individuals and societies. analyzing the major technological turning points in history (e.g., influence of railroad, introduction of smelters, and hi-tech companies in Boulder); analyzing the impact of rapid developments in areas such as transportation, technology and telecommunication on individuals and the world today; ApprovedBVSD Social Studies Electives 93