World Geography

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Student can analyze significant physical features and environmental.

• Student can conditions that have influenced the past and migration patterns and have shaped the distribution of culture groups today.

• Student can trace the spatial diffusion of phenomena such as the Colombian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

World History

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Student can explain the impact of geopolitical influences on the development of radical Islamic terrorism.

• Student can explain the impact of radical Islamic terrorism on global events.

• Student can explain the U.S. response to the events surrounding September 11, 2001, and other acts of radical Islamic terrorism.

U.S. History

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Student can apply the process of historical inquiry to research, interpret, and use multiple types of sources of evidence.

• Student can create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.

Government

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Student can identify the freedoms and rights protected and secured by each amendment in the Bill of Rights

• Student can analyze the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof,” and compare this to the concepts of separation of church and state.

• Student can explain the importance of due process rights to the protection of individual rights and in limiting the powers of government.

• Student can recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states through U.S. Supreme Court rulings and analyze the impact on the scope of fundamental rights and federalism

Economics

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Student can apply the concepts of absolute and comparative advantages.

• Student can compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade.

• Student can analyze the effects of changes in exchange rates on imports and exports.

Psychology

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Student can explain stress and the individual's physiological, behavioral, and psychological responses to stressors.

• Student can evaluate cognitive and behavioral strategies for dealing with stress.

• Student can analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal. Student can recognize the biological, social, and cognitive origins of abnormal behavior.

• Student can discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM).

• Student can evaluate the effectiveness of past and present methods of therapy.

Sociology

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Student can define and differentiate between the economic models of free enterprise and socialism and how they impact society.

• Student can define and differentiate among different types of government and discuss the legitimacy of those in power and the impact of each on its citizens. Student can argue and defend some current issues in American education.

• Student can examine religion from the sociological point of view.

World Geography

Standards Addressed

• Student can analyze significant physical features and environmental.

• Student can conditions that have influenced the past and migration patterns and have shaped the distribution of culture groups today.

• Student can trace the spatial diffusion of phenomena such as the Colombian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

World History

Standards Addressed

• Student can explain the impact of geopolitical influences on the development of radical Islamic terrorism.

• Student can explain the impact of radical Islamic terrorism on global events.

• Student can explain the U.S. response to the events surrounding September 11, 2001, and other acts of radical Islamic terrorism.

U.S. History

Standards Addressed

• Student can apply the process of historical inquiry to research, interpret, and use multiple types of sources of evidence.

• Student can create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.

Government

Standards Addressed

• student can identify the freedoms and rights protected and secured by each amendment in the Bill of Rights

• Student can analyze the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof,” and compare this to the concepts of separation of church and state.

• Student can explain the importance of due process rights to the protection of individual rights and in limiting the powers of government.

• Student can recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states through U.S. Supreme Court rulings and analyze the impact on the scope of fundamental rights and federalism

Economics

Standards Addressed

• Student can apply the concepts of absolute and comparative advantages.

• Student can compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade.

• Student can analyze the effects of changes in exchange rates on imports and exports.

Psychology

Standards Addressed

• Student can explain stress and the individual's physiological, behavioral, and psychological responses to stressors.

• Student can evaluate cognitive and behavioral strategies for dealing with stress.

• Student can analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal. Student can recognize the biological, social, and cognitive origins of abnormal behavior.

• Student can discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM).

• Student can evaluate the effectiveness of past and present methods of therapy.

Sociology

Standards Addressed

• Student can define and differentiate between the economic models of free enterprise and socialism and how they impact society.

• Student can define and differentiate among different types of government and discuss the legitimacy of those in power and the impact of each on its citizens. Student can argue and defend some current issues in American education.

• Student can examine religion from the sociological point of view.

World Geography

Standards Addressed

• Student can interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

• Student can explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

World History

Standards Addressed

• Student can explain the impact of geopolitical influences on the development of radical Islamic terrorism.

• Student can explain the impact of radical Islamic terrorism on global events.

• Student can explain the U.S. response to the events surrounding September 11, 2001, and other acts of radical Islamic terrorism.

U.S. History

Standards Addressed

• Student can explain the significance of the following years as turning points: …2001 (terrorist attacks on the World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama)

• Student can describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the events surrounding September 11, 2001, and the global War on Terror.

• Student can analyze the impact of third parties on the 1992 and 2000 presidential elections.

• Student can analyze impact of physical and human geographic factors on …the levee failure in New Orleans after Hurricane Katrina.

• Student can explain constitutional issues raised by federal government policy changes during times of significant events, including…September 11, 2001.

• Student can describe the effects of political scandals, including…Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders.

Government

Standards Addressed

• Student can analyze the structure and functions of the judicial branch of government, including the federal court system, types of jurisdiction, and judicial review.

• Student can explain how provisions of the U.S. Constitution provide for checks and balances among the three branches of government.

• Student can analyze selected issues raised by judicial activism and judicial restraint.

Economics

Standards Addressed

• Student can explain the functions of financial institutions and how they affect households and businesses.

• Student can analyze the role of interest and risk in allocating savings to its most productive use.

• Student can examine the types of accounts available to consumers from financial institutions and the risks, monetary costs, and benefits of maintaining these accounts.

Psychology

Standards Addressed

• Student can explain stress and the individual's physiological, behavioral, and psychological responses to stressors.

• Student can evaluate cognitive and behavioral strategies for dealing with stress.

• Student can analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal.

• Student can recognize the biological, social, and cognitive origins of abnormal behavior. Student can discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM).

• Student can evaluate the effectiveness of past and present methods of therapy.

Sociology

Standards Addressed

• Student can define the functions and rituals of the family and how the family has changed over time.

• Studnet can define family systems and patterns.

• Studnt can analyze the trends in American society regarding family life and the needs that the institution of family satisfies.

• Student can analyze ways in which family life can be disrupted.

World Geography

Standards Addressed

• Student can interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

• Student can explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

World History

Standards Addressed

• Student can summarize how the outcome of World War II contributed to the development of the Cold War.

• Student can summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise.

• Student can identify major events of the Cold War, including the Korean War, the Vietnam War, and the arms race.

• Student can explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union. Student can summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts.

• Student can discuss factors contributing to the Arab-Israeli conflict, including the rejection of the existence of the state of Israel by the Arab League and a majority of Arab nation.

U.S. History

Standards Addressed

• Student can explain the significance of the following years as turning points: …2001 (terrorist attacks on the World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama)

• Student can describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the events surrounding September 11, 2001, and the global War on Terror.

• Student can analyze the impact of third parties on the 1992 and 2000 presidential elections.

• Student can analyze impact of physical and human geographic factors on …the levee failure in New Orleans after Hurricane Katrina.

• Student can explain constitutional issues raised by federal government policy changes during times of significant events, including…September 11, 2001.

• Student can describe the effects of political scandals, including…Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders.

Government

Standards Addressed

• Student can identify different methods of filling public offices, including elected and appointed offices at the local, state, and national levels.

• Student can explain the process of electing the president of the United States and analyze the Electoral College.

Economics

Standards Addressed

• Student can explain the structure of the Federal Reserve System.

• Student can analyze the three basic tools used to implement U.S. monetary policy, including reserve requirements, the discount rate and the federal funds rate target, and open-market operations.

• Student can explain how the actions of the Federal Reserve System affect the nation's money supply.

Psychology

Standards Addressed

• Student can explain stress and the individual's physiological, behavioral, and psychological responses to stressors.

• Student can evaluate cognitive and behavioral strategies for dealing with stress.

• Student can analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal.

• Student can recognize the biological, social, and cognitive origins of abnormal behavior.

• Student can discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM).

• Student can evaluate the effectiveness of past and present methods of therapy.

Sociology

Standards Addressed

• Student can define race and ethnicity and differentiate among the distinguishing characteristics of minority groups.

• Student can contrast the terms discrimination, prejudice, and bias.

• Student can discuss the ramifications of stereotyping.

• Student can explain instances of institutional racism in American society.

World Geography

Standards Addressed

• Student can describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soilbuilding processes.

• Student can explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions.

• Student describe different landforms such as plains, mountains, and islands and the physical processes that cause their development (c) explain the influence of climate on the distribution of biomes in different regions.

World History

Standards Addressed

• Student can summarize how the outcome of World War II contributed to the development of the Cold War.

• Student can summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise.

• Student can identify major events of the Cold War, including the Korean War, the Vietnam War, and the arms race.

• Student can explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union.

• Student can summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts.

• Student discuss factors contributing to the Arab-Israeli conflict, including the rejection of the existence of the state of Israel by the Arab League and a majority of Arab nations.

U.S. History

Standards Addressed

• Student can explain the significance of the following years as turning points: …2001 (terrorist attacks on the World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).

• Student can describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the events surrounding September 11, 2001, and the global War on Terror.

• Student can analyze the impact of third parties on the 1992 and 2000 presidential elections;.

• Student can analyze impact of physical and human geographic factors on …the levee failure in New Orleans after Hurricane Katrina.

• Student can explain constitutional issues raised by federal government policy changes during times of significant events, including…September 11, 2001.

• Student can describe the effects of political scandals, including…Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders

Government

Standards Addressed

• Student can analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments.

• Student can explain how provisions of the U.S. Constitution provides for checks and balances among the three branches of government.

• Student can explain the major responsibilities of the federal government for domestic and foreign policy such as national defense

• Student can compare the structures, functions, and processes of national, state, and local governments in the U.S. federal system.

Economics

Standards Addressed

• Student can describe the characteristics of money, including commodity money, fiat money, and representative money.

• Student can analyze the positive and negative aspects of barter, currency, and debit cards.

Psychology

Standards Addressed

• Student can define personality.

• Student can compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural.

• Student can describe personality assessment tools.

Sociology

Standards Addressed

• Student can analyze the characteristics and components of caste and class systems and social mobility and how motivation affects each.

• Student can define poverty and its components and analyze poverty's impact on the individual and society.

• Student can contrast theories of social stratification.

• Student can recognize and examine global stratification and inequality.

World Geography

Standards Addressed

• Student can evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non‐renewable resources.

World History

Standards Addressed

• Student can explain the responses of governments to the global depression such as in the United States.

• Student can describe the emergence and characteristics of totalitarianism.

• Student can explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II.

• Student can explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.

U.S. History

Standards Addressed

• Student can explain the significance of the following years as turning points: …1991 (Cold War ends).

• Student can describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente.

• Student can describe Ronald Reagan's leadership in domestic and international policies, including Reagan's economic policies and Peace Through Strength.

• Student can describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran Hostage Crisis, Marines in Lebanon, and the Iran‐Contra Affair.

• Student can describe the causes and key organizations of the conservative resurgence of the 1980s such as the Heritage Foundation and the Moral Majority. Student can describe significant societal issues of this time period such as the War on Drugs and the AIDS epidemic.

Government

Standards Addressed

• Student can evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

• Student can describe the constitutionally prescribed procedures by which the U.S. Constitution can be changed and analyze the role of the amendment process in a constitutional government.

Economics

Standards Addressed

• Student can identify types of taxes at the local, state, and national levels and the economic importance of each.

• Student can explain the categories of revenues and expenditures in the U.S. federal budget.

• Student can analyze the impact of fiscal policy decisions on the economy.

Psychology

Standards Addressed

• Student can describe statistical concepts used in testing.

• Student can differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests.

Sociology

Standards Addressed

• Student can compare cultural norms such as ethnicity, national origin, age, socioeconomic status, and gender among various U.S. subculture groups.

• Studnet can describe stereotypes of various U.S. subcultures.

• Student can analyze social problems in selected U.S. subcultures.

World Geography

Standards Addressed

• The student can assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.

• The student can compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries.

World History

Standards Addressed

• Student can summarize the international, political, and economic causes of the global depression.

• Student can explain the responses of governments to the global depression such as in the United States.

• Student can describe the emergence and characteristics of totalitarianism.

• Student can explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II.

• Student can explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.

U.S. History

Standards Addressed

• Student can explain the significance of the following years as turning points: …1991.

• Student can describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente.

• Student can describe Ronald Reagan's leadership in domestic and international policies, including Reagan's economic policies and Peace Through Strength.

• Student can describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran Hostage Crisis, Marines in Lebanon, and the Iran‐Contra Affair.

• Student can describe the causes and key organizations of the conservative resurgence of the 1980s such as the Heritage Foundation and the Moral Majority

• Student can describe significant societal issues of this time period such as the War on Drugs and the AIDS epidemic

Government

Standards Addressed

• The student can identify different methods of filling public offices, including elected and appointed offices at the local, state, and national levels.

• Student can analyze the impact of the passage of the 17th Amendment.

Economics

Standards Addressed

• The student can interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation.

• The student can analyze business cycles using key economic indicators.

Psychology

Standards Addressed

• The student can compare predominant theories of motivation and emotion.

• The student explore the interaction of biological and cultural factors in emotion and motivation.

Sociology

Standards Addressed

• The student can compare theories of deviance such as the functionalist, conflict, and interactionist perspectives.

• The student can interpret differences in crime and arrest rates by social categories such as ethnicity, gender, socioeconomic status, and age, including cross-reference with the National Crime Victimization Survey.

• The student can analyze the criminal justice system in the United States in relation to deviant behavior.

World Geography

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Southeast Asia & Oceanic: The student can interpret political, economic, social, and demographic indicators (gross domestic product per-capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

• Southeast Asia & Oceanic:The student can locate and describe human and physical features that influence the size and distribution of settlements

World History

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• World War I & the Russian Revolution 1914 – 1922: The student can identify; the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I;

• World War I & the Russian Revolution 1914 – 1922: Students can explain the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system

US History

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• The Vietnam War: Students can describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti‐war movement. (18) Government. The student understands changes over time in the role of government. The student is expected to: (B) explain constitutional issues raised by federal government policy changes during times of significant events, including…the 1960s

• The Vietnam War: Students can describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government.

Government

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• The Legislative Branch: Students can analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;

Economics

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Supply, Demand, & Market Equilibrium Price: Students can identify the non-price determinants that create changes in supply and demand, which result in a new equilibrium price;

Psychology

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Human Development Across the Life-Span: The Student can critique the various perspectives presented in the nature versus nurture debate;

• Human Development Across the Life-Span: The student can trace the influence of physical development on the individual

Sociology

Skills/Concepts: Applies critical-thinking skills to organize and use information acquired

Standards Addressed

• Deviance: The student can compare theories of deviance such as the functionalist, conflict, and interactionist perspectives;

• Deviance: The student can interpret differences in crime and arrest rates by social categories such as ethnicity, gender, socioeconomic status, and age, including.

World Geography

Standards Addressed

• Student can describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes.

• Student can describe different landforms such as plains, mountains, and islands and the physical processes that cause their development.

World History

Standards Addressed

• Student can Identify; the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I.

• Student can Identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates.

U.S. History

Standards Addressed

• Student can explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, in reference to the Vietnam War.

• Student can analyze the major events of the Vietnam War, including the escalation of forces, the Tet Offensive, Vietnamization, and the fall of Saigon.

Government

Standards Addressed

• Student can describe the processes used by individuals, political parties, interest groups, or the media to affect public policy.

Economics

Standards Addressed

• Student can understand the effect of changes in price on the quantity demanded and quantity supplied.

Psychology

Standards Addressed

• Student can explain factors involved in cognitive development according to Jean Piaget.

• Student can describe Erik Erikson's stages of psycho-social development.

Sociology

Standards Addressed

• Student can analyze social problems in selected U.S. subcultures.

• Student can examine counterculture movements and analyze their impact on society as a whole.